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PSD Elementary Reading Resources

Reading Roadmaps

PSD Heggerty website

Phonological Awareness in PSD

Complementary Content

Google Folder for Sharing *remember to make a copy

Reach for Readers FAQs

Diagnostics

Printable Sound Spelling Card (adjusted)

Foundational Skills

Explore Magazines - electronic

Online Nat. Geo Magazines

Note - The Online Explore Magazines are not the same at the Pioneer & Pathway magazines in RfR. The are available for K-5 and include audio read aloud. Seesaw and assigned on RfR as an outside link.

Cengage - Reach for Reading Resources

Register for Nat. Geo Explorer Classroom

myNGconnect user manuals

Demo account login directions Co-teacher directions

Inventory Spreadsheet Inventory List and Pictures by grade level

Skills Matrix Grades K-2

Skills Matrix Grade 3-6

Content Alignment to Next Generation Science Standards K-2

Content Alignment to Next Generation Science Standards 3-6

K-2 Phonics and Word Lists K- 5 Phonics games by Unit list

Grammar Scope and Sequence

Level Library Title Lists Leveled Library Title list w/ AR tests

Comprehension Coach Overview

Unit Overview - Visual display of titles

Google folder for uploading materials to share

Academic Talk Routines

Vocabulary - (shared by North Thurston Public Schools in Lacey, WA)

Mind maps

Instructional Strategies for Oral Language Development

Pictures of Classroom Organization

PSD PD Presentations

Reach for Reading Professional Development

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PSD Literacy - Literacy Resources -Elem.

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Note - The Online Explore Magazines are not the same at the Pioneer & Pathway magazines in RfR. The are available for K-5 and include audio read aloud. Seesaw and assigned on RfR as an outside link.

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The Reading League Guide to the Science of Reading

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The Reading League Guide to the Science of Reading

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Science_of_Reading_Defining_Guide_eBook.pdf

Science_of_Reading_Defining_Guide_eBook.pdf

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Do This, Not That Reading .pdf

Do This, Not That Reading .pdf

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ila-childrens-rights-to-read.pdf

ila-childrens-rights-to-read.pdf

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The Colorado Department of Education Dyslexia Handbook is designed to provide online access to information and resources to Colorado schools and families as they support students with literacy challenges, including dyslexia. This handbook reflects a department wide commitment to ensure that students' needs are met as a result of collective responsibility and collaboration across general and special education contexts.

If you have questions about the contents of the Colorado Department of Education Dyslexia Handbook please contact Ellen Hunter at Hunter_E@cde.state.co.us or 303-866-6244.

Having trouble with this webpage?

If you have problems with broken links or accessing the content on this page, please contact the Exceptional Student Services Unit at ESSU@cde.state.co.us. Please copy the URL link for this page into the email when referencing the problem you are experiencing.

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The Colorado Department of Education Dyslexia Handbook is designed to provide online access to information and resources to Colorado schools and families as they support students with literacy challenges, including dyslexia. This handbook reflects a department wide commitment to ensure that students' needs are met as a result of collective responsibility and collaboration across general and special education contexts.

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We've been telling students that doing well in school creates opportunities-that showing up, doing the work, and meeting teachers' expectations will prepare them for their futures. Unfortunately, that's a myth.

Far too many students graduate from high school still unprepared for the lives they want to lead. They enroll in college and land in remedial courses, or start jobs and discover they're missing skills they need. We wanted to understand why.

To do this, we followed nearly 4,000 students in five diverse school systems to learn more about their experiences. What we found was unnerving: classroom after classroom filled with A and B students whose big goals for their lives are slipping further away each day, unbeknownst to them and their families-not because they can't master challenging material, but because they're rarely given a real chance to try.

In fact, most students-and especially students of color, those from low-income families, those with mild to moderate disabilities, and English language learners-spent the vast majority of their school days missing out on four crucial resources: grade-appropriate assignments, strong instruction, deep engagement, and teachers with high expectations. Students spent more than 500 hours per school year on assignments that weren't appropriate for their grade and with instruction that didn't ask enough of them-the equivalent of six months of wasted class time in each core subject. And middle and high school students reported that their school experiences were engaging less than half the time. In classrooms with more access to these resources, students did better-particularly if they started the school year behind their peers.

This lack of access isn't random. It's the result of choices adults make at every level of our educational system. We're asking all adults whose choices affect students' experiences to commit to unraveling the opportunity myth.

Citation: TNTP. (2018). The Opportunity Myth: What Students Can Show Us About How School Is Letting Them Down-and How to Fix It. https://tntp.org/tntp_the-opportunity-myth_web/

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Explore our publications shaping America's PK-12 education conversations. We couple decades of experience with deep research-driven insights. Download now.

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Reading Fluently Does Not Mean Reading Fast

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Reading Fluently Does Not Mean Reading Fast

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The Usefulness of Brief Instruction in Reading Comprehension Strategies

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The Usefulness of Brief Instruction in Reading Comprehension Strategies

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HO_3.1_Informational_Text_Structures (1).docx

HO_3.1_Informational_Text_Structures (1).docx

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HO_5.2_Comprehension_Strategy_Instruction (1).docx

HO_5.2_Comprehension_Strategy_Instruction (1).docx

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A Call to Action_What We Know About Adolescent Literacy Instruction (1).docx

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The most fundamental responsibility of schools is teaching students to read. Because reading affects all other academic achievement and is associated with social, emotional, economic, and physical health, it has been the most researched aspect of human cognition. By the year 2000, after decades of multidisciplinary research, the scientific community had achieved broad consensus regarding these questions: How do children learn to read? What causes reading difficulties? What are the essential components of effective reading instruction and why is each important? How can we prevent or reduce reading difficulties? Two decades later, hundreds of additional studies have refined and consolidated what we know about bolstering reading achievement, especially for students at risk.

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About the Training Requirements

Colorado school districts are required to ensure all K - 3 teachers complete evidence-based training in teaching reading as a result of changes to the Colorado READ Act in SB 19-199 (PDF). Following a six-month extension approved by the State Board of Education, all K - 3 teachers must complete the teacher training by Jan. 31, 2022. Districts, BOCES, and charters that do not meet the requirements will be ineligible for READ Act funds for the 2022-23 school year. In subsequent years, districts will need to ensure that teachers new to teaching K - 3rd grade also meet this requirement.

To meet this training requirement, State Board of Education rules require that the evidence-based training in teaching reading must:

State law and State Board of Education rules allow the following options for teachers to meet the training requirement. CDE will provide information for teachers to submit documentation that one of these training options met the hour, content and assessment requirements. At this time, CDE anticipates that the documentation will be a part of a teachers' license.

Training Requirement Options

Teachers need to only complete one of these options to meet the training requirement.

Teachers need to meet this training requirement only once. The rules for the Colorado READ Act define a kindergarten through 3rd grade teacher as a "professional responsible for the literacy instruction of the student(s) and may include the main instructor for a class, an instructional coach, reading interventionist, special education teacher, Title I teacher or other personnel who are identified as effective in the teaching of reading."

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K-3 Teacher Evidence-Based Reading Training Requirements

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Colorado school districts are required to ensure all K - 3 teachers complete evidence-based training in teaching reading as a result of changes to the Colorado READ Act in SB 19-199 (PDF). Following a six-month extension approved by the State Board of Education, all K - 3 teachers must complete the teacher training by Jan.

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This is a fantastic resource to use with older students. Up until this year, I have only used decodable texts with my third grade students. This school year I found I needed more advanced decodables for my fourth and fifth graders who are still working on decoding.

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Achieve the Core: Improving Reading for Older Students Course

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Achieve the Core: Improving Reading for Older Students Course

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In this self-paced course, we will work on how to improve literacy outcomes for older students who are reading below grade level. Participants in this course will have the opportunity to learn the research behind literacy accelerators that can propel reading progress, consider how to support students in rebuilding their academic confidence, and gain practical skills for how to implement these ideas to support students in regular classroom settings.
Course Details
Course Opens: 03/16/2021
Last Day to Register: 04/13/2021
End Date: 05/04/2021
Cost: free
Primary Audience: 4-12 ELA/Literacy teachers and anyone who supports their work
Certificate: A certificate showing 12 hours of professional learning is available upon course completion. Please reach out to your school district to ensure they will accept it.
Register here
See the accordion below to review the requirements, pacing, and syllabus.

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In this self-paced course, we will work on how to improve literacy outcomes for older students who are reading below grade level. Participants in this course will have the opportunity to learn the research behind literacy accelerators that can propel reading progress, consider how to support students in rebuilding their academic confidence, and gain practical skills for how to implement these ideas to support students in regular classroom settings.

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David Kilpatrick Book : Equipped for Reading Success

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David Kilpatrick Book : Equipped for Reading Success

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In recent years, scientists have made great strides in understanding how children learn to read, as well as how to prevent and correct most reading difficulties. However, the American Federation for Teachers, the Journal of Learning Disabilities, and School Psychology Review have all highlighted the fact that these findings have not become widely known or used in our schools. Equipped for Reading Success is designed to summarize these research results in a clear and easy-to-read manner, bringing teachers up-to-date on these exciting findings.

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Equipped for Reading Success A Comprehensive, Step-By-Step Program for Developing Phonemic Awareness and Fluent Word Recognition

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In recent years, scientists have made great strides in understanding how children learn to read, as well as how to prevent and correct most reading difficulties. However, the American Federation for Teachers, the Journal of Learning Disabilities, and School Psychology Review have all highlighted ...

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The ideal companion to the third edition of the bestselling Speech to Print textbook, this revised workbook helps teachers deepen their understanding of spoken and written English, practice and strengthen their skills and knowledge, and prepare to deliver high-quality reading instruction. author Louisa Moats has partnered with Bruce Rosowâ€"an experienced special educator and teacher of teachersâ€"to develop an updated and engaging new edition of the workbook that gets todayâ€™s teachers ready for success in the classroom.â€"and successfully teach children the critical literacy skills theyâ€™ll need for the rest of their lives. Speech to Print Speech to Print

As in the previous editions, the exercises in the new workbook cover all the areas addressed in the textbook, including phonetics and phonology, orthography, morphology, syntax, and semantics. Users will find dozens of new exercises, updates and revisions throughout, and student-friendly features such as chapter quizzes, answer keys, and tips on teaching language concepts to their own students.

Perfect for preservice teacher education courses or for in-service professional development, this workbook will help ensure that educators grasp the complex concepts in

WHATâ€™S NEW Learn more about the new edition!

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Speech to Print Workbook: Language Exercises for Teachers

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Amazon.com: Speech to Print Workbook: Language Exercises for Teachers: 9781681253336: Moats Ed.D., Louisa Cook, Rosow Ed.D., Dr. Bruce: Books

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Effective Instruction for Middle School Students With Reading Difficulties: The Reading Teacher’s Sourcebook

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Effective Instruction for Middle School Students With Reading Difficulties: The Reading Teacher’s Sourcebook

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The Meadows Center for Preventing Educational Risk

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Description

Note
This book is now available through Brookes Publishing. Visit the publisher's website for more information.
Educators who work with middle school students are all too aware that not all children learn to read by the time they leave elementary school. Many students in grades 6, 7, and 8 have reading difficulties. Developed with funding from The Meadows Foundation and the Texas Education Agency, Effective Instruction for Middle School Students with Reading Difficulties: The Reading Teacher's Sourcebook offers middle school reading teachers an overview of research-based instructional approaches for teaching struggling readers.

The goal for this sourcebook is that instruction provided by the reading teacher can be integrated into a coordinated, comprehensive, schoolwide approach. The goal of this schoolwide effort is to ensure that all students can read and learn from academic text, including content area textbooks and literature, and that they will be motivated to engage in reading for many different purposes.

To address this goal, the schoolwide approach is designed to meet the needs of all students by providing them with instruction specifically designed to help them comprehend the complex vocabulary and content of academic text and to increase their motivation to read. These elements are essential if students are to be successful at learning from text.

The components of the approach are:

A solid foundation of high standards, strong leadership, instructional excellence, and a safe and positive school environment.

Common instructional routines and strategies implemented across content areas to engage content teachers (i.e., math, social studies, science, English language arts) in teaching students content area vocabulary and practices for comprehending content area academic text.

Strategic instruction provided in reading classes or intervention settings.

Intensive intervention for students with more serious reading difficulties

Citation

Denton, C., Vaughn, S., Wexler, J., Bryan, D., & Reed, D. (2012). Effective instruction for middle school students with reading difficulties: The reading teacher's sourcebook. Brookes.

Related Institute

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Effective Instruction for Middle School Students With Reading Difficulties | Library

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Note This book is now available through Brookes Publishing. Visit the publisher's website for more information. Educators who work with middle school students are all too aware that not all children learn to read by the time they leave elementary school. Many students in grades 6, 7, and 8 have reading difficulties.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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A Case for the Sentence in Reading Comprehension

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A Case for the Sentence in Reading Comprehension

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Why We Need to Teach Sentence Comprehension | Reading Rockets

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For the want of a nail the shoe was lost; For the want of a shoe the horse was lost; For the want of a horse the battle was lost; For the failure of battle the kingdom was lost — And all for the want of a horseshoe nail. — Proverb This oft-used litany reminds me of reading: For the want of phonemic…

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Let’s Stop Talking About The ’30 Million Word Gap’

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It’s one of the most famous studies ever done on kids. It’s often cited as a reason children from poor families struggle in school. But it may be neither 30 million words, nor exactly a gap.

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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Get access to files anywhere through secure cloud storage and file backup for your photos, videos, files and more with Google Drive.

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What does the way you speak say about where you’re from? Answer all the questions below to see your personal dialect map.

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Unlocking Literacy: Effective Decoding and Spelling Instruction, Second Edition

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Amazon.com: Unlocking Literacy: Effective Decoding and Spelling Instruction, Second Edition: 9781598570748: Henry Ph.D., Marcia K., Wolf, Maryanne: Books

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Top reviews from the United States

There was a problem filtering reviews right now. Please try again later.

Reviewed in the United States on December 2, 2011

I like the content of this book and agree with the previous reviews on that point. But the setup, for the price, is much more cumbersome than I expected. Yes there is a CD and blackline masters, but they are for different things. The blackline masters are for the student worksheets, the CD is one long PDF of the instructional sheets (for display on an overhead/projector or copied for students) and the answer keys are shrunken versions of the student worksheets reprinted inside the book itself within the lesson plans (and since this is the kind of activity that I have the students self-correct, this doesn't make it easy for me to display). And due to the fact the student sheets are only on the blackline masters, I need to make a copy of the whole set and store them somewhere in case a page sent to be copied gets lost or eaten by the copy machine. I find this all very annoying. I thought all the student and instructional sheets would be on the CD at the very least as well as some ready-made assessments. For the price, I though there may even be a digital question bank to use for assessments. Alas no.
If the publisher would like to contact me, I would be happy to tell them how to fix their product to make it more busy-teacher friendly.

Reviewed in the United States on February 11, 2011

I have used this program in the past (borrowed from a colleague), but was happy to purchase my own copy. It is very useful in teaching students how our language truly works, and how to decode words to find their meaning. Research shows that people who know a wide vocabulary do well in testing and in finding better jobs. This program helps us as teachers give our students those resources.

Reviewed in the United States on March 7, 2014

I would definitely recommend this book to others. Well organized, sequential teaching tool. I just wish that the papers/materials were all in one place and that the blackline masters were available on the CD as well. I'm always worried that I will lose a page.
My students are quickly learning many suffixes in an organized manner. Terrific book.

Reviewed in the United States on December 14, 2014

Reviewed in the United States on April 30, 2006

As a literacy consultant and instructor for several CA Reading Specialist credential courses, I have reviewed many vocabulary programs for grades 4- 8 and in my opinion, this is the BEST! It happens to be one of the most cost effective programs as well. Nothing consumable, no student editions to buy.
Everything needed for classroom use is included; the teacher can photocopy the practice pages, assessments, and games from the black-line masters that are provided along with the author's permission to copy for classroom use.

A PC- and Mac-compatible CD is included in the back of the teacher's manual which contains complete teaching instructions and answers. The CD is the heart of the program and contains a sequence of 82 easy-to-use and very effective lessons. In just 15-20 minutes a day, the entire sequence of lessons could be taught in one school year. The package also includes black-line masters for practice pages and related word games. Everything is clear and easy to follow; both teachers and students will enjoy it!

By noting how the same morpheme or word part (prefix, suffix, or root) maintains its meaning in a wide variety of words, students learn to ascribe that meaning wherever they encounter the same morpheme. Students learn how various morphemes affect the function of a word. For example, the suffix "-ion" usually denotes things, like instruction and function, while the suffix "-ian" usually denotes people, like mathematician and Egyptian. This knowledge helps not only with vocabulary but with comprehension and spelling. Students learn not only the hundreds of words used in the program ~ and REALLY learn them, not just until the test is over ~ they are also able to figure out the meaning of tens of thousands of unfamiliar words as they are encountered in textbooks, literature, on achievement tests or state standards tests, and even on college-entry tests like the SAT. This is learning that will stay with them and help them forever!

The lessons are laid out in a way that helps our often-confusing English language make much more sense. I think that completing the lessons in this book is tantamount to taking a course in Latin and Greek languages, but quicker and far more engaging.

Although targeted for grades 4 - 8, Vocabulary Through Morphemes would be appropriate for high school classes, particularly for remedial reading or intervention courses enrolling students with weak vocabularies. It would even be beneficial for individual high school students preparing for the SAT.

This program belongs in every gr. 4 - 8 classroom.

Reviewed in the United States on February 7, 2007

This vocabulary program is created by a former teacher and expert in her field to provide other teachers with organized, sequential, enjoyable, teacher-friendly lessons that develop students' vocabulary skills. Everything the teacher needs is right there in one book and CD. I have used this program with struggling readers as well as GATE students. Both groups saw significant vocabulary growth. They came away with skills that will continue to aid them as they face challenging vocabulary in the future. All of this happens by devoting 20 minutes a day to teach lessons that are completely organized for you the teacher. I loved it!!

Reviewed in the United States on March 20, 2007

I have used Vocabulary Through Morphemes for three years now in a classroom with many ELL students. I find it is useful as a supplement to district adopted materials, and provides a great vocabulary development component which is not easily available elsewhere. A convenient CD is included to print up exactly what you need. The lessons are simple to follow for both teacher and students. I use this program three times a week for 20 minutes each time, and find it a valuable resource for my classroom.

Reviewed in the United States on March 23, 2005

Fantastic Tool!!! This is a must use tool for all people teaching and studying Suffixes, Prefixes and Roots. I have used it for 6th, 7th and 8th graders. Mrs. Ebbers activities are practical and stimulating. This is a superb resource guide that will enable learners to add breath and richness to their lives. Every student's intellectual curiosity will expand as a richer vocabulary is developed!!! The lessons are inspiring, entertaining and enormously user friendly.

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Vocabulary Through Morphemes: Suffixes, Prefixes, and Roots for Intermediate Grades

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Vocabulary Through Morphemes: Suffixes, Prefixes, and Roots for Intermediate Grades [Susan M. Ebbers] on Amazon.com. *FREE* shipping on qualifying offers. Vocabulary Through Morphemes: Suffixes, Prefixes, and Roots for Intermediate Grades

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Quick reference chart for converting leveling systems such as Lexile and Flesch-Kincaid into CCR grade bands.

Step-by-step guide to accessing free, online tools that help identify the appropriate grade band for a text.

SCASS Rubric for Informational Text SCASS Rubric for Literature
Qualitative Dimensions of Text Complexity Chart: Scales for evaluating the qualitative features of text complexity: text structure, language clarity and conventions, knowledge demands, and levels of meaning/purpose

Grade 11-CCR Sample Qualitative Scale
Example of completed qualitative scale for the 9-10 band.
Companion to Qualitative Scales
Detailed explanation of qualitative features; to be consulted in filling out the qualitative scale.

Grade 11-CCR Sample Qualitative Scale
Example of completed qualitative scale for the 9-10 band.
Companion to Qualitative Scales
Detailed explanation of qualitative features; to be consulted in filling out the qualitative scale.

Use this guide to support the analysis of a text for complexity.
Read Aloud for Grades K-2

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Quick reference chart for converting leveling systems such as Lexile and Flesch-Kincaid into CCR grade bands. Step-by-step guide to accessing free, online tools that help identify the appropriate grade band for a text.

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English Language Arts Standards " Standard 10: Range, Quality, & Complexity " Measuring Text Complexity: Three Factors | Common Core State Standards Initiative

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Reader variables (such as motivation, knowledge, and experiences) and task variables (such as purpose and the complexity generated by the task assigned and the questions posed)

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We Real Cool by Gwendolyn Brooks | Poetry Magazine

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