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I chose this diagram because it accurately depicts the five essential reading components: phonemic awareness, phonics, fluency, vocabulary, and comprehension.

I plan to use this to guide lesson planning and share with families and colleagues how the brain learns.

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Picture Book- Our Class is a Family By: Shannon Olsen

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Picture Book- Our Class is a Family By: Shannon Olsen

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This book promotes social and emotional awareness and connection, and also shows a sense of community in a classroom, which is what I'd want to build.

I would use this as a read aloud on the first day of school so we can start the year off seeing how to work on making the class like a family

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An inviting, comfortable space for the kids to feel comfortable going to with color, but not an overwhelming amount.

It can be used for a daily reading area for silent reading time, but also for small literacy groups

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Phonological Awareness- Matching Rhyming Game

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Phonological Awareness- Matching Rhyming Game

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The sense of playing a fun game to have them strengthen phonological awareness using rhyming picture cards.

I would use these during literacy stations in small groups, having the kids work together on these

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Award Winning Text- The Snowy Day By: Ezra Jack Keats (Caldecott Winner)

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Award Winning Text- The Snowy Day By: Ezra Jack Keats (Caldecott Winner)

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This is a sweet book about a young boy playing in the snow and exploring the neighborhood.

I'll read it aloud during the wintertime and talk about what fun winter snow activities we can do.

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Genre- Frog and Toad Are Friends By: Arnold Lobel

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Genre- Frog and Toad Are Friends By: Arnold Lobel

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This is a fun book and with all the pictures and accessible words for new readers. It is a fun book where kids read about a frog and toad go on adventures and how they live their life together.

The book can encourage reluctant readers to start reading and to build fluency through fun pictures and words

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Print Awareness Activity- Write the Room

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Print Awareness Activity- Write the Room

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This activity is where students are given a certain thing to write about in the classroom, and they write it, and it helps them connect the meaning of the word to real life.

This can be used in a literacy station to help the students learn word recognition. learning to spell, but also to visualize the word to the object.

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Vocabulary or Comprehension Strategy – Frayer Model

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Vocabulary or Comprehension Strategy – Frayer Model

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This template is best used for learning new words and encourages deep word understanding and visual support.

I can use this for weekly vocabulary instruction to teach a harder word.

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Learning Differences Support – Colorín Colorado Website

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Learning Differences Support – Colorín Colorado Website

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This website offers bilingual literacy support, videos, and parental resources.

I can use this as extra help for and scaffolding for ELL

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A bilingual site for educators and families of English language learners

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 Nonfiction Book – National Geographic Kids: Frogs!

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 Nonfiction Book – National Geographic Kids: Frogs!

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This book has engaging facts and real pictures to teach kids about frogs in a fun way

I can have the students do a guided reading and writing facts activity

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Under-Represented Voices – Eyes That Kiss in the Corners by Joanna Ho

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Under-Represented Voices – Eyes That Kiss in the Corners by Joanna Ho

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This book is about an Asian girl who is learning to love what is seen as "unique" features and to learn to accept who she is after learning of her family's cultural identity and how those features are what make her, her.

I can read this book aloud during Asian Heritage Month to help students learn to love where they come from and that certain features make us unique. Even if the students aren't of asian descent, it can still be helpful, so they'll still know that we're all unique for a difference.

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Acadiance is a quick and reliable resource for teachers. It has multiple tests and reliable screening for progress monitoring to keep track of where students are from point A and where they are getting to point B.

Using this tool can help me identify struggling readers earlier on and help with early intervention

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We're excited to announce the launch of the Acadience Help Center!

Find the answers to your questions about Acadience assessments, data services, and more with our new searchable Help Center.

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Unlocking Potential. Changing Lives. | Acadience Learning

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Acadience Learning exists for a single reason: to improve outcomes. We help realize the potential of every student, every teacher, and every school.

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Bibliotherapy/Social-Emotional Book- When Sophie Gets Angry — Really, Really Angry by Molly Bang

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Bibliotherapy/Social-Emotional Book- When Sophie Gets Angry — Really, Really Angry by Molly Bang

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This is a book that is. very relatable to younger kids and teaches them about having big emotions, but also how to regulate them and control them, and how it's okay to have big emotions, but not always the big reaction is needed.

The book works on teaching kids how to regulate and understand their emotions. I will read it at the beginning of the school year and have it in their "cool down" corner so it can be a reminder that emotions are okay, but how we deal with them is where we have to think.

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This video demonstrates a structured lesson plan teaching a student CVC words in a fun yet effective way.

It shows how I was able to demonstrate my teaching styles, strategies, and methods.

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Submit Video Lesson Demonstration 2_ Kailyn Rayna Komrska

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Additional Literacy Resource – Florida Center for Reading Research (FCRR) Student Activities

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Additional Literacy Resource – Florida Center for Reading Research (FCRR) Student Activities

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This is a research-based reading resource with printable worksheets for elementary students for all reading components.

I can use these worksheets during literacy centers and also small group intervention.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.