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These resources are designed for children to work on independently to consolidate their learning. Physical games and personalised plans will always be more effective than worksheets. However, for distance, on-line and home learning these may be helpful.

The sheets progress in difficultly/complexity from the earliest stages of hearing the difference between speech sounds, to complex word building skills.

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Printable Phonics Support Resources - Dyslexic Logic

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Dyslexia Support - Graded teaching resources for supporting children with dyslexia. Printable sheets provide a multisensory support strategy for children with dyslexia and support skills from phoneme differentiation to complex word building skills.

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These resources are designed for children to work on independently to consolidate their learning. Physical games and personalised plans will always be more effective than worksheets. However, for distance, on-line and home learning these may be helpful.

The sheets progress in difficultly/complexity from the earliest stages of hearing the difference between speech sounds, to complex word building skills.

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Printable Phonics Support Resources - Dyslexic Logic

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Dyslexia Support - Graded teaching resources for supporting children with dyslexia. Printable sheets provide a multisensory support strategy for children with dyslexia and support skills from phoneme differentiation to complex word building skills.

# data[].attributes.attachment_link.readable_text
These resources are designed for children to work on independently to consolidate their learning. Physical games and personalised plans will always be more effective than worksheets. However, for distance, on-line and home learning these may be helpful.

The sheets progress in difficultly/complexity from the earliest stages of hearing the difference between speech sounds, to complex word building skills.

# data[].attributes.attachment_link.title
Printable Phonics Support Resources - Dyslexic Logic

# data[].attributes.attachment_link.description
Dyslexia Support - Graded teaching resources for supporting children with dyslexia. Printable sheets provide a multisensory support strategy for children with dyslexia and support skills from phoneme differentiation to complex word building skills.

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Encourage children to sound out the target word one sound at a time. Then ask them how many sounds it has. They may find it helpful to touch one finger at a time on their hand as they sound out to keep track of the number of sounds. Ask them which phoneme frame they need to choose (i.e, the same number of sections as sounds). Then ask them to write the word, one sound at a time. Explain that each box is for one sound. Ask how many sounds and how many letters the word has. This helps children to understand that there is a complex relationship between the number of letters and sounds in English. Being able to segment a word into its grapheme units is essential for reading. Using phoneme frames can support reading fluency by helping children recognise grapheme units within the words they are reading.

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Encourage children to sound out the target word one sound at a time. Then ask them how many sounds it has. They may find it helpful to touch one finger at a time on their hand as they sound out to keep track of the number of sounds.

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Encourage children to sound out the target word one sound at a time. Then ask them how many sounds it has. They may find it helpful to touch one finger at a time on their hand as they sound out to keep track of the number of sounds. Ask them which phoneme frame they need to choose (i.e, the same number of sections as sounds). Then ask them to write the word, one sound at a time. Explain that each box is for one sound. Ask how many sounds and how many letters the word has. This helps children to understand that there is a complex relationship between the number of letters and sounds in English. Being able to segment a word into its grapheme units is essential for reading. Using phoneme frames can support reading fluency by helping children recognise grapheme units within the words they are reading.

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Encourage children to sound out the target word one sound at a time. Then ask them how many sounds it has. They may find it helpful to touch one finger at a time on their hand as they sound out to keep track of the number of sounds.

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Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

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Blending Phonemes - Word Chains - Dyslexic Logic

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Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

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Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

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Blending Phonemes - Word Chains - Dyslexic Logic

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Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

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Word Chain Blending - using a CVC word list.

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Florida Center for Reading Research-Student Center Activities

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Florida Center for Reading Research-Student Center Activities

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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.

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Acadience Reading Benchmark Goals and Cut Scores

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Acadience Reading Benchmark Goals and Cut Scores

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West Virginia Phonics Lessons-Match 95% Group Skills

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West Virginia Phonics Lessons-Match 95% Group Skills

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1st Grade Core Phonics Whole Class Lesson-2

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1st Grade Core Phonics Whole Class Lesson-2

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DO NOT use the digraph cards in this set! They have two boxes for each digraphs and because digraphs make one sound, only one box should be used for both letters.

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Phonics Lesson Activities by Skill and Reading Stage

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Phonics Lesson Activities by Skill and Reading Stage

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Phonics Lesson Activities by Reading Stage - Pre Reader

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1st Grade Core Phonics Whole Class Lesson

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1st Grade Core Phonics Whole Class Lesson

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MCSD Decodable Reader Book List with skills

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MCSD Decodable Reader Book List with skills

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

# data[].attributes.attachment_link.readable_text
Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

# data[].attributes.attachment_link.description
The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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Create a new spreadsheet and edit with others at the same time -- from your computer, phone or tablet. Get stuff done with or without an internet connection. Use Sheets to edit Excel files. Free from Google.

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State Standards, Essential Standards, and Power Standards-An Explanation

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State Standards, Essential Standards, and Power Standards-An Explanation

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Resources from IMSE | Twitter, Instagram, Facebook | Linktree

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UURC Educators' Corner - U Steps Resources

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implementing a UURC Tier II model (i.e., ES, NS, or HS) can download this Student Re-Evaluation PDF Form [4/25/22] tto provide feedback to parent(s)/guardian(s) of their students.

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UFLI-University of Florida Literacy Institute Teacher Resources

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UFLI-University of Florida Literacy Institute Teacher Resources

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The materials here are designed to be used with video conferencing platforms for distance education and with interactive whiteboards in the classroom. The activities can also be used if you are creating video lessons for asynchronous lessons.

To use the materials, first watch the overview video for an orientation to our approach to virtual teaching. Then, click on the links below to download lesson templates, peruse our tips for creating engaging lessons, and finally, explore the instructional activities. toplan lessons appropriate for your students.

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The materials here are designed to be used with video conferencing platforms for distance education and with interactive whiteboards in the classroom. The activities can also be used if you are creating video lessons for asynchronous lessons. To use the materials, first watch the overview video for an orientation to our approach to virtual teaching.

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Article-A New Model for Teaching High-Frequency Words

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Article-A New Model for Teaching High-Frequency Words

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Overview of suggested restructuring

Teach 10-15 "sight words" before phonics instruction begins

Flash Words and Heart Words defined

Flash Words with advanced vowels to teach with early phonics instruction

Flash Words with two and three syllables

Implementing the new model

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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A New Model for Teaching High-Frequency Words

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Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to "rethink" teaching of high-frequency words.

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UFLI Resources for Teaching Irregular and High-Frequency Words

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UFLI Resources for Teaching Irregular and High-Frequency Words

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Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular. In these words, the sounds of the letters are unique to that word or to a very small number of words. Other words are temporarily irregular. This means that the student has not yet learned the letter-sound correspondences in the word.

Although irregular words can be challenging, there are effective methods for teaching them. The good news is that, in most common irregular words, only one or two letters don't adhere to expected phoneme-grapheme correspondences. This means children can learn to decode most of the word, and they only have to learn one or two letters "by heart." The Heart Words materials below can be used to teach irregular words this way. This approach can promote children's orthographic mapping.

Once an irregular word has been introduced and taught, which includes sounding out the decodable parts and recognizing the part(s) that need to be learned by heart, flash cards can be an effective tool for practice. For many readers, irregular words are committed to memory after only a few (1-4) exposures. A struggling reader may need 20 or more exposures to the same word before it can be recognized on sight.

Here's a helpful article about teaching irregular words.
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Irregular "Heart" Words

This collection of "heart word"slides contains some words that are permanently irregular and others that are temporarily irregular. Each slide includes teacher guidance in the notes section to explain the irregularities in the word. You can also download and print these Heart Word Cards on card stock.
Heart Word Slides (PowerPoint) Heart Word Slides (Google Slides) Heart Word Tutorial
Irregular Word Cards

We also have traditional irregular or "hot" word flash cards and word slides for reviewing with children.
Irregular Word Flash Cards (PowerPoint) Irregular Word Flash Cards (Google Slides) Irregular Word Slides (Powerpoint) Irregular Word Slides (Google Slides)
Tutorials and Sample Lessons
Sample Lesson - Irregular Words

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Irregular and High Frequency Words | UF Literacy Institute

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Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular.

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Article-A New Model for Teaching High-Frequency Words

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Article-A New Model for Teaching High-Frequency Words

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Overview of suggested restructuring

Teach 10-15 "sight words" before phonics instruction begins

Flash Words and Heart Words defined

Flash Words with advanced vowels to teach with early phonics instruction

Flash Words with two and three syllables

Implementing the new model

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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A New Model for Teaching High-Frequency Words

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Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to "rethink" teaching of high-frequency words.

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Read Works and Whole Phonics Readers-Paired Text

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Read Works and Whole Phonics Readers-Paired Text

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ReadWorks | K12 Reading Instruction that Works

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Welcome to the ReadWorks and Whole Phonics program where we aim to make the "simple view of reading" come to life! Learn about the resources and how to use them in this webinar:

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West Virginia Phonics Lessons-Match 95% Group Skills

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West Virginia Phonics Lessons-Match 95% Group Skills

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Share your videos with friends, family, and the world

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Share your videos with friends, family, and the world

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Florida Center for Reading Research-Student Center Activities

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Florida Center for Reading Research-Student Center Activities

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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.

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Resources for families-Supporting Your Child's Reading at Home

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Resources for families-Supporting Your Child's Reading at Home

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Introduction

Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child's reading ability.

These Family Activities include easy-to-follow plans to help you support your child's foundational reading skills at home. Materials needed for each Family Activity, such as letter cards, are included. They begin with simpler activities and progress to more difficult ones. You may want to start with the first activity and move to the next when you notice that your child has a firm understanding of the content from that activity. We encourage you to select appropriate activities for your child, and feel free to set aside anything that seems too difficult. The goal is to engage your child in activities that promote learning in a positive environment, not to induce frustration. The activities should be completed with the child, frequently, with patience, and positive feedback. Using the activities at home will be a fun way to spend family time together!

The Family Literacy Videos show families engaging their child in the Family Activities just described. The key points about the videos help you know what to focus on for a specific activity.

The activities were excerpted from a First Grade Teacher's Guide to Support Family Involvement in Foundational Reading Skills, which is free online: https://ies.ed.gov/ncee/edlabs/regions/southeast/pdf/REL_2021042.pdf.
You can also access these videos free online: https://www.youtube.com/playlist?list=PLVHqsnePfULrjkTeS-jvVIQeP-HKRWpry.

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educational improvement; excellence in education; educational research; statistics; statistical data; statistical surveys; national center for education evaluation and regional assistance.

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Introduction Learning to read begins at home through everyday parent-child interactions, long before children attend school. Your continued support of literacy development throughout elementary school positively affects your child's reading ability. These Family Activities include easy-to-follow plans to help you support your child's foundational reading skills at home.

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The Science of Reading and Balanced Literacy

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The Science of Reading and Balanced Literacy

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Foundational Skills to Support Reading for Understanding K-3 Educator's Practice Guide

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Foundational Skills to Support Reading for Understanding K-3 Educator's Practice Guide

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Second Grade High-Frequency Word Flashcards

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Second Grade High-Frequency Word Flashcards

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First Grade High-Frequency Word Flashcards

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First Grade High-Frequency Word Flashcards

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Phrase progression practice-Florida Center for Reading Research

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Phrase progression practice-Florida Center for Reading Research

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Next Steps Reading Recording Sheet-Customizable

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Next Steps Reading Recording Sheet-Customizable

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Use for first sound fluency practice. Use picture cards for headers.

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Use for Initial Sound Identification

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Picture Sorts can be used for PA practice-use picture instead of letter headers in this case.
After Picture Sorts, these resources are phonics only resources.

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The Toucan Series of Decodable Books | Heggerty

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This series was created to provide students with opportunities for connected text reading during Tier 2 and Tier 3 interventions. This set of books can be implemented in combination with Bridge the Gap: Phonemic Awareness intervention lessons. The Toucan series can also be used for decodable reading for students in late 1st or 2nd grade.

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Multi-syllable word lists by syllable type

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Multi-syllable word lists by syllable type

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FREE Beautiful Online Decodable Phonics Books for Early Readers and Dyslexia

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Here's a great resource of free decodable books and stories found online. I use these fabulous readers as supplements with my students that I tutor reading online. All early readers can benefit from using decodable texts. Decodable texts are essential for dyslexic students. Contact Lisa at abctutorusa@gmail.com

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These student assessments can be used to monitor student progress with phonological and phonemic awareness skills, and the results can be used to plan for instruction. The Heggerty Phonemic Awareness assessments are not required to teach the curriculum.
Please note: English assessments were updated August 2021 to align to the digital assessments now available on myHeggerty. For the previous version of the English assessments, please scroll to the bottom of the page and open the archive folder.
Pre-Kindergarten Assessments:

Progress Monitoring Assessments:
Progress monitoring assessments for individual phonemic awareness skills can be used to gather data about a students' progress. These assessments can be administered throughout the school year to students in Kindergarten, 1st or 2nd grade. Specific lessons from the Kindergarten and Primary curriculum are listed on each assessment, to assist teachers with planning for instruction.

↓ Initial Phoneme Isolation
↓ Final Phoneme Isolation
↓ Medial Phoneme Isolation
↓ Blending Syllables
↓ Blending Body Coda and Onset Rime
↓ Blending Phonemes
↓ Segmenting into Syllables
↓ Segmenting Onset-Rime
↓ Segmenting into Phonemes
↓ Adding Syllables
↓ Adding Initial or Final Phonemes
↓ Substituting Initial, Final, and Medial Phonemes
↓ Deleting Syllables
↓ Deleting Initial or Final Phonemes
↓ Deleting Initial Phonemes - Extra

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Phonemic Awareness Assessments & Lesson Plans | Heggerty

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Download free phonemic awareness assessments and lesson plans in English and Spanish for pre-k, kindergarten, and primary curriculums.

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2nd Grade Guide for Heggerty Instruction

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2nd Grade Guide for Heggerty Instruction

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USBE Recommended Phonics Lesson Plan Template

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USBE Recommended Phonics Lesson Plan Template

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Whole Phonics Decodable Reader Resources

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Whole Phonics Decodable Reader Resources

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Informational Videos

Short Vowel Activities and Templates

Scope and Sequence

High Frequency Words, Levels 1-3

Vocabulary, Levels 1-3

Word Counts, Levels 1-3

Think Like a Phonics Teacher

Sample Five-Day Plan

Articles, Podcasts and Books about Best Practices in Reading Instruction

Reporting by Emily Hanford, both current and excellent:

Language at the Speed of Sight:

Websites that are excellent resources for parents and caretakers of children with special needs

Websites specific to support regarding dyslexia and difficulty learning to read

Tips for Sound Production

Literacy Statistics

Literacy Statistics that Whole Phonics is dedicated to addressing:

Two-thirds of our nations' children do not enter the fourth grade reading at a proficient level, and 82% of those children are from low income families.

One-third of dyslexic students become so frustrated in school that they give up and leave high school without graduating.

Four out of five children from communities of color are not reading at a proficient level.

Eighty-five per cent of children in juvenile detention are illiterate.

One in four children grow up not knowing how to read at a functional level.

choosing a selection results in a full page refresh

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Informational Videos Why Phonics and Decodable Text? A Webinar for Librarians, Parents and Teachers How the Brain Learns to Read - Prof. Stanislas Dehaene Short Vowel Activities and Templates Scope and Sequence High Frequency Words, Levels 1-3 Vocabulary, Levels 1-3 Word Counts, Levels 1-3 Think Like a Phoni

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Half Pint Kids Decodable Books Level C Teacher's Guide

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Half Pint Kids Decodable Books Level C Teacher's Guide

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Half Pint Kids Decodable Books Level B Teacher's Guide

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Half Pint Kids Decodable Books Level B Teacher's Guide

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Half Pint Kids Decodable Books Level A Teacher's Guide

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Half Pint Kids Decodable Books Level A Teacher's Guide

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Half Pint Kids Decodable Books Scope and Sequence

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Half Pint Kids Decodable Books Scope and Sequence

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Scope and Sequence - Half Pint Kids Decodable Books

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Reading for All Learners Scope and Sequence

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Reading for All Learners Scope and Sequence

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Grade 2 95% Core Phonics Scope and Sequence

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Grade 2 95% Core Phonics Scope and Sequence