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This activity allows students to practice spelling Heart Words (high-frequency words) with irregular letter-sound relationships by filling in a heart above the irregular part of the word that must be learned “by heart.” Below are some suggested directions and sample scripts to use with the words said, have, from, and the.

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This activity allows students to practice spelling Heart Words (high-frequency words) with irregular letter-sound relationships by listening to the individual phonemes in a word and then writing down the corresponding spellings. The teacher can give students the spelling for the irregular part of the word that must be learned “by heart.” Below are some suggested directions and sample scripts to use with the words said, from, his, and of.

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This activity allows students to practice dissecting Heart Words (high-frequency words) with irregular letter-sound relationships by listening to the individual phonemes in a word and then filling in the corresponding spellings. They fill in a heart above the irregular part of the word that must be learned “by heart” and write that tricky part again. Below are some suggested directions and sample scripts to use with the words said, from, his, of, and could.

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YouTube Video

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Understanding the How and Why of Sound Walls

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Sound Walls: Making the Speech to Print Connection

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Sound Walls: Making the Speech to Print Connection

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YouTube Video-https://www.youtube.com/watch?v=qmVyQ5xQ4OY

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Can a Sound Wall Benefit My Dyslexic Students?

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Can a Sound Wall Benefit My Dyslexic Students?

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YouTube Video-https://www.youtube.com/watch?v=HCh9-gQhdtM

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In the midst of many cultural treasures, reading is by far the finest gem. ​ ~ Stanislas Dehaene (2009) For a significant number of our students, words like treasure and gem do not describe their experience learning to reading. For students with dyslexia, reading can be deeply discouraging.

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Tools4Reading

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2021 ELA COS Concepts of Print Vertical Alignment (K/1)

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2021 ELA COS Concepts of Print Vertical Alignment (K/1)

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ELA COS Standards Concepts of Print Vertical K-1

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2021 ELA COS Oral Language Vertical Alignment

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2021 ELA COS Oral Language Vertical Alignment

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ELA COS Standards Oral Language Vertical K-3

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2021 ELA COS Phonological/Phonemic Awareness Vertical Alignment 

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2021 ELA COS Phonological/Phonemic Awareness Vertical Alignment 

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ELA COS_ Phonological_Phonemic Awareness Standards  - Hourglass Vertical Progression

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This site is updated and resources are added weekly. Check back for more free goodies!

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Enjoy these free, customizable Orton-Gillingham lesson templates on IMSE!

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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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3rd Grade Essential Standards w/ Best Practice and LETRS support

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3rd Grade Essential Standards w/ Best Practice and LETRS support

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One Pager Essential Standards and Best Practices with SOR

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Please sign in with your Google account to continue.

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Lexia Learning Systems https://www.lexialearning.com/Assets/img/logo.svg 1984 978-405-6232 info@lexialearning.com 300 Baker Avenue, Suite 320 Concord MA 01742 USA

Alabama LETRS® Science of Reading Professional Learning Course

Attention Alabama Educators!

During the 2019 legislative session, the Alabama State Legislature passed the Alabama Literacy Act, which was promptly signed into law by the governor. The state is now funding Alabama LETRS® (Language Essentials for Teachers of Reading and Spelling), an investment in teachers' literacy knowledge and professional practice. Through LETRS, teachers gain essential knowledge to master the fundamentals of literacy instruction required to transform student learning.

The LETRS course of study provides educators and administrators with a deeper understanding of the science of reading by covering all layers of language organization (phonology, orthography, morphology, syntax, semantics) and their relevance for teaching reading, spelling, and oral language.

Participation is on a first-come, first-served basis so reserve your seat now. Educators can choose from:

Who is eligible to register?

Pre-K through third grade educator currently teaching in an Alabama public school

Elementary administrators

Special education or reading intervention educators

Other educators who support foundational literacy

LETRS® is accredited by the International Dyslexia Association®

NEW USERS

Cohort 7 enrollment is now closed.

IMPORTANT: If a participant has registered to enroll in LETRS in the past and did not complete the coursework where the license has now expired, the participant will need to renew the license for the incomplete course by contacting LLETRSorders@lexialearning.com. The participant will not be allowed to register for enrollment in the same platform for a new license in Cohort 7. Further questions can be addressed at AlabamaLETRS@alsde.edu.
Materials Return Policy: Starting on August 1st, 2023, all eligible returns must be completed within 90 days of receipt of material(s). Extension Fee Update: Starting on July 1st, 2023, the extension price to access the LETRS online platform will be $99 for a one-year subscription.

CURRENT USERS

Access your LETRS Account

Login

For assistance, contact:

support@lexialearning.com
or call 800-507-2772

AlabamaLETRS@alsde.edu

LETRS for Elementary Educators users have access to the platform for three years. LETRS for Early Childhood Educators and LETRS for Administrators users have access to the platform for two years. Participants will be responsible for requesting and paying for a one-year subscription beyond the allotted time. Visit the Alabama LETRS FAQ for more information.

Enrolled and ready to get started?

Complete the Checklist

The Alabama LETRS Science of Reading Professional Learning Courses are part of the state's comprehensive plan to improve student literacy. The LETRS course of study gives teachers the skills they need to teach language and literacy to every student, even those with reading challenges like dyslexia.

Participation is on a first-come, first-served basis. Cohorts are ongoing, but spaces are limited, so reserve your seat now. Participants will earn valuable CEUs or PLUs!

What is LETRS?

Developed by Dr. Louisa Moats and leaders in the field of literacy, LETRS teaches the skills needed to master the foundation and fundamentals of reading and writing instruction-phonological awareness, phonics, fluency, vocabulary, comprehension, and written language.

LETRS professional learning for elementary educators is an investment in teachers' literacy knowledge and professional practice. Teachers gain essential knowledge to master the fundamentals of literacy instruction required to transform student learning.

LETRS for Early Childhood Educators professional learning provides deep knowledge of literacy instruction for the youngest learners. The more children know about language and literacy before they begin kindergarten and first grade, the better equipped they are to succeed in literacy learning and beyond.

LETRS for Administrators equips instructional leaders to create systems and structures in their schools and districts to achieve high levels of academic performance and growth in literacy.

Bonnie Short

Alabama Reading Initiative Coordinator

Alabama State Department of Education

"A child's journey to the love of learning and a healthy, happy, and prosperous adulthood starts with learning to read. Early childhood and elementary school teachers understand this concept deeply, and that is why they want to go above and beyond as they help every child learn to read. Alabama's investment in LETRS ensures competent and confident teachers of reading by strengthening their knowledge of the science of reading and the development of the reading brain. Applying these concepts in the classroom empowers young minds by helping children make the necessary neurological connections. The children may not understand all of the underlying science at their young age but the smile of success on the face of a young reader answers the question about its importance!"

Eric Mackey, Ed.D., State Superintendent of Education

Resources for Literacy Learning

Get the latest research, insights, and thought leadership from Lexia's literacy experts, and learn more about how we help develop critical literacy skills for a wide variety of educational environments.

How Can We Help?

A Cambium Learning® Group Brand

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LETRS professional learning for Alabama K-3 educators!

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The AL DOE is funding Alabama LETRS (Language Essentials for Teachers of Reading and Spelling), an investment in teachers' literacy knowledge and professional practice.

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2021 ELA COS Vocabulary Vertical Alignment

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2021 ELA COS Vocabulary Vertical Alignment

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2021 ELA COS # 4 Vocabulary Vertical Allignment

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2021 ELA COS Comprehension Vertical Alignment (K-3)

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2021 ELA COS Comprehension Vertical Alignment (K-3)

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2021 ELA COS # 4 Comprehension vertical alignment

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2021 ELA COS Comprehension Vertical Alignment (4 and 5th grades)

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2021 ELA COS Comprehension Vertical Alignment (4 and 5th grades)

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2021 ELA COS # 4 Comprehension vertical alignment 4-5

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Response to Intervention | RTI | RTI Resources | Intervention Central

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Intervention Central is the leading resource for Response to Intervention (RTI) tools and resources, including academic and behavior interventions for classroom management.

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Alabama Literacy Act Implementation Guide

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Alabama Literacy Act Implementation Guide