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English is NOT nuts - it's trail mix!

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Because reading and writing are parasitic to oral language!

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Oral Language: The Foundation of Literacy

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Oral Language: The Foundation of Literacy

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Resources from the Book

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Ideas for Your Small Group Time

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Hawaiʻi Common Core Standards for English Language Arts

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https://docs.google.com/presentation/d/18RQthehDKBRuKWAo2VMsmKV7w9d5mQjJncV4f09DE0w/edit?usp=sharing

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But, So, Because/Expanded Sentences

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UFLI Foundations: Model Lesson Day 1 (Full Length)

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UFLI Foundations: Model Lesson Day 2 (Full Length)

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Everything you need for your lesson!

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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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Tutorials

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Share your videos with friends, family, and the world

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University of Florida College of Education

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Sign up to access all features

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Weekly Limit Reached (3/3 Stories Generated)

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We are covering expenses out of pocket to make our tools free this year, and would appreciate your help in spreading the word to others.

Aligned to the UFLI scope and sequence . Please note that UFLI does not endorse any third-party providers of decodables, including Project Read AI.

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Project Read, your AI Co-Teacher for the Science of Reading

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Science of Reading decodables generated for each student and an AI tutor which gives students feedback as they read.

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Educators choose specific phonics skills for practice, students choose any topic they want (like really, anything), and Decodable Reads writes a high-quality story - in seconds!

Try for free - no credit card required

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Create custom decodable materials with your Science of Reading students

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Information-rich decodables to build background knowledge and vocabulary.

Personalized decodables to make small-group & individual reading more effective & delightful.

Aligned to the UFLI scope & sequence, and compatible with other phonics curricula.

Choose a phoneme to practice

Enter a topic (try a science or social studies topic!)

Watch as LitLab.ai creates your decodable content!

Create decodable content

You choose the skill or phoneme to practice...

LitLab.ai creates unique decodable stories for every reader!

✓ Decodable and aligned to your learning objectives.

✓ Kids choose story elements based on their interests.

✓ Safe for kids with built-in content filtering.

✓ Hear challenging vocabulary phonetically.

✓ Listen to entire stories.

✓ Read & hear kid-friendly definitions.

LitLab.ai supports decoding and automaticity.

"Cognitive scientists have shown beyond doubt that fluent, accurate decoding is a hallmark of skilled reading" (LC Moat, 1998).

Vanessa L.

5th Grade Teacher

Dublin, California

My students were way more excited than normal. Kids mentioned that this would help them read more because, instead of spending lots of time searching for books to read, it helped them create stories that they're interested in reading right away. LitLab reached all demographic of students.

Monica A.

2nd Grade Teacher

Atlanta, Georgia

It was a hit! The kids loved being able to use their creativity while strengthening their reading skills. LitLab offered interactive features which made the experience truly engaging. This is going to be a great addition to our classroom.

Meghan C.

4th Grade Teacher

Windsor, California

They were excited to read their stories, find their friends' stories afterwards, and then even read random stories with interesting titles. There isn't this excitement about Epic. They're not like, "Look at this cool book that I read," but today they were like, "Oh my gosh, read this one!"

Awarded by

ASU+GSV 2023 Semi-Finalist: Most Innovative EdTech Startups

SXSW EDU 2023 Launch Competition: Community Choice winner

LitLab.ai is an early reading platform where K-2 educators can make decodable content that is engaging, accessible, and information-rich.

Decodable content refers to text that is systematically organized to align with phonics instruction, allowing children to apply their understanding of letter-sound relationships to read words, sentences, and stories.

On LitLab, teachers can browse and create decodable content (within seconds) in the form of illustrated stories or non-fictional content. Teachers can also allow their students to create their own illustrated stories (including decodable stories) based on their interests.

We created a self-serve Teacher Resource Hub where you can find a plethora of information. The Hub has guides on how to use the LitLab decodable creators, set up a class, and onboard students for targeted reading practice (including presentations that you can show students). You'll also find a short 4-minute video on how to use LitLab.

LitLab's products are built on evidence-based principles and draw from leading science in the field of early literacy. LitLab builds off of decades of research on the efficacy of decodable text, and incorporates evidence-backed strategies around motivation and student engagement.

With the help of researchers, we have created a LitLab Logic Model which illustrates a logical, evidence-based rationale to LitLab's approach to improving early reading skills. This model draws on well-founded research-based pedagogies and learning principles. To better understand our logic model, we welcome you to contact us.

Litlab is a mission-driven company that's committed to improving early literacy by building powerful reading practice tools using the latest AI technologies.

In order to sustain our commitment to building with cutting-edge tech (which can be quite costly to work with), we offer an affordable premium membership option for schools. We also offer a free tier for educators with access to a limited number of decodables and limited story creation.

LitLab's affordable school memberships allow all teachers to utilize Google Classroom SSO, have unlimited access to decodable stories, and track student progress on comprehension questions and decodables. Soon, premium memberships will also offer Clever SSO, allow deeper analytics on student progress on foundational literacy skills, and provide whole-school access for all students and teachers.

LitLab.ai measures uses a decodability scoring measure to track the decodability of each story. According to our recent tests, LitLab's models produce content that is significantly more decodable than simple decodable requests to ChatGPT, and on par with published decodable stories.

The LitLab team has built a safety module that prevents the processing or display of profanity, violence, hate speech, and adult themes. We also have real humans QA and test our image models to significantly improve the safety of images shown to kids.

LitLab.ai's models are always improving in accuracy and decodability. However, like any AI, there can be instances where the models may inadvertently introduce incorrect facts. In such cases, teachers in the LitLab community can use our "report" feature to flag content that appears to be incorrect, misleading, or unsafe. We take these reports very seriously, and we use those reports to not only review flagged content, but also improves the accuracy of future content.

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LitLab.ai - an infinite decodable library for K-2!

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LitLab.ai is the world's first 'AI for early reading.' K-2 teachers can easily create decodable content that is perfect for early readers - whether that's engaging illustrated stories, or information-rich text. Students too can experience the magic of making their own illustrated decodable stories!

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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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Unlock the power of RGR's Heart Word Magic to help students learn high-frequency words with irregular spellings.

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Learning Design - English Language Arts (ELA)

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Why study ELA?
In today’s world, there is an ever-increasing amount of information to be consumed in print and digitally. Studying ELA provides Hawaii’s students with the ability to: attentively and critically make sense of information engage thoughtfully and deeply with high-quality literary and

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How To For Each Subtest

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Revolutionary resources for your class!

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All things TWR

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The Writing Revolution - Empower teachers to help students

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By training educators in The Hochman Method©, The Writing Revolution (TWR) aims to help all students become proficient writers, readers, and critical thinkers.

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By grade level

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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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From Reading Rockets - a great resource!

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Guidelines for instruction

Provide children with opportunities to read and reread a range of stories and informational texts by reading on their own, partner reading, or choral reading.

Introduce new or difficult words to children, and provide practice reading these words before they read on their own.

Include opportunities for children to hear a range of texts read fluently and with expression.

Suggest ideas for building home-school connections that encourage families to become involved actively in children's reading development.

Encourage periodic timing of children's oral reading and recording of information about individual children's reading rate and accuracy.

Model fluent reading, then have students reread the text on their own.

What students should read

Fluency develops as a result of many opportunities to practice reading with a high degree of success. Therefore, your students should practice rereading aloud texts that are reasonably easy for them – that is, texts containing mostly words that they know or can decode easily. In other words, the texts should be at the students' independent reading level.

A text is at students' independent reading level if they can read it with about 95% accuracy. If the text is more difficult, students will focus on word recognition and will not have an opportunity to develop fluency.

The text your students practice rereading orally should also be relatively short – probably 50-200 words, depending on the age of the students. You should also use a variety of reading materials, including stories, nonfiction, and poetry. Poetry is especially well suited to fluency practice because poems for children are often short and they contain rhythm, rhyme, and meaning, making practice easy, fun, and rewarding.

Model fluent reading

By listening to good models of fluent reading, students learn how a reader's voice can help written text make sense. Read aloud daily to your students. By reading effortlessly and with expression, you are modeling for your students how a fluent reader sounds during reading.

Repeated reading

After you model how to read the text, you must have the students reread it. By doing this, the students are engaging in repeated reading. Usually, having students read a text four times is sufficient to improve fluency. Remember, however, that instructional time is limited, and it is the actual time that students are actively engaged in reading that produces reading gains.

Have other adults read aloud to students. Encourage parents or other family members to read aloud to their children at home. The more models of fluent reading the children hear, the better. Of course, hearing a model of fluent reading is not the only benefit of reading aloud to children. Reading to children also increases their knowledge of the world, their vocabulary, their familiarity with written language ("book language"), and their interest in reading.

Activities for students to increase fluency

There are several ways that your students can practice orally rereading text, including student-adult reading, choral (or unison) reading, tape-assisted reading, partner reading, and readers' theatre.

Student-adult reading

In student-adult reading, the student reads one-on-one with an adult. The adult can be you, a parent, a classroom aide, or a tutor. The adult reads the text first, providing the students with a model of fluent reading. Then the student reads the same passage to the adult with the adult providing assistance and encouragement. The student rereads the passage until the reading is quite fluent. This should take approximately three to four rereadings.

Choral reading

In choral, or unison, reading, students read along as a group with you (or another fluent adult reader). Of course, to do so, students must be able to see the same text that you are reading. They might follow along as you read from a big book, or they might read from their own copy of the book you are reading. For choral reading, choose a book that is not too long and that you think is at the independent reading level of most students. Patterned or predictable books are particularly useful for choral reading, because their repetitious style invites students to join in. Begin by reading the book aloud as you model fluent reading.

Then reread the book and invite students to join in as they recognize the words you are reading. Continue rereading the book, encouraging students to read along as they are able. Students should read the book with you three to five times total (though not necessarily on the same day). At this time, students should be able to read the text independently.

Tape-assisted reading

In tape-assisted reading, students read along in their books as they hear a fluent reader read the book on an audiotape. For tape-assisted reading, you need a book at a student's independent reading level and a tape recording of the book read by a fluent reader at about 80-100 words per minute. The tape should not have sound effects or music. For the first reading, the student should follow along with the tape, pointing to each word in her or his book as the reader reads it. Next, the student should try to read aloud along with the tape. Reading along with the tape should continue until the student is able to read the book independently, without the support of the tape.

Partner reading

In partner reading, paired students take turns reading aloud to each other. For partner reading, more fluent readers can be paired with less fluent readers. The stronger reader reads a paragraph or page first, providing a model of fluent reading. Then the less fluent reader reads the same text aloud. The stronger student gives help with word recognition and provides feedback and encouragement to the less fluent partner. The less fluent partner rereads the passage until he or she can read it independently. Partner reading need not be done with a more and less fluent reader. In another form of partner reading, children who read at the same level are paired to reread a story that they have received instruction on during a teacher-guided part of the lesson. Two readers of equal ability can practice rereading after hearing the teacher read the passage.

Readers' theatre

In readers' theatre, students rehearse and perform a play for peers or others. They read from scripts that have been derived from books that are rich in dialogue. Students play characters who speak lines or a narrator who shares necessary background information. Readers' theatre provides readers with a legitimate reason to reread text and to practice fluency. Readers' theatre also promotes cooperative interaction with peers and makes the reading task appealing.

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Fluency: Instructional Guidelines and Student Activities

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The best strategy for developing reading fluency is to provide your students with many opportunities to read the same passage orally several times. To do this, you should first know what to have your students read. Second, you should know how to have your students read aloud repeatedly.

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Routines, tips, lesson plans, and more - right in your shared Drive

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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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Grades 3-8

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Grades K-2

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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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From The Reading League

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The Reading League's vetted decodable texts provide a starting point to explore and discover decodable text choices that best align with individual instructional goals.

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Spreadsheet with links to items and practice tests for each ELA priority standard