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Reading A-Z
Epic!
OpenLibrary
Tumblebooks
Storyline Online (not for Read Aloud but good source for books for kids to listen to a fluent reader)

Subscription Needed
PebbleGo
Sora
Skybrary (one month free)

Search taobao for other titles of favorite read alouds!

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Chengdu Meishi IS Reading Group Assessment Data

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Session 1
Session 2
Session 3
Session 4
Session 5

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~7:30

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The Brain Prize Presents: Stanislas Dehaene

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Oral Reading Fluency (ORF)
Spelling Screener
Phonological Awareness Screening Test (PAST)
Phonics and Word Reading Survey

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Word Recognition
Word Rec & Fluency
Fluency & Comp
Comp & Vocab

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Session 1: A notebook/writing utensil
Session 2: Assessment Data
Session 3: Observational Notes

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Gots - I learned a more specific strategy in assessing the students background on reading specifically sound recognition (AHA moment)

Wants - Strategies in addressing the matters or difficulties we identified based from the assessment

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Gots - The importance of phonics in higher reading.  I've been told in the past that 'they can read really well, they don't need to learn phonics'.  The PAST as a tool to help student who 'plateau' in their reading.

Wants - Strategies for the students who have 'plateaud' to help them move forward

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Gots: PAST is quite handy and in-depth to assess students' phonological awareness. Great tool!

Wants: Some specific strategies for English beginning learners to develop phonics skills. When should reading comprehension be focused on for English beginning learners? Should reading go hand in hand with spelling/writing?

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Flyleaf Publishing
Core Knowledge Student Readers
Starfall
Measured Mom Decodable Nonfiction
Speld Phonic Books (Thanks, Nancy!)

Other decodable books to purchase

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Phonological Awareness and Phonics/Word Study Games

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Phonological Awareness and Phonics/Word Study Games

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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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Word Lists for Phonological Awareness and Phonics

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Word Lists for Phonological Awareness and Phonics

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Hand Motions for Phonological and Phonemic Awareness

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Hand Motions for Phonological and Phonemic Awareness

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gots - we can have a structured way of teaching skills in reading not the typical worksheet learning

wants - comprehension strategies and selecting books

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Gots: Enjoyed learning about different practical strategies that can be implemented immediately. I also enjoyed the HEART idea.                          Wants: To learn some more strategies for higher level readers

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Gots: Enjoyed learning about different practical strategies that can be implemented immediately. I also enjoyed the HEART idea.                          Wants: To learn some more strategies for higher level readers

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Gots: Learned different strategies to teach lower level students, which is quite practical. I will try to implement in our class.
Wants: Want to acquire how to teach upper level students during guided reading.

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Got--many useful resoureces for teaching phonics  and decoding ; the importance of phonics  in reading;

Wants-- What are some essential reading skills for lower grade to manage? What should teachers focus on for lower grade guided reading? Are there some good examples of guided reading class to watch?

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Gots -
Learned how crucial are phonics and decoding in facilitating guided reading for lower grades. The scope and sequence is an essential tool in identifying learning gaps in reading and decoding words.

Wants -
1. How do you encourage kids to read independently in the group?
2. I want kids to master subvocalizing when reading (reading without making a sound or reading with just moving their lips. Can it be a good technique to master comprehension skills?

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Gots- I learnt how I can connect phonics with guided reading and also got some useful resources to use in my class.
Wants- I want to watch more demo classes  ，and learn how to do differentiation during guided reading.

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Gots - Even though phonics might not be taught whole class explicitly as students move up the grades, for students in lower guided reading groups, it's a factor that must be addressed, assessed and explicitly taught to the students who have deficits in word recognition.

Wants - Questions about reading groups. How long should a session last? I've been using the guideline of 15-18 minutes from previous training. What's the estimated time for students to get used to this lesson style/ pattern? How long have you found your guided reading lessons take? Would you recommend playing the FCRR games whole class to 'train' students?

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Reading Multisyllable Words with Xavier, Third Grader

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Mastering Short Vowels and Reading Whole Words with Calista, First Grader

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Word Recognition
Word Rec & Fluency
Fluency & Comp
Comp & Vocab

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Epic! Books
FunBrain
NewsELA
ReadWorks

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Access various reading and math resources and educational tools related to Lexile and Quantile levels for teachers and parents.

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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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What will you carry with you?
Start to use the planner to plan and teach.

What content would you like to dig into?
How to manage two different level groups during guided reading?

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Gots: How to better assist students with building vocabulary. How to assist students with comprehension skills.

Wants: Some more strategies for read-aloud groups. How to better assist students with comprehension during this time.

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GOTS:  some useful  strategies to teach vocabulary during reading time.
WANTS: More activities to teach comprehension skills for fluency group.

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Gots: some neat planners and more strategies to teach guided reading

Wants: How to balance between the temptation to enable students read every word in the decodable book and only the targeted decodable words and heart words?
And yes, more fun activity ideas!

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gots - the planner designed by Hannah are flexible depending on the needs of the students. The demo lesson is very helpful!

wants - some strategies in incorporating read-aloud activities in our circle time and other classes such as UOI

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Gots -  Being selective in reading group planning.  Modifying the planner to better support the learning of your particular reading group.

Wants - Students who'd be on the 'bubble' between one group and another, with conflicting data from assessments. Recommendations for placement.

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The PAST can be downloaded above. Please also download and carefully read the instructions before using. Information can also be found in the manual "Equipped for Reading Success" by David A. Kilpatrick, Ph.D in chapter 11 on how to effectively use the test. Make sure to also practice using the test before using it with [...]

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~12 minutes

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Blending Sounds in Syllables with Autumn, Kindergartner

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Gots: Effective strategies. Was useful to see some practical examples.

Wants: Comprehension strategies for higher level readers

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gots - strategies for read aloud and how to apply translanguaging in the class

Wants - How can we include basic writing during guided reading

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Gots:
Demos with Reuben and George are useful, giving me idea how to deal with kids at their level, very practical.
Wants:
More demos and more activities for developing students' reading comprehension.

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Gots - Many basic reading skills are language specific (sounds, phonemes) and more time spent on them to ensure understanding, will show when the student reads at higher levels (Think like a pyramid - big base that took a long time to build, but it went up faster with the strong, wide foundations)

Wants - Read Alouds - What's the best way to choose them? Should there be directed activities (FCRR, Grammar & Structure, etc) for these, if so, at what level? How often?

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gots -practical ways how can we translanguaging in our class

wants - strategies for short writing activities in the class beside from mentor sentences

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Gots- demo classes
Wants- introduce some essential reading strategies for high level reading groups

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Could this website be available after our training session, i would like to spend more time later to go through information here.

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What have I learned that I will carry with me in my teaching?

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What have I learned that I will carry with me in my teaching?

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Next week?
Next month?
Next year?

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What have I learned that I will carry with me in my teaching?

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What goals do I have as a teacher and a learner?

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What goals do I have as a teacher and a learner?

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What do I need to achieve my goals?

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What goals do I have as a teacher and a learner? What do I need to achieve my goals?

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Gots - class should be simple and should target the fluency of the student.
Wants- How can we improve the writing and organizing of ideas of the students?

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It’s really workable to use Turn and Talk to inspire kids to think and share.

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Gots: Great demo examples for different levels of student; I think including a game/activity matters especially to lower graders or student of low English levels.

Wants: It seems that a lot of games, activities focus on word recognition/phonics. Are there any for reading comprehension? Also teaching a group of students is different from one student. In the future, it would be nice to demo teaching a group of students and show us some strategies.

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12 years pedagogical experience:

Certification in Elementary Ed, Special Ed, Bilingual Ed, and TESOL

Migrant Educational Outreach Teacher

Bilingual Educator (Spanish/English)

Bilingual ICOT (Integrated Co-taught SPED)

Literacy Coordinator

Head of Student Support Services

English as a New Language (ENL)

New York/China

Cheese-maker
Traveler
Pun-lover

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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EKC provides literacy consultants, consulting services, and literacy professional learning for schools.

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