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Overview: Bridge the Gap is a series of systematic phonemic awareness intervention lessons for students in 2nd grade and above. The lessons can be used in small groups or with individual students who struggle to decode words automatically.

Intended audience: Students in 2nd grade and above

Lesson structure: Small group or individual instruction, as part of a Tier 2 intervention

Duration: 5-7 minutes

Product details: This manual is coil bound, printed on letter size paper (8.5" x 11"), and has a laminated front and back cover. Total book weight is 2.0 lbs.
More curriculum details >>

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An intervention curriculum focused on developing phonemic awareness skills for all learners.

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https://pasecondarytransition.com/

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We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches. We have Read More ...

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We are fielding questions coming from across the United States about systematic screenings designed to detect students with initial signs of internalizing (e.g., extremely shy, anxious, and/or social withdrawn) and externalizing (e.g., noncompliant, aggressive, and/or defiant) behavior patterns. These data are used to plan positive instructional experiences, moving away from previous wait-to-fail approaches.

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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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Behavior Coach Services
Nonpublic Schools

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The Core Knowledge Curriculum Series™ provides comprehensive, content-rich learning materials based on the Core Knowledge Sequence. Student readers, teacher guides, activity books, and other materials are available for Language Arts, History and Geography, and Science. Materials for Math are in development.

Free Downloadable Core Knowledge Curriculum

By making many of our Core Knowledge curriculum materials freely available, we work to put into practice the principle that every child in a democracy should have access to shared, enabling knowledge.

You will need Adobe Acrobat Reader 5.0 or newer to view our materials, which is available as a free download on the Adobe website.
Download Free Curriculum
Language Arts Curriculum

The Core Knowledge Language Arts curriculum provides comprehensive materials to teach reading, writing, listening, and speaking skills. The program is free to download and available for students in Preschool through Grade 6.

Learn More and See Tips on Implementation

History and Geography Curriculum

Through our History and Geography curriculum, Core Knowledge offers comprehensive materials to teach world and American history and geography. The curriculum follows the Core Knowledge Sequence to help students build knowledge of diverse civilizations, cultures, and concepts.

Learn More and See Integration with Other Subjects

Science Curriculum

The Core Knowledge Science curriculum offers comprehensive materials to teach scientific concepts and develop scientific practices through hands-on activities. Based on the revised Core Knowledge Science Sequence, the curriculum helps students build knowledge in the life, physical, and earth/space sciences, as well as engineering design.

Learn More and See Science in Action

Math Curriculum

The Core Knowledge Mathematics curriculum offers comprehensive materials to support conceptual understanding and procedural fluency for student success in math. Units for the middle grades 6-8 are being developed now.

Learn More and Get Started with CKMath

Recommended Titles by Other Publishers that Enhance Core Knowledge Implementation

We offer this grade-by-grade list of books sold by other publishers for schools that may be interested in adding these titles to their school or classroom libraries. All books have been reviewed by Core Knowledge staff.

Grade-by-Grade Recommendations for Additional Titles by Other Publishers

More in the Store

Visit the Core Knowledge Store to explore other content-rich materials, including the popular What Your ___ Grader Needs to Know series. Looking for print editions of items in the Core Knowledge Curriculum Series? As they become available, you'll find those in the Store as well.

Terms of Use for Free Core Knowledge Curriculum

The materials made available for download are freely available for anyone to use, adapt, and share (with attribution). No one is permitted to extract any images included in our PDF materials for use in any other way; to do so would be a violation of the agreements under which the images were licensed. No one is permitted to sell either the original program, an adaptation of it, or lesson plans that reproduce any part of it. For more information, see the Guidelines to Core Knowledge and the Creative Commons License.

Are you ready to join the Core Knowledge Community?

It uses tools like Facebook Groups and Pinterest Boards to give teachers a place to share their ideas and resources, ask questions, learn from each other, and connect with other schools teaching Core Knowledge.

Learn More and Join the Conversation

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Download Core Knowledge curriculum, including teacher guides and activity books, for Language Arts, History and Geography, and Science.

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Common Sense Education provides educators and students with the resources they need to harness the power of technology for learning and life. Find a free K-12 Digital Citizenship curriculum, reviews of popular EdTech apps, and resources for protecting student privacy.

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The complete Sonday System 1 Intervention Set, featuring the Instructor Kit and Classroom Set, provides all necessary instructor and student materials for multiple small-group multisensory intervention sessions.

Instructor Kit

This kit includes complete lesson plans and materials to deliver effective multisensory interventions.

Learning Plan Book (5 pre-reading and 36 reading levels)

Media Kit (instructional videos for teachers, music files, pronunciation guides, printing practice pages)

Word Book

Letter Tactile Card Decks

Board Game (includes playing pieces and dice for 2 games)

Sound Card Deck

Sight Word Card Deck

Blend Card Deck

Word Card Decks

Reading Strips and (1) Reading Window®

Alphabet Strips (uppercase and lowercase)

Teacher Resource Book

Student Record Book

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Sonday System 1 offers structured, systematic, multisensory reading intervention for beginning readers through the end of 2nd grade reading level. Each lesson plan uses proven Orton-Gillingham methods to provide effective intervention in small group settings.

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https://transitiondiscoveries.org/

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2023-2024 Professional Learning Options

Professional Learning Options

Classroom Management

The use of effective teaching principles and classroom management strategies can lead to the reduction of a large number of behavioral and supervision issues. This comprehensive classroom management training will allow participants to explore five evidence-based practices of classroom management and how they can be used to design an effective classroom management plan for both in-person and virtual settings. Practical strategies, tips, and basic procedures that teachers can use to promote appropriate student behavior will be shared throughout the training. Individuals will explore various tools and procedures that can be utilized to support student behavior in the classroom and throughout the school.

Supporting Student Behavior on the Bus

SUPPORTING STUDENT BEHAVIOR IN THE CAFETERIA

Does your data show that the cafeteria is a hotspot for problem behavior? Our cafeteria behavior management training will help provide staff with the tools to implement effective procedures, routines and interventions to address problem behavior in the cafeteria. This training would be beneficial for administrators, cafeteria monitors, and paraprofessionals.

FBA Overview, Positive Behavior Support Plans & Writing Behavior Goals

Professional Learning Your Way!

Customize your learning...

What can be customized?

Midwestern Intermediate Unit IV

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Positive Behavior Support - 2023-2024 Professional Learning Options by Richael Fertig | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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Effective and Efficient Teaching

By Anita L. Archer and Charles A. Hughes

Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area. The authors are leading experts who provide clear guidelines for identifying key concepts, strategies, skills, and routines to teach; designing and delivering effective lessons; and giving students opportunities to practice and master new material. Sample lesson plans, lively examples, and reproducible checklists and teacher worksheets enhance the utility of the volume.

This title is part of the What Works for Special-Needs Learners Series, edited by Karen R. Harris and Steve Graham.

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Explicit Instructions | Effective and Efficient Teaching

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By Anita L. Archer and Charles A. Hughes Explicit instruction is systematic, direct, engaging, and success oriented-and has been shown to promote achievement for all students. This highly practical and accessible resource gives special and general education teachers the tools to implement explicit instruction in any grade level or content area.

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Each level of the Heggerty Phonemic Awareness Curriculum provides up to 35 weeks of daily lessons, focusing on eight phonemic awareness skills, along with two additional activities to develop letter and sound recognition, and language awareness. Lessons are designed for a classroom setting, and only take 8-12 minutes.

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Heggerty Curriculum - Phonemic Awareness Programs | Heggerty

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See why 7,250+ school districts across the U.S. rely on Heggerty to provide a cost-effectivephonemic awareness component to their language awareness curriculum.

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Project Core- Universal Core Communication Systems

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Project Core- Universal Core Communication Systems

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We define social and emotional learning (SEL) as an integral part of education and human development. SEL is the process through which all young people and adults acquire and apply the knowledge, skills, and attitudes to develop healthy identities, manage emotions and achieve personal and collective goals, feel and show empathy for others, establish and maintain supportive relationships, and make responsible and caring decisions.

SEL advances educational equity and excellence through authentic school-family-community partnerships to establish learning environments and experiences that feature trusting and collaborative relationships, rigorous and meaningful curriculum and instruction, and ongoing evaluation. SEL can help address various forms of inequity and empower young people and adults to co-create thriving schools and contribute to safe, healthy, and just communities.

New to Social and Emotional Learning? Start here (2 min. read).

Think of a young person in your life. What skills will they need to achieve their hopes and dreams?

Chances are, you just named social and emotional skills - like staying motivated, communicating effectively, practicing curiosity, and working with others to solve problems. Social and emotional learning, or SEL, helps develop the skills we need for life.
Hear why students, parents, and educators want SEL in schools. Here are 3 things to know about social and emotional learning:

1. Social and emotional learning is a foundation for many of our most pressing priorities: SEL helps young people - and adults - learn and practice skills that set them up for academic success, fulfilling careers, healthy relationships, and responsible civic engagement.

2. The research is clear: Social and emotional learning in schools leads to positive outcomes, including better academic performance, and decreases in stress and anxiety.

3. There's no one-size-fits-all approach: Social and emotional learning brings families, schools, and communities together to make sure every child has caring relationships and what they need to learn, grow, and thrive.

Subscribe now for our expertly curated 3-part email series delivered straight to your inbox. We'll roundup the key facts from our website on SEL is, it matters, and it shows up in schools.

By submitting this form, you are consenting to receive marketing emails from: . You can revoke your consent to receive emails at any time by using the SafeUnsubscribe® link, found at the bottom of every email. Emails are serviced by Constant Contact

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SEL can help all young people and adults thrive personally and academically, develop and maintain positive relationships, become lifelong learners, and contribute to a more caring, just world.

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Intensive reading intervention, often used for RTI or MTSS implementations.

Differentiated instruction for a wide range of readers from beginning readers to adults.

Motivating informational text for reluctant readers.

Feedback to students and teachers through graphs of individual progress.

Nonfiction reading opportunities as required by state standards.

A process to correctly place and continually challenge each student.

Spanish audio translations of the read-along step in early Sequenced levels.

In the Español series, a complete Spanish translation of the Sequenced series.

Students...

Build fluency while expanding knowledge base.

Increase reading accuracy and expression with audio support.

Strengthen comprehension and vocabulary.

Develop automaticity in decoding (Phonics series).

Work independently most of the time.

Experience success and an improved attitude toward reading.

Read Naturally Encore II accelerates reading achievement by combining three research-based reading strategies for struggling readers-teacher modeling, repeated reading, and progress monitoring. A student works at his or her own pace in an appropriate level of material. The student works through the steps and masters a story by reading along with audio and then practicing the story until he or she can read it fluently and with comprehension. The student tracks progress on a graph.​

Research basis for the Read Naturally Strategy

Read Naturally Encore II Steps

1. Select a Story
The student selects the story he or she wants to read. Choosing the story deepens the student's investment in the material.

2. Key Words
In the Sequenced series, the student reads the key words and their definitions while listening to an audio recording. The key words provide definitions that are important to understanding the story.
In the Phonics series, the student listens to a phonics lesson and reads words that have the featured phonics patterns.

3. Prediction
The student uses the title, picture, and key words to write a prediction of what he or she thinks the story is about. The prediction prepares the student's mind for reading the story.

4. Cold Timing
The teacher may time the student, usually for one minute, as he or she reads the story, or the student may complete this step independently. The student underlines unknown words while reading. At the end of the timing, the student subtracts the number of underlined words from the total number of words attempted to obtain a cold-timing score. This step raises the student's awareness of which words he or she needs to learn and establishes a baseline for progress monitoring, the component of the Read Naturally Strategy that motivates the student to improve.

5. Graph Cold-Timing Score
The student graphs the cold-timing score in blue. Marking the graph provides a visual of the baseline data.

6. Read Along
The student reads along quietly with a recording of the story, typically three times. This step is the teacher-modeling component of the Read Naturally Strategy, which helps the student learn new words and master others as well as learn proper pronunciation, expression, and phrasing.

7. Practice
The student practices reading the story without audio support three to ten times until able to read it accurately, with expression, and at the goal rate. This step is the repeated-reading component of the Read Naturally Strategy, which helps the student improve fluency, master difficult words, and understand the story.

8. Questions
The student answers questions about the story. Responding to the text holds the student accountable for meaning, develops the ability to answer many types of questions, and provides teachers with information about how well the student comprehends the story.

9. Pass
The student reads the story for the teacher to show that he or she can read it at the goal rate, with appropriate expression, and with three or fewer errors. The teacher corrects or reviews the comprehension questions with the student.

10. Graph Pass Scores
The student graphs the pass-timing score in red above the cold-timing score (in blue) to show how much the student's fluency has improved. The student also graphs his or her comprehension scores.

11. Retell/Word List
In the Sequenced series, the student retells or summarizes the story to improve comprehension, and the teacher corrects it.
In the Phonics series, the student works on decoding skills by practicing the word list until able to read it accurately at a predetermined rate. The teacher passes the student on the word list.
The student graphs his or her retelling or word list score.

Read Naturally Encore II has four series, each with multiple levels and 12 or 24 stories per level. All four series have the same basic design with strategic differences.

Sequenced series is the basic series and has 13 levels (1.0 - 8.0) with 24 stories per level.

Phonics series adds phonics lessons and activities to the basic design and has 6 levels (0.8 - 2.7) with 24 stories per level.
Phonics elements taught in the Phonics series

Idioms series provides understanding of commonly used idioms and has four levels (3.0 - 4.5) with 12 stories per level.
Featured idioms

Español series stories are translations of the corresponding stories in the Sequenced series. This series may be used with Spanish-speaking students who are learning English or to help native English speakers learn to read Spanish text fluently as an additional language.

Read Naturally Encore II is sold by reading level. The teacher selects the appropriate series and level for each student.

Each level within a series includes a reproducible masters book by reading level, audio CDs, a glossary, and free web resources. ​Each order includes an appropriate number of placement packets and teacher's manuals.

Book of reproducible masters includes:

High-interest, leveled, nonfiction stories with key words, bold-faced glossary words, line-by-line word counts, comprehension activities.

Comparison questions (Sequenced levels 5.0 - 8.0).

A glossary for each story in the Idioms series.

Additional reproducible resources include graphs for student performance, letters to parents, a steps poster, and a certificate of completion.

12 Audio CDs with album include:

Two stories per CD in the Sequenced and Phonics series and one story per CD in the Idioms series, with three recordings of each story.

Audio for key words and for glossary words.

Audio for questions in the Idioms series.

Spanish translation of each story in levels 1.0 - 4.5 in the Sequenced series.

Glossary includes:

Student-friendly definitions of challenging words from the stories.

Many pictures and clarifying sentences for glossary entries.

Note: The glossaries for the Sequenced and Phonics series are in separate full-color books. The glossaries for the Idioms series are included with each story.

Placement Packet includes:

Instructions for placing each student in an appropriate instructional level and for setting an initial reading goal.

Placement story from each level.

Teacher's Manual includes:

Research and rationale for the Read Naturally Strategy.

Description of teacher responsibilities.

Lesson plans for introducing the program.

Free reproducible web resources include:

Glossary for each level (Sequenced and Phonics series).

Crossword puzzle for each story (Sequenced and Phonics series).

Fidelity checklist.

Full-color steps poster.

Full-color certificates.

Additional graphs.

Sequenced Series

Phonics Series

Idioms Series

Español (Spanish) Series

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Read Naturally® Encore II :: Read Naturally, Inc.

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Research-based Encore II is a reading fluency intervention that develops reading proficiency using nonfiction reading passages and audio support on CDs.

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Detailed descriptions of the world-of-work for use by job seekers, workforce development and HR professionals, students, developers, researchers, and more. Individuals can find, search, or browse across 900+ occupations based on their goals and needs. Comprehensive reports include occupation requirements, worker characteristics, and available training, education, and job opportunities.

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2023 - 2024 Professional Learning Options

Professional Learning and Ongoing Support Your Way!

Customized to meet your needs...

What can be customized?
Professional Learning and Ongoing Support
Delivery model: virtual or in person Session length: 30 minutes or longer Session times: before or after school, in-service days, Act 80 days, summer
Professional Learning and ongoing support are available for the content below.

LETRS

The LETRS® (Language Essentials for Teachers of Reading and Spelling) is professional learning that provides educators and administrators with deep knowledge to be literacy and language experts in the science of reading. It is a flexible literacy professional learning solution for educators and administrators. LETRS teaches the skills needed to master the fundamentals of reading instruction-phonological awareness, phonics, fluency, vocabulary, comprehension, writing, and language.

Enhanced Core Reading Instruction (ECRI)

Enhanced Core Reading Instruction™ (ECRI) is a multi-tiered program (Tier 1 and Tier 2) featuring a series of teaching routines designed to increase the efficiency and effectiveness of reading instruction in kindergarten, first, and second grade.

This training can be customized to support new users of the program or those that need a refresher on the routines.

More information about ECRI can be found at this link:
https://ctlmarketplace.uoregon.edu/product/enhanced-core-reading-instruction

Midwestern Intermediate Unit IV

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2023 - 2024 Professional Learning Options Professional Learning and Ongoing Support Your Way! What can be customized? Professional Learning and Ongoing Support Delivery model: virtual or in person Session length: 30 minutes or longer Session times: before or after school, in-service days, Act 80 days, summer Professional Learning and ongoing support are available for the content below.

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S. Department of Education, and you should not assume endorsement by the Federal Government. Project Officer, Sarah Allen.

Copyright 2024 Vanderbilt University. All rights reserved.

* For refund and privacy policy information visit our Help & Support page.

This work is licensed under a Creative Commons Attribution-NonCommercial-NoDerivatives 4.0 International License.

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The IRIS Center Peabody College Vanderbilt University Nashville, TN 37203 [email protected]. The IRIS Center is funded through a cooperative agreement with the U.S. Department of Education, Office of Special Education Programs (OSEP) Grant #H325E220001. The contents of this website do not necessarily represent the policy of the U.S.

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These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.
Permission and Acknowledgements: Send Feedback Best for All: Sounds First Activities for Phonemic Awareness PreK through 2nd Grade was created under the . It was developed for the Tennessee Department of Education Foundational Skills Curriculum Supplement. This Supplement is a free, open-source resource developed for teachers, parents, higher-education agencies, and others to help support students' foundational literacy skills acquisition. You are welcome to use these materials for personal and professional use, however the materials may not be sold for profit. If materials are used in professional development, we ask that you give the Tennessee Department of Education credit.

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Best for All: Sounds First Phonemic Awareness Program

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These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.

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A low-tech option is a great tool as a back-up to the dedicated solution, use for modeling or during water activities. These low-tech printable options are available to support some of the WordPower ™ files. Pre-made downloadable options are offered for the WordPower42 Basic, 60 Basic, 60 and the 108 location files. Note the 108 location option will include a full page flip to verbs. WordPower48 Español Básico recently joined the WordPower low-tech family. The flipbook downloads include instructions to make the flipbooks for these great low-tech options. These options are designed with flips to the access more vocabulary within various categories, similar to the way you would navigate the vocabulary on a NovaChat® or ChatFusion™.

*Please note that printers may have variations that cause downloaded pages do not line up perfectly. It is recommended to print, laminate, cut and check the alignment of the flips before you punch holes. Adjust by cutting or aligning flips before punching holes.

You will find personal manual communication board options and poster size options. The manual communication boards can be printed on standard or legal size paper. The poster size options allow you to customize the size. We have tried printing at 34.5 by 53 inches with success. In addition to the 88 location Core Words Poster, you will find an option to download the individual core words (grouped 4 on a page) to create pull-offs to the poster or build the poster through individual buttons.

If you want to create your own customized low -tech option, check out the video tutorial providing you with a how-to demonstration. The ChatEditor software is used to customize the low tech options. Create a low-tech option using the customized NovaChat or ChatFusion file.

Virtual Background

Flip Options

Personal Manual Communication Boards

Cantonese Translation
Russian Translation
Japanese Translation
Traditional Chinese Translation
Poster

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Welcome to our supplemental Social Emotional Learning Activities page!

As you will see below, many of the supplemental SEL activities and lesson plans include characters from our game-based, social emotional learning interventions. And when you use the online programs with your students, these activities will reinforce the learning that occurs during game play.

These supplemental resources - lessons, activities, and worksheets - are in the following SELskill areas: Communication, Cooperation, Emotion Regulation, Empathy, Impulse Control, and Social Initiation.

These resources are age-appropriate for elementary and middle school students and are typically used in a classroom or a small group setting. And in most cases, if materials are required for the activity, they are items that you already have in your classroom or office.
Note: Please share this page on your school website so other educators may also benefit.
Social Emotional Learning at Home

Additional Resources for Social Emotional Learning

Our classroom management plan is a step-by-step guide and includes proven strategies, tips and printables for elementary school teachers, and it covers four key components for establishing a successful, well-managed classroom.

These free downloadable posters will decorate your classroom and be great teaching resources, reinforcing social and emotional skills in your classroom and reminding students to practice their skills like emotion regulation, impulse control, empathy, and more.

Social Emotional Learning Quotes

For each of the topics below, we have curated a list of quotes. You can incorporate these quotes in your social emotional learning lessons, add them to social media images, create classroom posters, or write one on your whiteboard each day.

Need Something More Engaging And Effective For A Few Students?

Simply request a FREE Centervention educator account and start using our online programs!

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95 Free Social Emotional Learning Activities

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95 free social emotional learning activities, worksheets, and lessons to help students in elementary and middle school. Most are no-prep and ready to go.

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An Accelerated Word Study Program to Develop Proficient Readers and Spellers

This highly explicit, multisensory decoding and spelling program is for students in grades 4-12 and adults who have mild to moderate gaps in their decoding and spelling proficiency but do not require intensive intervention.

For Students with Below-Average Decoding and Spelling Skills

Just Words is a Tier 2 intervention that is a sophisticated study of word structure with explicit teaching of "how English works" for decoding and spelling automaticity.

Just Wordssupports those who have not mastered the foundational skills of language structure typically learned in grades K-3 with strategies that will allow them to independently read and spell words and build the skills necessary to access and master grade-level standards. Emphasizing phonemic awareness, phonics, word study, and spelling, Just Words is the word study component of the Wilson Reading System® curriculum at an accelerated pace so the instructional principles mirror each other. Combine Just Words with your literature-rich core English language arts (ELA) program.

Student focus

All students in grades 4-12 and adults who are decoding and encoding below grade level

Professional learning & support

● Wilson Academy ®/Just Words Learning Community (online)

● Program Workshops

● Virtual Implementation Support

● Facilitator and Presenter Certifications

● Sustainability Plans

● Demonstration Sites with On-Site Coaching

Just Words Curriculum

Familiarize yourself with the skills and concepts taught in Just Words.

Just Words Implementation

Learn how to identify students appropriate for Just Words and how to implement the program successfully in your classroom.

Just Words Materials

Comprehensive materials allow teachers to confidently present a carefully structured word-study program using engaging, multisensory techniques.

Implemented Across the Country

Just Words instruction has been shown to improve students' word recognition, nonsense word fluency, oral reading fluency, and comprehension among students in grades 4 and higher.

See what states have recognized Just Words

Just Words® Learning Community

With Just Words, you gain access to this membership-based companion site, which supports individuals teaching Wilson's programs. Gain access to reference and instructional materials, expert tips, and more.

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Just Words - Wilson Language Training Corporation

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For Students with Below-Average Decoding and Spelling Skills Just Words is a Tier 2 intervention that is a sophisticated study of word structure with explicit teaching of "how English works" for decoding and spelling automaticity.

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Streamlined career search and discovery for students and job seekers. Includes a built-in interest assessment and access to training, education, and job opportunities. Straightforward, easy-to-read one-page career reports help guide individuals' next move on their road to a satisfying career.

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The home of Positive Behavioral Interventions and Supports (PBIS). FInd more information on PBIS, how to implement PBIS, get resources and materials, and how to get support. Funded by the U.S.

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2023-2024 School Year Series

is an acronym for Language Essentials for Teachers of Reading and Spelling. is an empowering professional development course of study for instructors of reading, spelling, and related language skills. LETRS is not a literacy curriculum. Instead, it provides knowledge and tools that teachers can use with any good reading program. It is designed to bring deeper insight and knowledge to reading instruction, provide answers that instructional materials cannot, and allow teachers to reach, through explicit, scientifically-based methods, students who might otherwise fail.

What makes LETRS different from other science of reading programs?

Are you ready to start your science of reading journey?

Volume 1 Workshops Unit 1 The Challenge of Learning to Read
October 11, 2023

Why reading is difficult * The connection between language and literacy * What the brain does when a person is reading * The skills that support proficient reading * How children learn to read and spell * Major types of reading difficulties * How to use assessment for prevention and early intervention * Using assessment to differentiate instruction
Unit 2 The Speech Sounds of English
November 8, 2023

Phonology related to reading and spelling * How phonological skills develop * The importance of phonemic awareness * The consonant phonemes of the English language * The vowel phonemes of the English language * Dialects, language differences, and allophonic variation * How phonological skills should be taught * Which phonological skills should be assessed * Administer the PAST: A Summary Activity
Unit 3 Teaching Beginning Phonics, Word Recognition, and Spelling
January 10, 2024

The role of the strands of the Reading Rope in word recognition * The role of phonics in reading instruction * Compare code-emphasis instruction with meaning-emphasis instruction * Explore phoneme-grapheme correspondence system of English * Classify phonics elements * Understand some basic patterns of position-based spelling in English

Unit 4 Advanced Decoding, Spelling, and Word Recognition
February 7, 2024

Advanced word study * Position-based spelling correspondences and other orthographic conventions * Phoneme-grapheme mapping * The six syllable types and how they should be taught * Distinguish syllables from morphemes * Suffix rules * Spelling screeners and how to interpret the results * Best practices for teaching spelling * Relationship between reading fluency and reading comprehension * Building word, sentence, and passage reading fluency * Interpret phonological, phonics, spelling, and fluency data * Aligning practices with scientific evidence

Registration for Workshops

Midwestern Intermediate Unit IV

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2023-2024 School Year Series is an acronym for Language Essentials for Teachers of Reading and Spelling. is an empowering professional development course of study for instructors of reading, spelling, and related language skills. LETRS is not a literacy curriculum. Instead, it provides knowledge and tools that teachers can use with any good reading program.

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This module, developed in collaboration with the TIES Center, describes the benefits of including students with significant cognitive disabilities in general education classrooms. It also offers information on how teachers can plan for and teach these students in inclusive classrooms (est. completion time: 2 hours).

TIES Center is supported primarily through a Cooperative Agreement (#H326Y170004) with the Research to Practice Division, Office of Special Education Programs, U.S. Department of Education.

Work through the sections of this module in the order presented in the STAR graphic above.

Related to this module

Copyright 2024 Vanderbilt University. All rights reserved.

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Inclusion of Students with Significant Cognitive Disabilities: Supports in the General Education Classroom

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This module, developed in collaboration with the TIES Center, describes the benefits of including students with significant cognitive disabilities in general education classrooms. It also offers information on how teachers can plan for and teach these students in inclusive classrooms (est. completion time: 2 hours).

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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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See what's free.

The AAC Language Lab offers many free resources, providing an opportunity to explore this great resource prior to subscribing. Resources include Parent Guides, sample lesson plans, manual communication boards and much, much more.

Join us for a Quick Tour of the Lab

Use Realize Language to help determine communication goals.

Explore the Language Lab's free content:
Why Subscribe to The AAC Language Lab?

As a subscriber, you will have 24/7 unlimited access to all content including innovative and interactive tools and materials for those supporting students who use an AAC device. All materials are available where and when you want them, on a variety of platforms, making teaching and learning language convenient and fun.

For an annual fee of US$19.95, this valuable resource will enhance your ability to help your client, student or child learn language with easy-to-understand lesson plans and fun-filled activities.
Subscriptions may not be transferred and fees are not refundable. Subscribe Now
A Smart Chart is a list of the icon sequence/s you will need to locate the target vocabulary for this lesson. Choose your language system and level to access the specific Smart Chart you'll need.

Build smart charts for a variety of language systems and levels within lesson plans and activities.

Create your own custom smart charts in My Lab (Subscription Required) Visit your account dashboard to easily subscribe.
Up to 25 smart charts can be saved with up to 25 target words each. Your Smart charts can be colored according to parts of speech to enhance familiarity and aid learning.

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Check out what's new on AAC Language Lab

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Social-Emotional Learning (SEL) — Resources for Educators | Making Caring Common — Making Caring Common

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Welcome to Making Caring Common’s Resources for Educators, Teachers, Counselors, School Administrators, and School Leaders! We offer strategies, resources lists, audits, surveys, discussion guides, and more, which we hope you will use in your school. You can review the list of resources below or cl

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Instruction for Students with Dyslexia

Wilson Reading System ® (WRS) is the flagship program of Wilson Language Training ®and the foundation of all other Wilson ® programs. The Tier 3 Structured Literacy (SL) program is based on phonological-coding research and Orton-Gillingham principles.

Everyone Deserves To Learn To Read

By providing intensive WRS instruction in small groups or individually with a highly skilled teacher, reading and spelling success is achievable.

Based on more than three decades of data, WRS is designed for students in grades 2-12 and adults with word-level deficits who are not making sufficient progress through their current intervention; have been unable to learn with other teaching strategies; or who require more intensive structured literacy instruction due to a language-based learning disability, such as dyslexia.

Student focus

All students in grades 2-12 and adults who are not making sufficient progress in intervention or who may require more intensive instruction due to a language-based learning disability/dyslexia

Group Size

Small group (ideally up to 4 students), one-to-one

Lesson Length

One full lesson consists of all 3 Blocks of instruction (approximately 30 minutes to complete each Block); minimum of two complete lessons per week

Setting

Special education classroom, resource room, literacy center, adult education

Instructor

WRS Level I Certified Wilson ® Dyslexia Practitioner (W.D.P.) or WRS Level II Certified Wilson ® Dyslexia Therapist (W.D.T.)

Professional learning & support

● Wilson Academy ®/WRS Learning Community (online)

● Program workshops and instructor-led courses

● In-person and online courses on intensive instruction

● Basic and advanced word study

● WRS Level I and II Certification with practicum observations and implementation seminars

● Sustainability plans

Overview of Wilson Reading System

WRS supports college- and career-readiness standards by providing students who have a language-based learning disability with the foundational and language skills that are necessary to access grade-level text. This comprehensive program can follow students from grade to grade, as needed.

The principles of instruction have been identified by research as effective teaching principles found to increase student achievement. WRS also aligns with the International Dyslexia Association's (IDA) guidelines for working with students with dyslexia (IDA, 2008). Success is achieved through greater intensity, duration, and smaller group sizes.

Unique characteristics set WRS apart from other programs:

A systematic, explicit, cumulative, intensive, and focused approach is used to teach the structure of the English language/total word structure for decoding and encoding.

A systematic and integrated approach to decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension.

Orton-Gillingham principles make all instruction direct, multisensory, and interactive. Consistent links are made between visual, auditory, and kinesthetic-tactile pathways to enhance memory and learning of written language.

Unique "sound-tapping system" attunes students to the separate phonemes in a word, develops the understanding that the sounds of spoken language work together to make words, and facilitates segmentation and blending of sounds.

Material is presented in 12 Steps, not corresponding to school grade levels, that are further divided into 63 incremental substeps, each building upon the previous one. Mastery of each substep is required before progressing to the next one, making the demands of the subsequent substep manageable and achievable.

A ten-part lesson plan that addresses the following in a sensible and logical fashion: decoding, morphology and the study of word elements, encoding and orthography (internalizing the rules that govern English), high frequency word instruction, oral reading fluency, vocabulary, and comprehension.

A penciling technique for scooping sentences and passages into meaningful phrases facilitates reading with prosody.

Concepts are taught through the manipulation of sound, syllable, and word element (prefix, base element, and suffix) cards.

One of the most extensive collections of controlled and readable text (wordlists, sentences, stories) for students beyond the primary grades provided.

Three levels of vocabulary offered.

Criterion-based assessments are built into the program to measure student progress and success.

To learn more about our approach, please visit Our Approach to Program Design page.

After feeling frustrated and unprepared to help my struggling students, I was beyond fortunate to receive a Wilson Reading System kit from an assistant principal. This gift started my journey into Wilson training and ultimately led to phenomenal success for countless students. I have learned so much during my practicum opportunities, and through these experiences with Wilson materials, I became empowered to confidently support struggling readers and writers. My students and their parents will tell you: Wilson works!
Renee Bernhardt, M.Ed., President, International Dyslexia Association, GA, Wilson Dyslexia Practitioner (W.D.P.)

WRS Level I and Level II Certification Accredited by the International Dyslexia Association

The International Dyslexia Association (IDA) focuses on the complex issues of dyslexia, promoting effective teacher preparation and intervention strategies for students with dyslexia as one of their goals. Following an independent review process, Wilson Language Training and Wilson® Accredited Partners received the AccreditationPlus designation by the IDA as an Independent Teacher Training Program, indicating our alignment to IDA's Knowledge and Practice Standards for Teachers of Reading (KPS). This recognition demonstrates that Wilson certified educators are well-qualified to provide instruction to students with dyslexia based on recognized best practices and standards in the field.

WRS Curriculum

Familiarize yourself with the skills and concepts of the Wilson Reading System ® (WRS).

WRS Implementation

Learn how to identify students appropriate for the WRS and how to implement it successfully in your classroom.

WRS Materials

WRS instructor and student materials make learning multisensory and explicit.

Implemented Across the Country

Wilson Reading System ® (WRS) effectively develops the reading skills of struggling readers, including individuals with a language-based learning disability.

See what states have recognized WRS

Wilson Reading System® Learning Community

With Wilson Reading System, you gain access to this membership-based companion site, which supports individuals teaching Wilson's programs. Gain access to reference and instructional materials, expert tips, and more.

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Wilson Reading System - Wilson Language Training Corporation

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Everyone Deserves To Learn To Read By providing intensive WRS instruction in small groups or individually with a highly skilled teacher, reading and spelling success is achievable.

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National Technical Assistance Center on Transition: The Collaborative

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FLIP IT® is a strategy that offers a simple, kind, strength-based, commonsense and effective four step process to address children's day to day challenging behavior. The four steps are embodied in the FLIP mnemonic which stands for F - Feelings, L - Limits, I - Inquiries and P - Prompts. FLIP IT is nothing new, but transforms best practice into a strategy that is easy to remember, applicable in a variety of challenging situations and portable.

Check out the following video to hear from the author, Rachel Wagner!

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FLIP IT | Strategy for Challenging Behavior

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DCRC's award-winning FLIP IT strategy uses strength-based processes to address challenging behaviors in children. Learn more about FLIP IT today!

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Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, manipulate the sounds, blend and segment the sounds into spoken and written words.

Phonemic awareness is central in learning to read and spell. (Ehri, 1984)

Phonemic awareness is the most potent predictor of success in learning to read. (Stanovich, 1986)

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Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, manipulate the sounds, blend and segment the sounds into spoken and written words. Phonemic awareness is central in learning to read and spell.

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Free math fluency centers for K-5 to assess fluency, monitor progress, and plan instruction and intervention.

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Free Explicit Phonics Lesson: WV Phonics

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Free Explicit Phonics Lesson: WV Phonics

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Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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What Is The First Five? - Edtomorrow- Supporting Today's Educators through Restorative Practices PD

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Users pick 1 of the 9 activities from either the Primary or Secondary First Five.

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Vocabulary - Visualizing and Verbalizing 

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Vocabulary - Visualizing and Verbalizing 

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This site uses cookies to offer you a better browsing experience. Please enable cookies in your settings.

For the best experience on our site please enable javascript. Learn How.

Nanci Bell

co-founder of Lindamood-bell

Clinical research and experience over the last thirty years indicate there is a separate comprehension weakness that is rarely identified. This weakness often undermines the reading process...It is weakness, based in the sensory system, in creating an imaged gestalt.

Michelle reads words accurately, but she doesn't understand what she reads. Words seem to "go in one ear and out the other", and she struggles with following directions. Her parents express frustration about her weak short-term and long-term memory. Her teachers think she is not trying, and she has been labeled as having ADHD.

A primary cause of language comprehension problems is difficulty creating an imagined gestalt. This is called weak concept imagery. This weakness causes individuals to get only "parts" of information they read or hear, but not the whole.

Individuals of all ages may experience the symptoms of a weakness in concept imagery.

This causes weakness in:

Reading comprehension

Listening comprehension

Critical thinking and problem solving

Following directions

Memory

Oral language expression

Written language expression

Grasping humor

Interpreting social situations

Understanding cause and effect

The Visualizing and Verbalizing® (V/V®) program develops concept imagery-the ability to create an imagined or imaged gestalt from language-as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

It is a joy to go to a school board meeting and have reports back for the first time
where you see kids moving out of far-below basic, out of basic, into basic and proficient.
As a school board member and a dad, I just want to say thank you.

It is a joy to go to a school board meeting and have reports back for the first time
where you see kids moving out of far-below basic, out of basic, into basic and proficient.
As a school board member and a dad, I just want to say thank you.

Who can we help?

We work with children and adults of all ages and levels.

Some students come to us with general learning challenges or a previous diagnosis such as dyslexia or autism spectrum disorder.

Some students come to us to enhance their skills or to just make learning easier.

Follow us for the latest news, stories, and more!

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The Nancibell® Visualizing and Verbalizing® Language Comprehension and Thinking (V/V)

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The Visualizing and Verbalizing®️ (V/V®️) program, by Nanci Bell, develops concept imagery-the ability to create an imaged gestalt from language-as a basis for comprehension and higher order thinking. The development of concept imagery improves reading and listening comprehension, memory, oral vocabulary, critical thinking, and writing.

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This Website Uses Cookies

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for Students

Making decisions about colleges and careers can seem overwhelming, especially when you are young. If you are feeling unprepared, know that you are not alone. We're here to help.
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for Parents

We make it easy for you to understand college costs, the admissions process, and student aid as your child transitions from high school, to college, to the "real" world.
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for Counselors

EducationPlanner is a great tool to get your middle school and high school students ready for life beyond high school. Encourage them to discover their interests and explore their options.
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EducationPlanner.org, a public service of the Pennsylvania Higher Education Assistance Agency (PHEAA), offers practical and easy-to-understand advice and information on how to deal with common financial situations facing today's college students and recent graduates.

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Reaching the Learning Brain

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Advanced Phonological Awareness Using Heggerty

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Advanced Phonological Awareness Using Heggerty

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Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, manipulate the sounds, blend and segment the sounds into spoken and written words.

Phonemic awareness is central in learning to read and spell. (Ehri, 1984)

Phonemic awareness is the most potent predictor of success in learning to read. (Stanovich, 1986)

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Phonemic awareness is the understanding that spoken words are made up of individual sounds, which are called phonemes. A child who is phonemically aware is able to isolate sounds, manipulate the sounds, blend and segment the sounds into spoken and written words. Phonemic awareness is central in learning to read and spell.

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Box It or Bag It is a math program for K-2 teachers who want to surround children with a language-enriched, activity-centered learning environment. Students enjoy hands-on experiences with a variety of materials and are encouraged to learn from each other as well as the teacher.

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Rooney Foundation | M.A. Rooney Foundation

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Rooney Foundation Mission: ALL children are reading at grade level

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for Learners with Complex Additional Support Needs

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GoZen! programs are all about helping kids to deal with anxiety, anger, and more by transforming their worry and other tough emotions into skills of resilience.

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Award-winning Anxiety & Anger Relief Programs for Kids

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Anxiety and Anger are tough emotions! Teach kids skills to build resilience using the GoZen! programs.

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Trail to Summit: Instructional Framework and Materials

Trail to Summit Reading is an instructional framework provided by the Colorado Department of Education to help readers who struggle with accurate and automatic word reading. Studies indicate when students fall behind in beginning reading, they rarely catch up on their own - but we change that by using a highly structured framework that focuses on critical word recognition skills. Trail to Summit can be used as a tutoring program or across Tier I, Tier II, and Tier III settings to complement existing programming or to bolster or enhance existing programming.

The framework breaks word reading and spelling into smaller skills involving letters and sounds. It is a phonetically based, sequential, structured approach that uses multisensory techniques. The Trail to Summit framework teaches the sounds of the English language and their corresponding symbols, spelling rules and generalizations, syllable types, syllable division patterns, and basic morphology skills. The framework uses a specific order of introduction to reading skills based on how we learn language. The lessons are structured to include the same basic parts for each meeting: phonological awareness skills, phonics and word study skills, spelling, and application through oral reading.

The linked pdf is a 250+ page document that includes a framework overview, assessing where to start with a student, the essential parts of a lesson plan, and a systematic scope and sequence. Each lesson includes a phonemic awareness warmup, phoneme-grapheme flashcard activities, a review of past learning, a lesson of the day, practice with the new concept, spelling activities, and practice reading connected text.

The Trail to Summit scope and sequence is split into three levels or trails: Trail to Sunshine Peak, Trail to Pikes Peak, and Trail to Mount Elbert. As students progress through the trails, they are building their decoding skills and phonics knowledge in a logical manner where new learning is building upon previous learning starting with the most basic concepts and then moving to more complex concepts.

Blank lesson plans to fill out using the appropriate order of introduction as laid out in the scope and sequence. Each lesson plan has eight components and a place to note areas of strength, areas of weakness, and concepts to be revisited.

Blank student response templates are used for students to record their responses to lesson plan activities. Filing student responses with past lesson plans makes progress tracking easy.

The phoneme-grapheme cards are used to introduce new letter sounds and are used in the flashcard fluency and blending activities. Phoneme-grapheme correspondences are introduced in the order described in the scope and sequence. As new correspondences are introduced, the new flashcards are included in the fluency and blending activities.

Once consonant blends are introduced, these cards can be added to the fluency and blending activities. It's important for students to understand that in blends with two graphemes, each grapheme represents a sound. Example: 'bl' represents two sounds /b/ +/l/ that blend together.

Students will learn about morphemes or units of meaning within words. These units of meaning maintain distinct spelling patterns that can be helpful in word recognition. Learning the meaning of morphemes also helps to build vocabulary skills and aid in reading comprehension.

This page includes three lists of decodable books for checkout from Colorado Public Libraries. Some of the books on the lists contain more easily decodable features than others. You will want to match the books with the concepts your student is learning. If there are a few instances of words with more complex patterns, preview the words before reading and help the student read those words. It's important to make sure that students are not guessing at these words and know they include patterns that they have not yet learned but will soon learn about.

Decodable Text Passages From UFLI

Decodable passages from the UFLI Foundations Toolbox can be used in conjunction with Trail to Summit materials. Check the concept for each decodable text and align it with the concept being practiced to ensure that students are utilizing the skills that have been taught.

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Trail to Summit Reading is an instructional framework provided by the Colorado Department of Education to help readers who struggle with accurate and automatic word reading. Studies indicate when students fall behind in beginning reading, they rarely catch up on their own - but we change that by using a highly structured framework that focuses on critical word recognition skills.

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Helpful Websites for K-12 Counselers | PHEAA

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Still haven't found the information you are looking for? Our list of helpful websites include PHEAA properties to help provide you relevant information.

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Evidence-based tools that support people to learn the skills to maintain their mental health in fun and interactive ways.

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An evidence-based approach to supporting the mental health and wellbeing of children in the classroom, school and home environments. Choose the implementation option to suit your school.

For a limited time, Australian primary schools can apply for a funded place and receive the Primary School Program at no direct cost to the school.

Smiling Mind is Australia's leading digital-led, prevention focussed mental health not-for-profit. Smiling Mind has been helping minds thrive for over 10 years and are the innovators behind Australia's most trusted mental wellbeing app. Our evidence-based tools support people to learn the skills to maintain their mental health in fun and interactive ways.

If you'd like to support our work, you can make a donation. Every contribution, however large or small makes a difference and we're so grateful for your support.

The Australian Mental Wellbeing Index provides a snapshot insight into the everyday mental wellbeing of Australia. It explores the factors that contribute to mental wellbeing and aims to generate a national conversation about how Australians can take a proactive approach to support mental wellbeing.

We've recently released the second annual report exploring the data collected across 2022-2023. The latest report shows young Australians aged 18-24, are experiencing poorer mental wellbeing than older age groups and poorer levels of focus and concentration may be a key driver of this.

A daily mindfulness and meditation guide at your fingertips

#1 Apple Health & Wellbeing App 2018 - Australia

Trusted by over 7.8M people

100% evidence based

FREE Programs for children and adults

We suggest 10 minutes a day

What are you waiting for?

DOWNLOAD THE APP NOW AND SEE FOR YOURSELF!

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Smiling Mind is a non-for-profit web and app-based meditation program developed by psychologists and educators to help bring mindfulness into your life.

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LETRS, Volume 2

LETRS is an acronym for Language Essentials for Teachers of Reading and Spelling. LETRS, Volume 2, is the second year of the professional course of study for instructors of reading, spelling, and related language skills. Volume 2 focuses on developing language comprehension. It is designed to bring deeper insights and knowledge to reading instruction, provide answers that instructional materials cannot, and allow teachers to reach, through explicit, scientifically based methods, students who might otherwise fail.

Intended Audience:

K- 6 General and Special Education Teachers

Reading Specialists

WHAT MAKES LETRS DIFFERENT FROM OTHER SCIENCE OF READING PROGRAMS?

LETRS professional development consists of several components that give participants a blended learning opportunity.

This blended learning opportunity consists of:

Volume 1 Participant Book

Online Learning Modules

Unit Workshops (in-person)

Bridge to Practice Activities

Attendance at a Unit Workshop= 6 Act 48 Hours

Completion of the Online Learning Modules and Bridge to Practice Activities are eligible for Act 48 Hours. If participants opt to complete these activities outside of the Unit Workshops there are up to 39 Act 48 hours available for each of the 4 units. Participants will have one calendar year to complete the activities. An overview of these activities and Act 48 hours will be done during the Unit 5 Workshop.

ARE YOU READY TO START YOUR SCIENCE OF READING JOURNEY?

Volume 2

There will be 4 in-person sessions offered at Midwestern Intermediate Unit IV

Workshops will be held from 8:30 AM to 3:30 PM.

Lunch will be on your own.

The cost of the Volume 2 participant book and online subscription is $369.00.

Participants must attend the Unit 1 Workshop (from Volume 1) as the prerequisite for any other Unit Workshops.

REGISTRATION FOR WORKSHOPS

Please register using the Frontline Registration link found below. You will have the option to purchase the book and online subscription when you register for the course.

Registration Questions:

Jaclyn Underwood jaclyn.underwood@miu4.org

Content and Materials Questions:

Linda Delvaux linda.delvaux@miu4.org

Midwestern Intermediate Unit IV

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LETRS is an acronym for Language Essentials for Teachers of Reading and Spelling. LETRS, Volume 2, is the second year of the professional course of study for instructors of reading, spelling, and related language skills. Volume 2 focuses on developing language comprehension.

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Development of MathByExample was led by Julie Booth (Temple University) through a SERP collaboration with several school districts. Major contributors to program development include: Kelly McGinn and Laura Young (Temple University), Allie Huyghe, Matthew Ellinger, Emily Schwartz, Avery Jones, and David Dudley (SERP). Special thanks! to the teachers, administrators, and students in our partner districts-Baltimore City Schools, Public Schools of Beloit, Public Schools of Brookline, Fort Madison Community School District, Oak Park Elementary District 97, and Penns Valley Area School District-who were essential to the project's success, providing feedback at critical points and inviting us into their classrooms along the way!

The collaboration has been supported to conduct this work by the Institute of Education Sciences, U.S. Department of Education, through Grant R305A150456 to Strategic Education Research Partnership Institute. The information provided does not represent views of the funders.

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MathByExample assignments give students practice solving problems, as well as practice modeling, analyzing, critiquing, and articulating mathematical arguments.

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following:

phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme,

labels for the sound wall displays, including the place and manner of articulation for consonants, and

grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

We have also provided printable version of the Individual Sound wall charts. You may choose to glue them into a file folder for each student or print them front/back to laminate. These may also be enlarged and printed as posters if your classroom space does not allow for the full UFLI Sound Wall displays.
Individual Sound Wall: Consonants Individual Sound Wall: Vowels

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Printable Resources | UF Literacy Institute

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The Sound Wall materials provided here align with the UFLI Foundations lessons. Included in the UFLI Sound Wall set are the following: phoneme cards with mouth pictures to represent the articulatory gesture associated with each phoneme, labels for the sound wall displays, including the place and manner of articulation for consonants, and grapheme cards that can be added to the sound wall one at a time, as the grapheme-phoneme correspondences are taught.

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Learning experiences will only be effective if we can pull the learner away from those things in the outside world and into the immediate lesson or activity. Every teacher knows this challenge only too well. Focus 5 exercises give students (and teachers) a chance to calm their thoughts so they can have better control over their attention. Practicing these exercises daily, both in and out of school, can lead to better focus, as well as feelings of calmness and relaxation.

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Learning experiences will only be effective if we can pull the learner away from those things in the outside world and into the immediate lesson or activity. Every teacher knows this challenge only too well. Focus 5 exercises give students (and teachers) a chance to calm their thoughts so they can have better control over their attention.

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Note that the hiatus from +45 to +54 is intentional in order to let the earlier phonological awareness skills consolidate before progressing to the later skills which are phonological awareness/phonics crossover activities. If you feel students are ready, you can progress straight from +44 to +55.

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Note that the hiatus from +45 to +54 is intentional in order to let the earlier phonological awareness skills consolidate before progressing to the later skills which are phonological awareness/phonics crossover activities. If you feel students are ready, you can progress straight from +44 to +55.

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Videos for elementary school kids that focus on movement, mindfulness, and self-discovery - including popular music, dancing, yoga, deep breathing, mental health, stretching, and more!

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This workshop will be held at Midwestern Intermediate Unit IV.

8:30 AM-11:30 AM

453 Maple Street

Grove City, PA 16127

The workshop is intended for regular and special education teachers of grades K through 2.

3 Act 48 hours are available for each session.

Registration opens on May 1, 2023 and closes one week before the event.

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This workshop will be held at Midwestern Intermediate Unit IV. 8:30 AM-11:30 AM 453 Maple Street Grove City, PA 16127 The workshop is intended for regular and special education teachers of grades K through 2. 3 Act 48 hours are available for each session.

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PALS Math Intervention Grades 2 -6

The PALS Grades 2 - 6 program covers the comprehensive math curriculum including numeration, number concepts, computation of whole numbers, fractions, and decimals, measurement and geometry, figures/graphs, and word problems.

The specific skills addressed at each grade correspond to the standards most frequently represented at each level of the curriculum.

Activities include COACHING (in which students teach each other math skills) and PRACTICE (a mixed problem-type timed drill that incorporates the type of problem addressed during that day's Coaching, as well as easier problem types).

Product Details:

The Manual includes Teacher Materials in paper format: (302-MM) $60.00

Optional - Demonstration DVD: (302-MDVD) $15.00 *This DVD is a demonstration of scripted interactions between a teacher and student pair and is not a substitute for a training workshop.

Student Materials and lessons are available in paper format, on CD & on Pen Drive in the grade-appropriate Supplemental Materials Manuals.

Schedule - This program starts with a whole class training session and has a 20 week implementation schedule with 30 minute sessions 2 times a week.

Authors - Lynn S. Fuchs, Douglas Fuchs, Kathy Karns, Norris Phillips

2009 Revised Edition

TRAINING Request Form: https://airtable.com/shrf76k6J2klGRbzz

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PALS Math Manuals | The Fuchs Research Group

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The PALS Grades 2 - 6 program covers the comprehensive math curriculum including numeration, number concepts, computation of whole numbers, fractions, and decimals, measurement and geometry, figures/graphs, and word problems. The specific skills addressed at each grade correspond to the standards most frequently represented at each level of the curriculum.

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Our goal is help SLPs feel confident treating children with SSDs. We create therapy materials, aimed to bridge the gap between research and clinical practice by connecting and collaborating with speech scientists so that you have confidence in the materials you are using.

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Social-Emotional Learning | PBS LearningMedia

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Social and emotional learning (SEL) is key to advancing equity and excellence in education. It can help students experience greater agency and well-being; achieve academic, career and lifelong successes; and implement collaborative solutions that lead to a just, thriving society.

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This set of lesson and teaching materials, based on principles of intensification, target phonics and early blending skills. These materials are provided as an example of how early reading instruction can be intensified and may or may not address the specific learning needs of your students. The Int…

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Here is a sampling of strategies that teachers can use either to head off or to provide consequences for low- to medium-level student misbehavior: Break student tasks into manageable 'chunks': Students may misbehave to escape activities that they find too hard or tedious.

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Connect with other professionals in the field.

Join Today!

Looking for support, interventions, and new ideas to utilize in your position? This Professional Learning Community (PLC) will meet each month to dive into a topic related to reading. Time will be given to connect with other professionals in the field to share expertise that will help us all continue to improve student outcomes in reading.

Dates and Topics for 2023-2024 School Year
October 9, 2023 November 13, 2023 December 11, 2023
Session Topic: Beginning Phonics
January 8, 2024
Session Topic: Advanced Phonics
February 12, 2024 March 11, 2024
Session Topic: Comprehension
April 8, 2024
Session Topic: Writing

For more information, contact:

Midwestern Intermediate Unit IV

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Connect with other professionals in the field. Looking for support, interventions, and new ideas to utilize in your position? This Professional Learning Community (PLC) will meet each month to dive into a topic related to reading. Time will be given to connect with other professionals in the field to share expertise that will help us all continue to improve student outcomes in reading.

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Helpful Video Links for NWEA Maps Assessments 

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Helpful Video Links for NWEA Maps Assessments 

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The lessons are designed to help students with mathematics difficulties (Tier II) access the general education mathematics curriculum.

The lessons can be taught by an interventionist, classroom teacher, or trained paraprofessional.

The intervention is designed to supplement core instruction, so the intervention time is in addition to core mathematics instruction.

Please note that the Teacher Lesson Booklets may reference materials and supplies not included in the downloadable lessons. It will be helpful to preview the lessons and gather additional materials and supplies before working with your students.

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ESTAR II intervention modules are designed for students in grades 3 and 4. A total of eight modules containing lessons, student books, and teacher masters are available for download.

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Student center activities to practice, demonstrate, and extend learning of what has already been taught.

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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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We've all had those kids on our caseloads that just don't progress very quickly in speech therapy.... it's a puzzle, right?!

I get questions nearly every day from SLPS with these "puzzles" and frequently my first question is, "what did the oral-facial exam reveal?". More often than not, the answer is that one was never conducted. But, for kids with speech sound disorders, assessing the oral-facial mechanism is one of the most important, though frequently neglected, parts of a speech assessment. In fact, as outlined in ASHA's Practice Portal regarding Speech Sound Disorders, an oral-facial examination (i.e., oral mechanism exam, oral peripheral exam, oral motor exam, etc.) is a key component of a comprehensive speech evaluation.

​Completing a thorough oral-facial exam (OFE) helps us as SLPs determine if the structure and/or function of the speech mechanism could be impacting speech production and frequently helps us identify that missing piece to those proverbial puzzles...

Sometimes it's that child who you think is "just artic" but has this one sound they can't seem to generalize into conversational speech. They may have a structural difference for which effortful compensations make it too difficult for carryover to take place.

Or that child who does fine on an articulation test but whose may have intelligibility is really reduced in connected speech and you just can't put your finger on why. They motor planning deficits that a thorough OFE could help identify, such as how they perform on diadochokinetic tasks or volitional non-speech tasks.

Or maybe you just have a gut feeling that there's They may also have some red-flags for "more going on" with a preschooler's speech than a straight-forward phonological delay. myofunctional deficits, such as a high/narrow palate, mouth breathing, or a malocclusion, to which your OFE can alert you.

A thorough OFE can help you uncover such contributors by looking at 2 aspects...

P hysical abnormalities may impact speech production, such as asymmetries, atypical dentition, the presence of dental appliances, abnormalities of the palate, like clefting or a bifid uvula, enlarged tonsils, or other unusual growths, just to name a few. If the actual structure of the oral mechanism is compromised then referrals to particular specialists (e.g., ENT, craniofacial team, neurologist, dentist, etc.) may be appropriate and therapy may need to focus on compensatory strategies.

OFEs can also uncover functional deficits by observing how each articulator performs on motor tasks to assess strength, range of motion, speed of movement, and whether or not extraneous movements or groping are observed during volitional motor tasks. These observations are key in helping us differentially diagnose dysarthrias and oral apraxia, as well as determining if targeted assessments are warranted, such as myofunctional or motor speech evaluations.

If you're a little intimidated by all the information you're supposed to gather and interpret with an OFE, you're not alone. It's why I spent so long developing my Oral-Facial Exam form... an easy to use 3-page exam form that includes additional pages of detailed instruction, guidelines, and diagrams to help any SLP feel confident administering and interpreting findings.

You may notice in all those courses and videos that I'm using my ... the Throat Scope and Telescope. They make administration SO. MUCH. EASIER. These favorite OFE tools from Holland Healthcare light-up tongue depressors illuminate the oral cavity and help you see alllllll the things. The newer TelScope even allows you to capture intraoral images and videos for patient files and specialist referrals. And I haven't met a child that doesn't think it's a lightsaber or fairy wand.

So, I hope I've managed to outline some of the benefits of administering a thorough OFE. If we haven't identified or ruled-out underlying structural or functional issues, then we may be missing key information to help us make accurate diagnoses or make appropriate referrals to specialists, which means that we could also be wasting valuable time by using the wrong approach in therapy. ​Don't let another child with a speech sound disorder be added to your caseload without doing an OFE... you never know how it may improve their trajectory in therapy.

If you're new to Boom Cards, they're digital task cards accessed on the Boom Learning website. I learned about them when I had to switch to virtual therapy for all my clients following the pandemic and needed some engaging speech-specific activities to use over the computer. But, I quickly learned that this fun platform is great for in-person therapy, as well!

One thing I found lacking, however, were activities that were intervention specific, when it came to my kids with phonological deficits. If you treat kids with speech sound disorders, you know that articulation resources are often not appropriate for phonological intervention (that's another post for another day!). So, I decided to make some " CYCLES" specific boom decks.

What's great about these Cycles Boom Cards, is they actually make implementing cycles so much easier! Each deck includes all the components of a complete cycles session:

1. Auditory bombardment cards with audio playback

2. Target words in phonetically appropriate contexts

3. Cards for familiarization and elicitation of LOTS of trials per card

4. Ability to send links for home practice!

Here's a little video preview of one of my decks....

So, if you still don't feel super confident implementing the cycles approach, these Boom Cards can be a great resource. There are currently 5 decks addressing primary and secondary patterns, in alignment with cycles... with new decks being added regularly. You can find them on Boom Learning and Teachers Pay Teachers.

Want to know more about cycles? Watch this video I posted explaining it!

Yup... I said it. Given all the buzz from that There are McCleod & Crowe article last year, it should be no secret that we've totally been misinterpreting those articulation norms. But, for a lot of SLPs it still begs the question... "then at what age should we be addressing particular sounds in speech therapy?"

Some of the most common questions I hear from SLPs sound something like this:

" When should I start treating kids for /r/ errors?"
... or ...
" Aren't /s/ sound errors still age appropriate for preschoolers?"

Those are the WRONG QUESTIONS.

If we base eligibility criteria and/or target selection primarily on arbitrary "cut-off" ages for acquisition of sounds, then we're missing the whole point. so many other variables that should be considered in addition to what particular sounds a child has at a particular age...

⠀⠀Let's take the

Intelligibility... if a child isn't at least 75% intelligible to unfamiliar listeners by the age of 3 (and 100% by age 4), then it's time to address speech, regardless of what the charts say.

Presence of phonological processes... all sound errors are not created equal. Maybe a child has all their "age appropriate" sounds, but they're still deleting final consonants at the age of 3. Time to treat and remediate that phonological process! #phonologyisnotarticulation

importance of ALWAYS administering an Underlying structural or functional deficits... if things like VPI, tongue thrust, etc. are present, making referrals or getting a jump on speech intervention can be hugely beneficial. This also highlights the oral facial exam whenever possible. It can help you uncover or rule out issues that could be contributing to speech sound errors and help you make necessary referrals to other professionals.

Presence of multiple errors... even if all those errors are "developmentally appropriate", if there's a bunch of them and they're significantly reducing speech intelligibility, don't wait!

Family history of speech difficulties or learning disabilities... this is a big one! If you know there is a history of speech/learning disorders in the family, that's definitely something to consider when recommending services. So make sure you're doing your best to get a super thorough case history!

Difficulty learning to read and/or write... we know that children with speech sound disorders are at higher risk for having literacy related deficits, especially in the areas of phonological awareness, decoding, and spelling. So much more about that from Dr. Kelly Farquharson here.

Social/emotional impact... if a child is self-conscious about their speech difficulties, if it's inhibiting participation in their school or community, or if they're avoiding speaking in certain situations, please don't wait to treat.

I like a good bar graph as much as the next guy... but I have to remind myself its just one piece of a bigger puzzle.

/s/ sound, for example. Here are some factors I take into consideration when I decide whether or not to recommend speech therapy:
put in place by administrators with little to no understanding of the nuances of SSDs. And believe me, I can totally empathize with the concerns over

1. How much do the child's speech errors impact intelligibility? Usually a simple frontal lisp doesn't impact intelligibility too much, but if they're 4 years or older and strangers can't understand them close to 100% of the time, then it's time to treat.

2. Are they omitting, substituting, or distorting the /s/? I may consider treating earlier or later depending on whether they are reducing consonant clusters or stopping vs lisping. Again, phonology is not articulation.

3. Are there any other speech errors? If you're already treating this child, for the love of speech sound disorders, please start treating /s/... even at 3! We already know they have trouble acquiring speech, so get a jump on it!

4. Are there red flags for a myofunctional disorder? This deserves a post in itself... But, if there's a tongue thrust, low tongue resting position, mouth breathing, high/narrow palate (I could go on and on), by all means don't wait! Treat the underlying myofunctional deficit or refer to an SLP who can.

5. Is it a lateral lisp? TREAT NOW. That's not a developmental error and kids don't "grow out" of it. I developed the Bjorem Speech Sound Cues for Lateralization for this particular speech sound disorder, which I've found to be so helpful with little ones who have such a hard time understanding correct placement.

​Now, I completely understand that many school-based SLPs are all too often bound by black-and-white eligibility guidelines gigantic caseloads in light of all these considerations (I was a school-based SLP for many years, myself). Unfortunately, I have no easy answers. I just know that we do our kids and their families a disservice when we solely rely on speech acquisition norms as an arbitrary threshold for eligibility criteria.
With everything we're learning about complexity theory, how we've been misinterpreting those speech acquisition charts, and how speech delays/disorders can impact literacy... it becomes pretty clear that there really is no "magic age" at which we should begin providing intervention for kids with errors of particular sounds. It's much more complicated than that.

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I'm so glad you stopped by! Welcome to this one-stop-shop space for all things behavior related with MIU IV! I hope this space provides you with some resources and ideas to support you and your classroom. If you have questions or need support in any way with you classroom management or with student specific behavior management within the classroom, you've come to the right place. Take a few moments to browse all the happenings at the IU and be amazed at all you can learn though the offerings here at MIU IV.

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I'm so glad you stopped by! Welcome to this one-stop-shop space for all things behavior related with MIU IV! I hope this space provides you with some resources and ideas to support you and your classroom.

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A.C.E the NWEA MAP Experience - A Day Dedicated to Growth by Leah Winans | This newsletter was created with Smore, an online tool for creating beautiful newsletters for educators, nonprofits, businesses and more

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How young students learn math is a critical challenge. But the components of math development are shrouded in common misconceptions. Why does knowing the multiplication tables matter, anyway? How do early word problems help boost students' ability to integrate concepts and procedures? How can parents' attitudes towards math shape how their kids learn? Are math learning disabilities related to struggles in reading?

Our new report aims to clear up some of these sticking points, so that teachers and parents ensure all students have a solid grasp of math fundamentals.

Coverage of math education is supported in part by a grant from the Bill & Melinda Gates Foundation, at www.gatesfoundation.org. Education Week retains sole editorial control over the content of this coverage.

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Math Foundations for All: Clearing a Path

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A solid foundation in math begins with knowing how schools can build students' math fact fluency, foster parent involvement, and support students with math disabilities.

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There are 11 units for each grade level: K, 1, 2.  Each unit lasts for 2 weeks. In each 2-week period (unit), there are 8 days of lessons. Each day includes a warm-up and 2 lessons. Fridays are reserved for progress monitoring, games, review, etc.

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password: mathematics

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The 3-Tier Mathematics Model Website requires a valid username and password to access the content.

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The 3-Tier Mathematics Model Website requires a valid username and password to access the content. Please enter them below to log in. You must have cookies enabled in your browser to use this site.