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Bar Graph to show Fluency Improvement & Overall Reading Outcomes

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Bar Graph to show Fluency Improvement & Overall Reading Outcomes

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Getting the Gist Routine for Day 4 of 5-Day Repeated Readings

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Getting the Gist Routine for Day 4 of 5-Day Repeated Readings

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#1 Research Based Strategy for Fluency - 5-Day Repeated Readings

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#1 Research Based Strategy for Fluency - 5-Day Repeated Readings

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Decodable Printed Passages - WV Phonics 

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Decodable Printed Passages - WV Phonics 

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Flyleaf Decodable Readers - Free digital resource

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Flyleaf Decodable Readers - Free digital resource

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Flyleaf Publishing - Online Materials Portal

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Click on on any book cover below to begin reading, or use the Menu to navigate.

Use the book's homework button to open a downloadable homework packet.

Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

*Foundational Skills Guides and Close Reading Guides are sold separately and are not available as online resources. Visit flyleafpublishing.com for details about our instructional guides. **If you do not currently have access to SMART Notebook software, you can download it here: SMART Notebook.

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For Instructors - Flyleaf Publishing - Online Materials Portal

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Online Materials PortalFor Instructors Click on on any book cover below to begin reading, or use the Menu to navigate. Use the book's homework button to open a downloadable homework packet. Use the book's SMART Board button to download SMART Board files that are designed to assist you in the delivery of Flyleaf's Foundational Skill and Close Reading Guide instruction.

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Support for preschool through high school in Literacy, Math and PBIS.

Instructional Support Team (IST) as a Component of RtI

Define problems, develop goals, design support plans, and monitor progress.

Implement a Research-Based Assessment System

Effectively track, summarize, and report student achievement information with IDEAL's customized database.

We are proud to be New England's #1 choice for guiding schools in the effective implementation of a Response to Intervention (RtI) framework.

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Support for preschool through high school in Literacy, Math and PBIS. Define problems, develop goals, design support plans, and monitor progress. Implement a Research-Based Assessment System Effectively track, summarize, and report student achievement information with IDEAL's customized database. We are proud to be New England's #1 choice for guiding schools in the effective implementation of a Response to Intervention (RtI) framework.

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Mentor Text Lessons to Improve Student Writing

The seminal report Writing Next (Graham & Perin, 2007) is based on a meta-analysis of research related to best instructional practices for improving student writing. One of the eleven elements identified in the report as most effective is Study of Models (i.e., provide students with opportunities to read, analyze, and emulate models of good writing). Showing models is also one of the six instructional practices that make up the teaching routine for Keys to Content Writing (Keys to Literacy's writing professional development program). But many teachers are not sure about where to find good mentor writing samples, or what would be a good focus for analyzing a mentor text....

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Grammar and Syntax Archives - Keys to Literacy

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The seminal report Writing Next (Graham & Perin, 2007) is based on a meta-analysis of research related to best instructional practices for improving student writing. One of the eleven elements identified in the report as most effective is Study of Models (i.e., provide students with opportunities to read, analyze, and emulate models of good writing).

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Adapted for reader's theater (or readers theatre) by the author, from his picture book published by Scribners, New York, 1993

NARRATOR 1: You've heard about Paul Bunyan, the greatest lumberjack of all time.

NARRATOR 3: And you've heard about Pecos Bill, the greatest cowboy.

NARRATOR 2: Now let us tell you about the world's

NARRATOR 1: biggest,

NARRATOR 2: fastest,

NARRATOR 3: bestest

NARRATOR 2: sign painter.

SLAPPY: (proudly, to audience, in booming voice) That's me! Slappy Hooper!

NARRATOR 1: You'd better believe Slappy was biggest! Why, he was seven feet tall with shoulders to match, and he weighed three hundred pounds, even without his cap and coverall and brush and bucket.

NARRATOR 2: And fastest?

SLAPPY: Just give me an eight‑inch brush! (slaps paint on a wall)

NARRATOR 1: Slip!

NARRATOR 2: Slop!

NARRATOR 3: Slap!

NARRATOR 2: The job was done.

SLAPPY: And so smooth, you'd never see a brush stroke.

NARRATOR 3: And you bet Slappy was bestest! That was on account of his pictures.

SLAPPY: No one else ever made them so true to life!

NARRATOR 3: In fact, some folks said they were too true to life.

NARRATOR 1: Slappy's trouble started with the huge red rose he painted on the sign for Rose's Florist Shop.

ROSE RED: Slappy, it's so real!

NARRATOR 1: . . . said Miss Rose Red, the owner.

ROSE RED: Why, I can just about smell the fragrance!

NARRATOR 2: But a week later, Rose Red fluttered into Slappy's sign shop.

ROSE RED: Slappy, that sign of yours was too good.

SLAPPY: (puzzled) Too good?

ROSE RED: That's right! The bees got wind of it and swarmed all over that rose, trying to get in. They scared away all my customers! That was bad enough, but wait till you see what's happened now!

NARRATOR 3: When they reached the florist shop, Slappy saw that the bees were gone. But the rose had withered and died!

ROSE RED: No one buys from a florist with a withered flower on her sign. That's the last thing you'll paint for me, Slappy Hooper!

NARRATOR 1: The story got around, but most folks just laughed, and they still wanted Slappy to do their signs.

NARRATOR 2: His next job was to paint a billboard for the Eagle Messenger Service. Slappy painted an eagle three times larger than life.

BALDWIN EAGLE: Amazing!

NARRATOR 2: . . . said Mr. Baldwin Eagle.

BALDWIN EAGLE: It's so real, I could swear I saw it blink! Wait a minute. I did see it blink!

NARRATOR 3: Then the bird flapped its wings and flew right off the billboard!

BALDWIN EAGLE: That sign was too good. That's the last time you'll work for me, Slappy Hooper!

NARRATOR 1: Folks were getting scared to hire Slappy. But at last he got a job from the Sunshine Travel Agency.

NARRATOR 2: The billboard was to show a man and woman on a beach, toasting under a hot sun. Slappy painted it the day after a big snowstorm.

RAY SUNSHINE: Wonderful!

NARRATOR 3: . . . said Mr. Ray Sunshine.

RAY SUNSHINE: Why, that sun makes me feel hot! And look! The snow on the sidewalk is melting!

NARRATOR 3: But a couple of days later, Slappy got a call.

RAY SUNSHINE: Slappy, your sign is too good. Get down here right away!

NARRATOR 1: When Slappy arrived, he saw that the sidewalk and street in front of the billboard were covered with beach chairs. People sat around in swimsuits and sunglasses, sipping lemonade and splashing suntan lotion.

RAY SUNSHINE: They're blocking traffic, and the mayor blames me! Besides, they won't need my travel agency if they take their vacations here! You've got to do something, Slappy.

NARRATOR 2: So Slappy set up his gear and got to work. He painted the sun on the billboard much hotter. Before long, the crowd was sweating buckets and complaining of sunburn. Then everyone packed up and left.

RAY SUNSHINE: Good work, Slappy! (gasps and points) Look at that!

NARRATOR 2: The man and woman on the billboard were walking off, too!

NARRATOR 3: Just then, a lick of flame shot up the wall of the building across the street. Slappy's sign had set it on fire! In a few minutes, fire trucks clanged up and firefighters turned hoses on the flames.

RAY SUNSHINE: Slappy! Try something else!

NARRATOR 1: Slappy got back to work. He painted a storm cloud across that sun. But he had to jump clear when the cloud shot bolts of lightning!

NARRATOR 2: Then the storm broke.

NARRATOR 3: Slappy's cloud rained so hard, the billboard overflowed and flooded all of Main Street!

RAY SUNSHINE: Never again, Slappy Hooper!

NARRATOR 1: After that, no one on earth would hire Slappy. It looked as if his sign-painting days were done.

NARRATOR 2: Slappy felt so low, he made up his mind to throw his paint kit in the river. He dragged it onto the tallest bridge in town and was just about to chuck it, when a voice thundered out beside him.

MICHAEL: Don't dump that gear, Slappy. You're going to need it!

NARRATOR 3: Right next to Slappy stood a man almost as big as Slappy himself. He wore a paint-splotched white coverall and a cap with two little angel wings sticking out. He carried an eight‑inch brush.

SLAPPY: Who are you?

MICHAEL: I'm Michael, from the Heavenly Sign Company. The Boss has had an eye on you for some time, Slappy, and He likes your work. He's got a job for you-if you don't mind working in the rain.

SLAPPY: Tell me about it.

MICHAEL: We need someone to paint a rainbow this Wednesday. Most of the time, we handle all the rainbows ourselves. But it's going to rain in a bunch of places Wednesday, and we could sure use some help.

SLAPPY: I'm your man.

NARRATOR 3: . . . said Slappy.

NARRATOR 1: That Wednesday morning, Slappy rented a cannon, and set it in a big cow pasture. He tied two ropes to his scaffold, then ran the other ends through a couple of skyhooks. Then he loaded the skyhooks in the cannon and shot them straight up.

NARRATOR 1: Sure enough, the skyhooks caught on the sky.

NARRATOR 2: Slappy felt the first raindrops. He piled all his paints and brushes onto his scaffold, climbed on, and hoisted himself up, up, and up! He kept going till he was just under the clouds. Then he tied his ropes and started to paint.

NARRATOR 1: Slip!

NARRATOR 2: Slop!

NARRATOR 3: Slap!

NARRATOR 2: He had only just finished, when the sun popped through the clouds and lit up what he'd done.

NARRATOR 3: There never was a finer rainbow! It had every color you could imagine, each one blending perfectly with the next.

SLAPPY: (proudly, looking over his work) And not a brush stroke in sight!

NARRATOR 1: Just then, Slappy felt a big jolt. He looked up to see what had caused it.

SLAPPY: Oh, no!

NARRATOR 1: The sun had run smack into his skyhooks!

NARRATOR 2: Slappy shut his eyes and waited for the long drop to the ground. But it never came. When Slappy looked again, he saw why.

SLAPPY: (amazed) For heaven's sake!

NARRATOR 2: Slappy's hooks had caught on the sun itself! And the sun was pulling his rig across the sky!

NARRATOR 3: Now, another sign painter might have been frightened. But not Slappy Hooper! He was enjoying the ride!

NARRATOR 1: He'd covered a good distance when Michael appeared on the scaffold beside him.

MICHAEL: (thundering) The Boss liked your rainbow, Slappy.

SLAPPY: You mean, it wasn't too good?

MICHAEL: If it isn't too good, it's not good enough! That's how we figure. Anyhow, now that you're here, the Boss has another job for you-if you don't mind working odd hours.

SLAPPY: Tell me about it.

MICHAEL: It's the sunrise and sunset. I guess you know, the Boss Himself has been painting them since time began. But He's done it so long, He'd like to give someone else a chance.

SLAPPY: I'm your man.

NARRATOR 3: . . . said Slappy Hooper.

NARRATOR 1: Slappy's been up there ever since.

NARRATOR 2: Of course, you can't see him, with the sun so bright-but he's there all the same.

NARRATOR 3: Night and day, the sun pulls Slappy and his rig around the world. And every time Slappy comes to a horizon, he reaches up with his eight‑inch brush.

NARRATOR 1: Slip!

NARRATOR 2: Slop!

NARRATOR 3: Slap!

NARRATOR 2: The job is done.

SLAPPY: (to audience) And never a brush stroke in sight!

All special features are at www.aaronshep.com/extras.

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Adapted for reader's theater (or readers theatre) by the author, from his picture book published by Scribners, New York, 1993 NARRATOR 1: You've heard about Paul Bunyan, the greatest lumberjack of all time. NARRATOR 3: And you've heard about Pecos Bill, the greatest cowboy.

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Say It, Move It, Write It, Read It, Spell It

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Say It, Move It, Write It, Read It, Spell It

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Word Attack Skills Test - Intermediate Level

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Word Attack Skills Test - Intermediate Level

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Word Attack Skills Test - Beginning Version

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Word Attack Skills Test - Beginning Version

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Florida Center for Reading Research - Center Activities for Practice

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Florida Center for Reading Research - Center Activities for Practice

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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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for preschool, kindergarten teachers, elementary school teachers and language teachers to make resources for lessons, lesson plans and K-6 printable materials for classes.

The 3x3 bingo board maker and 4x4 bingo board generators are a bingo game makers that allows you to create bingo boards for vocabulary practice using images. You can select the image you want to use and type in any text you'd like. So, you can choose from 1,000s of images to create the perfect bingo game board. It's super simple, easy to use, but very powerful.

You can make up to 16 bingo boards per sheet. 4 boards will print on one sheet of paper for the 3x3 boards. 2 boards will print on one sheet of paper for the 4x4 boards.

If a set doesn't have enough vocabulary to make your boards, choose the 'blank option and fill in the remaining squares with text or have students draw in their own pictures in the blank squares.

Once your bingo boards have been generated, go into the 'file' menu at the top left of the browser and choose print. If you just want four boards, just choose to print page one when the pint window opens.

These can handle some foreign languages as well. So, French teachers, LOTE teachers, German teachers, Spanish teachers and more can use the bingo board creator in their classes as well.

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Tools for Educators has free online worksheet makers with a library of 1,000+ images to make vocabulary worksheets, printable games and acitivites, and many more types of worksheets!