# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.title
Reading 101: Self-Paced Learning Modules

# data[].attributes.attachment_link.description
Core knowledge about reading is a key to effective literacy instruction. Our free, self-paced learning modules can help you deepen your understanding of the building blocks of reading and writing.

# data[].attributes.headline
International Dyslexia Association Ontario Branch: Courses

# data[].attributes.subject
International Dyslexia Association Ontario Branch: Courses

# data[].attributes.attachment_link.provider_name
The International Dyslexia Association Ontario Branch - Promoting literacy through research, education, and advocacy.™

# data[].attributes.attachment_link.title
Professional Learning - The International Dyslexia Association Ontario Branch

# data[].attributes.attachment_link.description
Professional Learning IDA Ontario is committed to ensuring all children learn to read with a structured literacy approach. We offer a wide variety of webinars, workshops and training courses to ensure all educators, families, and anyone with a passion for literacy have a strong understanding of reading science and effective instruction.IDA’s professional learning offerings are

# data[].attributes.headline
Structured Literacy Webinars: Various Topics

# data[].attributes.subject
Structured Literacy Webinars: Various Topics

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.title
Adrienne Gear Webinars – Reading Power Gear Ltd.

# data[].attributes.attachment_link.description
Practical tools teachers can use to help students develop strong social-emotional skills, to think more deeply, learn more widely, and develop a more Powerful Understanding of what it means to be a responsible and compassionate person.

# data[].attributes.attachment_link.readable_text
ILA NEWS

ILA News | November 9, 2023
Submitted students' perspectives on diversity, equity, inclusion, and justice for a chance to be included in the 2024 AERA Annual Meeting.

Research Advisory | Oct 2, 2023
Additional resources, including webinars, available now.

Digital Events | Sept 19, 2023
Free ILA Webinar About Dyslexia
Registration is now open for a new, free ILA Webinar: Dyslexia: What We Know and What We Want to Know.

Free New Resources for JAAL
First set of the new JAAL Literacy Insights available for download.

# data[].attributes.attachment_link.description
ILA is a global advocacy and membership organization of more than 300,000 literacy educators, researchers, and experts across 86 countries.

# data[].attributes.headline
POPEY: Provincial Outreach for the Early Years

# data[].attributes.subject
POPEY: Provincial Outreach for the Early Years

# data[].attributes.attachment_link.title
POPEY | Provincial Outreach Program for the Early Years

# data[].attributes.attachment_link.description
The Provincial Outreach Program for the Early Years (POPEY) is a British Columbia Ministry of Education Provincial Resource Program with an outreach focus. POPEY's mandate is to increase K-3 educators' capacity to support all primary English literacy learners, particularly diverse and struggling students in the classroom.

# data[].attributes.attachment_link.description
On-demand webinars that connect literacy research to real-world classroom practice for teachers and leaders.

# data[].attributes.attachment_link.description
These videos were created to help you implement UFLI Foundations, a systematic and explicit program for teaching foundational reading skills. For more inform…

# data[].attributes.attachment_link.description
Explore Amplify’s collection of free webinars for valuable insights on teaching & learning topics: CKLA, Science, Math, ELA, and the Science of Reading.

# data[].attributes.attachment_link.readable_text
The Science of Reading embodies over 40 years of research findings from multiple fields of study that shine a light on key fundamental principles of reading instruction. At The Reading League, we ground all of our professional development in three "anchors" that have emerged from this research. You may recognize the Simple View of Reading equation (Gough & Tunmer, 1986), but have you plugged in the numbers and talked about what it really means for different types of readers? You may have seen Scarborough's Reading Rope (2001), but are the details etched in your long-term memory so you can use it as a lens for viewing instructional decisions? You may have heard of the Four-Part Processing Model for Word Recognition (Seidenberg & McClelland, 1989), but can you explain how it functions in skilled readers? We recommend starting with this Knowledge Block if you have unfinished learning about these anchors and how they can sharpen your thinking about assessment and instruction. Our Foundations Knowledge Block also addresses transformative versus additive change, and what it takes to transform the culture of practice in a school system.

# data[].attributes.attachment_link.description
The Science of Reading embodies over 40 years of research findings from multiple fields of study that shine a light on key fundamental principles of reading instruction. At The Reading League, we ground all of our professional development in three "anchors" that have emerged from this research.

# data[].attributes.attachment_link.title
The Reading League - Event Live Streaming Service

# data[].attributes.attachment_link.description
Access The Reading League's Live Events in the comfort of your own home, school or office. Sign up today!

# data[].attributes.attachment_link.title
K-4 Foundational Learning Progressions | Building Student Success - B.C. Curriculum

# data[].attributes.attachment_link.description
The K-4 Foundational Learning Progressions align directly to the English Language Arts and Math curriculum and describe what proficient students look like when they are demonstrating foundational skills in reading, writing, oral language, and math. Achieving proficiency in these skills is important for further learning and long-term success both in and out of school, and the Ministry has prioritized supporting teachers to develop these important skills through the BC Learning Pathways.

# data[].attributes.attachment_link.description
Explore reading basics as well as the key role of background knowledge and motivation in becoming a lifelong reader and learner. Watch our PBS Launching Young Readers series and try our self-paced Reading 101 course to deepen your understanding.

# data[].attributes.attachment_link.description
Funding for ONlit.org is provided by the Ministry of Education. Please note that the views expressed in these resources are the views of ONlit and do not necessarily reflect those of the Ministry of Education.

# data[].attributes.attachment_link.description
What is reading? And what are the core skills that young children need to become successful readers? Learning to read is complex, but this overview can help explain key terms and demystify the process.

# data[].attributes.attachment_link.readable_text
"Thank you for implementing a website/program that not only teaches young readers phonics but also incorporates lessons to assist with phonemic awareness and fluency skills-which are so critical for them."

# data[].attributes.attachment_link.title
Children's Reading Resource | Pre-K - 3rd Grade | Home Reading Helper

# data[].attributes.attachment_link.description
Home Reading Helper is a children's reading resource for Pre-K through 3rd grade to help parents at home. Provided by Read Charlotte.

# data[].attributes.attachment_link.title
ReadWorks | Award-Winning, EdTech Nonprofit Organization

# data[].attributes.attachment_link.description
ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

# data[].attributes.attachment_link.title
Free Decodable Story Generator for the Science of Reading · Project Read

# data[].attributes.attachment_link.description
Generate a decodable story compatible with any Science of Reading-based phonics curriculum for free. Download a student-friendly PDF in seconds.

# data[].attributes.attachment_link.description
The word mapper lets you type in a word and see its individual letters and sounds. It’s great for teaching phonics!

# data[].attributes.attachment_link.description
The morpheme mapper lets you type in a word and see its morphemes and meanings mapped out.

# data[].attributes.headline
Florida Centre for Reading Research: Student Activities 

# data[].attributes.subject
Florida Centre for Reading Research: Student Activities 

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.title
The Science of Reading - The Reading League

# data[].attributes.attachment_link.description
The Reading League's mission is to advance the understanding and use of evidence-aligned reading instruction through the science of reading.

# data[].attributes.attachment_link.readable_text
for supporting decoding and beyond

how it works

Beyond Decodables aims to support young readers' success in reading by allowing children the chance to decode words in a meaningful context. Our collection of complimentary books, created in collaboration with Boston Public Schools, are highly research-based and approved by experts, teachers, and children. Using our Six Aspects of Beyond Decodables, learn about how these books were written to support Pre-K-2 students and teachers.

We suggest using our resources for small group reading activities.

Pick

Print

View

Most texts are available in digital editions (projectable PDFs) and printer-friendly editions.

Print using "two-sided, short edged binding." Fold or staple together for a finished book.

decodable books for kids

Pick Your Sets of Texts

deepen your practice

Check out our founder, Dr. Julia B. Lindsey's new book, now available everywhere books are sold.

In this book, Dr. Julia B. Lindsey's evidence-based routines help young readers decode words efficiently so they can spend more energy on comprehending-and enjoying-what they read! You'll find:

​

● Need-to-know essentials of how kids learn to read.

● Principles of high-quality foundational skills instruction.

● Teacher-approved instructional "swaps" to improve early reading instruction.

​

Reading Above the Fray addresses content learning, culturally responsive practices, and the importance of engaging readers from the start.

subscribe to
beyond decodables

Get downloadable texts and resources sent straight to your inbox. Join our mailing list for exclusive access to newly added resources for decoding and beyond.

# data[].attributes.attachment_link.title
Free Books for Kids | Beyond Decodables | Teacher Resources

# data[].attributes.attachment_link.description
Beyond Decodables provides access to free kids books online with a focus on phonics and diversity. Kids books include decodable words related to CVC words, consonant diagraphs, CVCe Words, Multisyllabic Words, Consonant Blends, and Long Vowel Patterns.

# data[].attributes.attachment_link.description
The SAG-AFTRA Foundation's Daytime Emmy-nominated, Storyline Online, features celebrated actors reading children's books to inspire a love of reading in millions of children worldwide.

# data[].attributes.attachment_link.title
Instantly access over 40,000 of the best books & videos for kids on Epic

# data[].attributes.attachment_link.readable_text
What a treasure. This site is extremely useful for non readers of all ages. My children just love it. I have shared this site with many of our special needs teachers across our county. Thanks so much for providing such a fun, affordable, and worthwhile product.
Renee
Special Education Teacher, MI
We love TumbleBooks!!! I should add the kids do, too!! TumbleBooks has allowed us to introduce a vast collection of books to students and they W A N T to read. It gives them choice, gives them some control over their own learning, all while at an appropriate reading level. What could be better?
Kathy
Reading Consultant Seth Haley School, CT
I love this site! The fact that the levels of books available are so far-reaching makes this a wonderful site for classrooms---virtually any child can utilize the features on this site. The book report feature is great as well--right along with many of the standards we are teaching in our classrooms, and a great tool for guiding students. The quizzes offer students feedback, and also encouragement as they continue to read. This promotes a feeling of success among students, and furthers their love for literature and reading.
Tammy
Curriculum Coach, SC
This is the best interactive read aloud website I have found. My students and I love it. We can always locate a book easy that connects to what we have been studying. The students love to watch the pictures, and as they progress with their decoding skills they pick out words that they know. When we watch one of these books, I have to pause it after every page so they can find all their sight words that are on the page. The website makes it like have a celebrity reader in our room daily. Thank you so much for your wonderful reading website.
Brandi
Kindergarten, AL

# data[].attributes.attachment_link.description
TumbleBookLibrary is a curated database of children's e-books, available by subscription to Elementary Schools and Public Libraries around the world. TumbleBookLibrary Premium has over 1100 titles for grades K-6, and includes our unique animated, talking picture books, read-along chapter books, non fiction books and videos, curated playlists, as well as books in Spanish and French.

# data[].attributes.attachment_link.description
Copyright © 2021 LesPlan Educational Services. All rights reserved

# data[].attributes.attachment_link.keywords[]
reading writing "teaching reading" "teaching children to read" "teacher professional development"

# data[].attributes.attachment_link.description
All about teaching reading and writing. Subscribe to explore all of our teaching videos and get notified as we add more videos! - Reading Universe is a new service of WETA/Reading Rockets, the Barksdale Reading Institute (BRI), and First Book.

# data[].attributes.attachment_link.title
Kenn Nesbitt’s Poetry4kids.com – Funny poems for children

# data[].attributes.attachment_link.description
Your Partner in Evidenced‑Based Teaching and Learning Evidence‑based strategies, scripts, podcasts, and tools to elevate literacy instruction.

# data[].attributes.attachment_link.readable_text
Biography

Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education. He's published numerous best-selling books with Teacher Created Materials and Shell Education, and has also authored books for Scholastic. His scholarly interests include reading fluency and word study, reading in the elementary and middle grades, and readers who struggle. His research on reading has been cited by the National Reading Panel and has been published in journals such as Reading Research Quarterly, The Reading Teacher, Reading Psychology, and the Journal of Educational Research. Dr. Rasinski is the first author of the fluency chapter for the Handbook of Reading Research.

Dr. Rasinski served a three year term on the Board of Directors of the International Reading Association and was co-editor of The Reading Teacher, the world's most widely read journal of literacy education. He has also served as co-editor of the Journal of Literacy Research. Dr. Rasinski is past-president of the College Reading Association and he has won the A. B. Herr and Laureate Awards from the College Reading Association for his scholarly contributions to literacy education. In 2010, Dr. Rasinski was elected into the International Reading Hall of Fame.

Prior to coming to Kent State, Timothy Rasinski taught literacy education at the University of Georgia. He taught for several years as an elementary and middle school classroom and Title I teacher in Nebraska. Tim is a veteran of the US armed forces.

Professional Development Areas of Expertise

Working with Struggling Readers

Developing Foundational Reading Skills in Young Readers

Effective Teaching of Phonics and Word Study

Teaching Fluency: The Neglected but Necessary Goal of the Reading Curriculum

Contact
E-mail: trasinsk@kent.edu
Phone: 330-672-0649
Twitter:@timrasinski1

# data[].attributes.attachment_link.description
Timothy Rasinski is a professor of literacy education at Kent State University and director of its award winning reading clinic. He has written over 200 articles and has authored, co-authored or edited over 50 books or curriculum programs on reading education.

# data[].attributes.attachment_link.readable_text
Our site started as a place to assist with the implementation of Benchmark Advance. It has evolved, as we started posting items to support efforts outside of BA. Everything on the site remains free and includes resources we have found helpful as teachers. Thanks! Marilyn and Aaron

Follow us on Facebook

Follow us on Youtube

Follow Marilyn on Twitter @marilyn_stefan

Follow Aaron on Twitter @classroomd4

Email with questions and suggestions coretaskproject@gmail.com

# data[].attributes.attachment_link.description
Our site started as a place to assist with the implementation of Benchmark Advance. It has evolved, as we started posting items to support efforts outside of BA. Everything on the site remains free and includes resources we have found helpful as teachers. Thanks! Marilyn and Aaron Follow us on Facebook Follow us on Youtube...

# data[].attributes.attachment_link.description
Shanahan on Literacy has a variety of literacy blogs in one place. Find out here the information that can use by teachers and parents in teaching and assessing reading, writing, and literacy. Read more here!

# data[].attributes.attachment_link.description
Unite for Literacy provides free digital access to picture books, narrated in many languages. Literacy is at the core of a healthy community, so we unite with partners to enable all families to read with their young children.

# data[].attributes.headline
The Six Syllable Types: Reading Universe

# data[].attributes.subject
The Six Syllable Types: Reading Universe

# data[].attributes.attachment_link.description
Learn how and when to teach open syllables, guide student practice, and assess learning

# data[].attributes.attachment_link.readable_text
You can generate 3 more free word lists this month!

How to Use the Multi-Syllable Phonics Word List Generator

The multi-syllabic phonics word list generator is designed to meet the needs of teachers and students who need additional practice with multi-syllable words. The word list generator can create printable custom lists of real or nonsense words with two, three, or four or more syllables.

The multi-syllable phonics word list generator can generate words with the following six syllable types: closed syllables, open syllables, r-controlled vowel syllables, vowel team syllables, silent e (VCe) syllables, and consonant-le syllables.

To use the multi-syllable phonics word list generator, first choose how many syllables you would like in your words. Next, choose if you would like your list to have real words, nonsense words, or a mix.

Your next step is to choose the syllable types that the words on your list will be made up of. For "Step 2: Select syllable types to include," we recommend selecting all of the syllable types that your students have learned. Most multi-syllabic words have more than one syllable type, so choosing as many syllable types as possible will give you the largest possible bank of words to choose from. This is especially true of words with three or more syllables, and of words that have syllable types that are more rarely found at the beginning of a word (e.g., consonant-le syllables or silent e syllables).

If you do want to focus on a particular syllable type, select that one in "Step 3: Select focus syllables." This syllable type will appear in all of the words that you select, so that your students will have plenty of practice with that particular type of syllable.

After creating your list, simply click on "Generate word list" or "Generate word cards" to create and download your free, printable PDF! Then, just repeat the process if you'd like to create a new list.

Classroom Examples

A first-grade teacher is introducing words with multiple syllables for the first time. She wants to start with simple words containing only closed syllables. She selects 2-syllable words and real words only. For Step 2 she selects closed syllables. This ensures that the words on the list will ONLY have closed syllables.

A reading intervention teacher is introducing r-controlled syllables. His students are already familiar with closed and open syllables. He selects 2-syllable words with real words only. For Step 2 he selects closed, open, and r-controlled syllables, since his students can read all three syllable types. For Step 4 he selects r-controlled syllables, so that all of the words on the list will contain an r-controlled syllable.

A fourth-grade teacher wants to help her students read longer words more fluently. She selects 4-syllable words, and chooses a mix of real and nonsense words to get the largest possible word bank. She doesn't specify any particular syllable type in step 2 or 3, because she wants her students to practice with a wide range of words and syllables.

Understanding the Six Syllable Types

English words are composed of six different syllable types. It's important for students to be able to identify and understand each syllable type, because the syllable type affects the pronunciation of the vowel(s) within the syllable. Students benefit from explicit instruction on finding and reading all six syllable types.

Here is a brief explanation of each of the six syllable types:

Closed syllables contain a vowel followed by one or more consonants. They may or may not have consonants before the vowel. The vowel makes its short sound. Examples: ath, hab, flect

Open syllables are syllables that end with a vowel or a y. The vowel makes its long sound. Note that u has two possible long sounds (as in "flu" vs. "menu"). Y can also make one of two sounds (as in "baby" vs. "fly"). Examples: de, so, cy

R-controlled syllables are syllables in which the vowel is followed by the letter r (as in, ar, er, ir, or, ur). The letter r changes the sound of the vowel. Examples: ar, bor, cern

Silent e syllables are syllables that end with a vowel-consonant-e pattern. They are also referred to as VCe syllables. The vowel makes its long sound. Note that u can make two different long sounds (as in "mute" vs. "tune"). These syllables are generally, but not always, found at the end of real words in English. Examples: cuse, crete, ide

Vowel team syllables are syllables in which two vowels come together to make a single sound. Some vowel team syllables don't have two traditional vowels, but have a vowel followed by a w or a y. Some vowel teams can make different sounds in different words. Examples: poun, maw, doy

Consonant-le syllables are syllables that end with a consonant followed by an -le. These syllables are almost always found at the end of real English words, except in the case of compound words. Examples: tle, ble, dle

Teaching the Six Syllable Types

When teaching a new syllable type, you should first begin by introducing single-syllable words. You can create word lists for most syllable types using our free single-syllable word list generator. Closed syllables will be those with short vowels. R-controlled syllables will be those with r-controlled vowels. Silent e syllables (or VCe syllables) will be those with VCe vowels. Vowel team syllables will be those with vowel teams. Open syllables and consonant-le syllables are not included in the single-syllable word list generator because in real single-syllable words they are rare (in the case of open syllables) or nonexistent (in the case of consonant-le syllables).

When your students have mastered reading the syllables in isolation, its time to practice identifying and reading them in real words! In order to find syllables, your students will first need to identify all of the vowels in a word. This works because each syllable contains one or more vowel.

Once they have done this, they will need to determine where one syllable ends and the next begins. This can be tricky, because sometimes there isn't a clear rule or pattern that tells where to split syllables. Generally, consonants that form common consonant blends or digraphs "stick together" in the same syllable, so a good next step is searching for common consonant combinations. Then, the students can split the syllables between unattached consonants.

Once the students have determined where to split the syllables, they can determine each syllable type. This will tell them how to pronounce the vowel(s). Then, they can try reading the word. If it doesn't sound quite like a word that they recognize, they may need to try splitting the syllables elsewhere. Note that nonsense words can have more than one correct pronunciation, depending on where the syllables are split!

If this all sounds quite complicated, that's because it is! Learning to read words with multiple syllables is a lot of work, and many students require very explicit instruction and many, many opportunities to practice before they master this skill. That's where our printable PDF word lists come in! Students can practice splitting syllables, identifying syllable types, and reading multi-syllabic words over and over again until they build mastery and, eventually, fluency!

Ideas for using multi-syllabic word lists in the classroom

Morning work: Students split and mark up syllables following the notation of the phonics program that you are using in the classroom. Students then practice reading the word list independently. All students can work on the same word list, or students can work on differentiated word lists depending on their individual needs. Consider creating "morning work packets" that contain one or two weeks of practice syllables for each group to make this more manageable!

Small group practice: Create a word list using Focus Syllables that are challenging for your small group. During small group time, students can practice reading the word list for accuracy and/or fluency.

Whole group practice: Teach your students a choral routine in which they find the vowels, split the syllables, identify each syllable type, identify the vowel sound, and read each syllable.

Homework: Send home a word list of the week, differentiated to meet students' needs, or adapted to the skills you are working on in the classroom. Students practice reading the word list every night.

Assessments: Track mastery of sounds or syllable types using multi-syllabic word lists. Print a copy for you and a copy for the student. As they read, mark errors to track progress and learn what skills or sounds to focus on next. Our word lists are also useful for progress monitoring IEP goals that call for reading or spelling words with certain syllable types or certain numbers of syllables.

Ideas for using multi-syllabic word cards in the classroom

Sorting: Create word cards that contain two or three kinds of syllables. Students can mark up the words, then sort the words in a double or triple Venn diagram according to the syllable types.

Fluency: Use the word cards as flash cards in whole or small group to review previously-taught syllable types and help develop fluency. Alternatively, give students individualized and differentiated word card sets to practice reading individually or with a partner.

Word of the Day: Introduce a new word every day that follows a syllabication pattern that you are practicing. Discuss the syllables in the word, the meaning of the word, and any other relevant features.

Matching game: Print two copies of the same set of word cards. Students take turns flipping over two words and reading them. If they get a match, they keep both cards and take another turn!

Go Fish: Print two or four copies of the same set of word cards to create your deck of cards. Students can play Go Fish using word cards instead of a regular card deck. It's a perfect way to practice, because students need to read the words over and over in order to ask for the cards they need! Click here if you need a refresher on the rules of Go Fish.

Hangman: Students play a game of hangman, but the word selected comes from a word list or word card deck that matches the syllable types you are practicing.

Got other great ideas?

Know any great phonics games? Have a favorite center using word cards? I'd love to hear your ideas! Shoot me an email at beccatheteacher (at) gmail.com

Hi! My name is Miss Becca, and I'm an elementary school teacher in New York. Over the course of my teaching career, I've taught every grade from kindergarten through fifth grade. I'm certified in both special and general education, and I've taught students from both populations. I've also taught reading intervention.

I used to spend a lot of time creating my own word lists and word cards to supplement phonics programs and reading intervention programs. Learning to read is hard, and students need a lot of practice, but it was difficult to find resources targeting exactly what I needed! I created phonicswordlist.com to make my own job in the classroom easier, and hopefully to help other teachers as well!

I hope you find this resource useful! Feel free to shoot me an email at beccatheteacher (at) gmail (dot) com with any questions or feedback!

P.S. - Check out my store on Teachers Pay Teachers! 😊

# data[].attributes.headline
Classroom Strategy Library: Reading Rockets

# data[].attributes.subject
Classroom Strategy Library: Reading Rockets

# data[].attributes.attachment_link.description
Our library provides effective, research-based classroom strategies to help strengthen your students’ skills in phonological awareness, decoding, fluency, vocabulary, comprehension, and writing.

# data[].attributes.attachment_link.description
Teaching vocabulary is complex. What words are important for a child to know and in what context? In this excerpt from Bringing Words to Life: Robust Vocabulary Instruction, the authors consider what principles might be used for selecting which words to explicitly teach.

# data[].attributes.headline
Strong Stories: Outdoor Learning Store Bundle

# data[].attributes.subject
Strong Stories: Outdoor Learning Store Bundle

# data[].attributes.attachment_link.title
Strong Stories Bundle of 48 Indigenous Books for Elementary Students - Outdoor Learning School & Store

# data[].attributes.attachment_link.description
Strong Stories is a collection of 48 books for elementary students which share Indigenous stories and knowledge from across Turtle Island. They offer students information and ideas for connecting more deeply with the land. Written, published and illustrated by Indigenous people, this collection offers a wealth of knowledge from a variety of perspectives. Authors: Celestine Aleck (Indigenous Canadian; First Nations; Salish; Coast Salish; Snuneymuxw;) Michelle Corneau (Indigenous Canadian; First Nations; Haudenosaunee (Iroquois); Kanyen’keha:ka (Mohawk);) Leah Marie Dorion (Indigenous Canadian; Métis;) Bill Helin (Indigenous Canadian; First Nations; Tsimshian (Ts’msysen); Tlingit;) Cecilia John (Indigenous Canadian; First Nations; Dene; Dakelh (Carrier); Saik’uz;) Bobbie Wildman (Indigenous Canadian; First Nations; Kwakwaka’wakw (Kwakiutl); Musgamagw Dzawada’enuxw;) Sally Williams (Indigenous Canadian; First Nations; Kwakwaka’wakw (Kwakiutl); Gwawaenuk;) Artists: Leah Marie Dorion (Indigenous Canadian; Métis;) Cole Good (Indigenous Canadian; First Nations; Salish; Coast Salish; Snuneymuxw;) Joel Good (Indigenous Canadian; First Nations; Salish; Coast Salish; Snuneymuxw;) Bill Helin (Indigenous Canadian; First Nations; Tsimshian (Ts’msysen); Tlingit;) Cecilia John (Indigenous Canadian; First Nations; Dene; Dakelh (Carrier); Saik’uz;) Monica Wysotski (Indigenous Canadian; First Nations; Haudenosaunee (Iroquois); Kanyen’keha:ka (Mohawk);)

# data[].attributes.attachment_link.readable_text
Strong Nations Publishing

2595 McCullough Rd
Nanaimo, BC, Canada, V9S 4M9

Phone:(250) 758-4287

Email:contact@strongnations.com

Our logo reflects the greater Nation we live within-Turtle Island (North America)-and the strength and core of the Pacific Northwest Coast peoples-the Cedar Tree, known as the Tree of Life. We are here to support the building of strong nations and help share Indigenous voices.

# data[].attributes.attachment_link.title
Strong Nations - Indigenous & Native American Books, Aboriginal Kids Books, First Nations Kids Books, Inuit, Métis - Building Strong Nations Together!

# data[].attributes.attachment_link.description
Strong Nations offers the best selection of Indigenous Native American Aboriginal First Nations Inuit and Mtis books for all ages.

# data[].attributes.attachment_link.title
READING FLUENCY: ESSENTIAL FOR READING COMPREHENSION presented by Jan Hasbrouck, Ph.D.

# data[].attributes.headline
Building MTSS for Reading Success: Dr. Stephanie Stollar

# data[].attributes.subject
Building MTSS for Reading Success: Dr. Stephanie Stollar

# data[].attributes.attachment_link.title
Stephanie Stollar Workshop Part 1: Defining MTSS

# data[].attributes.headline
Building MTSS for Reading Success (Part 2): Dr. Stephanie Stollar

# data[].attributes.subject
Building MTSS for Reading Success (Part 2): Dr. Stephanie Stollar

# data[].attributes.attachment_link.title
Stephanie Stollar Workshop Part 2: Core Components of MTSS

# data[].attributes.headline
Partner Reading & Paragraph Shrinking (Fluency Intervention): Lindsay Kemeny

# data[].attributes.subject
Partner Reading & Paragraph Shrinking (Fluency Intervention): Lindsay Kemeny

# data[].attributes.attachment_link.title
11. A Classwide Reading Intervention that Works | 2022 Literacy Symposium

# data[].attributes.headline
No Time Wasted: Structured Literacy with Young Adults (middle/secondary)

# data[].attributes.subject
No Time Wasted: Structured Literacy with Young Adults (middle/secondary)

# data[].attributes.attachment_link.title
Brown and Sousa - No Time to Waste: Structured Literacy with Young Adults

# data[].attributes.headline
Decodable Texts: Linda Farrell & Michael Hunter

# data[].attributes.subject
Decodable Texts: Linda Farrell & Michael Hunter

# data[].attributes.attachment_link.title
Decodable Text Linda Farrell  Michael Hunter Oct 2021

# data[].attributes.headline
Literacy for All: Evidence-Based Practices (Melanie Raymond)

# data[].attributes.subject
Literacy for All: Evidence-Based Practices (Melanie Raymond)

# data[].attributes.attachment_link.description
Dyslexia Canada is a national charity dedicated to a change for children with dyslexia in Canada. Learn more by visiting our website.

# data[].attributes.attachment_link.description
Videos to support learning and implementing the science of reading. Additional materials can be found at https://www.readingscienceacademy.com/rsa-opt-in

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.description
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.

# data[].attributes.headline
UFLI Online Word Work Mat (grapheme tiles)

# data[].attributes.subject
UFLI Online Word Work Mat (grapheme tiles)

# data[].attributes.attachment_link.description
Share your videos with friends, family, and the world

# data[].attributes.attachment_link.provider_name
ReadWorks | K12 Reading Instruction that Works

# data[].attributes.attachment_link.description
Enga ge your students by providing valuable decoding practice while building students’ knowledge across a range of topics. Use ReadWorks content-rich nonfiction decodables during the text portion of…

# data[].attributes.headline
IDA Ontario: Becoming a Literacy Leader (using screening data to inform instruction)

# data[].attributes.subject
IDA Ontario: Becoming a Literacy Leader (using screening data to inform instruction)

# data[].attributes.attachment_link.readable_text
ILA NEWS

ILA News | November 9, 2023
Submitted students' perspectives on diversity, equity, inclusion, and justice for a chance to be included in the 2024 AERA Annual Meeting.

Research Advisory | Oct 2, 2023
Additional resources, including webinars, available now.

Digital Events | Sept 19, 2023
Free ILA Webinar About Dyslexia
Registration is now open for a new, free ILA Webinar: Dyslexia: What We Know and What We Want to Know.

Free New Resources for JAAL
First set of the new JAAL Literacy Insights available for download.

# data[].attributes.attachment_link.description
ILA is a global advocacy and membership organization of more than 300,000 literacy educators, researchers, and experts across 86 countries.

# data[].attributes.headline
Word Connections: A Multisyllabic Word Reading Program

# data[].attributes.subject
Word Connections: A Multisyllabic Word Reading Program

# data[].attributes.attachment_link.description
This reading intervention was developed and tested by Dr. Jessica Toste and colleagues at The University of Texas at Austin. The program materials were redesigned for open access by the Toste Team in October 2022. We are excited for you to use the Word Connections program! We look forward to continued feedback from teachers and students.

# data[].attributes.attachment_link.readable_text
Flyleaf Publishing decodable books provide beginning and struggling readers with abundant opportunities to transfer their newly acquired phonics knowledge to meaningful, engaging, and complex narratives, informational texts, and poetry. Our research-based instructional materials support teachers in explicitly guiding students to develop the skills and habits of competent readers. Our decodable books can authentically stand up to the rigors of both foundational skills and close reading instruction, making them a unique and invaluable resource for teachers and for students, who deserve the guidance that will enable them to become accurate, fluent, comprehensive, and joyful readers.

# data[].attributes.attachment_link.keywords[]
decodable books and research-based instructional materials for prek

# data[].attributes.attachment_link.title
Decodable Books: Research Based Readers - Flyleaf Publishing

# data[].attributes.attachment_link.description
Engaging, meaningful, decodable books with fine-art illustrations tied to a systematic phonics scope & sequence.

# data[].attributes.headline
Nonfiction Reading Assessment (Gr. 4-9): SD73

# data[].attributes.subject
Nonfiction Reading Assessment (Gr. 4-9): SD73

# data[].attributes.headline
Adrienne Gear: Powerful Writing Structures

# data[].attributes.subject
Adrienne Gear: Powerful Writing Structures

# data[].attributes.attachment_link.title
Powerful Writing Structures Webinar Series - Adrienne Gear Webinars

# data[].attributes.attachment_link.description
Powerful Writing Structures Click here for viewing options.

# data[].attributes.attachment_link.description
The first step to preventing reading difficulties is early screening. Most children in Canada are not being screened, learn how to change that here.

# data[].attributes.attachment_link.readable_text
Share This: `

This fact sheet focuses on the importance of universal screening in the primary grades to identify students who are in need of reading intervention.
What are the purposes for different types of assessment?
Assessment can have multiple purposes:
* Universal Screening-to determine a student's risk for reading difficulty and the need for intervention
* Intervention Planning-to make data- based decisions for instruction informed by results of testing
* Progress Monitoring-to determine if progress is adequate or if more (or different) intervention is required
* Diagnostic Evaluation-to identify an individual's learning strengths and weaknesses and likely source of academic problems-and to determine if profile fits the definition of a learning disorder (diagnosis)
Universal Screening: K-2 Reading
Since research has shown that the rapid growth of the brain and its response to instruction in the primary years make the time from birth to age eight a critical period for literacy development (Nevills & Wolfe, 2009), it is essential to identify the instructional needs of struggling students as soon as possible. It is imperative to "catch them before they fall" (Torgesen, 1998). Thus, educators need to understand:
* The basic principles of universal screening
* Findings from cognitive science that are the basis of reading and literacy development
* Potential risk factors (i.e., "red flags") that indicate potential for common reading problems, including dyslexia
What is a screening?
Screening measures, by definition, are typically brief assessments of a particular skill or ability that is highly predictive of a later outcome. Screening measures are designed to quickly differentiate students into one of two groups: 1) those who require intervention and 2) those who do not. A screening measure needs to focus on specific skills that are highly correlated with broader measures of reading achievement resulting in a highly accurate sorting of students.

Universal screening tools have the following characteristics:
* Quick and targeted assessments of discrete skills that indicate whether students are making adequate progress in reading achievement
* Alternate equivalent forms so they can be administered three to four times a year
* Standardized directions for administration and scoring
* Have established reliability and validity standards
Why should we screen?
Universal screening results should identify those students who are potentially at risk for reading failure, including those who may have developmental reading disabilities.

Dyslexia is a neurobiological disorder. Research has shown that brain plasticity decreases through childhood. It takes four times as long to intervene in fourth grade as it does in late kindergarten (NICHD) because of brain development andbecause of the increase in content for students to learn as they grow older. Children at risk for reading failure can be reliably identified even before kindergarten. "Deficits in phonological awareness, rapid automatized naming, verbal working memory and letter knowledge have been shown to be robust precursors of dyslexia in children as young as age three" (Gaab, 2017). Extensive evidence exists that supports the fact that early intervention is critical. Struggling readers who do not receive early intervention tend to fall further behind their peers (Stanovich, 1986).

Psychological and clinical implications of poor reading development can be prevented/minimized if we identify and intervene as early as possible.
Screening Administration
A screening instrument needs to be quickly and easily administered. Screening can occur as early as preschool, but no later than kindergarten and at least three times a year through second grade. It is imperative for screening to occur for all children, not just the ones "at risk" or who have already been determined to have reading failure. Students who are English Language Learners or speak in a different dialect should be included in this assessment. Since "dyslexia is strongly heritable, occurring in up to 50% of individuals who have a first-degree relative with dyslexia" (Gaab, 2017) initial screening should include family history. Teacher input on a child's phonological, linguistic and academic performance is also essential. Teachers can complete screening tools that require their rating of a child's abilities on a scale to measure risk of reading disability.
What are typical screening measures by grade level?
Although a quick assessment, a screening battery should include key domains, identified as predictors of future reading performance.

Kindergarten:
Research indicates that kindergarten screening measures are most successful when they include assessment of the following areas: phonological awareness including phoneme segmentation, blending, onset and rime; rapid automatic naming including letter naming fluency; letter sound association; and phonological memory, including non-word repetition (Catts, et al. 2015; Jenkins & Johnson, 2008).

First Grade:
Research indicates first-grade screening measures are most successful when they include assessment of the following areas:
phoneme awareness, specifically phoneme segmentation, blending, and manipulation tasks; letter naming fluency; letter sound association; phonological memory, including nonword repetition; oral vocabulary; and word recognition fluency (i.e., accuracy and rate) (Compton, et al., 2010; Jenkins & Johnson, 2008).

The Center on Response to Interventions Screening Briefs indicate that oral reading fluency could be added in mid first grade.

Second Grade:
The Center on Response to Interventions Screening Briefs indicate that in second grade, screening assessment should include word identification, oral reading fluency, and reading comprehension. Word identification assessments should include real and nonsense words.

K - 2:
The assessment of oral expressive and receptive language (including vocabulary, syntax and comprehension) provides key information in an individual's reading profile and is predictive of reading outcomes. Unfortunately, there are limited measures at the K-2 level to assess these areas for screening purposes. Without such screening measures, testing for expressive and receptive language is usually done in diagnostic evaluations (Gersten et al., 2008).

There is no one test or assessment tool that measures all reading skills. Different assessments measure different discrete skills. Ideally, multiple measures for screening purposes should be used to ensure that all identified skills have been assessed at the appropriate grade level. When multiple measures are used to screen students, the accuracy of identifying those at risk improves significantly.

Some examples of screening assessment tools include (but are not limited to) DIBELS Next, Aimsweb, Predictive Assessment of Reading (PAR), and the Texas Primary Reading Inventory (TPRI). (Links to these examples are listed at the end of this fact sheet.)
Intervention Planning
Data from universal screenings should be used to make informed decisions about evidence-based interventions and the progress monitoring that should follow. Interventions should address the needs of the student, as identified by the screening process. Progress Monitoring is then done to determine if progress is adequate or if more (or different) intervention is required.
Progress Monitoring
Progress should be monitored frequently to determine the student's response to the chosen intervention and rate of improvement. The IES Practice Guide, Assisting Students Struggling with Reading: Response to Intervention (RTI) and Multi-Tier Intervention in the Primary Grades (Gersten et al., 2008) states that progress can be monitored weekly, but should be monitored no less than once per month.

Summary of suggested progress monitoring measures to use in K - 2:
What is a comprehensive diagnostic evaluation and how does it differ from screening?
According to the Dyslexia Assessment Fact Sheet (Lowell, Felton, & Hooks, 2014), a formal clinical evaluation is necessary to determine a diagnosis of dyslexia if the student continues to struggle with literacy skills, despite high-quality instruction using an RTI (Response to Intervention) approach. Areas to be assessed, in depth, by a team of individuals include the following: phonological awareness, phonological or language-based memory, rapid automatic naming, receptive vocabulary, phonics skills, decoding/encoding real and pseudo-words, oral reading fluency, writing at the sentence and paragraph level. Evaluations are completed by trained specialists (e.g., psychologists and neuropsychologists, speech and language pathologists, or educational specialists who have advanced degrees in assessment or education.)
Screening vs. Evaluation

Time Involved

Brief; Administered individually or in a group

Lengthy; Administered individually

Characteristics

Criterion Referenced; Curriculum based measures; Arbitrary cut-off points

Norm Referenced; standardized based on standard scores, percentiles, grade/age based equivalencies

Focus

Specific skill areas

Extensive assessment of functioning (cognitive, academic, linguistic, motoric, behavioral)

Administrator

Teachers

Trained specialist
(School Psychologist, LDT/C, Speech Language Therapist

Reason

Determine students who are at risk and in need of general education remediation

Identify strengths and weaknesses within profile in order to determine classification for special educations placement and services

References
The role of universal screening in primary grades to identify students who are in need of reading intervention has been widely studied. The old saying, "Just wait and they will catch up," does not hold up to all the empirical data and support for providing early intervention for struggling readers. Educators need to be well versed in the evidence-based methods that identify the risk for reading difficulty, and they need to make good decisions that provide appropriate educational interventions for their students who may be struggling. These decisions need to be informed by data that is gathered as a result of efficient assessments and progress monitoring that are accomplished in a regular and timely manner. It is critical that educators understand the importance of these factors in universal screening and early intervention to ensure that all students have the best opportunities for developing adequate literacy skills.

Catts, H. W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48(3), 281-297.

Center on Response to Intervention (n.d.). Progress monitoring. Washington, DC: American Institutes for Research. Retrieved from https://intensiveintervention.org/data-based-individualization/progress-monitoring

Center on Response to Intervention (n.d.). Understanding Screening: What Do the Screening Standards Mean? Washington, DC: American Institutes for Research. Retrieved from https://intensiveintervention.org/resource/screening-standards-overviews

Center on Response to Intervention (n.d.). Screening tools chart. Washington, DC: American Institutes for Research. Retrieved from https://charts.intensiveintervention.org/ascreening

Compton, D. L., Fuchs, D., Fuchs, L. S., Bouton, B., Gilbert, J. K., Barquero, L. A., Cho, E., & Crouch, R. C. (2010). Selecting at-risk first-grade readers for early intervention: Eliminating false positives and exploring the promise of a two-stage gated screening process. Journal of Educational Psychology, 102(2), 327-340.

Foorman, Barbara R.; Francis, David J.; Shaywitz, Sally E.; Shaywitz, Bennett A.; Fletcher, Jack M.

Blachman, Benita A. (Ed). (1997). Foundations of reading acquisition and dyslexia: Implications for early intervention , (pp. 243-264). Mahwah, NJ, US: Lawrence Erlbaum Associates Publishers, xxii, 463 pp.

Gaab, N. (2017). It's a myth that young children cannot be screened for dyslexia. Baltimore, MD: International Dyslexia Association. Retrieved from http:// dyslexiaida.org/its-a-myth-that-young-children-cannot-be-screened-for-dyslexia/

Gersten, R., Compton, D., Connor, C. M., Dimino, J., Santoro, L., Linan-Thompson, S., & Tilly, W. D. (2008). Assisting students struggling with reading: Response to Intervention and multi-tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045). Washington, DC: National Center for Education Evaluation and Regional Assistance, Institute of Education Sciences, U.S. Department of Education. Retrieved from http://ies.ed.gov/ncee/wwc/ publications/practiceguides/

Hosp, M., Hosp, J., & Howell, K. (2007). The ABCs of CBM: A practical guide to curriculum-based measurement. New York, NY: Guilford Press.

Jenkins, J. R., & Johnson, E. S. (2008). Universal screening for reading problems: Why and how should we do this? New York, NY: RTI Action Network. Retrieved from http://www.rtinetwork.org/essential/assessment/screening/readingproblems

Lowell, S., Felton, R. & Hook, P. (2014) Basic facts about assessment of dyslexia. Baltimore, MD: The International Dyslexia Association.

Moats, L. C. (2005). Language essentials for teachers of reading and spelling module 8: Assessment for prevention and early intervention (K-3). Longmont, CO: Sopris West Educational Services.

Nevills, P., & Wolfe, P. (2009). Building the reading brain, PreK-3 (2nd ed.). Thousand Oaks, CA: Corwin Press.

Stanovich, K. E. (1986). Matthew effects in reading: Some consequences of individual differences in the acquisition of literacy. Reading Research Quarterly, 21(4), 360-406.

Torgesen, J. K. (1998). Catch them before they fall: Identification and assessment to prevent reading failure in young children. American Educator, 22, 32-39.

https://ies.ed.gov/ncee/wwc/Docs/PracticeGuide/rti_re ading_pg_021809.pdf

The International Dyslexia Association (IDA) thanks Dee Rosenberg, M.A., LDT/C, Alison Pankowski, M.Ed., LDT-C, and Barbara Wilson for their assistance in the preparation of this fact sheet.

The International Dyslexia Association (IDA). IDA encourages the reproduction and distribution of this fact sheet.
If portions of the text are cited, appropriate reference must be made. Fact sheets may not be reprinted for the purpose of resale. © Copyright 2020. The International Dyslexia Association (IDA). For copyright information, pleaseclick here.

# data[].attributes.attachment_link.title
Universal Screening: K-2 Reading - International Dyslexia Association

# data[].attributes.attachment_link.readable_text
Add to favorites
Written by Una Malcolm, M.A., OCT
Introduction: Why Assess

Assessment for learning plays a critical role in informing and driving literacy instruction. Nearly all students are capable of learning to read; while specific numbers vary, estimates indicate that approximately 95% of students are capable of learning to read (Fletcher & Vaughn, 2009). Rigorous, systematic, and explicit instruction that addresses the essential components of literacy including phonemic awareness, phonics, fluency, vocabulary and comprehension (National Reading Panel, 2000), is key to allowing all children to reach their full potential. This instruction often referred to as structured literacy, must go hand-in-hand with a comprehensive assessment system to allow educators to adjust instruction to meet the specific needs of students (Spear-Swerling, 2018). Assessment is critical for students with learning disabilities (LDs) in terms of both the prevention of reading difficulties and intervention to remediate skill gaps.

Formative Assessment: Answering Questions

Assessment for learning plays a key role in meeting the needs of all students through the creation of equitable learning environments. Assessment for learning, "is used in making decisions that affect teaching and learning in the short-term future" (Growing Success, 2010, p. 30). Multiple research reviews and meta-analyses have identified that systematic formative assessment has consistent strong, positive effects on student learning (Fuchs & Fuchs, 1986; Black & Wiliam, 2005; Hattie, 2009) across a variety of factors including student age, measurement frequency, and disability status. In essence, assessment for learning allows educators to identify where students are and inform plans to get students where they need to be.

Even within assessment for learning, multiple types of assessments exist. Growing Success (2010) distinguishes between formative and diagnostic assessments but emphasizes that "what matters is how the information is used" (p. 31). Assessment answers questions; different types of assessment tools answer different types of questions. In a Response to Intervention model, assessment purposes include universal screening, diagnostic assessments, and progress monitoring; all three of these purposes for assessment answer key questions about shaping instructional environments to meet students' needs.

1. Screening - Assessment for Learning

The development of skilled reading is a complex process that hinges on the development and the integration of cognitive and language skills. Many of these skills can be observed and measured well before children receive any formal reading instruction (Catts, 2015). With data indicating that reading trajectories are established early and are very stable (Juel, 1988), it is critical to identify reading difficulties early on in a student's academic career to inform support. Since reading remediation at an earlier age is more effective than later intervention (Lovett et al., 2017), screening plays an important role in preventing early reading difficulties from being exacerbated over time.

All students should be screened with universal screening measures three times per year (Good et al., 2011). These assessments are very brief, standardized measures that quickly and efficiently identify which children are at risk. Standardized assessments are tests that have specific procedures for administration and scoring, perhaps with scripted directions and specific scoring guidelines (Farrall, 2012). Students are assessed on several indicators of early literacy skills appropriate for their age and grade. For example, Kindergarten and grade one students may be screened on phonemic awareness, phonics, and decoding, while older students may be screened on oral reading fluency (ORF) and retell for comprehension.

Universal screening measures are widely available and very accessible. Many of the universal screeners currently available are either low-cost or free. Often there can be a fee for training or optional computer data analysis systems, but many of the testing materials are very accessible.

These assessments are technically reliable and valid, and scores are interpreted in relation to a benchmark criterion. Benchmark cutscores are not determined arbitrarily but instead are derived from research; researchers use longitudinal studies to determine what threshold a child must reach to have a strong chance of meeting future reading goals. This means a child's score allows educators to predict future reading performance with a reasonable degree of accuracy. Students who fall at or below the cutscore are at risk and will likely need additional support to allow them to meet future goals. For example, a benchmark cutscore on Acadience Reading assessments is the score needed for a child to have an 80 - 90% probability of meeting successive reading goals (Good et al., 2011). In interpreting a child's score in comparison to a benchmark score, educators can quickly and efficiently assess the level of risk of future reading achievement or difficulty before difficulties emerge or worsen.

Screening allows educators to quickly and easily catch students who are at risk. Screening does not, however, give teachers a full understanding of what the underlying cause of a problem is. Screening is akin to a blood pressure or temperature check at a doctor's office; these are simple, efficient and cost-effective ways to find problems, but abnormalities on these screeners require additional diagnostic testing to decipher what exactly is wrong.

2. Diagnostic Assessment - Assessment for Learning

Diagnostic assessments allow educators to probe deeper into the learning profiles of students in question. For many students, universal screening three times per year provides all the assessment data necessary to ensure students are making sufficient progress. For students who are at risk, though, careful analysis of reading subskills must occur to differentiate instruction and plan intervention. These assessments allow educators to ascertain which specific skills or knowledge a student has mastered, and which skills or knowledge need to be taught.

If universal screeners are similar to a blood pressure or temperature check to identify problems in a brief and cost-effective manner, diagnostic assessments are similar to more comprehensive blood tests or diagnostic imaging to dig deeper into a problem. The information from these more investigative approaches directly informs treatment, similar to how diagnostic reading assessments allow teachers to differentiate classroom instruction or plan targeted interventions.

Diagnostic assessments are longer and more in-depth than screening assessments and are typically not standardized. While screeners are quick assessments of indicators of basic skills, diagnostic assessments can be thought of as inventories of skills that directly inform instruction. Can a child segment two, three, or four phoneme words? Can a child decode words with short vowels or consonant digraphs? Diagnostic assessments allow teachers to differentiate classroom instruction and plan intervention if necessary.

Diagnostic assessments should be selected strategically. The Simple View of Reading (Gough & Tunmer, 1986) indicates that reading comprehension, the end goal of reading, is a product of two sets of subskills, word recognition and language comprehension. When selecting diagnostic assessments, teachers can probe both areas of this model to clarify a student's specific patterns of strengths and needs. When weaknesses exist in reading comprehension, is this due to difficulties with word recognition, with language comprehension, or with both?

3. Progress Monitoring - Assessment for Learning

With screening and diagnostic data in hand, teachers can differentiate core instruction and/or provide targeted intervention through intervention supports. Progress monitoring assessments allow educators to quickly measure a student's response to instruction. Instead of waiting until the next benchmark assessment several months in the future, progress monitoring allows for more rapid adjustment of instruction. While universal screening measures students' skill level with grade-level material, progress monitoring is at an individual child's instructional level to directly measure response to instruction. A grade four child reading at a grade one level would be screened at the beginning, middle, and end of the year with grade four assessments. Progress monitoring assessment, though, would be at a grade one level in order to measure the child's response to intervention.

Many universal screeners also supply progress monitoring materials. These materials are often very similar to universal screening measures in that they are brief and standardized. When selecting an assessment for progress monitoring, it is important to consider practice effects. Progress monitoring assessments typically have multiple forms so students are not tested with the same material. Progress monitoring data are usually graphed so student growth can be compared visually to an aimline, or the line between a child's current score and the benchmark goal.

Progress monitoring assessments are purposefully brief. Depending on student age and needs, this assessment may take between one and three minutes. Struggling students need to catch up quickly; Torgesen (2004) describes the "devastating downward spiral" that occurs when students do not receive timely, evidence-based intervention. Struggling readers do not have time for a "wait and see" approach. Weekly or biweekly progress monitoring allows for enough data to quickly and clearly establish patterns. Educators can quickly judge if a child's rate of progress is strong enough to meet the goal. If not, there are several options that can be considered to intensify instruction:

Increasing frequency or length of support

Decreasing group size

Making groups more homogeneous

Increasing level of explicitness

Increasing opportunities for practice

To see an example of how the Thunder Bay Catholic DSB uses tier 1, 2 and 3 reading interventions, click here to view the LD@school video The Tiered Approach

In addition to informing instruction, progress monitoring data allow for insight into students learning profiles. Research indicates that data from a child's response to intervention can give important insight into whether a child may have a learning disability. Patterns of inadequate response to evidence-based instruction, established through progress monitoring data, are key factors to consider when evaluating for a learning disability (Miciak & Fletcher, 2020; Catts & Petscher, 2021).

4. Outcome Evaluation - Assessment of Learning

Outcome assessments measure student achievement. While progress monitoring assessments show if instruction is working, outcome assessments are assessments of learning and identify if instruction worked.

These assessments are typically comprehensive assessments that measure student mastery of provincial curriculum expectations or the specific learning goals outlined. Outcome assessments often occur at the end of a period of learning, including a unit of study, a term, or a school year, for example.
Evidence-Based Assessment in the Science of Reading: Cheat sheet - Comparing and Contrasting Assessment Purposes Click here to view and download the Evidence-Based Assessment in the Science of Reading: Cheat sheet
Assessment Data and Differentiating Tier 1 Instruction

Patterns in universal screening data can support teachers in differentiating classroom instruction. Instead of using student reading levels from a running record to group students for small group instruction, universal screening data allows educators to use reading skills to more specifically build homogeneous groups of students for instruction. A grade 2 teacher, for example, could split students into several groups based on their universal screening data:

Fluent and accurate readers needing continued content and vocabulary instruction to build comprehension

Students who read accurately but need fluency instruction

Students in need of word-level decoding and phonics instruction.

Data from screeners as well as diagnostic testing for deeper probing allows for more sophisticated and specific differentiation for intervention, instruction, or enrichment since it focuses on specific skills instead of generic reading levels.

Student vs. System Analysis to Strengthen Universal Instruction

One of the strengths of universal screening is it allows educators to analyze not only individual students' growth but also the strength of classroom core instruction. If more than 20% of students are below the benchmark on universal screening, it is a clear indication that efforts to strengthen core instruction should be made. Prioritizing intervention when a large proportion of the class is at risk misses out on a valuable opportunity to strengthen the universal tier of classroom instruction. With class-wide screening data, teachers are able to better differentiate instruction and potentially implement class-wide interventions, such as Peer-Assisted Learning Strategies (McMaster & Fuchs, 2016). For example, a grade 3 teacher could implement a paired repeated reading instructional routine (Stevens et al., 2017) in response to weak fluency screening data. Instead of just problem-solving at individual student levels, teachers have the data necessary to develop action plans to strengthen core instruction for all students.

To learn more about Peer Assisted Learning, click here to access LD@school's article and video Peer-Mediated Learning Approaches.

Oral Reading Fluency and Running Records: Frequently Confused

Oral Reading Fluency assessments are commonly used in both screening and progress monitoring for developing readers. While individual assessments vary, generally Oral Reading Fluency (ORF) measures involve timed passage oral reading for one minute. Accuracy rates and words correct per minute scores are calculated and interpreted in relation to a benchmark score. ORF assessments are highly correlated with reading comprehension (Fuchs et al., 2001) and serve as a proxy for this critical outcome skill.

ORF assessments are often confused with running record assessments that are commonly used in literacy programs. While both assessments do involve the reading of connected passages, running records differ in that a text "level" is often indicated as a student's instructional or independent level based on the accuracy percentage. Fluency is typically assessed through teacher observation or rubrics. Running records do not meet desired characteristics for the selection of a screener. They do not act as brief, reliable and valid indicators of key early literacy skills, and they do not allow for interpretation of scores in relation to a benchmark criterion derived from predictive probabilities. In fact, Parker et al. (2015) found that a commonly used running record assessment had a .54 correlation with a district-provided criterion reading test. These data indicate that running records were only 54% accurate in predicting student reading performance, in comparison to the established technical validity and reliability of ORF measures.

Assessment for Learning: A Case Study
The following case study provides an example of how reading assessment can be used in the classroom to identify at-risk students, pinpoint the skills these students struggle with, and determine the appropriate intervention to get students back on track.
Maya is in grade two. As a part of the beginning-of-year screening process, her teacher administers a brief screening assessment that yields this data about Maya's reading:
Nonsense Word Fluency: Oral Reading Fluency:

Accuracy (passage reading accuracy): Below Benchmark

Words Correct (passage reading fluency): Well Below Benchmark

Maya's teacher, Ms. Kaur, recognizes that Maya is struggling and is not on track to meet future reading goals. Ms. Kaur realizes that Maya is having difficulty reading the ORF passage accurately and smoothly since she is not an accurate and fluent word reader. Based on these screening data, she decides to dig deeper with some diagnostic assessments to help her differentiate instruction. She decides to give Maya a decoding assessment to understand which specific phonics patterns she has mastered, and which patterns she needs to be taught. She learns that Maya hasn't yet mastered short vowel sounds. She also uses a phonemic awareness assessment to check her blending and segmenting, which shows skill gaps as well. Ms. Kaur realizes that Maya is having difficulty with word recognition skills. To check on her oral language skills, Ms. Kaur reads a story to Maya and asks her oral comprehension questions. Maya is easily able to answer questions about what she hears, indicating to Ms. Kaur that Maya's reading difficulties appear to be stemming from decoding and word recognition difficulties and not language comprehension difficulties.

Armed with this information, Ms. Kaur builds her small reading groups. Instead of using reading levels to group students, Ms. Kaur uses reading skills. She groups Maya with other students needing phonemic awareness and short vowel instruction.

As Ms. Kaur uses this screening and diagnostic data to plan her groups and instruction, she also continues to monitor Maya's progress using weekly Nonsense Word Fluency assessments. Since these progress monitoring assessments are one minute each, Ms. Kaur knows that this is a quick and efficient way to make sure Maya is responding to her instruction without having to wait until the mid-year screening time. If Maya is not making sufficient progress toward the benchmark score, she may need instruction to be intensified to allow her to reach the benchmark goal. Ms. Kaur graphs Maya's progress monitoring data, as well as the aimline which shows the path between Maya's current score and the benchmark. Ms. Kaur and her grade-level team can quickly and easily judge if Maya is progressing at a fast enough rate to close the gap.

About the author:

Una Malcolm is a doctoral student in Reading Science and also has a Master's degree in Child Study and Education. She is a member of the Ontario College of Teachers. Una has trained extensively in several evidence-based teaching methods, such as Direct Instruction, Phono-Graphix and Lindamood-Bell. She is an Acadience Reading K-6 (formerly DIBELS Next) Mentor.

References

Black, P. & Wiliam, D. (1998). Assessment and classroom learning. Assessment in Education: Principles, Policy & Practice, 5(1), 7 - 74. doi: 10.1080/0969595980050102

Catts, H.W., Nielsen, D. C., Bridges, M. S., Liu, Y. S., & Bontempo, D. E. (2015). Early identification of reading disabilities within an RTI framework. Journal of Learning Disabilities, 48(3), 281-297.

Catts, H.W., Petscher, Y. (2021). A cumulative risk and resilience model of dyslexia. Journal of Learning Disabilities, doi.org/10.1177/00222194211037062

Eunice Kennedy Shriver National Institute of Child Health and Human Development, NIH, DHHS. (2000). Report of the National Reading Panel: Teaching Children to Read: Reports of the Subgroups. U.S. Government Printing Office.

Farrall, M. L. (2012). Reading assessment: Linking language, literacy, and cognition. John Wiley & Sons, Inc.. https://doi.org/10.1002/9781118092668

Fuchs, L.S. & Fuchs, D. (1986). Effects of systematic formative evaluation: A meta-analysis. Exceptional Children, 53(3), 199 - 208.

Fuchs, L., Fuchs, D., Hosp, M. & Jenkins, J. (2001). Oral reading fluency as an indicator of reading competence. Scientific Studies of Reading, 5(3), 239 - 256.

Fletcher, J.M. & Vaughn, S. (2009). Response to intervention: Preventing and remediating academic difficulties. Child Development Perspectives, 3(1), 30 - 37. doi: 10.1111/j.1750-8606.2008.00072.x

Good, R.H., Kaminski, R.A., Cummings, K.D., Dufour-Martel, C., Petersen, K., Powell-Smith, K.A., Stollar, S. & Wallin, J. (2011). Acadience Reading K-6 Assessment Manual. Acadience Learning Inc.

Gough, P.B. & Tunmer, W.E. (1986). Decoding, reading, and reading disability. Remedial and Special Education, 7(1), 6 - 10. https://doi.org/10.1177/074193258600700104

Hattie, J. (2009). Visible learning. Routledge.

Juel, C. (1988). Learning to read and write: A longitudinal study of 54 children from first through fourth grades. Journal of Educational Psychology, 80(4), 437 - 447. https://doi.org/10.1037/0022-0663.80.4.437

Lovett, M., Frijters, J.C., Wolf, M., Steinback, K.A., Sevcik, R.A., Morris, R.D. (2017). Early intervention for children at risk for reading disabilties: The impact of grade at intervention and individual differences on intervention outcomes. Journal of Educational Psychology, 109(7), 889 - 914. https://doi.org/10.1037/edu0000181

McMaster, K. L., & Fuchs, D. (2016). Classwide intervention using peer-assisted learning strategies. In S. R. Jimerson, M. K. Burns, & A. M. VanDerHeyden (Eds.), Handbook of response to intervention: The science and practice of multi-tiered systems of support (pp. 253-268). Springer. https://doi.org/10.1007/978-1-4899-7568-3_15

Miciak, J. & Fletcher, J.M. (2020). The critical role of instructional response for identifying dyslexia and other learning disabilities. Journal of Learning Disabilities, 53(5), 343 - 353. https://doi.org/10.1177/0022219420906801

Ontario Ministry of Education. ​​(2010). Growing Success: Assessment, evaluation and reporting in Ontario's schools: Covering grades 1 to 12. Ministry of Education.

Parker, D.C., Zaslofsky, A.F., Burns, M.K., Kanive, R., Hodgson, J., Scholin, S.E. & Klingbeil, D.A. (2015) A brief report of the diagnostic accuracy of oral reading fluency and reading inventory levels for reading failure risk among second and third grade students. Reading & Writing Quarterly, 31(1), 56 - 67. doi: 10.1080/10573569.2013.857970

Spear-Swerling, L. (2018). Structured literacy and typical literacy practices: Understanding differences to create instructional opportunities. Teaching Exceptional Children, 51(3), 201-211.

Stevens, E. A., Walker, M. A., & Vaughn, S. (2017). The effects of reading fluency interventions on the reading fluency and reading comprehension performance of elementary students with Learning Disabilities: A synthesis of the research from 2001 to 2014. Journal of Learning Disabilities, 50(5), 576-590. doi: 10.1177/0022219416638028

Torgesen, J.K. (2004). Avoiding the devastating downward spiral: The evidence that early intervention prevents reading failure. American Educator, 28, 6-19.

# data[].attributes.attachment_link.title
Evidence-Based Assessment in the Science of Reading

# data[].attributes.attachment_link.description
Written by Una Malcolm, M.A., OCT Introduction: Why Assess Assessment for learning plays a critical role in informing and driving literacy instruction. Nearly all students are capable of learning to read; while specific numbers vary, estimates indicate that approximately 95% of students are capable of learning to read (Fletcher & Vaughn, 2009).

# data[].attributes.attachment_link.title
Help Center Article Archive | Acadience Learning

# data[].attributes.attachment_link.description
Discover more information about the literacy and math assessments authored by Acadience Learning.

# data[].attributes.attachment_link.readable_text
Advantages

Acadience Reading has been trusted by educators for over a decade to help improve student outcomes. When your approach is backed by research, it means less guesswork in the classroom. Acadience assessments are:

standardized

reliable and valid

fast to administer and report

assess core early literacy skills

# data[].attributes.attachment_link.title
Acadience Reading K-6 | Acadience Learning

# data[].attributes.attachment_link.description
Acadience Reading makes it easier to detect K-6 students who are at risk for early reading difficulties to provide timely support and prevention.

# data[].attributes.attachment_link.readable_text
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.

# data[].attributes.attachment_link.title
Explicit Instructions | Effective and Efficient Teaching

# data[].attributes.attachment_link.description
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.

# data[].attributes.attachment_link.readable_text
Improve Your Spelling, the latest book written by Nessy founder Mike Jones, explains the rules of reading and spelling. It will help teachers teach, and parents to understand how to help their children.

By the end, you'll be a master speller!

# data[].attributes.attachment_link.description
You've found Nessy; World leader in helping children who learn differently. Founded and run by educators and dyslexia specialists, our award-winning programs are guided by the Science of Reading.

# data[].attributes.attachment_link.readable_text
TextProject is the only website with student texts and teacher guides based on the science of reading-available for free download. Download our research-based, open-access resources for teachers, teacher educators, parents, tutors, and students.

TextProject is the only website with high-quality student texts and teacher guides that are all available for free download.

download-student-texts-banner

Leveled | Research-based | Open access

Vocabulary instruction through networks of words

Vocabulary instruction through networks of words

A blog and video series based on evidence from reading research

A blog and video series based on evidence from reading research

Free Classroom Materials for Teaching Reading

Classroom-proven resources including favorite books, reading passages, vocabulary lessons, word pictures, literacy lists & forms.

Free Student Texts

Free texts for reading instruction! TextProject is the sole website with free texts based on the science of reading.

For programs such as BeginningReaders and FYI for Kids, world-renowned researcher and teacher educator, Patricia Cunningham, has written lessons to accompany the texts.

Vocabulary Instruction

Vocabulary is the strongest predictor of reading comprehension. TextProject provides free resources for the four kinds of vocabulary words that contribute to reading comprehension: core, academic, content-area, and literary.

# data[].attributes.attachment_link.description
Strategies, tools, and texts to bring beginning and struggling readers to proficient levels of literacy

# data[].attributes.attachment_link.readable_text
The Reading League Compass: Providing Direction

The science of reading marketplace is difficult to navigate and digest. It is often full of misinformation that makes educators, educational leaders, and decision-makers vulnerable to implementing practices that are somehow labeled as "science of reading," yet they are not aligned with the scientific evidence base. Thus, The Reading League Compass will provide reliable and understandable guidance for a variety of targeted stakeholders.

# data[].attributes.attachment_link.description
The Reading League Compass provides reliable and understandable guidance about the science of reading for a variety of targeted stakeholders.

# data[].attributes.headline
Emily Handford: Sold a Story, What the Words Say, At a Loss for Words, Hard Words, Hard to Read

# data[].attributes.subject
Emily Handford: Sold a Story, What the Words Say, At a Loss for Words, Hard Words, Hard to Read

# data[].attributes.attachment_link.readable_text
NEW PODCAST

There's an idea about how children learn to read that's held sway in schools for more than a generation - even though it was proven wrong by cognitive scientists decades ago. Teaching methods based on this idea can make it harder for children to learn how to read. In this new podcast, host Emily Hanford investigates the influential authors who promote this idea and the company that sells their work. It's an exposé of how educators came to believe in something that isn't true and are now reckoning with the consequences - children harmed, money wasted, an education system upended.

# data[].attributes.attachment_link.description
In 2017, Emily Hanford began investigating how children are taught to read. In a series of ongoing reports, collected here, she helped teachers, parents and policymakers recognize widespread flaws in instruction and helped spark a movement to bring the science of reading to schools.

# data[].attributes.attachment_link.description
Hi Teacher Friends! Welcome to Melissa and Lori Love Literacy, the weekly podcast that discusses all things literacy. We love to tackle big ideas about the way we teach reading and writing within the science of reading.

# data[].attributes.attachment_link.title
Literacy Talks Archive - Reading Horizons

# data[].attributes.attachment_link.description
Welcome to Literacy Talks , the podcast series from Reading Horizons, where reading momentum begins. Each episode features our trio of literacy champions: Stacy Hurst, an assistant professor of reading at Southern Utah University and Chief Academic Advisor at Reading Horizons; Donell Pons, a dyslexia specialist, educator, presenter, and writer, who now works with adults who struggle with reading; and Lindsay Kemeny, an innovative, dedicated elementary teacher who is a CERI-certified Structured Literacy Classroom Teacher.

# data[].attributes.attachment_link.description
Science of Reading: The Podcast, hosted by Susan Lambert, delivers the latest insights from researchers and practitioners in early reading. Listen today!

# data[].attributes.attachment_link.readable_text
In each episode of Reading Road Trip from IDA Ontario, host and classroom teacher Kate Winn explores evidence-based literacy instruction with a fabulous guest. From researchers and authors to educators...more

Brought to you by

# data[].attributes.attachment_link.description
In each episode of Reading Road Trip from IDA Ontario, host and classroom teacher Kate Winn explores evidence-based literacy instruction with a fabulous guest. From researchers and authors to educators and advocates, they're all sharing practical ideas that can be implemented now in your class, school or district!

# data[].attributes.attachment_link.readable_text
Hello, Hello! I am absolutely thrilled that you have joined me for this brand new podcast. We're going to call this one episode Zero, because this is where I introduce myself and help you see how this podcast is going to make all the difference for you in your teaching.

I am a mother of six children, but I can honestly say that the hardest days of parenting do not compare to the mental drain and exhaustion that I felt after a challenging day of teaching.

Through this podcast, I will give you what I wish I had when I was a classroom teacher: straightforward advice, troubleshooting tips, and loads of free resources that will save you time and energy so that even though you are a passionate and committed educator, you can have a life outside the classroom, too.

You can expect a new episode of Triple R Teaching every Monday morning. I will take big concepts and simplify them so you can take a look at what you're doing, make small changes, and see big results.

My name is Anna Geiger, and you may know me from my home base, themeasuredmom.com, where I have been blogging since January of 2013. My site is known for offering creative and practical resources for teachers and homeschoolers, but that actually isn't how it started.

A little backstory for you...when I began the blog, at the time I had four small children. My daughter, my oldest, was in kindergarten and her three little brothers were 4, 2, and 1. And if you think that it sounds like we had a little bit of a crazy house, you would be absolutely right.

When I created my blog my intent wasn't to start a business. I was just creating an accountability space for myself.

What I was finding was that even though I was intentional about reading a lot, and doing a lot of pre-reading and reading activities with my oldest two kids, I wasn't doing as many things with my younger kids. That's because, as our family grew, the laundry piled up, dishes piled up, it seemed like I always had a baby to nurse, or a pregnancy to get through, or a toddler hanging on my leg and crying while I was trying to cook dinner...It was just hard to stay on top of things. I felt that if I had a place to record the things I was doing with my kids, I would do more of them.

As I thought about what kind of mom I wanted to be, I knew that I needed to be more patient, I needed to be more thoughtful and more intentional--more measured. So I created themeasuredmom.com as a space to record the things that I was doing as a parent and as a teacher of my children.

I saw what other mom bloggers were doing and I thought, "That's what I should do!" I started posting recipes and parenting tips and realized very quickly that those were not things that I was good at. Honestly, it was hard enough to get meals on the table while the baby was crying or a toddler was hanging onto my leg, much less make the food beautiful and take a picture of it before we started eating.

I probably posted fewer than ten total recipes on the blog before I realized this was not something I could do long term.

One day I shared a very simple printable that I had created to use with my children. It took me hours to make, it actually wasn't even that pretty, but people loved it. And I realized that while I love being a mother and am very thankful for this role in my life, I am also passionate about teaching.

So, I stopped sharing recipes, and stopped sharing parenting advice (because honestly, I wasn't then and still am not a parenting expert) and started using my blog as a place to support teachers and homeschoolers.

That's why, all these years later, hundreds of thousands of people visit my site each month to download my education resources and read my blog posts about teaching.

Now I'm going to take you back in time even farther to talk about my teaching background.

I have wanted to be a teacher since I was in kindergarten. At the time, I would use anything I could find to play school in my bedroom or in our playhouse in the backyard. I would create class lists and I would do the talking for me and for my students. I had to create all my own worksheets, and we didn't have a computer. I didn't have a lot of extra paper at home, so I could not wait for the last day of school when we would get all of our workbooks to take home, and I could reuse my workbooks with my pretend students.

I remember the last day of 4th grade, though. The teacher had this gigantic, black garbage bag at the front of the classroom, and he had us come, one by one, to the front of the room to throw our old workbooks in the garbage bag so he could take them out to the dumpster. Everyone was cheering and clapping--they were super excited to get rid of their workbooks, and I was just devastated! I couldn't believe we were throwing away all these wonderful things I could use to teach with. After school, I just collapsed in our station wagon, and just cried and cried over the loss of those workbooks.

The years passed, I graduated from college with a bachelor's in education, and I started my career teaching a combination class of third, fourth, and fifth grade.

A few years later, I switched down to first and second, and I spent most of my 8 years of teaching in the primary grades, which is truly where my heart is. That's why my blog, my online membership, and this podcast focus primarily on resources for pre-k through grade 3.

Toward the end of my career I earned my master's in education with a focus on teaching reading. Then, a year after that, I gave birth to our first child, a girl, and transitioned out of the classroom into the role of stay-at-home mom.

I have to be honest with you and tell you that that first year of parenting was really hard for me. Whenever people ask me, what was the hardest transition in terms of number of children, I always say from zero to one was the hardest.

Switching from being a full-time teacher to being home with my daughter (who, let's face it, was beautiful, but cried a whole lot) was just hard mentally and emotionally. So, you can understand why it took me about 5 years of getting my feet wet and figuring out parenting before I was finally ready to start themeasuredmom.com website.

Now our six children are ages four through twelve, and I absolutely love being their first teacher. I like teaching them at home for preschool, and then they begin school in kindergarten at our church's parochial school.

I'm here to be your cheerleader, but more than that, I'm here to challenge you. I will encourage you to reflect on how things are going in your classroom or homeschool, to refine by making small, simple changes, and to recharge when you see those big results.

You're invited to visit themeasuredmom.com and join my free email list. That's where you'll learn all the ways I can serve you as an educator.

If you're ready to starting learning, subscribe to this podcast so you'll be notified when I release new episodes.

(c) by Anna Geiger - Triple R Teaching - themeasuredmom.com

# data[].attributes.attachment_link.title
Introducing Triple R Teaching - my new podcast!

# data[].attributes.attachment_link.description
It's time to reignite your passion for teaching! My new podcast Triple R Teaching, will help you reflect, refine, and recharge. The podcast will provide simple strategies and practical tips for PreK-grade 3 educators. I'll

# data[].attributes.attachment_link.title
West Coast Literacy | Reading Resources | Phonic Books Canada

# data[].attributes.attachment_link.description
Carefully curated selection of Phonic Books decodable readers that support structured literacy and systematic phonics instruction. Includes Dandelion Launchers and Readers. Based in Canada.

# data[].attributes.attachment_link.readable_text
Are you looking to build a library of Decodable Readers in your school as recommended by the Science of Reading? Check out SyllaSense Decodable Readers! Our Decodable Readers provide opportunities for students to develop and practice letter-sound correspondence as well as an understanding of syllable types, introductory prefixes and suffixes, and common spelling patterns.

The Green Series (20 titles) introduces the "closed syllable" concept (a single vowel followed by one or more consonants will make its short sound). The Purple Series (10 titles) introduces the "vowel-consonant-e" concept (the vowel will make its long sound and the "e" is silent).

These books are ideal for educators searching for a more systematic approach to teaching the building blocks of reading while still keeping meaningful text and natural language structures at the forefront. Created in Canada, these engaging, meaning-rich stories are a great addition to any school or home library!

# data[].attributes.attachment_link.description
Are you looking to build a library of Decodable Readers in your school as recommended by the Science of Reading? Check out SyllaSense Decodable Readers! Our Decodable Readers provide opportunities for students to develop and practice letter-sound correspondence as well as an understanding of syllable types, introductory prefixes and suffixes, and common spelling patterns.

# data[].attributes.attachment_link.description
Free Phonics Materials for Teachers, Tutors, and Families Literacy is a civil right. The research supporting phonics is too strong to ignore. All families deserve access to high-quality phonics materials. Why Open Source Phonics? Many third, fourth, and older-grade students need more practice in order to master the phonics patterns needed to sound out new [...]

# data[].attributes.attachment_link.description
The Reading League has compiled a list of options, not recommendations, of frequently requested decodable texts.

# data[].attributes.attachment_link.readable_text
Steve Graham is the Warner Professor in the Division of Leadership and Innovation in Teachers College. For over 40 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs. Steve is the editor of the Journal of Educational Psychology. He is the co-author of the Handbook of Writing Research, Handbook of Learning Disabilities, APA Handbook of Educational Psychology, Writing Better, Powerful Writing Strategies for all Students and Making the Writing Process Work. He is also the author of three influential Carnegie Corporation reports: Writing Next , Writing to Read, and Informing Writing.

# data[].attributes.attachment_link.description
Steve Graham is the Warner Professor in the Division of Leadership and Innovation in Teachers College. For over 40 years he has studied how writing develops, how to teach it effectively, and how writing can be used to support reading and learning. His research involves typically developing writers and students with special needs.

# data[].attributes.attachment_link.readable_text
Keys to Literacy founder, Joan Sedita, is the creator of framework for writing instruction. Based on research findings, the framework organizes effective writing instruction practices into five strands. Educators can use The Writing Rope to determine if their writing curriculum or program addresses all essential components of writing instruction.

View the 2019 article The Writing Rope: The Strands That Are Woven Into Skilled Writing published by Keys to Literacy.

Joan has written a book published by Brookes Publishing titled The Writing Rope: A Framework for Explicit Writing Instruction in All Subjects. The book delves into each strand in the rope and includes teaching suggestions drawn from Joan's writing professional development courses.

About the Book

From the back cover:
Joan Sedita's innovative Writing Rope weaves multiple skills and strategies into five fundamentals of a comprehensive writing curriculum: critical thinking, syntax (sentence structure) text structure, writing craft, and transcription (spelling and handwriting). Teachers will get crystal-clear guidelines that demystify the process of helping students learn to write and write to learn across academic content areas. With dozens of included templates, handouts, and other resources - available for download online - teachers will have all the tools they need to design and deliver explicit, high-quality writing instruction.
The target audience for the book is grades 4-8, but many of the instructional suggestions can be used with children in younger grades and with high school students, especially those who have writing difficulty.

To Order the Book

Click here to order the book at the Brookes Publishing store.

Free Book Study Guide

Joan has prepared a set of questions designed to help individuals or groups of educators reflect on the content of the book. Click here for a free set of the book study questions.
Archived Book Study
Click here to access free recordings of a 5-part webinar series of Joan Sedita's book study sponsored by PaTTAN (PA Training & Technical Assistance Network).

Are you interested in professional development related to The Writing Rope?

WORKSHOPS: If your organization is looking for a 60- to 90-minute overview workshop for a conference or school-district professional development day, contact Keys to Literacy to schedule one of our writing consultants. This workshop begins with a brief overview of research related to effective writing instruction, followed by a review of the five strands in The Writing Rope: Critical Thinking, Syntax/Sentences, Text Structure, Writing Craft, Transcription Skills. Examples of effective instruction for each strand are highlighted.

MORE IN-DEPTH TRAINING: In writing the book, Joan combined the research on effective writing instruction with her decades of experience teaching students and training teachers. Many of the instructional suggestions in The Writing Rope are part of Keys to Literacy writing professional development programs. Click on each title below to learn more about the professional learning options, online courses, and books, or contact us to discuss professional learning options.

These professional development courses provide detailed suggestions and guided practice for using many of the instructional practices that are introduced in The Writing Rope book.

Permission to Use The Writing Rope

Joan Sedita holds the copyright and trademark to The Writing Rope. To ask for permission to reference The Writing Rope, send an email including a contact name and email, and a brief description of how The Writing Rope will be used to: info@keystoliteracy.com

# data[].attributes.attachment_link.title
"The Writing Rope" by Joan Sedita - Keys to Literacy

# data[].attributes.attachment_link.description
Keys to Literacy founder, Joan Sedita, is the creator of The Writing Rope framework for writing instruction. Based on research findings, the framework organizes effective writing instruction practices into five strands. Educators can use The Writing Rope to determine if their writing curriculum or program addresses all essential components of writing instruction.

# data[].attributes.headline
Dr. Sonia Cabell: Effective Early Writing

# data[].attributes.subject
Dr. Sonia Cabell: Effective Early Writing

# data[].attributes.attachment_link.readable_text
Bear, D.R., Invernizzi, M., Templeton, S., & Johnston, F. (2008). Words their way: Word study for phonics, vocabulary, and spelling instruction 4th ed.. Upper Saddle River, NJ: Pearson/ Prentice Hall.

Berninger, V.W. (2009). Highlights of programmatic, interdisciplinary research on writing. Learning Disabilities Research and Practice, 24(2), 69-80. doi:10.1111/j.1540-5826.2009.00281.x.

Bissex, G.L. (1980). Gnys at wrk: A child learns to write and read. Cambridge, MA: Harvard University Press.

Clay, M.M. (1975). What did I write? Beginning writing behaviour. Portsmouth, NH: Heinemann.

Ehri, L. (2005). Learning to read: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167-188. doi:10.1207/s1532799xssr0902_4.

Ferreiro, E., & Teberosky, A. (1982). Literacy before schooling. Portsmouth, NH: Heinemann.

Flanigan, K. (2007). A concept of word in text: A pivotal event in early reading acquisition. Journal of Literacy Research, 39(1), 37-70. doi:10.1080/10862960709336757.

Gerde, H.K., & Bingham, G.E. (2012, July). Examining material and interaction supports for children's writing in preschool classrooms. In H.K. Gerde (Chair), Writing in early childhood: Development, variation, and contextual supports. A symposium presented at the Meeting of the Society for the Scientific Study of Reading, Montreal, Quebec, Canada.

Hildreth, G. (1936). Developmental sequences in name writing. Child Development, 7(4), 291-303. doi:10.2307/1125581.

Justice, L.M., Pullen, P.C., & Pence, K. (2008). Influence of verbal and nonverbal references to print on preschoolers' visual attention to print during storybook reading. Developmental Psychology, 44(3), 855-866. doi:10.1037/0012-1649.44.3.855.

Kaderavek, J.N., & Justice, L. (2000). Children with LD as emergent readers: Bridging the gap to conventional reading. LD Online. Retrieved February 12, 2013, from www.ldonline.org/article/6278/

Levin, I., Both-de Vries, A.C., Aram, D., & Bus, A.G. (2005). Writing starts with own name writing: From scribbling to conventional spelling in Israeli and Dutch children. Applied Psycholinguistics, 26(3), 463-477. doi:10.1017/S0142716405050253.

Lieberman, E. (1985). Name writing and the preschool child. Phoenix, AZ: Early Childhood Center, Phoenix College.

Morris, D., Bloodgood, J.W., Lomax, R.G., & Perney, J. (2003). Developmental steps in learning to read: A longitudinal study in kindergarten and first grade. Reading Research Quarterly, 38(3), 302-328. doi:10.1598/RRQ.38.3.1.

National Early Literacy Panel (2008). Developing early literacy: Report of the National Early Literacy Panel. Washington, DC: National Institute for Literacy.

Schickedanz, J., & Casbergue, R. (2009). Writing in preschool: Learning to orchestrate meaning and marks 2nd ed.. Newark, DE: International Reading Association.

Temple, C., Nathan, R., & Temple, C. (2012). The beginnings of writing 4th ed.. Upper Saddle River, NJ: Pearson.

Treiman, R., Kessler, B., & Bourassa, D. (2001). Children's own names influence their spelling. Applied Psycholinguistics, 22(4), 555-570. doi:10.1017/S0142716401004040.

Whitehurst, G.J., & Lonigan, C.J. (1998). Child development and emergent literacy. Child Development, 69(3), 848-872. doi:10.1111/j.1467-8624.1998.tb06247.x.

# data[].attributes.attachment_link.title
How Do I Write...? Scaffolding Preschoolers' Early Writing Skills

# data[].attributes.attachment_link.description
Providing young children with rich writing experiences can lay a foundation for literacy learning. This article presents a framework for individualizing early writing instruction in the preschool classroom.