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Due Monday, April 28, 2025, by 11:59 p.m.

Choose 1 lesson demonstration that you observed during class on April 22, 2025. Write a summary (include the classmate's name) that answers the questions in Canvas and on this Padlet.

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Front Cover: The Paralympics by Melissa Thomson

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Front Cover: The Paralympics by Melissa Thomson

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POSSUM Graphic Organizer, tandem lesson, Iowa Center for Reading Research

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POSSUM Graphic Organizer, tandem lesson, Iowa Center for Reading Research

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Monolingual & Bilingual Speech Lab, Portland State University Homepage

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Monolingual & Bilingual Speech Lab, Portland State University Homepage

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Welcome to MultiCSD! This site summarizes expert information for clinical use by SLPs (Speech-Language Pathologists) and students when serving individuals from diverse linguistic & cultural backgrounds.

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Reflection Questions for April 20, 2025, Class and Reflection 7 of 7

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Reflection Questions for April 20, 2025, Class and Reflection 7 of 7

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1. What examples of explicit instructional strategies did you observe?

2. What examples of phonology, orthography, morphology, syntax, and/or semantics (vocabulary) instruction did you see/hear?

2. What might you do differently and why? (constructive feedback)

3. What did you observe that you will use in your current or future teaching role as it applies to students with disabilities and/or ELL students?

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Use phonics symbols (ex. /k/, /th/, /oi/, /e/, /aw/

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Final Project Lesson Plan and Demonstration Rubric

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Final Project Lesson Plan and Demonstration Rubric

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African American Vernacular English (AAVE) encompasses several labels including Ebonics, Black English, African American English, Black Vernacular, Black English Vernacular and Black Vernacular English, all of which describe the English that is primarily, but not exclusively, associated with the speech of African Americans. Many linguists use the label "African American English" (AAE), but the addition of the term 'vernacular' (meaning "common everyday language") is gaining favor, since the word distinguishes it from the formal English spoken by many African Americans.

Linguists estimate that AAVE is spoken by 80-90% of African Americans, at least in some settings. Those who speak AAVE are described as "bidialectal", meaning they slip easily in and out of AAVE and Standard American English (SAE) dialect, and the extent of its use is regulated by circumstances such as communication partner, environment, or topic. In addition, researchers at the University of Michigan found that most AAVE speakers use it in less than one third of their speech events.

Furthermore, AAVE is occasionally spoken by members of other racial and ethnic groups; these people are considered to be part of the AAVE "speech community".

Though linguists now agree that AAVE is not 'broken' English, or slang, the debate regarding its classification as a dialect or language is ongoing, and both positions have different educational and social implications. On the one hand, if AAVE is classified as a dialect, the differences between AAVE and SAE may not be significant enough to explain the difficulties many AAVE speakers encounter in English classes. In this case, we would need to look for other factors that may be associated with these difficulties, such as educational practices and teacher attitudes towards AAVE and the students who speak it. According to Redd (2005) teachers' attitudes regarding AAVE present a "common obstacle, with far-reaching consequences." Furthermore, research has shown that a teacher's attitude about a student's speech is the "most powerful factor in determining the teacher's expectations" for any given student.

On the other hand, if we decide that AAVE is a distinct language then we must address the linguistic interference that may be hampering a student's ability to communicate. This may mean making ELL support services available, in addition to changing teacher and student's perceptions of AAVE.

A culturally competent clinician should keep the following in mind: Not all who are labled African American self-identify as African American.

When working with any population that communicates via a non-mainstream language, there is an inherent risk of misdiagnosis. This likelihood is increased by the lack of standardized tests with sound normative data for measuring language proficiency in a non-mainstream language or dialect. In particular, when standardized measures are based on normative data from the mainstream language population, their results may misinterpret language or dialectical differences as a disorder (i.e. tests have low specificity) and language disorder can be incorrectly attributed to a language or dialectical difference (i.e. tests have low sensitivity).

In either case, research has shown that African American children are particularly vulnerable to this misinterpretation. According to Holly Craig, researcher, associate professor, and director of the Communicative Disorders Clinic at the University of Michigan, this is "because about a third of African American English features have the potential to delete grammatical forms, when you use standard English as your comparison, it's easy to misunderstand that this child is simply using a dialect appropriately".

When working with AAVE speakers, a culturally competent clinician must keep the following considerations in mind:

Current standardized tests do not have the specificity and sensitivity to accurately assess the speech and language of AAVE speakers.

Clinicians must utilize alternative methods to assess AAVE speakers. Alternative components include: language sampling, local norms, ethnographic interview, observation, dynamic assessment and criterion-referenced measures.

For more information regarding the appropriate assessment of culturally or linguistically diverse clients, readers are advised to refer to the following webpage: Bilingual Assessment

AAVE is spoken with nearly uniform pronunciation across the United States. Linguists suggest that this may be due to two primary factors: 1) migrations of African Americans out of the Southern U.S. and, 2) persistent racial segregation.

The primary traits that distinguish AAVE from SAE include:

Following is a summary of the major distinctive phonological, lexical, and morphosyntactical characteristics associated with AAVE. A comprehensive description of AAVE.

Syllable-final devoicing of obstruents (e.g. "mad" sounds like "mat")

Syllable-final consonant deletion (e.g., "man" becomes [mæ᷉])

Syllable-final glottalization (e.g., "good" becomes [gʊʔ], "sight" becomes [saɪʔ], "talk" becomes [tɔʔ])

Substitution of dental fricatives

/f/ or /t/ for /θ/ in word-medial and -final position (e.g. "author" becomes [ɔfə], "math" becomes [mæf] )

/d/ for /ð/ in word-initial, and /d/ or /v/ for /ð/ in word-medial and word-final position (e.g. "this" becomes [dɪs], "mother" becomes [mʌvɚ] and "bathe" becomes [beɪv])

Substitution of word-final /ŋ/ : replaced by /n/ in function morphemes and content morphemes with two syllables only (e.g. "tripping" is pronounced as [trɪpɪn] but "sing" does not become[sɪn])

Final consonant cluster reduction: deletion of second consonant in words ending with clusters

/sk/, /nd/, /sp/, /ft/, /ld/, /dʒd/, /st/, /sd/, or /nt/ (e.g. "left" becomes [lɛf]; "cold" becomes [kol]; "desk" becomes [dɛs]

Substitution of blends

/str/ replaced by /skr/ (e.g. "street" becomes [skrit])

/ʃ r/ replaced by /str/ (e.g. "shrill" becomes [strɪl]

Use of metathesised forms (e.g. [aks] for "ask" or [graps] for "grasp")

Deletion of liquids:

Consonantal /r/ is usually dropped if not followed by a vowel, (e.g. "poor" becomes [po]) or, if it's between a consonant and a back rounded vowel (e.g."throw" becomes [tho]) and intervocalic /r/ may also be deleted (e.g. "story" becomes [stɔ.i] )

/l/ is often deleted in patterns similar to /r/ and, is also impacted by cluster reduction.

Vowel differences

/ɛ/ and /ɪ/ are both pronounced as [ɪ], when they occur before nasal consonants (e.g. pen and pin become homophones). The distinction between /ɪ/ and /iː/ is frequently reduced before liquids(e.g. "feel" and "fill" become homophones).

/uː/ and /oʊ/ merge when they occur before /r/.

Lowering of /ɪ/ to /ɛ/ or /æ/ before /ŋ/ (e.g. [θɛŋ] or [θæŋ] for thing).

Reduction of certain diphthong forms to monophthongs, (e.g. /aɪ/ becomes /aː/, /ɔɪ/ is monophthongized, especially before /l/, making "boil" sound like 'ball"

Deletion or Substitution of word-medial /z/(e.g. "isn't" becomes [ɪdn't] or[ɪn't])

Initial consonant deletion: /w/ and /d/ are deleted in initial position for specific words (e.g. "was" becomes [əz])

To a great extent, AAVE shares a common lexicon with SAE, particularly vocabulary from informal and southern dialects. However, AAVE varies from SAE more than any other dialect spoken in North America. Over the years many AAVE words have become commonly used by many SAE speakers. Examples include: dig (meaning "to understand/appreciate"), jazz, tote, chill out (meaning to relax, calm down), main squeeze (referring to one's significant other), soul (referring to African American food and music), funky, and threads (meaning "clothes"), def (meaning "excellent"), phat (meaning "extremely good-looking, tasty, nice), diss (meaning "disrespect"), and jive (meaning to speak in a dishonest or misleading manner).

AAVE also has words that either are not part of SAE, or have completely different meanings from their usage in SAE. Examples include; kitchen (refers to the curly hair at the nape of the neck), ashy (meaning "dry skin"), siditty (meaning snobbish or bourgeois), and bougie (meaning "an elitist African American").

Remote Phase Marker

"Remote Phase Marker" is used by some linguists to refer to the aspect marked by stressed "been". In order to distinguish stressed "been" from unstressed "been" as used in SAE, linguists often write it as "BIN". (e.g., "She BIN running" means "She has been running for a long time" and "She been running" means "She has been running").

In SAE, the phrases "Jess be talking on the phone" and "Jess is talking on the phone" would have the same meaning. However, in AAVE, the phrase "Jess be talking on the phone" means that Jess customarily talks on the phone, but may not be doing so at the moment

In a study by Jackson and Green (2005), groups of white and black children were shown a picture from Sesame Street in which Cookie Monster lay sick in bed without any cookies, and Elmo stood nearby eating a cookie. When asked "who is eating cookies?" the children all pointed to Elmo. When asked "who be eating cookies?" the black AAVE speakers pointed to Cookie Monster, while the European American children pointed to Elmo.

Many speakers of AAVE will sometimes delete certain forms of the copula "to be" (e.g., an AAVE speaker might say "they angry" instead of "they are angry," or "I don't know what he talking about" instead of "I don't know what he's talking about").

Negation

Original Contributor: Stephanie Zienkiewicz, Winter term 2008

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MultiCSD - African American Vernacular English (AAVE)

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Note: This page may contain out-of-date information and/or missing references. We are working on updating the whole MultiCSD site in 2022. When this page has been updated, this message will be removed and the update will be noted below the content. While we are working on this process, please

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Use phonics symbols (ex. /k/, /th/, /oi/, /e/, /aw/

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WWC Phonological Awareness and Phonics Instruction Rubric

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WWC Phonological Awareness and Phonics Instruction Rubric

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Language and Clinical Implications for SLP

Many Hmong people learning English experience difficulty with the voiced and voiceless "th" sound and also /ʤ/, since there are not equivalents of these phonemes in Hmong language. They may also struggle with producing consonants in the final word position of English words because most Hmong words do not end in consonants. Since most Hmong words consist of only one syllable, multisyllabic English words may also be challenging. English plurals, possessives, pronouns, and verb tenses can also cause difficulty for Hmong individuals learning English language.

Speech-Language Pathologists must keep these language aspects in mind when serving the Hmong. Being cognizant of them can help the SLP differentiate between language difference and language disorder. In addition to the specific linguistic properties of Hmong language, it is also imperative for the SLP to keep in mind the cultural components of the Hmong mentioned in previous sections. As Kohnert (2007) describes, the "underside of culture includes values and behaviors that influence every aspect of communicative interactions" and goes on to explain, "Culture affects how we learn and how we demonstrate this learning. It influences how we measure success, what we perceive as problems, and the ways we deal with these perceived problems. Culture influences perceptions of ability as well as disability" (p. 29). Culture, then, should be at the forefront of the SLP's mind when conducting assessment and intervention. In other words, SLPs should always be striving to establish cultural competency with all clients. This means acknowledging, respecting, and building upon the social, cultural, and linguistic diversity of their clients. In order to accomplish this, the SLP can go beyond this site and collaborate with interpreters, cultural liaisons, bilingual paraprofessionals, and other professionals (Kohnert, 2007).

It is essential to remember that for Hmong learners of English, their L1 (Hmong) may be needed to "maintain and promote family connections, cultural links, and the self-identity necessary for positive social-emotional development and well-being. Along side this need for L1, the majority L2 (English in the case of children in the United States) is essential to develop and maintain positive interactions with the extended community in order to maximize educational and vocational success" (Kohnert, 2007, p. 66). It is essential, then, to support both languages and also bear in mind the client's communicative environments, partners, and purposes for which each language is needed. These considerations will assist in informing the clinician's course of action for assessment and intervention. Kohnert sets forth four key points for the SLP to support two languages in bilingual children with language disorder (LD), which are listed below. *Also see teh Myths about Bilingualism featured on this site

1) Monolingualism is not a cure for bilingual LD.

2) Dual language learners with LD are not at a greater disadvantage than their monolingual peers, all else being equal.

3) Planning for gains in both languages allows the child with LD to take full advantage of previous experiences with language as well as to increase the number of opportunities to use language for meaningful interactions.

4) Increasing skills in a minority home language does not jeopardize language attainment in a majority language for either typical learners or children with LD (Kohnert, 2007).

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Note: This page may contain out-of-date information and/or missing references. We are working on updating the whole MultiCSD site in 2022. When this page has been updated, this message will be removed and the update will be noted below the content. While we are working on this process, please

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Dr. Louisa Moats, Word Study Scope and Sequence (see Appendix in textbook, Speech to Print)

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Dr. Louisa Moats, Word Study Scope and Sequence (see Appendix in textbook, Speech to Print)

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Flapping, Affrication, and Vowel Raising Workbook p. 49 Ex. 35

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Flapping, Affrication, and Vowel Raising Workbook p. 49 Ex. 35

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Speech to Print Workbook: Survey of Language Knowledge Answers for discussion

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Speech to Print Workbook: Survey of Language Knowledge Answers for discussion

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Pages with answers will be posted following small groups during class, Week 1, January 14, 2025.

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Free Decodable Story · Objective 76: er /er/

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Amber had a fern. The fern was on a perch. The fern had a perk. Every day, it grew better. One day, Amber's brother saw the fern. His...

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ㄱ, ㄷ, ㅂ are transcribed and pronounced as g, d, b respectively if they are followed by a vowel. If they are followed by a consonant or at the end of a word, then they are transcribed and pronounced as k, t, p.

ㄹ is transcribed and pronounced as r if it is followed by a vowel. If it is followed by a consonant or appear at the end of a word, then it is transcribed and pronounced as l. When ㄹ in a row it is transcribed as ll.

Initial ㅇ is never pronounced and it is a convention to write the initial ㅇ when a syllable begins with a vowel, as to keep the square shape of the character.

There is no hard and fast standard for transcription and pronunciation of double consonants ㄳ, ㄵ, ㄶ, ㄺ, ㄻ, ㄼ, ㄽ, ㄾ, ㄿ, ㅀ, ㅄ, and when they occur in a word or sentence, they are transcribed as they are pronounced in Korean.

Native pronunciation of the Korean consonants is available

The relationship between speaker/writer and subject referent is reflected in honorifics, while that between speaker/writer and audience is reflected in speech level.

An honorific is a word or expression that conveys esteem or respect and is used in addressing or referring to a person.

A speaker or writer usually uses special nouns or verb endings to indicate the subject's superiority. Generally, someone is superior in status if he/she is an older relative, a stranger of roughly equal or greater age, or an employer, teacher, customer, or the like. Someone is equal or inferior in status if he/she is a younger stranger, student, employee, or the like.

Honorifics are usually placed immediately before or after the name of the subject (the most common honorifics in English are "Mr.", "Mrs." and "Ms.")

There are no fewer than 7 verb paradigms or speech levels in Korean. Each level has its own unique set of verb endings which are used to indicate the level of formality of a situation. Unlike honorifics, speech levels are used to show respect towards a speaker's or writer's audience.

The names of the 7 levels are derived from the non-honorific imperative form of the verb 하다 (hada, "do") in each level, plus the suffix 체 ('che') which means "style."

The highest 6 levels are generally grouped together as jondaemal (존대말), while the lowest level (haeche, 해체) is called banmal (반말) in Korean.

/s/ becomes an alveolo-palatal [ɕ] before [j] or [i] for most speakers, and the tense fricative and all the affricates. At the end of a syllable, /s/ changes to /t/ (Example: beoseot (버섯) 'mushroom').

/h/ may become a bilabial [ɸ] before [o] or [u], a palatal [ç] before [j] or [i], a velar [x] before [ɯ], a voiced [ɦ] between voiced sounds, and remains a [h] elsewhere.

When ㅎ [h] is adjacent, a consonant is influenced and aspirated.

/p, t, ʨ, k/ become voiced [b, d, ʥ, g] between voiced sounds.

/l/ becomes alveolar flap [ɾ] between vowels, and [l] or [ɭ] at the end of a syllable or next to another /l/.

Note that a written syllable-final 'ㄹ' /l/, when followed by a vowel or a glide (i.e., when the next character starts with 'ㅇ'), migrates to the next syllable and thus becomes [ɾ].

Traditionally, /l/ was not allowed at the beginning of a word. It disappeared before [j], and otherwise became /n/. However, the inflow of western loanword changed the trend, and now word-initial /l/ (mostly from English loanwords) is pronounced as a free variation of either [ɾ] or [l]. The traditional prohibition of word-initial /l/ became a morphological rule called "initial law" (두음법칙) in South Korea, which pertains to Sino-Korean vocabulary. Such words retain their word-initial /l/ in North Korea.

All obstruents (plosives, affricates, fricatives) are unreleased [p̚, t̚, k̚] at the end of a word.

Plosive stops /p, t, k/ become nasal stops [m, n, ŋ] before nasal stops.

Theoretically, any consonant can be in the 받침 (syllable final) position. In reality, ㄸ /t/, ㅉ /ʨ͈/, and ㅃ /p͈/ are not used in syllable final (받침) position.

Some of the consonants merge into one sound when they are in the syllable-final position. Orthographically, however, they remain different.

When a final (non-nasal) consonant is followed by a nasal initial (ㄴ /n/,ㅁ /m/), the non-nasal consonant absorbs the nasality, keeping its place of articulation. Remember, 'ㅇ' /ng/ in the initial position is not a nasal consonant but a zero.

When ㄷ /t/ or ㅌ/tʰ/ is followed by 이 [i], a palatalization occurs and they become [ch] and [chʰ] respectively.

Hangul spelling does not reflect these assimilatory pronunciation rules, but rather maintains the underlying morphology.

Korean children learn nouns and verbs in a parallel manner, not sequentially.

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Jump to: General, Art, Business, Computing, Medicine, Miscellaneous, Religion, Science, Slang, Sports, Tech, Phrases

We found 32 dictionaries with English definitions that include the word adaptive:
Click on the first link on a line below to go directly to a page where "adaptive" is defined.

Science (1 matching dictionary)

(Note: See adaptivity for more definitions.)

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Definitions of adaptive - OneLook Dictionary Search

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Jump to: General, Art, Business, Computing, Medicine, Miscellaneous, Religion, Science, Slang, Sports, Tech, Phrases We found 32 dictionaries with English definitions that include the word adaptive: Click on the first link on a line below to go directly to a page where "adaptive" is defined. Science (1 matching dictionary) (Note: See adaptivity for more definitions.)

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With your partner: Sort each yellow Sticky note syllable into the type of syllable on blue Sticky notes. Brainstorm multi-syllable words that these syllables could be part of - Example: prefix dif (means apart, not, away) diffuse, difficult, diffraction

live: alive, liven, liveliest

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https://wida.wisc.edu/teach

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Russian is an Indo-European, Eastern Slavic language. Other languages that fit this category are Byelorussian and Ukrainian. The three major dialects include: Northern (St. Petersburg), Central (Moscow) and Southern.

Webber & Webber (2002) stated that Russian was the seventh most common language in the world proceeded by Chinese (Mandarin), Spanish, English, Bengali, Hindi and Portuguese.

The following list describes some of the differences between Russian and English:

Russian does not have articles. Therefore, the concept of using words like a, an, and the is new to many Russian speakers learning English, and these words may be used incorrectly or omitted. For example, a native Russian speaker may say "I had the nice day" or "I had nice day" instead of "I had a nice day."

Russian has three genders for nouns, and native Russian speakers may therefore use pronouns when referring to objects (e.g., "I wish I had the book, but I left her at home").

Russian has greater word order flexibility than English, because inflectional endings indicate the functions of the words. E.g. "Ivan loves Masha" can mean the same thing as "Masha loves Ivan." The word endings convey the meaning of the sentence and tell the listener who is loving whom, not the word order.

Given information proceeds new information in a sentence.

There are few auxiliary verbs in Russian, so native Russian speakers may demonstrate omissions and errors with these words, particularly when producing questions or negative statements (e.g., a native Russian speaker may ask: "How long are you in Portland?" or say: "I not know him well").

Commas are used more often in Russian.

Some Russian statements can sound blunt or even rude to native English speakers. For example, if asked "Do you want to get a drink tomorrow?" a native Russian might reply: "No, I would not." This would not generally be considered rude in Russian. Conversely, some indirect questions or statements in English may come across as rude to a native Russian speaker. For example, an indirect request such as "You want to close that window for me?" may be confusing or offensive to a Russian speaker because many Russians consider it rude to tell someone what they want to do (similarly, a phrase such as "you don't want to go there" may be perceived as rude to a native Russian speaker).

Generally speaking, Russians favor much more direct communication than English speakers. The pleasantries and indirect requests of Americans may be confusing for native Russian speakers, who may feel as though American speakers are being duplicitous by not stating their intent directly.

Russian speakers come from many different cultural backgrounds with different gestures and body language. Axtell (2001) does not list any gestures typical of English communication that are overly taboo in Russian culture. A customary Russian greeting involves direct eye contact and a firm handshake. In some parts of the former Soviet Union, the O.k. sign may be interpreted as a vulgar gesture.

The following information is from Webber & Webber (2002)

Russians have three names including their first name, last name, and patronymic name based on the father's first name. The patronymic is used in formal circumstances similar to Mr. or Mrs. in English and is generally not used with children. the patronymic is -ovich (sometimes -evich) for sons and -ovna (sometimes -evna) for daughters. For example, Ol'ga and Andrei, the daughter and son of Ivan, would be called Ol'ga Ivanovna and Andrei Ivanovich.

Russian-speakers may use a variety of diminutives with children and in informal situations.

The phonology of a language can be described using the International Phonetic Alphabet (IPA). The charts that follow compare the phonology of Russian with the phonology of English.

The University of Victoria, Department of Linguistics website provides a public IPA chart with sound clips for each of the IPA symbols.

Differences between Russian and English phonologies outlined in Wright (2005) include:

English has 16 vowels compared to 5 Russian vowels.

Native Russian speakers often have difficulty with the production of /ə˞/, the distinction between /æ/ and /ɪ/ (e.g., bit vs. bat), and the distinction between /i/ and /ɪ/ (e.g., beat vs. bit).

Russian does not use the TH sounds /θ/ or /ð/.

Russian does not have the phoneme /w/, so native Russian speakers may substitute the phoneme /v/ in its place

The /ŋ/ phoneme is not used in Russian, so native speakers may have difficulty accurately producing -ing words. Native Russian speakers may substitute /n/ in place of /ŋ/ (e.g., "brin" instead of bring)

Russian has more dorsal and palatal sounds than English

In Russian, every consonant is either soft or hard. Soft consonants are produced with the tongue high in the mouth, near the palate. Hard consonants are produced with the tonue held lower than would normally be expected.

More elaborate consonant clusters can be produced in Russian.

The syllable structure is (C)(C)(C)(C)V(C)(C)(C)(C). Russian, therefore, allows one more consonant in syllable-initial clusters and the same number of consonants in syllable-final clusters, as compared to English. As with English, complex word-final clusters are often simplified in casual speech.

As with English, vowels in unstressed syllables are reduced, stress patterns vary, and the use of stress can alter the meaning of a word or sentence. However, a Russian English learner may not be familiar with the specific stress patterns used in English and may place emphasis incorrectly (e.g., emphasis may be placed on function words instead of content words)

Fewer final consonants in Russian.

Final obstruents are unvoiced in Russian and either voiced or unvoiced in English.

Greater percentage of Russian words are multisyllabic.

Wikipedia lists the following effects of Russian language background on English pronunciations. More details can be found at the following location. Russian Phonology

s, d, t, n may be pronounced as dental.

r may be trilled.

r and l may be velarized.

h may be pronounced as a velar fricative.

Voiced consonants may be devoiced in word-final position.

Russian speakers may have trouble with vowels not in their native inventories.

The diphthongs may be produced with the consonant [j] sound. E.g. "high" sounds like [haj].

Consonants may be palatalized, and many of these palatalizations are distinctive. However, the palatalized versions of /x, k, g/ are generally considered allophones.

Russian uses the cyrillic alphabet. The cyrillic alphabet was based on the Greek alphabet, with some Latin letters and some unique letters. The alphabet can be heard at the following website: Russian Alphabet

The following chart (adapted from ) shows the Cyrillic alphabet with the corresponding IPA representation for each grapheme shown below.

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(print) Multi-Lingual Learners, Structured Literacy with Dr. Elsa Cardenas-Hagan

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(print) Multi-Lingual Learners, Structured Literacy with Dr. Elsa Cardenas-Hagan

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Thesaurus and word tools for your creative needs. Find the word you’re looking for!

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Phoneme-Grapheme mapping

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Developing and sharing resources is at the heart of what UFLI does. Teachers, parents, school leaders, teacher educators ... there is something here for everyone. Take a spin through our resource hubs, explore our digital word work apps, and catch up on UFLI webinars.

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Developing and sharing resources is at the heart of what UFLI does. Teachers, parents, school leaders, teacher educators ... there is something here for everyone. Take a spin through our resource hubs, explore our digital word work apps, and catch up on UFLI webinars.

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Virginia Literacy Partnerships: Phonemic Awareness Webinar 18 min.

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Virginia Literacy Partnerships: Phonemic Awareness Webinar 18 min.

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What Works Clearinghouse (Resources for Educators)

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What Works Clearinghouse (Resources for Educators)

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What Works Clearinghouse released a webinar for educators on evidence-based practices to support math, reading, and writing instruction, as well as instructional resources to share with parents and ca...

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What Works Clearinghouse released a webinar for educators on evidence-based practices to support math, reading, and writing instruction, as well as instructional resources to share with parents and ca...

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Week 8 Written Lesson Plan for /er/ spelled er, ir, ur

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Week 8 Written Lesson Plan for /er/ spelled er, ir, ur

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Note: This page may contain out-of-date information and/or missing references. We are working on updating the whole MultiCSD site in 2022. When this page has been updated, this message will be removed and the update will be noted below the content. While we are working on this process, please

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Dictionary of Word Roots and Combining Forms

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Dictionary of Word Roots and Combining Forms

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Consider the terms on the pink Sticky notes, match the definition (green) and the examples of each (yellow).

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Van Cleave, W., 2011. Everything You Want to Know and Where to Find It

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Van Cleave, W., 2011. Everything You Want to Know and Where to Find It

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IDA - Knowledge and Practice Standards for Teachers of Reading (KPS, 2018)

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IDA - Knowledge and Practice Standards for Teachers of Reading (KPS, 2018)

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Really Great Reading Blast Foundations Decodable Passages

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Really Great Reading Blast Foundations Decodable Passages

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VALUE Series, Explicit Instruction (full webinar)

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VALUE Series, Explicit Instruction (full webinar)

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If this link doesn't work, copy and paste this: https://vimeo.com/704119284/1abc2bbc41

UVA & VDOE's Virginia Literacy Partnership (VLP)

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Note: This page may contain out-of-date information and/or missing references. We are working on updating the whole MultiCSD site in 2022. When this page has been updated, this message will be removed and the update will be noted below the content. While we are working on this process, please

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AIM Institute 3 Session "Course" with Dr. Elsa Cardenas-Hagan

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AIM Institute 3 Session "Course" with Dr. Elsa Cardenas-Hagan

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While research and literature continues to emerge on literacy instruction for English learners, there are lots of misconceptions out there that can result in harmful practices. Take a moment to check-in on your own understanding by reading the following statements. Two are false misconceptions, while only one contains the truth. Can you locate the false statements?

1. Our culture has an influence on how we teach.

2. "Just good teaching" is good enough for all, including ELs.

3. Many English learners have learning disabilities.

If you've identified #2 & #3 as misconceptions, you are correct! Read the full blog post to get tips to apply in the classroom.

Read More about Recognizing Fact from Fiction When Instructing English Learners

Megan Gierka and Nicole Kingsland

If you've taught an English learner in your class, you're not alone. English learners (ELs) are a rapidly growing demographic in United States schools and teachers should expect to have ELs in their classrooms. In the last 20 years, 1.5 million English learners have been added to classrooms around the country, yet only 3% of teachers have the necessary qualification to teach these students (Rahman et al., 2017). Now more than ever, ALL teachers must possess the knowledge and skills to close the achievement gap and improve learning outcomes for all students in their classroom.

AIM is preparing to release a new online course to support teachers in their literacy work for all students. The Specialized Reading Knowledge Bundle: English Learners course is filled with practical teaching tips for unlocking reading proficiency among English learners. Learn more and pre-register today.

Read More about ELs are increasing, teacher preparedness must too!

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English Learners: Specialized Reading Knowledge Bundle - AIM Institute for Learning & Research

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Develop the specialized knowledge required to accelerate language and literacy proficiency for English Learners with immediate instructional applications with AIM's newest course created in collaboration with literacy researcher Dr. Elsa Cárdenas-Hagan.

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Segment these words into phonemes and place the graphemes representing each phoneme into the sound boxes.

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Phonemes in isolation

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Phonemes are sounds AND articulatory gestures

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Phonemes are perceptually distinct speech sounds that distinguish one word from another, e.g. the “p”, “b”, “t” and “d” in “pie”, “…

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Alphabet recognition - Affixes

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Lesson Resources

The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

Some of the companion lesson resources you will find below include:

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

We have grouped the lessons into smaller units so you can access these resources more easily. Scroll down to use the buttons below to find the resources for each lesson or groups of lessons.

Please note that we are still building out these free resources, and we will be editing this page over the next few weeks. We wanted you to be able to access some materials as soon as possible, but be sure to come back later to see the rest!
New to UFLI Foundations? Learn about its development, check out a sample lesson plan, view the scope and sequence, and more.

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The UFLI Foundations Toolbox contains all the lesson resources to accompany the lesson plans provided in the UFLI Foundations manual. (Don't have a manual yet? Click here to order one) Every lesson has companion resources that will help you implement the lessons efficiently, effectively, and consistently.

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The Reading League - Science of Reading Defining Guide (free download link)

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The Reading League - Science of Reading Defining Guide (free download link)

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The Science of Reading: Defining Guide provides a firm definition of what the science of reading is, what it is not, and how all stakeholders can understand its potential to transform reading instruction.

Download the Spanish version

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The Reading League's new book, Science of Reading: Defining Guide, provides in-depth information on the science of reading and key instructional practices to help you make the shift in your practice.

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Lesson Structure | UF Literacy Institute

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Your final project demonstration should include the elements of explicit instruction, Chapter 8 S to P, and the steps/components of a lesson. (chart 8.2 p. 258 foundational orthographic skill instruction).

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Welcome to our languages learning site which focuses on grammar and vocabulary. We have useful resources that you might enjoy for free such as: lessons, grammar tips, vocabulary, phrases, language tools, and audio files to download.

Languages Lessons

Learning new languages can help you communicate with other people and also understand their culture and behavior. Here is a list of the languages we offer:

MYLANGUAGES.ORG is a website dedicated to language learning. Our goal is to build an on-line language community where people from all over the world with the same passion can come and learn a language through grammar, vocabulary, audio, dictionaries, quizzes and much more resources. All our pages are available absolutely FREE. Our philosophy is that you shouldn't have to pay to learn a language! All we ask is to share this site with others so that they can benefit too.

Learning a language has many benefits some of which are: an understanding of the world, leading to a better career potential, sharpening cognitive skills, appreciating international literature, experiencing a more enjoyable travel, making lifelong friends and ultimately understanding one's own culture and self. Enjoy learning with mylanguages.org. Don't forget to bookmark this page.

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Learn Languages - Grammar and Vocabulary

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This website offers free learning lessons in 100 languages from Afrikaans to Zulu from grammar, vocabulary to phrases and quizes. Enjoy learnign with our lessons!

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YouTube Phoneme articulation (Consonants & Vowels)

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YouTube Phoneme articulation (Consonants & Vowels)

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Etymonline - Online Etymology Dictionary

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The online etymology dictionary (etymonline) is the internet’s go-to source for quick and reliable accounts of the origin and history of English words, phrases, and idioms. It is professional enough to satisfy academic standards, but accessible enough to be used by anyone.

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The final exam opens today, April 22, 2025, and is due (in Canvas) by May 6, 2025, at 7:00 p.m.

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IOWA Reading Research Center POSSUM Graphic Organizer

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IOWA Reading Research Center POSSUM Graphic Organizer

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April 29, 2025 Class by Appointment Only to take the final exam

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April 29, 2025 Class by Appointment Only to take the final exam

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Extra Credit Post-Survey (Week 13 in Canvas)

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Extra Credit Post-Survey (Week 13 in Canvas)

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TEAMS-2 Pre-Service Educators Post-Survey (Spring 2025)

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Take this survey powered by surveymonkey.com. Create your own surveys for free.

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You should have received an email reminding you to complete your Student-Opinion Survey for all of your spring course. Please take a moment and complete these.