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From Carl Hendrick -

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This manual includes information about DIBELS 8, how DIBELS 8 differs from previous editions of DIBELS, how to administer and score DIBELS 8 subtests, and how to use DIBELS 8 data to inform instructional decision-making.

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This manual includes information about DIBELS 8, how DIBELS 8 differs from previous editions of DIBELS, how to administer and score DIBELS 8 subtests, and how to use DIBELS 8 data to inform instructional decision-making.

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From Burkins and Yates

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

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

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

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

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

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Printable Resources | UF Literacy Institute

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

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ReadWorks | Award-Winning, EdTech Nonprofit Organization

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ReadWorks is an edtech nonprofit organization that is committed to helping to solve America’s reading comprehension crisis.

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Free Decodable Passages by phonics Feature

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Free Decodable Passages by phonics Feature

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List of Free Decodables

The short vowels skill explainer has everything you need to teach this, including lesson plans, student practice activities, and videos of great classroom instruction.

Review of All Patterns Previously Taught

One-Syllable Magic 'e' (also known as Silent 'e') Words

Related Content

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Reading Universe | Free Decodable Texts for Each Phonics Skill

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Decodable texts are simple passages or books made for beginning readers that offer practice with specific phonics patterns.

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Morpheme Magic Labsite Observation Notes

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These videos were created to help you implement UFLI Foundations, a systematic and explicit program for teaching foundational reading skills. For more inform…

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UFLI Foundations: Progress Monitoring and Differentiation

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Many children with literacy difficulties find it hard to blend phonemes together. Word Chains games allow a child to focus on sounds without the distraction of graphemes, as each sound is represented by a counter. A single phoneme is changed and the child 're-blends' to make a new word. The Word Chain lists progress from simple CVC words, like 'dog' and 'cat', to more complex words with initial and final blends, like 'stand' and 'crisp'. This allows targeted practice of a very specific skill in just a few minutes.

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Blending Phonemes - Word Chains - Dyslexic Logic

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Resources and word-chains (also called word ladders or word chains) to support teaching blending skills for children with poor phonological awareness, from basic CVC blends to CCVCC words with long and short medial vowels.

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Youtube Video for UFLI PMing & Differentiation

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Youtube Video for UFLI PMing & Differentiation

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UFLI Foundations: Progress Monitoring and Differentiation

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Bigger words for upper grade Phonics: small group planning

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Bigger words for upper grade Phonics: small group planning

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Bigger Words with Closed Syllables Decodable Word Lists and Sentences .pdf

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Copy of UFLI Progress Monitoring Template

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Copy of UFLI Progress Monitoring Assessment Template

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels.

What You'll Find in This Section

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

Learn how educators can support the success of their English language learners (ELLs). They will be useful for a wide range of audiences, including new and veteran teachers of ELLs, paraprofessionals, tutors, and administrators at the school and district level.
Photo by Allison Shelley for EDUimages

Each student comes to school not only with unique academic needs but also with unique background experiences, culture, language, personality, interests, and attitudes toward learning. Effective teachers recognize that all of these factors affect how students learn in the classroom, and they adjust, or differentiate, their instruction to meet students' needs.

Here are some strategies for differentiating instruction for your English language learners, as well as ideas for taking students' level of English language proficiency into account when planning instruction.

Need some help finding ways to help your English language learners? Read these inspirational stories about English language learners, teachers and paraprofessionals who have overcome obstacles standing to achieve success.

What's even better than a bright idea? A bright idea that works! Educators from across the country have discovered excellent ways to tackle some common classroom stumbling blocks. Below are their step-by-step suggestions on how to handle issues like the fourth-grade slump or the development of critical thinking skills.

Project-based learning (PBL) offers many benefits to English language learners (ELLs), including hands-on activities, peer interaction, rich language use, and a chance to explore personal interests.

ELLs may need some additional support or guidance in order to make the most of PBL, and the following resources share ideas on how to make it a successful experience for all students.

Designing instruction based on student strengths (what the student can do) provides an important foundation for success and offers opportunities to build upon those strengths in order to address areas where the student is struggling. Learn more about this approach from the following resources and videos.

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This section provides specific ideas and strategies to support ELLs' language and literacy development, such as tips for planning lessons and the use of language objectives, as well as broader approaches such as using informal assessment and differentiation for varying language levels. Learn how educators can support the success of their English language learners (ELLs).

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Fast Phrase
Phrase Haste
Fleeting Phrases
Phrasing Progression

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Differentiation in WHOLE group UFLI lessons

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Differentiation in WHOLE group UFLI lessons

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Dr. Shanahan: Doing Away with the Instructional Level

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Manual/Scoring (read first)
Printable booklets/student materials

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natashya@erinkentconsulting.com

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National Council on Teacher Quality (NCTQ)

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We have a literacy crisis in this country. Last year's NAEP scores found that more than one third of fourth grade students can't read at a basic level, and that rate climbs even higher for students of color, those with learning differences, and those who grow up in low-income households. This dismal data has nothing to do with the students and families, and everything to do with inequities in access to effective literacy instruction. But there is good news: Decades of research has resulted in a rich, robust understanding of how children learn to read. So what does this research say? Inspired by a conversation at a recent Barksdale Reading Institute Lunch & Literacy forum, researcher Dr. Reid Lyon developed a clear, concise summary of the research on how children learn to read. Here we share Dr. Lyon's "Ten Maxims," originally published by - Dr. Heather Peske Reading Universe. These maxims underlie NCTQ's own work to advocate for the science of reading in teacher preparation. By increasing understanding and adoption of scientifically based reading instruction, together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

Ten maxims: What we've learned so far about how children learn to read

By Dr. Reid Lyon

Over the last 50 years, there's been a vast outpouring of research about reading development, drawing on insights from neuroscientists, psychologists, linguists, speech pathologists, educators and other experts. I'm sometimes asked to summarize, in plain language, what we've learned so far. These ten maxims represent my best attempt at doing that.

This may seem like a fool's errand, because no set of maxims can fully convey the scope or the nuance of thousands of studies. I hope nevertheless that these maxims might be useful in crystallizing some of the most essential findings. In collaboration with some outstanding researchers and practitioners, I've compiled here a selective list of studies that underlie each of the ten maxims. The research behind the maxims addresses a wide range of individual differences in reading development, reading difficulties and reading instruction. Taken as a whole, the studies encompass children identified as having dyslexia and other learning disabilities as well as children who struggle with reading as a result of inadequate instruction. Many of the studies also include proficient readers.

Because these maxims are very broad, there is of course more to say about specific subpopulations of students with distinct strengths and needs. I encourage advocates for these students to formulate additional maxims that are not adequately covered by these first ten. Any additions should be in clear, consumer-friendly language and supported by cited studies that report relevant empirical findings.

The overarching message is that learning to read is a complex process involving multiple abilities, skills, and knowledge. Each is essential but none is sufficient on its own.

With that as prologue, here are my ten maxims:

1. Almost all children learn to speak naturally; reading and writing must be taught.

2. Literacy begins at birth. It is rooted in early social interactions and experiences that include regular exposure to oral language and print. Strong roots tend to produce stronger readers.

3. All good readers are good decoders. Decoding should be taught until children can accurately and independently read new words. Decoding depends on phonemic awareness: a child's ability to identify individual speech sounds. Decoding is the on-ramp for word recognition.

4. Fluent readers can instantly and accurately recognize most words in a text. They can read with expression and at an appropriate rate for their age. Reading fluency requires comprehension AND it supports comprehension.

5. Comprehension-the goal of reading-draws on multiple skills and strengths, including a solid foundation of vocabulary and background knowledge.

6. One size does not fit all: use student data to differentiate your instruction.

7. Direct, systematic instruction helps students develop the skills they need to become strong readers. Indirect, three-cueing instruction is unpredictable in its impact on word reading and leaves too much to chance.

8. These maxims apply to English Learners/Emergent Bilinguals, who often need extra support to bolster their oral language as they learn to read and write in a new language.

9. We should support students who speak languages or dialects other than General American English at home, by honoring their home language and by giving them expanded opportunities to engage with General American English text.

10. To become good readers and writers, students need to integrate many skills that are built over time.

This piece originated with the Barksdale Reading Institute's Lunch & Literacy forum and originally appeared on the Reading Universe website. Reading Universe is a joint project of the Barksdale Reading Institute, WETA/Reading Rockets, and First Book that provides free resources for educators and families.

About the guest author:

Dr. Reid Lyon, a neuroscientist and specialist in learning disorders, joined the faculty of Communication Science and Disorders at Northwestern University in 1980 where he also directed the neuropsychology laboratory. In 1983 Dr. Lyon was recruited by the Stern Center for Language and Learning in Burlington, Vermont where he served as the director of research. He also served as a clinical associate professor of neurology at the University of Vermont Medical School. From 1992 to 2005, Dr. Lyon served as a research neuropsychologist and the chief of the Child Development and Behavior Branch of the NICHD at the National Institutes of Health; in this role he developed and oversaw research programs in cognitive neuroscience, learning and reading development and disorders, behavioral pediatrics, cognitive and affective development, School Readiness, and the Spanish to English Reading Research program. He designed, developed and directed the 44-site NICHD Reading Research Network. After leaving the NIH, Dr. Lyon held distinguished scientist and distinguished professorships at the University of Texas, Dallas (neuroscience) and Southern Methodist University (educational leadership).

Dr. Lyon is the author and co-author of over 130 peer reviewed journal articles, books, and book chapters addressing developmental neuroscience, learning and reading disorders/dyslexia, and the translation of science into practice and policy. He also co-authored the definition of dyslexia used at the NIH and worldwide. Dr. Lyon received the NIH Director's Award twice. Once for his contributions to the neuroscience of learning and learning disorders. He also received the Vietnam Veterans of America Excellence in The Sciences Award for contributions to educating veterans about the neuroscience of Combat PTSD in 2013. Dr. Lyon, a former paratrooper and combat veteran, received the Bronze Star, the Combat Infantryman Badge among other combat awards during his 15th month tour in Vietnam including the 1968 Tet Offensive.

Additional contributors to this piece include: Jane Ashby, Louise Dechovitz, Linda Diamond, Jan Hasbrouck, Kari Kurto, and Julie Washington. With appreciation to Kelly Butler, Claude Goldenberg, and Noel Gunther.

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Ten maxims: What we've learned so far about how children learn to read by Dr. Reid Lyon

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Together we can address the literacy crisis head-on, reversing historical patterns of inequity and changing the lives of millions of our children.

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Copy of Word Inquiry Scope and Sequence G3-G5 DRAFT

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Copy of Morphology Scope and Sequence - Grade 4 and 5

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Current Assessment & MLL Intervention Evaluation Tool

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Current Assessment & MLL Intervention Evaluation Tool

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from this incredibly useful PDF from my home state!

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Effective Universal Instruction: An Action-Oriented Approach to Improv

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This accessible volume helps school leadership teams accomplish the crucial yet often overlooked task of improving universal instruction--Tier 1 within a multi-tiered system of support (MTSS).

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Teaching Strategies: Cognitive Load Theory

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The Morphological Matrix Matters Because Language is Combinatorial presented by Peter Bowers, Ph.D.

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Jan Hasbrouck: Fluency + ORF and its connection to Comprehension

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Jan Hasbrouck: Fluency + ORF and its connection to Comprehension

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Fluency; Key to Comprehension with Dr. Jan Hasbrouck

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Article about Importance of Mother tongue for Language development

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Article about Importance of Mother tongue for Language development

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64. Instructionally-Relevant Diagnostic Assessment of Comprehension | 2022 Literacy Symposium

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More Matt Burns: What Next--after assessment

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More Matt Burns: What Next--after assessment

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54. But I've Tried Everything | 2022 Literacy Symposium

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What’s problematic about using leveled reading assessments?

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What’s problematic about using leveled reading assessments?

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Measuring Comprehension & Complex Text Reading

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Measuring Comprehension & Complex Text Reading

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(this is the most updated in Canva)

Here is the current draft's PDF (click image above). There are links to many of the suggested interventions--if it's underlined, there should be a link!

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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Literacy Consultants & Consulting Services | Erin Kent Consulting

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