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Steps I might take to plan phonics lesson(s)

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Steps I might take to plan phonics lesson(s)

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From TC

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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.

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decodable books and research-based instructional materials for prek

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Decodable Books: Research Based Readers - Flyleaf Publishing

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Engaging, meaningful, decodable books with fine-art illustrations tied to a systematic phonics scope & sequence.

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Flyleaf Spectrum of Literacy Scope and Sequence

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Flyleaf Spectrum of Literacy Scope and Sequence

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Flyleaf Spectrum of Literacy Scope and Sequence

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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.

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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

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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:

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● 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.

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

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Free Books for Kids | Beyond Decodables | Teacher Resources

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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.

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From Beyond Decodables

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The BeginningReads program supports teachers, parents, and tutors in bringing children into reading. Before children learn about written language, they have developed a substantial oral language word bank. The goal of BeginningReads is to connect student's oral language knowledge with written language. The texts do this by placing a premium on words that are both highly concrete and phonetically regular-words such dog, cat, pet, and big. Each level has 12 4-page books that share a set of concepts, which allows young readers to see the same words in many different texts. Each book is provided as a double-sided PDF ready for printing.

BeginningReads is also available as iBook on iTunes!

Download BeginningReads free printable texts:

Toolkit for Tutoring Resources and Teach Your Child lessons are grouped with each Level.

Don't miss out on the additional resources that support BeginningReads:

Toolkit for Tutors, a tutoring guide for BeginningReads texts:

word cards for vocabulary instruction,

text-only texts of BeginningReads to facilitate close reading and further vocabulary instruction,

Reader's Theater to extend the learning by providing another opportunity to utilize skills and vocabulary words learned in the BeginningReads program.

Tutoring guide for BeginningReads, FYI for Kids, SummerReads, and Talking Points for Kids.

Uses resources found in ToolKit for Tutors and Teach Your Child Lessons

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The BeginningReads program supports teachers, parents, and tutors in bringing children into reading. Before children learn about written language, they have developed a substantial oral language word bank. The goal of BeginningReads is to connect student's oral language knowledge with written language.

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https://www.stenhouse.com/content/shifting-balance

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Matching resources to scope and sequence

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Matching resources to scope and sequence

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We have really struggled to find decodables that match our current scope and sequence that we are using for teaching phonics. It seems that different scopes and sequences don't always align. I wonder if we're using one resource like Flyleaf if we should also follow their scope and sequence.

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Large snap shot, helpful for decision making and vertical alignment.

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Word Study Phonics Small Group LP Template

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Word Study Phonics Small Group LP Template

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Word Study Phonics Small Group LP Template

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GEMS AA Word Study Skill Group_longvs.shortvowel

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In what order should we teach vowels? Together or apart?

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In what order should we teach vowels? Together or apart?

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Source: A Fresh Look at Phonics by Wiley Blevins

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In what order should we teach vowels_ Together or apart_

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In what order should we teach vowels? Together or apart?

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In what order should we teach vowels? Together or apart?

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Source: A Fresh Look at Phonics by Wiley Blevins

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Guided Reading PHONICS Scope and Sequence A-E

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Guided Reading PHONICS Scope and Sequence A-E

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Choosing and Using Decodable Texts (Practical Tips and Strategies for Enhancing Phonics Instruction) K-2
Wiley Blevins

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Choosing and Using Decodable Texts (Practical Tips and Strategies for Enhancing Phonics Instruction) K-2Wiley Blevins

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Guided Reading PHONICS Scope and Sequence F-J-M

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Guided Reading PHONICS Scope and Sequence F-J-M

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Phonics Toolkit Staples: What else would you add?

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Phonics Toolkit Staples: What else would you add?

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Literacy Manipulatives List (feel free to add on!)

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Literacy Manipulatives List (feel free to add on!)

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Magnetic letters (with sorting box and metal trays/boards)

Syllable clappers

Whisper phones

DICE (best ones are dry erase on foam)

Beads on a pipe cleaner

Eloknin boxes with chips

Finger lights to track word

Etch a sketch

Binders/binder rings for flip cards

Magnetic letter trace drawing board

Snap cubes (often used for mat)

Magnatiles

Poppers (fidget toys)

Flyswatters or bug-catching nets

Playdough (my least favorite;-))—Better is Wixi Sticks!!!

Legos (douplos, the bigger ones)

PROPS

Magnifying glass (best not high resolution, or even without lens)

finger pointer (teacher prop)

Big glasses (teacher prop)

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We chatted as a team and decided that we'd really like to see how you plan a phonics lesson. If possible, please could it be with silent e? Then if there's time we'd love to see how you introduce a decodable as well.

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What are 3 things you learned (gained/takeaways)?

What are 2 things you want to try?

What is 1 wondering you have?

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What are 3 things you learned (gained/takeaways)?
-How to assess the quality of decodable books
-Easy phonemic activities to do as warmups or class games
-Simple structures for phonics lessons

What are 2 things you want to try?
-New sources for decodable, trying several to see which source we like best
-Using the phonics survey (assessment) to create small groups

What is 1 wondering you have?
How can we save time and plan more effectively? Because we are pulling from multiple places to create our phonics lessons it takes a great deal of time to plan even 5, 15 minute lessons for a week.

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What are 3 things you learned (gained/takeaways)?
- Using a phonics assessment as a tool to be on top of my students phonetic awareness.
- Unpacking a decodable over a week with multiple opportunities to teach phonics, reread and work sections of text. Not all decodables are 'user friendly'.
- Importance of a scope and sequence in phonological awareness.

What are 2 things you want to try?
- Phonics assessment
- Variety of decodables
What is 1 wondering you have?
- The use of online tools and resources versus physical materials, especially in Grade 1. What should always be a manipulative? When would an online resource be more effective?