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Our mission is to enable all Utah students to become proficient in the area of literacy for the purposes of reaching their individual potential and becoming successful citizens in today’s world.

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State Standards, Essential Standards, and Power Standards-An Explanation

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State Standards, Essential Standards, and Power Standards-An Explanation

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Wit and Wisdom Alignment to Utah Standards

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Wit and Wisdom Alignment to Utah Standards

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Instructional Routine to Introduce a New Word

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Instructional Routine to Introduce a New Word

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Instructional Routine to Introduce a New Word

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Small Group Comprehension Planning Guide

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Small Group Comprehension Planning Guide

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Strategies for Activating Background Knowledge

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Strategies for Activating Background Knowledge

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This is a great strategy to help student make inferences.

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This strategy helps students to look at both sides of an issue before forming an opinion.

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This strategy helps students select and evaluate information from a text so they can support an argument with evidence.

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Use this strategy to help students synthesize and summarize text.

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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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Printable Resources to teach suffixes. Word Banks and worksheets for teaching suffixes to students with dyslexia or literacy difficulties. Dyslexic Logic uses a multisensory approach to teaching suffixes.

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These pictures and phrases allow children to explore possessive apostrophes for singular and plural possession. Pictures and phrases show singular noun possession of singular and plural items.

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Past Tense

In English the past tense is written by adding '-ED' to the end of regular base words. However, the way this ending is pronounced varies from /d/ to /t/ to /id/. Children who need literacy support often need this to be taught explicitly. Check they can 'hear' the difference between these endings. The Word Pack indicates which sound can be heard at the end of each word.

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In English the past tense is written by adding '-ED' to the end of regular base words. However, the way this ending is pronounced varies from /d/ to /t/ to /id/. Children who need literacy support often need this to be taught explicitly. Check they can 'hear' the difference between these endings.

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Print these onto magnet paper (you can buy it at the district lab) or onto card stock and add your own magnets.

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Print onto colored card stock and add a magnet.

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Print these onto magnet paper (you can buy it at the district lab) or onto card stock and add your own magnets. 

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Print onto colored card stock and add a magnet.

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Phonics Lesson Activities by Skill and Reading Stage

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Phonics Lesson Activities by Skill and Reading Stage

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Phonics Lesson Activities by Reading Stage - Pre Reader

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Multi-syllable word lists by syllable type

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Multi-syllable word lists by syllable type

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West Virginia Phonics Lessons-Match 95% Group Skills

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West Virginia Phonics Lessons-Match 95% Group Skills

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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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FREE Beautiful Online Decodable Phonics Books for Early Readers and Dyslexia

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Here's a great resource of free decodable books and stories found online. I use these fabulous readers as supplements with my students that I tutor reading online. All early readers can benefit from using decodable texts. Decodable texts are essential for dyslexic students. Contact Lisa at abctutorusa@gmail.com

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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.

# 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.

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We're in the dog days of summer. Not many questions coming in right now - normal for periods when schools aren't in session. But the following query came to me this week from Ireland via Twitter.
Teacher question: Any link to how the Repeated Reading strategy works? How long text can be repeated, how long can text be, depends on accuracy? Shanahan's response:
This is such a basic question that I was gobsmacked by it. These are just the kinds of queries that I love to respond to on this site: Topics that many teachers assume they know about, but that often turn out to be full of surprises.

The idea of repeated reading emerged in the late 1970s ... as a result of the writings of S. Jay Samuels (1979) and Carol Chomsky (1978). They found, in separate studies, that engaging kids in repeatedly reading texts aloud improved reading ability. It was kind of a no-brainer that such approaches were beneficial by the time the National Reading Panel (NICHD, 2000) concluded that they were (that portion of the report was written by Jay Samuels and me - and even he was a bit taken aback by how that work had proceeded since when he'd first written about it).

Multitasking is essential to good reading.

Scientific studies (e.g., LaBerge & Samuels, 1976) revealed the importance of "automaticity" to reading. Readers have to be able to decode without thinking about decoding. We only have so much thinking space available. The more cognitive space devoted to figuring out words, the less available to grasp the text's meaning.

Samuel's idea of repeated reading was that it could help readers to gain automaticity. He thought it would help readers to master the art of reading words accurately and with sufficient speed.

When children are learning to read, they initially struggle to read words accurately. That is very common in Grade 1. These students then often gain mastery over accuracy at the expense of speed - such accurate but slow reading tends to emerge in Grade 2 (Morris, 1999). Samuels' goal was to build accuracy and speed to a point where comprehension would be possible. The more efficient the reading of the words, the more that readers' attention could be turned to meaning.

Carol Chomsky (1978) had a similar notion of the problem. She thought there was a subgroup of poor readers who "knew" phonics - that is, they knew the letters and sounds and could decode words reasonably well. However, these strugglers couldn't apply these skills fluently during the reading of a text.

Chomsky believed that this special group of readers might benefit from reading texts aloud repeatedly since it would give them essential practice in applying those known skills.

Samuels and Chomsky both reported research studies that had positive results, as have many other researchers since that time.

What specifically is "Repeated Reading?"

Repeated Reading is a particular method proposed by S. Jay Samuels to develop decoding automaticity with struggling readers. In this approach, students are asked to read aloud short text passages (50-200 words) until they reach a criterion level of success (particular speed and accuracy goals).

However, research shows there are many ways that teachers can successfully exploit the idea of repeated oral reading, so I'll talk about "repeated reading" here (rather than Repeated Reading).

What are some of those other ways of doing repeated reading?

In Chomsky's scheme, the kids listened to audiotapes of a text and then worked on making their own tapes - trying to match the quality of the originals. Reading while listening or echo reading works too, as does Radio Reading (in which kids work with scripts - making the oral reading purposeful), and Neurological Impress (don't ask).

All of these schemes include oral reading. They also all include reading the texts multiple times (either to a particular quality criterion, such as a particular number of words correct per minute - or a set number of repetitions, usually 3).

What's the goal of such instruction, to get kids to read fast?

No, the goal is to get students to read the author's words accurately, to read texts at about the speed of oral language, and to make this reading sound like language (pausing in the right places so that ithe text makes sense).

What is the outcome of such practice?

Repeated reading usually leads to better reading performance. The biggest payoffs tend to be with word reading, but it also has been found to improve oral reading fluency and reading comprehension (the most frequently reported area of improvement). This comprehension finding surprised Jay Samuels. Remember the comprehension impact should be indirect - through word reading improvement. He was shocked that so many researchers failed to include word reading measures in their studies, even though they always tested reading comprehension. There was a very good chance that such studies would have found no differences in comprehension and would have, therefore, concluded that repeated reading didn't work. Fortunately, the comprehension payoffs were large enough and consistent enough that it didn't turn out to be a problem.

Were there special kids who needed repeated reading?

The research suggests that part of Chomsky's theory was wrong. Studies of repeated reading sometimes aimed at these special "average phonics skills but low reading" kids, and other times they just focused on all readers in regular classrooms. The results were exactly the same: repeated reading improved reading ability across the board.

How many re-readings should kids be doing?

The research suggests that three readings should be sufficient so I would limit it to that. Three readings and it is time to move on to another text.

How long should the passages be?

Samuels used passages of 50-200 words; with the shorter texts used with the students with the lowest reading abilities. That makes sense to me. In classroom reading practice, that would be like a page or two in a primary grade reader. It is important to keep the texts brief for this work so that when students reread, memory becomes a useful scaffold. The longer the text, the harder to carry over what was figured out on the first reading. (Joe Torgesen has emphasized the importance of using texts that share a lot of vocabulary. That way, when a student improves with one text, it is certain to immediately carry over to the next.)

How challenging should the texts be?

The texts used for fluency practice should be at students' so-called "frustration levels." If students don't make many mistakes with a text (say 10 or more per hundred words), then the repetition is unlikely to improve their reading very much.

What about integrating comprehension work into this kind of fluency practice?

Some of the repeated reading routines have included a comprehension component, such as asking students a different question at the conclusion of each reading or having the student complete some kind of comprehension task each time. Other approaches do not do this. The research says that repeated reading pays off, whether there is a comprehension step or not. I'd include one under the well-known scientific precept: "It couldn't hurt."

How can a teacher listen to a whole classroom full of kids?

I recommend paired reading. Have one youngster read to another. Then they switch. While this practice is going on, the teacher circulates among the students listening to several one-at-a-time and giving feedback.

What about silent reading?

Silent reading should also take place regularly - I try to provide both an oral reading fluency period and a reading comprehension period daily. In the latter, except with beginners, the reading is silent. There are also a couple of studies in which kids read silently while a computer monitored their reading that has led to fluency improvement (Rasinski, Samuels, Hiebert, Petcher, & Feller, 2011).

What about round robin reading? We do "popcorn" in my class?

Schemes in which one child reads aloud and the rest of the students wait their turn are lousy. They don't allow much oral reading; simply not enough practice to foster improvement. This is because only one child reads at a time. Second, repeated reading is very rare in round robin, making learning unlikely. Third, you may get pushback; kids who read poorly may refuse to read - something that never occurs when everyone is doing the reading.

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Everything You Wanted to Know about Repeated Reading | Reading Rockets

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We're in the dog days of summer. Not many questions coming in right now - normal for periods when schools aren't in session. But the following query came to me this week from Ireland via Twitter. Teacher question: Any link to how the Repeated Reading strategy works?

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These interventions are for use with students who are accurate, but not fluent readers. They are not recommended for students who struggle with accuracy or for students who are already fluent readers.

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Next Steps Reading Recording Sheet-Customizable

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Next Steps Reading Recording Sheet-Customizable

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Phrase progression practice-Florida Center for Reading Research

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Phrase progression practice-Florida Center for Reading Research

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Make Tricky Words Sticky-Really Great Reading

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Make Tricky Words Sticky-Really Great Reading

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How Many Sight Words Do You Have in Your Orthographic Lexicon or Sight Word Memory?

Did you know that literate adults have a library of 30,000 to 70,000 words they can read automatically, accurately, and effortlessly? These words are considered "sight words" because we instantly recognize them by sight. This library of sight words is called your "orthographic lexicon" or "sight word memory."

What does it take for a word to get anchored in our "orthographic lexicon" or "sight word memory?" Why is it easier for some students to recognize words instantly while other students struggle significantly more? Are there instructional methods that can have a greater impact than others? How many sight words should we teach our students?

Read our blog below and join us for our Science of Reading Virtual Workshop to learn all about the science behind how we anchor sight words into our orthographic lexicon. Additionally, learn how to access our free resource Heart Word Magic and help your students make tricky high-frequency words sticky.

How to Make Sight Words Sticky & Heart Word Magic!

You may have noticed we've used the term "sight word" differently than how it is used in many classrooms. Many educators use the terms "sight words" and "high-frequency words" interchangeably. In this series, we will be careful to differentiate between these two terms, so let's start with a few key definitions:

What Are Sight Words?

These are any words that we decode quickly and effortlessly. Sight words are not just words like to, from, the, and is; they can also be words like majestic, subtropical, and encyclopedia. We can typically read these familiar words in less than .20/second or 200 milliseconds without any conscious effort. This effortless retrieval of words allows literate adults to read 300 words a minute, faster than we can comprehend speech (Farrall, 2018).

What Is Sight Word Memory or Orthographic Lexicon?

This is the whole library of words that a person can read effortlessly. Everyone's sight word memory or orthographic lexicon is different. Many doctors can read words like paresthesia, fasciculation, and diaphragmatic effortlessly, while people not in the medical community cannot. Read the following paragraph below. Were you able to read paresthesia, fasciculation, and diaphragmatic effortlessly? Perhaps you can't, but doctors probably can. That's because doctors have decoded them successfully several times, thus anchoring them into their sight word memory. In fact, the primary goal of decoding is to build words into our sight word memoryor orthographic lexicon.

*Paresthesia is that tingling feeling you get when your hand or foot "falls asleep" and then starts to wake back up. Fasciculation is a tiny twitch you sometimes feel under your skin. Diaphragmatic describes something that relates to your diaphragm; a synchronous diaphragmatic flutter, for example, is a fancy word for a hiccup! (Okrent, 2017)

What Are High-Frequency Words?

These words are the most common words in print. The Dolch and Fry are commonly used high-frequency word lists. In education, there is a great deal of emphasis placed on getting students to recognize high-frequency words automatically and for good reason. In her book Uncovering the Logic of English, Denise Eide (2012) reports that "...according to some counts, the 100 most frequently used words make up 50% of all that we read and write." At Really Great Reading, we like to call these words Heart Words because we want students to know them "by heart."

Heart Words can be categorized into two groups - Regularly Spelled and Irregularly Spelled.

What Are Regularly Spelled Heart Words? Words that can be decoded using common phonics knowledge and letter-sound relationships (decodable words). These are words like and, it, in, and but. Notice that in each of these words, the consonant and vowel letters make the sounds that we expect. We can call these regularly spelled high-frequency words Simple Heart Words.

What Are Irregularly Spelled Heart Words? Words that deviate from common phonics patterns or familiar letter-sound relationships (non-decodable words). These are words like from, what, give, and do. Each of these words has at least one letter that spells a sound we do not typically expect it to spell. When words are irregularly spelled, research suggests that they are harder to anchor into our sight word memory. Let's call these Tricky Heart Words.

How Do Heart Words Become Sight Words in Our Orthographic Lexicon?

Getting students to instantly recognize Heart Words, whether regularly spelled or irregularly spelled, is a common focus in primary grades. How educators anchor these words into a child's memory varies. The most common technique is simply rote memorization through multiple exposures to the whole word, essentially practicing the word many times until it sticks. Research suggests, however, that there may be more productive techniques.

In his book Equipped for Reading Success (2016), Dr. David Kilpatrick describes how we permanently store words in our sight word memory. He calls this process Orthographic Mapping. When a word is sufficiently "mapped," it can be retrieved effortlessly. He explains, "To be good orthographic mappers, children need to develop three skills: 1) automatic letter-sound associations, 2) highly proficient phoneme awareness, and 3) word study" (p.41). In essence, word study is the unconscious or conscious process of connecting the phonemes (sounds) to the written form of the word (Kilpatrick, 2016). Kilpatrick continues, "The word-study aspect of mapping is the superglue that anchors words into permanent memory" (p. 41).

When trying to teach our kids to read and spell Heart Words by rote memorization, we often leave out word study! We forget about helping students see the connections between the letters and sounds, even though Kilpatrick (2015) tells us that "the vast majority of irregular words have only a single irregular letter-sound relationship" (p. 105), making the letter-sound relationships quite useful for learning a word. This makes word study a much more powerful tool than "flashcard rote memorization."

Rote memorization relies on a sufficient number (and "sufficient" can vary greatly from student to student) of pictorial imprints to trigger a word's phonological representation (the actual spoken word). This rote memorization approach is not much different from having a child look at the shape of a state and trying to remember if it is Missouri or Arkansas. But we know from Kilpatrick and others that storing words in our sight word memory should include phonics and phonemic awareness. Involving word study will help many of our students.

Fast Facts - From Literacy Experts

It may seem counterintuitive that word study and predictable phoneme-grapheme relationships should play a large role in how we help students remember irregular Heart Words. Take a moment to consider what Kilpatrick (2015) points out about most irregular words though: "The vast majority of irregular words have only a single irregular letter-sound relationship" (p. 105). Consider words like to, do, from, what, and want. Not only are all but one of the letter-sound relationships in these words predictable, knowledge of the unpredictable parts will help students later in their decoding careers. To say it another way, it's not like we look at the word from and say "glorb." Our phoneme-grapheme knowledge gets us most of the way there with these Tricky Heart Words-and Heart Word Magic can get us the rest of the way, helping us remember that the o in from spells short u, just like in the word of.

Words of the Week - Word Level Discovery

Orthographic Lexicon = The collection of words a person can read effortlessly. This is the term researchers use for our sight word memory.

We Love Educator Feedback & Questions

Contact us anytime. Our mission is to provide educators with the most efficient and effective tools for teaching phonemic awareness, phonics concepts, word attack skills, accurate reading, and fluency. Student outcomes are our number one goal. No one knows their students better than educators. Therefore, your thoughts, strategies, student successes, speed bumps, and feedback are held in high esteem! Send us your feedback and experiences>>

References

Eide, D. (2011). Uncovering the logic of English: A common-sense approach to reading, spelling, and literacy. Minneapolis: Pedia Learning.

Farrall, M. (2018, October). Understanding reading fluency: Research implications for assessment and instruction. Session presented at the Annual International Dyslexia Association's Reading, Learning, & Literacy Conference, Mashantucket, CT.

Kilpatrick, D. (2015). Essentials of assessing, preventing, and overcoming reading difficulties. Hoboken, NJ: Wiley.

Kilpatrick, D. (2016). Equipped for reading success: A comprehensive step-by-step program for developing phonemic awareness and fluent word recognition. Syracuse, NY: Casey & Kirsch.

Okrent, A. (2017). 21 fancy medical terms for mundane problems. Retrieved from http://mentalfloss.com/article/58463/21-fancy-medical-terms-mundane-prob...

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Make Tricky Sight Words Sticky - Really Great Reading Blog

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row][oneThird]Visit Our Library of Heart Word Magic Videos>>Register for a Science of Reading Virtual Workshop>>[/oneThird][twoThird]How Many Sight Words Do You Have in Your Orthographic Lexicon or Sight Word Memory?Did you know that literate adults have a library of 30,000 to 70,000 words they can read automatically, accurately, and effortlessly?

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Article-A New Model for Teaching High-Frequency Words

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Article-A New Model for Teaching High-Frequency Words

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Overview of suggested restructuring

Teach 10-15 "sight words" before phonics instruction begins

Flash Words and Heart Words defined

Flash Words with advanced vowels to teach with early phonics instruction

Flash Words with two and three syllables

Implementing the new model

You are welcome to print copies for non-commercial use, or a limited number for educational purposes, as long as credit is given to Reading Rockets and the author(s). For commercial use, please contact the author or publisher listed.

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A New Model for Teaching High-Frequency Words

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Integrating high-frequency words into phonics lessons allows students to make sense of spelling patterns for these words. To do this, high-frequency words need to be categorized according to whether they are spelled entirely regularly or not. This article describes how to "rethink" teaching of high-frequency words.

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UFLI Resources for Teaching Irregular and High-Frequency Words

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UFLI Resources for Teaching Irregular and High-Frequency Words

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Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular. In these words, the sounds of the letters are unique to that word or to a very small number of words. Other words are temporarily irregular. This means that the student has not yet learned the letter-sound correspondences in the word.

Although irregular words can be challenging, there are effective methods for teaching them. The good news is that, in most common irregular words, only one or two letters don't adhere to expected phoneme-grapheme correspondences. This means children can learn to decode most of the word, and they only have to learn one or two letters "by heart." The Heart Words materials below can be used to teach irregular words this way. This approach can promote children's orthographic mapping.

Once an irregular word has been introduced and taught, which includes sounding out the decodable parts and recognizing the part(s) that need to be learned by heart, flash cards can be an effective tool for practice. For many readers, irregular words are committed to memory after only a few (1-4) exposures. A struggling reader may need 20 or more exposures to the same word before it can be recognized on sight.

Here's a helpful article about teaching irregular words.
https://www.readingrockets.org/article/new-model-teaching-high-frequency-words
Irregular "Heart" Words

This collection of "heart word"slides contains some words that are permanently irregular and others that are temporarily irregular. Each slide includes teacher guidance in the notes section to explain the irregularities in the word. You can also download and print these Heart Word Cards on card stock.
Heart Word Slides (PowerPoint) Heart Word Slides (Google Slides) Heart Word Tutorial
Irregular Word Cards

We also have traditional irregular or "hot" word flash cards and word slides for reviewing with children.
Irregular Word Flash Cards (PowerPoint) Irregular Word Flash Cards (Google Slides) Irregular Word Slides (Powerpoint) Irregular Word Slides (Google Slides)
Tutorials and Sample Lessons
Sample Lesson - Irregular Words

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Irregular and High Frequency Words | UF Literacy Institute

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Many common words present challenges to children because they are irregular in some way. An irregular word is a word that presents a challenge for decoding. These words contain elements that do not follow the most common letter-sound correspondences. Some words are permanently irregular.

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Educator's Practice Guide to Reading Interventions for Students in Grades 4-9

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Educator's Practice Guide to Reading Interventions for Students in Grades 4-9