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Florida State University

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Using the Science of Reading in Instructional Planning

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An old one but a good one.

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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.

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Tons of free teaching resources including the link to the entire curriculum for West VA Explicit Phonics Lessons

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Background Knowledge for The Science of Reading

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Background Knowledge for The Science of Reading

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This is the Padlet I created for the RBG3 spring 2022 summit.
Resources to help you "dig" a little deeper into research-based reading instruction.

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RPDP Science of Reading Podcast, Website and support

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RPDP Science of Reading Podcast, Website and support

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Anyone from the state of NV is welcome to join the google classrooms, listen to the podcast or check out the science of reading website.

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RPDP supports for Science of Reading ELA

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Lesson Frame- Phonological Awareness Lesson

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Lesson Frame- Phonological Awareness Lesson

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Letter Knowledge & Phonics Instruction Guide

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Letter Knowledge & Phonics Instruction Guide

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Colorado Dept. of Education

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Editable Phonics Lesson Plan (Shared Document) (1)

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Mississippi Department of Education

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The instructional guide has to be purchased (about $70 for everything).  The free online resources to support it are amazing.

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For years, the most urgent and persistent request we heard from the teachers we work with was for a more effective and more easily implemented program for foundational skills instruction.

While most language arts standards include learning targets for foundational reading skills for kindergarten through second grade, they are not detailed enough to build a day-by-day sequence of instruction. While most schools have an abundance of resources in the form of book rooms, basal readers, and a variety of intervention program kits, there is typically insufficient guidance for how, when, and with whom to use these materials.

In response to this persistent need, our team developed UFLI Foundations, a program that includes the necessary professional learning, resources, and scaffolding for teachers to deliver high-quality instruction in foundational reading skills.

This is how UFLI Foundations was born.

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UFLI Foundations | UF Literacy Institute

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For years, the most urgent and persistent request we heard from the teachers we work with was for a more effective and more easily implemented program for foundational skills instruction. While most language arts standards include learning targets for foundational reading skills for kindergarten through second grade, they are not detailed enough to build a day-by-day sequence of instruction.

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Colorado Dept. of Education

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Colorado Dept. of Education

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Mississippi Dept. of Education

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Amber Hicks and Chelsea Kilgore

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Student Achievement Partners

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Research Supporting the ELA Standards and Shifts Final (1)

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Literacy Block Components and Resources Grade 1-5

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Literacy Block Components and Resources Grade 1-5

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Mississippi Dept of Education

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Colorado Dept of Education

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Several decades of reading research has given us a clear understanding of how students best learn to read. One way to conceptualize reading is through the Simple View of Reading model. This model developed by Gough and Tunmer organizes the skills needed to become a proficient and successful reader i…

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Science of Reading Kastner Literacy Collection

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Science of Reading Kastner Literacy Collection

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The Kastner Collection: Dr. Kastner's Comprehensive Literacy Collection

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This "Wakelet of Wakelets" in a one stop shop :) for access to the entire Kastner Collection. Follow me on Twitter: @liv2learn

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Orthographic Mapping & High Frequency Words

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Orthographic Mapping & High Frequency Words

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From Mississippi Dept. of Education

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Orthographic Mapping and High Frequence Words

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Heart Word Magic - Read and Spell High Frequency Words | Really Great Reading

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Heart Word Magic - Help Students Learn to Read and Spell High-Frequency and Sight WordsHeart Word Magic is a complimentary teaching tool designed to help students learn to read and spell high-frequency words and sight words, particularly those that aren’t very decodable. Show your students the animations, then try these fun, hands-on free Student Practice

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Mississippi Dept. of Education

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Achievethecore.org :: Academic Word Finder

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A bilingual site for educators and families for English Language Learners

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A bilingual site for educators and families for English Language Learners

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Fortunately for Spanish-speaking English language learners (ELLs), there are many similarities between English and Spanish.

First of all, both languages use the Roman alphabet. That knowledge helps build a phonemic and phonological foundation.

Secondly, 30% to 40% of all words in English have a related word in Spanish. With similar sound, appearance, and meaning, these cognates help students transfer that word knowledge into their second language.

Thirdly, except for a couple of word order exceptions (adjective before noun in English and noun before adjective in Spanish), sentences in both languages have the same basic structures (as compared to English and Chinese or other non-Latin derived languages).

And fourth, learning to read and write uses the same basic processes (phonemic awareness, decoding, fluency, comprehension, writing mechanics).

When teachers and students know these basic similarities between the two languages, it saves time and guess work as students transfer their knowledge of Spanish literacy into English literacy.

Phonemic and phonological differences between Spanish and English

There are also some differences between the two languages that may interfere with English pronunciation (phonemic differences) and with decoding or spelling (phonological differences).

Perhaps the greatest difference between English and Spanish is that Spanish has only five vowel sounds while English has more than 14, depending on regional dialects. This is the reason Spanish speakers have difficulty differentiating between vowel phonemes in words like seat and sit. Both phonemes are pronounced differently from the Spanish sí ( yes), which is pronounced somewhere between those two English phonemes. These differences also affect students' spelling. Here are some other examples of possible interference from Spanish:

Here are a few differences between Spanish and English:

Combinations in Spanish that are pronounced differently: que, qui, güe, güi. For example: the u is not pronounced unless it is written as ü; therefore, students may not be sure how to pronounce words like queen, quiet, or quick

Quotation marks vs. dashes: "Come here," he said. -Ven aquí-le dijo.

Spanish does not have the following sounds (listed by category):

Strategies for Spanish-speaking ELLs

Point out differences when you introduce phonemic awareness activities (distinguishing sounds) by showing students how to make those sounds.

Say to students, for example:

To make the sound for /sh/ in ship, pronounce it like the Spanish /sh/ by letting air out between your teeth. Notice how you can stretch the /sh/ sound until you run out of air. But, to make the sound /ch/ in chip, you touch the top of your mouth with your tongue and let the air out with a little explosion. Notice how you cannot stretch that sound.

Spanish speakers have difficulty distinguishing the ways to pronounce the final -s in plurals and third person.

Give students examples for each as follows:

Spanish speakers have difficulty distinguishing the ways to pronounce the -ed in past-tense verbs.

Give students examples for each as follows:

"We pronounce it /d/ when the word ends with..."

"We pronounce it /t/ when the word ends with..."

"When the word ends with t, it sounds like /tid/ as in patted."

"When the word ends with d, it sounds like /did/ as in added."

Spanish speakers may leave out word endings when saying or spelling a word.

For example: restauran instead of restaurant; end instead of ended. They may also have problems spelling words that contain the consonant blends, initial sounds, and final sounds listed in the box above.

Additionally, students might substitute:

ll for y (because ll is the nearest sound in Spanish. For example: llelow instead of yellow.)

j for h (because h is silent in Spanish, they might use j. For example: jope instead of hope.)

There are also some differences in question and sentence structures between both languages.

Question markers

Do you want to go to the movies tonight?
¿Quieres ir al cine esta noche?
(Spanish speakers will likely leave out do)

Adjective-Nouns

white horse
caballo blanco (horse white)
(Spanish speakers will often use the adjective after the noun)

With these similarities and differences in mind, pay close attention to your Spanish-speaking ELLs' written and spoken "errors." When you recognize a student saying horse white, for example, point out that in English the noun and adjective are reversed: white horse, brown cow, etc. Once ELLs understand these patterns, they will begin to apply them on their own to new situations.

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Capitalizing on Similarities and Differences between Spanish and English

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Fortunately for Spanish-speaking English language learners (ELLs), there are many similarities between English and Spanish. First of all, both languages use the Roman alphabet. That knowledge helps build a phonemic and phonological foundation. Secondly, 30% to 40% of all words in English have a related word in Spanish.

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Integrating Evidence-Based Literacy Strategies Throughout the School Day

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Integrating Evidence-Based Literacy Strategies Throughout the School Day

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Florida State University

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So many free resources for instruction, professional development and assessment

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Provide relevant texts that consider complexity, academic success, cultural competence, and critical consciousness.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently. Students can complete the activities in small groups, pairs, or individually.

Accompanying these Student Center Activities is a Teacher Resource Guide that offers important insights on differentiated instruction and how to use the Student Center materials.

Component

Name of the reading component: Phonological Awareness (PA), Phonics (P), Fluency (F), Vocabulary (V), or Comprehension (C). Each component is color coded: PA is purple, P is orange, F is red, V is green, C is blue.

Subcomponent

Name of the reading subcomponent, which is a subskill of the component.

Activity Name

Activity Number

The letters correspond with the reading component (PA, P, F, V, or C). The numbers are listed in ascending order within each component. The activities are sequenced from simple to more complex within each component and subcomponent.

Student Icon

The suggested number of students for the activity. One student icon indicates that students may work independently or with a small group. Two student icons indicate that the activity requires students to work in pairs. Two student icons with a plus sign indicate that the activity requires two or more students.

Objective

States the goal of the activity, which is aligned with the subcomponent.

Materials

Materials are located on the pages that follow the Activity Plan. Most materials are non-consumable to be prepared and used repeatedly (e.g., word cards can be laminated). Some materials are consumable and will need to be duplicated for each student doing the activity. Other materials, such as counters, are commonly found in most classrooms.

Activity Statement

One sentence explanation of the purpose of the activity and what students do to complete the activity.

Activity Steps

The first step describes how to setup the center. The second step begins with: The student, Students, Working in pairs, or Taking turns depending on the number of students needed to complete the activity. The second step also starts the series of steps to complete the activity. The next steps explain what the student does to complete the activity. The last step lists one of three accountability methods: Self-check, Peer evaluation, or Teacher evaluation.

Example

A visual of the activity and key materials.

Extensions and Adaptations

Suggestions that extend or provide an adaptation for additional practice on the skill addressed in the activity. Materials for the extensions and adaptations are included after the pages that align to the Activity Plan.

Users may use the FCRR Student Center Activities resources as long as modifications are not made, the resources will only be used for non-profit educational purposes, and the copyright belong jointly to the Florida Department of Education and the Florida Center for Reading Research. These resources may not be used for any commercial purposes. These resources on our site may be linked to but not reposted, reproduced, modified, or copied to other sites. For questions about the use of these resources, please contact The Florida Center for Reading Research at fcrr@fcrr.org.

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From 2004 to 2010, a team of researchers and teachers at FCRR collected ideas and created Student Center Activities for use in pre-kindergarten through fifth grade classrooms. The activities are designed for students to practice, demonstrate, and extend their learning of what has already been taught, sometimes with teacher assistance and sometimes independently.

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Text Complexity, Foundational Skill Instruction, Language Skill Instruction

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Text Exemplars and Sample Performance Tasks

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Samples of Student Writing

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Overview

A strong command of the language arts (reading, writing, speaking, and listening) is essential for being a successful student and ultimately a productive member of the community, state, country, and world.

The links below provide grade-specific resources for standards-based, ELA instruction.

Elementary School

Middle School

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A strong command of the language arts (reading, writing, speaking, and listening) is essential for being a successful student and ultimately a productive member of the community, state, country, and world. The links below provide grade-specific resources for standards-based, ELA instruction.

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Classroom Tips Archives - Teach. Learn. Grow.

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Supports For Educators - SmarterBalanced

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A SMARTER SYSTEM > SUPPORTS FOR EDUCATORS A Commitment to Supporting Teachers Smarter Balanced provides teachers with the tools and resources they need to do what they do best-teach. NEW! The Smarter Annotated Response Tool (SmART), is a new resource to support educators' understanding of how student writing is scored on Smarter Balanced assessments.

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Top Things to Keep in Mind

Keep the following in mind when using the information in the report.

Proficiency levels are domain specific

For example, a sixth grader who earns a scale score of 370 in Listening is at proficiency level 4.3. If that same student earns a scale score of 370 in Reading, they will have a Reading proficiency level of 3.8.

Proficiency level scores should not be compared across grades

A second grader with a 4.0 in Listening and an eighth grader with a 4.0 in Listening are exposed to very different, grade-level appropriate content as they test. While their score reports reflect the same proficiency level, the eighth grader is demonstrating more skill by responding to more challenging content.

Scale scores precisely track student growth over time and across grades

Because scale scores consider differences in item difficulty, they place all students on a single continuum that stretches from kindergarten through grade 12. In addition, scale scores allow you to compare student performance across grades, within each domain, with more granularity than you'll see with proficiency levels. For example, using scale scores, you can track how much a student's listening ability increases from grade 6 to grade 7, or you might compare the speaking skills of your school's second graders to those of the fifth graders when evaluating curricula.
Note: 2025-2026 WIDA ACCESS scale scores have been reset as part of ensuring the assessments reflect the WIDA ELD Standards Framework, 2020 Edition. For this reason, treat this year's scale scores as a new baseline to measure growth against (you can't compare scale scores from previous years).

Scale scores are not raw scores

A raw score is simply a tally of correct responses. Raw scores are not reported for ACCESS because they do not provide a meaningful measure of student performance. For example, consider two students taking ACCESS Online. As the students move through the test, their performance determines which questions they see. The student at beginning proficiency sees easier items, and the higher-proficiency student sees more difficult items.

Confidence bands are included on the Individual Student Report

A scale score is reported as a single point within a confidence band that shows the Standard Error of Measurement. The Standard Error of Measurement is commonly included in score reports and can help test experts understand student performance.

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WIDA provides sample ACCESS score reports and additional resources to help students, families and educators understand ACCESS scores. Check out the following key resources:For FamiliesWIDA ACCESS: Understanding Your Child's Scores is a family-focused flyer, available in 18 languages, that explains the terms in the score report.WIDA ACCESS Parent Letters are family-focused letters, available in 49 languages including English, that may accompany score reports to help introduce the report to families.

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Phonics, word-reading and spelling tools

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

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The Reading Comprehension Blueprint: Helping Students Make Meaning from Text

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The Reading Comprehension Blueprint: Helping Students Make Meaning from Text [Hennessy M.Ed., Nancy, Moats Ed.D., Louisa Cook] on Amazon.com. *FREE* shipping on qualifying offers. The Reading Comprehension Blueprint: Helping Students Make Meaning from Text

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Vocabulary Handbook (Core Literacy Library)

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Amazon.com: Vocabulary Handbook (Core Literacy Library): 9781557669285: Diamond, Linda, Gutlohn, Linda: Books

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List Price: $30.00

The List Price is the suggested retail price of a new product as provided by a manufacturer, supplier, or seller. Except for books, Amazon will display a List Price if the product was purchased by customers on Amazon or offered by other retailers at or above the List Price in at least the past 90 days. List prices may not necessarily reflect the product's prevailing market price.
Learn more

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Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples (Solving Problems in the Teaching of Literacy)

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Amazon.com: Creating Robust Vocabulary: Frequently Asked Questions and Extended Examples (Solving Problems in the Teaching of Literacy): 8601405183170: Beck, Isabel L., McKeown, Margaret G., Kucan, Linda: Books

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The Megabook of Fluency: Timothy V. Rasinski;Melissa Cheesman Smith + Free Shipping

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Denise Eide (Author), Cindy Kringelis (Author)

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Sounding Out the Sight Words: An Alternative to Rote Memorization

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Sounding Out the Sight Words: An Alternative to Rote Memorization [Denise Eide, Cindy Kringelis] on Amazon.com. *FREE* shipping on qualifying offers. Sounding Out the Sight Words: An Alternative to Rote Memorization

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By Louisa Cook Moats Ed.D Speech to Print & Speech to Print Workbook: Language Exercises for Teachers Third Edition

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By Louisa Cook Moats Ed.D Speech to Print & Speech to Print Workbook: Language Exercises for Teachers Third Edition [Louisa Cook Moats Ed.D] on Amazon.com. *FREE* shipping on qualifying offers. By Louisa Cook Moats Ed.D Speech to Print & Speech to Print Workbook: Language Exercises for Teachers Third Edition

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Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy

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Amazon.com: Uncovering the Logic of English: A Common-Sense Approach to Reading, Spelling, and Literacy: 9781936706211: Denise Eide: Books

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The Knowledge Gap: The hidden cause of America’s broken education system--and how to fix it

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The Knowledge Gap: The hidden cause of America’s broken education system--and how to fix it [Wexler, Natalie] on Amazon.com. *FREE* shipping on qualifying offers. The Knowledge Gap: The hidden cause of America’s broken education system--and how to fix it

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Literacy Instructional Routines with Videos

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Literacy Instructional Routines with Videos

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Literacy Instructional Routines with Instructional Videos

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Myth #1: Learning to read is a natural process.

Learning to read is a complex human process that is not naturally occurring. The human brain is hard-wired for spoken language - making learning to speak natural. Any child, unless neurologically or hearing-impaired - or are sensory-deprived - will learn to speak at some point.

Reading and writing, on the other hand, are man-made. The notion that simply surrounding students in a print-rich environment and fostering the love of reading will lead them to become readers may sound ideal, but that is not how learning to read works. We are not hard-wired to read; our brains repurpose different parts of the brain for reading to create a reading neural network. Immersing children in literature and language-rich environments is important, but not sufficient on its own to guarantee the development of the necessary literacy skills for successful reading. We are not hard-wired to read and because of this these skills must be explicitly and systematically taught to students along with providing ample opportunity for students to practice these skills.

(Dehaene, 2009; Lyon, 1998; Wolf, 2007)

The idea of "late bloomers" is another pervasive myth. This was known among researchers as the developmental lag theory, which said that difficulties in learning to read would fade as the brain matured and that early intervention was not needed-that the student just needed more time. Developmental lag theory has been disproven with evidence, indicating that for most students waiting does not work and is harmful. Evidence from three longitudinal studies has supported the skill deficit theory and discredited the developmental lag theory

Late bloomers are rare; skill deficits are almost always what prevent children from blooming as readers.

(Juel, 1988; Francis et al., 1996; Shaywitz et al., 1999; Torgesen, 1998)

Myth #3: Science of reading-aligned practice emphasizes phonics only.

The science of reading is built on the Simple View of Reading and emphasizes the five components of reading, plus oral language.

(Gough & Tunmer, 1986)

This model developed by Gough and Tunmer organizes the skills needed to become a proficient and successful reader into two categories: word recognition and language comprehension. The Simple View of Reading is a basic formula for reading comprehension. It says this: reading comprehension is the product of word recognition skills and language comprehension skills. We need both variables in the equation for students to become skilled, proficient readers. Students need efficient word recognition or decoding skills where they are accurately and automatically reading the words on the page without the aid of context clues or pictures*. They also need fully developed language comprehension skills, which references the ability to understand language. In order for a student to understand text, they need to decode the words on the page and then make meaning of the words, sentences, and overall text.
*Use of context clues and pictures is an acceptable comprehension strategy. The use of context in comprehension refers to something quite different from the use of context in word recognition. Examples of using context to aid in comprehension are determining the meaning of unknown words, understanding words with multiple meanings, and understanding pronoun referents. The use of context to aid comprehension should be consistently encouraged by teachers, although some contexts are more helpful than others for this purpose.
The skills needed to become a proficient reader can also be seen in the Reading Rope model. This model aligns with The Simple View of Reading but gives us a little more information on the skills that are required in each variable of the equation.

(Scarborough, 2001)
♦♦Follow-up question: Why is phonics often focused on in conversations about the science of reading?
Students need to develop both word recognition and language comprehension skill sets to become successful and proficient readers. Minimal phonics instruction or teaching concepts incidentally as they come up in text is not enough instruction for most students. Phonics is often the focus of conversation around research-based practice because it is the weakest component of many programs which do not align with the science. All students learn best through explicit and systematic instruction which teaches students phonics concepts in a structured sequence where lessons are building upon one another. Additionally, there is not as much debate on how to teach vocabulary and comprehension, so this side of the equation is not as thoroughly discussed but is equally important in instruction and student reading. Quality instruction in all components of reading is essential for effective instruction. See the Selecting Scientifically and Evidence-Based Instructional Programs page for more information on criteria for effective instruction in all components of reading.

(Schwartz, 2019)

Myth #4: Science of reading-aligned practice does not promote independent reading of authentic literature.

The goal of evidence-based reading instruction is for students to be able to read any book of their choice successfully. Science of reading-aligned practice promotes the use of different texts for different uses. Students are encouraged to engage with the books that interest them for pleasure reading. During instructional time, specific texts are chosen for accurate practice and application of concepts taught in the lesson, as a model of text structure, and to build vocabulary and background knowledge.

Decodable text is the type of text that focuses on the phonetic code and presents words to students that follow the concepts that they have been taught. In this way, students are encouraged to attend to the code and use their phonics knowledge to decode words. When correctly employed the use of decodable text is a method that helps all and harms none. It provides a reliable pathway to moving students to accurately and successfully read authentic literature of their choosing. When students are able to apply their decoding skills with fluency, they are able to transition away from decodable books to less phonetically controlled, authentic text. Decodable text is purposeful and temporary as students build and practice their skills.
♦♦Follow-up question: How is authentic text used with beginning readers?
Authentic text is used with beginning readers in read-alouds to build vocabulary and background knowledge, model complex sentence and text structure, and build other language comprehension skills like inference or learning figurative language. When students master decoding skills, authentic text becomes decodable and can be used to build word recognition and language comprehension skills. Authentic text is always encouraged for enjoyment reading whether independently, via audiobook, or with the support of another reader.
For more information visit the Text Types: Decodable, Leveled, & Authentic webpage.
(Beck & Juel, 1997; Foorman, B.R. et al., 1997; Jenkins, J. R. et al., 2003)

Myth #5: Science of reading-aligned practice is a deficit model of reading instruction.

Myth #6: Science of reading research and aligned instructional practice does not include English language learners or multi-lingual students.

Myth #7: The three cueing system is helpful for English language learners.

To understand what they are reading, all students need to be able to read the words on the page and match those words up with words in their vocabulary. This includes students learning English as a second or multiple language. The goal of the three-cueing system is for students to determine unknown words by accessing information sources including meaning, structure, and visual. In this approach, students are encouraged to make informed guesses at a word, use context or other knowledge and experience to plug-in unfamiliar words. This is not an efficient method of reading for any student and encourages habits that can hinder reading development.

Myth #8: Science of reading-aligned practice kills the love and joy of reading.

(van Bergen et al., 2021)

♦♦Follow-up question: What about students who don't need phonics? Is a science of reading-based approach really just "drill and kill" leading to boredom and the dislike of reading?

Myth #9: Science of reading is a program or pedagogy.

Myth #10: Science of reading is a one size fits all approach.

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Science of Reading Myths and Misconceptions

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Learning to read is a complex human process that is not naturally occurring. The human brain is hard-wired for spoken language - making learning to speak natural. Any child, unless neurologically or hearing-impaired - or are sensory-deprived - will learn to speak at some point. Reading and writing, on the other hand, are man-made.