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Exercise 1.2 page 8

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Exercise 1.3 page 14

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Chapter 1 page 20 Principles of Effective Reading, Spelling, and Writing Instruction

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Chapter 1 page 20 Principles of Effective Reading, Spelling, and Writing Instruction

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Diane will share resources with the full team.

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Diane will share resources with the full team.

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Assessment Tool from Hopewell: Blending  Phonemes

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Assessment Tool from Hopewell: Blending  Phonemes

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2017 Phonetic Principles Alignment Checklist K-3rd

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2017 Phonetic Principles Alignment Checklist K-3rd

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Copy of SOL 2017 Phonetic Principles_Word Analysis Alignment - Google Docs.pdf

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Reading Alignment Checklist Hopewell (Patrick Copeland)

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Reading Alignment Checklist Hopewell (Patrick Copeland)

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Phonetic Principles & Word Analysis Vertical Alignment

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Phonetic Principles & Word Analysis Vertical Alignment

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K3 Phonetic Principles Vertical Articulation.pdf

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Chapter 2: Phonetics: The Sounds in Speech

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Chapter 2: Phonetics: The Sounds in Speech

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The Elusive Phoneme
Why start with speech sounds? Phoneme counting, phoneme identification, and why it is elusive; value of phonetic transcription; two categories of speech sounds.

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Chapter 2 Phonetics: The Sounds of Speech

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Chapter 2 Phonetics: The Sounds of Speech

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The Consonant Phoneme Chart by Place and Manner of Articulation
https://downloads.brookespublishing.com/resource/speech-to-print-language-essentials-for-teachers-third-edition/

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Chapter 2 Phonetics: The Sounds in Speech

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Chapter 2 Phonetics: The Sounds in Speech

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The Vowel Phoneme Chart by position of the lips, tongue, and vocal cavity
https://downloads.brookespublishing.com/resource/speech-to-print-language-essentials-for-teachers-third-edition/

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Chapter 2 Phonetics: The Sounds of Speech

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Chapter 2 Phonetics: The Sounds of Speech

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Practice with Letter Names, Consonant Phoneme Chart & Vowel Valley

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July 7 Copy of Sound Wall slides LETRS Engagement Activities

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Chapter 3: Phonology: Speech Sounds in Use

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Chapter 3: Phonology: Speech Sounds in Use

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Exercise 3.1 page 56
Examples of words that have a nasal consonant before another stop consonant within a syllable.
Sort by:
/m/ - glimpse, simple, stamp, limp, crumble
/n/ - dental, gentle, fountain
/ng/ - languish, tangle

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Exercise 3.3 page 62
elementary (men)
employee (ploy)
archipelago (pe)
Armageddon (ged)
complementary (men)
mischievous (chie)
buffet (fet)
epitome (pi)

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Consonant Phoneme Chart - Google Jamboard

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Vowel Phoneme Chart SPED 626 - Google Jamboard

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Phonemes in isolation

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Phonemes are sounds AND articulatory gestures

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

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YouTube Phoneme articulation (Consonants & Vowels)

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YouTube Phoneme articulation (Consonants & Vowels)

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Phonological Awareness Vertical Articulation 

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Phonological Awareness Vertical Articulation 

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K2 Phonemic Awareness Vertical Articulation 7-2019

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The PAST can be downloaded above. Please also download and carefully read the instructions before using. Information can also be found in the manual “Equipped for Reading Success” by David A. Kilpatrick, Ph.D in chapter 11 on how to effectively use the test. Make sure to also practice using the test before using it with […]

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Phoneme-Grapheme mapping

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

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

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Grapheme/Phonogram Terms Activity - Google Jamboard

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Phoneme-Grapheme Mapping Review Activity 2

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Phoneme-Grapheme Mapping Review Activity 2

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New Concept Phoneme/Grapheme Mapping - Google Jamboard

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Alphabet recognition - Affixes

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Lesson Resources

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

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

Lesson slide decks (in PowerPoint and Google Slide formats)

Decodable passages

Homework sheets

Games and activities for additional practice

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

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

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

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Etymonline - Online Etymology Dictionary

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

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Takeaways: What info made me think in Chapter 3?

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Takeaways: What info made me think in Chapter 3?

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Diane - boy, cow and her are not CVC words (car, how, toy) They are consonants with diphthongs and vowel -r. WOW isn't CVC either, WOW.
Diane - Consonants in clusters before or after a vowel are difficult to segment due to coarticulation and often lead to spelling errors for students without lack basic awareness of all phonemes in a spoken word.
Diane - Quote from page 54-Printed-word recognition depends on accurate, fast mapping of speech sounds with symbols. To read and spell, students must learn both the units of speech and the units of print that represent them, and then capitalize on that knowledge to build consolidated memories for whole printed words.

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Vocabulary Jamboard Template for Virtual Instruction

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Vocabulary Jamboard Template for Virtual Instruction

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Copy of AIM - Vocabulary Activity Templates

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Copy of AIM - Vocabulary Activity Templates - Google Jamboard

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Copy of AIM - Vocabulary Activity Templates

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AIM - Blank Vocabulary Activity Templates

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

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

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Dr. Cardenas-Hagan Reflection Questions for Structured Multi-lingual Instruction

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Structured Language & Literacy Lesson Demo Rubric

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Structured Language & Literacy Lesson Demo Rubric

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Lesson Structure | UF Literacy Institute

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https://docs.google.com/presentation/d/1dqlfD8dCIPaNknIFwIqFsqtdmZbp4E319ONYSTM_T3w/edit?usp=sharing

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July 7 Copy of Sound Wall slides LETRS Engagement Activities