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Example of Scrambled sentences from ChatGPT

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Example of Scrambled sentences from ChatGPT

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Scrambled sentences with Morphology and Grammar in mind

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ChatGPT Prompting for Morphology Word Chains

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ChatGPT Prompting for Morphology Word Chains

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ChatGPT prompts for Morphology Word Chains:

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Planning from Phonics Progress Monitoring Video - from UFLI

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Planning from Phonics Progress Monitoring Video - from UFLI

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Project Read, your AI Co-Teacher for the Science of Reading

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Science of Reading decodables generated for each student and an AI tutor which gives students feedback as they read.

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exam

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Session 2: Grammar embedded with Morphology

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Session 2: Grammar embedded with Morphology

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Electric typewriter. Mainframe computer. Overhead projector. Mimeograph. When I went through my teacher preparation program, they were "high tech." Now, my laptop is more powerful than a mainframe computer; my phone is even more powerful than my laptop. And most of you likely don't know what a "mimeograph" was. While we have advanced edtech over the years, some instructional practices are stuck in a time warp.

Reporter Emily Hanford's Sold a Story podcast sheds light on how some reading instructional practices have endured despite a preponderance of evidence dispelling their effectiveness. And like the overhead projector, it's time to put those practices in a file labeled "Myths & Misconceptions." Some have always been mythical; others (misconceptions) were accepted at one time but are now disproven.

Here's a look at some of the top "Myths & Misconceptions," their origins, why they are problematic, current thinking, and sources supporting their abandonment.

#1: Learning to read is like learning to speak.

Children learn to speak quite naturally through hearing models, immersion in language, and lots of exploration. Early voices in this idea promoted that learning anything is a "construction" of meaning, and that reading could be constructed as well. Speech has been with us for a long time and is part of the human condition. A written code is a relatively recent invention and not universal in all spoken languages, so reading and writing are not hard-wired, like speech, into our neural architecture.

Read more: Speaking is Natural; Reading and Writing are Not by Louisa Moats and Carol Tolman

#2: Explicit instruction is only necessary for struggling readers.

The belief was that most children acquire literacy naturally so it was a waste of time for children to have explicit instruction in reading skills, except for those requiring intervention. Reading is an "unnatural act," so instruction really counts. A very small percentage of children can learn to read easily but we don't know who they are when they come to school.

Watch: Explicit Instruction (videos) by Anita Archer

#3: Foundational Skill instruction, particularly phonics, is "skill and drill" that will "kill" students' motivation to read

Many of the original voices in the whole language movement diminished the importance of learning the alphabetic code.Understanding how the code works is fundamental to reading and writing in an alphabetic language. Phonics instruction is far from "dull and dreary." Children love to learn about words and their hidden properties and patterns.

Read more: How Children Learn to Read : Toward Evidence-Aligned Lesson Planning by Louisa Moats

#4: Decodable Text is also "skill and drill" and will "kill" a love of reading

Students are motivated by reading real, authentic literature. Decodable text with repeated phonetic patterns were considered meaningless, without regard for their intended purpose of securing phonetic patterns in the early stages of reading. Decodable text is a temporary scaffold in the beginning stages of reading, allowing students to apply and secure the phonetic patterns they are learning. Young students are also experiencing authentic text as read-alouds, shared reading, and lap reading.

Watch: Decodable Texts Matter video by Marnie Ginsberg (Reading Simplified)

#5: All children learn to read differently

This is an appealing idea because all children are unique. If we believe this to be true of reading, we face a plethora of teaching choices that are perceived to all be equally effective, depending on the child. Neuroscientific studies show the brain architecture that must be created for reading is similar in all of us. This body of research paved the way for understanding instructional principles that are most effective for early readers.

Watch: Stanislas Dehaene, cognitive scientist, How the Brain Learns to Read video games

#6: English is odd. There isn't enough regularity in the language to be able to teach replicable patterns or the underpinnings of meaning.

English has a semi-transparent orthography and a relatively complex written code. Many proponents used this reasoning to support memorizing "sight words" and utilizing multiple cues for word recognition. With instruction in the multiple layers of the English language, we can unlock the patterns of the majority of words.

Read more: How Spelling Supports Reading and Why it Is More Regular and Predictable Than You May Think by Louisa Moats

#7: Readers use multiple cues when figuring out print.

This disproven theory purports that readers utilize semantic cues (pictures), syntactic cues (context), and visual cues (within-word cues) to read and comprehend. Reading words accurately and fluently matters. Context and illustrations (when present) are back-up systems to confirm meaning.

Listen: Sold a Story Podcast, Episode 2

#8: When readers struggle with comprehension, "strategy" instruction is critical.

The thinking was that comprehension was primarily the deployment of strategies ("Main Idea," "Cause and Effect," etc.). These "strategies" were tasks rather than actions for navigating the meaning of texts. When students struggled, it was reasoned they needed to learn how to use these strategies.

Reading comprehension is complex; in addition to decoding skills, comprehension depends on vocabulary, syntactic knowledge, background knowledge, and the use of selected, applicable, high-impact strategies.

Read more: Improving Reading Comprehension in Kindergarten Through Third Grade; Institute for Educational Sciences

#9: We don't know much about how reading develops and how to best teach reading; there will always be differences of opinion

Research referred to as the Science of Reading, available for over four decades, is multi-disciplinary, international, and widely accessible. While science is far from static and we don't have rigorous scientific studies providing direction for every step of reading instruction, we know a lot and will continue to learn more as this field grows more integrated and unified.

Read more: Ending the Reading Wars: Reading Acquisition From Novice to Expert

#10: Struggling young readers just need more time

The "wait and see" approach is based on the fallacy that reading is naturally occurring and instruction doesn't play a central role. While children develop at different rates, we know reading progresses relatively predictably; also, we have universal screeners and diagnostic assessments to identify at-risk students.

Read more: Evidence Based Assessments in the Science of Reading by LD@school

Just like the "high tech" equipment I used in my classroom decades ago, what we know about effective reading instructional practices has evolved. My hope is that by shining a light on our previously held "Myths & Misconceptions" we can unite in a vision for a future where every child has access to high quality instruction to learn to read.

Learn More

To read more by Laura Stewart, visit her most recent article in her ongoing Hot Topics in Literacy Series: Students in 4th and 5th Grades Still Need Reading Instruction? At 95 Percent Group, we are dedicated to producing evidence-aligned resources, by educators and for educators, that link research to practice. If you'd like to learn more about what we offer, please get in touch.

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Hot topics: debunking the top 10 myths & misconceptions in literacy today

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Laura Stewart helps educators cut through the confusion by debunking the top ten literacy myths and misconceptions about literacy.

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Inquiry learning or explicit teaching - balance — Dr Nathaniel Swain

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Often in social and staff room discussions, inquiry vs explicit teaching are fiercely debated. It’s not all about explicit teaching! You can’t teach it all through inquiry! But students should be able to discover for themselves!
And on and on it goes. It’s not just the explicit teaching ‘somewhere’

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5 Opportunities to Make Learning to Read and Write Easier for Your Students This Year

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5 Opportunities to Make Learning to Read and Write Easier for Your Students This Year

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Eight Tips for Scaffolding into Complex Texts

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Eight Tips for Scaffolding into Complex Texts

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From Tim Shanahan

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Eight Tips for Scaffolding into Complex Texts

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Eight Tips for Scaffolding into Complex Texts

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From Tim Shanahan

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Article about supporting Readers with Complex text

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Article about supporting Readers with Complex text

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Eight Ways to Help Kids Read Complex Text | Shanahan on Literacy

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This blog entry provides advice on how to teach reading comprehension using grade level text instead of instructional level text. It provides 8 useful approaches.

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2nd Grade ELA | Free Lesson Plans | Full Year Curriculum

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Download ready-to-teach resources for 2nd grade ELA. Help students build knowledge through diverse, rigorous, relevant texts.

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The Core Knowledge Foundation provides open access to content-rich curriculum materials for Preschool through Grade 8, including the Core Knowledge Curriculum Series™, with many materials now available and many more in development.

Terms of Use

Full versions for most of our products are available to download for FREE! The materials made available for anyone to use, adapt, and share (with attribution), but no one is permitted to sell either the original program, an adaptation of it, or lesson plans that reproduce any part of it. For more information, see the Guidelines to Core Knowledge and the Creative Commons License.

How to Download Free Curriculum

Use the drop down menus in the Filter By fields to select subject, grade, and/or language. Then click the "Apply" button.

Select the unit title or book series by clicking on the image.

Click any of the red buttons to download individual resources or entire units.

Please note: Download time may vary depending on the size of the file and internet speeds.

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The Core Knowledge Foundation provides open access to content-rich curriculum materials for Preschool through Grade 8, including the Core Knowledge Curriculum Series™, with many materials now available and many more in development. Terms of Use Full versions for most of our products are available to download for FREE!

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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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Welcome to our freebie index!

These are the free files that I've created and shared over the 11+ years that I've been operating The Measured Mom website.

Just click on an item below, and you will be sent to the page or post where you can download the free file(s).

Email subscribers get even more freebies!

P.S. We are always happy to share our freebies, but we also want you to know that you'll get instant access to 2500+ files, workshops, and more when you join our membership, The Measured Mom Plus. Learn more about membership here!
ALPHABET & LETTER SOUNDS COLORS COMPREHENSION DECODABLE TEXT GRAMMAR & PUNCTUATION HANDWRITING HIGH FREQUENCY WORDS MATH MORPHOLOGY OPPOSITES PHONEMIC AWARENESS PHONICS GAMES & WORKSHEETS POCKET CHART SENTENCES PROBLEM SOLVING RHYMING SPELLING SYLLABLES VISUAL DISCRIMINATION VOCABULARY TEACHER TOOLS MISCELLANEOUS

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Welcome to our freebie index! These are the free files that I've created and shared over the 11+ years that I've been operating The Measured Mom website. Just click on an item below, and you

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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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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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From Burkins and Yates

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G5 Shared Reading Small Group (Content Connection)

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DRAFT Intentional Instruction- Table of Reading Lesson Types

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Using grade-level texts to teach reading is our best shot at accelerating literacy. Yet many teachers were trained to use below-grade-level texts to instruct students who struggle.

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Planners

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Reading Multisyllable Words with Xavier, Third Grader

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Session 1: Interpreting Data and Planning

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Session 1: Interpreting Data and Planning

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Session 2: Supporting Readers with Grade Level Texts

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Session 2: Supporting Readers with Grade Level Texts

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Resources for reinforcing skills during small group

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Resources for reinforcing skills during small group

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Discover first grade lessons from hand2mind. Our lessons help students build foundational skills in math, science, and literacy.

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Recent articles on SWI and the Research & Extensive Interview

Structured Word Inquiry (SWI): Literacy instruction that makes sense of English spelling for students of all ages and abilities (Bowers. P, in press)

Click HERE for a pre-print of this article that will appear in the Patoss Summer 2022 Bulletin, vol 35, no 1. I think this is the shortest, most accessible article I have explaining the orthographic conventions addressed by SWI, and the place of SWI with regard to the theory and research on literacy instruction.

A promising new tool for literacy instruction: The morphological matrix (Ng, Bowers, P.N. & Bowers J. B., 2022)

Click HERE for a new article that is the first to investigate the role of the matrix. We show empirical evidence that presenting words in a base-centric model (the matrix) is more effective for memory than presenting words organized around affixes.

Structured Word Inquiry (SWI) Teaches Grapheme-Phoneme Correspondences More Explicitly Than Phonics Does: An open letter to Jennifer Buckingham and the reading research community

Given some serious mischaracterizations and misunderstandings about SWI in peer-reviewed research, I recently published an article on PsyArXiv that you can download HERE.

See this new 15-min video I made to clarify the qualitative difference between the teaching of grapheme-phoneme correspondences in Phonics and SWI.

Interview on SWI with Education Podcast 'Pedagogy Non-Grata"

I was invited to do an interview to discuss the theory, practice and research of SWI on this podcast. The host was new to SWI which provided a rich opportunity to respond to the kinds of questions novices to this work typically have. See Part 1 HERE and Part 2 HERE. I recommend that you follow the links to videos of the interview as it is much more effective to describe orthographic conventions while looking the linguistic tools we use in SWI. Part 2 is divided into two videos -- the last one emphasizes the research.

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Recent articles on SWI and the Research & Extensive Interview Structured Word Inquiry (SWI): Literacy instruction that makes sense of English spelling for students of all ages and abilities (Bowers. P, in press) Click HERE for a pre-print of this article that will appear in the Patoss Summer 2022 Bulletin, vol 35, no 1.

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Achievethecore.org :: Academic Word Finder

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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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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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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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Resource (to Purchase) for Early elementary

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Resource (to Purchase) for Early elementary

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Blending Magic: Make Decoding Practice Magical

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Make decoding meaningful! Blending Magic offers 100 resources that blend phonics, language comprehension, and fun for confident and successful young readers.

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RI4 With prompting and support, ask and answer questions about unknown words in a text.                                                                      RI8 With prompting and support, identify the reasons an author gives to support points in a text.     