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Webinar Series Flyer: Screening for Risk of Reading Difficulties

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Webinar Series Flyer: Screening for Risk of Reading Difficulties

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Webinar Series Recordings: Screening for Risk of Reading Difficulties

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Webinar Series Recordings: Screening for Risk of Reading Difficulties

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What Education Code 53008 Means for California's Schools and Districts

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On-demand literacy webinars to help educators learn the most effective literacy instruction techniques based on the Science of Reading.

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Webinar 1 Slides: 1.30.25 Screening for Risk of Reading Difficulties

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Webinar 1 Slides: 1.30.25 Screening for Risk of Reading Difficulties

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What CA Education Code 53008 Means for California's Schools and Districts

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SCOE_Glean _ Screening Webinar #1 _ January 30, 2025.pptx

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Webinar 2 Slides: 2.27.25 ~ Screening for Risk of Reading Difficulties 

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Webinar 2 Slides: 2.27.25 ~ Screening for Risk of Reading Difficulties 

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Preparing for CA Ed Code 53008

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Webinar 3 Slides: 3.20.25 Screening for Risk of Reading Difficulties 

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Webinar 3 Slides: 3.20.25 Screening for Risk of Reading Difficulties 

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We've Screened, Now What? featuring Dr. Sarah Brown

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3_20_25_Screening for Risk of Reading Difficulties Webinar 3

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CHAPTER 15.5. Screening for Risk of Reading Difficulties

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53008. (a) (1) The Legislature finds and declares that screening pupils for risk of reading difficulties, including dyslexia, is one of many tools that educators can employ to gain information about how to support their pupils’ learning. Screening should be considered part of a school’s comprehensive instructional strategy, and should be used by educators like other types of formative and summative assessments: to inform individualized instruction, measure a pupil’s progress, identify pupil learning needs, and enable parents and educators to discuss pupil needs in a more informed way.(2) The Legislature further finds and declares that early identification and intervention with evidence-based early literacy instructional strategies and materials improves literacy outcomes for pupils at risk of, and with, reading difficulties, including dyslexia. Dyslexia is the most common learning disability; however, many pupils on the dyslexia spectrum struggle every day to read without proper identification and support. By screening all pupils for risk of reading difficulties early, California can help families and teachers achieve the best learning and life outcomes for all pupils and close academic achievement gaps.(b) On or before January 31, 2024, the state board shall appoint an independent panel of experts for the purpose of creating an approved list of evidence-based, culturally, linguistically, and developmentally appropriate screening instruments for pupils in kindergarten and grades 1 and 2 to assess pupils for risk of reading difficulties, including possible neurological disorders such as dyslexia, pursuant to this section. The state board shall not appoint any person to the panel of experts with a financial interest in the screening instruments under consideration. The state board shall establish a review process, including how screening instruments will be evaluated against the criteria specified in subdivision (g), for the panel to use to evaluate and approve screening instruments. This subdivision does not prohibit the state board from periodically reconstituting this expert panel or updating the review process, nor does it prohibit the expert panel from periodically amending the list of screening instruments described in subdivision (c) at the request of the state board.(c) (1) The work of the panel of experts appointed by the state board pursuant to subdivision (b) is subject to the Bagley-Keene Open Meeting Act (Article 9 (commencing with Section 11120) of Chapter 1 of Part 1 of Division 3 of Title 2 of the Government Code) and all meetings of the panel are subject to the Bagley-Keene Open Meeting Act.(2) On or before December 31, 2024, the panel of experts appointed by the state board shall, at a regularly scheduled public meeting, vote to approve a list of screening instruments pursuant to the review process and evaluation criteria established by the state board pursuant to subdivision (b). The list shall include screening instruments that are developed both for English-speaking pupils and for non-English speaking pupils, in languages reflecting the primary languages of pupils in the state, to the extent assessments in those languages are available. The panel of experts shall also identify information about the appropriate administration of each screening instrument, including the appropriate grade or grades for administration of each screening instrument.(d) On or before June 30, 2025, the governing board or body of a local educational agency serving pupils in kindergarten or grades 1 or 2 shall adopt, at a public meeting, one or more screening instruments from the list adopted pursuant to subdivision (c) to assess pupils for risk of reading difficulties pursuant to this section. The screening instrument or instruments adopted shall provide assessments for both English-speaking pupils and non-English speaking pupils, in languages reflecting the primary languages of pupils in the local educational agency, to the extent assessments in those languages are available.(e) Commencing no later than the 2025–26 school year, and annually thereafter, a local educational agency serving pupils in kindergarten or grades 1 or 2 shall assess each pupil in kindergarten and grades 1 and 2 for risk of reading difficulties using the screening instrument or instruments adopted by the governing board or body of the local educational agency pursuant to subdivision (d), unless the pupil’s parent or guardian opts out of the screening in writing. In determining when during the school year to administer each screening instrument, a local educational agency shall consider whether pupils have received sufficient instruction in foundational reading skills to support a valid assessment. Nothing in this section restricts local educational agencies from providing additional pupil screenings or diagnostic evaluations, as appropriate.(f) If a pupil enrolls for the first time in kindergarten or grades 1 or 2 after the screening instrument or instruments have been administered to all pupils in the given grade in that school year pursuant to subdivision (e), the local educational agency shall assess the pupil using the screening instrument or instruments adopted by the governing board or body of the local educational agency pursuant to subdivision (d) within 45 calendar days of enrollment, unless the pupil’s parent or guardian opts out of the screening in writing, or unless the parent or guardian provides documentation or the local educational agency has documentation that the pupil has had a similar screening in their prior school for their current grade and the parent or guardian was made aware of the results.(g) (1) To support the adoption of high-quality screening instruments that minimize the overidentification or underidentification of pupils’ risk of reading difficulties, and offer meaningful information for followup, the state board shall consider the extent to which a screening instrument addresses the following factors when adopting evaluation criteria pursuant to subdivision (b):(A) Use of direct measurement, supplemented by other pupil data, to determine if a pupil is at risk of a reading difficulty, including dyslexia.(B) Measurement of domains that may predict dyslexia and other reading disorders, including, but not limited to, measures of oral language, phonological and phonemic awareness, decoding skills, letter-sound knowledge, knowledge of letter names, rapid automatized naming, visual attention, reading fluency, vocabulary, and language comprehension.(C) Evidence that the tool is normed and validated using a contemporary multicultural and multilanguage sample of pupils, with outcome data for pupils whose home language is a language other than English as well as those who are native English speakers.(D) Integration of relevant pupil demographic information, such as home language, English language fluency, and access to prekindergarten education, to more fully understand a pupil’s performance.(E) Guidance and resources for educators regarding how to administer screening instruments, interpret results, explain results to families, including in pupils’ primary languages, and determine further educational strategies, assessments, diagnostics, and interventions that should be considered and that are specific to each type of pupil result. Guidance and resources provided pursuant to this subparagraph shall be informed by the English Language Arts/English Language Development Framework for California Public Schools developed pursuant to Section 60207 and the California Dyslexia Guidelines developed pursuant to Section 56335, as well as knowledge of effective interventions for the specific needs of individual pupils, and shall reflect a tiered interventions model aligned with the Multi-Tiered Systems of Support.(2) Assessments administered pursuant to this section shall not be considered an evaluation or diagnostic tool to establish eligibility for special education and related services pursuant to the federal Individuals with Disabilities Education Act (20 U.S.C. Sec. 1400 et seq.), or an evaluation to determine eligibility for a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973 (29 U.S.C. Sec. 794). However, assessments administered pursuant to this section shall not be used to delay the child find process required under the federal Individuals with Disabilities Education Act. Additionally, assessments administered pursuant to this section may be used by a local educational agency to recommend that a pupil receive further assessment and evaluation to establish eligibility for special education and related services pursuant to the federal Individuals with Disabilities Education Act, or to determine eligibility for a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973.(h) Pupils who do not speak sufficient English to be screened with an English-language instrument shall be screened pursuant to this section in their primary language if a screening instrument in their primary language approved pursuant to subdivision (c) is available. If a screening instrument is not available in at least one language in which a pupil is proficient, before the pupil can be screened, the pupil’s risk for reading difficulties shall be evaluated through an analysis of the pupil’s developmental history, educational history, and literacy progress, taking into account the pupil’s home background and evolving English language abilities, including speaking, listening, reading, spelling, and writing, consistent with the California Dyslexia Guidelines. Components of screening instruments that do not require English language proficiency may be used in this evaluation. When a pupil acquires sufficient English language knowledge and fluency to be able to be assessed using a screening instrument pursuant to this section, or if a screening instrument in their primary language becomes available, the local educational agency shall assess that pupil using the appropriate screening instrument.(i) A pupil may be exempted from the requirements of this section with the prior written consent of the parent or guardian if any of the following criteria are satisfied:(1) The pupil has a current identification or diagnosis of a reading difficulty, reading disorder, or other disability.(2) The pupil is eligible for special education and related services pursuant to the federal Individuals with Disabilities Education Act or a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973.(3) The pupil is in the process of being assessed for eligibility for special education and related services pursuant to the federal Individuals with Disabilities Education Act or a plan pursuant to Section 504 of the federal Rehabilitation Act of 1973, and the pupil is being evaluated with diagnostic assessments that make screening pursuant to this section redundant.(j) A local educational agency shall provide parents or guardians of pupils eligible for screening pursuant to this section with information about the screening, including the date or dates of the screening and instructions for how parents or guardians can opt out of the screening on behalf of their child, no later than 15 calendar days before the administration of the screening instrument or instruments. A local educational agency is encouraged to provide information about screening pursuant to this section with other back-to-school materials at the beginning of the school year.(k) Pupil results from assessments administered pursuant to this section shall be made available to the pupil’s parent or guardian in a timely manner, but no more than 45 calendar days from the date the assessment was administered. These results shall include information about how to interpret the results, as well as the next steps pursuant to subdivision (l), if applicable.(l) Screening results shall be used as a flag for potential risk of reading difficulties, not as a diagnosis of a disability. Results from a screening instrument shall be used as part of a broader process that further evaluates pupil needs and progress, identifies supports for classroom instruction, enables targeted individual intervention as needed, and allows for further diagnosis if concerns do not resolve. Accordingly, if a pupil is identified as being at risk of having reading difficulties after being screened pursuant to this section, the local educational agency shall provide the pupil with supports and services, appropriate to the specific challenges identified by the screening instrument and other pertinent information about the pupil, which may include, among other supports and services, any of the following:(1) Evidence-based literacy instruction focused on the pupil’s specific needs.(2) Progress monitoring.(3) Early intervention in the regular general education program.(4) One-on-one or small group tutoring.(5) Further evaluation or diagnostic assessment.(m) Results of an assessment administered pursuant to this section shall not be used for any high-stakes purpose, including, but not limited to, teacher or other school staff evaluation, accountability, pupil grade promotion or retention, identification for gifted or talented education, reclassification of English learners, or identification as an individual with exceptional needs.(n) Notifications to parents or guardians provided pursuant to this section shall comply with the translation requirements set forth in Section 48985.(o) For purposes of this section, the following definitions apply:(1) “English learner” has the same meaning as defined in subdivision (a) of Section 306.(2) “Kindergarten” shall not include transitional kindergarten, as defined in subdivision (d) of Section 48000.(3) “Local educational agency” means a school district, county office of education, or charter school.(4) “Reading difficulties” means a barrier that impacts a pupil’s ability to learn to read or improve reading abilities, including dyslexia.(5) “Screening instrument” means a brief tool administered by an appropriately trained school employee, including, but not limited to, a certificated teacher of record, measuring discrete areas to determine pupils at risk of reading difficulties, including dyslexia.(Added by Stats. 2023, Ch. 48, Sec. 83. (SB 114) Effective July 10, 2023.)

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K-2 Screening for Reading Difficulties, Including Risk of Dyslexia

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CA Literacy: Screening for Risk of Reading Difficulties Webpage

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CA Literacy: Screening for Risk of Reading Difficulties Webpage

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California's approach to literacy instruction is grounded in the science of reading, learning, and development, including decades of research applicable to our diverse and multilingual learners. As a dynamic state with extraordinary global influence and unsurpassed cultural and linguistic resources, California is committed to ensuring that students are reading by third grade and are fully literate when they graduate from high school. Reading by Third Grade and Beyond is a key part of State Superintendent Tony Thurmond's Transforming School Initiatives.
Explore below to learn more about California's literacy policy, initiatives, and resources that include evidence-based practices aimed at achieving reading by third grade and beyond.
Announcements

Re-Centering California's English Language Arts/English Language Development Framework Webinar Series

Join the California Department of Education (CDE) for an exciting nine-part webinar series designed to re-center the English Language Arts/English Language Development Framework for California Public Schools as the primary guidance for teaching California students from transitional kindergarten through grade twelve to read, write, speak, listen, and use language. Through presentations and interactions with the Framework, the series will also highlight the promotion of multilingualism and biliteracy, culturally and linguistically affirming and sustaining instruction, and developmentally appropriate instruction for early learners.

California Literacy and Policy Guidance

Standards

Preschool and Transitional Kindergarten (TK) Learning Foundations
The California Preschool/Transitional Kindergarten Learning Foundations (PTKLF) outline the key knowledge and skills that most children ages three to five and a half years old can achieve when provided with the kinds of interactions, instruction, and environments that research has shown to promote early learning and development. They provide preschool/TK educators, parents, and the public with a clear understanding of the wide range of knowledge and skills that children typically attain when given the benefits of a high-quality preschool program, whether it be in center-based, home-based, or TK settings. The new PTKLF will be released in the summer of 2024.

Guidance

English Language Arts (ELA)/English Language Development (ELD) Framework
Approved by the State Board of Education (SBE) in 2014, the ELA/ELD Framework provides a blueprint for the implementation of two sets of interrelated standards: the California Common Core State Standards: ELA/Literacy in History/Social Studies, Science, and Technical Subjects and the California ELD Standards. The debate about how to teach literacy has gained much attention in the nation and the state in recent years. The ELA/ELD Framework, however, has long advocated for a comprehensive and integrated model of literacy that offers evidence-based literacy instruction in the classroom, including explicit instruction in phonics, phonemic awareness, and other decoding skills, as well as the development of vocabulary, comprehension, writing, speaking, and listening skills.

California Literacy Roadmap
The California Department of Education, in consultation with the SBE, is currently developing the California Literacy Roadmap per Section 117 of the Education Omnibus Budget Trailer Bill 114. The Literacy Roadmap will help educators apply the ELA/ELD Framework to classroom instruction, navigate the resources and professional development opportunities available to implement effective literacy instruction, and improve literacy outcomes for all pupils with a focus on equity.

California English Learner Roadmap
California English Learner policy including a focus on literacy and biliteracy for English learners, as well as the importance of home language. It is a guide to assist local educational agencies to implement California's 21st century college-and-career-ready standards, curriculum, instruction programs, and assessments.

Legislation

Screening for Risk of Reading Difficulties
The Screening for Risk of Reading Difficulties allows for early identification and intervention of reading difficulties, including dyslexia, for students in kindergarten to grade two. Education Code 53008 requires all California local education agencies (LEAs) to adopt a screening instrument by June 30, 2025, and implement screening beginning no later than the 2025-2026 school year. The LEAs select their screening instrument from the list approved by the Reading Difficulties Risk Screener Selection Panel (RDRSSP) appointed by the SBE. Learn more about the RDRSSP.

Initiatives

Current Grant Work

Comprehensive Literacy State Development Grant (2019-2024)

Educator Workforce Investment Grant (EWIG): Effective Language Acquisition Programs (2023-2025)

California Dyslexia Initiative (2019-2024)

Early Literacy Support Block Grant (2020-2024)

Reading Instruction and Intervention Grant (2021-2026)

Literacy Coaches and Reading Specialists Program and Literacy Coaches and Reading Specialists Educator Training Grant (2022-2027 and 2023-2028)

Summary: The 2022-2027 program provides $250 million to LEAs to develop school literacy programs, employ and train literacy coaches and reading and literacy specialists, and develop and implement interventions for students in need of targeted literacy support. $225 million funds eligible LEAs, and $25 million funds the Sacramento COE through the Literacy Coaches and Reading Specialists Educator Training Grant to support those LEAs and to develop and provide professional learning for educators to become literacy coaches and reading and literacy specialists. The 2023-2028 program provides an additional $250 million to LEAs for the same purposes. $248 million will fund eligible LEAs, and $2 million will be allocated to the Sacramento COE.

Literacy Campaign Support: Provides funding to elementary school sites to increase the number of literacy coaches and specialists and to develop and implement school literacy programs.

Prior Grant Work

EWIG: EL Roadmap Policy Implementation (2019-2023)

EWIG: Special Education (2019-2022)

Summary: This $5 million state grant funds the California Coalition for Inclusive Literacy to build the capacity of California local educational agencies to create, design, and deliver professional learning opportunities for teachers and paraprofessionals in literacy development and Universal Design for Learning to provide access for students with disabilities to their grade-level content.

Literacy Campaign Support: Provides training to teachers in Universal Design for Learning, which supports all students, including those struggling to read.

Webinars

English Language Arts (ELA)/English Language Development (ELD) Framework Webinar Series Playlist

This 9-part series is designed for all school, district, county, state, and higher education educators who want to learn more about California's recommended literacy policies and practices, as well as why the English Language Arts/English Language Development (ELA/ELD) Framework is as relevant today as it was in 2014. The series will explore how it is organized, what it offers, how it can be used, and how it supports Superintendent Thurmond's Literacy Campaign of "Reading by Third Grade and Beyond."

Register via Zoom to attend an upcoming webinar .

Session 1: Overview Comprehensive Literacy

Session 2: Foundational Skills

Session 3: English Language Development

Session 4: Language Development

Session 5: Meaning Making

Session 6: Effective Expression
Access the complete webinar series playlist
Resources

Literacy Newsletter

A primary objective of California's federally funded Comprehensive Literacy State Development (CLSD) grant program is to bring coherence to California's system of literacy supports to improve student outcomes, birth through grade twelve. This newsletter supports this objective by providing information on literacy-focused activities happening within the California Department of Education (CDE), the Statewide System of Support, and at local educational agencies (LEAs) to help achieve the goal of aligning state and local literacy initiatives.

Subscribe to this newsletter by sending a blank email to join-cde-literacy@mlist.cde.ca.gov. If you have a literacy-focused event or resource that you would like to see highlighted in this newsletter, reach out to the CLSD team at CLSDP@cde.ca.gov.

Related Documents

CDE Biliteracy Pathway Recognition
The Biliteracy Pathway Recognitions may be awarded to preschool through grade eight students on the path to the State Seal of Biliteracy. You will find optional criteria and guidance for recognition.

CDE State Seal of Biliteracy
The State Seal of Biliteracy is a recognition awarded to graduating high school students who have achieved a high level of proficiency in one or more languages in addition to English. The requirements for earning the State Seal of Biliteracy are established in California Education Code Section 51461.

Digital Learning Integration and Standards Guidance
Guidance to support schools to effectively implement technology to support learning and to address critical areas of instructional focus.

Executive Summary (PDF)
This executive summary provides highlights from the framework and directs readers to resources in the document. It begins with a broad overview of the standards and California's vision for their implementation, features important grade-level guidance, and highlights selected topics crucial for effective implementation.

Universal Prekindergarten (UPK) Curriculum Checklist
Details elements to consider when choosing and implementing a curriculum for Transitional Kindergarten (TK) and preschool programs serving majority four-year-old children. Specific sections are devoted to language and literacy instruction including development of key skills, importance of book read-alouds, literacy small-group instruction, and literacy centers.

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Guidance and resources for teachers and families in Preschool through twelfth (P-12) grade schools regarding evidence-based literacy instruction.

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IDA Fact Sheet ~Universal Screening: K-2 Reading

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IDA Fact Sheet ~Universal Screening: K-2 Reading

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Universal Screening K-12.pdf | Powered by Box

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Screening for Risk of Reading Difficulties FAQs

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Screening for Risk of Reading Difficulties FAQs

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Screening for Risk of Reading Difficulties FAQs - California Literacy (CA Dept of Education)

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Frequently asked questions (FAQs) and answers regarding the LEA requirements for Screening for Risk of Reading Difficulties.

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Information on Screening Instruments on the CA List

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Information on Screening Instruments on the CA List

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Revised 4.21.25 EGUSD Draft Reading Difficulty Screener Decision Tree

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Revised 4.21.25 EGUSD Draft Reading Difficulty Screener Decision Tree

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04.21.25 DRAFT Reading Difficulty Screener Decision Tree 

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EGUSD Draft Reading Difficulty Screener Decision Tree

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EGUSD Draft Reading Difficulty Screener Decision Tree

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DRAFT Reading Difficulty Screener Decision Tree 09.25.24 (1).pdf

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Pre-Screening Letter & Opt-Out Form Template

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Pre-Screening Letter & Opt-Out Form Template

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Access Google Docs with a personal Google account or Google Workspace account (for business use).

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Access Google Docs with a personal Google account or Google Workspace account (for business use).

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Preparing for K-2 Screening ~ Planning Document

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Preparing for K-2 Screening ~ Planning Document

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LEA Brainstorm Document

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K-2 Screening: English Learners ~ Planning Document

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K-2 Screening: English Learners ~ Planning Document

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Brainstorm Document

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Hot Topics: California’s New Reading Screening Tools for Early Literacy Success - CCEE

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California mandates annual reading screenings for K-2 students starting 2025-26. Explore approved tools, resources, and professional development to support literacy and dyslexia intervention through the Statewide Support Resource Hub.

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RDRSSP FAQ - Reading Difficulties Risk Screener Selection Panel (CA Dept of Education)

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Submitting an Application to the Reading Difficulties Risk Screener Selection Panel (RDRSSP).

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Slides Sept. 2024: How Are You Preparing for SB 114? 

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Slides Sept. 2024: How Are You Preparing for SB 114? 

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Slide deck

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Slides 1.10.25: K-2 Screening for Reading Difficulties (LCRSET)

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Slides 1.10.25: K-2 Screening for Reading Difficulties (LCRSET)

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Slides 1/14/25: K-2 Screening for Reading Difficulties

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Slides 1/14/25: K-2 Screening for Reading Difficulties

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Slides 3.12.25: Meeting the Needs of Striving Readers ~ Universal Screening

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Slides 3.12.25: Meeting the Needs of Striving Readers ~ Universal Screening

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CCSA 2025 Conf_Wilson_Striving Readers.pptx (1)

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The Building Blocks to Reading Proficiency

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The Building Blocks to Reading Proficiency

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Intensifying Reading Instruction: What to Consider

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Intensifying Reading Instruction: What to Consider

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National Center on Improving Literacy

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Intensifying Reading Instruction: What to Consider

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This brief and infographic detail the intensification process and describe what and how to teach students who struggle with reading includin

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Fuchs et al., 2018_The Taxonomy of Intervention Intensity (2)

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Free eBook

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These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.
Permission and Acknowledgements: Send Feedback Best for All: Sounds First Activities for Phonemic Awareness PreK through 2nd Grade was created under the . It was developed for the Tennessee Department of Education Foundational Skills Curriculum Supplement. This Supplement is a free, open-source resource developed for teachers, parents, higher-education agencies, and others to help support students' foundational literacy skills acquisition. You are welcome to use these materials for personal and professional use, however the materials may not be sold for profit. If materials are used in professional development, we ask that you give the Tennessee Department of Education credit.

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Best for All: Sounds First Phonemic Awareness Program

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These grade-specific, daily phonemic awareness lessons are designed to supplement existing foundational skills instruction, providing engaging, multi-sensory experiences for K-2 students. For use with both whole-class instruction or small groups, these 15-minute lessons can also be adapted to address unfinished learning for older students.

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FreeReading is an open-source instructional program that helps educators teach early literacy. FreeReading contains a 40-week scope and sequence that can supplement an early literacy core or basal program.

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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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Webinar 4 Slides: 4.24.25 Screening for Risk of Reading Difficulties

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Webinar 4 Slides: 4.24.25 Screening for Risk of Reading Difficulties

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Recap and Q&A Session

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Arraya: UC|CSU Collaborative for Neuroscience, Diversity, and Learning

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Arraya: UC|CSU Collaborative for Neuroscience, Diversity, and Learning

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UC|CSU Collaborative for Neuroscience, Diversity, and Learning

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Copyright © 2024 UC|CSU Collaborative for Neuroscience, Diversity, and Learning