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RESOURCES >>
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Foundational Skills Suggested Scope & Sequence

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Foundational Skills Suggested Scope & Sequence

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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Ashley Henderson
ahenderson@fcoe.org
Content Specialist: ELA/ELD
Fresno County Superintendent of Schools

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Word Work Velcro Mat -- Folder Game/Resource

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Word Work Velcro Mat -- Folder Game/Resource

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Reading Rockets: Reading Intervention Videos

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Reading Rockets: Reading Intervention Videos

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CLICK HERE: https://www.readingrockets.org/shows/reading-interventions

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In this special Reading Rockets video series, reading expert Linda Farrell works one-on-one with students in grades K-3 to help ensure that they master the skills they need to become proficient readers.

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Letter-Sound Hokey Pokey: Motivating Children with Songs and Actions

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Phonics is the understanding that there is a predictable relationship between the sounds of spoken language, and the letters and spellings that represent those sounds in written language. Successful decoding occurs when a student uses his or her knowledge of letter-sound relationships to accurately read a word.

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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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Mastering Short Vowels and Reading Whole Words with Calista, First Grader

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Introducing the Sound of the Week: Integrated Letter-Sound Instruction

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Introduction to the Food Groups for Literacy
Literacy Pyramids for Reading and Writing

The Balanced Literacy Diet is a framework that presents literacy concepts using the familiar terminology of a healthy diet. Everyone knows that in order to grow and develop there are certain food groups we need on a daily basis. We also know it's important to consume foods from these groups in balance and that some foods are more important at certain stages of development. Finally, we know that flavor and presentation are what make foods appealing and therefore more likely to be consumed.

Like great cooks, teachers create nourishing and enticing literacy lessons by drawing on their knowledge of the ingredients, their knowledge of the development of reading and writing skills (that is, which processes are most needed at which stage of development), and their creativity and imagination.

The Reading Pyramid

The purpose of teaching reading is to help students understand the meaning of what they are reading. There are some key "food groups" that research has shown are essentials of effective reading instruction to ensure that students will be able to read with fluency and understanding. The Reading Pyramid, like the food pyramid, provides a way to understand how the various food groups work together to support reading development.

The pyramid contains the Big Five that research has found to be essential to effective reading instruction: Phonemic Awareness, Phonics Instruction, Vocabulary, Fluency and Comprehension Strategies as well as other important components of literacy education.

Although the fundamental goal of reading is to understand or make meaning of the text, reading proficiency involves skills in a number of domains.

As illustrated in the pyramid, the building blocks of reading comprehension can be divided into two main groups: print-related skills (yellow components) and language-related skills (blue components).

The print-related components are those that promote a student's ability to recognize words. To identify words, students need to: develop knowledge of the way print works (Concepts of Print), become aware of the individual sounds in words, learn to recognize each letter of the alphabet, and understand the connections between the sounds in words and the letters used to represent the sounds (the Alphabetic Principle).

The language-related components of the pyramid support a student's ability to make meaning of text. Students need to develop their knowledge of the world around them (Background Knowledge) and their ability to comprehend spoken language (developing their vocabulary knowledge, their understanding of grammar).

In the Food Groups section of the website you will find information about the nature of each component (What is it and why is it important? How do you teach it? How do you assess it?) as well as view videos of teachers engaging children in lessons that promote students' knowledge and understanding of these components. In addition, you may download Recipes for Literacy that provide more detailed information about specific activities that can be used in the classroom to engage children in these core literacy domains.

The Writing Pyramid

Writing, like reading, draws on several related skills and abilities. You also may have noticed that many of the skills that support reading development (such as Concepts of Print and Vocabulary) also support written expression. Similar to reading, writing also requires children to develop print-related skills such as phonemic awareness and knowledge of letter-sound correspondences. Students use this knowledge to be able to encode or spell words. Students also acquire other types of knowledge that support spelling such as the relation between word meanings and their spellings.

Recipe Sampler

Explore the Food Groups

To learn more about each of the components of a healthy literacy diet and to explore a treasure trove of delicious and nutritious classroom-tested recipes go to the Food Groups tab and work your way through the drop down menu.

Advice from Great Chefs!

Anybody can make you enjoy the first bite of a dish, but only a real chef can make you enjoy the last.

~Francois Minot~

You don't have to cook fancy or complicated masterpieces - just good food from fresh ingredients.

~Julia Child~

Give two cooks the same ingredients and the same recipe; it is fascinating to observe how, like handwriting, their results differ. After you cook a dish repeatedly, you begin to understand it. Then you can reinvent it a bit and make it yours. A written recipe can be useful, but sometimes the notes scribbled in the margin are the key to a superlative rendition. Each new version may inspire improvisation based on fresh understanding. It doesn't have to be as dramatic as all that, but such exciting minor epiphanies keep cooking lively.

~David Tanis, Heart of the Artichoke: and Other Kitchen Journeys~

Some Key references

The Balanced Literacy Diet: Using a food pyramid concept to cut through the great debate over phonics vs. whole language

Reducing literacy failure through teacher development: Implementing a balanced and flexible literacy diet.

Literacy resources for Teachers on Reading Rockets

Put Reading First: The Research Building Blocks for Teaching Children to Read

The Cognitive Foundations of Learning to Read: A Framework

Explore TOP 10 recommendations for Teachers in Larry Ferlazzo's Best of ... series

Insights from Research

It is a serious mistake to think that we can stop teaching reading after third grade-many students continue to need explicit and systematic instruction in increasingly complex skills in order to move to higher levels of reading proficiency.

~Joseph Torgesen, Debra Houston, Lila Rissman, Marcia Kosanovich~

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BALANCEDLITERACYDIET :: Food Groups :: Balanced Literacy Diet

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Introduction to the Food Groups for Literacy Literacy Pyramids for Reading and Writing The Balanced Literacy Diet is a framework that presents literacy concepts using the familiar terminology of a healthy diet. Everyone knows that in order to grow and develop there are certain food groups we need on a daily basis.

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https://www.readingrockets.org/teaching/reading101-course/modules/phonics/in-depth

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Resources from IMSE | Twitter, Instagram, Facebook | Linktree

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Phonics Instruction: An Excerpt from The National Reading Panel

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Phonics Instruction: An Excerpt from The National Reading Panel

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As a licenced teacher and later as a principal, I have successfully educated more than 300 students ranging in age from 5 to 20 at a private school I founded and operated for 9 years. All my students were failing in either public or private schools when they came to me. The one main thing that all my students had in common regardless of the medical designation they had was that their reading comprehension skills were extremely weak. This is a common occurance for a full one third of the population. Hence my brand name...One Third.

We did not focus on Phonics at this point as my research indicated that until someone has mastered the art of a basic reading vocabulary (alphabet, 150 words that mean nothing, sentence formation, the parts of speech, punctuation), it is impossible to progress with success to a writing vocabulary which of course includes sounds and blends, etc.

Most schools today blend the reading and writing vocabularies. That is one of the main reasons why fully one third of students today are failing in school and have difficulty in the workforce.

If schools want to allow all children the opportunity to reach their potential, it is my opinion based on solid evidence that we must change how we introduce our children to reading. If you cannot add....you cannot subtract. If you cannot add and subtract, you cannot multiply. If you cannot add, subtract and multiply, you cannot divide.

The same is true for listening, spoken, reading and written vocabularies.

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As a licenced teacher and later as a principal, I have successfully educated more than 300 students ranging in age from 5 to 20 at a private school I founded and operated for 9 years. All my students were failing in either public or private schools when they came to me.

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RESOURCES>>FOCUSED INSTRUCTION>>TUTORING & MENTORING>>PHONICS PACKS

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Phonics Packs | Tutoring and Mentoring | Reading A-Z | Reading A-Z

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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Decoding Instruction 1st Grade Sample - Anita Archer

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Decoding Instruction 1st Grade Sample - Anita Archer

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Explicit Instructions | Effective and Efficient Teaching

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Frequently Used Terms in the Field of Reading

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Frequently Used Terms in the Field of Reading

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https://education.ufl.edu/ufli/virtual-teaching/main/glossary-2/

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Glossary of Terms Frequently Used in the Field of Reading

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Phonics Lessons & Decodable Texts by Grade

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Phonics Lessons & Decodable Texts by Grade

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RESOURCES>>FOUNDATIONAL SKILLS>>PHONICS LESSONS & DECODABLE TEXTS

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Sample Decoding Instruction Kindergarten - Anita Archer

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Sample Decoding Instruction Kindergarten - Anita Archer

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Decoding Instruction Kindergarten

Grade Level: Kindergarten

School: Kihei Elementary School

Location: Maui, Hawaii

Videographer: Dima Yaremenko
Elapsed Time: 12:39
Introduction: While the goal of reading instruction is always comprehension, systematic decoding instruction must occur in the primary grades to form the foundation for comprehension. We must always remember that decoding is necessary, though not sufficient, for comprehension (Students also need sufficient vocabulary and background knowledge and language skills.) There is no comprehension strategy powerful enough to compensate for the fact you can't read the words.

Focus: As you watch this video,
1) Feedback: 1) Note any good instructional practices. Note any good instructional practices.
o When introducing the initial set of words, the teacher used the following steps with each word.

§ (Writing first letter.) "What sound?"

§ (Writing second letter.) "What sound?"

§ (Running finger under two letters.) "Blend it."

§ (Writing third letter.) "What sound?"

§ (Running finger under three letters.) "Blend it."

o When rereading the list of words, the teacher again used an instructional routine so that all "cognitive energy" could be placed on the words not the task.

§ (Pointing to word.) "Sound out this word. Put your thumb up when you know the word."

§ "Whisper that word to your partner." (Teacher monitors individuals.)

§ (Tapping on word.) "What word?"

§ (Erasing word.) "Gone word."

Reread and sentences to increase automaticity on the words.

Stressed meaning even as words are being read

Modeled "curiosity". "I wonder...."

Gained responses from students (choral responses, partner responses, thumbs up, acting out).

Supported the English Language Learners through clear language, repetition, gestures, and demonstrations.

Maintained a positive climate.

o Smiled and nodded at students.

o Verbally acknowledged them.

o Reinforced them with "Gone Word" game and Special Clap.

Put the back row of children in chairs so that they could see the instruction.

Delivered the instruction in an engaging manner.

Conveyed the joy of teaching and learning.

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Explicit Instructions | Effective and Efficient Teaching

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Grade Level: Kindergarten School: Kihei Elementary School Location: Maui, Hawaii Videographer: Dima Yaremenko Elapsed Time: 12:39 Introduction: While the goal of reading instruction is always comprehension, systematic decoding instruction must occur in the primary grades to form the foundation for comprehension.

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Cheat Sheet: Syllable Types & Phonics Patterns

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RESOURCES >> FOUNDATIONAL SKILLS>>PHONICS DECODABLE BOOKS & LESSONS

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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Strategy Video: Short Vowels & Long Vowels

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Strategy Video: Short Vowels & Long Vowels

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Short and Long Sounds: Reviewing the Sounds of Vowel Letters

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National Institute for Literacy - Start on pg 21

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National Institute for Literacy - Start on pg 21

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PHONICS CHAPTER BEGINS ON PAGE 21

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RESOURCES >> FOCUSED INSTRUCTION >> DECODABLE PASSAGES PACKS

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Award-winning reading solution with thousands of leveled readers, lesson plans, worksheets and assessments to teach guided reading, reading proficiency and comprehension to K-5 students

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Link to YouTube Playlist: Letter-Sound Strategy Videos from "Balanced Literacy Diet"

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Link to YouTube Playlist: Letter-Sound Strategy Videos from "Balanced Literacy Diet"

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https://www.youtube.com/watch?v=ExhLDVVa6YQ&list=PLD5EE55F4BCC66FC7
Scroll through videos on the right-hand side of the screen when it opens for more options.

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RESOURCES >> FOUNDATIONAL SKILLS>>PHONICS READ-ALOUD BOOKS

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Target specific sounds with Read-Aloud Books that partner well with any phonics lesson that corresponds to a particular book's target sound. Read-Aloud Books also build critical phonemic awareness skills.

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Target specific sounds with Read-Aloud Books that partner well with any phonics lesson that corresponds to a particular book's target sound. Read-Aloud Books also build critical phonemic awareness skills.

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https://www.youtube.com/watch?v=tCGJ167EvBs

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https://drive.google.com/file/d/1I1BcheB6x9px0sPpSyBsQqTO_E8Ix5kT/view

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Really Great Reading Letter Tile Freeplay

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© 2022 Really Great Reading All Rights Reserved

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

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Transitioning from Word Walls to Sound Walls

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Sound walls support students with learning those tricky high-frequency words. They also support students in retaining and learning to read unfamiliar words on their own. A sound wall does the work of matching our articulation of speech sounds/phonemes to the letters/graphemes that represent those sounds.