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  National Reading Panel (2000).
Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research Literature on Reading and Its Implications for Reading Instruction.

  Ehri, L. C. (2005).
Learning to read words: Theory, findings, and issues. Scientific Studies of Reading, 9(2), 167–188.

  Rasinski, T. (2012).
Why reading fluency should be hot! The Reading Teacher, 65(8), 516–522.

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Classroom Activity

Title: “Elkonin Boxes: Sound Boxes Activity”

Text:

Students use sound boxes to map phonemes in spoken words. For example, the word “cat” would have three boxes for /k/ /a/ /t/.

Differentiation:

Beginners: Use 2-sound words with pictures.

Advanced: Use blends or four-phoneme words.

ELLs: Pair sound boxes with image cards and gestures.

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Family Resources

Title: “At-Home Resources for Phonemic Awareness”

PBS Kids Rhyming Games

Colorín Colorado Family Guide (Multilingual)

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Classroom Activity

Title: “Word Building with Letter Tiles”

Text:

Students use letter tiles to spell CVC and CCVC words by blending letter sounds.

Differentiation:

Beginners: Start with CVC words like "cat."

Advanced: Use blends like “flag” or “snap.”

Struggling readers: Add pictures for meaning and use tactile letters.

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Family Resources

Title: “At-Home Resources for Phonics”

*Starfall Phonics Games

*Bilingual Storybook Pintables from Reading Rockets

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Classroom Activity

Title: “Reader’s Theater”

Text:

Students read scripts in small groups, practicing tone, pacing, and expression.

Differentiation:

Beginners: Simple 1-2 sentence roles.

Advanced: Create their own scripts.

ELLs: Provide vocabulary preview and visuals.

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Family Resources

Title: “At-Home Resources for Fluency”

Storyline Online – Books Read Aloud by Actors

Read Aloud 15 Minutes of Multilingual Resources

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Word Map Journals – Students pick a new vocabulary word, draw it, write a synonym/antonym, and use it in a sentence.

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Beginning learners/ELLs: Use visuals and sentence stems (“I see a ___”).

Advanced learners: Create analogies or explore multiple meanings of a word.

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1. Colorín Colorado: Vocabulary at Home – tips for multilingual families to build vocabulary naturally.

2. Low-resource option: Word Hunt – Families look for new words in signs, packaging, or conversations and talk about their meanings together. Works even without books or technology.

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Story Map Retelling – After reading, students fill out a graphic organizer with who, what, where, problem, and solution.

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Early learners: Use pictures or sentence frames (“The character is ___”).

Older/advanced learners: Summarize using their own words or compare story elements across texts.

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1. Reading Rockets: Reading Comprehension Strategies – family-friendly guidance. https://www.readingrockets.org

2. No-cost, inclusive option: Family “Read & Talk” – Choose a short story or article, then ask guiding questions (“What happened first? Why did it happen?”). Works even if families read aloud in their home language.

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Beck, I. L., McKeown, M. G., & Kucan, L. (2013). Bringing words to life: Robust vocabulary instruction (2nd ed.). Guilford Press.

Duke, N. K., & Pearson, P. D. (2002). Effective practices for developing reading comprehension. What Research Has to Say About Reading Instruction, 205–242.

Vaughn, S., & Wanzek, J. (2014). Intensive interventions in reading for students with reading disabilities: Meaningful impacts. Learning Disabilities Research & Practice, 29(2), 46–53.

Echevarría,J., Vogt, M. E., & Short, D. J. (2017). Making content comprehensible for English learners: The SIOP model (5th ed.). Pearson. (ELL support)