Competency-Aligned Instructional Routines Resource by Educate CT

lisagianni — 2024-08-01 18:42:57 UTC

Instructional Routines for Spelling and Written Expression are organized by skill and include teaching Encoding One-Syllable Words with Common Syllable Patterns, Encoding Irregular Words, Encoding Two-Syllable and Multisyllable Regularly Spelled Words, Identifying Affixes and Bases to Encode Multisyllable Words and Constructing Simple Sentences.

Routines include those developed by the Florida Center for Reading Research (FCRR) and Reading Universe

lisagianni — 2024-08-01 18:44:28 UTC

Instructional Routines for Phonological Awareness are organized by skill and include teaching Isolation, Identification, Blending, Segmenting, Addition, Deletion, and Substitution at the syllable, intra-syllable and phoneme levels. The affiliated competency number is listed at the beginning of the name of the routine.

Routines include those developed by the Florida Center for Reading Research (FCRR) and Reading Universe and are used with permission.

lisagianni — 2024-08-01 18:44:56 UTC

Instructional Routines for Phonics and Word Identification are organized by skill and include teaching Grapheme-Phoneme Correspondences, Blending and Segmenting Word with 3 Phonemes, Decoding One-Syllable Words with Common Syllable Patterns, Decoding Irregular Words, Decoding Two-Syllable and Multisyllable Regularly Spelled Words, and Identifying Affixes and Bases to Decode Multisyllable Words.

Routines include those developed by the Florida Center for Reading Research (FCRR) and Reading Universe

lisagianni — 2024-08-01 18:45:16 UTC

Instructional Routines for Reading Fluency are organized by skill and include teaching Regular and Irregular Word Reading for Automaticity, Reading with Phrasing and Expression, and Reading Text Orally with appropriate Rate, Accuracy and Expression.

Routines include those developed by the Florida Center for Reading Research (FCRR) and Reading Rockets

Additional Resources

lisagianni — 2024-08-02 16:54:51 UTC

(7.1P) Phoneme Blending

lisagianni — 2024-08-12 20:57:54 UTC

Phonological Practice Competency 7.1P: Use evidence-aligned instructional strategies or routines to teach all students to detect, identify, and manipulate elements of spoken language, with an emphasis on phonemes as indicated by data on student instructional needs.

Links to FCRR student activities are included at the bottom of routine

(7.1P) Phoneme Segmenting

lisagianni — 2024-08-12 20:59:13 UTC

Phonological Awareness Practice Competency 7.1P: Use evidence-aligned instructional strategies or routines to teach all students to detect, identify, and manipulate elements of spoken language, with an emphasis on phonemes as indicated by data on student instructional needs.

Links to FCRR student activities are included at the bottom of the routine

(7.1P) Phoneme Segmenting and Blending

lisagianni — 2024-08-15 19:21:18 UTC

This resource includes classroom videos examples of instruction.

(8.3P) Decoding Irregularly Spelled Words

lisagianni — 2024-08-15 19:23:12 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.3P: Use evidence-aligned instructional strategies or routines to teach all students to decode and encode temporarily and permanently irregular words.

(8.1P) Teaching Grapheme-Phoneme Correspondences to Students with Dyslexia

lisagianni — 2024-08-15 19:25:41 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.1P: Use evidence-aligned instructional strategies or routines to teach all students grapheme-phoneme correspondences.

This skills explainer is specifically for students with dyslexia or other word-learning based reading difficulties.

(12.5P) Composing a Simple Sentence

lisagianni — 2024-08-15 19:35:14 UTC

Affiliated with Structured Literacy and Dyslexia Competency 12.5P: Use evidence-aligned instructional strategies or routines to teach sentence composition (e.g., sentence frames, sentence combining, sentence expansion, sentence elaboration).

Effective grouping practices

lisagianni — 2024-08-15 21:17:51 UTC

Authored by Sharon Vaughn and others, this article describes four research-based grouping practices for students with LD in both general ed and special ed settings.

(9.4P) Timed Repeated Reading

lisagianni — 2024-08-16 16:12:49 UTC

Affiliated with Structured Literacy and Dyslexia Competency 9.4P: Use evidence-aligned instructional strategies or routines to promote the development of students’ oral reading fluency, with consideration for improving accuracy, rate, prosody, and combinations thereof.

Teaching Phonemic Awareness Guide 2024

lisagianni — 2024-08-21 20:48:08 UTC

From the authors: This 2024 edition of this guide presents a more teacher-friendly organization, discusses the importance of teaching phoneme deletion, describes how to respond to dialect differences in pronunciation, and includes

unified lesson routines for teaching blending, segmenting, and deletion. The guide uses what we currently know from scientific research, teacher experiences, and observations in clinical teaching settings to make suggestions about how to teach phonemic awareness in a few minutes each day. Adopting these practices will help K-1 students, English language learners, and older struggling readers develop the phonemic awareness skills that are fundamental for reading and spelling.

The authors of this document are educators and researchers who bring decades of experience in

communicating developments in the science of reading, phonological awareness instruction, reading instruction, and assessment.

Co-authored by Jane Ashby, Meghan Martin, Marion McBride, Shira Naftel, Ellen O'Brien, Lucy Hart Paulson, Louisa Cook Moats

Originally released in 2022, updated in 2024

(7.1P) Phoneme Isolation

lisagianni — 2025-01-29 14:39:18 UTC

Links to FCRR student activities are included at the bottom of routine.

(8.1P) Grapheme-Phoneme Correspondences

lisagianni — 2025-01-29 15:10:32 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.1P: Use evidence-aligned instructional strategies or routines to teach all students grapheme-phoneme correspondences.

Links to FCRR student activities are included at the bottom of routine.

(8.2P) Writing Simple Words

lisagianni — 2025-01-29 16:01:43 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.2P: Use evidence-aligned instructional strategies or routines (e.g., blending routines, segmenting routines) to teach all students to decode and encode one-syllable words comprised of common syllable types (e.g., closed, open, silent-e, vowel-r, and vowel teams)

Links to FCRR student activities are included at the bottom of routine.

(8.2P) Write Words with Three Phonemes

lisagianni — 2025-01-29 16:04:50 UTC

Links to FCRR student activities are included at the bottom of routine.

(7.1P) Syllable Awareness

lisagianni — 2025-01-29 16:35:21 UTC

Phonological Awareness Practice Competency 7.1P: Use evidence-aligned instructional strategies or routines to teach all students to detect, identify, and manipulate elements of spoken language, with an emphasis on phonemes as indicated by data on student instructional needs.

(9.1P) High Frequency Words

lisagianni — 2025-02-19 19:52:25 UTC

Affiliated with Structured Literacy and Dyslexia Competency 9.1P: Use evidence-aligned instructional strategies or routines to support the development of students' word reading automaticity skills for irregular and regular words.

Links to FCRR student activities are included at the bottom of routine.

(9.4P) Reading Text with Appropriate Phrasing and Proper Expression

lisagianni — 2025-02-19 19:55:34 UTC

Affiliated with Structured Literacy and Dyslexia Competency 9.4P: Use evidence-aligned instructional strategies or routines to promote the development of students’ oral reading fluency, with consideration for improving accuracy, rate, prosody, and combinations thereof. (Also supports 9.2P and 9.3P)

Links to FCRR student activities are included at the bottom of routine.

(8.2P) Segmenting Sounds in Short Words

lisagianni — 2025-03-26 01:03:35 UTC

_{Affiliated with Structured Literacy and Dyslexia Competency 8.2P:}_{Use evidence-aligned instructional strategies or routines (e.g., blending routines, segmenting routines) to teach all students to decode and encode one-syllable words comprised of common syllable types (e.g., closed, open, silent-e, vowel-r, and vowel teams).}

(8.5P) Decoding Words in Connected Text

lisagianni — 2025-03-26 01:07:03 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.5P: Use a decodable text reading routine to teach all students to accurately apply taught phonics skills to support the reading of decodable texts.

(8.2P) Write Words with Blends

lisagianni — 2025-03-28 14:58:53 UTC

Links to FCRR student activities are included at the bottom of routine.

(8.2P) Write Words with "Silent e"

lisagianni — 2025-03-28 15:00:40 UTC

Links to FCRR student activities are included at the bottom of routine.

(8.4P) Write Words with Two-Syllables

lisagianni — 2025-03-28 15:02:54 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.4P: Use evidence-aligned instructional strategies or routines to teach all students to decode and encode two-syllable and multisyllabic words (e.g., syllable patterns, common affixes, spelling patterns, pronunciation, word meanings, word relationships e.g., synonyms, antonyms, multiple meanings).

Links to FCRR student practice activities are at the bottom of the routine.

(8.4P) Decoding Two-Syllable Words

lisagianni — 2025-03-28 15:10:07 UTC

(8.4P) Identify base words and suffixes to read multisyllable words

lisagianni — 2025-03-28 18:11:11 UTC

(8.2P) Decoding Open Syllables

lisagianni — 2025-04-08 14:45:54 UTC

(8.2P) Decoding Closed Syllables

lisagianni — 2025-04-08 14:56:37 UTC

Affiliated with Structured Literacy and Dyslexia Competency 8.2P: Use evidence-aligned instructional strategies or routines (e.g., blending routines, segmenting routines) to teach all students to decode and encode one-syllable words comprised of common syllable types (e.g., closed, open, silent-e, vowel-r, and vowel teams).

(7.5K) Articulating Phonemes

lisagianni — 2025-06-17 19:14:08 UTC

Phonological Awareness Knowledge Competency 7.5K: Identify, pronounce, classify, and compare the consonant and vowel phonemes in English to include coarticulation effects and language variations, and explain how this knowledge supports learning for native speakers of English and ELs/MLs.

(7.3P) Explicit Teaching of Segmenting and Blending

lisagianni — 2025-07-22 18:40:26 UTC

Phonological Awareness Practice Competency 7.3P: Align phoneme awareness instruction to the content and goals of the reading and spelling lesson to support students' transfer of skills.

This Reading Universe resource includes a classroom video example of instruction.

(7.2P and 7.5K) Resource Hub: Teaching Articulation

lisagianni — 2025-07-22 18:46:39 UTC

Phonological Awareness Practice Competency 7.2P: Make explicit comparisons between the phonological systems of English and the phonological systems of ELs/MLs home language and/or the phonological systems of dialects that differ from GAE (e.g., AAE), when possible, with special emphasis on those phonemes that are not present in L1.

10 Maxims by Reid Lyon

lisagianni — 2025-07-22 19:16:25 UTC

(9.7K) What Is Fluency?

lisagianni — 2025-07-24 18:34:11 UTC

Affiliated with Structured Literacy and Dyslexia Competency 9.7K: Identify and describe the components of fluency (accuracy, rate, prosody) and explain how they develop to support the proficient reading of connected text.