Literacy
We invite you to participate in our Literacy learning opportunities throughout the year.
literacy micro-credentials
- Welcome
- Phonemic Awareness
- Phonics
- Fluency/Syntax
- Comprehension
- Vocabulary
- Writing
- Early Childhood
- Dyslexia
- Updates
Welcome
Learn more about Literacy Standards at all grade levels.
Welcome! This site provides resources for all areas of literacy. Please select a tab from the above list to find resources for instruction and assessment.
Literacy Contacts
Phonemic Awareness
What is Phonological Awareness/Phonemic Awareness?
Phonological Awareness is a broad skill that includes the ability to hear, isolate, discriminate, and manipulate individual sounds or sound combinations. This includes identifying syllables, words, and onsets and rimes. Phonemic awareness refers to the specific ability to focus on and manipulate individual sounds (phonemes) in spoken words. All children should receive phonemic awareness instruction within their early literacy core. Some students may require additional instruction regardless of age.
Difference between Phonemic Awareness and Phonics
~www.readingrockets.org~
Instructional Routines
Directly teach the following skills in a consistent routine (click links below):
Substituting Phonemes Routine
Courtesy of Florida Reading Research Center and Wisconsin RTI Center.
Data & Assessment
Classwide intervention should be considered when Universal Screening data indicates that ≤ 60% of the class is proficient in the following subtests:
- FASTBridge: Onset Sounds, Letter Sounds, Word Segmenting
- DIBELS 8th Edition: First Sound Fluency (FSF) and Phoneme Segmentation Fluency (PSF)
Classwide Intervention Considerations
- Were you consistent with implementing the classwide intervention?
- Did you or how will you monitor student progress?
- Did your class as a whole make progress on this skill?
- Should you embed this intervention or routine into your core instruction?
- Are there some students that continue to struggle? If so, read on...
Individual characteristics of students who struggle to do one or more of the following:
- Rhyme
- Identify syllables within a word
- Segment words into parts (no text presented)
- Identify the first, last and medial sounds they hear
Diagnostic Assessments to guide instructional planning
- Diagnostic Tools - Coming Soon
- Simple Phonemic Awareness Assessment (courtesy of Wendy Robinson-PDF version)
Considerations for intensifying:
The routines and instruction listed above can be intensified with these considerations:
- Allow opportunities for practice over time (not just "one and done")
- Multi-sensory components will help solidify concepts (coins, claps, movement, pictures, etc.)
- Increase time, decrease groups size
- increase opportunities for reinforcement and feedback
It's never too late to address PA. Sometimes older students need to learn these skills in order to build their reading skills!
Example of intensified lesson of combined skills (1:1)
How do you know it’s working for the students who received intensified instruction?
Student Can...
- Orally produce rhyming sounds and words
- Orally identify the first and last letter sounds in a spoken word
- Orally identify the medial sound in a word
- Blend sounds together to form a whole word? (e.g. /s/ /i/ /t/ becomes sit)
- Orally segment words into individual phonemes? (eg. cat becomes /c/ /a/ /t/)
- Can show sufficient skills on a phonemic awareness assessment or FASTBridge Early Reading assessments
Phonics
What is Phonics/Decoding?
Phonics is the relationships between the letters of written language and the sounds of spoken language. Children's reading development is dependent on their understanding of the alphabetic principle — the idea that letters and letter patterns represent the sounds of spoken language. (www.readingrockets.org)
Linda Farrell, M.Ed
~www.readingrockets.org~
Instructional Routines
Explicit and systematic instruction on word identification and phonology is necessary. The routines below are meant to be done repeatedly over time, building on additional skills as they are mastered. Opportunities to read connected text at an appropriate (instructional and independent) reading level is also important.
Click Links Below
Below are videos to help teach common reading and spelling rules of the English language.
Data & Assessment
Classwide intervention should be considered when Universal Screening data indicates that ≤ 60% of the class is proficient in the following subtests:
- FASTBridge: Letter Sounds, Nonsense Words, grade level ORF (Fluency) passage accuracy less than 95%.
- DIBELS 8th Edition: Nonsense Word Fluency (NWF through 3rd grade), Accuracy on ORF (Fluency), less than 95% accurate on a grade level ORF (Fluency) passage
Classwide Intervention Considerations
- Were you consistent with implementing the classwide intervention?
- Did you or how will you monitor student progress?
- Did your class as a whole make progress on this skill?
- Should you embed this intervention or routine into your core instruction?
- Are there some students that continue to struggle? If so, read on...
Individual characteristics of students who struggle to do one or more of the following:
- Difficulty matching sounds and letters
- Low rate and/or low accuracy
- Has inefficient decoding skills (labored)
- Guesses at words based on the first letter or two
- May sound “choppy” due to constant self-corrections and repetitions
- May overly rely on context and memorization
- Difficulty spelling phonetically despite instruction
Diagnostic Assessments to guide instructional planning
Considerations for intensifying:
The routines and instruction listed above can be intensified with these considerations:
- Allow opportunities for repetition and practice over time (not just "one and done")
- Multi-sensory components will help solidify concepts (VAKT-Visual, Auditory, Kinesthetic, and Tactile)
- Increase time, decrease groups size
- Increase opportunities for reinforcement and feedback
Phonics instruction should be considered for students through 12th grade.
How do you know it’s working for the students who received intensified instruction?
- Accuracy improves on Oral Reading Fluency Passages (Note: students fluency may decrease initially when focus of instruction is on decoding).
- Student increase in scores on normed-reference assessments such as:
- FASTBridge: Letter Sounds, Nonsense Words, less than 95% accurate on a grade level ORF (Fluency) passage
- DIBELS 8th Edition: Nonsense Word Fluency (NWF through 3rd grade), Accuracy on ORF (Fluency), less than 95% accurate on a grade level ORF (Fluency) passage
Fluency/Syntax
What is Fluency/Syntax?
Fluency is the ability to read orally with accuracy, speed, and expression in order to demonstrate effortless reading.
Syntax is the arrangement of words and phrases to create well-formed sentences. Fluent reading of phrases and sentences is essential to the learning process. According to Wolf (2001), fluency directly contributes to three critical learning outcomes:
Retention: the ability to perform a skill or to recall knowledge long after formal learning/training has ended,
Stamina: the ability to maintain performance levels for extended periods of time, and
Generalization: the ability to combine and apply what has been learned to perform more complex tasks creatively and in new situations.
~www.readingrockets.org~
Instructional Routines
Data & Assessment
Classwide intervention should be considered when Universal Screening data indicates that ≤ 60% of the class is proficient in the following subtests:
- FASTBridge: CBM-R (additional interventions can be found under training and resources)
- DIBELS 8th Edition: DIBELS Oral Reading Fluency (ORF)
- AIMsWEB: R-CBM
Classwide Intervention Considerations
- Were you consistent with implementing the classwide intervention?
- Did you or how will you monitor student progress?
- Did your class as a whole make progress on this skill?
- Should you embed this intervention or routine into your core instruction?
- Are there some students that continue to struggle? If so, read on...
Individual characteristics of one or more of the following:
- Is accurate (95% or better), but the rate is below expectation.
- A diagnostic assessment reveals decoding sub-skills are intact and can be ruled out as a cause.
- Most of the time, this is 3rd grade+
Diagnostic Assessments to guide instructional planning
Considerations for intensifying:
The routines and instruction listed above can be intensified with these considerations:
- Allow opportunities for practice over time using varied text (poetry, literature, comics, readers theatre, etc.)
- Resource from Iowa Reading Research Center - Varied Practice Passages from 4th grade study
- Increase time, decrease groups size
- increase opportunities for reinforcement and feedback
- Individual goal setting
How do we know the intensification is working?
Frequent progress monitoring would indicate the student's rate of progress over time. In order to close the achievement gap, a student should progress at a rate that is greater than the grade level norms.
Insufficient=Progress will not close the gap based on FastBridge Norms
Parallel=Typical growth rate based on FastBridge Norms
Ambitious=Rate at which the student may close the gap based on FastBridge Norms
Fluent readers are better able to comprehend because they process information quickly (LaBerge & Samuels, 1974).
Comprehension
What is Comprehension?
Comprehension goes beyond reading the text on the page – it involves finding meaning in the text and being able to summarize, reiterate, and apply what has been read. Successful reading comprehension requires text comprehension, vocabulary knowledge, and reading fluency. If the student cannot recognize and understand the individual words on a page, then he or she will struggle to make sense of the text as a whole. Students with well-developed comprehension skills are able to understand both the main idea and the details of any given text, and they are able to identify the different components of the text as well. Comprehension is an interactive process that occurs not only while a student is reading the text but afterwards, as well. It consists of the ability to make inferences from a passage and use critical thinking skills to answer questions related to the text. Comprehension skills must be taught and reinforced over an extended period of time to ensure that your child can master reading comprehension.
Instructional Routines
Provide the frequent opportunities and modeling of following strategies:
Text Structures
Understanding how a text is structured helps students to better understand the purpose of the writing, understand the central ideas, and to comprehend details of the material when reading expository texts. Common text structure types include: description, sequence, problem/solution, cause/effect, and compare/contrast. It is recommended that they are introduced and taught in that order. This strategy can be used in both large and small group instruction. Length of time needed for the strategy will vary depending on the students’ acquisition of the skills and the number of steps completed in a day.
Summarization (Taken from Reading Rockets)
Summarizing teaches students how to discern the most important ideas in a text, how to ignore irrelevant information, and how to integrate the central ideas in a meaningful way. Teaching students to summarize improves their memory for what is read. Summarization strategies can be used in almost any content area. Summarization can be used K-12 and with either large or small groups or 1:1. Time will depend on length of passage and quality of discussion.
Canned Questions
Canned Questions offer a way for students to respond to questions at the various cognitive levels of Bloom’s Taxonomy. Students, in partners or small groups, have the opportunity to work through questions that range from lower to higher levels of thinking. This can be done with any age of student, and would be considered a large-group general education strategy, or a supplemental routine in smaller group. This is not an intensive strategy.
KWL
K-W-L+ can be modified to any content area or grade. It emphasizes what students know, what they want to know, and what they learned. This graphic organizer can be used with a whole class, small group, or an individual as a pre-, during-, and post-reading strategy. K-W-L+ generates background knowledge, sets a purpose for reading, and transforms information, writing, and talking.
It Says - I Say - and So
Graphic organizer that helps locate information in a text and put it together with what you already know to arrive at a complete answer. Could be used in a large or small group.
Question/Answer Relationship (QAR) (Taken from Reading Rockets)
The question–answer relationship (QAR) strategy helps students understand the different types of questions. By learning that the answers to some questions are "Right There" in the text, that some answers require a reader to "Think and Search," and that some answers can only be answered "On My Own," students recognize that they must first consider the question before developing an answer.
Magnet Summaries
Magnet Summaries help students “rise above the details to construct meaningful summaries in their own words.” Students identify magnet words (key concepts/terms from their readings), attach appropriate details to each magnet, and then combine their ideas in writing. This strategy can be used with any grade level, K-12.
Paragraph Shrinking
The paragraph shrinking strategy allows each student to take turns reading, pausing, and summarizing the main points of each paragraph. This strategy is designed to be used in pairs, and is applicable for grades K-8. This strategy will take approximately 6- 8 minutes to group students, assign tasks and complete the tasks.
Round Table
The Round Table strategy is for the recall of information through student engagement of nonfiction text. It allows students to practice listening, recall, and writing skills. Dictated writing is applicable for all grade levels as a class wide strategy; time is variable depending on text size.
Spider Web Discussion (Secondary level)
It is a whole class discussion guided only by the students with no input or direction from the teacher. The entire class gets the same grade (in the gradebook, but no count) based on pre-established criteria and post-discussion debriefing. What does the teacher do? Write all the students’ names on a paper and note where they are sitting, listen to the discussion, and draw lines from one speaker to the next.
Data & Assessment
Classwide intervention should be considered when Universal Screening data indicates that ≤ 60% of the class is proficient in the following subtests:
- FASTBridge: areading (additional interventions can be found under training and resources)
- DIBELS 8th Edition: Maze
- AIMsWEB: Maze
Classwide Intervention Considerations
- Were you consistent with implementing the classwide intervention?
- Did you or how will you monitor student progress?
- Did your class as a whole make progress on this skill?
- Should you embed this intervention or routine into your core instruction?
- Are there some students that continue to struggle? If so, read on...
Individual characteristics of students who struggle to do one or more of the following...
- May read fluently, but is unable to articulate what they read.
- May read with high accuracy but cannot retell.
Diagnostic Assessments to guide instructional planning
Diagnostic Tools List: Coming Soon
Considerations for intensifying:
The routines and instruction listed above can be intensified with these considerations:
- Allow opportunities for practice over time using varied text (poetry, literature, comics, readers theatre, etc.)
- Increase time, decrease groups size
- increase opportunities for reinforcement and feedback
- Individual goal setting
How do we know the intensification is working?
Frequent progress monitoring would indicate the student's rate of progress over time. In order to close the achievement gap, a student should progress at a rate that is greater than the grade level norms.
Examples of progress monitoring tools you can use:
- DIBELS 8th Edition: Maze
- AIMsWEB: Maze
- EasyCBM: Passages
Informal Observations such as:
- Student can describe the main idea of a story
- Student can predict what will happen next
- Student can summarize or retell parts of the story
- ETC.
Vocabulary
What is Vocabulary?
Vocabulary is a set of familiar words within a person's language, which usually develops with age. It serves as a useful and fundamental tool for communication and acquiring knowledge. Instruction to improve vocabulary should include meaning (morphology) and origin of the word.
https://pubs.asha.org/journal/lshss
Instructional Routines
Provide the frequent opportunities and modeling of following strategies:
Frayer Model
The Frayer Model is a strategy that uses a graphic organizer for vocabulary building. This technique requires students to (1) define the target vocabulary words or concepts, and (2) apply this information by generating examples and non-examples. This information is placed on a chart that is divided into four sections to provide a visual representation for students.
This instructional strategy promotes critical thinking and helps students to identify and understand unfamiliar vocabulary. The Frayer Model can be used with the entire class, small groups, or for individual work. The Frayer Model draws on a student's prior knowledge to build connections among new concepts and creates a visual reference by which students learn to compare attributes and examples.
Vocabulary Analysis
This strategy teaches secondary students to take a multi-syllable words apart and use the meaning of the parts to determine the meaning of the word. It uses individual, group and partner work to come to a general understanding of the word. The strategy provides the students with lists of affixes and some root words and provides their definitions. It also provides a suggested way for the students to organize their notes (systematic procedure/routine). Time will depend on number of vocabulary words provided.
Data & Assessment
Writing
Writing is one of the most difficult tasks we do in school. It requires the adept integration of a number of skills. When students are first beginning to write, transcription, oral language, and basic reading skills are all necessary. Over time, while these skills still play a role, the higher level skills of self-regulation, critical thinking, and writing knowledge come into play.
Overview Document
36 Evidence Based Practices For Writing Instruction and the companion article from the CEEDAR Center.
Instructional Routines
Transcription
Transcription skills are needed to physically get thoughts down on paper. Learning the basic skills of letter formation and spelling to automaticity is what will free the brain to focus more on the meaning the writer wants to convey. While many associate these basic skills with early elementary school, research has shown that they continue to affect writing quality in the upper grades as well (Kent & Wanzek, 2016).
- Handwriting/Keyboarding fluency
- Spelling
- Mechanics
Ways to improve to writing
follow link to download an article written by Steve Graham in the American Educator Winter 2009-2010.
Instructional Routines to Support Transcription
Early writing:
- developmental stages: Pre-strokes
- Every Child is a Writer
Writing routines to encourage automaticity/fluency of writing
- Primary Multi-sensory writing routines
- Ways to Learn letters without using a pencil
- Elementary Timed Writing Routine: Timed Writing to Increase Fluency Strategy Sheet
Keyboarding Fluency: Typing games
Spelling: Hearing Sounds Routine
Iowa reading research and writing: Fluency with writing mechanics
Considerations when a student struggles with Transcription:
Is it developmentally appropriate?
Does the student have the fine motor skills necessary?
Are there supports needed for the student to be successful?
Oral Language
Before a student can put a thought to paper, they need to be able to mentally compose what they want to say. In addition to being able to at least compose a simple sentence, they need to be able to revise and reword the sentence to make their meaning clearer. Having a strong vocabulary is especially important (Allen, Snow, Crossley, et al, 2014).
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Grammar
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Syntax
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Vocabulary
Instructional Routines to Support Oral Language
Early Childhood: How to Improve Oral Language
6 Step Routine for Vocabulary Instruction
Explicit Vocabulary Instruction using The Frayer Model
For Primary Grades: Picture Word Inductive Model PWIM Strategy sheet
Sentence Expanding Routine from the Iowa Reading Research Center
Studies have shown that teaching grammar in isolation yields poor results, but grammar applied to the act of writing has a positive effect.
— W. Van Cleve, 2012
Structure
Much of writing follows common patterns. Learning these structures will not only help with comprehending others’ writing but in organizing your own writing. There are multiple layers of structures from an overall text structure to paragraph structures to sentence structures.
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Paragraph Structure
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Sentence Structure
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Linking/transition words & phrases
Instructional Routines to Support Structure
Scaffolding Preschooler's Early Writing Skills
The use of mentor text to improve student writing from the Iowa Reading Research Center
Knowledge
Not only does a writer need to know common structures, but they need to have awareness of the social nature of writing and a strong background knowledge of their topic. The purpose of writing is to communicate. To do this successfully, you need to be aware of who you are writing to, what it is you want them to know and/or feel, and how their perspective might differ from yours. You also need to know a topic well enough to be able to have anything to share.
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Background knowledge of the topic
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The function and purpose of reading and writing
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Knowing that readers and writers interact
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Understanding audience and different perspectives
Instructional Routines to Support Knowledge
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SECONDARY: Authentic Writing Strategy Sheet
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The function and purpose of reading and writing
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Evidence Based Practices (short description of each component of writing)
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RAFT strategy: The purpose of writing and understanding the audience
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Promoting Preschoolers Emergent Writing: NAEYC (National Association for the Education of Young Children)
Self Regulation
To communicate effectively through writing, the writer must be aware of their purpose and monitor, plan, organize, and revise their efforts. They also need to maintain their motivation and persevere in the face of difficulties.
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Planning
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Organizing
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Monitoring
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Revising
Self Regulation: A Predictor of Academic Abilities
Critical Thinking
Often the act of writing involves the transformation of knowledge. Writers synthesize information they have found from multiple sources. They compare and contrast. They make arguments and cite their reasons. In order to have quality content, students must first be able to engage in the thinking skills needed for the assignment.
Instructional Routines to Support Critical Thinking
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Finding the most central idea
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Cause/effect
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Compare/contrast
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Generalize from examples
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Synthesize and integrate information
Early Childhood: Critical Thinking-Building a Key Foundation for Language and Literacy Success
Data & Assessment
Classwide intervention should be considered when Universal Screening data indicates that ≤ 60% of the class is proficient in the following writing subtests:
- CBA (Curriculum Based Assessment)
- AIMsWEB: CWS, TWW, WSC
- Early Writing Measures
Classwide Intervention Considerations
- Were you consistent with implementing the classwide intervention?
- Did you or how will you monitor student progress?
- Did your class as a whole make progress on this skill?
- Should you embed this intervention or routine into your core instruction?
- Are there some students that continue to struggle? If so, read on...
Diagnostic Assessments to guide instructional planning
- Consider reviewing class wide writing samples to determine skills to be taught.
- Use commercially made diagnostic tools such as: simple sentence rubrics, 6+ 1 Writing rubrics, Curriculum Based Assessments (CBA), etc.
- Reading Rockets Writing Assessment resources
Intervention intensification strategies*Taken from Iowa Intervention System Guide (Appendix 17A)
Steve Graham: How to help struggling writers
Reading Rockets - Meet the Experts Series
Need for Accommodations or Assistive Technology?
- First determine what tasks the student struggles most: Use The Planning and Collaborating Document to help
- Then consider any accommodations that might be put in place:
- The rate of producing written work
- The volume of the work to be produced
- The complexity of the writing task
- The tools used to produce the written product: Download Graphic organizers
- The format of the product
- Finally consider Assistive Technology options:
Assistive Technology Tools: Writing (Reading Rockets Site)
Article that list some helpful assistive technology tools from Understood.org
Early Childhood
Early Literacy Resources
Please explore the resources below.
- Creative Curriculum
- Read it Again
- Get Ready to Read
- NAEYC Emergent Writing
- Reading Rockets
Dyslexia
This is designed to be a portal of information to connect parents, educators, and students to the most reliable resources on the topic of Dyslexia.
Dyslexia...
- is a language processing disorder, NOT a reading disorder.
- brains are structured differently.
- is not an intellectual disability.
- can range from mild to profound (profound Dyslexia is rare).
- affects up to 20% of student population.
- is inherited.
Courtesy of International Dyslexia Association, 2016
Dyslexia Contacts
Updates
Learning Opportunities
Leading Literacy Change: Academy for District Decision-Makers
The IRRC is hosting a one-day academy for district decision-makers leading the transition to literacy instruction that aligns with Iowa legislative requirements and best practices.
The purpose of this academy is to equip curriculum directors, principals, superintendents, and school board members with the foundational knowledge they need to lead change effectively. Attendees will gain practical tools and strategies to maximize the impact of the resources invested in the change.
Join us on June 20th, 8:00 a.m. – 4:00 p.m. on the University of Iowa campus in Iowa City to learn how to successfully lead your district’s transition to evidence-based literacy instruction. Click here to learn more details and to register.
What We're Excited to showcase!
New to the Keystone Lending Library-Decodable Cards
KM 13622 1 - Decodable Cards, Advanced Phonics ConceptsKit includes 5 copies of the same concept, printed on laminated cards that introduce the rule or sound on one side with practice and a decodable passage on the other side. Include skills such as: 1:1:1 Doubling Rule, -ge v. -dge ending, various vowel teams, and simple suffixes!
Learning On Demand- Sold a story, cont'd
Sold a Story Podcast from American Public Media host Emily Hanford is back with two additional episodes about current research on how children learn to read and the responses from schools making efforts to properly train their teachers. Ep. 9 and 10 are NEW!
Learning Opportunities
IRRC Resources to Support Literacy
Speaking of Literacy: The Role of Speech-Language Pathology in Reading and Writing Development
Leading Literacy Change: Academy for District Decision-Makers
The IRRC is hosting a one-day academy for district decision-makers leading the transition to literacy instruction that aligns with Iowa legislative requirements and best practices.
The purpose of this academy is to equip curriculum directors, principals, superintendents, and school board members with the foundational knowledge they need to lead change effectively. Attendees will gain practical tools and strategies to maximize the impact of the resources invested in the change.
Join us on June 20th, 8:00 a.m. – 4:00 p.m. on the University of Iowa campus in Iowa City to learn how to successfully lead your district’s transition to evidence-based literacy instruction. Click here to learn more details and to register.
What We're Reading..
Shifting the Balance (3-5) By Katie Egan Cunningham
Keystone-Learning On Demand!
Literacy Micro-Credentials at your Fingertips:
Keystone’s Spring Micro-
Don't need the licensure renewal credit? No worries! With over 50+ to choose from, our micro-credentials can be used free-of-charge and are accessible 24 hrs a day/7 days a week.
Click here to watch a quick 3-minute video and check out our wonderful offerings.
A Follow up (Novel Idea)
A Novel Idea Listening Guides
After releasing the A Novel Idea podcast last summer, we were thrilled to hear feedback from listeners. Some educators reported forming listening groups to discuss each episode. We think these listening groups provide an excellent opportunity to connect with other listeners, share reactions and experiences, and reflect on the episodes’ themes.
To guide these conversations, we have created a listening guide for each episode that includes pre- and post-listening questions, a time-stamped thematic summary, a glossary of important terms, and links to relevant resources. Download the listening guides from our website.
IOWA DEPARTMENT OF EDUCATION
Public Input on Literacy Standards- Attend a forum or write written comments online, follow the link included for more information!
Learning Opportunities
IRRC Resources to Support Literacy
What We're Reading..
Shifting the Balance (3-5) By Katie Egan Cunningham
Keystone-Learning On Demand!
Literacy Micro-Credentials at your Fingertips:
Keystone’s Spring Micro-
Don't need the licensure renewal credit? No worries! With over 50+ to choose from, our micro-credentials can be used free-of-charge and are accessible 24 hrs a day/7 days a week.
Click here to watch a quick 3-minute video and check out our wonderful offerings.
More about the Science of Reading (Podcast)
Learning Opportunity!
Book Study Opportunity: The Writing Rope by Joan Sedita
This learning opportunity starts on Feb 19th, 2024 with a zoom session. To register follow the link: aealearning.truenorthlogic.com
| Course #: | 226344 Section #: 318568 |
|---|
What We're Reading..
Shifting the Balance (3-5) By Katie Egan Cunningham
What We love in our Media Library
UFLI Resource
TWERL Phonics
Intended for Grades 4 to 8. Lexile: BR90L to HL110L. TWERL Phonics: A New Level of Accessible Text for Tweens Developing Their Decoding Skills. TwERL Phonics has been developed specifically for emerging readers in grades 4–8 who are developing their decoding skills. The series is also useful for newcomers with no prior English language skills. Written at emergent and beginning reader levels, the books have been carefully controlled to showcase phonics skills, beginning with CVC words and progressing through long vowels, consonant digraphs, vowel diphthongs, and multisyllabic words. Accompanied by dynamic full-color photos, the engaging storylines are tween-centric and represent a wide variety of genres.
Keystone-Learning On Demand!
Literacy Micro-Credentials at your Fingertips
More about the Science of Reading(article)
LEarning SEries- Spotlight ON Structured Literacy
Book Study Opportunity: The Writing Rope by Joan Sedita
This learning opportunity starts on Feb 19th, 2024 with a zoom session. To register follow the link: aealearning.truenorthlogic.com
| Course #: | 226344 Section #: 318568 |
|---|
New Course Alert: Structured Literacy for Advanced Language Instruction!
aealearning.truenorthlogic.comCourse #226293 Section #318451
Description: This is a 3-part intensive course that includes a blend of flipped learning between face-to-face learning sessions, a coaching visit of implementation, and evidence of implementation in the classroom. This course is designed to address the most intensive needs in your secondary school building. This includes students who have a diagnosis and/or characteristics of Dyslexia, where data suggests a need for individual or small group, intensified instruction, which may include special education services. This course covers advanced phonics, morphology, spelling, and vocabulary-building evidence-based practices to remediate students 4th grade and beyond. Participants are encouraged to attend as a team to serve as collaborative and accountability partners. Immediate implementation of content into your classroom setting is expected.
What We're Reading..
Shifting the Balance (3-5) By Katie Egan Cunningham
What We love in our Media Library
UFLI Resource
TWERL Phonics
Intended for Grades 4 to 8. Lexile: BR90L to HL110L. TWERL Phonics: A New Level of Accessible Text for Tweens Developing Their Decoding Skills. TwERL Phonics has been developed specifically for emerging readers in grades 4–8 who are developing their decoding skills. The series is also useful for newcomers with no prior English language skills. Written at emergent and beginning reader levels, the books have been carefully controlled to showcase phonics skills, beginning with CVC words and progressing through long vowels, consonant digraphs, vowel diphthongs, and multisyllabic words. Accompanied by dynamic full-color photos, the engaging storylines are tween-centric and represent a wide variety of genres.
Keystone-Learning On Demand!
Literacy Micro-Credentials at your Fingertips
More about the Science of Reading(article)
Check out these "go to" resources
