This entry includes a video to support your learning as well as text to help you learn how to successfully analyze running records to inform your teaching using Meaning, Structure and Visual information.

A scope and sequence is included. 25 lessons are provided with a structure that includes: pre-reading, first read, second/third read, comprehension check, fluency check.

This site offers instructional activities for irregular and high frequency words. Not all words use the most common phoneme-grapheme correspondences, but most words are at least partially decodable. Many words appear so frequently in text that children need to learn them before they have been taught the necessary phoneme-grapheme correspondences. The resources on this site provide a range of options for you to teach such words.

While the long-term negative impact of poor readers can be enormous, the good news is that schools can train their own students to deliver effective tutoring in reading to younger peers. Kids as Reading Helpers: A Peer Tutor Training Manual is a complete package for training peer reading tutors. Peer tutoring answers the nagging problem of delivering effective reading support to the many struggling young readers in our schools. Furthermore, peer tutoring programs can improve the reading skills of tutors as well as tutees (Ehly, 1986) and - in some studies-have been shown to build tutor's social skills as well (Garcia-Vazquez & Ehly, 1995). Young children tend to find the opportunity to read aloud to an older peer tutor to be quite reinforcing, adding a motivational component to this intervention.

Phonological awareness skills are important in order to develop good reading and spelling skills. Having good phonological awareness skills means that a child is able to manipulate sounds and words, or “play” with sounds and words. For example, you might ask your child to break the word “cat” into individual sounds: “c-a-t.”

Important: These skills deal with SOUNDS not letters. For example, /t/ represents the sound and not the letter name “tee.” You will not use any written or visual letters when working with phonological activities. These activities are done with listening and speaking only. Learning the letter names and their corresponding sounds is also very important but should be taught and practiced at a different time of the day.

This resource will have a weekly activity for your to work on with your child/student(s). It will include a handout with information and guidance, as well as a video to help support you and the learner.

CLICK THE WORDS "INFORMATION FOR PARENTS AND TEACHERS" TO GET STARTED (do not click on view description).

This is a great starting point for administrators when looking to improve and work on literacy in their schools.

Be sure to visit the MODULES section for excellent pre-made modules that will assist you with developing a culture of literacy within your school.

From the site:
"In this continuation of Saskatchewan Reads we have Kim, who is a principal with very little background knowledge in reading. Kim’s ability to provide leadership for a Saskatchewan Reads school is enhanced by following the key components of this document. This resource builds on the sound research from educational leaders such as Routman, Sharratt, Fullan and others. It also provides practical concrete application of promising practises within our province.

This document addresses key areas in being a successful leader within the context of a Saskatchewan Reads school. Some of these key areas include: self-reflection on why leadership is important, how to develop common beliefs, how to be a lead learner and role model, how to create a reading culture and environment, how to lead with a reading focus and how to manage all the different components involved.

The intent of Saskatchewan Reads for Administrators is to provide some very practical tools and processes for administrators at all levels of the system to use in supporting teachers implementing Saskatchewan Reads. The Planning Guidelines are intended to take all the information presented and map out how, when and where it all fits into the school year. It is important to realize that all schools will be at different stages of the journey, thus certain components will take on different levels of priority.

Schools just beginning their journey will not be able to accomplish
everything in one year, therefore chunking different components into a multi-year plan is advised."

(Be patient. It takes a few minutes to load.)

"This chart can be used to identify the most pressing need for instruction. For older students - start at the top and work your way down to find the lowest barrier skill. For younger students learning to read (Kindergarten and grade 1), start at the bottom and work your way up to find the next skill to teach."

Immersive Reader is part of the Learning Tools included in Microsoft Office 365 and Office 2016 applications. How to find Immersive reader in popular apps like OneNote Online, 2016 and iOS iPad, and Word Online.

Great free reading tool for Dyslexic / SEND / EAL Students in Office 365

As students proceed through the lessons, more story groups are available for reading aloud. In the first story groups, the language is quite controlled. In later story groups, after students have mastered a large percentage of the phonics patterns of English, the language increasingly resembles the language of ordinary texts the student will see at school or in the library.

*Find the required lessons by selecting 120 Lessons from the top tab of the website.

Oral language provides a foundation for communication of ideas and intelligent conversation, and the development of other language skills. Before students achieve proficiency in reading and writing, oral language is one of the most important means of learning and of acquiring knowledge.
Things to consider when selecting words to teach:
•Teach words that are central to the concept students must learn.
•Teach only words students do not already know.
•Teach students to use context clues, when available.
•Teach only a few words at a time so meaning is retained.
•Relate new words to previously learned words.
•Provide multiple exposures to words.

Hopefully you can find some oral language activities in this handout that you can use in your classroom. Thank you for working to support the oral language abilities of the students on Saskatchewan’s Hutterite Colonies!

Oral language forms the basis of all reading and writing.
Here are some ideas of how to teach oral language skills in your classroom.

Great games and activities for reading and math for kids aged 3 to 11. This site is targeted at parents and children, and can easily be used for free at home.

The following is an example from 2018-2019 of what parents can do at home to support phonological awareness with their child at home.
Each month has approximately 10 or more very short activities you can do with your child, and it includes the answers you should expect from your child.

If parents did these 5 simple things they would greatly improve their child's readiness for school and reading. These suggestions come from a former Reading Recovery Teacher and a mother of a very early reader.

"Teachers can now create a custom passage, on any topic, with (5) corresponding questions and answer keys (of course).

This will allow you to align your lessons closely to the curriculum, build literacy across subject areas, and save time!

Although technology is remarkable, it takes the wisdom of an educator like you to truly breathe life into lessons. So be sure to add your human touch!"

EAL / ESL, Adult, special education options are also available

I piloted the Roadways tier 3 reading intervention program. I followed the program with fidelity; however, I personalized it for the students that I worked with. The portion that I found needed to be more personalized was the teacher reading portion. I used the props that were recommended in the Reciprocal reading guide. They worked well to introduce the concepts to my students, but after a while they focused so much on the props that they had a difficult time focusing on the task at hand. I felt hat other strategies needed to be added. Everyday we still focus on the Fab Four (Summarize, Clarify, Question and Predict), but everyday I add in another activity focusing on one of the Fab Four Strategies.

ReadWorks assists teachers in differentiating reading instruction with high-quality texts and lessons K-12.

*decodable passages, article of the day, differentiated passages & much more!

Sign up for free and use ReadWorks in 3 Ways:
- Digital Classes - Students can highlight, annotate, and complete assignments online. Teachers can access progress reports & automatic grading.
- Print - Easily print any of our content and curriculum to share with your students.
- Projector - Project or use your smartboard for classroom instruction or online learning.

Find passages for the topics you’re teaching (STEM, Poetry, Social Studies, Literary Fiction, Arts, Holidays & Events)

Select "Resources" and then "Webinars" or "Teacher Guide" to help you get started. Many live and recorded webinars are available.

Have you ever had a student who reads out loud beautifully, but struggles to understand the meaning behind what they just read?

Science of Reading research has uncovered key insights that help explain this behavior, and can help your students bridge the gap between decoding and comprehension.

Download the free infographic to understand the missing link in reading comprehension and learn how to incorporate comprehension processes practice into your instruction.

Download the free infographic and you will learn:

Why students may struggle with language comprehension.
Why mental modeling is key to understanding text.
Types of comprehension processes and how to practice them in the classroom.

Just released!
This new practice guide provides four evidence-based recommendations that teachers can use to deliver reading intervention to meet the needs of their students in grades 4-9.
The 4 recommendations outlined in the guide included:
(1) multisyllabic word reading
(2) fluency building
(3) comp-building practices &
(4) stretch text.

Access the guide here: https://ies.ed.gov/ncee/wwc/PracticeGuide/29

Webinar on New WWC (What Works Clearinghouse) Practice Guide
Apr 13, 2022 09:00 AM
Pacific Time (US and Canada)
Register at
https://ies.ed.gov/ncee/wwc/PracticeGuide/29?fbclid=IwAR0U_Gvg2b