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

This professional development covers why reading is the cornerstone of all education and the PeBL philosophy.
Reading is demystified into the components that all students need to read. Then strategies and the transfer of responsibility are used supporting the Saskatchewan Reads framework.
The materials used through out the presentation are included in the folder for this presentation in the PeBL ELA Team group in the folder entitled "Reading PD (PeBL Mentor PD).
Contact any members of the team for further information.

Teaching our students how to use a variety of reading strategies is essential whether you teach in a face to face environment or remotely.  This webinar will showcase the top reading strategies and supporting resources. In addition to sharing resources that can be used with your students, we will also share how these strategies can be used as reading interventions for students who are struggling (behind grade levels & EAL)  during distance learning.  

This playful phonological awareness activity to build rhyming skills using colors. Lots of fun for preschoolers and early readers!

If you’re looking for a way to teach your student/child to recognize rhyming words, try these free printable clip cards!

This is a reading improvement support handbook that focuses on Grades 1 to 3 effective instructional practices, curriculum reading expectations, assessment and reading interventions. Saskatchewan Reads is available online in English and French at saskatchewanreads.wordpress.com.

Start your day with the Science of Reading! The free, downloadable Scarborough’s Reading Rope placemat is the perfect addition to your classroom table or desk.

Designed for educators who are passionate about research-based literacy practices, this placemat breaks Scarborough’s Reading Rope down into the key elements of skilled reading and includes quick teaching tips for integrating each into your instruction.

These valuable scope and sequence charts outline the reading and spelling skills that students require and the order in which they should be developed.

The charts cover skills for students from grade 1-grade 5/6.

Materials include:
Teacher guides
Student workbooks
Decodable readers
Assessment and remediation guides
Videos
Flip books
Many other supports

This site offers several online decodable books covering different letter sounds while introducing phonetic and sight words. Reading prompts and discussion points are imbedded throughout the book, with discussion questions at the end.

Download this free phonemic awareness today!

Recent discussions occurring online, in journals, and at conferences are creating uncertainties about what phonological awareness instruction will be most effective with which children. This guide addresses some of these questions by using what we currently know from the scientific research, from teacher experiences, and from observations in clinical teaching environments for children who struggle with reading.

The outline of the resource includes:
Section 1. Reading Research, Instructional Practice, and Phoneme Awareness
1.1 When should reading research influence instructional practices?
1.2 What is Phonological Awareness? Why is it Important?
Section 2. The Who, When, What, and How of Teaching Phonemic Awareness
2.1 Who needs to be taught phoneme awareness?
2.2 When should phonological awareness instruction begin?
2.3 What phonemic awareness skills should be taught?
2.4 How should phonological awareness instruction begin?
2.5 How much phonological awareness time should involve phonemic awareness activities?
2.6 Is there any value in beginning phonological awareness instruction with larger units, such
as syllables?
2.7 Do onset-rime activities have a role in early phonemic awareness instruction?
2.8 What are manipulatives and how can I use them when teaching phoneme awareness?
2.9 Is it important to teach phoneme awareness with tasks like phoneme deletion and
substitution?
Using sound chains to teach phoneme awareness

"Unite for Literacy pictures a world where all children have access to an abundance of books that celebrate their languages and cultures. With a goal of cultivating a lifelong love of reading, Unite for Literacy provides free digital access to picture books, narrated in many languages." (AASL)

This resource lists the skills necessary to develop reading skills in students from birth on!
This resource is excellent for parents and early literacy teachers.
Oral language is key! Put devices down and talk to children as much as possible. Read to children every night. These are some of the foundations included. Read the document for more information on developing literacy in young children.

Word Connections is a supplemental reading intervention program.

It includes 40 lessons (40 min each), divided into four units of instruction.

Developed for students in third grade and above who continue to experience challenges with word reading even though they have developed foundational decoding skills.

The lessons focus on promoting automaticity with reading “big words.”

"Saskatchewan Reads is a companion document to the English Language Arts Grades 1, 2, and 3 curricula. It was created based on sound research, specifically in reading, focusing on instructional approaches, assessment and intervention. Some of the key authors referenced include; Allington, Miller, Fountas and Pinnell, Davies, Cooper, Fisher & Frey to name a few. Furthermore, it showcases the diversity of promising practises that have proven successful in school divisions and First Nations communities within Saskatchewan. Some examples include: Picture Word Inductive Model (PWIM), Reader’s Workshop, Balanced Literacy, Scaffolded/Guided Reading, Levelled Literacy Intervention and Running Records along with many others across the province.

The intent of Saskatchewan Reads is to provide a framework for school divisions and systems to build their own reading initiative that meets the needs of their unique student population. This document provides practical supports to teachers as they ensure their students are successful. It is intended to develop increased capacity at the school and system level with respect to improving student reading. The online version of Saskatchewan Reads saskatchewanreads.wordpress.com will be evergreen with live links and video of examples to clearly illustrate the many promising practices within Saskatchewan. The intent of the online version is to bring Saskatchewan Reads alive.

The motivation to create Saskatchewan Reads came from the need to improve student reading in this province as outlined in the Premier’s vision document, “Saskatchewan Plan for Growth: Vision 2020 and Beyond”. All 28 school boards in the province and the Government of Saskatchewan approved the development and deployment of Saskatchewan Reads.

Several Saskatchewan publications, along with documents from other provinces, were referenced when creating Saskatchewan Reads. As a result of this work, and more importantly, the skill and talent of our teachers in this province, our students will become proficient readers."