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Hello Julian, I think the first step is to pinpoint exactly where the gaps are at. Kilpatrick's PAST assessment can be a good diagnostic. thepasttest.com/ From there, that should help you know where you need to begin instruction for warm ups that are specific to student needs, even those that are older. I also recommend reading the International Dyslexia Association "Phonemic Awareness: Know What Matters" for guidance on instruction. dyslexiaida.org/building-phoneme-awareness-know-what-matters/#:~:text=Whenever%20phoneme%20awareness%20instruction%20is,followed%20by%20medial%20vowel%20phonemes

I would use Heggerty

Open Court Reading!

We are currently redesigning them. They will be on the website by April 2023!

We are currently redesigning them. They will be on the website by April 2023!

Thanks so much for the feedback, Joy Marie! We are so glad you found the video helpful.

Thanks so much for your feedback, Whitney! We are so glad you've found the videos helpful. We work with lots of homeschooling parents-don't hesitate to visit our webpage and reach out if there is more we can do to assist you as you work to provide explicit and systematic literacy instruction for your son.

Thanks for your feedback, Adrienne! First grade is an essential year for building those literacy foundations! We were all novice teachers once--education is a journey. Don't hesitate to visit our webpage and reach out if there is more we can do to assist you as you work to meet the varied needs of the students you serve.

Hi Nicole! Thanks so much for reaching out. Here is a reflection sheet that could work: drive.google.com/file/d/1Xw3ZmV0JtEIrgEysgCAnZ1c7BSw1Z717/view?usp=sharing

1. Model (Teacher Demonstration-"I do"): Read a narrative text that exemplifies story structure. Read through the text. Then, go back into the text and analyze, identifying the components of story structure (you may simply start with identifying beginning, middle, end, adding on other components of character, etc. later). Model retelling the three parts (beginning, middle, end)- students listening as teacher models. Point to the graphic organizer as you retell. 2. Practice Together (Guided Practice - "We do"): Pass out a completed graphic organizer to each student. Have students join you (choral response, all together) retelling the three parts of the story. Have students point to the graphic organizer as they retell. 3. Individual Practice (Check - "You do"): Have students then independently practice retelling the beginning, middle, end with a partner. As they retell, they should point to the three parts of the graphic organizer. Once students have had ample practice with this same process in multiple texts over time, it will get to the point where you can read the text and students are then responsible for identifying the beginning, middle, end on their own and retelling.

@@carriecole3673 Oh my gosh, thanks for your reply!

@@carriecole3673 My kindergarten students need to 'cite evidence'. They can't read yet. Can they draw pictures to show me their 'evidence'? I'm just trying to figure out how the Gradual Release Model can work for Kindergartners.

sidebysideconsulting.com/wp-content/uploads/2017/08/Routine_Cards_ReadingWonders.pdf

I don't know that there is a hard consensus on this. We know that technically, phonological and phonemic awareness should initially be done "in the dark"--meaning that there is no print attached. However, we also know that the National Reading Panel found that instruction that teaches phoneme manipulation with letters helps normally developing readers and at-risk readers acquire PA better than PA instruction without letters. However, the appropriate time to begin incorporating letters into PA instruction is more of a grey area. According to Snow, Burns, and Griffin (1998), phonemic awareness instruction and alphabet instruction should remain separate until a clear trajectory toward mastery of both is established. From there, incorporating letters can accelerate progress.

Thank you! So glad you found it helpful!

Hi Valerie, the curriculum being used in the video is Open Court Reading.

I noticed during the video that the sound cards were from Imagine It! by SRA. That program is no longer in print and the website suggests Open Court.

@@theliteracygarden286 Imagine It and Open Court are one in the same. McGraw-Hill SRA changed the number from Open Court (which had been the name since the 70s) to Imagine It during the mid 2000s for a little over 10 years. They then changed it back.

They are in the small group kids from a program called Open Court Reading.

probably lakeshore or other teacher store

Hi Katherine. The decodables in the lesson are from Open Court Reading.