Here are some sources to purchase decodable text that will assist your students by becoming fluent readers as they apply the skills taught in their phonics lessons. Then, try out the small group decodable text reading routine from Oregon Reading First Center.

Decodable text is a type of text used in beginning reading instruction. Decodable texts are carefully sequenced to progressively incorporate words that are consistent with the letter–sound relationships that have been taught to the new reader. This list of links, compiled by The Reading League, includes decodable text sources for students in grades K-2, 3-8, teens, and all ages.

Seek Common Ground and Student Achievement Partners created Family Guides to help anyone supporting a child's learning in the 2020-21 school year learn more about what children should know and be able to do, grade by grade, in math and literacy. These guides provide information on the most important things students should be learning, and how to reinforce learning with everyday activities, tips for talking to teachers, and online resources.

Annotated student writing samples illustrating the integration of content understanding and writing in the three types of writing expected by college- and career-ready standards, including the CCSS. The resources presented are from In Common: Effective Writing for All Students, authored by the Vermont Writing Collaborative with Student Achievement Partners and CCSSO. There are two types of resources available:

• On-Demand Writing provides a progression of writing across grades (K–5 and 6–12); students have written independently to the same text-based prompt across grades.

• Range of Writing provides multiple examples of student writing within a grade across a wide variety of content areas, curriculum units, conditions for writing, and purposes.

They are referred to as words that don’t play fair, words we cannot “sound out.” To be sure, several of these words have unique spellings that defy the application of common grapheme phoneme connections. Some examples of these are: of, were, was, to, one. Add to these unusual spellings the fact that the words do not have a concrete meaning to be visualized and connected to the written word, makes these words tough to learn. Since these words do not apply a common letter sound relationship the letter sequences need to be memorized. However, many more high frequency words CAN be sounded out; they do follow standard grapheme phoneme rules. The article entitled A New Model for Teaching High Frequency Words sorts these words according to that can be sounded out and words that can not be.