This resource is part of the San Francisco Unified School District Math Core Curriculum for Grade 2. It includes numerous activities to help students build fluency for addition within 20.

This resource is part of the San Francisco Unified School District Math Core Curriculum for Grade 2. It includes numerous activities to help students build fluency for addition within 100.

This guide is for students who wish to get an idea of what speaking proficiency is, what the guidelines are for speaking proficiency, and what kinds of outcomes can be expected after different amounts of Arabic study. It can also be used by instructors who are looking for similar information. Examples of students at different levels are provided, as are rater comments of the examples. The website includes a list of resources for further instruction and information regarding oral proficiency.

This document is based on an analysis that determined the sub-skills students need to achieve in each of the Foundational Skills (K–5) in the Common Core State Standards (CCSS). It contains five sections, each targeting one grade level in: Print Concepts, Phonological Awareness, Phonics and Word Recognition, and Fluency. It also includes instructional examples aligned to the sub-skills, giving teachers samples of activity types that facilitate acquisition of the sub-skills. Each chart includes up to three grade levels to inform instruction for students who are either struggling and need extra support or intervention, or for students performing above grade-level expectations and require enrichment, to allow a teacher to see which skills should have been mastered in the previous year and what students are preparing for in the upcoming years.

This lesson is designed to begin a lesson using Comprehensible Input for students at the beginning Spanish level. This lesson uses resources from Fluency Matters in order to provide students with reading opportunities in the target language. Cognates and high fluency words are used in order to aid students in comprehension. 

This article discusses how creating Readers Theater scripts from informational text can improve fluency and build comprehension.

This resource provides sources to strategies and tools for fluency intervention found using OER Commons. 

"Fluency Disorders Notes for Speech-Language Pathology Assistant" is a practical resource that caters specifically to a 1-credit-hour course for SLPAs or 1/3 of a 3-credit-hour course in communication sciences and disorders. It aims to provide overviews, screening methods, and remediation approaches with some samples to guide future SLPAs in addressing fluency disorders. The booklet meets coursework requirements and allows for customizing learning objectives to support aspiring SLPAs effectively. As such, this booklet does not intend to compete against commercially available textbooks with comprehensive information about the targeted and peripheral topics.

Amidst the COVID-19 Pandemic in 2020, the authors embarked on a mission to create their first Open Educational Resource (OER) textbook. This initiative was born out of a commitment to alleviate the financial burden associated with study materials and to help aspiring SLPs and SLPAs progress toward certification without financial constraints. The authors view the development of OER materials as an ongoing endeavor driven by their commitment to supporting and valuing their future colleagues.

This book incorporates images, illustrations, and information from various OER that allow others to adopt or remix their information in part or whole. The information from other OER sources is color-coded in black ink, and the content developed by the authors is presented in blue ink. Citations for all images, illustrations, and information that the authors do not originate are provided on each page. The authors sincerely appreciate the work of those who have shared their valuable resources under the Creative Commons (CC) license, as their contributions have enriched this booklet and fostered a sense of community among its readers.

The authors of this textbook aspire to ignite a sense of fascination in beginning learners as they delve into the captivating realm of communication sciences and disorders. With this goal in mind, the authors have made this textbook readily accessible to future colleagues who seek to acquire foundational knowledge that can be applied in serving individuals with communication disorders.

June S. Levitt, Ph.D., LDT, CCC-SLP
Sarah L. Guigneaux, M.S., CCC-SLP

August 2024
Contact: junel@allspeech.net

Mathematics facts are important but the memorization of math facts through times table repetition, practice and timed testing is unnecessary and damaging. Math facts, themselves, are a small part of mathematics and they are best learned through the use of numbers in different ways and situations. Unfortunately many classrooms focus on math facts in unproductive ways, giving students the impression that math facts are the essence of mathematics, and, even worse that the fast recall of math facts is what it means to be a strong mathematics student. Both of these ideas are wrong and it is critical that we remove them from classrooms, as they play a large role in the production of math anxious and disaffected students.

When to teach this lesson plan?If you are looking for a speaking lesson to use with intermediate-level students, then this is a perfect lesson to use. This lesson plan on cinema is designed to use with students that are looking to increase their fluency in speaking English. This lesson should not be used to teach beginner-level students that are still learning to form basic sentences in English.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

This resource is a list of math games incorporated into the Grade 5 Math Core Curriculum for the San Francisco Unified School District.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach first grade students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons

While we hope that most students have mastered basic decoding skills by grade three, some students will need additional support. The purpose of this guide is to provide resources for you to assess and differentiate for students’ needs in phonics, sight word recognition, fluency, and phonemic awareness. This will help students to meet the foundational standards in the Common Core, to meet reading standard 10 (independently read complex text at grade level), and most importantly, to become successful readers and scholars. The primary goal of the instructional activities in this guide is to support students in developing proficiency and automaticity with decoding skills. Decoding (reading) and encoding (writing) are closely related skills, and the activities in this guide address both. Because of the pivotal and primary role reading plays in academic success, you will want to pay particularly close attention to students’ proficiency with decoding and fluency.

As a teacher of students in third grade or beyond, you won’t want to provide whole-class phonics instruction – though more advanced word study such as word analysis should be a part of your curriculum. Rather, you’ll want to identify the needs of individual students and meet those needs through small group and individual instruction. This is because many of your students will already have mastered the phonics skills they need.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach kindergarten students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons.

The intentional instruction you provide in foundational literacy skills within the context of a rich balanced literacy program will set students on a trajectory toward success in reading and writing. The purpose of this document is to give you the resources you need to teach second grade students the phonological awareness, phonics, fluency, and sight-word-recognition skills that will empower them to become confident, competent and thoughtful readers and writers. Instruction in phonological awareness, phonics, and sight words can and should be fun, fast-paced, and brief. The lessons in this document are designed with that in mind. This guide includes routines with sample instructional language to use during lessons.

How to teach IELTS: SpeakingThis lesson plan introduces the speaking test and its format. It covers the following exam criteria: pronunciation, lexical resource, grammatical range and accuracy, fluency, and coherence. During this lesson, you will also have the chance to practice speaking exercises with your students. Like the listening test, the speaking test is the same for both academic and general tests.If you want additional lesson plans and support, including teachers’ notes, be sure to register for a free Off2Class account.

It's tough to find phonics and fluency materials that are made with andragogical principles in mind. This textbook or curriculum is specifically designed for adult ESL learners. The content focuses on learning American English phonetic rules so that learners become proficient spellers and fluent readers.

Students will practice reading fluency by focusing on accuracy, rate, expression and phrasing.

Students are developing fluency skills to understand how English is written and read.

Percussionist Steven Angel has developed an innovative program that uses rhythm to help struggling students improve their reading fluency and comprehension. Deceptively simple -- a facilitator taps out a basic rhythm while students read aloud -- the method relaxes students, helps them focus, and is effective in after-school intervention programs as well as traditional classrooms.