edu 5633-030 & 6633-030 assessment and intervention for

EDU 5633-030 & 6633-030 Assessment and Intervention for Beginners At-Risk for Reading Difficulties: Early Steps PracticumSM

EDU 5643-030 or 6643-030 EDU 5643-040 or 6643-040

Introduction to Early Steps Intervention: Instruction for At-Risk Beginning ReadersSM

Introduction to Early Steps Intervention: Instruction for At-Risk Beginning ReadersSM

EDU 5314 or 6314

Field Practicum for Reading Methods K-3: Early StepsSM

FCS 5190 Early Childhood Internship: Student Teaching

Internship

SM & © 2015/2016 University of Utah

© University of Utah Reading Clinic

UNIVERSITY OF UTAH READING CLINIC EARLY STEPSSM COMPLETE BINDER UPDATES LIST

8/13/21 Corrected RLA G2 (pp. 197-198)

Updated RLA Fluency Criteria (pp. 181-182) 12/2/20 Updated Coaching Form (p. 52) 9/17/20 Updated RLA Cover Sheet (p. 195) 9/10/20 Updated Word Sort & Book Logs (pp. 57-59) 9/1/20 Updated RLA Fluency Criteria (p. 181) 5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 106) 4/23/20 Updated Leveling Books Criteria (pp. 255-264) 4/15/20 Updated Text Level Correspondence Chart (p. 12) 3/10/20 Updated Vowel, Blend & Digraph Keywords (p. 106) 11/26/19 Added Group Data Summary Sheet (pp. 203-206) 8/9/19 Updated Books Organized By Publisher (pp. 31-47) 5/14/19 Updated Leveled Books Organized By Text Level List (pp. 14-29) 5/7/19 Updated Leveled Books Organized By Text Level List (pp. 14-22) 1/14/19 Updated Text Level Correspondence Chart (p. 12) 11/6/18 Added Spelling Book Cover & Page Masters (pp. 52-53) 7/30/18 Updated Leveled Books Ordering Information (p. 10) Updated Leveled Books Organized By Text Level List (pp. 14-27) 7/5/18 Updated G1-Oct Form (p. 178) 6/11/18 Updated Observation Forms (pp. 44-45) 3/13/18 Updated Leveled Books Ordering Information (p. 10) Updated Books Used For Testing (p. 11) Updated Leveled Books Organized By Text Level List (pp. 14-21) Updated Books Organized By Publisher (pp. 23-39) 1/9/18 Updated ERI Cover Sheet (p. 177)

UURC 12-2-13 KJB

Empirical Evidence for UURC Intervention Models:

Peer-Reviewed Journals Brown, K.J., Morris, D., & Fields, M.K. (2005). Intervention after grade one:

Serving increased numbers of struggling readers effectively. Journal of Literacy Research, 37, 61-94.

Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. (1997). At-risk readers

and community volunteers: A three-year perspective. Scientific Studies in Reading, 1, 277-300.

Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J. &

Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148-182.

Morris, D. (2006). Using noncertified tutors to work with at-risk readers: An evidence-based model. Elementary School Journal. 106, 351-362.

Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3:

An after-school volunteer tutoring program. Elementary School Journal, 91, 133-150.

Morris, D., Tyner, B., & Perney, J. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology, 92, 681-693. Santa, C., & Hoien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly, 34, 54-79.

Empirical Evidence for UURC Intervention Models: Peer-Reviewed Conferences

Brown, K.J., Fields, M.K., Craig, G., & Morris, R.D. (2008). Maintaining the power of one-to-one in a group of three: Next Steps Triads. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC.

Brown, K.J., Fields, M.K., & Morris, D. (2006, December). Valid, reliable and efficient: A psychometric evaluation of “flash” word recognition and passage reading measures. Paper presented at the Annual Meeting of the American Reading Forum, Sanibel Island, FL.

Brown, K.J., Morris, D., Fields, M., Lowe, S., Skidmore, D. Van Gorder, D.,

Weinstein, C., Robertson, J., & Brock,U. (2003, June). The Virginia Intervention Model: Evaluating its effectiveness for struggling readers who speak English as a second language. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO.

UURC 12-2-13 KJB

Frye, B., Trathen, W., Olson, G., & Schalgal, R. (2002, December). Reliability measuring students’ independent and instructional reading levels: A case for automaticity of word recognition (WRI word flash). Paper presented at the annual meeting of the American Reading Forum.

Brown, K.J., Fields, M., Lowe, S., Skidmore, D. Van Gorder, D., & Weinstein, C.

(2001, June). The benefits of intervention for at-risk 1st graders: What happens in 2nd grade? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO.

Brown, K.J., Reynolds, V., Lowe, S., Skidmore, D., Van Gorder, D., Patillo, S.,

Weinstein, C., World, J., & Morris, A. (2000, July). Early Steps intervention in schools with explicit code instruction: Is it effective? Does isolated phonological awareness instruction increase effectiveness? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Stockholm, Sweden.

Craig, G.T., Brown, K.J., Fields, M.K., & Morris, R.D. (2009, June). Reliability and Validity of the Reading Level Assessment and the “Flash” Word Recognition Automaticity Measure. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.

Insert tab at this point TAB: Supply List

Early Steps Supply List

I. Site (School) Supplies:

ITEM QUANTITY PURPOSE

1 The Howard Street Tutoring Manual (Morris, D.2005) Guilford Press, ISBN 1-59385-124-3, amazon.com

At least 2 per site (Preferably one for each tutor)

Reference / additional support for tutors and site facilitator

2 Colored Dots 8-10 packages Leveling Books

3 Cookie Sheets 2-3 sheets Word Study Activities

4 Copy Paper, White 3 Cases Copying lesson plans, pages for student binders, etc.

5 Envelopes 1-2 boxes (500 per box) Take Home Sentence

6 Magnetic Letters 2 sets per site Word Study Activities

7 Plastic Boxes or Baskets 8-10 Organize Leveled Books

8 Sentence Strips (Ruled/Lined at 1 ½” – strip measures 3”x24”)

6-7 packages (100 per package) Daily Sentence Writing Activity

9 White Boards 4-5 per site Word Study Activities

10 White Board Cleaner 1-2 bottles Clean White Boards

II. Supplies Needed for Student Binder and Tutoring Box:

ITEM QUANTITY PURPOSE 1

2" Presentation Binder (with clear view front cover) 1 per student Student Binder

2

3x5 Index Cards 2 packages (white) + 5 single colored

3x5 cards (per student) Word Bank Flash Cards

3

Primary Dotted Lined Composition Books (Allow plenty of room to write – ruled ½”)

2 per student Spelling & Sentence Writing

4

Overhead Projector Markers (water-based pens) 1-2 per tutor Word Study Activities

5

Pencils 3-4 per student Spelling & Sentence Writing

6

Plastic Box or Basket 1 per student

Organize and contain all student tutoring materials

7 Scissors 1 pair per tutor Cut-Up Sentence Activity 8

Self-Adhesive Labels Avery 5267 (see Word Study Kit for Labels template)

3-4 labels per student Label student tutoring box, binder, & composition book

9

Sharpie Pens (Black) 2 per tutor Word Bank & Sentence Writing Activity

10

White Board Markers 1 per tutor Word Study Activities

11

Timer (Kitchen Type: Can Count Up & Down) 1 per tutor Assisted Reading

12

ABC Guide 1 per tutor Spelling & Sentence Writing

III. Supplies Needed to Make and Assemble *Word Study Kit:

ITEM QUANTITY PURPOSE 1

Cardstock (for small groups be sure to make 2 separate kits per tutor: 1 in white and 1 in buff)

6 reams Word Study Cards

2

Laminating Film 4-6 rolls Laminate Word Study Cards

3

Non-Adhesive Library Pockets, Money Envelopes, or snack size zipper seal bags.

Approximately 100 (varies based on personal organization of tutoring kit)

Organize Word Study Cards

4

Plastic Box, Basket, Shoe Box, etc.

1 per tutor Organize and Contain Word Study Kit

*Word Study Kits (with labels, library pockets, tabs and pre-cut/laminated word cards) can be purchased from University Printing and Mail Services University Service Building, room 135 Phone 801-581-6171 Fax 801-581-4359 [email protected]

University of Utah Reading Clinic: 5/9/2014 MB

Insert Tab at this point TAB: Text & Procedures

UURC 1‐15‐14 KJB

Level & Goal Text Type Preview Echo Re‐Reads Comp. Bump Up NotesTexts 1– 3 Concept of Word 3 rereads + 1 new

‐ strong refrain ‐ minimal cold text

“Find the word ___.” S. points in book. “What word?” S. says word.

T. “Watch my finger. My turn.” T. Models 1‐2 lines. T. “Your turn.”

‐ T. provides echo support where needed.

‐ vocab for unique words

‐yesterday’s new book ‐S. should be mostly accurate; not perfect!

Sloppy pointing? ‐ model ‐ re‐do page until correct or up to 3x.

Texts 4 – 6 High Freq. Word Rec., Decoding, Comprehension 3 rereads + 1 new

‐ some refrain ‐ some cold text

“Find the word ___.” S. points in own book. “What word?” S. says word.

T. “Watch my finger. My turn.” T. Models 2‐3 lines. T. “Your turn.”

‐ T. provides appropriate support for unfamiliar words as needed.

‐ narrative focus = plot ‐ expository focus = main idea ‐ model & practice complete sentences

‐yesterday’s new book ‐S. mostly accurate in hard books in level; not perfect!

For unfamiliar words, if blendable, ask student to ‘tap.’ If not, ask for ‘1st sound,’ then give the word.

Texts 7 – 8 continue as above with higher expectations

2 rereads + 1 new

‐ minimal or no refrain ‐ mostly cold text

‐frontload tough words as above ‐build/activate background knowledge

continue as above with higher expectations



‐yesterday’s new book ‐at least twice in hard books in level

‐ 50 words ‐ errors x2 ‐ 93% acc. ‐ no rate

Texts 9 – 12 (transition lesson) continue as above with higher expectations 1 new + 1‐2 reread

‐ pre‐1987 basals=more support ‐ minimal or no refrain ‐ mostly cold text

‐frontload tough words as above ‐build/activate background knowledge


‐ re‐read a section 3x as above with higher expectations


‐new text ‐at least twice from end of basal or hard books

‐ 50 words ‐ 93% acc. ‐ use 50 word chart G1March rate = 30 wpm G1End rate = 40 wpm

Early Steps 1:1 Text Features & Procedures for Tier 2 Intervention


Level & Goal Text Type Preview Echo Re‐Reads Comp. Bump Up NotesTexts 1– 3 Concept of Word 3 rereads + 1 new

‐ strong refrain ‐ minimal cold text

“Find the word ___.” S. points in T. or S.book. “What word?”

T. borrows book: “Watch my finger. My turn.” Returns book. “Fingers under ___. Voices together.”

‐ all choral ‐ vocab for unique words ‐ ITTM = I think that means….

‐yesterday’s new book ‐low S. mostly accurate

Sloppy pointing? ‐ model ‐ re‐do page until correct or up to 3x.

Texts 4 – 6 High Freq. Word Rec., Decoding, Comprehension 3 rereads + 1 new

‐ some refrain ‐ some cold text

“Find the word ___.” S. points in own book. “What word?” S. says word.

S. have own books. “Fingers under ___. My turn.” “Fingers under ___. Voices together.”

‐ all choral ‐ teach leader voice

‐ narrative focus = plot ‐ expository focus = main idea ‐ model & practice complete sentences

‐yesterday’s new book ‐low S. mostly accurate w/ leader voice 2x in hard books

For choral reading, T. reads first few words, then fades. Comes back in as needed to keep them in ‘one voice.’

Texts 7 – 8 continue as above with higher expectations 2 re‐reads + 1 new

‐ minimal or no refrain ‐ mostly cold text





‐yesterday’s new book ‐low S. 2x acc. solo in hard books while other S. choral from p. 1

‐ 50 words ‐ errors x2 ‐ 93% acc. ‐ no rate

Texts 9 – 12 (transition lesson) continue as above with higher expectations 1 new + 1 re‐read

‐ pre‐1987 basals=more support ‐ minimal or no refrain ‐ mostly cold text



‐ re‐read a section or text 3x as above with higher expectations


‐new book ‐low S. 2x acc/rate solo while other S. choral from p. 1

‐ 50 words ‐ 93% acc. ‐ use 50 word chart G1March rate = 30 wpm G1End rate = 40 wpm

Early Steps Quads: Text Features & Procedures for Tier 2 Intervention

Sources:

EARLY STEPS RECOMMENDATIONS FOR LEVELED BOOKS--

SUITABLE FOR ASSISTED READING AND INTERVENTION Brown, K.J. (1999/2000). What kind of text for whom and when: Textual Scaffolding for beginning

readers. The Reading Teacher, 53, 292-307. Hiebert, E. (2005). State reform policies and the task textbooks pose for first-grade readers. Elementary

School Journal, 105, 245-266 Morris, D. (2005). The Howard Street tutoring manual: Teaching at-risk readers in the primary grades.

New York: Guilford Press. (ISBN # 1-59385-124-3)

Early Steps

Book Supplier

Owner/Operator

Address

Phone # - Email Address

Reading For All Learners “Little

Books”

c/o Alan Hofmeister, Center for Information Technology

6800 Old Main Hill

Utah State University

Logan, UT 84322-6800

(435) 797-1120 (435)

797-7017 (fax)

www.usu.edu/teach/read

[email protected]

Modern Curriculum Press (MCP)

Ready Readers

Pearson

P.O. Box 2500

Lebanon, IN 46052

(800)848-9500

(877)260-2530 (fax) Available in individual and 6 pack

Rigby

Houghton Mifflin Harcourt

P.O. Box 797

Crystal Lake, IL 60039-0709

(800) 225-5425 Available in individual and 6 pack

Handprint EPS School Specialty Literacy and Intervention

P.O. Box 9031

Cambridge, MA 02139-9031

(800)225-5750

(888)440-2665 (fax)

www.eps.school.specialty.com

Available only in 6 pack

Davis School District Printing Services

(basals only)

45 E. State St.

Farmington, UT 84025

(801) 402-5228

(801) 402-5230

Lori Todd [email protected]

Reading Reading Books

F&P Text Level Gradient

P.O. Box 6654 Reading, PA 19610

757.329.4224

The approximate book and materials cost for Early Steps tutoring is $5,000. Participating schools should plan on ordering $4,000 or so

of leveled books from the selections suggested below. In ordering, be sure to select an equivalent number of books from each level. That is, it would not be wise to order each selection for levels 2, 3, and 4, and not have sufficient funds for subsequent levels. The books listed are based on ordering 6 packs of books from Modern Curriculum Press, Rigby, and Wright publishing companies or by sets, as in Little Books. The remaining funds should be reserved for instructional materials (e.g., sentence strips, word study kits). A list of the required materials is available in your Early Steps binder.

University of Utah Reading Clinic 7/21/18 JJ

University of Utah Reading Clinic: 3/9/18 JJ

Additional Required Supplies

Books Used For Testing (Recommendation: Order at least 4 copies of each book)

NOTE: The following texts are used for Early Steps end-of-year assessment. Consequently, one set must be purchased for each tutor. But they cannot be used at any point during the year with students in the program. In short, they must be reserved for assessment use only.

Title

Level

Publisher /

Series

Catalog / ISBN

Baby Bear Goes Fishing

G1 Oct / 5

Rigby PM Collection

978141890060

Mouse Tales

G1 Mar / 10

Harper Trophy

0-0644013-3

Days with Frog and Toad

G1 End / 12

Harper Trophy

0-06444058-3

Passage supplied

(In Early Steps binder)

G2 Mid / G2 End

Text Level Correspondences

1 Metametrics (2020). Lexile Grade Level Charts.

University of Utah Reading Clinic: Revised 3/25/20 MKF

Grade Phase Early Steps Next Steps

Higher Steps

Word Study

(roughly)

Accel. Reader

Lexile1 Guided Reading

Reading For All Learners

K

Emergent Readers (Learning

about Print)

ES 1-2 (K-Mid)

1st Phoneme Pictures

BR 100 to

165L

A B

C

1.1→1.3 (Set 1, Book 1 → Set 1, Book 3)

ES 3 (K-End / G1-Aug)

1.4→1.5

1

Beginning Readers

(Breaking the Code)

ES 4 (G1-Sept) D 1.6→1.20

ES 5 (G1-Oct) Onset-Vowel

1.0 E

1.21→1.27 2.1→2.12

ES 6 (G1-Nov) 2.13→2.20 3.1→3.5

ES 7 (G1-Dec) Mixed Shorts

F

2.21→2.27 3.6→3.22

ES 8 (G1-Jan) to ES 9 / NS G1-Feb

G 4.1→4.7

ES 10 / NS G1-Mar

Vowel

Patterns

H

Transitional Readers (Going for Fluency)

ES 11/ NS G1-April

1.9 I 4.8→4.15

ES 12 / NS G1-End

J

2

NS G2-Beg-Mid

2.0 165L

K - M

5.1→5.14 2.5 to 6.1→6.14

NS G2-End

2.9 425L 7.1→7.12

3

Reading to Learn

HS 3E – 3M – 3D

Syllables & Basic

Morphology

3.0 425L to

645L N - P

8.1→8.10

3.9

4 HS

4E – 4M – 4D

Advanced Morphology

4.0 645L to

850L

Q - S

4.9

T - V 5

HS 5E – 5M – 5D

5.0 850L to

950L 5.9

6 HS

6E – 6M – 6D

6.0

6.9

950L to

1030L W - X

7 HS 7 1030L

to 1095L

8 HS 8 1095L

to 1155L

9 HS 9 1155L

to 1205L

10 HS 10 1205L

to 1250L

11 HS 11 1250L

to 1295L

Early Steps

Recommendations for Leveled Books— Suitable for Assisted Reading and Intervention

Leveled Books

Organized By

Text Level

Early Steps Books Organized by Text Level

TITLE LEVEL PUBLISHER

Animals in the City* 1 (K-Mid) Reading Reading Books

Ants’ Picnic, The 1 (K-Mid) Reading Reading Books

Bedtime for Carl 1 (K-Mid) Reading Reading Books

Big Cat, The * 1 (K-Mid) Reading Reading Books

Big Things 1 (K-Mid) Rigby / PM Starters

Brr! 1 (K-Mid) Reading Reading Books

Bugs 1 (K-Mid) Handprints

Burp! 1 (K-Mid) Reading Reading Books

Castle, The 1 (K-Mid) Reading Reading Books

Cats in Costumes 1 (K-Mid) Reading Reading Books

Chameleon, The 1 (K-Mid) Reading Reading Books

Cookies* 1 (K-Mid) Reading Reading Books

Crabs* 1 (K-Mid) Reading Reading Books

Dad 1 (K-Mid) Rigby / PM Starters

Dad’s Favorite Tie 1 (K-Mid) Reading Reading Books

Desert, The * 1 (K-Mid) Reading Reading Books

Dressed Up Dogs 1 (K-Mid) Reading Reading Books

Ducks* 1 (K-Mid) Reading Reading Books

Fast 1 (K-Mid) Reading Reading Books

Fire Truck, The 1 (K-Mid) Reading Reading Books

Forest Babies* 1 (K-Mid) Reading Reading Books

Green in the Trees* 1 (K-Mid) Reading Reading Books

Happy Dogs 1 (K-Mid) Reading Reading Books

Horse Can..., A* 1 (K-Mid) Reading Reading Books

I Like to Have Fun 1 (K-Mid) Reading Reading Books

In The Shopping Cart 1 (K-Mid) Rigby/PM Books

Jobs at School* 1 (K-Mid) Reading Reading Books

Look at Zook 1 (K-Mid) Reading Reading Books

Looking at Fish 1 (K-Mid) Reading Reading Books

Looking at X-Rays* 1 (K-Mid) Reading Reading Books

Making a Friend 1 (K-Mid) Reading Reading Books

Me 1 (K-Mid) Rigby/PM Books

Mom 1 (K-Mid) Rigby / PM Starters



Mudskippers, The * 1 (K-Mid) Reading Reading Books

My Favorite Fruit* 1 (K-Mid) Reading Reading Books

My School 1 (K-Mid) Handprints

Party, The 1 (K-Mid) Reading Reading Books

Pets 1 (K-Mid) Rigby / PM Starters

Pickles are Great* 1 (K-Mid) Reading Reading Books

Pirate, The 1 (K-Mid) Reading Reading Books

Presents for Mom 1 (K-Mid) Reading Reading Books

Salad, The 1 (K-Mid) Reading Reading Books

Sea, The 1 (K-Mid) Reading Reading Books

Sky, The* 1 (K-Mid) Reading Reading Books

Splash 1 (K-Mid) Reading Reading Books

Summer Fun 1 (K-Mid) Reading Reading Books

Swamp, The * 1 (K-Mid) Reading Reading Books

Up and Down 1 (K-Mid) Reading Reading Books

We Love Pets* 1 (K-Mid) Reading Reading Books

What Can Bugs Do?* 1 (K-Mid) Reading Reading Books

What Do Cats Like?* 1 (K-Mid) Reading Reading Books

What Tigers Do* 1 (K-Mid) Reading Reading Books

Who Has a Hump?* 1 (K-Mid) Reading Reading Books

Zook Makes a Pizza 1 (K-Mid) Reading Reading Books

All of Me 2 (K-Mid) Rigby /Literacy 2000

Big Hill, The 2 (K-Mid) Wright / Story Box

Birthday Party, A 2 (K-Mid) Pioneer Valley Educ. Press

Boat, The 2 (K-Mid) Reading Reading Books

Can You Find It? 2 (K-Mid) MCP / Ready Readers

Cave, The 2 (K-Mid) Reading Reading Books

Day in Africa, A* 2 (K-Mid) Reading Reading Books

Ears * 2 (K-Mid) Reading Reading Books

Farm Feet* 2 (K-Mid) Reading Reading Books

Fossils* 2 (K-Mid) Reading Reading Books

Fur* 2 (K-Mid) Reading Reading Books

Garden is Fun, A* 2 (K-Mid) Reading Reading Books

Ghost, The 2 (K-Mid) Wright / Story Box



Going By 2 (K-Mid) Reading Reading Books

Homes for Birds* 2 (K-Mid) Reading Reading Books

I am a Cat* 2 (K-Mid) Reading Reading Books

I Love My Family 2 (K-Mid) Reading Reading Books

I See Bugs 2 (K-Mid) Reading Reading Books

If You Meet A Dragon 2 (K-Mid) Wright / Story Box

In the Mirror 2 (K-Mid) Wright / Story Box

Juice 2 (K-Mid) Reading Reading Books

Jump!* 2 (K-Mid) Reading Reading Books

Little Things 2 (K-Mid) Rigby / PM Starters

Look at Me 2 (K-Mid) Rigby / PM Starters

Look at the Mud 2 (K-Mid) Reading Reading Books

Look in the Rainforest, A * 2 (K-Mid) Reading Reading Books

Look Who’s Eating* 2 (K-Mid) Reading Reading Books

Magic Hat, The 2 (K-Mid) Reading Reading Books

Map, The 2 (K-Mid) Reading Reading Books

Moms and Dads 2 (K-Mid) Rigby / PM Starters

Moo, Baa, Oink!* 2 (K-Mid) Reading Reading Books

Mother Animals* 2 (K-Mid) Reading Reading Books

My Little Toys 2 (K-Mid) Reading Reading Books

Our 5 Senses on the Farm* 2 (K-Mid) Reading Reading Books

Painting 2 (K-Mid) Wright / Story Box

Playing 2 (K-Mid) Rigby / PM Starters

Pond, The* 2 (K-Mid) Reading Reading Books

Puppies Can Play* 2 (K-Mid) Reading Reading Books

Seeds We Eat* 2 (K-Mid) Reading Reading Books

Shells* 2 (K-Mid) Reading Reading Books

Six Go By 2 (K-Mid) MCP / Ready Readers

Skier, The 2 (K-Mid) Rigby / PM Starters

Slow and Fast 2 (K-Mid) Handprints

Soda Pop 2 (K-Mid) Reading Reading Books

Spiders* 2 (K-Mid) Reading Reading Books

Stop and Go! 2 (K-Mid) Reading Reading Books

Storm, The 2 (K-Mid) Wright / Story Box

Time for Dinner 2 (K-Mid) Rigby / PM Starters



Tree House, The 2 (K-Mid) Wright / Sunshine

TV for Carl 2 (K-Mid) Reading Reading Books

We Are Pets* 2 (K-Mid) Reading Reading Books

We Go Out 2 (K-Mid) Rigby / PM Starters

We Like Fruit* 2 (K-Mid) Reading Reading Books

We Like the Beach 2 (K-Mid) Reading Reading Books

We See the City* 2 (K-Mid) Reading Reading Books

What Can Climb?* 2 (K-Mid) Reading Reading Books

What Do You See in the Stars?* 2 (K-Mid) Reading Reading Books

When I Grow Up* 2 (K-Mid) Reading Reading Books

Where is a Bear?* 2 (K-Mid) Reading Reading Books

Who is Hiding in the Sand?* 2 (K-Mid) Reading Reading Books

Worm, The 2 (K-Mid) Reading Reading Books

Wow! Look at the Noses!* 2 (K-Mid) Reading Reading Books

Yuck Soup 2 (K-Mid) Wright / Sunshine

Zoo 2 (K-Mid) Handprints

Am I a Snake?* 3 (K-End/G1-Aug) Reading Reading Books

Baby is Up, The! 3 (K-End/G1-Aug) Reading Reading Books

Ben’s Pets 3 (K-End/G1-Aug) MCP / Ready Readers

Blocks 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Camouflage* 3 (K-End/G1-Aug) Reading Reading Books

Can We Be Friends? 3 (K-End/G1-Aug) Reading Reading Books

Cat and a Dog go into Space, A 3 (K-End/G1-Aug) Reading Reading Books

Eggs* 3 (K-End/G1-Aug) Reading Reading Books

Feathers* 3 (K-End/G1-Aug) Reading Reading Books

Frog Fun* 3 (K-End/G1-Aug) Reading Reading Books

Fun with Balls! 3 (K-End/G1-Aug) Reading Reading Books

Go, Bird! 3 (K-End/G1-Aug) Reading Reading Books

Going For A Ride 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Going Up & Down 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Good Night, Little Bug 3 (K-End/G1-Aug) MCP / Ready Readers

Gus and the Copycat 3 (K-End/G1-Aug) Reading Reading Books

I Can Jump 3 (K-End/G1-Aug) Wright / Sunshine

I Can Mix Colors* 3 (K-End/G1-Aug) Reading Reading Books



I Love My Family 3 (K-End/G1-Aug) Wright / Sunshine

Ice Cream 3 (K-End/G1-Aug) Wright / Story Box

Little Pig 3 (K-End/G1-Aug) Wright / Story Box

Look at Me 3 (K-End/G1-Aug) Handprints

Looking Down 3 (K-End/G1-Aug) Rigby / PM Starters

Lost 3 (K-End/G1-Aug) Wright / Story Box

Louis is Hungry 3 (K-End/G1-Aug) Reading Reading Books

Lunch for Carl 3 (K-End/G1-Aug) Reading Reading Books

Monster Sandwich, A 3 (K-End/G1-Aug) Wright / Story Box

My Accident 3 (K-End/G1-Aug) Rigby / PM Starters

My Cat 3 (K-End/G1-Aug) MCP / Ready Readers

My Lunch 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Our Street 3 (K-End/G1-Aug) Wright / Sunshine

Packing My Bag 3 (K-End/G1-Aug) Rigby / PM Starters

Photo Book, The 3 (K-End/G1-Aug) Rigby / PM Starters

Playtime 3 (K-End/G1-Aug) Reading Reading Books

Police on the Go, The* 3 (K-End/G1-Aug) Reading Reading Books

Rock Pools, The 3 (K-End/G1-Aug) Rigby / PM Starters

Round Around Us* 3 (K-End/G1-Aug) Reading Reading Books

Scales* 3 (K-End/G1-Aug) Reading Reading Books

Shoo! 3 (K-End/G1-Aug) Wright / Sunshine

Skin* 3 (K-End/G1-Aug) Reading Reading Books

Splashing Dad 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Spring is Coming!* 3 (K-End/G1-Aug) Reading Reading Books

Ss! Snakes!* 3 (K-End/G1-Aug) Reading Reading Books

Stop That! 3 (K-End/G1-Aug) MCP / Ready Readers

Stop! 3 (K-End/G1-Aug) Wright / Story Box

Teachers* 3 (K-End/G1-Aug) Reading Reading Books

Trouble in a Tree 3 (K-End/G1-Aug) Reading Reading Books

We Can Run 3 (K-End/G1-Aug) Rigby / PM Starters

We Ride 3 (K-End/G1-Aug) Reading Reading Books

Where are the Babies? 3 (K-End/G1-Aug) Rigby / PM Starters

White, White Snow, The* 3 (K-End/G1-Aug) Reading Reading Books

Who Lives in a Hole?* 3 (K-End/G1-Aug) Reading Reading Books

Wings* 3 (K-End/G1-Aug) Reading Reading Books



Yes, I Can 3 (K-End/G1-Aug) MCP / Ready Readers

At the Park 4 (G1-Sep) Handprints

Ball Games 4 (G1-Sep) Rigby / PM Starters

Ben’s First Words 4 (G1-Sep) Reading Reading Books

Big and Little 4 (G1-Sep) Wright/ Sunshine

Big Kick, The 4 (G1-Sep) Rigby / PM Books

Big Slide, The 4 (G1-Sep) Reading Reading Books

Breakfast for Us 4 (G1-Sep) Reading Reading Books

Bug Eyes* 4 (G1-Sep) Reading Reading Books

Bugs in my Backyard* 4 (G1-Sep) Reading Reading Books

Cat and a Dog Have Lunch, A 4 (G1-Sep) Reading Reading Books

Clouds 4 (G1-Sep) Handprints

Copy Cat 4 (G1-Sep) Wright / Story Box

Dan, The Flying Man 4 (G1-Sep) Wright / Read Togethers

Dog Food 4 (G1-Sep) Reading Reading Books

Down in the Sea* 4 (G1-Sep) Reading Reading Books

Everyday* 4 (G1-Sep) Reading Reading Books

Fall Colors* 4 (G1-Sep) Reading Reading Books

Fishing 4 (G1-Sep) Rigby / PM Starters

Flowers Like Worms 4 (G1-Sep) Reading Reading Books

Fruit Trees* 4 (G1-Sep) Reading Reading Books

Jim and the New Truck 4 (G1-Sep) Handprints

Just Like my Mom* 4 (G1-Sep) Reading Reading Books

Kittens and Pups* 4 (G1-Sep) Reading Reading Books

Little Mouse 4 (G1-Sep) Handprints

Little Snowman, The 4 (G1-Sep) Rigby / PM Books

Look For It!* 4 (G1-Sep) Reading Reading Books

Look Who’s at the Zoo* 4 (G1-Sep) Reading Reading Books

Merry-Go-Round, The 4 (G1-Sep) Rigby / PM Books

Mixed-up Shoes, The 4 (G1-Sep) Reading Reading Books

My Big Car 4 (G1-Sep) Handprints

My Dog 4 (G1-Sep) Pioneer Valley Educ. Press

My School Lunch 4 (G1-Sep) Reading Reading Books

No, No 4 (G1-Sep) Wright / Story Box



On and Off the Road* 4 (G1-Sep) Reading Reading Books

Pencil, The 4 (G1-Sep) Rigby/PM Books

Pet For Me, A 4 (G1-Sep) Pioneer Valley Educ. Press

Picnic, The 4 (G1-Sep) Handprints

Playing in the Snow 4 (G1-Sep) Pioneer Valley Educ. Press

Robins in the Spring* 4 (G1-Sep) Reading Reading Books

Sally and the Daisy 4 (G1-Sep) Rigby / PM Books

Sandy 4 (G1-Sep) MCP / Ready Readers

Seesaw, The 4 (G1-Sep) Pioneer Valley Educ. Press

Shark in a Sack 4 (G1-Sep) Wright / Sunshine

Soccer Sam 4 (G1-Sep) Handprints

Socks 4 (G1-Sep) Reading Reading Books

That Cat! 4 (G1-Sep) Reading Reading Books

That Fly 4 (G1-Sep) MCP / Ready Readers

Tiger, Tiger 4 (G1-Sep) Rigby / PM Books

Toes* 4 (G1-Sep) Reading Reading Books

Tom is Brave 4 (G1-Sep) Rigby / PM Books

Tools for School* 4 (G1-Sep) Reading Reading Books

Turtle in the Sun, A 4 (G1-Sep) Reading Reading Books

Under My Bed 4 (G1-Sep) Rigby / Smart Start

Vacation, The 4 (G1-Sep) Pioneer Valley Educ. Press

Vegetable Soup 4 (G1-Sep) Reading Reading Books

Wake up, Dad 4 (G1-Sep) Rigby / PM Books

Walk with Dad, A 4 (G1-Sep) Reading Reading Books

We Go in the Snow* 4 (G1-Sep) Reading Reading Books

Where is Baby Lamb 4 (G1-Sep) Reading Reading Books

Who Goes in the Water?* 4 (G1-Sep) Reading Reading Books

Yellow Flowers 4 (G1-Sep) Reading Reading Books

Zook Goes to the Farm 4 (G1-Sep) Reading Reading Books

Along Comes Jake 5 (G1-Oct) Wright / Sunshine

Baby Owls, The 5 (G1-Oct) Rigby / PM Books

Baby Zebra Helps Out* 5 (G1-Oct) Reading Reading Books

Bad Kitten, The 5 (G1-Oct) Reading Reading Books

Bags, Cans, Pots, & Pans 5 (G1-Oct) MCP / Ready Readers

Ben’s Teddy Bear 5 (G1-Oct) Rigby / PM Books



Ben’s Treasure Hunt 5 (G1-Oct) Rigby / PM Books

Best Places, The 5 (G1-Oct) MCP / Ready Readers

Big Hungry Cat, The 5 (G1-Oct) Reading Reading Books

Brown Pelicans* 5 (G1-Oct) Reading Reading Books

Bumps! 5 (G1-Oct) Reading Reading Books

Chase, The* 5 (G1-Oct) Reading Reading Books

Clouds Tell the Weather 5 (G1-Oct) Reading Reading Books

Don’t Look Up 5 (G1-Oct) Reading Reading Books

Don’t Slip 5 (G1-Oct) Reading Reading Books

Eating Mud 5 (G1-Oct) Reading Reading Books

Emily’s Babysitter 5 (G1-Oct) Pioneer Valley Educ. Press

Father Bear Goes Fishing 5 (G1-Oct) Rigby / PM Books

Flower for a Bee, A 5 (G1-Oct) Reading Reading Books

Flower Girl, The 5 (G1-Oct) Rigby / PM Books

Friend For Little White Rabbit, A 5 (G1-Oct) Rigby / PM Books

Fun Place To Eat, A 5 (G1-Oct) MCP / Ready Readers

Funny Ways to Sleep* 5 (G1-Oct) Reading Reading Books

Gabby is Hungry 5 (G1-Oct) Pioneer Valley Educ. Press

Goodbye, Lucy 5 (G1-Oct) Wright / Sunshine

Gus Goes for a Ride 5 (G1-Oct) Reading Reading Books

Gus Goes to the Beach 5 (G1-Oct) Reading Reading Books

Happy Birthday to Me 5 (G1-Oct) Reading Reading Books

Haunted House, The 5 (G1-Oct) Wright / Story Box

Help Me 5 (G1-Oct) Pioneer Valley Educ. Press

Hide and Seek 5 (G1-Oct) Rigby / PM Books

Hot Day, A 5 (G1-Oct) Handprints

Hot Desert Sun, The 5 (G1-Oct) Reading Reading Books

Hot Dogs 5 (G1-Oct) Rigby / PM Books

Hungry Kitten, The 5 (G1-Oct) Rigby / PM Books

I Can Swim 5 (G1-Oct) MCP / Ready Readers

In a Dark, Dark Wood 5 (G1-Oct) Wright / Read Togethers

It’s Hot 5 (G1-Oct) MCP / Ready Readers

Little Fox 5 (G1-Oct) Handprints

Little Hen, The 5 (G1-Oct) MCP / Ready Readers

Look at What I Can Do! 5 (G1-Oct) Reading Reading Books

Look For Me 5 (G1-Oct) Wright / Story Box



Looking for Worms 5 (G1-Oct) Handprints

Mmm, Apples! 5 (G1-Oct) Reading Reading Books

More Food for the Big Cat 5 (G1-Oct) Reading Reading Books

Muddy Car, The 5 (G1-Oct) Reading Reading Books

Mudskipper and the Water* 5 (G1-Oct) Reading Reading Books

No, Bo! 5 (G1-Oct) Handprints

Oh No! Ladybug, Go! 5 (G1-Oct) Reading Reading Books

Out of Gas! 5 (G1-Oct) Reading Reading Books

Pancakes for Breakfast 5 (G1-Oct) Pioneer Valley Educ. Press

Petting Farm, The* 5 (G1-Oct) Reading Reading Books

Picking a Pumpkin 5 (G1-Oct) Reading Reading Books

Play with Me! 5 (G1-Oct) Reading Reading Books

Playground, The 5 (G1-Oct) Pioneer Valley Educ. Press

Red Apples for Me 5 (G1-Oct) Reading Reading Books

Rush, Rush, Rush 5 (G1-Oct) MCP / Ready Readers

Shh! 5 (G1-Oct) Reading Reading Books

Too Big For Me 5 (G1-Oct) Wright / Story Box

Too High! 5 (G1-Oct) MCP / Ready Readers

Two Little Dogs 5 (G1-Oct) Wright / Story Box

What is Inside Me?* 5 (G1-Oct) Reading Reading Books

Where is Ben’s Red Car? 5 (G1-Oct) Reading Reading Books

Where is the Barn Owl Going?* 5 (G1-Oct) Reading Reading Books

Where is the Big Cat? 5 (G1-Oct) Reading Reading Books

Where is the Ladybug Going? 5 (G1-Oct) Reading Reading Books


Who Likes Grass?* 5 (G1-Oct) Reading Reading Books

Zoe’s Birthday Presents 5 (G1-Oct) Pioneer Valley Educ. Press

Zook and the Puppy 5 (G1-Oct) Reading Reading Books

Anton’s Short Pants 6 (G1-Nov) Reading Reading Books

Apple Trees* 6 (G1-Nov) Reading Reading Books

Archerfish, The* 6 (G1-Nov) Reading Reading Books

Bald Eagle Goes Fishing, A* 6 (G1-Nov) Reading Reading Books

Ben’s Boots 6 (G1-Nov) Reading Reading Books

Bengal Tiger, The* 6 (G1-Nov) Reading Reading Books

Big Spider Goes to School, The 6 (G1-Nov) Reading Reading Books



Bike Ride, The 6 (G1-Nov) Pioneer Valley Educ. Press

Blackberries 6 (G1-Nov) Rigby / PM Books

Catch the Spider! 6 (G1-Nov) Reading Reading Books

Choosing A Puppy 6 (G1-Nov) Rigby / PM Books

Come Here, Big Cat 6 (G1-Nov) Reading Reading Books

Corn* 6 (G1-Nov) Reading Reading Books

Fix it, Fox 6 (G1-Nov) MCP / Ready Readers

Friend for Jellyfish, A 6 (G1-Nov) Reading Reading Books

Frogs on a Log 6 (G1-Nov) Reading Reading Books

Fruit for Fly 6 (G1-Nov) Reading Reading Books

Good Hat for a Cat, A 6 (G1-Nov) Reading Reading Books

Great White Shark, The* 6 (G1-Nov) Reading Reading Books

Gumball, The 6 (G1-Nov) Reading Reading Books

Gus and the Snow 6 (G1-Nov) Reading Reading Books

Gus and the Turkey 6 (G1-Nov) Reading Reading Books

Hermit Crab 6 (G1-Nov) Rigby / PM Books

Hole in Ben’s Bear, The 6 (G1-Nov) Reading Reading Books

Home for Little Teddy, A 6 (G1-Nov) Rigby / PM Books

Hot Air Balloons* 6 (G1-Nov) Reading Reading Books

Hot Rods* 6 (G1-Nov) Reading Reading Books

How Tadpoles Become Frogs* 6 (G1-Nov) Reading Reading Books

Hungry Chameleon, The* 6 (G1-Nov) Reading Reading Books

Hungry Little Birds, The* 6 (G1-Nov) Reading Reading Books

Kitten is Out, The! 6 (G1-Nov) Reading Reading Books

Last Gosling is Missing, The! 6 (G1-Nov) Reading Reading Books

Last Gosling, The 6 (G1-Nov) Reading Reading Books

Lion and the Rabbit, The 6 (G1-Nov) Rigby / PM Books

Lion Cubs* 6 (G1-Nov) Reading Reading Books

Little Cousins, The 6 (G1-Nov) Pioneer Valley Educ. Press

Little Fawn Grows Up, A* 6 (G1-Nov) Reading Reading Books

Little Sprout, The 6 (G1-Nov) Reading Reading Books

Look, Gus! 6 (G1-Nov) Reading Reading Books

Loon Chick, The* 6 (G1-Nov) Reading Reading Books

Manatee, The* 6 (G1-Nov) Reading Reading Books

More Pepper for Carl 6 (G1-Nov) Reading Reading Books

Mudskippers* 6 (G1-Nov) Reading Reading Books



My Fly 6 (G1-Nov) Reading Reading Books

My Lost Top 6 (G1-Nov) MCP / Ready Readers

Nanny Goat’s Nap 6 (G1-Nov) MCP / Ready Readers

New Home, A 6 (G1-Nov) Reading Reading Books

New Pet, A 6 (G1-Nov) Reading Reading Books

Peas are Good 6 (G1-Nov) Reading Reading Books

Pets for Us 6 (G1-Nov) Reading Reading Books

Pets for Us* 6 (G1-Nov) Reading Reading Books

Picnic at the Beach 6 (G1-Nov) Handprints

Pizza for Carl 6 (G1-Nov) Reading Reading Books

Pool, The 6 (G1-Nov) Handprints

Puffins* 6 (G1-Nov) Reading Reading Books

Pumpkins* 6 (G1-Nov) Reading Reading Books

Rabbits* 6 (G1-Nov) Reading Reading Books

Roller Coaster, The 6 (G1-Nov) Handprints

Sally’s Beans 6 (G1-Nov) Rigby / PM Books

Sea Turtles in the Sand* 6 (G1-Nov) Reading Reading Books

Smack! 6 (G1-Nov) Reading Reading Books

Soccer at the park 6 (G1-Nov) Rigby / PM Books

Sunflowers* 6 (G1-Nov) Reading Reading Books

Ted’s Red Sled 6 (G1-Nov) MCP / Ready Readers

The Little Boat 6 (G1-Nov) Reading Reading Books

Time to Wake Up 6 (G1-Nov) Reading Reading Books

Too Big to Play 6 (G1-Nov) Reading Reading Books

What Bird Am I?* 6 (G1-Nov) Reading Reading Books

What Do Blue Bears Eat? 6 (G1-Nov) Reading Reading Books

What is at the Top? 6 (G1-Nov) MCP / Ready Readers

Where Are The Sunhats? 6 (G1-Nov) Rigby / PM Books

Where Can Louis Sleep? 6 (G1-Nov) Reading Reading Books

White Rhino, The* 6 (G1-Nov) Reading Reading Books

Wool* 6 (G1-Nov) Reading Reading Books

Yum, Yum! 6 (G1-Nov) Reading Reading Books

Arctic Foxes* 7 (G1--Dec) Reading Reading Books

Baby Bear’s Present 7 (G1--Dec) Rigby / PM Books

Baby Giraffes* 7 (G1--Dec) Reading Reading Books



Baby Hippo 7 (G1--Dec) Rigby / PM Books

Beetle and Snail have a Race 7 (G1--Dec) Reading Reading Books

Ben’s Dad 7 (G1--Dec) Rigby / PM Books

Bobcats* 7 (G1--Dec) Reading Reading Books

Cobras* 7 (G1--Dec) Reading Reading Books

Dandelions* 7 (G1--Dec) Reading Reading Books

Dee and Me 7 (G1--Dec) MCP / Ready Readers

Dragon’s Lunch 7 (G1--Dec) MCP / Ready Readers

Evergreens* 7 (G1--Dec) Reading Reading Books

Honey for Baby Bear 7 (G1--Dec) Rigby / PM Books

Horses as Pets* 7 (G1--Dec) Reading Reading Books

Hungry Brown Bears* 7 (G1--Dec) Reading Reading Books

Hungry Turtle 7 (G1--Dec) Handprints

Jane’s Car 7 (G1--Dec) Rigby / PM Books

Jolly Roger, the Pirate 7 (G1--Dec) Rigby / PM Books

Kickball 7 (G1--Dec) Handprints

Ladybugs* 7 (G1--Dec) Reading Reading Books

Leatherback Sea Turtle, The* 7 (G1--Dec) Reading Reading Books

Library, The 7 (G1--Dec) Pioneer Valley Educ. Press

Little Frog’s Monster Story 7 (G1--Dec) MCP / Ready Readers

Lucky Goes to Dog School 7 (G1--Dec) Rigby/PM Books

Mom Can’t Sleep 7 (G1--Dec) Reading Reading Books

Mom's Shoes 7 (G1--Dec) Handprints

Moving Snow* 7 (G1--Dec) Reading Reading Books

Mumps 7 (G1--Dec) Rigby / PM Books

My Hamster, Van 7 (G1--Dec) MCP / Ready Readers

Peas* 7 (G1--Dec) Reading Reading Books

Pickup Trucks* 7 (G1--Dec) Reading Reading Books

Picnic, The 7 (G1--Dec) Reading Reading Books

Pill Bugs* 7 (G1--Dec) Reading Reading Books

Planting a Garden 7 (G1--Dec) MCP / Ready Readers

Playing Ball 7 (G1--Dec) Handprints

Pop Pops the Popcorn 7 (G1--Dec) MCP / Ready Readers

Prince’s Tooth is Loose, The 7 (G1--Dec) Random House

Reindeer* 7 (G1--Dec) Reading Reading Books

Sally’s Red Bucket 7 (G1--Dec) Rigby / PM Books



Sally’s Spaceship 7 (G1--Dec) MCP / Ready Readers

Seagull is Clever 7 (G1--Dec) Rigby / PM Books

Tails* 7 (G1--Dec) Reading Reading Books

Three Little Pigs & One Big Pig 7 (G1--Dec) MCP / Ready Readers

Trip, The 7 (G1--Dec) MCP / Ready Readers

Venus Flytraps* 7 (G1--Dec) Reading Reading Books

Watch Me 7 (G1--Dec) Handprints

Where Is Hannah? 7 (G1--Dec) Rigby / PM Books

Zip Me Up 7 (G1--Dec) Handprints

Zookeeper, The 7 (G1--Dec) Handprints

Apple Farm, The 8 (G1-Jan) MCP / Ready Readers

Baby Monster Can’t Sleep 8 (G1-Jan) Reading Reading Books

Ball Hog, The 8 (G1-Jan) Reading Reading Books

Ben’s New Trick 8 (G1-Jan) MCP / Ready Readers

Best Cake, The 8 (G1-Jan) Rigby / PM Books

Big Show, The 8 (G1-Jan) Handprints

Birthday Balloons 8 (G1-Jan) Rigby / PM Books

Bit Strawberry, The 8 (G1-Jan) Reading Reading Books

Blizzards* 8 (G1-Jan) Reading Reading Books

Come On, Tim 8 (G1-Jan) Rigby / PM Books

Dinner By Five 8 (G1-Jan) MCP / Ready Readers

Dragonflies* 8 (G1-Jan) Reading Reading Books

Duck With A Broken Wing, The 8 (G1-Jan) Rigby / PM Books

Eels* 8 (G1-Jan) Reading Reading Books

Eve Shops 8 (G1-Jan) MCP / Ready Readers

Fire! Fire! 8 (G1-Jan) Rigby / PM Books

Flamingos* 8 (G1-Jan) Reading Reading Books

Fox Who Foxed, The 8 (G1-Jan) Rigby / PM Books

Fox, the Crow and the Cheese, The 8 (G1-Jan) Reading Reading Books

Hedgehogs* 8 (G1-Jan) Reading Reading Books

How Grapes Become Raisins* 8 (G1-Jan) Reading Reading Books

How Popcorn Pops* 8 (G1-Jan) Reading Reading Books

Humpback Whale, The* 8 (G1-Jan) Reading Reading Books

Humpback Whales 8 (G1-Jan) MCP / Ready Readers

Jim’s Visit to Kim 8 (G1-Jan) MCP / Ready Readers



Just My Luck 8 (G1-Jan) Rigby / Literacy 2000

Late for Soccer 8 (G1-Jan) Rigby / PM Books

Little Bulldozer 8 (G1-Jan) Rigby / PM Books

Little Bulldozer Helps Again 8 (G1-Jan) Rigby / PM Books

Mushrooms for Dinner 8 (G1-Jan) Rigby / PM Books

My Apple Tree 8 (G1-Jan) Reading Reading Books

Naughty Ann, The 8 (G1-Jan) Rigby / PM Readers

New Baby, The 8 (G1-Jan) Rigby / PM Books

Night and Day 8 (G1-Jan) MCP / Ready Readers

Not It! 8 (G1-Jan) Handprints

Penguins* 8 (G1-Jan) Reading Reading Books

Pick Up Nick 8 (G1-Jan) MCP / Ready Readers

Polar Bear, The* 8 (G1-Jan) Reading Reading Books

Porcupine Fish* 8 (G1-Jan) Reading Reading Books

Sad Monster 8 (G1-Jan) Handprints

Sally’s Friends 8 (G1-Jan) Rigby / PM Books

Sea Star, A 8 (G1-Jan) MCP / Ready Readers

Shopping 8 (G1-Jan) Handprints

Snowy Gets A Wash 8 (G1-Jan) Rigby / PM Books

Steve’s Room 8 (G1-Jan) MCP / Ready Readers

Tale of Cowboy Roy, The 8 (G1-Jan) MCP / Ready Readers

Tiny And The Big Wave 8 (G1-Jan) Rigby / PM Readers

Too Cold 8 (G1-Jan) Reading Reading Books

Turtle Race, The 8 (G1-Jan) Reading Reading Books

What Do We Have To Get? 8 (G1-Jan) MCP / Ready Readers

When Bob Woke Up Late 8 (G1-Jan) MCP / Ready Readers

Who Will Dance with Porcupine? 8 (G1-Jan)Reading Reading Books

Ben’s Tooth 9 (NS G1-Feb) Rigby / PM Books

Blue Sue 9 (NS G1-Feb) MCP / Ready Readers

Chug the Tractor 9 (NS G1-Feb) Rigby / PM Books

Clever Penguins, The 9 (NS G1-Feb) Rigby / PM Books

Family Tree, The 9 (NS G1-Feb) MCP / Ready Readers

Flip’s Trick 9 (NS G1-Feb) MCP / Ready Readers

Hiccups Would Not Stop, The 9 (NS G1-Feb) MCP / Ready ReadersHouse Hunting 9 (NS G1-Feb) Rigby / PM Readers



House In The Tree, The 9 (NS G1-Feb) Rigby / PM ReadersHunt for Clues, A 9 (NS G1-Feb) MCP / Ready ReadersLion and the Mouse, The 9 (NS G1-Feb) Rigby / PM BooksLittle Fox and the Tooth 9 (NS G1-Feb) HandprintsLocked Out 9 (NS G1-Feb) Rigby / PM BooksLost at the fun park 9 (NS G1-Feb) Rigby/PM BooksMiss Fuzzy 9 (NS G1-Feb) HandprintsMy Fish Does Not Chirp 9 (NS G1-Feb) MCP / Ready ReadersMy Sister June 9 (NS G1-Feb) MCP / Ready ReadersNever Say Never 9 (NS G1-Feb) MCP/ Ready ReadersRainbow Somewhere, A 9 (NS G1-Feb) MCP / Ready ReadersShell Shopping 9 (NS G1-Feb) MCP / Ready ReadersSparky’s Bone 9 (NS G1-Feb) MCP / Ready ReadersSummer at Cove Lake 9 (NS G1-Feb) MCP / Ready ReadersTabby in the Tree 9 (NS G1-Feb) Rigby / PM ReadersTeasing Dad 9 (NS G1-Feb) Rigby / PM ReadersThat Cat! 9 (NS G1-Feb) MCP / Ready ReadersThree Silly Cowboys, The 9 (NS G1-Feb) MCP / Ready ReadersWhen I Go See Gram 9 (NS G1-Feb) MCP / Ready Readers

After the Flood 10 (NS G1-Mar) Rigby / PM BooksBedtime at Aunt Carmen’s 10 (NS G1-Mar) MCP / Ready ReadersBest Birthday Mole Ever Had 10 (NS G1-Mar) MCP / Ready ReadersCarrots Don’t Talk 10 (NS G1-Mar) MCP / Ready ReadersCows in the Garden 10 (NS G1-Mar) Rigby / PM BooksCross-Country Race, The 10 (NS G1-Mar) Rigby / PM BooksCubby’s Gum 10 (NS G1-Mar) MCP / Ready ReadersDeep Sea, The 10 (NS G1-Mar) MCP / Ready ReadersFlood, The 10 (NS G1-Mar) Rigby / PM ReadersFourth of July, The 10 (NS G1-Mar) MCP / Ready ReadersFreddy Frog’s Note 10 (NS G1-Mar) MCP / Ready ReadersFriends Forever 10 (NS G1-Mar) MCP / Ready ReadersLion Roars, The 10 (NS G1-Mar) MCP / Ready ReadersMrs. Spider’s Beautiful Web 10 (NS G1-Mar) Rigby / PM BooksNight Sky 10 (NS G1-Mar) MCP / Ready ReadersOnce Upon a Time 10 (NS G1-Mar) MCP / Ready ReadersPepper’s Adventure 10 (NS G1-Mar) Rigby / PM BooksRed and I Visit the Vet 10 (NS G1-Mar) MCP / Ready ReadersRescue 10 (NS G1-Mar) Rigby / PM ReadersSharks 10 (NS G1-Mar) MCP / Ready ReadersSix Fine Fish 10 (NS G1-Mar) MCP / Ready ReadersSmall Baby Raccoon, The 10 (NS G1-Mar) MCP / Ready ReadersSnow on the Hill 10 (NS G1-Mar) Rigby / PM ReadersStew for Egor’s Mom, A 10 (NS G1-Mar) MCP / Ready ReadersTen Little Garden Snails 10 (NS G1-Mar) Rigby / PM ReadersThree Little Kittens 10 (NS G1-Mar) MCP / Ready ReadersTiger Runs Away 10 (NS G1-Mar) Rigby / PM Readers



Tim’s Favorite Toy 10 (NS G1-Mar) Rigby / PM Readers

An Eagle Flies High 11 (NS G1-Apr) MCP / Ready ReadersCarla Gets a Pet 11 (NS G1-Apr) MCP / Ready ReadersFather Bear’s Surprise 11 (NS G1-Apr) Rigby / PM ReadersFox Lives Here, A 11 (NS G1-Apr) MCP / Ready ReadersJoey 11 (NS G1-Apr) Rigby / PM ReadersJulie’s Mornings 11 (NS G1-Apr) MCP / Ready ReadersKite That Flew Away, The 11 (NS G1-Apr) MCP / Ready ReadersLittle Red Bus, The 11 (NS G1-Apr) Rigby / PM ReadersMonster Under the Bed, The 11 (NS G1-Apr) MCP / Ready ReadersPete’s Bad Day 11 (NS G1-Apr) MCP / Ready ReadersPete Little 11 (NS G1-Apr) Rigby / PM BooksPiggy Bank 11 (NS G1-Apr) HandprintsTiger’s Tummy Ache 11 (NS G1-Apr) MCP / Ready ReadersToast for Mom 11 (NS G1-Apr) MCP / Ready ReadersTry Again Hannah 11 (NS G1-Apr) Rigby / PM ReadersWhat Joy Found 11 (NS G1-Apr) MCP / Ready ReadersWho Has a Tail? 11 (NS G1-Apr) MCP / Ready Readers

All About Bats 12 (NS G1-End) MCP / Ready ReadersBabysitter, The 12 (NS G1-End) Rigby / PM ReadersFlying Fish, The 12 (NS G1-End) Rigby / PM ReadersFox and the Crow, The 12 (NS G1-End) MCP / Ready ReadersIsland Picnic, The 12 (NS G1-End) Rigby / PM ReadersMiss Muffet and the Spider 12 (NS G1-End) MCP / Ready ReadersMolly’s Broccoli 12 (NS G1-End) MCP / Ready ReadersMother’s Helper 12 (NS G1-End) MCP / Ready ReadersNot So Scary Scarecrow, The 12 (NS G1-End) MCP / Ready ReadersPot of Stone Soup, A 12 (NS G1-End) MCP / Ready ReadersWaving Sheep, The 12 (NS G1-End) Rigby / PM ReadersWorld’s Biggest Baby, The 12 (NS G1-End) MCP / Ready Readers


Early Steps

Recommendations for Leveled Books— Suitable for Assisted Reading and Intervention

Leveled Books Organized

By Publisher

Books Listed in Alphabetical

Order by Text Level

Early Steps Books Organized by Publisher

TITLE LEVEL PUBLISHER

Handprints

Bugs 1 (K‐Mid) Handprints

My School 1 (K‐Mid) Handprints

Slow and Fast 2 (K‐Mid) Handprints

Zoo, The 2 (K‐Mid) Handprints

Look at me 3 (K‐End/G1‐Aug) Handprints

At the Park 4 (G1-Sep) Handprints

Clouds 4 (G1-Sep) Handprints

Jim and the New Truck 4 (G1-Sep) Handprints

Little Mouse 4 (G1-Sep) Handprints

My Big Car 4 (G1-Sep) Handprints

Picnic, The 4 (G1-Sep) Handprints

Soccer Sam 4 (G1-Sep) Handprints

Hot Day, A 5 (G1‐Oct) Handprints

Little Fox 5 (G1‐Oct) Handprints

Looking for Worms 5 (G1‐Oct) Handprints

No, Bo! 5 (G1‐Oct) Handprints

Picnic at the Beach, A 6 (G1-Nov) Handprints

Pool, The 6 (G1-Nov) Handprints

Roller Coaster, The 6 (G1-Nov) Handprints

Hungry Turtle 7 (G1--Dec) Handprints

Kickball 7 (G1--Dec) Handprints

Mom's Shoes 7 (G1--Dec) Handprints

Playing Ball 7 (G1--Dec) Handprints

Watch Me 7 (G1--Dec) Handprints

Zip Me Up 7 (G1--Dec) Handprints

Zookeeper, The 7 (G1--Dec) Handprints



Big Show, The 8 (G1-Jan) Handprints

Not It! 8 (G1-Jan) Handprints

Sad Monster 8 (G1-Jan) Handprints

Shopping 8 (G1-Jan) Handprints

Little Fox and the Tooth G1 Mar Handprints

Miss Fuzzy G1 Mar Handprints

Piggy Bank G1 End Handprints

MCP / Ready Readers

Can You Find It? 2 (K-Mid) MCP / Ready Readers

Six Go By 2 (K-Mid) MCP / Ready Readers

Ben’s Pets 3 (K-End/G1-Aug) MCP / Ready Readers

Good Night, Little Bug 3 (K-End/G1-Aug) MCP / Ready Readers

My Cat 3 (K-End/G1-Aug) MCP / Ready Readers

Stop That! 3 (K-End/G1-Aug) MCP / Ready Readers

Yes, I Can 3 (K-End/G1-Aug) MCP / Ready Readers

That Fly 4 (G1-Sep) MCP / Ready Readers

Bags, Cans, Pots, & Pans 5 (G1-Oct) MCP / Ready Readers

Best Places, The 5 (G1-Oct) MCP / Ready Readers

Fun Place To Eat, A 5 (G1-Oct) MCP / Ready Readers

I Can Swim 5 (G1-Oct) MCP / Ready Readers

It’s Hot 5 (G1-Oct) MCP / Ready Readers

Little Hen, The 5 (G1-Oct) MCP / Ready Readers

Rush, Rush, Rush 5 (G1-Oct) MCP / Ready Readers

Too High! 5 (G1-Oct) MCP / Ready Readers

Fix it, Fox 6 (G1-Nov) MCP / Ready Readers

My Lost Top 6 (G1-Nov) MCP / Ready Readers

Nanny Goat’s Nap 6 (G1-Nov) MCP / Ready Readers

Ted’s Red Sled 6 (G1-Nov) MCP / Ready Readers



What is at the Top? 6 (G1-Nov) MCP / Ready Readers

Dee and Me 7 (G1--Dec) MCP / Ready Readers

Dragon’s Lunch 7 (G1--Dec) MCP / Ready Readers

Little Frog’s Monster Story 7 (G1--Dec) MCP / Ready Readers

My Hamster, Van 7 (G1--Dec) MCP / Ready Readers

Planting a Garden 7 (G1--Dec) MCP / Ready Readers

Pop Pops the Popcorn 7 (G1--Dec) MCP / Ready Readers

Sally’s Spaceship 7 (G1--Dec) MCP / Ready Readers

Three Little Pigs & One Big Pig 7 (G1--Dec) MCP / Ready Readers

Trip, The 7 (G1--Dec) MCP / Ready Readers

Apple Farm, The 8 (G1-Jan) MCP / Ready Readers

Ben’s New Trick 8 (G1-Jan) MCP / Ready Readers

Dinner By Five 8 (G1-Jan) MCP / Ready Readers

Eve Shops 8 (G1-Jan) MCP / Ready Readers

Humpback Whales 8 (G1-Jan) MCP / Ready Readers

Jim’s Visit to Kim 8 (G1-Jan) MCP / Ready Readers

Night and Day 8 (G1-Jan) MCP / Ready Readers

Pick Up Nick 8 (G1-Jan) MCP / Ready Readers

Sea Star, A 8 (G1-Jan) MCP / Ready Readers

Steve’s Room 8 (G1-Jan) MCP / Ready Readers

Tale of Cowboy Roy, The 8 (G1-Jan) MCP / Ready Readers

What Do We Have To Get? 8 (G1-Jan) MCP / Ready Readers

When Bob Woke Up Late 8 (G1-Jan) MCP / Ready Readers

Blue Sue G1 Mar MCP / Ready Readers

Family Tree, The G1 Mar MCP / Ready Readers

Flip’s Trick G1 Mar MCP / Ready Readers

Hiccups Would Not Stop, The G1 Mar MCP / Ready Readers

Hunt For Clues G1 Mar MCP / Ready Readers

My Fish Does Not Chirp G1 Mar MCP / Ready Readers

My Sister June G1 Mar MCP / Ready Readers

Never Say Never G1 Mar MCP/ Ready Readers

Rainbow Somewhere, A G1 Mar MCP / Ready Readers



Shell Shopping G1 Mar MCP / Ready Readers

Sparky’s Bone G1 Mar MCP / Ready Readers

Summer at Cove Lake G1 Mar MCP / Ready Readers

That Cat! G1 Mar MCP / Ready Readers

Three Silly Cowboys, The G1 Mar MCP / Ready Readers

When I Go See Gram G1 Mar MCP / Ready Readers

Bedtime at Aunt Carmen’s G1 Mar MCP / Ready Readers

Best Birthday Mole Ever Had, The G1 Mar MCP / Ready Readers

Carrots Don’t Talk G1 Mar MCP / Ready Readers

Cubby’s Gum G1 Mar MCP / Ready Readers

Deep Sea, The G1 Mar MCP / Ready Readers

Fourth of July, The G1 Mar MCP / Ready Readers

Freddy Frog’s Note G1 Mar MCP / Ready Readers

Friends Forever G1 Mar MCP / Ready Readers

Lion Roars, The G1 Mar MCP / Ready Readers

Night Sky, The G1 Mar MCP / Ready Readers

Once Upon a Time G1 Mar MCP / Ready Readers

Red and I Visit the Vet G1 Mar MCP / Ready Readers

Sharks G1 Mar MCP / Ready Readers

Six Fine Fish G1 Mar MCP / Ready Readers

Small Baby Raccoon, The G1 Mar MCP / Ready Readers

Stew for Egor’s Mom, A G1 Mar MCP / Ready Readers

Three Little Kittens G1 Mar MCP / Ready Readers

An Eagle Flies High G1 End MCP / Ready Readers

Carla Gets a Pet G1 End MCP / Ready Readers

Fox Lives Here, A G1 End MCP / Ready Readers

Julie’s Mornings G1 End MCP / Ready Readers

Kite That Flew Away, The G1 End MCP / Ready Readers

Monster Under the Bed, The G1 End MCP / Ready Readers

Pete’s Bad Day G1 End MCP / Ready Readers

Tiger’s Tummy Ache G1 End MCP / Ready Readers

Toast for Mom G1 End MCP / Ready Readers

What Joy Found G1 End MCP / Ready Readers



Who Has a Tail? G1 End MCP / Ready Readers

All About Bats G1 End MCP / Ready Readers

Fox and the Crow, The G1 End MCP / Ready Readers

Miss Muffet and the Spider G1 End MCP / Ready Readers

Molly’s Broccoli G1 End MCP / Ready Readers

Mother’s Helper G1 End MCP / Ready Readers

Not So Scary Scarecrow, The G1 End MCP / Ready Readers

Pot of Stone Soup, A G1 End MCP / Ready Readers

World’s Biggest Baby, The G1 End MCP / Ready Readers

Pioneer Valley Educ. Press

Birthday Party, A 2 (K-Mid) Pioneer Valley Educ. Press

Blocks 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Going For A Ride 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Going Up & Down 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

My Lunch 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

Splashing Dad 3 (K-End/G1-Aug) Pioneer Valley Educ. Press

My Dog 4 (G1-Sep) Pioneer Valley Educ. Press

Pet For Me, A 4 (G1-Sep) Pioneer Valley Educ. Press

Playing in the Snow 4 (G1-Sep) Pioneer Valley Educ. Press

Seesaw, The 4 (G1-Sep) Pioneer Valley Educ. Press

Vacation, The 4 (G1-Sep) Pioneer Valley Educ. Press

Emily’s Babysitter 5 (G1-Oct) Pioneer Valley Educ. Press

Gabby is Hungry 5 (G1-Oct) Pioneer Valley Educ. Press

Help Me 5 (G1-Oct) Pioneer Valley Educ. Press

Pancakes for Breakfast 5 (G1-Oct) Pioneer Valley Educ. Press

Zoe’s Birthday Presents 5 (G1-Oct) Pioneer Valley Educ. Press

Bike Ride, The 6 (G1-Nov) Pioneer Valley Educ. Press

Little Cousins, The 6 (G1-Nov) Pioneer Valley Educ. Press



Library, The 7 (G1--Dec) Pioneer Valley Educ. Press

Reading Reading

Animals in the City* 1 (K-Mid) Reading Reading Books

Ants’ Picnic, The 1 (K-Mid) Reading Reading Books

Bedtime for Carl 1 (K-Mid) Reading Reading Books

Big Cat, The * 1 (K-Mid) Reading Reading Books

Brr! 1 (K-Mid) Reading Reading Books

Burp! 1 (K-Mid) Reading Reading Books

Castle, The 1 (K-Mid) Reading Reading Books

Cats in Costumes 1 (K-Mid) Reading Reading Books

Chameleon, The 1 (K-Mid) Reading Reading Books

Cookies* 1 (K-Mid) Reading Reading Books

Crabs* 1 (K-Mid) Reading Reading Books

Dad’s Favorite Tie 1 (K-Mid) Reading Reading Books

Desert, The * 1 (K-Mid) Reading Reading Books

Dressed Up Dogs 1 (K-Mid) Reading Reading Books

Ducks* 1 (K-Mid) Reading Reading Books

Fast 1 (K-Mid) Reading Reading Books

Fire Truck, The 1 (K-Mid) Reading Reading Books

Forest Babies* 1 (K-Mid) Reading Reading Books

Green in the Trees* 1 (K-Mid) Reading Reading Books

Happy Dogs 1 (K-Mid) Reading Reading Books

Horse Can..., A* 1 (K-Mid) Reading Reading Books

I Like to Have Fun 1 (K-Mid) Reading Reading Books

Jobs at School* 1 (K-Mid) Reading Reading Books

Look at Zook 1 (K-Mid) Reading Reading Books

Looking at Fish 1 (K-Mid) Reading Reading Books

Looking at X-Rays* 1 (K-Mid) Reading Reading Books

Making a Friend 1 (K-Mid) Reading Reading Books

Mudskippers, The * 1 (K-Mid) Reading Reading Books

My Favorite Fruit* 1 (K-Mid) Reading Reading Books

Party, The 1 (K-Mid) Reading Reading Books

Pickles are Great* 1 (K-Mid) Reading Reading Books

Pirate, The 1 (K-Mid) Reading Reading Books



Presents for Mom 1 (K-Mid) Reading Reading Books

Salad, The 1 (K-Mid) Reading Reading Books

Sea, The 1 (K-Mid) Reading Reading Books

Sky, The* 1 (K-Mid) Reading Reading Books

Splash 1 (K-Mid) Reading Reading Books

Summer Fun 1 (K-Mid) Reading Reading Books

Swamp, The * 1 (K-Mid) Reading Reading Books

Up and Down 1 (K-Mid) Reading Reading Books

We Love Pets* 1 (K-Mid) Reading Reading Books

What Can Bugs Do?* 1 (K-Mid) Reading Reading Books

What Do Cats Like?* 1 (K-Mid) Reading Reading Books

What Tigers Do* 1 (K-Mid) Reading Reading Books

Who Has a Hump?* 1 (K-Mid) Reading Reading Books

Zook Makes a Pizza 1 (K-Mid) Reading Reading Books

Boat, The 2 (K-Mid) Reading Reading Books

Cave, The 2 (K-Mid) Reading Reading Books

Day in Africa, A* 2 (K-Mid) Reading Reading Books

Ears * 2 (K-Mid) Reading Reading Books

Farm Feet* 2 (K-Mid) Reading Reading Books

Fossils* 2 (K-Mid) Reading Reading Books

Fur* 2 (K-Mid) Reading Reading Books

Garden is Fun, A* 2 (K-Mid) Reading Reading Books

Going By 2 (K-Mid) Reading Reading Books

Homes for Birds* 2 (K-Mid) Reading Reading Books

I am a Cat* 2 (K-Mid) Reading Reading Books

I Love My Family 2 (K-Mid) Reading Reading Books

I See Bugs 2 (K-Mid) Reading Reading Books

Juice 2 (K-Mid) Reading Reading Books

Jump!* 2 (K-Mid) Reading Reading Books

Look at the Mud 2 (K-Mid) Reading Reading Books

Look in the Rainforest, A * 2 (K-Mid) Reading Reading Books

Look Who’s Eating* 2 (K-Mid) Reading Reading Books

Magic Hat, The 2 (K-Mid) Reading Reading Books

Map, The 2 (K-Mid) Reading Reading Books



Moo, Baa, Oink!* 2 (K-Mid) Reading Reading Books

Mother Animals* 2 (K-Mid) Reading Reading Books

My Little Toys 2 (K-Mid) Reading Reading Books

Our 5 Senses on the Farm* 2 (K-Mid) Reading Reading Books

Pond, The* 2 (K-Mid) Reading Reading Books

Puppies Can Play* 2 (K-Mid) Reading Reading Books

Seeds We Eat* 2 (K-Mid) Reading Reading Books

Shells* 2 (K-Mid) Reading Reading Books

Soda Pop 2 (K-Mid) Reading Reading Books

Spiders* 2 (K-Mid) Reading Reading Books

Stop and Go! 2 (K-Mid) Reading Reading Books

TV for Carl 2 (K-Mid) Reading Reading Books

We Are Pets* 2 (K-Mid) Reading Reading Books

We Like Fruit* 2 (K-Mid) Reading Reading Books

We Like the Beach 2 (K-Mid) Reading Reading Books

We See the City* 2 (K-Mid) Reading Reading Books

What Can Climb?* 2 (K-Mid) Reading Reading Books

What Do You See in the Stars?* 2 (K-Mid) Reading Reading Books

When I Grow Up* 2 (K-Mid) Reading Reading Books

Where is a Bear?* 2 (K-Mid) Reading Reading Books

Wow! Look at the Noses!* 2 (K-Mid) Reading Reading Books

Am I a Snake?* 3 (K-End/G1-Aug) Reading Reading Books

Baby is Up, The! 3 (K-End/G1-Aug) Reading Reading Books

Camouflage* 3 (K-End/G1-Aug) Reading Reading Books

Can We Be Friends? 3 (K-End/G1-Aug) Reading Reading Books

Cat and a Dog go into Space, A 3 (K-End/G1-Aug) Reading Reading Books

Eggs* 3 (K-End/G1-Aug) Reading Reading Books

Feathers* 3 (K-End/G1-Aug) Reading Reading Books

Frog Fun* 3 (K-End/G1-Aug) Reading Reading Books

Fun with Balls! 3 (K-End/G1-Aug) Reading Reading Books

Go, Bird! 3 (K-End/G1-Aug) Reading Reading Books

Gus and the Copycat 3 (K-End/G1-Aug) Reading Reading Books

I Can Mix Colors* 3 (K-End/G1-Aug) Reading Reading Books

Louis is Hungry 3 (K-End/G1-Aug) Reading Reading Books



Lunch for Carl 3 (K-End/G1-Aug) Reading Reading Books

Playtime 3 (K-End/G1-Aug) Reading Reading Books

Police on the Go, The* 3 (K-End/G1-Aug) Reading Reading Books

Round Around Us* 3 (K-End/G1-Aug) Reading Reading Books

Scales* 3 (K-End/G1-Aug) Reading Reading Books

Skin* 3 (K-End/G1-Aug) Reading Reading Books

Spring is Coming!* 3 (K-End/G1-Aug) Reading Reading Books

Ss! Snakes!* 3 (K-End/G1-Aug) Reading Reading Books

Teachers* 3 (K-End/G1-Aug) Reading Reading Books

Trouble in a Tree 3 (K-End/G1-Aug) Reading Reading Books

We Ride 3 (K-End/G1-Aug) Reading Reading Books

White, White Snow, The* 3 (K-End/G1-Aug) Reading Reading Books

Who Lives in a Hole?* 3 (K-End/G1-Aug) Reading Reading Books

Wings* 3 (K-End/G1-Aug) Reading Reading Books

Ben’s First Words 4 (G1-Sep) Reading Reading Books

Big Slide, The 4 (G1-Sep) Reading Reading Books

Breakfast for Us 4 (G1-Sep) Reading Reading Books

Bug Eyes* 4 (G1-Sep) Reading Reading Books

Bugs in my Backyard* 4 (G1-Sep) Reading Reading Books

Cat and a Dog Have Lunch, A 4 (G1-Sep) Reading Reading Books

Dog Food 4 (G1-Sep) Reading Reading Books

Down in the Sea* 4 (G1-Sep) Reading Reading Books

Everyday* 4 (G1-Sep) Reading Reading Books

Fall Colors* 4 (G1-Sep) Reading Reading Books

Flowers Like Worms 4 (G1-Sep) Reading Reading Books

Fruit Trees* 4 (G1-Sep) Reading Reading Books

Just Like my Mom* 4 (G1-Sep) Reading Reading Books

Kittens and Pups* 4 (G1-Sep) Reading Reading Books

Look For It!* 4 (G1-Sep) Reading Reading Books

Look Who’s at the Zoo* 4 (G1-Sep) Reading Reading Books

Mixed-up Shoes, The 4 (G1-Sep) Reading Reading Books

My School Lunch 4 (G1-Sep) Reading Reading Books

On and Off the Road* 4 (G1-Sep) Reading Reading Books

Robins in the Spring* 4 (G1-Sep) Reading Reading Books



Socks 4 (G1-Sep) Reading Reading Books

That Cat! 4 (G1-Sep) Reading Reading Books

Toes* 4 (G1-Sep) Reading Reading Books

Tools for School* 4 (G1-Sep) Reading Reading Books

Turtle in the Sun, A 4 (G1-Sep) Reading Reading Books

Vegetable Soup 4 (G1-Sep) Reading Reading Books

Walk with Dad, A 4 (G1-Sep) Reading Reading Books

We Go in the Snow* 4 (G1-Sep) Reading Reading Books

Where is Baby Lamb 4 (G1-Sep) Reading Reading Books

Who Goes in the Water?* 4 (G1-Sep) Reading Reading Books

Yellow Flowers 4 (G1-Sep) Reading Reading Books

Zook Goes to the Farm 4 (G1-Sep) Reading Reading Books

Baby Zebra Helps Out* 5 (G1-Oct) Reading Reading Books

Bad Kitten, The 5 (G1-Oct) Reading Reading Books

Big Hungry Cat, The 5 (G1-Oct) Reading Reading Books

Brown Pelicans* 5 (G1-Oct) Reading Reading Books

Bumps! 5 (G1-Oct) Reading Reading Books

Chase, The* 5 (G1-Oct) Reading Reading Books

Clouds Tell the Weather 5 (G1-Oct) Reading Reading Books

Don’t Look Up 5 (G1-Oct) Reading Reading Books

Don’t Slip 5 (G1-Oct) Reading Reading Books

Eating Mud 5 (G1-Oct) Reading Reading Books

Flower for a Bee, A 5 (G1-Oct) Reading Reading Books

Funny Ways to Sleep* 5 (G1-Oct) Reading Reading Books

Gus Goes for a Ride 5 (G1-Oct) Reading Reading Books

Gus Goes to the Beach 5 (G1-Oct) Reading Reading Books

Happy Birthday to Me 5 (G1-Oct) Reading Reading Books

Hot Desert Sun, The 5 (G1-Oct) Reading Reading Books

Look at What I Can Do! 5 (G1-Oct) Reading Reading Books

Mmm, Apples! 5 (G1-Oct) Reading Reading Books

More Food for the Big Cat 5 (G1-Oct) Reading Reading Books

Muddy Car, The 5 (G1-Oct) Reading Reading Books

Mudskipper and the Water* 5 (G1-Oct) Reading Reading Books

Oh No! Ladybug, Go! 5 (G1-Oct) Reading Reading Books



Out of Gas! 5 (G1-Oct) Reading Reading Books

Petting Farm, The* 5 (G1-Oct) Reading Reading Books

Picking a Pumpkin 5 (G1-Oct) Reading Reading Books

Play with Me! 5 (G1-Oct) Reading Reading Books

Red Apples for Me 5 (G1-Oct) Reading Reading Books

Shh! 5 (G1-Oct) Reading Reading Books

What is Inside Me?* 5 (G1-Oct) Reading Reading Books

Where is Ben’s Red Car? 5 (G1-Oct) Reading Reading Books

Where is the Barn Owl Going?* 5 (G1-Oct) Reading Reading Books

Where is the Big Cat? 5 (G1-Oct) Reading Reading Books



Who Likes Grass?* 5 (G1-Oct) Reading Reading Books

Zook and the Puppy 5 (G1-Oct) Reading Reading Books

Anton’s Short Pants 6 (G1-Nov) Reading Reading Books

Apple Trees* 6 (G1-Nov) Reading Reading Books

Archerfish, The* 6 (G1-Nov) Reading Reading Books

Bald Eagle Goes Fishing, A* 6 (G1-Nov) Reading Reading Books

Ben’s Boots 6 (G1-Nov) Reading Reading Books

Bengal Tiger, The* 6 (G1-Nov) Reading Reading Books

Big Spider Goes to School, The 6 (G1-Nov) Reading Reading Books

Catch the Spider! 6 (G1-Nov) Reading Reading Books

Come Here, Big Cat 6 (G1-Nov) Reading Reading Books

Corn* 6 (G1-Nov) Reading Reading Books

Friend for Jellyfish, A 6 (G1-Nov) Reading Reading Books

Frogs on a Log 6 (G1-Nov) Reading Reading Books

Fruit for Fly 6 (G1-Nov) Reading Reading Books

Good Hat for a Cat, A 6 (G1-Nov) Reading Reading Books

Great White Shark, The* 6 (G1-Nov) Reading Reading Books

Gumball, The 6 (G1-Nov) Reading Reading Books

Gus and the Snow 6 (G1-Nov) Reading Reading Books

Gus and the Turkey 6 (G1-Nov) Reading Reading Books

Hole in Ben’s Bear, The 6 (G1-Nov) Reading Reading Books



Hot Air Balloons* 6 (G1-Nov) Reading Reading Books

Hot Rods* 6 (G1-Nov) Reading Reading Books

How Tadpoles Become Frogs* 6 (G1-Nov) Reading Reading Books

Hungry Chameleon, The* 6 (G1-Nov) Reading Reading Books

Hungry Little Birds, The* 6 (G1-Nov) Reading Reading Books

Kitten is Out, The! 6 (G1-Nov) Reading Reading Books

Last Gosling is Missing, The! 6 (G1-Nov) Reading Reading Books

Last Gosling, The 6 (G1-Nov) Reading Reading Books

Lion Cubs* 6 (G1-Nov) Reading Reading Books

Little Fawn Grows Up, A* 6 (G1-Nov) Reading Reading Books

Little Sprout, The 6 (G1-Nov) Reading Reading Books

Look, Gus! 6 (G1-Nov) Reading Reading Books

Loon Chick, The* 6 (G1-Nov) Reading Reading Books

Manatee, The* 6 (G1-Nov) Reading Reading Books

More Pepper for Carl 6 (G1-Nov) Reading Reading Books

Mudskippers* 6 (G1-Nov) Reading Reading Books

My Fly 6 (G1-Nov) Reading Reading Books

New Home, A 6 (G1-Nov) Reading Reading Books

New Pet, A 6 (G1-Nov) Reading Reading Books

Peas are Good 6 (G1-Nov) Reading Reading Books

Pets for Us 6 (G1-Nov) Reading Reading Books

Pets for Us* 6 (G1-Nov) Reading Reading Books

Pizza for Carl 6 (G1-Nov) Reading Reading Books

Puffins* 6 (G1-Nov) Reading Reading Books

Pumpkins* 6 (G1-Nov) Reading Reading Books

Rabbits* 6 (G1-Nov) Reading Reading Books

Sea Turtles in the Sand* 6 (G1-Nov) Reading Reading Books

Smack! 6 (G1-Nov) Reading Reading Books

Sunflowers* 6 (G1-Nov) Reading Reading Books

The Little Boat 6 (G1-Nov) Reading Reading Books

Time to Wake Up 6 (G1-Nov) Reading Reading Books

Too Big to Play 6 (G1-Nov) Reading Reading Books

What Bird Am I?* 6 (G1-Nov) Reading Reading Books

What Do Blue Bears Eat? 6 (G1-Nov) Reading Reading Books



Where Can Louis Sleep? 6 (G1-Nov) Reading Reading Books

White Rhino, The* 6 (G1-Nov) Reading Reading Books

Wool* 6 (G1-Nov) Reading Reading Books

Yum, Yum! 6 (G1-Nov) Reading Reading Books

Arctic Foxes* 7 (G1--Dec) Reading Reading Books

Baby Giraffes* 7 (G1--Dec) Reading Reading Books

Beetle and Snail have a Race 7 (G1--Dec) Reading Reading Books

Bobcats* 7 (G1--Dec) Reading Reading Books

Cobras* 7 (G1--Dec) Reading Reading Books

Dandelions* 7 (G1--Dec) Reading Reading Books

Evergreens* 7 (G1--Dec) Reading Reading Books

Horses as Pets* 7 (G1--Dec) Reading Reading Books

Hungry Brown Bears* 7 (G1--Dec) Reading Reading Books

Ladybugs* 7 (G1--Dec) Reading Reading Books

Leatherback Sea Turtle, The* 7 (G1--Dec) Reading Reading Books

Mom Can’t Sleep 7 (G1--Dec) Reading Reading Books

Moving Snow* 7 (G1--Dec) Reading Reading Books

Peas* 7 (G1--Dec) Reading Reading Books

Pickup Trucks* 7 (G1--Dec) Reading Reading Books

Picnic, The 7 (G1--Dec) Reading Reading Books

Pill Bugs* 7 (G1--Dec) Reading Reading Books

Reindeer* 7 (G1--Dec) Reading Reading Books

Tails* 7 (G1--Dec) Reading Reading Books

Venus Flytraps* 7 (G1--Dec) Reading Reading Books

Baby Monster Can’t Sleep 8 (G1-Jan) Reading Reading Books

Ball Hog, The 8 (G1-Jan) Reading Reading Books

Bit Strawberry, The 8 (G1-Jan) Reading Reading Books

Blizzards* 8 (G1-Jan) Reading Reading Books

Dragonflies* 8 (G1-Jan) Reading Reading Books

Eels* 8 (G1-Jan) Reading Reading Books

Flamingos* 8 (G1-Jan) Reading Reading Books

Fox, the Crow and the Cheese, The 8 (G1-Jan) Reading Reading Books



Hedgehogs* 8 (G1-Jan) Reading Reading Books

How Grapes Become Raisins* 8 (G1-Jan) Reading Reading Books

How Popcorn Pops* 8 (G1-Jan) Reading Reading Books

Humpback Whale, The* 8 (G1-Jan) Reading Reading Books

My Apple Tree 8 (G1-Jan) Reading Reading Books

Penguins* 8 (G1-Jan) Reading Reading Books

Polar Bear, The* 8 (G1-Jan) Reading Reading Books

Porcupine Fish* 8 (G1-Jan) Reading Reading Books

Too Cold 8 (G1-Jan) Reading Reading Books

Turtle Race, The 8 (G1-Jan) Reading Reading Books

Who Will Dance with Porcupine? 8 (G1-Jan) Reading Reading Books

Rigby Big Things 1 (K-Mid) Rigby / PM StartersDad 1 (K-Mid) Rigby / PM StartersIn The Shopping Cart 1 (K-Mid) Rigby/ PM BooksMe 1 (K-Mid) Rigby/ PM BooksMom 1 (K-Mid) Rigby / PM StartersPets 1 (K-Mid) Rigby / PM Starters

All of Me 2 (K-Mid) Rigby / Literacy 2000Little Things 2 (K-Mid) Rigby / PM StartersLook at Me 2 (K-Mid) Rigby / PM StartersMoms and Dads 2 (K-Mid) Rigby / PM StartersPlaying 2 (K-Mid) Rigby / PM StartersSkier, The 2 (K-Mid) Rigby / PM StartersTime for Dinner 2 (K-Mid) Rigby / PM StartersWe Go Out 2 (K-Mid) Rigby / PM Starters

Ball Games 3 (K-End/G1-Aug) Rigby / PM StartersLooking Down 3 (K-End/G1-Aug) Rigby / PM StartersMy Accident 3 (K-End/G1-Aug) Rigby / PM StartersPacking My Bag 3 (K-End/G1-Aug) Rigby / PM StartersPhoto Book, The 3 (K-End/G1-Aug) Rigby / PM StartersRock Pools, The 3 (K-End/G1-Aug) Rigby / PM StartersWe Can Run 3 (K-End/G1-Aug) Rigby / PM StartersWhere are the Babies? 3 (K-End/G1-Aug) Rigby / PM Starters

Big Kick, The 4 (G1-Sep) Rigby / PM BooksFishing 4 (G1-Sep) Rigby / PM StartersLittle Snowman, The 4 (G1-Sep) Rigby / PM Books



Merry-Go-Round, The 4 (G1-Sep) Rigby / PM BooksPencil, The 4 (G1-Sep) Rigby / PM StartersSally and the Daisy 4 (G1-Sep) Rigby / PM BooksTiger, Tiger 4 (G1-Sep) Rigby / PM BooksTom is Brave 4 (G1-Sep) Rigby / PM BooksUnder My Bed 4 (G1-Sep) Rigby / Smart StartWake up, Dad 4 (G1-Sep) Rigby / PM Books

Baby Owls, The 5 (G1-Oct) Rigby / PM BooksBen’s Teddy Bear 5 (G1-Oct) Rigby / PM BooksBen’s Treasure Hunt 5 (G1-Oct) Rigby / PM BooksFather Bear Goes Fishing 5 (G1-Oct) Rigby / PM BooksFlower Girl, The 5 (G1-Oct) Rigby / PM Books

Friend For Little White Rabbit, A5 (G1-Oct) Rigby / PM Books

Hide and Seek 5 (G1-Oct) Rigby / PM BooksHot Dogs 5 (G1-Oct) Rigby / PM BooksHungry Kitten, The 5 (G1-Oct) Rigby / PM Books

Blackberries 6 (G1-Nov) Rigby / PM BooksChoosing A Puppy 6 (G1-Nov) Rigby / PM BooksHermit Crab 6 (G1-Nov) Rigby / PM BooksHome for Little Teddy, A 6 (G1-Nov) Rigby / PM BooksLion and the Rabbit, The 6 (G1-Nov) Rigby / PM BooksSally’s Beans 6 (G1-Nov) Rigby / PM BooksSoccer at the Park 6 (G1-Nov) Rigby / PM BooksWhere Are The Sunhats 6 (G1-Nov) Rigby / PM Books

Baby Bear’s Present 7 (G1--Dec) Rigby / PM BooksBaby Hippo 7 (G1--Dec) Rigby / PM BooksBen’s Dad 7 (G1--Dec) Rigby / PM BooksHoney for Baby Bear 7 (G1--Dec) Rigby / PM BooksJane’s Car 7 (G1--Dec) Rigby / PM BooksJolly Roger, the Pirate 7 (G1--Dec) Rigby / PM BooksLucky Goes To Dog School 7 (G1--Dec) Rigby / PM BooksMumps 7 (G1--Dec) Rigby / PM BooksSally’s Red Bucket 7 (G1--Dec) Rigby / PM BooksSeagull is Clever 7 (G1--Dec) Rigby / PM BooksWhere Is Hannah? 7 (G1--Dec) Rigby / PM Books

Best Cake, The 8 (G1-Jan) Rigby / PM BooksBirthday Balloons 8 (G1-Jan) Rigby / PM BooksCome On, Tim 8 (G1-Jan) Rigby / PM Books

Duck With A Broken Wing, The8 (G1-Jan) Rigby / PM Books



Fire! Fire! 8 (G1-Jan) Rigby / PM BooksFox Who Foxed, The 8 (G1-Jan) Rigby / PM BooksJust My Luck 8 (G1-Jan) Rigby / Literacy 2000Late for Soccer 8 (G1-Jan) Rigby / PM BooksLittle Bulldozer 8 (G1-Jan) Rigby / PM BooksLittle Bulldozer Helps Again 8 (G1-Jan) Rigby / PM BooksMushrooms for Dinner 8 (G1-Jan) Rigby / PM BooksNaughty Ann, The 8 (G1-Jan) Rigby / PM ReadersNew Baby, The 8 (G1-Jan) Rigby / PM BooksSally’s Friends 8 (G1-Jan) Rigby / PM BooksSnowy Gets A Wash 8 (G1-Jan) Rigby / PM BooksTiny And The Big Wave 8 (G1-Jan) Rigby / PM Readers

After The Flood G1 Mar Rigby / PM BooksBen’s Tooth G1 Mar Rigby / PM BooksChug the Tractor G1 Mar Rigby / PM BooksChug the Tractor G1 Mar Rigby / PM BooksClever Penguins, The G1 Mar Rigby / PM BooksCows in the Garden G1 Mar Rigby / PM BooksCross-Country Race, The G1 Mar Rigby / PM BooksFlood, The G1 Mar Rigby / PM ReadersHouse Hunting G1 Mar Rigby / PM ReadersHouse In The Tree, The G1 Mar Rigby / PM ReadersLion and the Mouse, The G1 Mar Rigby / PM BooksLocked Out G1 Mar Rigby / PM BooksLost at the Fun Park G1 Mar Rigby/ PM BooksMrs. Spider’s Beautiful Web G1 Mar Rigby / PM BooksPepper’s Adventure G1 Mar Rigby / PM BooksRescue G1 Mar Rigby / PM ReadersSnow on the Hill G1 Mar Rigby / PM ReadersTabby in the Tree G1 Mar Rigby / PM ReadersTeasing Dad G1 Mar Rigby / PM ReadersTen Little Garden Snails G1 Mar Rigby / PM ReadersTiger Runs Away G1 Mar Rigby / PM ReadersTim’s Favorite Toy G1 Mar Rigby / PM ReadersJoey G1 End Rigby / PM ReadersFather Bear’s Surprise G1 End Rigby / PM ReadersLittle Red Bus, The G1 End Rigby / PM ReadersPete Little G1 End Rigby / PM BooksTry Again Hannah G1 End Rigby / PM Readers

Babysitter, The G1 End Rigby / PM ReadersIsland Picnic, The G1 End Rigby / PM ReadersWaving Sheep, The G1 End Rigby / PM Readers



Wright Big Hill, The 2 (K-Mid) Wright / StoryboxGhost, The 2 (K-Mid) Wright / StoryboxIf You Meet A Dragon 2 (K-Mid) Wright / StoryboxIn the Mirror 2 (K-Mid) Wright / StoryboxPainting 2 (K-Mid) Wright / StoryboxStorm, The 2 (K-Mid) Wright / StoryboxTree House, The 2 (K-Mid) Wright / SunshineYuck Soup 2 (K-Mid) Wright / Sunshine

I Can Jump 3 (K-End/G1-Aug) Wright / SunshineI Love My Family 3 (K-End/G1-Aug) Wright / SunshineIce Cream 3 (K-End/G1-Aug) Wright / StoryboxLittle Pig 3 (K-End/G1-Aug) Wright / StoryboxLost 3 (K-End/G1-Aug) Wright / StoryboxMonster Sandwich, A 3 (K-End/G1-Aug) Wright / StoryboxOur Street 3 (K-End/G1-Aug) Wright / StoryboxShoo! 3 (K-End/G1-Aug) Wright / SunshineStop! 3 (K-End/G1-Aug) Wright / Storybox

Big and Little 4 (G1-Sep) Wright / SunshineCopy Cat 4 (G1-Sep) Wright / StoryboxDan, Dan, The Flying Man 4 (G1-Sep) Wright / Read TogethersNo, No 4 (G1-Sep) Wright / StoryboxShark in a Sack 4 (G1-Sep) Wright / Sunshine

Along Comes Jake 5 (G1-Oct) Wright / SunshineGoodbye, Lucy 5 (G1-Oct) Wright / SunshineHaunted House, The 5 (G1-Oct) Wright / StoryboxIn a Dark, Dark Wood 5 (G1-Oct) Wright / Read TogethersLook For Me 5 (G1-Oct) Wright / Story BoxToo Big For Me 5 (G1-Oct) Wright / StoryboxTwo Little Dogs 5 (G1-Oct) Wright / Storybox


Insert Tab at this point TAB: Lesson Plans & Binder Forms

Early Steps Lesson Plans

& Binder Forms

Tutor _____________________

EARLY STEPS LESSON PLAN Student(s) _____________________________ Grade____ Date_________ Lesson # _____

(1:1 13-16 minutes) (Group 13-16 minutes) RE-READINGS Title Level 1.______________________________ ____ 2.______________________________ ____ 3. _____________________________ ____

How to BUMP-UP in text?

1. Beginning in Level 7 mark a 50 word passage in yesterday’s new book. Do not use first or last page. 2. Count errors in that section as student reads. 3. Double errors (self corrects are not errors in G1 text). 4. Goal is 93% or above accuracy and good fluency. 5. If the student meets this criteria 2 out of 3x in the hardest books from that level – bump to the next level.

WORD BANK:

Harvest words directly from any of the books, after the book has been read. (Refer to high frequency sight word list as a guide)

(1:1 9-13 minutes) (Group 11-15 minutes.) WORD STUDY □ 1. Sort _____________________________ Anchors: ___________ ____________ ___________ # of Sessions in this Sort:_________ □ Intro lesson

□ 2. Random Check

□ 3. Memory, Blackout Bingo, or Go Fish

□ 4. Spelling (4 words)

□ 5. Say it – Match it – Check it

To leave Mixed-Short Vowels do a Word Study √.

1. Randomize 40 words, sampling all current patterns. 2. Hold card in one hand. Student reads off deck. Tapping is ok. NO TIMER. Word Study √ Mixed Shorts must be a cold read. 3. Sort words into 2 piles:

Yes = Automatic or Blend/Tap w/consolidation No = Wrong, >5 Second Hesitation, or Don’t Know 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to next Sequence of the ES Word Study Sequence. 5. More than 8 in ‘no pile?’ REVIEW!

□ Sentence

□ Cut-up sentence (Discontinue “cut-up” at Level 5)

(Refer to high frequency sentence stem sequence as a guide)

(1:1 5-7 minutes) (Group 10-12 minutes) NEW BOOK Title Level


Accuracy Check (50 words) (Taken on previous lesson’s new book – beginning at LEVEL 7) Errors_______________ Accuracy ____________%

Tutor _____________________ EARLY STEPS - TRANSITION LESSON

1:1 - 30 minutes Group – 40 minutes (Begin with level 9 texts.)

Student(s) ______________ Grade Date ______ Lesson # ________

(1:1 – 14 minutes) (Group – 19 minutes) □WORD BANK:

Choose high frequency words with which your student is familiar, but not yet firm.

Assisted Reading of New Material: Title___________________________ p. ________ Publisher________________ Level_________ □Preview Text □Echo Read

□Solo / Choral Reading □Comprehension Work □Rate & Accuracy Check (50 Words) p._______ Rate: ______min. ______ sec. = ________ wpm Accuracy: ________% □Continue Solo / Choral Reading & Comprehension Work

How to BUMP-UP in text?

1. Beginning with Level 9, mark off 50 words in a new text. This section should be 1-2 pages after echo. 2. Time your student reading that portion. Count errors as your student reads. 3. To calculate accuracy & wpm, use the ES Reading Rate Conversion Chart for 50 words. 4. To BUMP-UP singleton, student must meet criteria at least twice from stories at end of the basal or hardest books in level. 5. To BUMP-UP group, lowest student must meet accuracy and rate criteria at least twice from stories at end of basal or hardest books in level as other students choral from page 1. Criteria needed to BUMP UP:

Text Level Accuracy Rate

G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm*

*Beginning at text level G2-Mid Self Corrections DO count as errors.

(1:1 – 11 minutes) (Group – 13 minutes) WORD STUDY □ 1. Sort _____________________________ Anchors: ___________ ____________ ___________ # of Sessions in this Sort:_________ □ Intro lesson

□ 2. Random Check

□ 3. Memory, Blackout Bingo, or Go Fish

□ 4. Spelling (4 words)

□ 5. Say it – Match it – Check it

To Bump-up in Word Study do a Word Study √.

1. Randomize 40 words, sampling all current patterns. 2. Hold cards in one hand. Student reads off deck. Tapping is ok. NO TIMER. Word Study √ Mixed Shorts must be a cold read. 3. Sort words into 2 piles:

Yes = Automatic or Blend/Tap w/consolidation No = Wrong, >5 Second Hesitation, or Don’t Know 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to next Sequence of the ES Word Study Sequence. 5. More than 8 in ‘no pile?’ REVIEW!

WRITING: □ 2. Sentence Stem ______________________________________________

(Refer to ES high frequency stems sequence as a guide)

(1:1 – 5 minutes) (Group – 8 minutes) RE-READ: (Re-read a portion of recently read text on same level 2-3x on consecutive days) Title___________________________ p. ________ Publisher________________ Level_________

University of Utah Reading Clinic 4/25/2016 MB

EARLY STEPS COACHING FORM

Observation #______ Tutor_________________________________ School___________________________________________

Lesson #_______ Student(s) __________________________________ Grade_____ Date__________ Observer________________

RE-READ (1:1 13-16 minutes) (Group 13-16 minutes) Comments: Title Level

1-_______________________________ _____

2-_______________________________ _____

3-_______________________________ _____

READ IN CORRECT ORDER

S. POINTS

Minimal T. Talk

Appropriate assistance for unfamiliar

Words (e.g. Wait time?, “First Sound”)

Prosody Echo (when reading is

choppy)

Accuracy Check (50 Words, errors x

2 for Levels 7 & 8)

Harvesting words

WORD BANK (Level 3+)

WORD STUDY (1:1 9-13 minutes) (Group 11-15 minutes)

Sort _____________________________________ Spelling (4 words)

Sentence Writing

Generated Sentence

______________________________________

Student wrote

_____________________________________

SORT

Correct Anchors

T. question 1x per column (vowel

pattern? vowel sound?)

Random Check

MEMORY

Question S. justify the match

SPELLING

Monitor and Correct

Say It–Match It– Check It

USE STEM SEQUENCE

S. repeats sentence- Counts words on

fingers

S. says word, writes word

Monitor and correct

S. points & rereads before

continuing to next word

S. points & rereads sentence when

sentence is complete

NEW BOOK (1:1 5-7 minutes) (Group 10-12 minutes)

Title Level

_________________________________ _____

PREVIEW (content/trouble

words/vocab.)

ECHO READ

COMPREHENSION QUESTIONS

(LEV. 5+)

T. fades out echo reading

Minimal T. talk

LESSON EXECUTION

Feedback Only (1st Observation)

Satisfactory ( all bolded items)

To Certify: Two satisfactory observations, one of

which must be the final observation.

S. on task/engaged

ALL COMPONENTS

COMPLETED

1:1 = 30 minutes, Group= 45 minutes

LESSON PLAN PREPARED

PRIOR TO LESSON

Completed previous Lesson Plans,

available for review

Implementation of previous feedback

©University of Utah (revised) 12/01//2020 MB

ASSISTED READ (1:1 14 minutes) (Group 19 minutes) Comments

WORD BANK WORD BANK

PREVIEW

READING of New Material Text Content

Challenging words

Title __________________________ ECHO READING

Level ______ COMPREHENSION QUESTIONS Prosody echo

RATE & ACCURACY (50 Words) Appropriate assistance for unfamiliar

_____ min. _____sec.= ____wpm words (e.g., wait time)

Accuracy: _____% RATE AND ACCURACY

Use correct conversion chart

WORD STUDY (1:1 9-13 minutes) (Group 11-15 minutes)

Sort ___________________________ SORT

Correct Anchors

T. question 1x per column: (vowel

pattern? vowel sound?)

Spelling (4 words) Random Check

MEMORY

Question: S. justify the match

SPELLING

Sentence Writing Monitor and correct

Generated Sentence Say It–Match It– Check It USE STEM SEQUENCE

___________________________________ S. repeats sentence- Counts words on fingers S. says word, writes word

Student wrote Monitor and correct

___________________________________S. points & rereads before continuing to next word

S. points & rereads sentence when sentence is complete

RE-READING (1:1 5 minutes) (Group – 8 minutes)

Re-read a portion of recently read text on same level.

PREVIOUSLY READ STORY AT APPROPRIATE LEVEL

MINIMAL T. TALK

Title __________________________ Appropriate assistance for unfamiliar

Level ______ words (e.g. Wait time?, “First Sound” )

Prosody Echo (when reading is choppy)

LESSON EXECUTION

Feedback Only (1st Observation) S. on-task/engaged 1:1 = 30 minutes, Group = 40 minutes

Satisfactory (√ all bolded items) LESSON PLAN PREPARED PRIOR TO LESSON

To Certify: Two satisfactory observations, one of which must be the final observation.

Completed previous Lesson Plans, available for review

Implementation of previous feedback University of Utah Reading Clinic: 06/05/2018 MB

EARLY STEPS OBSERVATION FORM: Transition Lesson

Observation #_____ Tutor ____________________________________ School______________________________________________

Lesson #____ Student(s) ____________________________ Grade: _____ Date_________ Observer________________________

UURC Bump Up Criteria


Passage Level Bump Up Acc. (%)

Bump Up Rate (WPM)

End K N/A N/A G1-Oct (ES5) 90 ≥ 20

G1-Mar 93 ≥ 30 G1-End 93 ≥ 40 G2-Mid 93 ≥ 60G2-End 93 ≥ 80

3E 93 ≥ 803M 93 ≥ 90 3D 93 ≥ 100 4E 93 ≥ 954M 95 ≥ 105 4D 95 ≥ 110 5E 95 ≥ 1005M 95 ≥ 110 5D 95 ≥ 120 6E 95 ≥ 1106M 95 ≥ 120 6D 95 ≥ 130 7E 95 ≥ 1207M 95 ≥ 130 7D 95 ≥ 140 8E 95 ≥ 1208M 95 ≥ 130 8D 95 ≥ 140

University of Utah Reading Clinic

Spelling & Sentence Stem Book

(Student Name)


Spelling & Sentence Stem Book

(Student Name)

©University of Utah Reading Clinic, Revised 200909 MB

NAME___________________________

WORD SORT LOG

Alphabet

Letter

Date

Letter

Date

Pictures

Consonants

Date

Consonants

Date

• Onset + Vowel

Sort

Date

Sort

Date


•• Mixed Short Vowels

Sort

Date

Sort

Date

••• Vowel Patterns

Sort

Date

Sort Date

Name__________________________

EARLY STEPS Book/Story List

LEVEL BOOK TITLE DATE LEVEL BOOK TITLE DATE


University of Utah Reading Clinic: 4/13/06

Word Bank Words

A

B C

D

E-F

G H

I

J

K L

M

University of Utah Reading Clinic: 4/13/06

N

O P

Q-R

S

S T

T

U-V

W W

X-Y-Z

University of Utah Reading Clinic 2/13/12 SH

Appropriate Words to Harvest for Early Steps Word Bank

This list does not indicate the order for words to be added to Word Bank.

Text Level 3

a go I if in is it me no on see the to we

Text Levels 4 – 6 am ran an run and said as she at sit be so but up by us can will dad with did you do your for get he help him his into its let like little look mom my my not of or

Text Levels 5 – 12 all they any this are want came was come went from were good what had when has where have who her yes here how just many must off our out please put saw some stop tell thank(s) that them then there

Early Steps High Frequency Sentence Stems Sequence Pacing = move when student spells sentence stem correctly 3x without assistance.


1. I can ________.

2. I see ________.

3. We can ________.

4. We see ________.

5. I see the ________.

6. We see the ________,

7. I am ________.

8. I am on the ________.

9. I like the ________.

10. I like my ________,

11. We like to ________.

12. We look ________.

13. He looks ________.

14. She looks ________.

15. He said _________.

16. She said _________.

17. You said _________.

18. He was __________.

19. You have _________.

20. You have my ________.

21. They have _________.

22. They are _________.

23. Are you _________?

24. Here are my ________.

25. Here is your _________.

26. They saw __________.

27. They saw your _________.

28. What is your ___________?

29. What did you ___________?

30. What will they ___________?

Insert Tab at this point TAB: Word Study Materials

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UURC Word Study Wisdom 1. Think of Word Study as musical scales or athletic drills for reading. Your student needs to become automatic at identifying and spelling words, and you can help that happen by being well-prepared, succinct in your verbiage, consistent with your prompts, positive, and enthusiastic. 2. Some tutors worry that students will be bored by doing the same activities every day. Most won’t and those who say they are bored would issue such a criticism for any activity that included reading. Remember: Our Word Study Sequence targets your student’s instructional level and provide just the right amount of challenge. That in itself is motivating. And, if you keep your pacing brisk and enthusiastic, most students will respond in kind. 3. This is your student’s time to be immersed in high-quality, research-based instruction designed to help him/her ‘break the reading/spelling code.’ There is an inverse relationship between the amount of time you talk and the amount of time the student reads and spells words. Consciously reduce/limit the amount of ‘teacher talk’ you allow yourself. Save ‘bonding’ and ‘stories’ for before and/or after the lesson. 4. Your Word Study prompts should be succinct and consistent to let your student know exactly where you want him/her to be (location) and what you want him/her to do (behavior). Example: “Start at the top. Point and read, please.”

Example: “Watch my pencil. The vowel pattern is…?”

5. Set high expectations for good manners and academic language by modeling both for your student. Ask your student to use both as often as possible. Example: “Justify that, please!” Example: “Thank you for making our matrix.” 6. As you and your student proceed, utilize your ES Word Study Sequence to determine which anchors and cards to pull from your kits, as well as when to conduct Word Study Checks to evaluate mastery.

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7. You will quickly see that we consider tapping to be a very important word identification strategy. Again, your modeling, guidance, and enthusiasm can play a large part in helping your student to adopt this reliable method for successfully reading unfamiliar words. 8. Don’t flog a tired horse! If your student is struggling with a particular concept or word, make 3 attempts (total), tell him/her the word, and save it for another day!

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Definitions A, e, i, o, and u are always vowels in written English. When ‘y’ begins a word or syllable, it is a consonant (e.g., yellow, backyard), but positioned at the end of a word, it is a vowel (e.g., ‘happy,’ ‘cry’). All other English letters are consonants. The acronym CVC refers to a 3 letter word that begins with a consonant, has a vowel in the middle position, and ends with a consonant (e.g., cup, sit, mom). A phoneme is the smallest sound in a language that can be spoken. For example /p/, /ch/, /m/, and /ā/ are phonemes used in spoken English. Backslashes surrounding a letter indicate sound, rather than letter name. A grapheme or letter is a symbol for a phoneme (e.g., ‘p,’ ‘ch,’ ‘m,’ and ‘a,’ ‘ay,’ ‘ai’ are graphemes. An onset comes before the vowel in a single syllable. For example,‘s’ is the onset in ‘sad’ and ‘st’ is the onset in ‘stop.’ Not all syllables have an onset (e.g., ‘at,’ ‘is,’ ‘own’). A blend refers to two consonants in sequential position with each consonant retaining its own sound (e.g., flat, bend). When tapping a blend, each sound receives its own finger tap. A digraph refers to two letters in sequential position that combine to make only 1 sound (e.g., chin, hush, soil). A digraph receives only 1 finger tap.

Vowel Patterns & Related Vowel Phonemes Core A Patterns: a-consonant says /ă/ ex.: hat, map a-consonant-e says /ā/ ex.: name, lake a-r says /r/ ex.: jar, farm a-i says / ā / ex.: rain, tail

Core I Patterns: i-consonant says /ĭ/ ex.: pig, lip i-consonant-e says /ī/ ex.: bike, five i-r says /ur/ ex.: girl, dirt i-g-h says / ī / ex.: night, light

Core O Patterns: o-consonant says /ŏ/ ex: mom, pot o-consonant-e says /ō/ o-r says /or/ o-a says /ō/

ex.: ex.: ex.:

rope, nose horn, fork soap, road

Core E Patterns: e-consonant says /ĕ/

ex.:

web, bell

e-e says /ē/ e-r says /ur/ e-a says /ē/

ex.: ex.: ex.:

feet, seed her, germ leaf, heat

Core U Patterns: u-consonant says /ŭ/

ex.:

sun, cup

u-consonant-e says /ū/ u-r says /ur/ u-e says /oo/

ex.: ex.: ex.:

cute, dude fur, burn glue, true

4

5

Alphabet Firming: Early StepsSM Word Study

If assessment shows that your student can readily identify all 52 upper and lower case letter names and related sounds, skip this portion of ES word study. Don’t worry about lack of firmness in writing letters, you can choose words during spelling for that purpose. 1. Make a list of the letter names and sounds that your student has not mastered. Pull the upper and lower case cards for 1 of these letters from your word study kit. 2. Select 2 letter names/sounds that your student has already mastered. Pull those cards from your kit. ES Rainbow Match 1. Flip all 6 alphabet cards face down and arrange them in the shape of a rainbow on the table in front of the student. 2. Say, “Your turn! Flip over a card and tell me the name and the sound.” Student responds. 3. Say, “Move the cards you flip over here and let’s make a column for the upper case letters and another column for the lower case letters. 4. The student should continue flipping cards, saying the letter name/sound, and placing them in columns until s/he forms a 2x3 matrix as below:

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3. When all cards are in columns, the student should trace letter shape with forefinger and say name and sound aloud (i.e., j says /j/). Use keywords (e.g., j…jump…/j/) when applicable. ES Alphabet Memory 1. Ask the child to help you flip the alphabet cards facedown and mix them up. 2. Arrange the cards into a 3x2 matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its same place 4. Say, “Tell me the letter name and sound.” Student responds. 5. Repeat process for a second card. 6. If the cards have the same letter, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose whenever you play Memory, but do so convincingly!

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First Phoneme Picture Work: Early StepsSM Word Study

Materials: - pencil for student; pencil for tutor - B, M, S picture cards (see ES Sequence for order) - student spelling notebook with G1 lined paper - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: 1. Sort 2. Fast Pencil 3. Memory 4. Spelling Day 1: ES Picture Sort 1. If your student is an English Language Learner (ELL), quickly show him/her the picture cards for B, M, and S, one at a time. Ask, “What is this?” for each card. Put aside those cards that your student does not have in his/her vocabulary. You will not use these cards. 2. Place B, M, and S anchor cards horizontally next to one another in front of your student.

3. Point to each anchor and ask, “What sound does this letter make?” Don’t worry about letter names. 4. Place an ‘m’ picture card in front of the student. Ask, “What is this?” Then ask, “Where does it go?” Show student how to place card below the appropriate anchor.

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5. Say, “Watch me.” Point to the anchor, say “/m/”, then point to the picture card and say “moon.” 6. Say, “Your turn.” The student says, “/m/”, “moon” while pointing to each card. 7. Hand the student a ‘b’ picture card and ask, “What is this?” Student responds. Say, “Start at the top. Point and say.” Student points to anchor and says just its sound, then points to the picture card and says the name of the item aloud. 7. Continue as above in random order. 8. If your student can “point and say” down the columns easily, build a 3x4 matrix (maximum).

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Some students may only able to handle a 2x4 matrix on the 1st day. That’s ok. You can increase the size of the matrix over successive lessons. Difficulty placing pictures under correct anchors? Show student how to stretch or bounce the beginning sound of the item in the picture (e.g., mmmmm-op, b-b-b-b-ook). After 3 tries, try again next lesson. Remember! When you hand your student a picture card, ALWAYS ask, “What is this?” The student needs to feel the word’s pronunciation in his/her own mouth to be able to “pull off” the first phoneme. Day 2+ ES Picture Sort When your student can play Memory such that s/he is approximately 85% accurate with first sounds, retire those cards and pull out the next cards specified in the ES Sequence. Don’t worry that your student may have only seen 3 pictures from the set—if s/he can discern the first phoneme (indicated by his/her ability to Sort and play Memory) you can move on. Depending on the student’s success, you may retire 0, 1, 2, or 3 anchor/picture sets per day. Anchors and cards should be repeated if the student had difficulty Sorting and/or playing Memory. You may keep a particular anchor/card set over the course of several days (e.g., Jj, Yy, and Ww are notoriously difficult). Ask the student to begin the Sort by pointing to and saying the sound (not the letter) of each anchor card. Most students learn to sort Picture cards easily during the 1st lesson. On Day 2, s/he may be able to “point and say” down the column without any modeling on your part.

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ES Picture Fast Pencil 1. Say, “Watch my pencil. Listen.” 2. Point to a picture and say the name of the item and then say its first sound (e.g., moon…/m/). Continue in this manner with a few more pictures. 3. Say, “Your turn.” Point to various pictures in random order. The student should tell you the name of the item and its first sound for each card. 3. Continue in this manner for 4 or 5 cards (maximum). ES Picture Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “What is that?” Student responds by saying the name of the picture. Do the same for a second card. 4. If the items in the pictures have the same first sound, the player says, “I have a match!” and takes those cards out of the matrix. If the cards do not match, the player flips them face down and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose whenever you play Memory, but do so convincingly!

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ES Picture Spelling 1. For Lesson #1, show the student how to number his/her spelling paper 1-4, skipping lines in between. 2. Choose 4 picture cards you used in the Sort. 3. Show the student a picture card. Ask, “What is this?” Student responds by saying the name of the picture. Ask, “What is the first letter to write for ____?” Student writes ONLY the first letter. Got that? Student writes ONLY the first letter! They will want to write more. Don’t let them. These pictures were chosen for their initial phonemes—not for whole word spelling. 4. Continue as above for remaining 3 picture cards. Note: there is no “Say It. Match It. Check It.” for Picture Work. More on this later! Moving Along in ES Picture Work When your student has demonstrated 85% accuracy with all Picture sets, conduct another letter name and sound assessment. Discontinue or continue Alphabet Firming as indicated. Whether you continue with Alphabet Firming or not, proceed immediately to Onset-Vowel Work (see ES Sequence).

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Onset Vowel Work (1 dot words): Early StepsSM Word Study

Materials: - pencil for student; pencil for tutor - ‘man’ and ‘sad’ anchors & related word cards - student spelling notebook with G1 lined paper - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: 1. Sort 2. Fast Pencil 3. Memory 4. Spelling Day 1: ES Onset Vowel Sort 1. Place ‘man’ and ‘sad’ anchor cards horizontally next to one another in front of your student. 2. Point to each card with your pencil and say, “This word is ‘man.’ What is this word?” Student answers. Do the same for ‘sad.’ Say, “If you forget, the picture will remind you.” 3. Point to the ‘m’ in ‘man.’ Say, “This letter is ‘m.’ What is this letter?” Student answers. Do the same for ‘s’ in ‘sad.’ 4. Place the ‘map’ card in front of the student. Point to the ‘m’ in the word ‘map.’ Ask, “Where does this go?” Student should place card below ‘man.’

Difficulty? Point out that both words start with ‘m,’ so the new card goes under ‘man.’

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5. Say, “Watch my pencil.” Read down that column aloud, being sure to slide your pencil above the word as you say it. Touch your pencil deliberately above the last letter in each word and emphasize that sound with your voice.

6. Say, “Your turn.” Student responds by pointing to the dot on each card, reading down just that column and emphasizing the last sound. 7. Give the child another card and ask, “Where does it go?” Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column. 8. Say, “Start at the top. Point and read.” Student points to the dot on each card in just that column while reading the words aloud. Encourage the student to emphasize the last sound in each word (e.g., map). Difficulty? Model just that column again with your voice and pencil. After 3 tries, try again next lesson. 9. Continue with additional cards as above. With each new card, the student starts at the top, then points and reads aloud the words in just that column. If your student reads each column easily, build a 2x4 matrix on Day 1.

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However, some students may only be able to handle a 2x2 matrix on the 1st day.

That’s ok. Over successive lessons, you can expand to a full 2x4 matrix, and then to a 3x4 matrix (see ES Sequence). Day 2+ ES Onset Vowel Sort Always use the same anchor cards in the order suggested by the ES Sequence. Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may change daily to reflect the student’s success. Eventually, most students will be able to read down the column without modeling on your part. Give it a try by handing the student a card and saying, “Where does this go? Point and read.” If this is too difficult, simply model as in #5 and #6 above. ES Onset Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to various words in random order. 3. The first time you point to a word that the student cannot identify, it is time to teach tapping, a very important blending strategy for beginning readers. Read the directions below and practice ahead of time so that you are ready when opportunity strikes!

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4. Introduce tapping without word cards. Hold up your right hand and wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the fingers want to touch home base.” Ask the student to do the same. 5. Show your student how you can tap each finger to the thumb individually (left to right, from forefinger to pinky), saying “Tap. Tap. Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish. 6. Ask your student to practice until s/he can do this reasonably well.

1. tap forefinger 2. then, middle finger 3. then, ring finger 4. then, all 3 at once 7. Next, hold your right hand below a CVC word card (e.g., sad) and show the student how you can tap each sound in the word, 1 finger at a time, and then say the whole word while joining all the fingers at once to the thumb.

1. /s/ 2. /ă/ 3. /t/ 4. sat

1. /s/ 2. /ă/ 3. /d/ 4. sad 8. From now on, when you play Fast Pencil or Memory and the student cannot readily identify the word, instruct the student to ‘tap’ as described above.

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9. Initially, play Fast Pencil for 2 or 3 cards and gradually increase to 4 or 5 cards (maximum) over subsequent lessons as the student becomes more capable. ES Onset Vowel Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “Tap that word” Student responds by tapping and then saying the whole word. Do the same for a second card. 4. If the cards have the same onset-vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix in their same places. No re-mixing the cards at this point—it prolongs the game unduly. 5. A match allows the player to take another turn. The player with the most matches wins the game. 6. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. Note: Eventually, your student will be able to read words during Random Check and Memory without tapping. After that point, just suggest tapping when s/he struggles. Note: Onset-Vowel Memory does not require Justification. More on this later! Note: You should try to lose whenever you play Memory, but do so convincingly!

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ES Onset Vowel Spelling 1. For Lesson #1, show the student how to number his/her spelling paper 1-4, skipping lines in between. 2. Choose 4 word cards you used in the Sort. Choose 2 easier words, and 2 words that provide a bit of a challenge. 3. Use the following instructional prompts and procedure: - Say the word. - Use the word at the end of a short sentence. - Ask “What word?” Student repeats word. Example: “The word is sad. When I lost, I was sad. What’s the word?” Student repeats word. Say, “Write sad.” 4. Continue as above for remaining 3 words. 5. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes “let” for “lit” tell the student “Say let.” Student responds. Hold up your hand as if you are going to tap to show the student what to do. When the student taps and says, /l/-/e/, stop him/her at that sound, and ask, “What says /e/? Student responds. Say, “Please fix that.” Student fixes word. 7. Now, use the procedures below to model “Say It. Match It. Check It.” 8. After modeling, give the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 9. Say, “Match it.” Student places card above spelling word in notebook.

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10. Say, “Check it.” Student touches pencil to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., s,s). Students finishes word using the same procedure (e.g., a,a…t,t) and then places a √ next to the word. 2. sad √ 11. Execute Say It. Match It. Check It. for remaining words. Moving Along in ES Onset Vowel Work When your student can play Memory such that s/he is approximately 85% accurate, move to the next line in the ES Word Study Sequence. You will need to retire anchors, keep anchors, or pull new anchors and new word cards as indicated. Tapping, sounding out, and reading slowly are all legitimate ways to be accurate. Just make sure that the student finishes by consolidating (i.e., saying the whole word quickly). When your student can play Memory with ‘U’ onset vowel words with at least 85% accuracy, move into the next phase of ES Word Study: Mixed Short Vowels (2 dot words).

sad

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Mixed Short Vowel Work (2 dot words): Early StepsSM (ES) Word Study

Materials: - pencil for student; pencil for tutor - a, i, and o mixed short vowel anchors & CVC word cards. No blends (e.g.,. stop, bend) or digraphs (e.g., chop, sick) until student is firm on CVCs. - student spelling notebook - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: ES Mixed Vowel Sort 1. Place the following anchors horizontally next to one another.

2. Say, “Point and read these anchors, please.” Student responds. Difficulty? Suggest tapping. 3. Point to the ‘a’ in ‘hat’ with your pencil. Say, “The letter ‘a’ is a vowel. It says /ă/. What does it say? Student answers. 4. Do the same for i and o. 5. Place ‘win’ in front of the student. Ask, “Where does this go?” Student should place card below ‘pig.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column.

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Difficulty? Point out that both words contain the vowel ‘i,’ so the new card goes under ‘pig.’

6. Say, “Point and read, please.” Student points down that column while reading each word aloud. Continue with other word cards as above. The first time the student has difficulty reading a word, it is time to teach tapping (if you have not already done so). Tapping is a very important blending strategy for beginning readers. Read the directions below and practice ahead of time so that you are ready when opportunity strikes! Introduce tapping without word cards. Hold up your right hand and wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the fingers want to touch home base.” Ask the student to do the same. Show your student how you can tap each finger to the thumb individually (left to right, from forefinger to pinky), saying “Tap. Tap. Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish. Have your student practice tapping each finger to the thumb individually (left to right, from forefinger to pinky) until s/he can do this reasonably well.

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1. tap forefinger 2. then, middle finger 3. then, ring finger 4. then, all 3 at once Next, hold your right hand below a CVC word card (e.g., win) and show the student how you can tap each sound in the word, 1 finger at a time, and then say the whole word while joining all the fingers at once to the thumb.

1. /w/ 2. /ĭ/ 3. /n/ 4. win From now on, when the student cannot readily identify a word during Sort, Fast Pencil, Memory, or even when reading text, instruct the student to ‘tap’ as described above. 7. If your student can read and point down the column easily, build a 3x4 matrix with just CVC (consonant-vowel-consonant) words—no words with blends or digraphs, yet.

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If your student experiences a good deal of difficulty, drop back to a 2x3 or 2x4 matrix with just ‘hat’ and ‘pig’ anchors. You can build a bigger matrix over successive lessons. 8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant in ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Repeat as above with the ‘pig’ and ‘mom’ columns. Day 2+ ES Mixed Vowel Sort Always use the same anchor cards in the order suggested by the ES Sequence . Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may be new to reflect the student’s previous success. You should introduce words with blends (e.g., glad, dust) and digraphs (e.g., when, hush) only after the student is quite successful with CVC words (e.g., job) in a 3x4 Sort. Difficulty? Suggest tapping! Each day as you finish the Sort, for each column ask “What is the vowel pattern here? What is the vowel sound?”

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ES Mixed Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to 5-6 words in random order. 3. Suggest tapping as needed. ES Mixed Vowel Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “Read that word.” Student responds. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. Whenever a Mixed Vowel match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant while saying “o-consonant…” - then pointing then back to the vowel stating “…says /ŏ/.” Do this for both cards in the match.

1 2

3

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7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose whenever you play Memory, but do so convincingly! ES Mixed Vowel Spelling 1. Choose 4 word cards you used in the Sort. Choose 2 easier words, and 2 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: - say the word - use the word at the end of a short sentence - ask “What word?” Student repeats word. Example: “The word is win. I hope I win. What’s the word?” Student repeats word. Say, “Write win.” 3. Continue as above for remaining 3 words. 4. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘sick’ for ‘stick’ say, “The word is stick. Say stick.” Student responds. 5. Show the tapping motion or say, “Tap.” When the student taps /s/-/t/, stop him/her at that sound and ask, “What says /t/? Student responds. Ask, “What do you need to put there?” Student responds and fixes word. 6. Now, use the procedures below to model for your student how to “Say It. Match It. Check It” (if you have not already done so). 7. After modeling, give the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed.

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8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., w,w). Student finishes word using the same procedure (e.g., i,i…n,n), and then places a √ next to the word. 2. win √ 10. Repeat “Say It. Match It. Check It.” for remaining words. Moving Along in ES Mixed Short Vowel Work When your student can play Memory such that s/he is approximately 85% accurate, move to the next line in the ES Word Study Sequence (i, o, e). You will need to retire 1 anchor, keep 2 anchors, and pull 1 new anchor, as well as related word cards. Tapping, sounding out, and reading slowly are all legitimate ways to be accurate. Just make sure that the student finishes by consolidating (i.e., saying the whole word quickly). When your student is successful with o, e, and u, including some words with blends and digraphs, conduct a Word Study Check to determine if s/he is ready to move into the next phase of ES Word Study: Vowel Patterns (3 dot words). ES Word Study Check for Mixed Vowel Work 1. Randomize 40 words, sampling all 5 vowels and some words with blends and digraphs. 2. Hold deck in one hand. Student reads off the deck. Tapping is ok. No timer for ES Word Study √s. Data must come from a cold read (i.e., the student has not read or worked with those cards that day).

win

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3. Sort words into 2 piles: Yes = Automatic or Blend/Tap w/consolidation. No = Wrong or >5 Second Hesitation (Say correct word and move on). 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to Vowel Patterns. 5. More than 8 in ‘no pile?’ REVIEW Mixed Short Vowel trouble areas.

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Vowel Pattern Work (3 dot words): Early StepsSM (ES) Word Study

Materials: - pencil for student; pencil for tutor - a and a-e vowel pattern anchors & word cards. No blends or digraphs for several days! - student spelling notebook with G1 lined paper. - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: ES Vowel Pattern Sort 1. Place ‘hat’ and ‘cake’ anchors horizontally next to one another.

2. Say, “Point and read these anchors, please.” Student responds. 3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “a’ is a vowel. It says /ă/ in hat. What does it say? Student answers. 4. Point to ‘a’ in ‘hat’ and say, “In words like this, ‘a’ says /ă/ because it is the only vowel and it is closed off at the end by a consonant. 5. Continue, “But, in this word (point to the ‘a’ in ‘cake’), ‘a’ says /ā/ because it is followed by a consonant and then a silent ‘e’ (point to those letters).” 6. Place ‘jam’ in front of the student. Ask, “Where does this go?” Student should place ‘jam’ below ‘hat.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column.

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Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ so they belong in the same column. 7. Say, “Point and read, please.” Student points and reads down the ‘hat’ column while reading each word aloud. 8. If your student can read and point down the columns easily, build a 2x6 sort with CVC (consonant-vowel-consonant) and CVCe (consonant-vowel-consonant-silent e) words. Over time, gradually add words with blends or digraphs.

If your student experiences difficulty, shorten the Sort to 2x2 or 2x3 and then expand to a full 2x6 matrix over successive lessons.

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8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant in ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Then, touch your pencil to the vowel, consonant, and ‘e’ in ‘cake’ and say, “Watch my pencil. This vowel pattern is a-consonant-e. 13. Repeat #12 above for the rest of the words in the ‘cake’ column. Say, “Say it with me: a-consonant-e… a-consonant-e…a-consonant-e.” 14. Go back up to the top of the ‘cake’ column, touch your pencil to the ‘a’ and then the ‘e’ in ‘cake’ and say, “Watch my pencil. The vowel sound is /ā/.” 15. Repeat #14 above for the rest of the words in the ‘cake’ column. Say, “Say it with me: /ā/… /ā/…/ā/.” Day 2+ ES Vowel Pattern Sort Always use the same anchor cards. Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may change daily to reflect the student’s success.

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You should introduce words with blends (e.g., skate) and digraphs (e.g., shake) only after the student is quite successful with CVC words (e.g., job) in a 2x6 Sort. Each day as you finish the Sort, for each column ask, “What is the vowel pattern here? What is the vowel sound?” Difficulty? For CVC words, suggest tapping. But, for CVCe words, ask the student to identify the pattern first. Then ask, “So what sound is this vowel going to make?” Student responds. Say, “Remember that sound. Now tap.” After 3 tries, try again next lesson. Another option is to reduce the size of the Sort. ES Vowel Pattern Fast Pencil 1. Say, “Let’s play Fast Pencil.” 2. Point to 5-6 words in random order. 3. Suggest tapping as needed. Remember if a word has a vowel-consonant-e pattern, ask the student to tell you the main vowel sound before s/he begins tapping. ES Vowel Pattern Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “Read that word.” Student responds. Do the same for a second card.

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4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. Do not re-mix! 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant, then to ‘e’ while saying “a-consonant-e…” - then, point back to the main vowel a final time stating “…says /ā/.” Do this for both cards in the match.

7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game. ES Vowel Pattern Spelling 1. Choose 4 word cards you used in the Sort. Choose 2 easier words, and 2 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: “The word is name. Jean is my name. What’s the word?” 3. Student repeats word. Say, “Write name.” 4. Continue as above for remaining 3 words.

1 2

4

3

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5. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘lak’ for ‘lake’ say, “The word is lake. Say lake.” Student responds. 6. Show the tapping motion or say, “Tap.” When the student taps /l/-/ā/, stop him/her at that sound and ask, “What says /ā/? Student responds. Ask, “What do you need at the end of the word for the vowel to say its name?” Student responds and fixes word. 7. Next, the student should “Say It. Match It. Check It.” Hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., n,n). Student finishes word using the same procedure (e.g., a,a…m,m…e,e), and then places a √ next to the word. 10. Repeat “Say It. Match It. Check It.” for remaining words. Moving Along in ES Vowel Pattern Work When your student can play Memory such that s/he is approximately 85% accurate, including some words with blends and digraphs, conduct a Word Study Check to determine if s/he is ready to move to the next Vowel Pattern. (e.g., i-consonant and i-consonant-e). Tapping, sounding out, and reading slowly are all legitimate ways to be accurate. Just make sure that the student finishes by consolidating (i.e., saying the whole word quickly). ES Word Study Check for Vowel Pattern Work 1. Randomize 40 words, sampling both vowel patterns and some words with blends and digraphs.

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2. Hold cards in one hand. Student reads off deck. Tapping is ok. No timer. ES Word Study √ is untimed. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic or Blend/Tap w/consolidation. No = Wrong or >5 Second Hesitation (Say correct word and move on) 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to next Vowel Pattern. 5. More than 8 in ‘no pile?’ REVIEW trouble areas for that Vowel Pattern.


Level & Goal Sort Random Check Memory Spelling Bump Up NotesAlphabet use 2 known letters & 1 trouble letter

‐ no sort ‐ instead, do Rainbow Match

N/A ‐ S. must say letter name & sound

N/A ‐ delete from lesson when S. is firm ‐ finish in spelling

‐ independent of picture sorts ‐ S. must say letter name & sound

Picture Sorts

‐ “what’s this?” “where does it go?” ‐ build to 3x4

‐ S. name picture, then 1st sound OR may say 1st sound, then name picture

‐ always say picture name, regardless if match If match, say 1st sound

‐ only 1st sound ‐ do NOT spell word

‐ when S. is mostly accurate during Memory

‐ independent of alphabet ‐ use pictures in S. oral language

Onset‐Vowels (•)

‐ “where does it go?” ‐may start w/2x1 ‐build to 3x4 “my turn; your turn.” ‐ no tapping

‐ teach tapping w/o words, then use w/words ‐ diminish tapping over time, but use when S. struggles

‐ no justification for match needed

‐ 4 words ‐ say it, match it & check it

‐ when S. is mostly accurate during Memory ‐ tapping ok

‐ for sort, model down column with voice & pencil slide, then touch last sound & emphasize w/voice ‐ drop modeling when S. are firm

Mixed Short Vowels (••) Any S. in level 7 text must move here, even if still in O‐Vs.

‐ “where does it go?” ‐ build to 3x4 ‐ tap as needed

‐ tap as needed

‐ justify match: vowel pattern & sound while pointing w/pencil tip (e.g., i con says /ĭ/)

‐ see above

‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tapping ok

‐ only intro blends & digraphs when CVCs are quite firm

Vowel Patterns (•••)

‐ “where does it go?” ‐ build to 2x6 ‐ tap as needed

‐ day 1, teach ortho tapping; ‐ tap as needed

‐ justify match: vowel pattern & sound while pointing (e.g., ir says /Ər/)

‐ see above

‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tapping ok

‐ only intro blends & digraphs when simpler words are quite firm

Early Steps 1:1 Word Study Features & Procedures for Tier 2 Intervention

UURC 12/2/13 KJB

Level & Goal Sort Random Check Memory Spelling Bump Up NotesAlphabet use 2 known letters & 1 trouble letter

‐ no sort ‐ instead, do Rainbow Match ‐ always choral

N/A ‐ day 1, S. play against T. as team ‐ day 2+, S. play as pairs

N/A ‐ delete from lesson when 3 of 4 S. are firm ‐ finish in spelling

‐ independent of picture sorts ‐ S. must say letter name & sound

Beginning Consonants (Picture Sorts)

‐ “what’s this?” “where does it go?” ‐ 2x4, then 3x4 ‐ always choral

‐ S. name picture, then 1st sound OR may say 1st sound, then name picture ‐ always choral

‐ day 1, S. play against T. as team ‐ day 2+, S. play as pairs

‐ only 1st sound ‐ do NOT spell word

‐ Memory ‐ low S. mostly accurate

‐ independent of alphabet ‐ use pictures in S. oral language

Onset‐Vowels (•)

‐ “where does it go? my turn; your turn.” ‐ may start w/2x1 ‐ build to 3x4 ‐ no tapping ‐ always choral

‐ teach tapping w/o words, then use choral tapping ‐ diminish tapping over time, but use when S. struggle ‐ always choral

‐ day 1, S. play against T. as team ‐ day 2+, S. play as pairs when ready ‐ no justification for match needed

‐ 4 words 1 to each; say, match & check, then pass

‐ Memory ‐ low S. mostly accurate ‐ tap as needed

‐ for sort, model down column with voice & pencil slide, then touch last sound & emphasize w/voice

Mixed Short Vowels (••) Any S. in text level 7 still in O‐Vs must move here

‐ “where does it go?” ‐ build to 3x4 ‐ day 1, choral; then pairs ASAP ‐ tap as needed

‐ day 1, choral; then in pairs when ready ‐ tap as needed

‐ day 1, S. play against T. as team ‐ day 2+, pairs when ready ‐ justify match: vowel pattern & sound while pointing (e.g., i con says /ĭ/)

‐ see above

‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tap as needed ‐ other S. read familiar books

‐ only intro blends & digraphs when CVCs are quite firm ‐ when S. struggle in sort, see above

Vowel Patterns (•••)

‐ “where does it go?” ‐ build to 2x6 ‐ day 1, choral; then pairs ASAP ‐ tap as needed

‐ day 1, teach ortho tapping; ‐ work in pairs when ready ‐ tap as needed

‐ day 1, S. play against T. as team ‐ day 2+, S. pairs when ready ‐ justify match: vowel pattern & sound while pointing (e.g., ir says /r/)

‐ see above

‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tap as needed ‐ other S. read familiar book

‐ only intro blends & digraphs when CVCs are quite firm ‐ when S. struggle in sort, see above

Early Steps Quads: Word Study Features & Procedures for Tier 2 Intervention

Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off labels (included) onto AVERY 5267. Word cards can be sorted into library pockets or snack size zip‐lock baggies. Label each library pocket or zip‐lock baggie with the printed labels. Place word cards into the corresponding library pocket. We suggest you separate each word sort section using tabbed dividers of colored cardstock. Organize pockets behind appropriate section divider & place in a container.

Early Steps Word Study Inventory & Kit Organization

Section 1 Divider: Alphabet Section 2 Divider: Picture Sorts (Beginning Consonants)

A a B b C c D d E e F f G g H h I I J j K k L l M m, N n O o P p Q q R r S s T t U u V v W w X x Y y Z z

Bb Mm Rr Ss Tt Gg Nn Pp Cc Hh Ff Dd Ll Kk Jj Ww Yy Zz Vv Qq

Section 3 Divider: Onset +Vowel (● one dot words)

Divider: Onset + Vowel Short A Divider: Onset + Vowel Short I Divider: Onset + Vowel Short O

-ma_ man mad, map, mat, Max

-sa_ sad sag, sap, Sam, sat

-ca_ cat cab, can, cap

-pa_ pan pass, Pam, pat

-ba_ bag bad, ban, bat,

-ra_ rat rag, rap, ram, ran

-si_ sit sip, six, sis

-li_ lip lid, lit, Liz

-fi_ fin fib. fig, fit, fix,

-ki_ kid Kim, kiss, kit

-hi_ hill hid, him, hip, hit

-pi_ pig pill, pin, pit

-mo_ mom mob, mop, moss

-ro_ rob rod, Ron, rot

-do_ dog doc, doll, dot

Divider: Onset + Vowel Short E Divider: Onset + Vowel Short U

-be_ bed Ben, bell, bet

-we_ web well, Wes, wet

-pe_ pen peg. pet, Pez

-ru_ rug rub, run, rut

-bu_ bus bud, bug, bun, buzz

-gu_ gum gun, Gus, gut

Section 4 Divider: Mixed Short Vowels (●● two dot words)

hat back cat clap glad

had has mad map ran snack that

pig his hit kid lip sick ship this win with

mom chop cost doll drop fox hop job lost rock stop

red bed bend less let pet sell sled step tell then web when

cup bus bug but cut dust fun hush luck must nut shut stub truck


Anchor Words =

Section 5 Divider: Core Vowel Patterns of A (●●● three dot words)

Vowel Patterns a_(●●● three dot words)

Vowel Patterns a_e(●●● three dot words)

Vowel Patterns ar

(●●● three dot words)

hat back bag band bat bath cat cap cast clap

dad fan fast flag flat glad had ham hand jam last mad map math nap ran snap that trap

cake bake base brave face fake flame lake gate

gave grape late made make name page rake safe same shake chase shape skate snake space state take tape trade

farm art arm bark barn car card cart dark dart

far hard harm jar march mark park part shark sharp spark smart star starch start tar tart yard yarn

Section 6 Divider: Core Vowel Patterns of I (●●● three dot words)

Vowel Patterns i_(●●● three dot words)

Vowel Patterns i_e(●●● three dot words)

Vowel Patterns ir(●●● three dot words)

pig big pin fit fin fix flip gift grin hid hill him hip hit kick lid lick lip list mix print rib sick slim shin swim trip twin win

bike bite bride dime dive drive five glide grime gripe hide hike kite life like lime mine nice ride side slide spine smile shine time white wide wife wipe

girl bird birch birth chirp dirt fir firm first flirt mirth shirk shirt sir skirt smirk stir swirl third thirst twirl whirl whir

Section 7 Divider: Core Vowel Patterns of O (●●● three dot words)

Vowel Patterns o_ (●●● three dot words)

Vowel Patterns o_e (●●● three dot words)

Vowel Patterns or (●●● three dot words)

mom chomp chop clock cloth dog doll dot drop fog flock floss frog hot job jog lock log lost mob nod pot pop shock soft shop stop top trot

rope bone broke choke close drove froze hole home hope joke nose note mope mole poke pole probe robe spoke stone stroke those woke

fork born cord cork corn force form fort horn morn north porch pork port sort short sport stork storm thorn torch torn

Section 8 Divider: Core Vowel Patterns of E (●●● three dot words)

Vowel Patterns e_ (●●● three dot words)

Vowel Patterns ee ●●● three dot words)

Vowel Patterns er (●●● three dot words)

red bed beg bell bench bend best bet blend chest deck desk fed fled get led left let men neck sled spend shed ten test web wed wept when

feet bee beef beep beet cheek deed deep feel free green greet jeep meet queen see seed sheet speed sweep sweet teeth teen tweed tree weed wheel

jerk clerk fern germ her herd nerd per perk perch perm pert stern term verb

Section 9 Divider: Core Vowel Patterns of U (●●● three dot words)

Vowel Patterns u_ (●●● three dot words)

Vowel Patterns u_e (●●● three dot words)

Vowel Patterns ur (●●● three dot words)

cup bump bus crush crust club cub cut duck drum fund gum hut hunt jump luck mud plug plus puff pup rug run shut strut sum sun tub thud

dude brute crude cute fluke huge June mule mute prune rude rule spruce truce tune

turn blur burn burp burst church churn curt curb curl fur hurl hurt spurt surf turf


EARLY STEPS WORD STUDY KIT

Beginning Consonant

(Pix Sort) Y

Onset + Vowel • mo_

Core Vowel Patterns ••• ar

Alphabet Beginning Consonant

(Pix Sort) Z

Onset + Vowel • ro_

••• Core Vowel Patterns of I

Alphabet Uppercase/ Lowercase

Beginning Consonant

(Pix Sort) V

Onset + Vowel • do_

Core Vowel Patterns ••• i_

Beginning Consonant

(Picture Sorts) Beginning Consonant

(Pix Sort) Q

Onset + Vowel Short E

Core Vowel Patterns ••• i_e

Beginning Consonant

(Pix Sort) B

• Onset + Vowel

Onset + Vowel • be_

Core Vowel Patterns ••• ir

Beginning Consonant

(Pix Sort) M

Onset + Vowel Short A

Onset + Vowel • we_

••• Core Vowel Patterns of O

Beginning Consonant

(Pix Sort) R

Onset + Vowel • ma_

Onset + Vowel • pe_

Core Vowel Patterns ••• o_

Beginning Consonant

(Pix Sort) S

Onset + Vowel • sa_

Onset + Vowel Short U

Core Vowel Patterns ••• o_e

Beginning Consonant

(Pix Sort) T

Onset + Vowel • ca_

Onset + Vowel • ru_

Core Vowel Patterns ••• or

Beginning Consonant

(Pix Sort) G

Onset + Vowel • pa_

Onset + Vowel • bu_

••• Core Vowel Patterns of E

Beginning Consonant

(Pix Sort) N

Onset + Vowel • ba_

Onset + Vowel • gu_

Core Vowel Patterns ••• e_

Beginning Consonant

(Pix Sort) P

Onset + Vowel • ra_

•• Mixed Short Vowels

Core Vowel Patterns ••• ee

Beginning Consonant

(Pix Sort) C

Onset + Vowel Short I

Mixed Short Vowels •• A

Core Vowel Patterns ••• er

Beginning Consonant

(Pix Sort) H

Onset + Vowel • si_

Mixed Short Vowels •• I

••• Core Vowel Patterns of U

Beginning Consonant

(Pix Sort) F

Onset + Vowel • li_

Mixed Short Vowels •• O

Core Vowel Patterns ••• u_

Beginning Consonant

(Pix Sort) D

Onset + Vowel • fi_

Mixed Short Vowels •• E

Core Vowel Patterns ••• u_e

Beginning Consonant

(Pix Sort) L

Onset + Vowel • ki_

Mixed Short Vowels •• U

Core Vowel Patterns ••• ur

Beginning Consonant

(Pix Sort) K

Onset + Vowel • hi_

••• Core Vowel Patterns of A

Game Cards

Beginning Consonant

(Pix Sort) J

Onset + Vowel • pi_

Core Vowel Patterns ••• a_

Beginning Consonant

(Pix Sort) W

Onset + Vowel Short O

Core Vowel Patterns ••• a_e


Early Steps Word Study Sequence

1. Beginning Consonant Picture Sorts B M R S T G N P C H F D L K J W Y Z V Q

• Conduct Letter/Sound Assessment (LSA) -- Found within the ERI Assessment --

• Use results to finish alphabet work until alphabet is firm. • Start onset sorts immediately. ⇨Starting At Onset + Vowel, (cv+c) -

Teach tapping with random √ and memory.

2. Onset +Vowel * Begin with a 2 x 1 sort. Add more cards to the columns ASAP. ●ma__, sa__ ●ma__, sa__, ca__ ●pa__, ba__, ra__ ****** ●si__, li__, fi__

●ki__, hi__, pi__ ****** ●mo__, ro__, do__ ****** ●be__, we__, pe__ ****** ●ru__, bu__, gu__

⇨Starting At Mixed Short Vowels,

students must pass WORD STUDY √ where indicated to move on.

3. Mixed Short Vowels ●●A I O

●●I O E ●●O E U (WORD STUDY √ using all 5 vowels)

4. Vowel Patterns a. Start with a 2 x 6 sort: ●●●a__, a_e

(WORD STUDY √) ●●●i__, i_e

(WORD STUDY √) ●●●o__, o_e (WORD STUDY √) ●●●e__, ee

(WORD STUDY √)

●●●u__, u_e (WORD STUDY √)

b. Next do a 3 x 4 sort including “r” controlled patterns: ●●●a__, a_e, ar

(WORD STUDY √) ●●●i__, i_e, ir

(WORD STUDY √) ●●●o__, o_e, or (WORD STUDY √) ●●●e__, ee, er

(WORD STUDY √)

●●●u__, u_e, ur (WORD STUDY √)

Review #1 Review by combining “a” & “i” patterns as needed. Examples: ●●●a__, i__, a_e ●●●a__, ar, ir ●●●i_, i_e, a_e

Review #2 Review by combining “i” & “o” patterns as needed. Examples: ●●●i__, o__, i_e ●●●o__, o_e, i_e ●●●i__, or, ir Review #3 Review by combining “o” & “e” patterns as needed. Examples: ●●●o__, e__, ee ●●●e__, ee, o_e ●●●o__, er, or

Review #4 Review by combining “u” & “e” patterns as needed. Examples: ●●●e__, u__, ee ●●●u__, u_e, ee ●●●u__, ur, er

NO WORD STUDY √ done after a REVIEW

University of Utah Reading Clinic 8/17//2012 MB

PICTURE SORT SEQUENCE

B M R

S T G

N P C

H F D

L K J

W Y Z V Q

1. Pictures as headers

2. Letters as headers

University of Utah Reading Clinic: 3/06 MB

UURC Vowel, Blend and Digraph Keywords When you introduce a pattern, teach the mantra:

Short Vowels: Long Vowels: short a – apple – /ă/ long a – cake – /ā/

short i – itch – /ĭ/ long i – bike – /ī/

short o – octopus – /ŏ/ long o – rope – /ō/

short e – ed – /ĕ/ long e – feet – /ē/

short u – up – /ŭ/ long u – cute – /ū/

y – my – /ī/ y – pony – /ē/

Include digraphs & blends in word bank only if necessary: Digraphs Keyword Digraphs Keyword Digraphs Keyword

wh whistle sh ship ch chin

th thumb ck sock ph phone

Blend Keyword Blend Keyword Blend Keyword

bl block gr grape sn snake

br bread pl plane sp spoon

cl clock pr prize st star

cr crab qu queen sw swing

dr dress sc scarf tr train

fl flag sk skate tw twin

fr frog sl slide

gl glove sm smile

University of Utah Reading Clinic: 5/16//2020

a

i

e

o u

Short Vowel stretch cards

A - apple - /ă/ I - itch - /ĭ/ E - ed - /ĕ/ O - octopus - /ŏ/ U - up - /ŭ/

Sequence Sample: 1. Point to letter "a" and say letter

name. 2. Point to picture and say, "apple". 3. Trace down line with finger while

Saying, /ăăăă/. 4. Point to letter again and say letter

Sound /ă/.

University of Utah Reading Clinic 4/26/2013

Insert Tab at this point

TAB: Alphabet Cards

Alphabet Cards

A

a

B

b

C

c

D

d

E

e F f

G

g

H


h I i

J

j

K

k

L

l

M

m

N

n

O

o


P

p Q

q

R

r

S

s

T

t

U

u

V

v

W


w

X x

Y

y

Z

z



TAB:

Beginning Consonants (Pix Sorts)

Beginning Consonants

(Pix Sorts)

Bb

Cc


Dd


http://images.google.com/imgres?imgurl=http://clear.msu.edu:16080/dennie/clipart/cup.gif&imgrefurl=http://clear.msu.edu:16080/dennie/clipart/&h=322&w=500&sz=3&tbnid=5N04WE6n18YJ:&tbnh=81&tbnw=126&hl=en&start=3&prev=/images%3Fq%3Dcup%2Bclipart%2Bimages%26hl%3Den%26lr%3D

http://images.google.com/imgres?imgurl=http://media.nasaexplores.com/lessons/03-022/images/twocandles.jpg&imgrefurl=http://media.nasaexplores.com/lessons/03-022/images/&h=269&w=174&sz=17&tbnid=Xs_AKC9zxSMJ:&tbnh=107&tbnw=69&hl=en&start=24&prev=/images%3Fq%3Dcandle%2Bclipart%2Bimages%26start%3D20%26hl%3Den%26lr%3D%26sa%3DN

Ff


Gg


Hh


http://search.msn.com/images/results.aspx?q=board+games&form=QBIR#focal=1971cfa1e43e9b6ee0d15dd359afec58&furl=http://www.gelsing.ca/blog/images/Monopoly.gif

Jj


Kk

Ll


Mm


http://www.aaaclipart.com/cgi-bin/imagefolio/imageFolio.cgi?action=view&link=nature&image=B120stump.gif&img=&tt=gif

Nn

→


Pp


Qq


http://images.google.com/imgres?imgurl=http://www.ct.gov/dep/lib/dep/air_monitoring/ozone_action_day/ozacday_paintcan.jpg&imgrefurl=http://www.ct.gov/dep/cwp/view.asp%3Fa%3D2684%26q%3D321800%26depNav_GID%3D1619&h=535&w=476&sz=46&hl=en&start=2&tbnid=kkwVOOUtwUaiHM:&tbnh=132&tbnw=117&prev=/images%3Fq%3Dcan%2Bof%2Bpaint%26gbv%3D2%26hl%3Den%26sa%3DG

http://images.google.com/imgres?imgurl=http://school.discovery.com/clipart/images/quiet.gif&imgrefurl=http://school.discovery.com/clipart/clip/quiet.html&h=532&w=500&sz=9&tbnid=tn_08OFzI6kJ:&tbnh=129&tbnw=121&hl=en&start=2&prev=/images%3Fq%3Dbe%2Bquiet%2Bclipart%2Bimage%26hl%3Den%26lr%3D

Rr


http://images.google.com/imgres?imgurl=http://www.daughterofhope.com/uploaded_images/spring_clipart_rain-726645.gif&imgrefurl=http://www.daughterofhope.com/labels/family.html&h=200&w=170&sz=5&hl=en&start=207&tbnid=mL1gVi7Sx4QQvM:&tbnh=104&tbnw=88&prev=/images%3Fq%3Dquilt%2Bclipart%26start%3D198%26gbv%3D2%26ndsp%3D18%26hl%3Den%26sa%3DN

Ss

Tt


Vv


↓

Ww


http://search.msn.com/images/results.aspx?q=volley+ball&form=QBIR#focal=9efe5795923e25e49369b3000574e1c4&furl=http://www.luther.k12.wi.us/Athletics/Images%20-%20Unused%20Athletic/Volleyball%20clipart.gif

↓

Yy

↓

⇨


Zz

↑



TAB: Onset + Vowel __

Onset +

Vowel

man

map

mat

mad

Max

sad

sat

sag

sap

Sam

cat

cap

can

cab

pan

● ● ●

● ● ●

● ● ●

● ●

● ● ●

●


pat

Pam

pass

bag

bat

bad

ban

rat

rag

rap

ran

ram

sit

sip

six

●

● ●

● ● ●

● ● ●

● ● ●

●

●

●


sis

lip

lid

lit

Liz

fin

fig

fit

fix

fib

kid

kit

Kim

kiss

hill

● ● ●

● ● ●

● ● ●

● ● ●

●● ● ●

●


him

hit

hid

hip

pig

pit

pin

pill

mom

mop

mob

moss

rob

rod

rot

●

● ●

● ● ●

●

● ● ●

●

● ●


●● ●

Ron

dog

dot

doc

doll

bed

bell

bet

Ben

web

wet

Wes

well

pen

pet

●

● ●

●

●

●

●

●

●

● ●

● ● ●

● ●


peg

Pez

rug

run

rub

rut

bus

bun

bud

bug

buzz

gum

gut

gun

Gus

●

●

● ●

●

●

●

●

●

●

● ●

●

●


●


TAB: Mixed Short Vowels

Mixed Short Vowels

hat

cat

ran

map

mad

back

had

has

snack

that

clap

glad

pig

win

hit

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●


lip

kid

his

sick

this

ship

with

mom

fox

job

hop

doll

lost

cost rock

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●


chop

stop

drop

red

bed

let

pet

web

tell

less

sell

step

bend

then

when

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●


sled

cup

nut

but

fun

bus

bug

cut

dust

stub luck

shut

truck

must

hush

●● ●● ●●

●● ●● ●●

●● ●●

●● ●● ●●

●● ●● ●●

●●



TAB: Vowel Patterns

Early Steps Vowel Patterns

hat

cat

dad

ran

had

nap

jam

map

bat

fan

mad

bag

ham

cap

band

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


trap

bath

that

glad

fast

flat

cast

hand

last

clap

math

snap

back

flag

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●●

●●●

●●●


cake

lake

tape

name

make

gave

made

take

same

page

gate

bake

face

fake

safe

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


rake

late

base

shake

chase

skate

shape

state

flame

trade

snake

grape

space

brave

●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


farm

jar

far

car

tar

art

barn

card

hard

dart

part

star

park

yard

dark

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●●


cart

mark

harm

bark

tart

yarn

arm

start

sharp

march

shark

spark

smart

starch

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


pig

pin

lip

hit

win

big

hid

fit

mix

fin

him

fix

hill

lid

hip

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


rib

kick

gift

trip

grin

twin

flip

slim

lick

shin

list

print

swim

sick

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●●

●●● ●●●


bike

five

dime

dive

ride

wife

side

nice

mine

wide

wipe

lime

bite

hide

hike

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


kite

like

time

life

spine

smile

gripe

bride

glide

shine

grime

white

drive

slide

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


girl

dirt

bird

sir

fir

first

birth

shirt

third

flirt

skirt

firm

chirp

stir

birch

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


thirst

mirth

twirl

shirk

swirl

whirl

whir

smirk

mom

top

job

pot

jog

dot

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●●

●●●

●●●


pop

fog

mob

dog

nod

hot

log

doll

trot

drop

stop

lock

clock

floss

shock

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●●


frog

soft

flock

chop

shop

cloth

lost

chomp

rope

bone

note

hole

poke

hope

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


woke

nose

joke

mope

mole

robe

pole

home

choke

spoke

stone

froze

close

broke

drove

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


stroke

those

probe

fork

horn

torn

pork

born

corn

fort

morn

cork

form

cord

port

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


sort

storm

thorn

sport

north

stork

short

porch

force

torch

red

web

ten

beg

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


get

bed

wed

bet

fed

bell

led

let

men

when

blend

left

sled

test

wept

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


neck

bend

spend

chest

bench

desk

shed

deck

fled

best

feet

seed

beef

jeep

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


meet

deep

feel

beet

bee

teen

beep

deed

see

weed

tree

green

queen

sheet

sweet

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


speed

cheek

free

wheel

teeth

greet

tweed

sweep

jerk

her

fern

herd

perk

verb

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●

●●●


term

perm

per

pert

germ

nerd

perch

stern

clerk

cup

sun

bus

mud

tub

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●


puff

sum

hut

cub

gum

run

pup

rug

cut

duck

drum

thud

jump

plug

hunt

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


strut

plus

club

fund

crust

bump

luck

shut

crush

dude

tune

mule

rude

June

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cute

rule

huge

mute

truce

prune

brute

crude

fluke

spruce

turn

fur

curb

burn

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●●●

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hurt

curl

surf

hurl

burp

turf

curt

blur

burst

church

churn

blur

burst

church

spurt

●●● ●●●

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Insert Tab at this point TAB: Games

TAP the Sort

When your student is in 2 dot words and is making a lot of errors on a word study check, use this blending strategy to help students read across the word. Do a sort, random check, and then you can play “Tap the Sort”, and then spelling.

Have students read off the deck, tapping each word and reading through deck quickly.

Go Fish

Do a regular sort, random check, then play using the 16 cards from the sort.

Mix up the cards and pass 3 cards to each person. Read through the cards and find any matching pairs, read the cards. The remainder cards are placed face down as the Go Fish draw pile.

Take turns asking for cards with “Vowel Pattern” and “Vowel Sound”. If no match….say “Go Fish”. If matching pair is found, read cards and go again.

Play 2‐3 times, and then spelling.

Black Out Bingo

Have two blank bingo boards. Using a vis‐à‐vis marker, write the anchor words on the top of both boards.

Add 2 or 3 Wild cards to a randomized deck.

Place the deck face down in front of the student. Take turns choosing, reading, and placing a card under the correct anchor word. As card is placed, touch and read down the column.

If an anchor word card is turned over, the card should be read and placed on top of the written anchor word.

Once a column has been filled with four cards, have students continue to add cards to the column by placing on the last card in the column, touch and read down the column.

Once one of the boards has reached black out, the tutor can do a random check (fast pencil), pointing to 5‐6 words using both boards, and then do spelling.


TAP the DECK

When your student is in 2 dot words and is getting ready to do a speed check but is not quite there, instead of sort, random check, and memory you can play, “Tap the Deck”, “Slap”, and then spelling.

Tutor prepares a randomized deck of 10 – 20 word cards from all current concepts taught. Start deck with easy words.

Have students read off the deck, tapping each word and reading through deck quickly.

SLAP

After you have done a word study check and the student has not passed, you can

then play “Slap”.

Put an example word from each vowel or vowel pattern face up on the table.

Place the randomized deck of word cards from current concepts face down

between the Tutor and the student.

Tutor and student takes turns reading the top card and quickly placing it on example word (matching the vowel or vowel pattern). You can also have the players read the word you are placing the card onto.

The goal is to read and place cards quickly and accurately while at the same time putting the cards/sorts back in order.


BINGO

University of Utah Reading Clinic 4/07 MB

Bingo Wild Cards

University of Utah Reading Clinic 4/07 MB

WILD

WILD

WILD

WILD

WILD

WILD


TAB: Assessments

UURC Fluency Criteria -- Reading Level Assessment (RLA) p.2

©University of Utah 8-5-21 (revised) MKF

Passage Level Placement Acc. (%)

Placement Rate (WPM)

Independent Acc. (%)

Independent Rate (WPM)

Passage Used

G1-September 40 ≥ 15 (N/A if Acc. < 60%)

40 ≥ 15 (N/A if Acc. < 60%)

Baby Bear G1-October 85 ≥ 20 85 ≥ 20 G1-December 90 ≥ 25 90 ≥ 25

G1-March 90 ≥ 30 90 ≥ 30 Mouse Tales p.

G1-End 90 ≥ 40 90 ≥ 50 Frog & Toad p. 42

G2-Mid (G2-Jan. for grads.) 90 ≥ 60 93 ≥ 65 Whiz

G2-End 90 ≥ 80 93 ≥ 90 3E (G3-Early) 90 ≥ 80 93 ≥ 80

Mark & Boxer 3M (G3-Mid) 90 ≥ 90 95 ≥ 90 3D (G3-End) 90 ≥ 100 95 ≥ 110 4E (G4-Early) 93 ≥ 95 96 ≥ 95

Jody’s Horse

4M (G4-Mid) 94 ≥ 100 97 ≥ 105 4D (G4-End) 95 ≥ 105 98 ≥ 115 5E (G5-Early) 95 ≥ 110 98 ≥ 125 5M (G5-Mid) 96 ≥ 115 98 ≥ 127 5D (G5-End) 97 ≥ 120 99 ≥ 130

* Placement & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria.

UURC Fluency Criteria -- Reading Level Assessment (RLA) p.2

©University of Utah 8-5-21 (revised) MKF

Passage Level Placement Acc. (%)

Placement Rate (WPM)

Independent Acc. (%)

Independent Rate (WPM)

Passage Used

6E (G6-Early) 94 ≥ 110 97 ≥ 125

James Cornish

6M (G6-Mid) 94 ≥ 113 97 ≥ 128 6D (G6-End) 96 ≥ 117 98 ≥ 131 7E (G7-Early) 96 ≥ 120 98 ≥ 135 7M (G7-Mid) 96 ≥ 123 98 ≥ 141 7D (G7-End) 96 ≥ 127 98 ≥ 145 8E (G8-Early) 97 ≥ 130 98 ≥ 148 8M (G8-Mid) 97 ≥ 135 98 ≥ 151 8D (G8-End) 97 ≥ 140 99 ≥ 154

* Placement & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria.

Time Taken WPM Time Taken WPM Time Taken WPM# of Errors # Correct Percentage 30 sec 200 1 min 100 2 min 7 sec - 2 min 9 sec 47

0 100 100% 31 sec 194 1 min 1 sec 98 2 min 10 sec - 2 min 11 sec 461 99 99% 32 sec 188 1 min 2 sec 97 2 min 12 sec - 2 min 14 sec 452 98 98% 33 sec 182 1 min 3 sec 95 2 min 15 sec - 2 min 17 sec 443 97 97% 34 sec 176 1 min 4 sec 94 2 min 18 sec - 2 min 21 sec 434 96 96% 35 sec 171 1 min 5 sec 92 2 min 22 sec - 2 min 24 sec 425 95 95% 36 sec 167 1 min 6 sec 91 2 min 25 sec - 2 min 28 sec 416 94 94% 37 sec 162 1 min 7 sec 90 2 min 29 sec - 2 min 31 sec 407 93 93% 38 sec 158 1 min 8 sec 88 2 min 32 sec - 2 min 35 sec 398 92 92% 39 sec 154 1 min 9 sec 87 2 min 36 sec - 2 min 40 sec 389 91 91% 40 sec 150 1 min 10 sec 86 2 min 41 sec - 2 min 44 sec 37

10 90 90% 41 sec 146 1 min 11 sec 85 2 min 45 sec - 2 min 49 sec 3611 89 89% 42 sec 143 1 min 12 sec 83 2 min 50 sec - 2 min 53 sec 3512 88 88% 43 sec 140 1 min 13 sec 82 2 min 54 sec - 2 min 59 sec 3413 87 87% 44 sec 136 1 min 14 sec 81 3 min - 3 min 4 sec 3314 86 86% 45 sec 133 1 min 15 sec 80 3 min 5 sec - 3 min 10 sec 3215 85 85% 46 sec 130 1 min 16 sec 79 3 min 11 sec - 3 min 16 sec 3116 84 84% 47 sec 128 1 min 17 sec 78 3 min 17 sec - 3 min 23 sec 3017 83 83% 48 sec 125 1 min 18 sec 77 3 min 24 sec - 3 min 30 sec 2918 82 82% 49 sec 122 1 min 19 sec 76 3 min 31 sec - 3 min 38 sec 2819 81 81% 50 sec 120 1 min 20 sec 75 3 min 39 sec - 3 min 46 sec 2720 80 80% 51 sec 118 1 min 21 sec 74 3 min 47 sec - 3 min 55 sec 2621 79 79% 52 sec 115 1 min 22 sec 73 3 min 56 sec - 4 min 4 sec 2522 78 78% 53 sec 113 1 min 23 sec 72 4 min 5 sec - 4 min 15 sec 2423 77 77% 54 sec 111 1 min 24 sec - 1 min 25 sec 71 4 min 16 sec - 4 min 26 sec 2324 76 76% 55 sec 109 1 min 26 sec 70 4 min 27 sec - 4 min 39 sec 2225 75 75% 56 sec 107 1 min 27 sec 69 4 min 40 sec - 4 min 52 sec 2126 74 74% 57 sec 105 1 min 28 sec 68 4 min 53 sec - 5 min 7 sec 2027 73 73% 58 sec 103 1 min 29 sec - 1 min 30 sec 67 5 min 8 sec - 5 min 24 sec 1928 72 72% 59 sec 102 1 min 31 sec 66 5 min 25 sec - 5 min 42 sec 1829 71 71% 1 min 32 sec - 1 min 33 sec 65 5 min 43 sec - 6 min 3 sec 1730 70 70% 1 min 34 sec 64 6 min 4 sec - 6 min 27 sec 1631 69 69% 1 min 35 sec - 1 min 36 sec 63 6 min 28 sec - 6 min 53 sec 1532 68 68% 1 min 37 sec 62 6 min 54 sec - 7 min 24 sec 1433 67 67% 1 min 38 sec - 1 min 39 sec 61 7 min 25 sec - 8 min 1334 66 66% 1 min 40 sec 60 8 min 1 sec - 8 min 41 sec 1235 65 65% 1 min 41 sec - 1 min 42 sec 59 8 min 42 sec - 9 min 31 sec 11

1 min 43 sec - 1 min 44 sec 58 9 min 32 sec - 10 min 31 sec 101 min 45 sec - 1 min 46 sec 57 10 min 32 sec - 11 min 45 sec 91 min 47 sec - 1 min 48 sec 56 11 min 46 sec - 13 min 20 sec 8

# of Errors # Correct Percentage 1 min 49 sec - 1 min 50 sec 55 13 min 21 sec - 15 min 23 sec 70 3 100% 1 min 51 sec - 1 min 52 sec 54 15 min 24 sec - 18 min 10 sec 61 2 67% 1 min 53 sec - 1 min 54 sec 53 18 min 11 sec - 22 min 13 sec 52 1 33% 1 min 55 sec - 1 min 56 sec 52 22 min 14 sec - 28 min 34 sec 43 0 0% 1 min 57 sec - 1 min 58 sec 51 28 min 35 sec - 40 min 3

1 min 59 sec - 2 min 1 sec 50 40 min 1 sec - 1 hr 6 min 40 sec 22 min 2 sec - 2 min 3 sec 49 1 hr 6 min 41 sec - 3 hr 20 min 1

# of Errors # Correct Percentage 2 min 4 sec - 2 min 6 sec 48 > 3 hr 20 min 00 5 100%1 4 80%2 3 60%3 2 40%4 1 20%5 0 0%

Comprehension % (3 questions)

Accuracy %READING RATE ( for 100 words)

Comprehension % (5 questions)

University of Utah Reading Clinic : Updated 5/2/07 MKF

Time Taken WPM Time Taken WPM Time Taken WPM10 sec 300 40 sec 75 1 min 15 sec 40 # of Errors # Correct Percentage11 sec 273 41 sec 73 1 min 16 sec - 1 min 17 sec 39 0 50 100%12 sec 250 42 sec 71 1 min 18 sec - 1 min 20 sec 38 1 49 98%13 sec 231 43 sec 70 1 min 21 sec - 1 min 22 sec 37 2 48 96%14 sec 214 44 sec 68 1 min 23 sec - 1 min 24 sec 36 3 47 94%15 sec 200 45 sec 67 1 min 25 sec - 1 min 26 sec 35 4 46 92%16 sec 188 46 sec 65 1 min 27 sec - 1 min 29 sec 34 5 45 90%17 sec 176 47 sec 64 1 min 30 sec - 1 min 32 sec 33 6 44 88%18 sec 167 48 sec 63 1 min 33 sec - 1 min 35 sec 32 7 43 86%19 sec 158 49 sec 61 1 min 36 sec - 1 min 38 sec 31 8 42 84%20 sec 150 50 sec 60 1 min 39 sec - 1 min 41 sec 30 9 41 82%21 sec 143 51 sec 59 1 min 42 sec - 1 min 45 sec 29 10 40 80%22 sec 136 52 sec 58 1 min 46 sec - 1 min 49 sec 28 11 39 78%23 sec 130 53 sec 57 1 min 50 sec - 1 min 53 sec 27 12 38 76%24 sec 125 54 sec 56 1 min 54 sec - 1 min 57 sec 26 13 37 74%25 sec 120 55 sec 55 1 min 58 sec - 2 min 2 sec 25 14 36 72%26 sec 115 56 sec 54 2 min 3 sec - 2 min 7 sec 24 15 35 70%27 sec 111 57 sec 53 2 min 8 sec - 2 min 13 sec 23 16 34 68%28 sec 107 58 sec 52 2 min 14 sec - 2 min 19 sec 22 17 33 66%29 sec 103 59 sec 51 2 min 20 sec - 2 min 26 sec 21 18 32 64%30 sec 100 1 min 50 2 min 27 sec - 2 min 33 sec 20 19 31 62%31 sec 97 1 min 1 sec 49 2 min 34 sec - 2 min 42 sec 19 20 30 60%32 sec 94 1 min 2 sec - 1 min 3 sec 48 2 min 43 sec - 2 min 51 sec 18 21 29 58%33 sec 91 1 min 4 sec 47 2 min 52 sec - 3 min 1 sec 17 22 28 56%34 sec 88 1 min 5 sec 46 3 min 2 sec - 3 min 13 sec 1635 sec 86 1 min 6 sec - 1 min 7 sec 45 3 min 14 sec - 3 min 26 sec 1536 sec 83 1 min 8 sec 44 3 min 27 sec - 3 min 42 sec 1437 sec 81 1 min 9 sec - 1 min 10 sec 43 3 min 43 sec - 4 min 1338 sec 79 1 min 11 sec - 1 min 12 sec 42 > 4 min < 1339 sec 77 1 min 13 sec - 1 min 14 sec 41

ONLY

Accuracy %

READING RATE ( for 50 words)

For 50-Word Selection

University of Utah Reading Clinic : Updated 5/16/17 MKF

Michele.Blake

Typewritten Text

Assessment: Early Reading Instrument (ERI)

University of Utah Reading Clinic EARLY READING INVENTORY (ERI)

SUMMARY OF STUDENT’S PERFORMANCE


ERI PROCEDURE

Give student the four letter/sound tasks.

IF the student scores less than 16 on Lower Case Name Recognition, Early StepsSM is not recommended.

IF the student scores 16 or better on Lower Case Name Recognition, give the student the Developmental Spelling task and the Baby Bear passage.

LETTER/SOUND ASSESSMENT

Upper Case Naming

(/26)

Lower Case Naming

(/26)

Letter Sounds (/26)

Production (/26)

DSA

Spelling Score

Word Study Level Criteria

=> Picture Sorts DSA score ≤12

Onset - Vowel DSA score 13 – 28

Mixed Shorts DSA score ≥29

Text Level Criteria ┌ Early StepsSM 1 - 2 < 60% G1-Oct acc.

ORAL READING │ Early StepsSM 3 - 4 60 - 84% G1-Oct acc. OR < 20 G1-Octwpm

ACC. (%)

RATE (WPM)

COMP (%) │ Early StepsSM 5 – 6

( = Oct G1 or higher) ≥ 85% G1-Oct acc. AND ≥ 20 G1-Oct wpm

G1-Oct (Baby Bear)

=>└ Early StepsSM 7 – 8 ≥ 90% G1-Oct acc. AND ≥ 25 G1-Oct wpm

G1-Mar (Mouse Tales)

=> Early StepsSM 9 – 10 ≥ 90% G1-Mar acc. AND ≥ 30 G1-Mar

wpm

G1-End (Frog & Toad)

=> Early StepsSM 11 – 12 ≥ 90% G1-End acc. AND ≥ 40 G1-End wpm

INSTRUCTIONAL READING LEVELS

Text Level W.S. Level

NOTE: Administrators of this instrument are required to purchase the following books: Morris, D., & Slavin, R. E. (2003). Every child reading. Boston: Allyn and Bacon (ISBN: 0-321-08763-1) Lobell, A. (1972). Mouse Tales. New York: HarperCollins (ISBN: 0-06-444013-3) Lobell, A. (1979). Days with Frog and Toad. New York: HarperCollins (ISBN: 0-06-444058-3) Randall, B. (1994). Baby bear goes fishing. Barrington, IL: Rigby PM (ISBN: 9781418901806)

Student_________________________________________ School _________________________________________ Tutor__________________________________________

Grade__________________ Date______________ Examiner____________________________________ Receiving Number of SPED Services? ________ Sessions (at Exit) ________

University of Utah Reading Clinic EARLY READING INVENTORY (ERI) / LETTER/SOUND ASSESSMENT (LSA)

Individual Letter/Sound Score Sheet


UPPER CASE NAME

RECOGNITION

A F P W K Z B C H O J U Y M

D L Q N S X I G R E V T

#Correct

______/26

LOWER CASE NAME

RECOGNITION

(Target: 16 or more correct)

a f p w k z b c h o j u y m

d l q n s x i g r e v t

#Correct

______/26

LOWER CASE SOUND

RECOGNITION

m y u j o h c b z k w p f a

t v e r g i x s n q l d

#Correct

______/26

LETTER PRODUCTION

A F P W K Z B C H O J U Y M

D L Q N S X I G R E V T

#Correct

______/26

Recognition: Procedures: Student points to and names letters as arranged. Prompt for short vowel & “c” sound: “Can you tell me another sound for that letter?” Scoring: Vowels sounds are only correct for short-vowel sound. “C” is to be /k/. “G” is to be /g/ as in “gate”. All reversals count as errors. Self-corrections & Hesitations: coded, but not errors Production: Procedures: Educator dictates letter names as arranged on stimuli sheet. Student writes capital or lowercase. Scoring: Left-right reversal counts correct (b-d) Up-down reversal counts as error (p-d). Self-corrections & Hesitations: coded, but not errors

University of Utah Reading Clinic EARLY READING INVENTORY (ERI)

Individual Developmental Spelling Score Sheet

University of Utah Reading Clinic: 9/30/11 MKF

Procedure: [Educator models spelling with sample word mat.] “We are going to write the word, mat. The cat sat on a

mat. Mat. What’s the word? (The educator reprompts if the correct word is not given.) What letter should I write

down first?” (The educator offers praise for the correct response, m, and writes the letter down – if the student gives the wrong

letter or fails to respond, the educator still writes the letter m on the paper). “‘M’ is the first letter in mat. What letter

should we write down next?” (and so on). [Note: DO NOT “sound out” for the student during the sample spelling.]

Educator hands the pencil to the student and says: “Now, I’m going to say some more words, and I want you to

try to write them. Remember, for each word; think what letter comes first, what comes next, and so on.

Okay, the first word is back. This is your back. Back. What’s the word?” The educator dictates the rest of the

spelling words, pronouncing words clearly: Educator does not exaggerate or elongate the sounds in the words. Student attempts to

spell each word independently. Educator observes spelling and copies words in Upper Case in scoring grid. Educator may ask

student to identify letters that are unreadable.

[Note: If student fails to provide at least the initial consonant on the sample word and each of the first two test words, educator may

discontinue this subtest.]

Scoring: One point is given for each phoneme (up to three) represented with an appropriate letter. The 4th point is item dependent. A 5th point is given for a correct spelling. Phonemes written out of order are not awarded points. Extra letters are not a point deduction.

Student Spelling

SCORES FOR SAMPLE SPELLINGS

1 Point 2 Points 3 Points 4 Points 5 Points Stdnt. Score

1 BACK This is your back.

B

BA, BK, BC, BAE, BIC, BOC

BAK, BAC, BAKE BACKE BACK

2 FEET Those are your feet.

V, F, FA FT, FIT, FE FET FEAT, FETE FEET

3 STEP Watch your step.

S, C SP, ST, CP, SA, SE

SAP, SEP, CAP, STP, STIP

STAP, CTEP, STEPE

STEP

4 JUMP I can hop and jump.

J, G, P JP, GP, JO,

GU, JPM JOP, GOP, JUP, GUP, JMP JOMP, GUMP JUMP

5 ROAD The car went down the road.

R, W, RT RD, RO,

WD ROD, WOD ROED, RODE, ROID, ROED ROAD

6 PICKING I am picking up the book.

P, PO

PK, PC, PE, PG, PN, PNE

PEC, PEK, PIK, PEN, PKN, PECE, PEKN, PECN

PIKIG, PICEN, PIKING, PEKING, PECKING

PICKING

7 SIDE I am sitting by your side.

S, C SD, SED,

SD, CD

SID, CID, SOD, SAD, SODE, SADE

SIED, SIAD SIDE

8 GRINNED I was so happy I grinned.

G GD, GN GIN, RIN, GRIN,

GEN, GNDE GIND, GRINED, GRIND GRINNED

TOTAL POINTS


A F P W K Z B C H O J U Y M D L Q N S X I G R E V T

a f p w k z b c h o j u y m d l q n s x i g r e v t

m y u j o h c b z k w p f a t v e r g i x s n q l d


Name _____________________

ERI/LSA Letter Production Student Sheet

________________________________

DSA - Developmental Spelling Student Sheet


Name _____________________________________________________________

1.//////////

2.//////////

3.//////////

4.//////////

5.//////////

6.//////////

7.//////////

8.//////////

Assessment: Reading Level Assessment (RLA)

University of Utah Reading Clinic READING LEVEL ASSESSMENT

SUMMARY OF STUDENT’S PERFORMANCE

©University of Utah Reading Clinic, Revised 9-10-20 MKF

Passage Reading

G1-Oct G1- Mar G1- End G2-Mid / G2-End

G3 G4 / G5

G6 /

G7 / G8

Accuracy (%)

# Self-Corrections

Rate (WPM)

Comp. (%)

READING LEVELS

* Instructional & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria

Instructional Level

Independent Level

Checked by:___________________ Date: ______________ On all passages:

The timer is started at the beginning of the passage and stopped when the student reaches the 100 word indicator (slash). The student must read the entire passage to answer the comprehension questions. Omissions, substitutions, insertions, and teacher helps (after waiting 3 sec.) are all considered errors.

On Grade 1 passages (G1-Oct, G1-Mar, and G1-End): Self-corrections are NOT considered errors.

On Grade 2 - 6 passages: Self-corrections ARE considered errors.

NOTE: Administrators of this instrument are required to purchase the following books:

Lobell, A. (1972). Mouse Tales. New York: HarperCollins (ISBN: 0-06-444013-3)

Lobell, A. (1979). Days with Frog and Toad. New York: HarperCollins (ISBN: 0-06-444058-3)

Morris, D (2015). Morris Informal Reading Inventory: Preprimer through Grade 8. New York:

The Guilford Press (ISBN: 978-1462517572)

Randall, B. (1994). Baby bear goes fishing. Barrington, IL: Rigby PM (ISBN: 0-4350-6697-8)

Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory (8th ed.). Upper Saddle River,

New Jersey: Merrill, Pearson Prentice-Hall (ISBN: 0-13-172343-X or 0-13-156808-6)

Student_________________________________________ School _________________________________________ Classroom Teacher_______________________________ Tutor__________________________________________

Grade__________________ Date______________ Examiner____________________________________ Classroom Number____________________________

Receiving Number of SPED Services? ________ Sessions (at Exit) ________

Level: G1-Oct (Form F – Field Version)

From Beverley Randell’s, Baby Bear Goes Fishing. Copyright 1996, Rigby. Echo read (with pointing) title and title page. Open to page 3. Echo read first sentence. “I’m going fishing,” said Father Bear. Start timer. */ “I like fishing, too,” said Baby Bear. “I will go with you and help you.” /%

If student makes 6 or more errors after timer starts, STOP [See scoring table for accuracy and rate. Score N/A for comp]. Otherwise, continue. Good job. Keep going. “You are too little to go fishing,” said Mother Bear. “I am not too little,” said Baby Bear. “I’m big.” Father Bear and Baby Bear went down to the river. “Come here, fish,” said Baby /# If student makes 10 or more total errors after timer starts, STOP [and use 50-Word-Only chart. Score N/A for comp]. Otherwise, continue. Good job. Keep going. Bear. “The fish are not coming today,” said Father Bear. Baby Bear went on fishing. “Look!” shouted Baby Bear. “Fish! Fish! Look at my fish!” Father Bear and Baby Bear went home with the fish. “Look at my fish!” said Baby Bear. “I’m not too little to go fishing.” “I’m /* not too little,” said Baby Bear.

Comprehension Questions (ONLY ASK IF THE WHOLE STORY IS READ): 1. What did Baby Bear want to do? (He wanted to go fishing or He wanted to catch a fish.) 2. Why didn’t Mother Bear want Baby Bear to go fishing? (Because he is too little). 3. Who caught the fish? (Baby Bear) Errors: ________

Self-Corrections: ________ (not counted as errors)

Accuracy: ________ %

Time: ________ min. ________ sec.

Rate: ________ wpm

Comprehension: ________ %

Student Read ONLY p.1 Scoring Table

Time from */ to /% WPM # Errors

from */ to /% %

27 sec 33 6 60 28 sec 32 7 53 29 sec 31 8 47 30 sec 30 9 40 31 sec 29 10 33 32 sec 28 11 27 33 sec 27 12 20

34 – 35 sec 26 13 13 36 sec 25 14 7

37 – 38 sec 24 15 0 39 – 40 sec 23

41 sec 22 Score 50-word section (*/ to /#) using 50-Word-

Only chart

42 – 43 sec 21 44 – 46 sec 20 47 – 48 sec 19 49 – 51 sec 18 Score 100-word

section (*/ to /*) using standard conversion chart

52 – 54 sec 17 55 – 58 sec 16 59 – 62 sec 15

1 m 3 s – 1 m 6 s 14 1 m 7 s – 1 m 12 s 13

1 m 13 s – 1 m 18 s 12 Continue Criteria 1 m 19 sec – 1 m 25 s 11 1 m 26 sec – 1 m 34 s 10 Errors ≤ 10 1 m 35 sec – 1 m 45 s 9 AND

1 m 46 s - 2 min 8 Time ≤ 3:23

© University of Utah 8-3-21 (revised) GTC

Level: G1-Mar (Form F – Field Version)

From Arnold Lobel’s Mouse Tales, pp. 18-23. Copyright 1972 by Arnold Lobel. Used by permission of HarperCollins Publishers. Initial Prompt: Read this story about a mouse and his mother who look at clouds. “Look!” said Mother. “We can see

pictures in the clouds.” The little mouse and his

mother saw many pictures in the clouds. They

saw a castle…a rabbit….a mouse.

“I am going to pick flowers,” said

Mother. “I will stay here and watch the clouds,”

said the little mouse.

The little mouse saw a big cloud in the

sky. It grew bigger and bigger. The cloud

became a cat. The cat came nearer and nearer to

the little mouse. “Help!” shouted the little

mouse, and he ran to his mother.

“There is a big cat in the sky!” cried /*

the little mouse. “I am afraid!” Mother looked

up at the sky. “Do not be afraid,” she said. “See,

the cat has turned back into a cloud again.”.

*Slash(/) indicates completion of 100 words. Oral reading

accuracy score derived from this 100-word sample. Student

must complete passage for comprehension questions that

follow.

Comprehension Questions:

1. What were the little mouse and his mother doing at the beginning of the story? (They were looking at clouds.) 2. What pictures did they see in the clouds? (A castle; a rabbit; a mouse; a cat) (Need 2 for credit) 3. Why did the little mouse shout, “Help”? (He was scared by the cloud that looked like a cat.) Errors: ________



Time: ________ min. ________ sec.

Rate: ________ wpm


Instruct. Criteria: Go Back Continue

Errors ≥ 11 ≤ 10

OR AND

Time ≥ 3:24 ≤ 2:31


Level: G1-End (Form F – Field Version)

From Arnold Lobel’s Days with Frog and Toad, pp. 52-55. Copyright 1979 by Arnold Lobel. Used by permission of HarperCollins Publishers. Initial Prompt: Find out what happens when Frog wants to be alone. Toad went to Frog’s house. He found a

note on the door. The note said, “Dear Toad, I

am not at home. I went out. I want to be

alone.”

“Alone?” said Toad. “Frog has me for a

friend. Why does he want to be alone?”

Toad looked through the windows. He

looked in the garden. He did not see Frog.

Toad went to the woods. Frog was not

there. He went to the meadow. Frog was not

there. Toad went down to the river. There was

Frog. He was sitting on an island by himself.

“Poor Frog,” said Toad. /* “He

must be very sad. I will cheer him up.




follow.


1.At the beginning of the story, what did Toad find at Frog’s house? (A note) 2. Tell me two places that Toad looked for Frog. (Frog’s house/window, the garden, the woods, the meadow, the river) 3. When Toad found Frog, what did Toad decide to do? (Cheer him up) Errors: ________



Time: ________ min. ________ sec.

Rate: ________ wpm



Errors ≥ 11 ≤ 10

OR AND

Time ≥ 2:32 ≤ 1:40


Level: G2 (Form F – Field Version)

Adapted From Woods & Moe, Analytical reading inventory (8th ed.). Copyright 2007, Merrill Prentice-Hall. Initial Prompt: This is a story about playing in a baseball game. The kid in the story wants to hit the ball with a bat (show swinging action) and will only get 3 chances — 3 strikes -- to hit the ball. I swung my bat at the baseball, but it

zipped right by me! “Strike one,” called the

man. I could feel my legs begin to shake!

Whiz! The ball went by me again, and I

began to feel bad. “Strike two,” screamed the

man.

I held the bat back because this time I

would smack the ball! I would hit it right out of

the park! I was so scared that I bit down on my

lip. My knees shook and my hands grew wet.

Swish! The ball came right over the plate.

Crack! I hit it a good one! /*

Then I ran like the wind. Everyone was yelling

for me because I was now a baseball star.”




follow.


1. What was the kid worried about? (Fears he/she may strike out; might not hit the ball; team would lose) 2. What happened to the kid’s body that showed the kid was scared? (Bit his/her lip, knees shaking, hands wet) (Need 2 of 3 for credit) 3. What happened on the kid’s last chance to hit the ball? (The player hit the ball; became a baseball star; team won) Errors: ________

Self-Corrections: ________ (counted as errors)


Time: ________ min. ________ sec.

Rate: ________ wpm



Errors ≥ 11 ≤ 10

OR AND

Time ≥ 1:41 ≤ 1:15


©University of Utah 8-3-21 (revised) GTC From Woods & Moe, Analytical reading inventory (8th ed.). Copyright 2007, Merrill Prentice-Hall.

I swung my bat at the baseball, but it zipped right by me! “Strike

one,” called the man. I could feel my legs begin to shake!

Whiz! The ball went by me again, and I began to feel bad. “Strike

two,” screamed the man.

I held the bat back because this time I would smack the ball! I

would hit it right out of the park! I was so scared that I bit down on my

lip. My knees shook and my hands grew wet. Swish! The ball came

right over the plate. Crack! I hit it a good one! Then I ran like the

wind. Everyone was yelling for me because I was now a baseball star.”

2F

Insert Tab at this point TAB: Certification & Educ. Contact Info

Trainer Name:___________________ Site:_______________ Year:______________

TRAINEE'S NAME

MODEL?(which U

STEPS model or Tier 1)

# of TUTORING

SESSIONS (U STEPS) -

or- # of WEEKLY PLANS (T1)

# of CLINICAL

TRAININGS

(x3 pts. per training)

# of FORMAL OBS

(x1 pt. per

observation)

# of PEER OBS

(0 points)

# of SEMINARS -5 possible-

(x1 pt. per seminar)

(U Steps) RLA

(pre/post) (0 points)

(U Steps & Tier 1)

SELF OBS -2 possible- (0 points)

TOTAL RECERTPOINTS

EARNED

Registered for COLLEGE CREDIT?

(Undergrad or Grad)

Interest in PRIVATE

TUTORING LIST?

Interest in UURCPARTTIME

WORK?

EDUCATOR CERTIFICATION DATA


U STEPS MODELS & TIER 1

University of Utah Reading Clinic: 11/26/19 PK

Group Data Summary Tutor: ________________________________________ Intervention Model: _____________________________ Beginning Text Level: ____________________________ End Text Level: _________________________________ Beginning Word Study: ___________________________ End Word Study: ________________________________ Tutoring Date

Text Level

Word Study

Student: Student: Student: Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √

University of Utah Reading Clinic: 11/26/19 PK

Tutoring Date

Text Level

Word Study

Student: Student: Student: Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √

Educator Contact Information Year: _________ Site/District: __________________________ Model: _______________

For those who are taking the training this year, PLEASE fill out the following information:

Name: home address: phone #: Email: Position: School : College Credit

(Undergrad or Grad)

for Course?

Interest in being listed

on Private tutoring

list?

Interest in

part-time tutoring work at UURC?



TAB: Parent Letters

Dear Parents and Guardians,

_______________________ Elementary is excited to offer your child a one-to-one

reading tutorial program called Early Steps. Early Steps is a research-based intervention that

helps students who are at-risk for reading difficulties.

Your child will be tutored daily at school for 30 minutes. Early Steps will be taught in

addition to the regular reading program. Your child will not be out of the classroom during that

important time. Tutoring will take place during rotating times, and will continue for much of the

school year.

Early Steps focuses on four essential areas of literacy development which support and

strengthen what is being taught in the classroom. The program helps children with word study

where they learn phonetic strategies for word identification. It involves them in daily writing so

they are encouraged to use what they know about letter and sound relationships. The program

also engages children in the reading and rereading of books on their ability level.

Two ways you can help us help your child are to make sure your child attends school

every day, and to read daily with your child.

Please contact us at __________________________ Elementary if you have any

questions about the Early Steps tutoring program. Let’s work together to help your child

become a life-long successful reader!

Sincerely,

____________________________________________________________________________

PLEASE RETURN THIS PORTION WITH YOUR CHILD TOMORROW!

I give permission for my child to participate in the Early Steps Tutoring Program.

I give consent for my child to be photographed or filmed for teacher education and

training.

I give permission for my child’s work to be used for research purposes.

__________________________ ____________________________

Parent Signature Child’s Name

Beginnig of year parental permission doc. University of Utah Reading Clinic: 5/27/05 UB

Estimados padres y representantes, La escuela _________________________ se complace en ofrecerle a su hijo/hija un programa de tutoría individual de lectura llamado Early Steps. Early Steps es una intervención basada en estudios, que ayuda a estudiantes los cuales están a riesgo de dificultades de lectura Su hijo/hija recibirá tutoría diaria en la escuela en sesiones de media hora. La instrucción de Early Steps es adicional al programa de lectura regular. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuará durante la mayor parte del año escolar. Early Steps tiene enfoque en cuatro áreas esenciales para el desarrollo de la lectura y escritura lo cuál apoya y fortalece lo que se enseña en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. Los involucra en escritura diaria, a fin de estimularlos a utilizar lo que saben acerca de la relación que existe entre las letras y sus sonidos. El programa también involucra a los niños en el leer y releer de libros en su nivel de habilidad. Dos maneras en las que usted puede ayudarnos a ayudarle a su hijo/hija es asegurándose de que asista a la escuela todos los días, y leyendo diariamente con su hijo/hija.

Por favor póngase en contacto con nosotros en la escuela ________________________ si tiene preguntas acerca del programa de tutoría Early Steps. ¡Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso de porvida! Sinceramente

Por favor devuelva esta parte con su hijo/hija mañana

Yo doy permiso para que mi hijo/hija participe en el programa de tutoría Early Steps. Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el

propósito de educar y entrenar a los maestros. Yo doy permiso para que se utilice el trabajo de mi hijo/hija en estudios educacionales.

Firma del Padre/representante Nombre del niño/niña ________________________________ _________________________

Spanish ES beginning of year parental permission doc.

University of Utah Reading Clinic: 6/10 UB

Dear Parents and Guardians,

Elementary is excited to offer your child a small-group

reading tutorial program called Early Steps Quads. Early Steps Quads is a research-based

intervention that helps students who are at-risk for reading difficulties.

Your child will be tutored daily at school for 30 minutes. Early Steps Quads will be

taught in addition to the regular reading program. Your child will not be out of the classroom

during that important time. Tutoring will take place during rotating times, and will continue for

much of the school year.

Early Steps Quads focuses on four essential areas of literacy development which

support and strengthen what is being taught in the classroom. The program helps children with

word study where they learn phonetic strategies for word identification. It involves them in

daily writing so they are encouraged to use what they know about letter and sound

relationships. The program also engages children in the reading and rereading of books on

their ability level.

Two ways you can help us help your child are to make sure your child attends school every day, and to read daily with your child.

Please contact us at Elementary if you have any

questions about the Early Steps Quads tutoring program. Let’s work together to help

your child become a life-long successful reader!

Sincerely,

PLEASE RETURN THIS PORTION WITH YOUR CHILD TOMORROW!

□ I give permission for my child to participate in the Early Steps Quads Tutoring

Program.

□ I give consent for my child to be photographed or filmed for teacher education and

training.

□ I give permission for my child’s work to be used for research purposes.

Parent Signature Child’s Name

University of Utah Reading Clinic: 10/2016

Queridos Padres y representantes, La escuela _________________________ se complace en ofrecerle a su hijo/hija un programa tutorial individual de lectura llamado Primeros pasos en grupo (Early Steps Quads). Primeros pasos en grupo (Early Steps Quads) es un programa de intervención basado en estudios, que ayuda a estudiantes los cuales están a riesgo de dificultades de lectura, mediante el mejoramiento de las habilidades necesarias para tener éxito en la lectura. Su hijo/hija recibirá tutora diariamente en la escuela en sesiones de media hora. La instrucción de Primeros Pasos en grupo (Early Steps Quads) es adicional al programa regular de lectura. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuara durante la mayoría del año escolar. Primeros Pasos en grupo tiene enfoque en cuatro áreas esenciales para el desarrollo de la lectura, lo cual apoya y fortaleza lo que se ensena en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. Los involucra en escritura diaria, a fin de que ellos sean estimulados a utilizar lo que saben acerca de la relación que existe entre las letras y sus sonidos. El programa también involucra a los niños en el leer y releer de libros en su nivel de habilidad. Dos maneras por las cuales usted puede ayudarnos a ayudarle a su hijo/hija es enviándolo a la escuela todos los días, y leyendo diariamente con su hijo/hija.

Por favor póngase en contacto con nosotros en la escuela de su hijo/hija (preferiblemente al final del día escolar) si tiene preguntas acerca del programa tutorial Primeros Pasos en grupo (Early Steps Quads). Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso durante toda su vida. Sinceramente ________________________

Por favor devuelva esta parte con su hijo/hija mañana.

� Yo doy permiso para que mi hijo/hija participe en el programa tutorial Primeros pasos en grupo (Early Steps Quads)

� Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el proposito de educar y entrenar a los maestros.

� Yo doy permiso para que se utilice el trabajo de mi hijo/hija con el propósito de estudios educacionales.

Firma del Padre / representante Nombre del niΖo/niΖa _________________________ ___________________

University of Utah Reading Clinic: 9/16 SH

Reread at home notice reread at home notice University of Utah Reading Clinic 5-19-05UB University of Utah Reading Clinic 5-19-05 UB

Dear Parents, Attached is a copy of a story which your child has read during an Early Steps tutoring session. Please have him/her read it aloud to you and point to each word. If your child has trouble figuring out a word, encourage him/her to “sound it out.” If two or three tries don’t work, just tell your child the word and move on. The stories may appear strange or different to you because they are missing the pictures which help tell the story. However, your child has already read the story in a picture book; she/he is already familiar with it. Look for copies of the stories to come home often. Please have your child re-read and save them for additional reading practice on weekends, and during the summer. Thank you for your help. Please sign and return the bottom portion of this note so I know you received it. Sincerely, PLEASE RETURN THIS PORTION TO YOUR EARLY STEPS TUTOR. _______________________ _____________________ Parent’s Signature Child’s Name

Dear Parents, Attached is a copy of a story which your child has read during an Early Steps tutoring session. Please have him/her read it aloud to you and point to each word. If your child has trouble figuring out a word, encourage him/her to “sound it out.” If two or three tries don’t work, just tell your child the word and move on. The stories may appear strange or different to you because they are missing the pictures which help tell the story. However, your child has already read the story in a picture book, she/he is already familiar with it. Look for copies of the stories to come home often. Please have your child re-read and save them for additional reading practice on weekends, and during the summer. Thank you for your help. Please sign and return the bottom portion of this note so I know you received it. Sincerely, PLEASE RETURN THIS PORTION TO YOUR EARLY STEPS TUTOR. _______________________ _____________________ Parent’s Signature Child’s Name

Date_______________________ Estimados padres y representantes, Junto a ésta nota encontrará un cuento que su hijo/hijo ha leído previamente durante varias lecciones de tutoría Primeros Pasos (Early Steps). Por favor pídale a su hijo/hija que se lo lea en voz alta a la vez que señala a cada palabra con el dedo. Si su hijo/hija tiene dificultad descifrando una palabra, anímelo a que haga los sonidos de cada letra con cuidado. Si dos o tres intentos no dan resultado, dígale la palabra y continúen leyendo. Los cuentos le parecerán raros o diferentes porque les faltan los dibujos que ayudan a relatar el cuento. Sin embargo, su hijo/hija ya los ha leído previamente en un libro ilustrado, así que el/ella está familiarizado con ellos. Espere ver copias de los cuentos frecuentemente. Por favor haga que su hijo/hija los vuelva a leer y los guarde para que pueda practicar la lectura durante los fines de semana y durante el verano. Gracias por su ayuda. Por favor firme y devuelva la parte de abajo de ésta nota, para que yo sepa que usted la recibió. Sinceramente ________________________________ Tutor/tutora _______________________________________________________________ Por favor devuélvale ésta parte al tutor de lectura Primeros Pasos (Early Steps): ____________________________ ____________________________ ________________________

Firma del padre/representante Nombre del estudiante

Spanish ES reread at home story notice

University of Utah Reading Clinic 2-08 UB

Date_______________________ Estimados padres y representantes, Junto a ésta nota encontrará un cuento que su hijo/hijo ha leído previamente durante varias lecciones de tutoría Primeros Pasos (Early Steps). Por favor pídale a su hijo/hija que se lo lea en voz alta a la vez que señala a cada palabra con el dedo. Si su hijo/hija tiene dificultad descifrando una palabra, anímelo a que haga los sonidos de cada letra con cuidado. Si dos o tres intentos no dan resultado, dígale la palabra y continúen leyendo. Los cuentos le parecerán raros o diferentes porque les faltan los dibujos que ayudan a relatar el cuento. Sin embargo, su hijo/hija ya los ha leído previamente en un libro ilustrado, así que el/ella está familiarizado con ellos. Espere ver copias de los cuentos frecuentemente. Por favor haga que su hijo/hija los vuelva a leer y los guarde para que pueda practicar la lectura durante los fines de semana y durante el verano. Gracias por su ayuda. Por favor firme y devuelva la parte de abajo de ésta nota, para que yo sepa que usted la recibió. Sinceramente ________________________________ Tutor/tutora

Por favor devuélvale ésta parte al tutor de lectura Primeros Pasos (Early Steps): ____________________________ ____________________________ ________________________

Firma del padre/representante Nombre del estudiante

Spanish ES reread at home story notice University of Utah Reading Clinic 2-08 UB

Dear Parents, We are pleased to report that reading intervention has helped your son/daughter make progress in his/her reading ability during this school year. It is important for your child to continue to practice his/her reading skills daily for 15 to 30 minutes by reading out loud to someone. Suggestions for effective reading:

1. Take your child to the library on a regular basis. The librarian can assist you in selecting appropriate books for your child.

2. If your child’s school uses the Accelerated Reader program, your local library should have a list of the books, by reading levels, available in your school.

3. Choose books that are on your child’s reading level. Your child’s tutor can tell you his/her current reading level.

4. One easy way to tell if a book is on an appropriate level is to ask your child to read a section of the book out loud. If he/she makes 1 or more errors out of 10 words, the book is too difficult.

5. Find books that interest your child. 6. The following are suggestions for error correction:

When your child makes an error, wait to the end of the sentence, point to the tricky word and say, “This word tricked you; try the sentence again”.

Then, if the child gets stuck or makes another error, simply tell the child the word and let the reading continue.

7. While you are reading with your child, have conversation about the story that you are reading together. Ask: Who is the main character in the story? What is the problem? What just happened? Ask who, what, when where, why, etc.

8. Encourage your child to write daily. This can be creative writing, such as stories, poems, or journal writing where your child writes about his daily experiences.

Happy summer reading! University of Utah Reading Cinic. 5/07 UB

General Summer reading doc.

Estimados Padres y Representantes, Nos complacemos en reportarle que la intervención ayudo a su hijo/hija a progresar en su habilidad de lectura durante este año escolar. Es importante que su hijo/hija practique sus habilidades de lectura a diario leyéndole a alguien en voz alta por 15 a 30 minutos. Sugerencias para la lectura eficaz:

1. Lleve a su hijo/hija a la biblioteca con regularidad. La bibliotecaria puede ayudarle a seleccionar libros apropiados para su hijo/hija.

2. Si la escuela de su hijo/hija usa el programa Accelerated Reader, la biblioteca pública local debe tener una lista de los libros, organizados en orden de niveles de lectura, disponibles en la escuela.

3. Seleccione libros que estén al nivel de lectura de su hijo/hija. Consulte con el tutor de lectura para saber el nivel de lectura actual.

4. Una manera sencilla para determinar el nivel de lectura apropiado de un libro es que su hijo/hija lea un trozo del libro en voz alta. Si el/ella comete 1 o mas errores en 10 palabras que leyó, el libro es demasiado difícil.

5. Seleccione libros acerca de cosas que le interesen a su hijo/hija. 6. A continuación le ofrecemos algunas sugerencias para corregir errores:

Cuando su hijo/hija comete un error, espere que termine de leer la oración, señale la palabra dificultosa y dígale “ésta palabra te fue difícil, lee la oración de nuevo”.

Entonces, si su hijo/hija se estanca o comete otro error, simplemente dígale la palabra y continúen leyendo.

7. Mientras lee con su hijo/hija, converse acerca de la historia que están leyendo juntos. ¿Quién es el personaje principal? ¿Cuál es el problema? ¿Qué acaba de pasar? Pregunte ¿quién, que, cuando, donde, porqué? etc.

8. Anime a su hijo/hija a que escriba diariamente. Esto puede ser escritura creativa como por ejemplo un cuento, poema, o escritura en un diario donde su hijo/hija escribe sobre sus experiencias diarias.

¡Feliz Lectura de verano!

University of Utah Reading Clinic 5-11 UKG General Spanish summer reading doc.

Insert Tab at this point TAB: Graduation & Certificates

Early Steps Graduation Requirements

Criteria for Mid-Year Graduation: Criteria for Mid-Year Graduation: - solid level 8 text by end of January - start transition lesson with level 9 by 2/1 - if transition lesson goes well AND - if student is VERY strong in classroom,

student may “graduate” in mid-Feb These students’ sharp upward progress MUST be continued! If that’s not likely (e.g., no classroom grouping, lack of home support) continue providing ES!

Transition Lesson (new lesson plan - level 9) 1. Word Bank 2. Assisted Reading w/new book - use pre-1989 basal (preferred) or ES tradebook 3. Word Study finish mixed short vowels (cat, win, mom) 4. Sentence Stem - continue 5. Easy Reading for Fluency - re-read recently read text (3 times; 1 time per lesson)

University of Utah Reading Clinic 1/16/2014 KJB

Early Steps Reading Tutoring Graduate _________________

______________________________________ _____________________ Reading Tutor’s Signature Date of Graduation

Student

Principal

Early Steps

Insert Tab at this point TAB: Seminar Notes

7/29/2010

1

Foundations for Reading Success: Research & Common Sense

Early Steps/Next Steps Seminar #1

Dr. Kathleen J. Brown


[email protected]

801-265-3951

www.ed.utah.edu/uurc/

Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620)

• Seminar #1 Date Video Shown

• School Name(s) & District Name

• Participants’ Names & whether they are taking Early or Next Steps at this time.

• Granite folks who report to Stacey Lowe, please send your information to her.

• Attendance at all 5 seminars is required for ES/NS certification and university credit.

Top Predictors of G1 Reading Success

• health

• IQ

• knowledge of letter names

• oral language ability

• socio-economic status (SES)

• phonemic awareness

• gender

• print awareness

• amount of time parents read to child

(see Adams, 1990, Moats, 2003 for extensive reviews)

7/29/2010

2

What Does Research Suggest About:

• Modality Preferences/Learning Styles

• Perceptual Skills (e.g., visual discrimination)

M Skill ( hi li h i f )• Motor Skills (e.g., marching, crawling, hopping on one foot)

• Mental Age/IQ

• Logical & Analytical Abilities

• Home Literacy Experiences

When Should Reading Instruction Begin?

• Maturation Position:

• Reading instruction in K is….– developmentally inappropriate (most kids aren’t really ready)

– confusing, boring

– will “burn kids out” & “turn them off” to readingg

• “Reading is Natural” Position:

• Reading instruction in K…– isn’t necessary...just “immerse kids in print rich experiences” and they

will learn to read just like they learned to talk

When Should Reading Instruction Begin?

• Research-Based Position:

• Reading instruction in K has…– a positive effect on students’ achievement & attitude toward

reading (see Hanson & Farrell, 1995)

M k d b d !• Make a data-based argument!– There is not a shred of empirical evidence to suggest that learning

to read before entering G1 is harmful--cognitively or affectively

– The probability of poor G1 readers remaining poor readers is .88 if they do not receive intervention (Juel, 1988)

For these children, there is not an instructional moment to waste!!--even and especially in Kindergarten

7/29/2010

3

“Top 3” Predictor: Phonemic Awareness

• phonemic awareness = ability to attend to and manipulate the smallest sounds in speech e.g., /f/ /i/ /th/

• In particular, the ability to segment phonemes in words tells us a great deal about a child’s chances for success as a G1 reader

• Approximately 1/3 of middle class children fail to develop this insight sufficiently during G1

• Problems here form the core deficit in dyslexia

(Bradley & Bryant, 1983; Juel, Griffith, & Gough, 1986; Lomax & McGee, 1987; Share, Jorm, MacLean, & Matthews, 1984, Tunmer & Nesdale, 1985; Troia, 1999; Yopp, 1992)

Understanding the “phon” (sound) terms

• “phonological” is a subcategory of auditory, referring specifically to speech sounds

• phonology = the rules of how speech sounds go together in a language (e.g., English vs. Swahili)

• phoneme = the smallest sounds in speech (e.g., /b/, /ch/, /a/; there are 40-44 phonemes in English)

• orthography = the writing system in a a language…in an alphabetic system, how letters represent sounds

• phonological awareness = one’s ability to “penetrate” speech and do things w/sounds.

Why Do Some Children Have Difficulty Developing Phonemic Awareness?

• Children think about what words mean. Phonemes carry no meaning on their own. Phonemes are merely sounds.

• Phonemes cannot truly be isolated. ‘Cat’ is not made up of /c/ - /a/ - /t/ unless you have learned that it is!/c/ /a/ /t/ unless you have learned that it is!

• Individuals differ in ability on all kinds of cognitive and linguistic tasks. Genetic and environmental factors can put some individuals at-risk for phonological difficulties.

• Children with low p.a. are unlikely to benefit fully from phonics instruction w/out simultaneous p.a. instruction.

7/29/2010

4

Phonological Awareness: Easiest Levels

• Rhyming Awareness– example: bat, cat, scat, flat, mat, pat

– activities: nursery rhymes, chants, raps

• Syllable Awareness– example: play-ground, hop, cal-li-o-pe

– activities: clapping/stamping/dancing beats (add a puppet!)

Note: letter-name instruction needs to begin at this point! It seems to be a pre-requisite for the next level of phonological awareness.

Phonological Awareness: Mid-Levels

• Onset-Rime Awareness– example: b-at, sc-at, -at, ch-at

– activities: What did Charlie Chicken forget?

• First Phoneme Awareness– example: Which word starts like ‘leg?’ fox, cup, lamb

– activities: Picture Sorts

Phonological Awareness: Advanced Levels

• Blending phonemes– example: /b/-/a/-/t/ = bat

i i i h S G

Note: These tasks usually can be done only by children who can already read a little bit.

– activities: The Secret Language Game

• Segmenting phonemes (This is NOT stretching sounds, but rather segmenting/isolating sounds!)– example: bat = /b/-/a/-/t/

– activities: Tap the Sounds, Elkonin boxes, Writing for sounds

7/29/2010

5

Recommendations for Phonological Awareness Instruction

• Must involve oral production.

• Coincide alphabet instruction, and then word recognition instruction with p.a. instruction.

• Keep pacing brisk! Make activities motivating!Keep pacing brisk! Make activities motivating!

• Strive for “every student responds”

• Strive for 85% success rate for each task. Rachet up & down as indicated.

• Tell students “This helps us be good readers!” and gesture to skills during encounters with meaningful text (e.g., journal writing)

“Top 3” Predictor: Alphabet Knowledge

• All 26 upper and lower case, plus sounds

• need to over learned (accurate & fast)• need to over learned (accurate & fast)

• can’t learn to blend or chunk w/o letter name & sound mastery

What Is Difficult About Learning Letter

Names, Sounds, and Production?

• Minimal & abstract visual features-->highly confusable

M lti l f t & h d• Multiple fonts & hands

• Learning requires:– time

– attention

– practice

– motivation

Exposure via “letter-of-the-week” or immersion is not enough for at-risk children!

7/29/2010

6

“Top 3” Predictor: Print Awareness

• understand that print has meaning

• directionality (front to back, left to right, top to bottom, return sweep)

• develop working knowledge of concepts of letter, word, page, sentence, upper case, lower case, and punctuation

• Note: concept of word = most critical for reading development

Print Awareness Activities

• Explicit instruction & immersion with:

– predictable big and little books

looking at book while listening to an adult who reads aloud and– looking at book while listening to an adult who reads aloud and tracks print with finger (story time)

– wall rhymes

– dictating LEA stories

– echo reading

– re-arrange cut-up, familiar sentence

Using Predicable Text to Develop Concept of Word

• What aspects of the text are present in the child’s mind? What does he see when he looks at text?

X X• Xxx xxx xxxx xxx xxxxxX

• Cxx xxx fxxx txx cxxxx?

• Cxn yxx fxxd the cxxxl?

• Can you fxxd the camxl?

• Can you find the camel?

(Morris, 1981, 1999)

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Why is Concept of Word So Important for Reading Development?

• Children who can point accurately have a “rudder” by which they can steer through a “sea of text.”

• When they know where they are in text, they can use 1st sound + picture + memorysound + picture + memory

• This is the most rudimentary of decoding strategies. It sends the message: “I need to look closely at the words!”

• Children who don’t point, or don’t point precisely, aren’t sure where they are in that sea of text.

• Thus, opportunities to look closely at words are lost.

• pictures + repetition + memory + 1st sound--> recite reading

Final Conclusions

• Print Awareness

• Alphabet Knowledge

• Phonological Awareness

• Word Knowledge

• Oral Language………………all “bootstrap” on each other. That is, growth in one area stimulates growth in the other and vice versa. They are “reciprocally causal.”

(Barron, 1991; Perfetti, Beck, Bell, & Hughes, 1987; Stahl & Murray, 1994)

Final Conclusions

• Specifically, it is not clear how either letter recognition or phonemic segmentation skills could be acquired except through their instruction and exercise. When, then, do they tell us about reading readiness? One irrepressible interpretation is that the likelihood that a child will succeed in first grade depends most of all on how much she or he has g palready learned about reading before getting there--and this interpretation seems soberingly correct (p. 82).

• In the end, the great value of research on prereaders may lie in the clues it gives us toward determining what the less prepared prereader needs most to learn. For these children, we have not a classroom moment to waste (p. 90).

(Adams, 1990)

7/29/2010

1

Leading Reading Development: Text & Word Study Instruction




[email protected]

801-265-3951


Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620)

• Seminar #2 Date Video Shown

• School Name(s) & District Name

• Participants’ Names & whether they are taking Early or Next Steps at this time.

• Granite folks who report to Stacey Lowe, please send your information to her.

• Attendance at all 5 seminars is required for ES/NS certification and university credit.

Reading = Decoding X Comprehension

• Decoding for Expert Readers is Automatic

• Comprehension for Expert Readers is both A t ti & St t i

– accurate

– fast

– effortless

Automatic & Strategic

– knowledgeable

– flexible

– persistent

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What is Effective Beginning Reading Instruction?

• Phonological awareness• Word Recognition (high frequency &

decoding) a.k.a. phonicsg) p• Comprehension (reading & listening)• Print Appreciation• Print Awareness• Oral Language Development• Process Writing

How Important is Word Recognition Instruction?

• For most beginning readers—critical!!• Many struggle to “break the code” w/out

explicit/direct instructionp• Lack of successnegative spiral

(Stanovich, 1986)• The goal is not “balance” a.k.a “equal time”• The goal is give children what they need at

different points in reading development

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How Important is Word Recognition Instruction?

• For beginners, the challenge is to “access the print,” thus, word rec needs to be a big part of the curriculum.

• This means other components get less• This means other components get less.

• As automaticity w/words increases, other components get more.

• Word rec instruction requires careful crafting (preparation & practice)

• Wing it? slipshod at-risk kids suffer

Misconception:

Learning to read is “natural,” just like learning to speak. We should immerse readers in

authentic text, just like we immerse babies in authentic speech.

WRONG!!!

Rebuttal: • Speech is biologically hard-wired; written

language is a cultural invention (Liberman & Liberman, 1992).

• Learning to speak is natural; all non-disabled humans learn to speak.p

• Learning to read is not natural; many people who learn to speak do not learn to read—even when instructed and/or immersed.

• This especially true for at-risk children.• Research supports explicits phonics

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Who is At-Risk? Children Who:

• are from Low SES backgrounds

• are English Language Learners

• have cognitive limitations• have cognitive limitations

• have hearing impairments

• have delays in language development

• have limited experiences with literacy

Misconception:

Good readers “sample the print” and predict the identity of words from context

(Goodman, 1976, 1986; Smith, 1980).

WRONG!!!

Rebuttal:

• Good readers visually and cognitively take in almost every word on the page. They recognize most words automatically at sight. When they encounter an unfamiliar word, they use their knowledge of spelling patterns to quickly chunk the word.

• Poor readers rely on context.

Adams, 1990, Perfetti & Lesgold, 1979; Rayner & Pollatsek, 1987; Stanovich & Stanovich, 1995

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He had never seen dogs fight as these wxxxish cxxxxxxxx fxxxxt, and his first exxxxxxxxx txxxxt him an unfxxxxxxxble lxxxxx. It is true, it was a vixxxxxxx exxxxxxxxx, else he would not have lived to prxxit by it. Cxxxx was the vxxxxx. They were camped near the log store, where she, y p g , ,in her friendxx way, made adxxxxxx to a husky dog the size of a full-xxxxx wolf, thxxxx not half so large as xhe. Thxxx was no wxxxing, only a leap in like a flash, a metxx clip of teeth, a leap out exxxxly swift, and Cxxxx’s face was ripped open from eye to jaw.

When I walked into the Hall of Mirrors, I saw phantasmagoria happen with my own body.

“Kathleen,” my husband said, “No one would ever accuse you of being breviloquent!”

When discussing the use of context, we need to consider these issues separately:

1. What do good readers do to identify the d?word?

2. What do good readers do to figure out the meaning of the word?

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black green black

green red green

black black red

red red blue

blue blueblue blue

red black

black green

green blue

red green

Word Recognition Goals for Young Readers:

• 1. Identify an increasing number of words automatically—at sight.

• 2. Decode unfamiliar words by analogy y gy(using “chunks” and “chunks with meaning”) from words and patterns they know automatically.

• 3. Check to see if the word they generated makes sense. Adjust if necessary.

7/29/2010

1

Leading Reading Development: Text & Word Study Instruction



[email protected]

801-265-3951



Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620) Seminar #3 Date Video Shown

School Name(s) & District Name

Participants’ Names & whether they are p ytaking Early or Next Steps at this time.

Granite folks who report to Stacey Lowe, please send your information to her.

Attendance at all 5 seminars is required for ES/NS certification and university credit.

Reading = Decoding X Comprehension

Decoding for Expert Readers is Automatic

Comprehension for Expert Readers is both Automatic & StrategicAutomatic

accurate

fast

effortless

Automatic & Strategic

knowledgeable

flexible

persistent

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2

30 Years of Empirical Research

Chall, 1967, 1983

Biemiller, 1970

Masonheimer, Drum, & Ehri, 1984

Ehri & Wilce, 1985Ehri & Wilce, 1985

Bryne & Fielding-Barnsley, 1989, 1990

Adams, 1990

Gough, Juel, & Griffith, 1992

Ehri, 1999

Focus: The Nature of Word Representation in Memory and How It DevelopsHow It Develops

Also known as:

What is in the child’s head and how does it change as the child learns to read?

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Representation = A Card in the File Box

Phonological representation = sound Phonological representation sound

Semantic representation = meaning

Orthographic representation = spelling

What Is In the Pre-Alphabetic Reader’s Memory?

Can you find the camel?Xxx xxx xxxx xxx xxxxxX

Phase 1: Pre-Alphabetic (Try Anything!)

-there are no representations—even alphabet

-so, uses word or letter shape and environment

camelhome camp some smell

NOT RELIABLE!!!

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How Can We Move Them Toward Partial Alphabetic?

Predictable text to develop concept of word (voice-to-print, 1-to-1 match via finger)

To help i.d. unfamiliar words, uses initial consonant

Picture sorts

Sentence word

ES levels 1-3 = predictable w/ lots of echo reading

Push for “first sound”

What Is In the Partial-Alphabetic Reader’s Memory?

Can you find the camel?Cxx xxx fxxx xxx cxxxxXCxx xxx fxxx the cxxxlX

Phase 2: Partial-Alphabetic (It’s a Start!)

-uses some letter-sound connections, then guesses

-vowels usually ignored because reps aren’t there

boatboot beat beast boast

BETTER! BUT STILL NOT RELIABLE!

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How Can We Move Them Toward Full Alphabetic?

text with slightly diminished predictability - still memory support

BUT! some easy “cold reading” to reinforce: high frequency words (the, you, said) short vowels blends digraphs short vowels, blends, digraphs blending strategy for short vowel words use of initial phoneme for big words

rhyming short vowel word study ES levels 4-6 = less predictable/lots of high freq. word bank for high frequency words

What Is In the Full Alphabetic Reader’s Memory?

Can you find the camel?Can you fxxd the caxxx?Can you find the caxxx?

Phase 3: Full Alphabetic (Moving Across a Whole Word)

- has all individual letters and sounds, even vowels! - now can blend to form words /c/-/u/-/p/ /cup/

-repetition –> better representations–> more sightrepetition > better representations > more sight words –> beginning of automaticity -/c/-/up/ /cup/

- result: sight word corpus grows

MORE RELIABLE! BUT SLOW!

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What Is In the Consolidated Alphabetic Reader’s Memory?

Can you find the camel?

How Can We Push Them Toward Consolidated Alphabetic? text with cold reading at instructional level (healthy

amount of decodable words & high freq. words)

text may/may not have some predictability

encourage blending and/or chunking for new words

mixed nonrhyming short vowel vowel pattern word study

ES levels 7-10 = instructional level cold reading

Word bank includes more difficult high frequency words (could, they, because)

Phase 4: Consolidated Alphabetic- more spellings amalgamated together with pronunciations in memory, so more and more words are true sight words (automaticity!)

school = /school/But! transportation = transpxxtxxxxxBut! transportation transpxxtxxxxx

- larger and larger chunks available for chunking strategy

ALL THE PIECES ARE IN PLACE!NOW, IT’S JUST A MATTER OF TIME AND EXPERIENCE!

Phase Partial Alphabetic Full Alphabetic Consolidated Alphabetic

Characterization Learning about Print Breaking the Code Going For Fluency

Reading Goals match 1:1 voice to print, 1st sound + picture for decoding, easiest high frequency in sight vocabulary, construction of meaning

additional high frequency in sight vocabulary, blend CVCs, some fluency but may sound “glued to print,” construction of meaning

Increasing sight vocabulary, chunk unfamiliar words by pattern, beging to analyze syllable spelling & morphemic structure of big words, increasing fluency, construction of meaning

Text Early Steps 1 – 4 (predictable)

Early Steps 4 – 9 (decodables, mixed text + high frequency text)

Early Steps 9 – 12+ (easy readers)

Word Study picture sorts & alphabet review → onset + vowel (●)

Finish onset + vowel and move to mixed short vowels (●●)

Vowel patterns (●●●)

* Developmental progression above draws upon Ehri (1998), Morris (2005), and Brown (1999-2000) Handout: Seminar #3

7/29/2010

1

Struggling Readers: Who Are They and What Do They Need?Need?



[email protected]

801-265-3951



Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620) Seminar #4 Date Video Shown

School Name(s) & District Name

Participants’ Names & whether they are p ytaking Early or Next Steps at this time.

Granite folks who report to Stacey Lowe, please send your information to her.

Attendance at all 5 seminars is required for ES/NS certification and university credit.

Growing Body of Research

Scanlon & Velluntino, 1997; Velluntino et al., (1996). Journal of Educational Psychology.

Shankweiler et al (1999) Scientific Studies Shankweiler et al., (1999). Scientific Studies of Reading.

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Disability Defined (Up To Now!)

Specific reading disability = at least average intelligence - no physiological or emotional impairments but…..

.....severe difficulty in learning to read

identified by establishing a discrepancy: reading performance approx 1.5 s.d. below general cognitive ability (accounts for approx 9% of pop.)

e.g., IQ = 100 WRMT = 78

What Causes This Discrepancy? Assumption: caused by constitutional limitation

(genetic or organic) difficulty learning to read.

However, establishing discrepancy does not take into account the student’s educational history!

Intervention studies suggest many reading difficulties are not true disabilities, but rather indicative of a need for more/better instruction.

Some struggling readers are “curriculum casualties!”

Reading Difficulties on a Continuum

Reading Difficulties<---------------------------------------------->Constitutional Environmental(in the kid) (outside the kid)-harder to fix -easier to fix

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Research Question:

Can we distinguish between children whose reading difficulties are constitutional in origin….

…from those whose difficulties are…from those whose difficulties are environmental in origin?

The answer has implications for type & duration of intervention!

Methods

N = 1,407 students

middle and upper-middle class schools

“kit h i k” measures = “kitchen sink”

poor readers tutored in 1st grade

Intervention = 30 minutes, 1-on-1, daily for 15 weeks; 8-10 additional weeks if needed

Results

Phonological awareness, short term memory, and rapid naming deficits show up in K (and perhaps earlier)

These abilities distinguish between: These abilities distinguish between: normal and “harder to fix” kids

“easier to fix” kids and “harder to fix” kids

These are the constitutionaldeficits, and are often inherited!

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Results

Intervention can make a difference. After 2 years of tutoring, only 1.5% of students fell

below 15%ile and only 3% below the 30%ile on the WRMT

Note this is fewer than 9% estimates that don’t take educational history into account

Environmental deficits (more & better curriculum) can be fixed!

Take-Home Message for Educators

We can’t assume a child has a" disability” w/out trying early, intensive intervention.

Constitutional deficits show up early. Assess & intervene in Kindergarten!!& intervene in Kindergarten!!

The discrepancy formula is not enough. We also need more sensitive reading tests.

Intervention can reduce the “LD” population!

Research Questions:

Are there profiles of struggling readers? Word Callers

BK Compensators BK Compensators

Both

Are any profiles more prevalent than others?

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Methods

Call went out for “kids with learning problems”

N = 361 students ages 7.5-9.5 w/IQ >80

Measures = reading comp, word id, pseudo word id, listening comp, etc

plotted composite reading scores on scattergram

Results n = 114 students = average or above readers

n = 71 students = too close to call (buffer zone)

Remaining students = poor readers

n = 127 n = 32 n = 17

Where do they fit?

Results

n = 127 = equally poor at decoding & comp

n = 32 = better at comp than at decoding (BK Compensators)p )

n = 17 = better at decoding than at comp (Word Callers)

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Most children are equally good or poor at both decoding & comp (n = 241 of 361 or 67%).

Word skills correlate more strongly with reading comp than with listening comp; thus, word skills drive the reading process heavily at lower levels.


There are a few “discrepant readers” (n = 49 of 361 or 14% of total population).

There are very few Word Callers (n = 17 of y (176 or 10% of total poor readers)

It is a stretch to label these students Word Callers. Even though they are relatively better at decoding than at comp, they are still lower on average than good readers at either.


The vast majority of poor readers demonstrate deficits in decoding skills (159 of 176 or 90% of poor readers)

High quality decoding instruction is necessary in regular curriculum to prevent reading difficulties. It is necessary in interventions for struggling readers--even most of the so-called Word Callers.

7/29/2010

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The Virginia Intervention Model Expands in the West

What Have We Learned?

What Do We Still Need to Know?

University of Utah Reading Clinic Appalachian State University

Kathleen Brown, Darrell Morris, Matt Fields,

Stacey Lowe, Julie Robertson, Veronica Reynolds, Debbie Skidmore,

Debra Van Gorder,Connie Weinstein

Theoretical Framework Virginia Model of Intervention:

– guided reading @ instructional level

– systematic, isolated code instruction

– fluency work

– 1-on-1 format

(Brown, Morris, & Fields, 2004; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien, 1999)

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Historical Background

• 1999 - creation of UURC• 1999/2000 - Early Steps pilot (n=3)

2000/01 - Early Steps follow-up (n=9) - Next Steps pilot (n=3) - Next Steps pilot (n=3)

2001/02 - Early/Next Steps w/ ELL (n=18) 2002/03 – Early/Next Steps (n=28) 2004/05 - Early/Next Steps (n=35) 2005/06 - Early/Next Steps (n=41 and no end

in sight!)

Research Questions

Is Virginia (Early-Next Steps) Intervention effective for

- at-risk and struggling readersat risk and struggling readers

- who receive 90 minutes of an SBRR program daily?

Is it more effective than SBRR small group intervention?

Method

Early/Next Steps Intervention (Tx)– 1-on-1 30/45 min. Daily/2x per week

– guided reading at instructional level

word study/phonological awareness– word study/phonological awareness

– fluency training

Title 1 Intervention (Control)– 30-45 min. daily small group,

– reinforce Open Court

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Passage Reading Level Coding

Pre-PrimerReading Level

Primer12

Code #

Primer1.2 (late G1)

2.1 (early G2)

2.2 (late G2)

3.0

23456

12

Early Steps Students vs. Controls: Year 1

2.5

3

3.5

4

EARLY STEPS

F(1,79) = 19.9, p < .01, d = .86

2.6 = primer - late G1

0

0.5

1

1.5

2

Beginning 1st Grade End 1st Grade

0 = Non-Reader

1.0 = preprimer

CONTROL

EARLY STEPS

Next Steps Students vs. Controls

3.5

4

4.5

5

3 3 = late G1+

4.1 = early G2

NEXT STEPS

F(1,80) = 10.8, p < .01, d = .72

1

1.5

2

2.5

3

September May

1.9 = primer

2.2 = primer

3.3 = late G1+

CONTROL

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ELL Next Steps Students vs. ELL Controls

2 5

3

3.5

4

4.5

5

3.9 = early G2

4.7 = mid G2

ELL NEXT STEPS

F(1,108) = 8.6, p < .05, d = .56

1

1.5

2

2.5

September May


2.6 = primer - late G1ELL CONTROL

Research Question

Can non-certified educators (i.e, teacher’s aides) deliver Next Steps effectively?

- when supervised by an intervention specialist

Results: NS-Aides vs. Controls

3

3.5

4

4.5

5

3.9 = early G2

4.5 = mid G2

Controls

NS-Aides

F(1,92) = 7.4, p < .01, d = .59

1

1.5

2

2.5

3

September May

2.3 = primer

2.6 = primer - late G1Controls

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Results: NS-Teachers vs. NS Aides

3

3.5

4

4.5

5

2.9 = late G1

4.5 = mid G2

4.9 = late G2

NS-Teachers

F(1,46) = 8.6, p = .89, n.s.

1

1.5

2

2.5

3

September May

2.3 = primer

NS-Aides

Research Question: Follow-up Study

What happens in 2nd grade when

- Virginia Model intervention is discontinued andand

- both Early Steps & Control students receive Open Court intervention in a small group format?

Early Steps Students vs. Controls: Year 2

2

2.5

3

3.5

4

2.6 = primer – late G1

3.9 = early G2

EARLY STEPS

F(1,51) = 9.6, p < .01, d = .60


0

0.5

1

1.5

2

Beginning 1stGrade

End 1st Grade March, 2nd Grade

0 = non-reader 1.0 = preprimer

CONTROL

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What We’ve Learned The Virginia Model is more effective at

boosting at-risk and struggling readers’ progress than small group Open Court intervention…

this finding extends to ELL readers …this finding extends to ELL readers

Teachers’ aides can deliver the Virginia Model effectively—with supervision from an intervention specialist

What We’ve Learned

Early Steps will not be sufficient for some at-risk readers to reach grade level. To “finish the job,” additional—albeit less intensive--tutoring may be necessary

Some students who reach grade level after a year of the Early or Next Steps may need subsequent “booster shots” to continue the trajectory at desired levels (i.e.,maintain grade level performance).

What We Still Need to Know Does performance trajectory continue at

desired levels when Early Steps is followed by Next Steps in grade 2?

How does the “size of the group” impact the effectiveness of the Virginia Model? To whateffectiveness of the Virginia Model? To what extent is it effective in pairs? small group?

Does group size interact with severity of reading difficulty? Who really needs 1-on-1 and who can “make it” with pair or even small group instruction?

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What We Still Need to Know How does the Virginia Model compare to

other 1-on-1 intervention models (e.g., Reading Recovery, Success for All tutoring, America Reads)

How does participation in a Virginia Model How does participation in a Virginia Model practicum affect educators’ knowledge of reading development and instruction?

What will it take to help teachers apply what they’ve learned from the practicum in their classroom small groups?– follow-up 1-to-1 with classroom practicum?

What We Still Need to Know Can cross-age peer tutors effectively

implement a “modified” Virginia model when supervised by an intervention specialist?

Can the Virginia Model be extended for gstudents who can read at a 3rd grade level or above, but who are still below grade level?– pilot Upper Steps?


TAB: Appendix: ES Book Leveling

UURC 12-20-18 KJB

LEVELING BOOKS:

TEXTUAL SCAFFOLDING FOR BEGINNING READERS

PHYSICAL SCAFFOLDING Number of words, lines of text on page Number of total words, pages in book Text layout Font size, type, and spacing Punctuation WORD SCAFFOLDING

Predictability - simple, moderate, complex refrain - cold reading (no refrain)

High frequency words - frequency - complexity (“the” vs. “should”) - repetition

Orthography - pattern complexity (cat, cake, beat, bring)

- number of orthographic patterns used - repetition - number of syllables in words

PICTURE SCAFFOLDING Strong, moderate, weak SYNTACTIC SCAFFOLDING

- simple (e.g., noun-verb-object) - moderate (e.g., modifiers for nouns, verbs) - complex (compound sentence, clauses or phrases)

COMPREHENSION SCAFFOLDING Vocabulary & conceptual background knowledge Genre and text structure Strategies (e.g., inference) * Indicates initial consideration of feature in leveling

UURC 12-20-18 KJB

Level 1/A – K-Mid

Goals: * Develop concept of word through voice-to-print matching.

SCAFFOLDING CRITERIA PHYSICAL •Number of words on page •Number of lines of text per page •Number of pages of text per book WORD •Predictability - strong, simple refrain for vast majority of text •High frequency words - 1-3 repeated, from Dolch Kinder list PICTURE •Strong picture support SYNTAX •Simple COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure

- no more than 5 words per page - no more than 1 line of text per page - no more than 8 pages of text per book - one-line refrain (A, A, A, . . .) - no more than 1 unique word per refrain - last page may flout criteria Example: is, the, a, we, I - pictures cue all unique words Example: Dad is cooking. Dad is painting. Dad is reading... - minimal - no plot; text conveys simple information

ANCHOR BOOKS

TITLE DIFFICULTY WORD SCAFF. PUBLISHER Dad E Refrain Rigby I Like to Have Fun M Refrain Reading Reading

UURC 12-20-18 KJB

Level 2/B K-End Goals: *Use first consonant sound to identify unfamiliar words. Develop concept of word through voice-to-print matching.

SCAFFOLDING CRITERIA PHYSICAL •Number of words per page •Number of lines per page •Number of pages per book •*Punctuation WORD •Predictability - strong, simple refrain for vast majority of text •High frequency words - 1-3 repeated, from Dolch Kinder list PICTURE •Strong picture support SYNTAX •Simple COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure

- no more than 7 words per page - no more than 2 lines per page - no more than 10 pages of text per book - ! , ? - one or two line refrain (A, A, A,. . .or AB, AB, AB…) - no more than 2 unique words per refrain Example: see, come, is, to, am, for - pictures cue all unique words Example: Meow, meow. Here we come! Baa, baa. Here we come!… - minimal - no plot; text conveys simple information

ANCHOR BOOKS

TITLE DIFFICULTY WORD SCAFF. PUBLISHER The Zoo E Refrain Handprints Where is a Bear? M Refrain Reading Reading What Can Climb M Refrain Pioneer Valley Fossils D Refrain Reading Reading

UURC 12-20-18 KJB

Level 3/C K-End/G1-August

Goals: * Develop high frequency word automaticity. Use first consonant sound to identify unfamiliar words. Develop concept of word through voice-to-print matching.

SCAFFOLDING CRITERIA

PHYSICAL •Number of words per page •Number of lines of text per page •Number of pages of text per book •Punctuation • *Text layout WORD •Predictability - strong, simple refrain for most of text •High frequency words - 3-6 repeated, from Dolch Kinder list PICTURE •Strong picture support SYNTAX •Simple COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure

- no more than 10 words per page - no more than 3 lines of text per page - no more than 10 pages of text per book - “___” ! , ? - text placement & font size may vary - 1-3 line refrain: (Example: AAA, AAA…or AB, AB... or ABC, ABC…) - 1-3 unique words per refrain Example: with, can, here, or, my - pictures cue almost all unique words Example: I put my lunch into my bag. I put my drink into my bag. - minimal - no plot; text conveys simple information

ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER Lunch for Carl M Refrain Reading Reading Look at Me M Refrain Handprints Where Are the Babies? D Refrain Rigby

UURC 12-20-18 KJB

Level 4/D G1-September Goals: *Develop decoding skill by blending closed syllables. When blending is not possible, use first consonant sound. Develop simple high frequency word automaticity. Develop concept of word through voice-to-print matching.

SCAFFOLDING CRITERIA PHYSICAL •Number of words & lines per page •Number of pages per book • Punctuation & text layout WORD • Predictability - moderate refrain bounded by cold reading •High frequency words -4-12 repeated from Dolch G1-Early list •*Orthography - closed syllables PICTURE •Moderate picture support SYNTAX •Simple sentences with phrases COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure

- 15 or fewer words; 1 to 4 lines of text per page - 8 to 12 pages of text per book - may vary Example: AA, BBBB, AA, AA… AB, BA, AB, BA… Example: you, little, here, look, our, into Example: sat, pig, sat, fell - pictures cue some unique words Example: “I can see the ball, up in the tree,” said Tom. - character names may be used - simple plot (main character, problem) or simple main idea w/details

ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER Toes M Refrain Reading Reading Ben’s Pets M Refrain + Decoding Ready Readers The Big Kick D High Frequency Rigby

UURC 12-20-18 KJB

Level 5/D G1-October Goals: Develop decoding skill by blending closed syllables.

Develop simple high frequency word automaticity through repetition.

SCAFFOLDING CRITERIA PHYSICAL

•Number of words & lines per page •Number of pages per book • Punctuation & text layout WORD •Predictability - weak or no refrain; if used, moderate refrain bounded and interrupted by cold reading •High frequency words -7-18 repeated, from Dolch G1-Early/Mid list •Orthography - short vowel CVC pattern - consonant digraphs & blends PICTURE •Moderate to weak picture support

SYNTAX •Compound subjects or predicates COMPREHENSION •Vocab. & Background Knowledge Demands •Text structure

- 16 or fewer words; 1-5 lines per page - 8 to 16 pages of text per book - may vary Example: … I want to stamp my feet. I want an ice cream float. And so…Mom and Dad took me to a new place to eat... I got to stamp my feet. I got an ice cream float. Example: have, know, what, away Example: van, bet, zip, pop Example: clap, spin, bath, rush - pictures cue some unique words Example: “Mother Bear and Father Bear went to look for Baby Bear.” - character names frequently used - simple plot (character, problem) or simple main idea w/details

ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER Father Bear Goes Fishing M High Frequency Rigby A Fun Place to Eat D Orthography + Refrain Ready Readers Funny Ways to Sleep M High Frequency + Refrain Reading Reading

UURC 12-20-18 KJB

Level 6/F G1-November Goals: Develop decoding skill by blending closed syllables.

Develop simple high frequency word automaticity through repetition “

SCAFFOLDING CRITERIA PHYSICAL •Number of words & lines per page •Number of pages per book • Punctuation & Layout WORD • Predictability - weak or no refrain; if used, refrain bounded & interrupted by cold reading •High frequency words -11-25 repeated, from Dolch G1-Early/Mid list •Orthography - closed syllables - consonant digraphs & blends -* some 2 syllable words PICTURE • Weak picture support SYNTAX •Compound subjects and/or predicates -phrases COMPREHENSION •Vocab. & Background Knowledge Demands •Text structure

- 25 or fewer words; 1-6 lines per page - 8 to 16 pages per book - sentence may run across 2 pages Example: A frog came to a big hill. “What is at the top?” asked the frog. “I think it’s a big bug.” Hop, hop, hop. The frog went to the top. A dog came to the big hill. “What is at the top?” asked the dog… Example: came, after, went, going Example: big, shell, slid, past, snap Example: helmet, hermit, rabbit - Pictures cue few unique words Example: You can sleep up here, in this little bed. - increasing (Example: planet, garden) - simple plot (character, problem) or simple main idea w/details

ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER What Is At The Top E Refrain Ready Readers The Lion & Rabbit M High Frequency Rigby The Bat Rat M Orthography Reading for All Learners Puffins D Orthography + Refrain Reading Reading

UURC 12-20-18 KJB

Level 7/G G1-December Goals: * Develop fluency by using sight vocabulary & decoding skills. Extend decoding skill by applying closed and v-e syllable knowledge. Extend high frequency word automaticity through repetition.

SCAFFOLDING CRITERIA PHYSICAL •Number of words on page •Number of pages per book WORD •Predictability - weak or no refrain; if used, refrain bounded & interrupted by ‘cold reading’ •High frequency words - 17-30 from Dolch G1-Early/Mid list •Orthography - closed & v-e syllables - some 2 syllable words PICTURE •Weak picture support SYNTAX •Syntax varies and increases in complexity •Sentence length COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure

- 35 or fewer words - 8 to 16 pages of text Example: …We will hide his big coat. We will hide his big boots. Jolly Roger woke up. “Where are my big boots?” he said Example: please, walked, coming Example: black, tan, fast -white, nose, eyes -inside, popcorn, present - pictures primarily support comprehension, not word I.D. - compound sentences Example: He did not see the big net by the trees and he walked into it. - increasing demands (Example: battery, engine, naughty, pirate) - simple plot (character, problem) or simple main idea w/details ANCHOR BOOKS

TITLE DIFFICULTY WORD SCAFF. PUBLISHER Pop Goes the Popcorn E Orthography & Refrain Ready Readers Jolly Roger the Pirate M High Frequency Rigby Dandalions D High Frequency Reading Reading Baby Bear’s Present D High Frequency Rigby

UURC 12-20-18 KJB

Level 8/G G1-January Goal: Develop fluency by using sight vocabulary & decoding skills. Extend decoding skill by blending closed syllables and manipulating v-e syllables. Extend high frequency word automaticity through repetition.

SCAFFOLDING CRITERIA PHYSICAL •Number of words on page; pages per book •Consistency of layout WORD •Predictability - weak or no refrain; if used, refrain bounded by & interrupted by cold reading •High frequency words - 20-40 from Dolch G1-Early/Mid list •Orthography - closed & v-e syllables - some 2 syllable words PICTURE • Weak SYNTAX •Syntax varies and increases in complexity •Sentence length COMPREHENSION •Vocabulary & background knowledge demands •Text structure

- 40 or fewer; 8 to 16 pages - varies (Example: friendly letter format) Example: Dad was under the sink. “Can I help you do that?” said Ben. “No, not yet,” said Dad. “But you can when you get big.” Then Ben ran to the den. Mom was painting in the den. “Can I help you do that?” said Ben. “No, not yet,” said Mom. “But you can when you get big.” Then Ben heard Grandma. So he ran out. Example: - trick, stand, wrote, broke - until, basket, broken, sandbox - jumps, flying, sitting, opened - pictures support comprehension, rather than word recognition Example: Father Duck helps Mother Duck to look after the ten little ducklings. - increasing demands - more complex narrative w/plot or informational text w/main idea & details

ANCHOR BOOKS TITLE DIFFICULTY ORTH. FOCUS PUBLISHER Little Bulldozer E High Frequency Rigby Ben’s New Trick M Orthography & Refrain Ready Readers Duck with a Broken Wing D High Frequency Rigby Penguins M High Frequency Reading Reading

UURC 12-20-18 KJB

Levels 9 – 12/ H-J G1-February-May Goals: Develop fluency by using sight vocabulary & decoding skills. Extend decoding skill by using closed, v-e and r-controlled syllable knowledge. Extend complex high frequency word automaticity through repetition.

SCAFFOLDING CRITERIA PHYSICAL •Number of words, pages, layout WORD •High frequency words - 35-45 from Dolch G1-Early/Mid/End list •Orthography - closed, v-e, r-controlled syllables - 1, 2, 3 syllable words SYNTAX •Syntax varies and increases in complexity •Sentence length COMPREHENSION •Vocabulary & background knowledge demands •Text structure PACING At these levels, you may turn to AR sites for leveling recommendations. G1-March = 1.6 – 1.7 G1-End = 1.8 – 1.9

- vary Example: once, very, any, were, still Example: Passage from a level 10 text. “Yes Michael,” said Mrs. Hill, “and after that, we will look at the dinosaurs, teddy bears, and dolls.”

- reef, seaweed, eaglet, raccoon, knight, surfer - increasingly complex narrative w/plot or informational text w/main idea & details - to move up from level 9 or 10 (primer) need at least 93% accuracy and at least 30 wpm - to move up from level 11 or 12 (end-1st) need at least 93% accuracy and at least 40wpm

ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER The Lion & The Mouse 9 Narrative Rigby Small Baby Raccoon 10 Expository MCP Frog and Toad All Year 11 Narrative Rigby World’s Biggest Baby 12 Expository MCP Pre-1989 Basals 1.5 – 1.9 Narr or Ex Laidlaw, Holt, Houghton

edu 5633-030 & 6633-030 assessment and intervention for

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