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Unit 8Assessment and Remediation Guide

Kind

erga

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Co

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owled

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ts® • S

kills

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Skills StrandKindergarten

Core Knowledge Language Arts®

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table of Contents

Unit 8assessment and remediation guide

Instructional Planning 5

Section I, Phonics 13

Read and Spell with Sound/Spellings Taught in Previous Units: All One-to-One Letter-Sound Correspondences, Initial or Final Clusters, the Tricky Spelling ‘s’ > /z/, and Initial or Final Digraphs (i.e., ch, sh, th, qu–, –ng), as well as Double-Letter Spellings (i.e., ‘mm’, ‘nn’, ‘pp’, ‘bb’, ‘tt’, ‘dd’, ‘cc’, ’ck’, ‘gg’, ‘ff’, ‘ss’, ‘zz’, ‘ll’, ‘rr’) and the Tricky Words: the, a, of, all, one, from, and was

Determining Student Need 15

Lesson Template 18

Sample Remedial Lesson 22

Dimensions of Difficulty 29

Sound/Spellings with Key Words 30

Skills Cross-Reference Chart 32

Word Lists 34

Worksheets 36

Games 54

Progress Monitoring 70

Section II, Fluency and Comprehension 77

(Fluency and a Focus on Purpose and Understanding with Decodable Text)

Determining Student Need 79

Fluency Focus! 81

Lesson Template 110

Sample Remedial Lesson 112

Thinking with Reading Chart 116

Figuring Out Words 121

Dimensions of Difficulty 122

Skills Cross-Reference Chart 123

Stories 125

Progress Monitoring 152

Kindergarten | Unit 8 Assessment and Remediation Guide 5© 2013 Core Knowledge Foundation

Instructional PlanningPlanning instruction with the Assessment and Remediation Guide is guided by

• observation of student performance during instruction from the Kindergarten Teacher’s Guide lessons;

• student scores on performance assessments throughout the Kindergarten units; and

• progress monitoring assessments from the Assessment and Remediation Guide.

Step 1: Use the Cross-Reference charts and Determining Student Need flow charts provided for each component (i.e., Phonics, Fluency and Comprehension) within the unit. The Cross Reference chart helps you consider student performance across the lessons and with any Pausing Points utilized. Instructional activities are organized by unit objectives. Therefore, if students struggled significantly with activities from particular rows of the chart, the unit objective to target is indicated in the first column. The Determining Student Need flow chart prompts you to additionally consider student assessment performance.

Step 2: If a need for remediation is indicated, refer to the Kindergarten Skills Scope and Sequence (provided in the Kindergarten Assessment and Remediation Guide Introduction) to consider whether remedial instruction may need to begin at an earlier unit.

Step 3: Consider student’s Level of Instructional Need. A description of the three Levels of Instructional Need is provided in the Kindergarten Assessment and Remediation Guide Introduction. Establishing a level of instructional need will direct you to a corresponding lesson structure provided at the beginning of each unit.

Step 4: Select exercises and assessments and prepare associated materials for instruction and progress monitoring.

Step 5: Use ongoing evaluation of student instructional performance and progress monitoring to facilitate decisions about student progress or ongoing remediation needs.

Thoughtful observation of daily performance, integrating assessment with instruction, and providing targeted remediation as quickly as possible will help most struggling Kindergarten students become successful Kindergarten students!

6 Kindergarten | Unit 8 Assessment and Remediation Guide© 2013 Core Knowledge Foundation

Lesson Structures for Levels of Instructional NeedThe Kindergarten Assessment and Remediation Guide will serve students who

• may enter Kindergarten with known literacy skill educational needs requiring instruction beyond the Skills strand Teacher Guide lessons;

• may have significant instructional needs identified by the student performance assessments throughout the Kindergarten units; and/or

• may complete some Kindergarten units yet demonstrate a lack of preparedness for subsequent units.

Depending on the severity of student instructional need, instructional personnel available, and student grouping options, materials from the Kindergarten Assessment and Remediation Guide may be used for

• guided reinforcement;

• explicit reteaching; and/or

• comprehensive reteaching.

The Lesson Templates within each section provide a detailed model of the sequence of instructional steps to be followed when reteaching the particular skill(s) targeted in that section. The Lesson Templates are followed by a Sample Remedial Lesson illustrating how specific skill work, activities, and progress monitoring can be applied to the template. Among the lesson structures you will find the Explicit Reteaching Lesson Structure aligns with the Lesson Templates and Sample Remedial Lessons from each section. The Guided Reinforcement Lesson Structure provides guidance for how to make more abbreviated use of the Lesson Templates and Sample Remedial Lessons, and the Comprehensive Lesson Reteaching Structure illustrates how to make more complete use of the Lesson Templates and Sample Remedial Lessons across sections.


Guided Reinforcement Lesson StructureThe Guided Reinforcement Lesson Structure provides guidance for how to use only the supported practice elements from the Lesson Templates. This structure provides an abbreviated lesson geared for reinforcing developing skills not yet mastered.

Guided Reinforcement Exercise Materials Minutes

Warm-Up

See corresponding section Lesson Templates for Warm-Up activity descriptions for

•Phonics: Match Me; and

•FluencyandComprehension: Activate Prior Knowledge.

activity dependent 3

Guided Practice (applying skills)

See corresponding sections to choose one or two activities from Worksheets, Games, or Poems/Songs/Nursery Rhymes for instruction related to remedial targets within

•Phonics; and

•FluencyandComprehension(Rereading text to apply familiar Thinking with Reading techniques).


Note:Progress monitoring related to instruction from Guided Reinforcement lessons may be integrated within instructional times other than these brief remedial lessons, or remedial instructional time may be devoted to completed progress monitoring as needed.


Explicit Reteaching Lesson StructureThe Explicit Reteaching Lesson Structure aligns with the Lesson Templates. This structure provides a more complete lesson geared for explicit instruction for selected unit objectives.

Explicit Reteaching Exercise Materials Minutes

Warm-Up





Explicit Instruction

See corresponding section Lesson Templates for Learning About… activity descriptions for

•Phonics: Review the Sound/Spelling; and

•FluencyandComprehension: Set a Purpose and Model Thinking with Reading.


Guided Practice (working with skills)

See corresponding section Lesson Templates for Working With… activity descriptions for

•Phonics: Chaining; and

•FluencyandComprehension: Read with Purpose and Understanding.


Guided Practice (applying skills) ORIndependent Practice/Progress Monitoring


•Phonics; and

•FluencyandComprehension: Read with Purpose and Understanding (continued).

Activitieswithwhichstudentshavedemonstratedindependencemayengagestudentswhenprogressmonitoringwithindividualsisneeded.

activity dependent

Progress Monitoring resources

8


Comprehensive Reteaching Lesson StructureThe Comprehensive Reteaching Lesson Structure also aligns with the Lesson Templates. This structure provides a more instructional time allowing for integration of activities from multiple sections when multiple unit objectives are targets for remediation.

Comprehensive Reteaching Exercise Materials Minutes

Warm-Up






See corresponding section Lesson Templates for Learning About… activity descriptions for

•Phonics: Review the Sound/Spelling; and

•FluencyandComprehension: Set a Purpose and Model Thinking with Reading.


Guided Practice (working with skills)

See corresponding section Lesson Templates for Working With… activity descriptions for

•Phonics: Chaining; and

•FluencyandComprehension: Read with Purpose and Understanding.


Guided Practice (applying skills)


•Phonics; and

•FluencyandComprehension:Read with Purpose and Understanding (continued)


Independent Practice/Progress Monitoring

Activitieswithwhichstudentshavedemonstratedindependencemayengagestudentswhenprogressmonitoringwithindividualsisneeded.

activity dependent


10

Note:If a single remedial instruction session does not allow enough time to complete the Comprehensive Reteaching Lesson, then the instruction can be divided over two instructional sessions instead. A split lesson structure may look like this:

Session 1 Session 2Warm-Up

ExplicitInstruction

GuidedPractice(workingwithskills)

InitiateGuidedPractice(applyingskills)

Warm-Up

ExplicitInstruction

ContinueGuidedPractice(applyingskills)

IndependentPractice/ProgressMonitoring


A single objective should be the primary focus of any given remedial instruction session. If you are using the Comprehensive Reteaching lesson structure and students are in need of explicit instruction related to multiple components (i.e., Phonics, Fluency and Comprehension), then rotate the focus selected for Explicit Instruction and the related Guided Practice (working with skills) throughout a series of sessions. A rotating focus may look like this:

Session 1 Session 2

Warm-Up:Phonics focus

ExplicitInstruction:Phonics focus

GuidedPractice(workingwithskills):Phonics focus

GuidedPractice(applyingskills):Combination from component areas (e.g., a Phonics and a Fluency activity)

IndependentPractice/ProgressMonitoring:Phonics activity (observing for success independently)

Warm-Up:Comprehension focus

ExplicitInstruction:Comprehension focus

GuidedPractice(workingwithskills):Comprehension focus

GuidedPractice(applyingskills): Combination from component areas (e.g., a Phonics and a Comprehension activity)

IndependentPractice/ProgressMonitoring:Phonics progress monitoring assessment


Guide OrganizationInstruction from the Kindergarten Assessment and Remediation Guide will be most effective when used in either one-on-one or small group settings. Learning is optimized when instruction is facilitated by a teacher with expertise related to literacy instruction. Small teacher-to-student ratios maximize individual learning, particularly through increased opportunity for immediate (reinforcing or corrective) feedback for each student.

A description of the Basic and Advanced Code taught to student using CKLA materials starting in Kindergarten is provided in the Kindergarten Assessment and Remediation Guide Introduction. This description will provide insight and context for how phonics skills are introduced in Kindergarten and taught throughout Grade 1 and Grade 2.

The materials throughout the units are organized into sections by component area (i.e., Phonics, Fluency and Comprehension) and aligned with the objectives from the CKLA Skills strand units. Within the sections you will find:

• DeterminingStudentNeedChart: A chart is supplied for your reference to determine student need for instruction from any given unit and section of the Assessment and Remediation Guide.

• LessonTemplateandSample:The Lesson Templates within each section provide a detailed model of the sequence of instructional steps to be followed when reteaching the particular skill(s) targeted in that section. The Lesson Templates are followed by a Sample Remedial Lesson illustrating how specific skill work, activities, and progress monitoring can be applied to the template. These Lesson Templates and Sample Lessons align with the Explicit Reteaching Lesson Structure described under Instructional Planning at the beginning of each unit. Guidance for how to adapt the Lesson Templates and Sample Lessons from each section for the Guided Reinforcement or Comprehensive Reteaching Lesson Structure is also found under Instructional Planning at the beginning of each unit.

• LessonReferenceCharts:When applicable, reference charts are provided to help you adjust the difficulty of your lessons, ensuring students are appropriately scaffolded or challenged.

• DimensionsofDifficulty:This chart is provided for your use to accelerate or reduce the task difficulty for students.

• Cross-ReferenceCharts:The objectives for each section are cross referenced to the lessons and Pausing Points from the CKLA Skills strand units. The alignment of objectives and activities can be seen at a glance, facilitating coordinated and targeted use of both the Skills strand units and the Assessment and Remediation Guide.

• WordLists:Collections of words, phrases, or sentences needed for activities are provided. These lists are not intended to be exhaustive or restrictive. This resource is included to facilitate lesson preparation; however, teachers are welcome to use the lists as models for adding words, phrases, or sentences of their own.


• Worksheets:Worksheets may be utilized to facilitate modeling during Explicit Instruction, supervised practice and application of skills during Guided Practice, or reinforcement during Independent Practice.

• Games/Activities:Games and activities are provided inviting students to apply and strengthen the target skills.

• SentencesandStoriesforOralReading:Decodable Text is provided, allowing students to practice the discrete skills taught and creating a bridge for the generalization of those skills to other forms of connected text.

• Poems/Songs/NurseryRhymes:Poems, songs, and nursery rhymes foster students’ love of language. When applicable, related activities are included to provide engaging opportunities for students to play with sounds and words.

• ProgressMonitoring: Resources for progress monitoring are included at the end of each section. These tools are intended to facilitate data collection in order to inform instruction, and build a record of student’s progress.


Section IPhonics


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Pho

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IF

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U

nit 8

Obj

ectiv

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ead

and

w

rite

one-

sylla

ble

shor

t vo

wel

wor

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ith in

itial

or

final

clu

ster

s, fi

nal ‘

s’ >

/s/

or

/z/

, and

initi

al o

r fin

al

cons

onan

t dig

raph

s, a

nd

doub

le-l

ette

r sp

ellin

gs i.

e.,

‘mm

’, ‘n

n’, ‘

pp’,

‘bb’

, ‘tt

’, ‘d

d’, ‘

cc’,

‘ck’

, ‘gg

’, ‘ff

’, ‘s

s’,

‘zz’

, ‘ll’

, ‘rr

’

BS

tud

ent s

trug

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with

Uni

t 8

Ob

ject

ive:

Rea

d, s

pel

l an

d w

rite

chai

ns o

f one

-sy

llab

le s

hort

vow

el w

ord

s w

ith s

ound

sp

ellin

gs t

hat

have

bee

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CS

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trug

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Uni

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Ob

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ive:

Rea

d h

igh-

freq

uenc

y w

ord

s id

entifi

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as T

ricky

Wor

ds:

the

, a, o

f, al

l, on

e, fr

om, w

as

DW

eak

scor

es o

n th

e U

nit

8 C

omp

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tud

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Per

form

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Ass

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may

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r re

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or

rein

forc

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cros

s U

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3–

7; S

ee U

nit 8

Stu

den

t P

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sses

smen

t Fl

ow C

hart

.

Rev

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with

Pau

sing

Poi

nt: R

ecog

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D

oubl

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tter

Spe

lling

s, D

istin

guis

h S

pelli

ng A

ltern

ativ

es, R

ead

Wor

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ith

Dou

ble-

Lett

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pelli

ngs,

Writ

e D

oubl

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tter

Spe

lling

s, S

pell

Wor

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ith

Dou

ble-

Lett

er S

pelli

ngs,

Writ

e W

ords

w

ith D

oubl

e-Le

tter

Spe

lling

s, a

nd/o

r W

rite

Phr

ases

or

Sen

tenc

es

Rev

iew

with

Pau

sing

Poi

nt: R

ead

Wor

ds

with

Dou

ble-

Lette

r Spe

llings

(S

pellin

g A

ltern

ativ

es)

Rev

iew

with

Pau

sing

Poi

nt: R

ead

Tric

ky

Wor

ds a

nd/o

r Writ

e Tr

icky

Wor

ds

If st

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t m

eets

ex

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cont

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with

U

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8 S

kills

st

rand

less

ons

If st

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ntin

ues

to

stru

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If st

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cont

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with

U

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8 S

kills

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rand

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If st

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If st

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cont

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8 S

kills

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ons

If st

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to

stru

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TH

EN

US

ES

ectio

n I,

Pho

nics


Unit8StudentPerformanceAssessmentFlowChart

If student scores below 90%: CodeKnowledgeDiagnosticAssessment

(Administered one-on-one as time permits throughout Lessons 17–20)

Scores of 23 or higher on rows 1–5 suggest good letter/sound knowledge, but weak blending skills. Use targeted material from the Assessment and Remediation Guide from Units 3–7 Section I, Phonological Awareness and Section II, Phonics. Consider instructing with the sequential approach for blending discussed in the Kindergarten Unit 2 Teacher’s Guide.

Scores of 22 or less on rows 1–5 and/or scores of 25 or less on rows 1–7 suggest weak letter/sound knowledge. Use targeted material from the Assessment and Remediation Guide from Units 3–7 Section I, Phonological Awareness and Section II, Phonics. We recommend reteaching one letter/sound for mastery at a time.

LowercaseLetterNameAssessment(Administered whole group in Lesson 16)

• Scores of 26–21 are Good.

• Scores of 20–18 are Fair.

• Scores of 17 or below are Poor. Use My ABCs from Section II, Phonics of the Unit 6 Assessment and Remediation Guide.

TrickyWordRecognitionAssessment(Administered whole group in Lesson 17)

There are no benchmarks for this assessment. If any words are unknown, use Tricky Word Work from Section I, Phonics of the Unit 8 Assessment and Remediation Guide.

WordRecognitionAssessment(Administered whole group in Lesson 15)

If student scores 90% or better: StoryReadingAssessment

(Administered one-on-one as time permits throughout Lessons 16–20)

If student scores below 90%: PseudowordorRealWordRecognitionAssessment

(Administered one-on-one in Lesson 16)

For errors within… Use targeted material from the Assessment and Remediation Guide…

Lines 1–3 Units 3–5 Section I, Phonological Awareness and Section II, Phonics

Line 4 Unit 6 Section I, Phonological Awareness and Section II, Phonics

Line 5 Unit 7 Section I, Phonological Awareness and Section II, Phonics

Line 6 Unit 8 Section I, Phonics


Phonics: Target Sound/Spellings (Double-letter consonant spellings and Tricky Words)

Focus:Phonics: Target Sound/Spellings Teaching Materials

Warm-Up

Objective: Prompt student attention to the connection between written letters and spoken sounds for taught sound/spellings.

Exercise: Play Match Me. Using sets of the Letter Cards, students “match you” according to the information you provide for taught sound/spellings.

You may choose to complete a select review of specific sound/spellings with which students demonstrated difficult or a mixed review of all taught sound/spellings (see Sound/Spellings Chart).

• Provide each student with a set of Letter Cards for the sound/spellings targeted in the Warm-Up.

• Tell students you will either say the sound or show the spelling.

• If a sound is provided, students should find the corresponding spelling (Letter Card).

• If a spelling (Letter Card) is shown, students should prepare to provide the corresponding sound when prompted.

• If anyone provides an incorrect answer, correct the error, and have students repeat the item.

Keeping notes on the Sound/Spellings Chart regarding mastered, progressing, or unfamiliar information will help you formulate future questions targeted to student need.

Sound/Spelling Chart

Letter Cards


Objective: State the purpose for using sound/spelling knowledge and model the desired performance.

Learning about Target Sound/Spellings: Select a Review the Sound/Spelling page to reteach sound/spellings with which students are demonstrating difficulty.

• Remind students of the articulation needed to make the target sound(s).

• Briefly review the strokes for letter formation.

• If reteaching Tricky Words, point out which sounds are spelled as we would expect and which are not.

• Have students complete the bottom of the page to apply phonics knowledge.

Review the Sound/Spelling

worksheet

Lesson Template



Guided Practice

Objective: Provide an engaging opportunity to develop target sound/spelling knowledge with decreasing support as students’ skills strengthen.

Working with Target Sound/Spellings: Students are familiar with chaining from the Unit 8 Skills strand lessons. Here students will apply their knowledge similarly. The difference will be you and the students will write the words. (Writing reinforces student’s knowledge of letter formation and spelling patterns; however, if the motor aspect of writing inhibits student attention to sound/spelling connections, Letter Cards can be used instead.)

• Select a chaining list. (See Chaining Lists under Word Lists for suggestions.)

• Display the letters utilized in the chain. The letters may be written at the top of the board or chart paper, or may be Letter Cards set out in front of students on the table.

• Start with chaining for reading. (Decoding tends to be less challenging than encoding.) Tell students you will use the letters to write words for them to read.

• Write the first word and tell students to look at the letters from left to right. As they look at the letters, they need to remember the sounds the letters stand for and blend the sounds together to make the word.

• Make the letter change needed for the next word and describe the change as it is made. For example, say, “Now I’m changing ‘ss’ at the end to make it ‘ck’. What word did I make now?”

• Continue until the chain is complete.

Chaining List (Letter Cards, if

needed)

writing materials for teacher and

students

activity dependent: worksheet

and/or game resources




Guided Practice (continued)

If support is needed, model the sounds and blending. Also encourage students to use the blending motions they have learned.

• Next, use the same or an alternate chain for spelling. Tell students you will say words for them to write, and for each new word they will only need to change one letter.

• Say the first word and tell students to segment the word into sounds. As they break apart the sounds, they need to remember the letter(s) for the sound and write each one down from left to right.

• Provide the next word and have students explain the change they had to make from the previous word.

• Continue until the chain is complete.

If support is needed, model breaking the sounds apart and writing the letter(s) for each sound.

Note:There are not chains corresponding to work with Tricky Words. If Tricky Words are the target for the lesson, move straight to choices for Application of Skills. Students work with your support initially to ensure understanding and are gradually released to work more independently as they are able.

Application of Skills: Select activities from Worksheets and Games allowing students to apply target sound/spelling knowledge.

Progress Monitoring option: Incorporate progress monitoring checks here, as needed.

Independent Practice

Objective: Allow students to practice target sound/spelling knowledge with high levels of independence while striving for mastery.

Practicing and Extending Skills with Target Sound/Spellings: Revisit previously taught activities allowing students to practice target sound/spelling knowledge with classmates.

continued from Guided Practice


Phonics: Target Sound/Spellings (Tricky Words: from, was, and one)

Focus:Phonics: Target Sound/Spellings (Tricky Words: from, was, and one) Teaching Materials

Warm-Up

Objective: Prompt student attention to the connection between written letters and spoken sounds for taught sound/spellings.

Exercise: Play Match Me. Using sets of the Letter Cards, students “match you” according to the information you provide for target sound/spellings. (Students have performed well with all double-letter consonant spellings. Here, lingering confusions with single-letter spellings will be addressed: ‘w’/’y’ and ‘j’/’g’.)

• Provide each student with a set of Letter Cards (‘w’, ‘y’, ‘j’, and ‘g’)

• Tell students you will say the sound or provide the letter. For example:

Teacher Prompt Student Response

/w/ ‘w’

‘y’ /y/

‘j’ /j/

/g/ ‘g’

• If anyone provides an incorrect answer, correct the error, and have students repeat the item.

• Learning the letter names may be contributing to some of these confusions (i.e., when spelling /w/ causes students to think of ‘y’ > /w/ /ie/ instead of ‘w’ and /j/ causes students to think of ‘g’ > /g/ /ee/ instead of ‘j’).

Reminder: Keep notes on the Sound/Spellings Chart regarding mastered, progressing, or unfamiliar information.

Sound/Spelling Chart and Letter Cards (‘w’, ‘y’, ‘j’,

and ‘g’)


Objective: State the purpose for using sound/spelling knowledge and model the desired performance.

Learning about Target Sound/Spellings: Use the Review the Sound/Spelling pages 7 (from and was) and 8 (one) to reteach Tricky Words with which students are demonstrating difficulty.

• Tell students, “Some of our words are Tricky Words because the spellings don’t match the sounds we expect. We will talk about from, was, and one.”

• Briefly review the strokes for required letter formations.

• Discuss the sound/spellings for each Tricky Word, pointing out when the sounds are spelled as we would expect and when they are not.

• Have students complete the bottom of the page to apply phonics knowledge.

Review the Sound/Spelling 7 (from and was)

and 8 (one)

Sample Remedial Lesson


Focus:Phonics: Target Sound/Spellings (Tricky Words: from, was, and one) Teaching Materials

Guided Practice

Objective: Provide an engaging opportunity to develop target sound/spelling knowledge with decreasing support as students’ skills strengthen.

Working with Target Sound/Spellings: Chaining will not be used in this lesson since Tricky Words are the target.

Application of Skills: Provide students with the BINGO game set. Play the game with particular attention to student performance with the Tricky Words.

Progress Monitoring option: As students move on to Independent Practice administer the Progress Monitoring assessment Word Reading 1.

BINGO game set

Copies of Word Reading 1


Objective: Allow students to practice target sound/spelling knowledge with high levels of independence while striving for mastery.

Practicing and Extending Skills with Target Sound/Spellings: Provide the game boards and Tricky Word Cards for partners to play Race to the Top.

game boards for Race to the Top

Tricky Word Cards


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Letter Cards 1 (taught in Unit 3)

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Lett

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Lett

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d P

ush

& S

ay. C

onso

nant

s us

ed m

ore

than

on

ce w

hen

build

ing

wor

ds a

re p

rovi

ded

twic

e on

this

pag

e.


b b l rw j y xk k u


Dire

ctio

ns: C

opy

and

cut o

ut th

ese

Lett

er C

ards

for

use

with

the

Uni

t 8 S

ectio

n I a

ctiv

ities

Mat

ch M

e an

d P

ush

& S

ay.


ch shth qung


Dire

ctio

ns: C

opy

and

cut o

ut th

ese

Lett

er C

ards

for

use

with

the

Uni

t 8 S

ectio

n I a

ctiv

ities

Mat

ch M

e an

d P

ush

& S

ay.


mm nn pp bb

tt dd cc gg

ff ss zz ll

rr


Dimensions of DifficultyLessons can be crafted to be more or less difficult by varying the salience (i.e., sound clarity) of phonemes and the number of phonemes in a word. The chart below illustrates how lessons can be designed to be more or less challenging across both dimensions.

Least Difficult

Read and spell phonemes with single spellings and

salient (clear/distinct) sounds

(e.g., /qu/ > ‘qu’)

Read and spell phonemes with multiple spellings and

less salient (softer/more obscure) sounds

(e.g., /k/ > ‘c’, ‘k’, ‘cc’, and ‘ck’)

Skill

Read and spellthree-phoneme words

Read and spellfour-phoneme words

Read and spellfive-phoneme words Most Difficult


New Sound/Spellings Chart

Double-Letter Spellings

‘mm’ > /m/ (drumming)

‘nn’ > /n/ (running)

‘pp’ > /p/ (puppets)

‘bb’ > /b/ (rabbit)

‘tt’ > /t/ (mitt)

‘dd’ > /d/ (sledding)

‘cc’ > /k/ (hiccup)

‘ck’ > /k/ (clock)

‘gg’ > /g/ (egg)

‘ff’ > /f/ (muffin)

‘ss’ > /s/ (dress)

‘zz’ > /z/ ( jazz)

‘ll’ > /l/ (shell)

‘rr’ > /r/ (ferret)

Previously Taught Sound/Spellings Chart

Consonants Short Vowels Consonant Digraphs

‘m’ > /m/ (mat)

‘t’ > /t/ (tag)

‘d’ > /d/ (dad)

‘c’ > /k/ (cat)

‘g’ > /g/ (dog)

‘n’ > /n/ (man)

‘h’ > /h/ (hat)

‘s’ > /s/ (sit)

‘f’ > /f/ (fan)

‘v’ > /v/ (van)

‘z’ > /z/ (zigzag)

‘p’ > /p/ (pig)

‘b’ > /b/ (bed)

‘l’ > /l/ (log)

‘r’ > /r/ (rat)

‘w’ > /w/ (wig)

‘j’ > /j/ ( jam)

‘y’ > /y/ (yes)

‘x’ > /x/ (box)

‘k’ > /k/ (kid)

‘a’ > /a/ (mad)

‘o’ > /o/ (mom)

‘i’ > /i/ (dig)

‘e’ > /e/ (pen)

‘u’ > /u/ (mug)

‘ch’ > /ch/ (chips)

‘sh’ > /sh/ (ship)

‘th’ > /th/ (moth)

‘th’ > /th/ (this)

‘qu’ > /qu/ (quilt)

‘ng’ > /ng/ (ring)


Phon

ics S

kills

Cro

ss-R

efer

ence

Cha

rt

Phon

ics

Skill

/CK

LA

Goa

l

Uni

t 8 L

esso

nsU

nit 8

Pa

usin

g Po

int

12

34

56

78

910

1112

1314

1516

1718

1920

Read

and

w

rite

one

-sy

llabl

e sh

ort v

owel

w

ords

w

ith

init

ial

or fi

nal

clus

ters

; fi

nal ‘

s’ >

/s/

or /z

/; in

itia

l or

fina

l co

nson

ant

digr

aphs

; an

d do

uble

-le

tter

sp

ellin

gs

(i.e.

, ‘m

m’,

‘nn’

, ‘pp

’, ‘b

b’, ‘

tt’,

‘dd’

, ‘c

c’, ‘

gg’,

‘ff’,

‘s

s’, ‘

zz’,

‘ll’,

‘rr’

)*

The S

hort

Vowe

l Sou

nds a

nd So

und/

Spell

ing R

eview

(Exc

ludi

ng Le

sson

s 5, 8

, 12,

15–1

7)Cir

cling

the

So

unds

; Spe

lling

Bi

ngo;

Step

ping

So

unds

; Sou

nd

Sprin

ts; W

ord S

ort;

Choo

se th

e Rig

ht

Wor

d; W

iggl

e Ca

rds;

Wor

d Whe

el;

Shop

ping

for

Spell

ings

; Wor

d Co

ncen

tratio

n;

Wor

d Rea

ding

Sp

rints;

Soun

d Di

ctat

ion;

Ha

ndwr

iting

W

orks

heet

s; Ta

p an

d Spe

ll; Sp

ellin

g Ho

psco

tch; L

abel

the P

ictur

e; Cir

cle

Spell

ing;

Dict

atio

n Id

entif

icatio

n;

Dict

atio

n with

W

ords

; Dict

atio

n wi

th Ph

rase

s; M

akin

g Phr

ases

Read

Ph

rase

s wi

th Tr

icky

Wor

ds;

Trick

y Se

nten

ces;

Prac

tice

with

the

and

a

Read

Ph

rase

s wi

th

Trick

y W

ords

; Tr

icky

Sent

ence

s; Pr

actic

e wi

th of

an

d all

; Sm

all

Grou

p Tim

e (G

roup

1)

Small

Gr

oup

Time

(Gro

up

1); P

hras

e M

aker

Mak

ing

Phra

ses

with

Tr

icky

Wor

ds

Read

Ph

rase

s wi

th Tr

icky

Wor

ds;

Com

plet

e th

e Se

nten

ces

Dict

atio

n wi

th

Wor

ds;

Small

Gr

oup

Time

(Gro

up 1)

; Ta

ke-

Hom

e St

ory

Labe

l the

Pi

ctur

e

Read

Ph

rase

s wi

th Tr

icky

Wor

ds;

Prac

tice

Pack

Small

Gr

oup

Wor

k

Doub

le-

Lette

r Sp

ellin

gs

for

Cons

onan

t So

unds

; W

ord S

ort

Trick

y W

ord

Dict

atio

n

Doub

le-

Lette

r Sp

ellin

gs fo

r Co

nson

ant

Soun

ds;

Circle

the

Soun

ds;

Prac

tice

Pack

Gues

s It

and

Spell

It

Conn

ect

It; Sm

all

Grou

p W

ork

How

Man

y So

unds

?

Small

Gro

up

Optio

n (G

roup

1);

Inde

pend

ent

Prac

tice

Labe

l the

Pi

ctur

e; Di

ctat

ion

with

Ph

rase

s

Wor

d Box

; Sm

all

Grou

p Tim

e (G

roup

1)

Dict

atio

n Id

entif

icatio

n

Read

, spe

ll,

and

wri

te

chai

nsof

one

-sy

llabl

e sh

ort v

owel

wor

ds w

ith

taug

ht

soun

d/sp

ellin

gs

Teac

her

Chain

ing

(read

ing)

Teac

her

Chain

ing

(read

ing)

Teac

her

Chain

ing

(read

ing)

Teac

her C

hain

ing;

La

rge C

ard C

hain

ing


Phon

ics

Skill

/CK

LA

Goa

l

Uni

t 8 L

esso

nsU

nit 8

Pa

usin

g Po

int

12

34

56

78

910

1112

1314

1516

1718

1920

Read

hig

h-fr

eque

ncy

wor

ds

iden

tifi

ed

as T

rick

y W

ords

: the

, a,

of,

all,

one,

fr

om, w

as

Trick

y W

ords

: the

, a;

Read

Ph

rase

s wi

th Tr

icky

Wor

ds;

Trick

y Se

nten

ces;

Prac

tice

with

the

and

a

Trick

y W

ords

: of,

all; R

ead

Phra

ses

with

Tr

icky

Wor

ds;

Trick

y Se

nten

ces;

Prac

tice

with

of

and

all

Trick

y W

ord

Prac

tice;

Phra

se

Mak

er

Mak

ing

Phra

ses

with

Tr

icky

Wor

ds

Trick

y W

ords

: fro

m,

one;

Read

Ph

rase

s wi

th Tr

icky

Wor

ds;

Com

plet

e th

e Se

nten

ces

Take

-Ho

me

Stor

y

Labe

l the

Pi

ctur

e

Trick

y W

ord:

wa

s; Re

ad

Phra

ses

with

Trick

y W

ords

; Tr

icky

Wor

d Pr

actic

e; Pr

actic

e Pa

ck

Trick

y W

ord

Prac

tice;

Small

Gr

oup

Wor

k

Trick

y W

ord

Dict

atio

n

Take

-Ho

me

Stor

y

Conn

ect

It

Dict

atio

n wi

th

Phra

ses

Colo

red

Flash

card

s; W

ord

Conc

entra

tion;

Tr

icky W

ord

Prac

tice;

Hand

writi

ng

Wor

kshe

et

All

activ

ities

pro

mo

te C

KLA

Go

al: D

emo

nstr

ate

und

erst

and

ing

tha

t a

syst

emat

ic, p

red

icta

ble

rel

atio

nshi

p e

xist

s b

etw

een

writ

ten

lett

ers

and

sp

oke

n so

und

s.

All

Pho

nics

Go

als

are

rest

ricte

d t

o a

ll o

ne-t

o-o

ne le

tter

-so

und

co

rres

po

nden

ces,

initi

al o

r fin

al c

lust

ers,

the

Tric

ky S

pel

ling

‘s’ >

/z/

, and

initi

al o

r fin

al

cons

ona

nt d

igra

phs

all

taug

ht in

pre

vio

us u

nits

, as

wel

l as

do

uble

-let

ter

spel

ling

s (i.

e., ‘

mm

’, ‘n

n’, ‘

pp

’, ‘b

b’,

‘tt’

, ‘d

d’,

‘cc’

, ‘g

g’,

‘ff’,

‘ss’

, ‘zz

’, ‘ll

’, ‘r

r’)

Rhy

me

is r

evie

wed

in L

esso

ns 4

, 9, 1

6, a

nd 2

0, a

s w

ell a

s w

ith t

he P

ausi

ng P

oin

t: C

onn

ect

the

Rhy

min

g W

ord

s.

*Inc

lud

es C

KLA

Go

al: D

emo

nstr

ate

bas

ic k

now

led

ge

of

one

-to

-one

lett

er-s

oun

d c

orr

esp

ond

ence

s b

y p

rod

ucin

g t

he p

rimar

y o

r b

asic

co

de

soun

d f

or

ever

y co

nso

nant

‘b’,

‘bb

’>/b

/; ‘d

’, ‘d

d’>

/d/;

‘f’,

‘ff’>

/f/;

‘g’,

‘g’>

/g/;

‘h’>

/h/;

‘j’>

/j/; ‘

c’, ’

k’, ‘

ck’,

‘cc’

>/k

/; ‘l

’, ‘ll

’>/l/

; ‘m

’, ‘m

m’>

/m/;

‘n’,

‘nn’

>/n

/; ‘p

’, ‘p

p’>

/p/;

‘r’,

‘rr’

>/r

/; ‘s

’, ‘s

s’>

/s/;

‘t’,

‘tt’

>/t

/; ‘v

’>/v

/; ‘w

’>/w

/; ‘x

’>/x

/; ‘y

’>/y

/; ‘z

’, ‘z

z’, ‘

s’>

/z/;

‘ch’

>/c

h/; ‘

sh’>

/sh/

; ‘th

’>/t

h/(t

hin)

; ‘th

’>/t

h/(t

hen)

; ‘q

u’>

/qu/

; ‘ng

’, ‘n

’>/n

g/


Phonics—Word Lists

‘ck’ ‘ff’ ‘ss’ ‘ll’

back

black

clack

pack

quack

rack

sack

slack

smack

snack

tack

track

check

deck

neck

peck

brick

chick

click

kick

lick

pick

sick

slick

stick

tick

thick

wick

block

clock

dock

lock

rock

sock

shock

tock

buck

cluck

duck

luck

puck

pluck

stuck

truck

staff

cliff

sniff

stiff

off

buff

bluff

cuff

fluff

gruff

huff

muff

puff

stuff

bass

brass

class

glass

grass

pass

chess

dress

less

mess

press

stress

bliss

hiss

kiss

miss

boss

cross

gloss

loss

moss

toss

fuss

all

shall

bell

dwell

fell

sell

shell

smell

swell

tell

well

yell

ill

bill

chill

drill

fill

gill

grill

hill

pill

spill

still

till

will

The most widely used double-letter spellings for one-syllable words are the focus in this unit of the Assessment and Remediation Guide: ‘ck’, ‘ff’, ‘ss’, and ‘ll’.

The expectation for Unit 8 is for students to decode double-letter spellings. Accurate and consistent spelling with double-letter spellings is not expected until students have had more exposure to these sound/spelling patterns in print and more explicit instruction about the use of double-letter spellings when certain phonemes occur at the end of words (e.g., bill) or at a syllable juncture to preserve the short vowel sound (e.g., muffin).

The Tricky Word all, which has been taught, is included above and noted in bold. [Because ‘all’ is a tricky spelling (i.e., not decodable), similar words such as ball, tall, and wall are not included in the word lists. However, students may be able to decode them when encountered in other text by using ‘all’ as a key word.]


Chaining Lists for Reading or SpellingAll chains are designed such that if you get to the end and wish to continue you can simply repeat the chain. However, select chains are lengthy and may be sectioned if students do not sustain attention for the whole chain.

Consonant Digraph Chains

‘ff’

snip > sniff > stiff > staff > stash > sash > mash > mush > muff > cuff > cub > cap > nap > snap

bad > bud > buff > muff > puff > huff > hut > cut > cuff > cub > cab > cat > bat

tub > stub > stud > stuff > stiff > staff > stab > tab

‘ll’

dwell > well > will > pill > fill > fell > sell > swell

set > sell > shell > shed > bed > bell > yell > yet

ill > chill > hill > bill > bell > shell > fell > fill

‘ss’

miss > hiss > hid > had > bad > bass > brass > grass > glass > lass > lad > lid > mid

pass > bass > brass > grass > glass > gloss > loss > lass

met > mess > less > led > lid > mid > miss > moss > mom > mop > map > mat

‘ck’

wick > tick > sick > stick > slick > lick > chick > kick

click > cluck > luck > duck > buck > tuck > stuck > stack > tack > tick > lick

ram > rack > pack > pick > puck > pluck > luck > lick > click > clack > rack

rock > lock > block > clock > clack > slack > smack > sack > rack


Phonics—Worksheets

Review the Sound/SpellingReview the double-letter consonant and Tricky Word sound/spellings from Unit 8 with these worksheets.

• Double-letter consonants: The image of the girl pronouncing the target sound is provided to prompt attention to the articulation of the sound. The word provided is an exemplar allowing students to listen for the target sound within a word.

• Tricky Words: Words are provided in bubble letters, allowing students to color letters green if the sound is spelled as expected or red if not.

• Letter formation arrows are also provided, which can serve as a reference when writing and/or as tracing practice if used with a clear plastic sleeve and dry erase marker.

• A few items are revisited from the Workbook pages of Unit 8 to provide reading, spelling, and letter formation practice for the sound/spellings.

Double-Letter ConsonantsReview the Sound/Spelling 1–4

Tricky WordsReview the Sound/Spelling 5–8

‘ff’ > /f/

‘ll’ > /l/

‘ss’ > /s/

‘ck’ > /k/

the and all

a and of

from and was

one*

*The Tricky Word one is particularly tricky because the sounds /w/ and /u/ align with the ‘o’, then ‘n’ > /n/ as we expect, and ‘e’ is not sounded.


Name: D

irect

ions

: For

eac

h w

ord,

stu

dent

s ci

rcle

and

cou

nt th

e sp

ellin

gs. S

tude

nts

writ

e th

e nu

mbe

r of

sou

nds

in th

e bo

x an

d co

py th

e w

ord

on th

e lin

e. Review the Sound/Spelling 1 (‘ff’)

1

2

1

2muffin

1. fluff

2. off

3. cuff


Name:

Review the Sound/Spelling 2 (‘ll’)

Dire

ctio

ns: F

or e

ach

wor

d, s

tude

nts

circ

le a

nd c

ount

the

spel

lings

. Stu

dent

s w

rite

the

num

ber

of s

ound

s in

the

box

and

copy

the

wor

d on

the

line.

1 1

shell

1. spell

2. chill

3. hill


Name:

Review the Sound/Spelling 3 (‘ss’)

Dire

ctio

ns: F

or e

ach

wor

d, s

tude

nts

circ

le a

nd c

ount

the

spel

lings

. Stu

dent

s w

rite

the

num

ber

of s

ound

s in

the

box

and

copy

the

wor

d on

the

line.

1 1dress

1. glass

2. chess

3. boss


Name:

Review the Sound/Spelling 4 (‘ck’)

Dire

ctio

ns: F

or e

ach

wor

d, s

tude

nts

circ

le a

nd c

ount

the

spel

lings

. Stu

dent

s w

rite

the

num

ber

of s

ound

s in

the

box

and

copy

the

wor

d on

the

line.

1

23clock

1. shock

2. track

3. brick


Name: D

irect

ions

: Stu

dent

s co

lor

the

Tric

ky W

ord

lett

ers

usin

g gr

een

for

lett

ers

mat

chin

g le

arne

d so

und-

spel

lings

and

red

for

lett

ers

pron

ounc

ed d

iffer

ently

th

an w

e w

ould

exp

ect.

Then

use

the

Tric

ky W

ords

to fi

ll in

the

blan

ks in

the

sent

ence

s be

low

. Rem

ind

stud

ents

to c

apita

lize

the

first

wor

d in

a

sent

ence

.Review the Sound/Spelling 5 (the and all)

1

2

1

21

2 1

2

1 1

1. Hiscatison rug.

2. mom’skidspickuptrash.

3. Sam,Chad,andJen

splashin pond.

4. hiskidsgoton

bus.


Name: D

irect

ions

: Stu

dent

s co

lor

the

Tric

ky W

ord

lett

ers

usin

g gr

een

for

lett

ers

mat

chin

g le

arne

d so

und-

spel

lings

and

red

for

lett

ers

pron

ounc

ed d

iffer

ently

th

an w

e w

ould

exp

ect.

Then

use

the

Tric

ky W

ords

to fi

ll in

the

blan

ks in

the

sent

ence

s be

low

.

Review the Sound/Spelling 6 (a and of)

1

2

1

1

2

1. Samgot fishinhisnet.

2. Six Dad’sdogsleft.

3. Sethgot bag

chips.

4. DidMaxget lot

gifts?


Name: D

irect

ions

: Stu

dent

s co

lor

the

Tric

ky W

ord

lett

ers

usin

g gr

een

for

lett

ers

mat

chin

g le

arne

d so

und-

spel

lings

and

red

for

lett

ers

pron

ounc

ed d

iffer

ently

th

an w

e w

ould

exp

ect.

Then

use

the

Tric

ky W

ords

to fi

ll in

the

blan

ks in

the

sent

ence

s be

low

. Rem

ind

stud

ents

to c

apita

lize

the

first

wor

d in

a

sent

ence

.Review the Sound/Spelling 7 (from and was)

1

2 1

2 1

1

2 31

21

23

4

1

1. Kithadfish Dad’sshop.

2. Chad’sbox big.

3. hisgift

hismom?

4. Tedfell hisbedand

sad.


Name: D

irect

ions

: Stu

dent

s co

lor

the

Tric

ky W

ord

lett

ers

usin

g gr

een

for

lett

ers

mat

chin

g le

arne

d so

und-

spel

lings

and

red

for

lett

ers

pron

ounc

ed d

iffer

ently

th

an w

e w

ould

exp

ect.

Then

use

the

Tric

ky W

ords

in d

iffer

ent c

ombi

natio

ns to

fill

in th

e bl

anks

for

the

sam

e se

nten

ce b

elow

. Rem

ind

stud

ents

to

capi

taliz

e th

e fir

st w

ord

in a

sen

tenc

e.

Review the Sound/Spelling 8 (one)

1

1

21

2

one the a

1. catison rug.

2. catison rug.

3. catison rug.

4. catison rug.


Push & SayUse Sound Boxes to have students build words with support for individual sounds.

• Provide each student with the Sound Boxes page and a set of Letter Cards corresponding to the words selected for building. Students should line up the Letter Cards below the Sound Boxes page. Multiple copies of single consonants are needed for words such as prop.

• Remind students of the alternate, double-letter spelling used for /f/, /l/, /s/, and /k/ when those sounds occur at the end of words (i.e., ‘ff’, ‘ll’, ‘ss’, and ‘ck’). Students should use the Letter Cards with double-letter spellings when this occurs.

• Say a word, such as duck.

• Students echo the word and then individually work to select the Letter Cards for the sound/spellings identified as they segment the word into phonemes.

• Have students place the Letter Cards directly below the boxes in the correct positions from left to right. Tell students they will not always use all the sound boxes (e.g., four-phoneme words).

• Once you see a student is ready, ask him or her to push the cards into the boxes from left to right and say the sound as he or she pushes each card. Immediately, students should run their finger under the word in one smooth motion and say the whole word blended.

• Clear the board for the next word.

• If additional support is needed, first practice by asking students to flip their Letter Cards over to the blank side and Push & Say for a few practice words using the blank side of the cards. This removes the component of identifying the correct sound/spelling, allowing students to start with a focus on the sounds and their positions before adding in the task of connecting the sounds to spellings.

Sound Boxes can be used in a variety of ways:

• Select words from the Phonics—Word Lists for students to practice building and blending target sound/spellings.

• Students who struggle to write the words from the following Making Words activities may be supported by building in Sound Boxes first, and then copying the word onto the handwriting lines.

• Sound Boxes may also support students during Chaining activities. For Reading, you may build or write sound/spellings in the boxes to help highlight the positions of phonemes, particularly helping to focus student attention to the correct position as spellings change to form a new word. Similarly, for Spelling, students may build or write sound/spellings in the boxes for support as they break apart and record the phonemes they hear in words.

Note: Although /x/ is a sound combination of /k/ and /s/, and /qu/ is a sound combination of /k/ and /w/, they are each taught as one sound. You may praise students who recognize /x/ or /qu/ as a sound combination, but they are to treat both phonemes as one sound. For Push & Say, place the ‘x’ and the ‘qu’ Letter Card in one box to represent the sound.


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ight

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Sound Boxes: Phonics


Making WordsStudents reinforce phonics knowledge by making words with double-letter spellings.

• Select a Making Words page according to the sound-spellings targeted for remediation.

• Model how to use the letters surrounding the vowel for beginning or ending sound/spellings. Students may move left, right, up, down, or diagonal for new spellings as they make words. Encourage students to make words with double-letter spellings.

• Tracing the path of letters may support students as they attempt sound-spelling combinations.

• Students write the words they make on the lines provided.

• Ensure comprehension by asking students to identify the read words and use them in an oral sentence or sketch a picture.

• More words can be created than the number of lines provided. For students who are capable of productively continuing to create additional words, the Extension Page can be copied and provided.

If students struggle

• to make words using the 3x3 boxes—the boxes may be cut out and used as Letter Cards for building words.

• to write the words onto the handwriting lines—scaffold them by providing the Sound Boxes in a plastic sleeve with a dry erase marker. The Sound Boxes offer support for writing the individual sounds, and the words can then be copied onto the handwriting lines. Another option, if slightly less support is needed, is to draw vertical lines on the handwriting lines segmenting them into spaces for sound-spellings.

The following words with double-letter spellings are possible on the designated Making Words pages:

a(‘ck’, ‘ss’)

e(‘ss’, ‘ll’)

i(‘ck’, ‘ll’)

o(‘ck’, ‘ss’)

u(‘ck’, ‘ff’)

back

black

clack

lack

rack

sack

slack

crack

bass

class

grass

glass

dress

mess

dwell

sell

smell

swell

tell

well

lick

pick

sick

slick

stick

tick

ill

gill

grill

pill

spill

still

till

block

clock

lock

rock

tock

boss

cross

gloss

loss

toss

buck

cluck

luck

puck

pluck

stuck

tuck

buff

bluff

cuff

puff

stuff


Name: D

irect

ions

: Stu

dent

s us

e th

e le

tter

s su

rrou

ndin

g th

e vo

wel

to c

reat

e w

ords

. Enc

oura

ge m

akin

g w

ords

with

dou

ble

lett

ers

whe

n po

ssib

le. S

tude

nts

writ

e th

e w

ords

on

the

lines

pro

vide

d.

Making Words (a)

b l s

c a g

ck r ss


Name: D

irect

ions

: Stu

dent

s us

e th

e le

tter

s su

rrou

ndin

g th

e vo

wel

to c

reat

e w

ords

. Enc

oura

ge m

akin

g w

ords

with

dou

ble

lett

ers

whe

n po

ssib

le. S

tude

nts

writ

e th

e w

ords

on

the

lines

pro

vide

d.

Making Words (e)

s m t

w e ll

d r ss


Name: D

irect

ions

: Stu

dent

s us

e th

e le

tter

s su

rrou

ndin

g th

e vo

wel

to c

reat

e w

ords

. Enc

oura

ge m

akin

g w

ords

with

dig

raph

s w

hen

poss

ible

. Stu

dent

s w

rite

the

wor

ds o

n th

e lin

es p

rovi

ded.

Making Words (i)

t s p

r i l

ck g ll


Name: D

irect

ions

: Stu

dent

s us

e th

e le

tter

s su

rrou

ndin

g th

e vo

wel

to c

reat

e w

ords

. Enc

oura

ge m

akin

g w

ords

with

dou

ble

lett

ers

whe

n po

ssib

le. S

tude

nts

writ

e th

e w

ords

on

the

lines

pro

vide

d.

Making Words (o)

g c r

l o t

ss b ck


Name: D

irect

ions

: Stu

dent

s us

e th

e le

tter

s su

rrou

ndin

g th

e vo

wel

to c

reat

e w

ords

. Enc

oura

ge m

akin

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ords

with

dig

raph

s w

hen

poss

ible

. Stu

dent

s w

rite

the

wor

ds o

n th

e lin

es p

rovi

ded.

Making Words (u)

p l c

b u ff

s t ck


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Making Words Extension Page


Phonics—Games

BINGOStudents apply learned sound/spelling knowledge from Unit 8 to read words as they play the traditional game BINGO. Here the game is tailored appropriately for students’ developmental level with only three spaces across, down, or diagonal.

• The word cards are provided following the game boards. We recommend copying and cutting the boards and word cards using card stock to allow for reuse.

• Any collection of tokens can be used for students to cover spaces on their game boards (e.g., cubes, beans, tiles, etc.).

• As word cards are selected and read, students search for the word on their game board.

• Ask students to put their finger on the word if they find it and read it aloud to confirm they are correct before covering the space.

• When students are incorrect, use the opportunity to address the confusion.

• When students are correct, ask, “How did you know that was ?” (This verbalization of knowledge or strategies used is powerful for reinforcing learning.)

• The game may be played until one or all students get three spaces covered in a row, or until one or all students get “black-out” (covering the entire board).


BINGO Boards 1

Dire

ctio

ns: C

opy

and

cut o

ut th

e ga

me

boar

ds. S

tude

nts

appl

y ph

onic

s kn

owle

dge

by r

eadi

ng w

ords

to p

lay

the

trad

ition

al g

ame

BIN

GO

.

track the fuss

press fluff shock

was tell of

one will stuff

fell brick a

chess from truck


Dire

ctio

ns: C

opy

and

cut o

ut th

e ga

me

boar

ds. S

tude

nts

appl

y ph

onic

s kn

owle

dge

by r

eadi

ng w

ords

to p

lay

the

trad

ition

al g

ame

BIN

GO

.

BINGO Boards 2

tell thick quack

all fuss press

puff the block

fill quack truck

thick sell one

all shock stuff


Dire

ctio

ns: C

opy

and

cut o

ut th

e ga

me

boar

ds. S

tude

nts

appl

y ph

onic

s kn

owle

dge

by r

eadi

ng w

ords

to p

lay

the

trad

ition

al g

ame

BIN

GO

.

BINGO Boards 3

check toss a

from block puff

chill the brass

of sell pluck

fluff was miss

check fill one


BINGO Boards 4

Dire

ctio

ns: C

opy

and

cut o

ut th

e ga

me

boar

ds. S

tude

nts

appl

y ph

onic

s kn

owle

dge

by r

eadi

ng w

ords

to p

lay

the

trad

ition

al g

ame

BIN

GO

.

miss all sniff

one chill fell

brass track of

will sniff from

was a toss

pluck chess brick


BINGO Cards

Dire

ctio

ns: C

opy

and

cut o

ut th

e w

ords

car

ds fo

r us

e w

ith B

ING

O B

oard

s.

the a of all

from one was quack

track check brick thick

block shock pluck truck

sniff fluff puff stuff

brass press miss chess

toss fuss fell sell

tell chill fill will


Race to the TopEach student gets their own ladder, game board, and game piece and shares a set of game cards. (We recommend copying and cutting the game cards from card stock to allow for reuse.)

• Students perform according to the cards used and game variation chosen. For correct answers students move up a rung; for incorrect answers students fall down a rung. First one who gets to the top wins.

• Word/Picture Cards should be concealed and drawn from a container, such as a brown bag.

• Read It: As cards are drawn, the word side of the card is shown to the opposing player to be read. The picture side allows for confirmation/correction.

• Spell It: As cards are drawn, the picture side of the card is shown to the opposing player to be spelled (e.g., on a dry erase board). The word side allows for confirmation/correction.

• Tricky Word Cards may be draw from a container or placed facedown in a pile.

• Read It: As cards are drawn, the Tricky Word is shown to the opposing player to be read.

• Spell It: As cards are drawn, the Tricky Word is read to the opposing player to be spelled.

MemoryProvide students with a set of cards that includes some with words and others with the corresponding images for those words (Word/Picture Cards). We recommend copying and cutting the images from card stock to allow for reuse. For Memory, the images will need to be copied onto darker colored paper, otherwise students can see the images through the paper when they are turned over.

• Model how to mix up the cards, lay them out, and take turns turning pairs over to look for matches.

• The goal is to match the word with its corresponding image.

• As students become comfortable with the game it may be played independently.


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irect

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: Cop

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ace

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Race to the Top


Word/Picture Cards 1

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ctio

ns: T

hese

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d/P

ictu

re C

ards

are

pro

vide

d fo

r us

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ith th

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nit 8

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tion

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mes

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Top,

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irs, f

old

alon

g th

e m

iddl

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nd ta

pe to

geth

er p

rovi

ding

two-

side

d ca

rds.

For

Mem

ory,

cop

y an

d cu

t out

, sep

arat

ing

wor

d an

d pi

ctur

e ca

rds.


Dire

ctio

ns: T

hese

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d/P

ictu

re C

ards

are

pro

vide

d fo

r us

e w

ith th

e U

nit 8

Sec

tion

II ga

mes

. For

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e to

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Top,

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y an

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t out

wor

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ctur

e pa

irs, f

old

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iddl

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nd ta

pe to

geth

er p

rovi

ding

two-

side

d ca

rds.

For

Mem

ory,

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t out

, sep

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wor

d an

d pi

ctur

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Tricky Word Cards

the a

of all

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ctio

ns: C

opy

and

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ut T

ricky

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d C

ards

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ard

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omm

ende

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r re

use.


Phonics—Progress MonitoringAs in previous units of the Assessment and Remediation Guide, progress monitoring continues to be a form of assessment integrated into instruction. The resources create a systematic record of student mastery of skills, facilitating documentation and evaluation of student Response to Intervention (RtI). To make effective use of the progress monitoring resources provided, we recommend the following:

• IncorporateprogressmonitoringwithintheGuidedPracticesectionofthelessonplans.The resources are designed to parallel instructional tasks, allowing for brief, seamless integration. The intention is not to burden instructional time with additional assessments.

• Assessonlywhenstudentsappeartobereadyforacomprehensivecheckofthetargetskills.Set schedules for Progress Monitoring assessments tend to result in their overuse. The resources are intended to serve as confirmation and meaningful record of student progress, as opposed to a collection of numbers.

• Utilizeresultstoinforminstruction. If student mastery of the target skills is confirmed by a Progress Monitoring assessment, then teachers can be confident in the decision to move students forward. If students do not achieve the goal scores for a Progress Monitoring assessment, analysis of errors will indicate areas of continued instructional need.

DirectionsPreparation: This assessment involves asking individual students to read a set of words. Copy the page of words and record sheet corresponding to the Progress Monitoring Assessment (Word Reading 1–5) you have selected, and cut out the words.

• Model with the sample item.

• Show the cards to the student one at a time.

• Use the record sheet to record each word as the student reads.

• Place a check next to each word read correctly.

• For misread words, write exactly what students say as the word is sounded out. If students misread a word, prompt them to try to read the word again, letting them know their first attempt was incorrect.

• Students may benefit from the supports utilized during instruction such as blending motions and representing sounds with objects (e.g., Push & Say). Demonstrate and encourage their use during modeling with the sample item if needed. The goal is for students to eventually be capable of completing the tasks without physical supports or, at least, utilizing the supports independently (without your prompt).


• Scoring:

Tricky Words(Progress Monitoring #1)

Double-Letter Consonant Sound/Spellings*(Progress Monitoring #2–5)

Scoring is based on one point assigned for every word read correctly. Interpret scores as follows:

• 7 points—Excellent

• 6 points—Good

• 5 points—Fair

• Less than 5 points—Poor

Scoring is based on one point assigned for every double-letter spelling in a word that is read correctly. Interpret scores as follows:

• 8 points—Excellent

• 6-7 points—Good

• 5 points—Fair

• Less than 5 points—Poor

• Further analyze student errors to determine whether one or more types of double-letter consonants are particularly problematic. The subtotals for types of double-letter consonants at the bottom of the record sheets facilitate the identification of specific problem areas.

Note:One less common double-letter spelling (i.e., ‘gg’, ‘dd’, ‘zz’, or ‘tt’) is included in each progress monitoring assessment. These words were introduced in the Skills strand lessons as examples of other double-letter consonant spellings. Success with this item on the assessment is an indication of student ability to generalize knowledge of pronouncing double-letter sound/spellings.

• Also examine whether there are mispronunciations occurring more frequently in a given position in words. For example, does the student read the initial sound correctly, but misread the medial and/or final sound?

• Finally, examine whether the student succeeded in reading words correctly on the second attempt. If so, the student may be rushing and may benefit from explicit instruction to slow down and look at each letter in a word sequentially, left to right.

• Goal: Achieve scores of Good or Excellent (6 points or higher).

• Scores of 4 or less indicate additional reteaching and reinforcement is required from the Unit 8 Assessment and Remediation Guide, Section II, Phonics.


Name:

Tricky Word Reading Progress Monitoring 1

his the aof all one

from was

Word Student Pronunciation

Sample: his

1. the /th/ /u/ Also accept /th/ /ee/ (1)

2. a /u/ Also accept /ae/ - (1)

3. of /u/ /v/ - - (1)

4. all /o/ /l/ - - (1)

5. one /w/ /u/ /n/ - (1)

6. from /f/ /r/ /u/ /m/ (1)

7. was /w/ /u/ /z/ - (1)

TotalCorrect /7

Record Sheet for Tricky Word Reading Progress Monitoring 1:


Name:

Word Reading Progress Monitoring 2

shell snack bellcliff cross willduck egg kiss


Sample: shell

1. snack /s/ /n/ /a/ /k/ (1)

2. bell /b/ /e/ /l/ - (1)

3. cliff /k/ /l/ /i/ /f/ (1)

4. cross /k/ /r/ /o/ /s/ (1)

5. will /w/ /i/ /l/ - (1)

6. duck /d/ /u/ /k/ - (1)

7. egg /e/ /g/ - - (1)

8. kiss /k/ /i/ /s/ - (1)

TotalCorrect /8

Note: Phonemes in gray are single-letter sound/spellings or consonant clusters from previous units. Student performance with these phonemes should be noted for evaluation; however, only Unit 8 double-letter consonant sound/spellings are scored.

Record Sheet for Word Reading Progress Monitoring 2:

‘ck’ > /k/ (1, 6) /2 ‘ff’ > /f/ (3) /1 Other: ‘gg’ > /g/ (7) /1

‘ss’ > /s/ (4, 8) /2 ‘ll’ > /l/ (2, 5) /2


Name:


shell chess felltack add shockfluff hill miss


Sample: shell

1. chess /ch/ /e/ /s/ - (1)

2. fell /f/ /e/ /l/ - (1)

3. tack /t/ /a/ /k/ - (1)

4. add /a/ /d/ - - (1)

5. shock /sh/ /o/ /k/ - (1)

6. fluff /f/ /l/ /u/ /f/ (1)

7. hill /h/ /i/ /l/ - (1)

8. miss /m/ /i/ /s/ - (1)

TotalCorrect /8



‘ck’ > /k/ (3, 5) /2 ‘ff’ > /f/ (6) /1 Other: ‘dd’ > /d/ (4) /1

‘ss’ > /s/ (1, 8) /2 ‘ll’ > /l/ (2, 7) /2


Name:


shell huff brassthick sell pressbuzz fill sock


Sample: shell

1. huff /h/ /u/ /f/ - (1)

2. brass /b/ /r/ /a/ /s/ (1)

3. thick /th/ /i/ /k/ - (1)

4. sell /s/ /e/ /l/ - (1)

5. press /p/ /r/ /e/ /s/ (1)

6. buzz /b/ /u/ /z/ - (1)

7. fill /f/ /i/ /l/ - (1)

8. sock /s/ /o/ /k/ - (1)

TotalCorrect /8



‘ck’ > /k/ (3, 8) /2 ‘ff’ > /f/ (1) /1 Other: ‘zz’ > /z/ (6) /1

‘ss’ > /s/ (2, 5) /2 ‘ll’ > /l/ (4, 7) /2


Name:


shell pass staffmutt chill kicktruck toss yell


Sample: shell

1. pass /p/ /a/ /s/ - (1)

2. staff /s/ /t/ /a/ /f/ (1)

3. mutt /m/ /u/ /t/ - (1)

4. chill /ch/ /i/ /l/ - (1)

5. kick /k/ /i/ /k/ - (1)

6. truck /t/ /r/ /u/ /k/ (1)

7. toss /t/ /o/ /s/ - (1)

8. yell /y/ /e/ /l/ - (1)

TotalCorrect /8



‘ck’ > /k/ (5, 6) /2 ‘ff’ > /f/ (2) /1 Other: ‘tt’ > /t/ (3) /1

‘ss’ > /s/ (1, 7) /2 ‘ll’ > /l/ (4, 8) /2


Section IIFluency and Comprehension


IF

AS

tud

ent

stru

ggle

s w

ith U

nit

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bje

ctiv

e: R

ead

alo

ud in

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grou

p, w

ith a

par

tner

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alon

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t 15

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utes

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h d

ay

(Flu

ency

)

BS

tud

ent

stru

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ith U

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bje

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e: R

ead

dec

odab

le

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t in

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es t

he

lett

er-s

ound

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ence

s th

at h

ave

bee

n ta

ught

, with

p

urp

ose

and

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erst

and

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tud

ent

per

form

s p

oorly

on

oth

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atio

ns o

f co

mp

rehe

nsio

n w

ith d

ecod

able

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xt

Rev

iew

with

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sing

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nt:

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If st

uden

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eets

ex

pec

tatio

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cont

inue

with

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nit

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kills

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rand

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ons

If st

uden

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cont

inue

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TH

EN

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ES

ectio

n II,

Flu

ency

and

Com

pre

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TH

EN

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EFl

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fr

om S

ectio

n II,

Flu

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and

Com

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Targ

et s

pec

ific

area

s of

w

eakn

ess

by

follo

win

g tr

ack

A

or B

.

Rev

iew

with

Pau

sing

Poi

nt:

Pra

ctic

e R

ead

ing

and

/or

Ta

ke-H

ome

Sto

ries

Det

erm

inin

gS

tud

ent

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df

or

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Flu

ency

and

Co

mp

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*Sel

ect

CK

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re a

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er C

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ence

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rt f

or

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ails

.)


Fluency Focus!Rereading familiar text is a powerful way to develop fluency. At this stage, attention to fluency is not on reading rate, rather it is on building a bank of words recognized automatically and developing the ability to read with expression. Word-by-word reading is expected from emerging readers.

The repetition of rereading helps students develop automatic recognition of spelling patterns and build their bank of sight words (entire words recognized automatically). Automatic recognition of words frees up cognitive resources for comprehension, resulting in fluid and expressive oral reading.

Two engaging opportunities for rereading stories from the Sam Reader and Unit 8 Pausing Point are provided here. These activities may be completed in isolation with students who need additional practice or may be incorporated into the Lesson Template for this section. A fluency activity may be used in addition to the activating prior knowledge tasks for the Warm-Up or during the Independent Practice section of the lesson.

“The Band” and “The Chick” are the stories from the Unit 8 Pausing Point. These stories along with a new story, “Pet Tricks,” are part of the progress monitoring assessments for this section. You may prefer not to use “The Band” and “The Chick” for Fluency Focus! activities until after they are used for progress monitoring. This allows you to measure student performance with instructional level text before it is made familiar (more independent) through instruction.


Silly VoicesStudents reread stories from the Sam Reader or Unit 8 Pausing Point independently, with a partner, or to the teacher using silly voices.

Note: The task of applying a silly voice requires notable cognitive effort. Silly Voices should be used to motivate students to revisit text that is already very familiar from prior instruction and rereading. If students are not already reading the text with high accuracy, then rereading without silly voices to first establish ease with word recognition is appropriate.

Print and cut out the picture cards provided on the Silly Voices worksheet and drop them in a brown lunch bag (or something similar). Students reach inside the bag to pull out a picture card and reread the story using the voice matching the character on the card. Demonstrate for students how to use the following voices and gestures to read like the characters on the cards:

• Cowboy: Straddle your chair like you are riding a horse and use a country accent.

• Scuba Diver: Vibrate your pointer finger on your lips as you read.

• Sick Person: Hold your nose to sound all stuffed up.

• Opera Singer: Use big arm motions and a grand singing voice.

• Rock Star: Play your guitar while you read.

• Robot: Move your arms like a robot and use a monotone voice.

• Ghost: Use a spooky voice.

• Teacher: Point to the words and use a teacher voice.

Feel free to add others you or your students think of!

Partner reading options may be to

• take turns reading the entire story;

• have one student be the leader, reading a line at a time for the partner to echo; or

• read chorally, keeping voices together to read the story.


Dire

ctio

ns: P

rint a

nd c

ut o

ut th

e ch

arac

ter

card

s to

pul

l out

of a

bag

whe

n re

read

ing

stor

ies

with

silly

voi

ces.

Silly Voices


Two VoicesThe stories from the Sam Reader and Unit 8 Pausing Point have been recreated here to be read for two voices. One student reads down column 1 while the other student reads down column 2, together completing the story. The lines read chorally (voices together) are in bold. Encourage students to practice rereading for Two Voices to prepare to perform the story! Story copies for Two Voices may also be sent home to be read with family and friends.


Dire

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ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

Sam and the Fish

1 2

ThisisSam.

Sam and his dad fish in a pond. Sam and his dad fish in a pond.

Sambringsanet.

Sam and his dad sit and sit. Sam and his dad sit and sit.

Then,

zap! zap!

Sam’sdadgetsafish.

Thefishjumps.

Thefishtwistsandswims.

Sam’sdadtugsontherod.

ThefishswimspastSam.

Samswingshisnet.

Samliftsupthenet.

The fish is in the net! The fish is in the net!

Samandhisdadgrin.


Two Voices

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ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Fun at the Pond

1 2

Samisatthepond

withhispals.

Sixfrogsrestinthewetmud.

Samrunsatthefrogs.The frogs all hop in the pond.

The frogs all hop in the pond.

Sam’spal,Chad,

digsupacrab.

ThecrabgetsmadatChad.

ThecrabsnipsatChad’shands.

Chad drops the crab. Chad drops the crab.

Jenliftsupalog

andspotsabug.

Thebugislongwithlotsoflegs.

Thebugrunsanddigsinthesand.

The pond is lots of fun. The pond is lots of fun.


Dire

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ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

Sam’s Pets

1 2

Sam has pets. Sam has pets.

Oneofhispetsisadog.

Oneofhispetsisacat.

Oneofhispetsisabug.

ThisisSam’sdog,

Max. Max.

Maxrunsandjumps.

Maxdigsinthemud.

MaxrubsmudonSam.

Maxyelpsatthecat.


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ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices, continued

Sam’s Pets

1 2

ThisisSam’scat,

Tim. Tim.

Timsipsmilkfromadish.

TimnapsonSam’sbed.

TimrunsfromMax.

ThisisSam’sbug,

King Tut. King Tut.

KingTuthopsfromplanttoplant.

KingTutchompsonplants.

KingTutrunsfromTim.


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

Tasks

1 2

Sam has a long list of tasks. Sam has a long list of tasks.

Sam must Sam must

scrubabunchofcups.

Sam must Sam must

helphisdadtrimshrubs.

Sam must Sam must

mopthesteps.

Samscrubsallofthecups.

Scrub, scrub, scrub. Scrub, scrub, scrub.

Samhelpshisdadtrimshrubs.


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.


Tasks

1 2

Snip, snip, snip. Snip, snip, snip.

Thesunishot.

Samgetshot.

Samspotsafanontherug.

Samflopsontherug

and naps. and naps.

Thenhismomspotshim.

Sam’smomtapshimwiththemop.

Sam jumps up. Sam jumps up.

Sampicksupthemop.


Two Voices

Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

The Van

1 2

Sam’s mom has a van. Sam’s mom has a van.

Samisinthevan.

Samandhismomgothispal,Chad.

Thenthevanhitabigbump.

Thevanwilljump,up,up,up.Then,slam!

Thevanhittheland.

Crash! Crash!

Smash!

Crunch!

Snap!

Pop!

Thevanwasbent.

Thevanhadlotsofdents.


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.


The Van

1 2

The van did not run. The van did not run.

Sam’smomgotafix-itman.

Thefix-itmanhadabigfix-itkit.

Thefix-itkitdidnothelpmuch.

The fix-it man did not fix the van.The fix-it man did not fix the van.

Sam’smomgotacab.

Thekidsgotinthecab.

Sam’s mom was sad. Sam’s mom was sad.

Samheldhismom’shand.

ThenSamtellshismom,

“The fix-it man can fix the van.”

“The fix-it man can fix the van.”


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

On the Bus

1 2

Thevanisinthefix-itshop.

Sam’smommustgetonthebus.

Thebuspullsinatthebusstop.

Sam’smomgetsonandsitsintheback.

The bus bumps up the hill. The bus bumps up the hill.

Sam’smomhangsonwithonehand.

Sam’smomringsthebell.

Thebusstops

atthenextstop.

Sam’s mom gets off. Sam’s mom gets off.


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ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

Sam in Class

1 2

SamsitsinMissMack’sclass.

Thekidswillprinttillclassends.

Then the bell will ring. Then the bell will ring.

Samwillrunandjumpinthepond.

MissMackhastheclassprint.

Thekidsprint,‘blackcat.’

MissMackchecksSam’sprint.

“That’s a mess!” “That’s a mess!”

quipsMissMack.

“Fix it!” “Fix it!”

Thebellrings.

Samjumpsupandgrabshisbag.

MissMacktellsSam,


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ns: O

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tude

nt r

eads

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n co

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whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.


Sam in Class

1 2

“Sit and print!” “Sit and print!”

Samsitsandprints.

WillMissMacklethimswim?

Samcan’ttell.

MissMacktellsSam,

“Print one last thing. Print, ‘splash in the pond.’”

“Print one last thing. Print, ‘splash in the pond.’”

SamgrinsatMissMack.

MissMackgrinsbackathim.

Samprints,‘splashinthepond.’

ThenMissMacksendshimoff.

Samyells,

“Miss Mack is the best!” “Miss Mack is the best!”


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

The Chills

1 2

Sam met Chad at the pond. Sam met Chad at the pond.

Chadlefthispantsonthesand.

Samlefthispantsonabigrock.

Chadgotin.

Splash! Splash!

ThenSamgotin.

Splish! Splish!

Sam and Chad go swimming in the pond.

Sam and Chad go swimming in the pond.



Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

The Chills

1 2

Thesunwashot,

butthepondwasnot.

Chad and Sam got the chills. Chad and Sam got the chills.

Samranupontherockandgothispants.

Chadranuponthesand,butMax,thedog,

had his pants. had his pants.

ChadranandgothispantsbackfromMax.


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

Stop That Bus!

1 2

Sam’smomrunsinandyells,

“Sam, get up!” “Sam, get up!”

Samjumpsup.

Sam’smomhandshimhispants.

Sam jumps in his pants. Sam jumps in his pants.

Sam’smomhandshimhispack.

Sam slips the pack on his back.

Sam slips the pack on his back.

Sam’smomhandshimhislunch.

Sam grabs it. Sam grabs it.

Samandhismomrunfast.

“That’s the bus!” “That’s the bus!”


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.


Stop That Bus!

1 2

Samyells.

Sam’smomhuffsandpuffs.

“Stop the bus!” “Stop the bus!”

Samyells.

ThekidsonthebusspotSam.

Oneofthemyells,

“That’s Sam. Stop the bus!” “That’s Sam. Stop the bus!”

Thebusstops.

Samisinluck.

Sam gets on the bus. Sam gets on the bus.


Two Voices

Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Sam and the Duck

1 2

Sam’sclassisonatrip.

Theclassisatthedock.

MissMackspotsKen,thefishman.

“Ken,” “Ken,”

MissMackasks,

“Can the kids dig in the sand?” “Can the kids dig in the sand?”

Kennods.

“Yes, the kids can dig in the sand,

“Yes, the kids can dig in the sand,butthekidsmustnotpettheduck.

Thatduckisabadduck.

That duck pecks at kids.” That duck pecks at kids.”

MissMacktellsthekids,

“Class, let’s not pet the duck.” “Class, let’s not pet the duck.”

SamandChaddiginthesand.


Dire

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ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.


Sam and the Duck

1 2

Chaddigsuparing.

Samliftstheringup.

Theringglintsinthesun.

Theduckspotsthering.

TheduckquacksandrunsatSam.

“Sam!” “Sam!”

MissMackyells,

“It’s that bad duck, the one that pecks!”

“It’s that bad duck, the one that pecks!”

TheduckrunsupandpecksatSam’shand.

Thenitrunsoffwiththering.

“Man!” “Man!”

yellsChad.

“That is one bad duck!” “That is one bad duck!”


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

Max in the Mud

1 2

Maxtracksmudonthedeck.

Sam’smomyells,

“Bad dog!” “Bad dog!”

Sam’smomhasSamgetamop.

Samgetsamopandmopsupthemud.

Sam’smomsniffsMax.

Ug! The dog smells bad! Ug! The dog smells bad!

SamgetsMaxinthebathtub.

Sam’smomscrubshim.

Then,

atlast,

Max smells fresh! Max smells fresh!


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

The Band

1 2

Sam’s dad is in a jazz band. Sam’s dad is in a jazz band.

That’shimintheback.

Chad’s dad is in the band with him. Chad’s dad is in the band with him.

That’shimonthedrums.

Chad’s boss is in the band, as well. Chad’s boss is in the band, as well.

That’shimontheleft,inthehat.

Sam’sdadplucksathisstrings.

Chad’sdadbangsonhisdrums.

Thekidsclapandyell.

The band is a big hit! The band is a big hit!


Dire

ctio

ns: O

ne s

tude

nt r

eads

dow

n co

lum

n 1

whi

le th

e ot

her

stud

ent r

eads

dow

n co

lum

n 2,

toge

ther

com

plet

ing

the

stor

y. T

he li

nes

read

cho

rally

(v

oice

s to

geth

er) a

re in

bol

d.

Two Voices

The Chick

1 2

SamandChadgotuponarock.

Ontopoftherockwasa

gull’s nest. gull’s nest.

Thegullhadachick.

Thegullfedthechickabitoffish.

Then the gull left. Then the gull left.

Thechickfellfromitsnest.

Plop! Plop!

Thechickgotstuckinacrack.

SamandChadgotthechick.

ThenChadsetitbackinitsnest.


Fluency and Comprehension

Focus:Comprehension Teaching Materials

Warm-Up

Objective: Prepare students to read text using prereading activities addressing prior knowledge needed for understanding the text.

Exercise: Activate prior knowledge related to the text.

• Narrative genre text structure: Tell students the story for today’s lesson fits a narrative/story structure. Core elements are the characters, setting, and events/action. Preview the text to prompt discussion and thinking about each element.

• Content: Tell students there are words and ideas important to the story. Prompt discussion and thinking regarding key vocabulary and/or concepts.

book or text copy for each

student


Objective: Set a purpose and model using a Thinking with Reading technique to accomplish the purpose.

Learning about Reading with Purpose and Understanding:

• Tell students the purpose for rereading the text.

• Explain the Thinking with Reading technique they will use to help them read for the stated purpose. Identify the technique and provide the description (refer to the Thinking with Reading chart).

• Model using the technique with an initial portion of the text.

• Read aloud, pointing to track the text and thinking aloud to demonstrate use of the technique for the established purpose.

• Include modeling an error while thinking aloud. If students do not notice the error, point it out. Correct the error to model “fixing-up” Thinking with Reading. For mistakes with word reading, refer to the Figuring Out Words chart for ideas to help correct errors.


student

Thinking with Reading chart

Figuring Out Words chart

Lesson Template


Focus:Comprehension Teaching Materials

Guided Practice

Objective: Continue working with the text at an appropriate level of support for reading (see Dimensions of Difficulty chart) by using a Thinking with Reading technique to accomplish the purpose. Support should decrease as students’ skills strengthen.

Applying Knowledge to Read with Purpose and Understanding: Continue rereading text sections with a Shared, Interactive, or Monitored level of support. Prompt students to express themselves out loud about what they are thinking and how it connects to the purpose (similar to the think-aloud modeled during Explicit Instruction). Oral expression keeps each student accountable for thinking with reading and fosters their ability to be purposeful with thinking. Thinking should be discussed during and after reading.

Progress Monitoring option: Incorporate progress monitoring checks here as needed.


student



Objective: Allow students to practice a Thinking with Reading technique for a designated purpose with high levels of independence.

Reading with Purpose and Understanding Independently: Allow students to reread the text with a partner, practicing tracking (fun pointer wands promote engagement), decoding, and the Thinking with Reading technique that has been taught. Student performance should mimic what was completed throughout the lesson and provide students with an opportunity to reinforce their ability to use oral language to “show” their thinking.


student

pointers for tracking text

(optional)


Fluency and Comprehension (Use interactive reading with a text-only copy and target Drawing Inferences.)

Focus:Comprehension (Use interactive reading with a text-only copy and target Drawing Inferences.) Teaching Materials

Warm-Up

Objective: Prepare students to read text using prereading activities addressing prior knowledge needed for understanding the text.

Exercise: Activate prior knowledge related to the text.

• Narrative genre text structure: Tell students the story for today’s lesson fits a narrative/story structure. Core elements are the characters, setting, and events/action. Preview the text to prompt discussion and thinking about each element.

• Content: Tell students there are words and ideas important to the story. Prompt discussion and thinking regarding:

• Vocabulary—Review yelp and chomp.

• Concepts—What kinds of animals do people keep as pets?

book copy of “Sam’s Pets” for

each student


Objective: Set a purpose and model using a Thinking with Reading technique to accomplish the purpose.

Learning about Reading with Purpose and Understanding:

• Tell students the purpose for rereading “Sam’s Pets” is to think about which pet plays with Sam. (This text has only been used instructionally once before. Therefore, students require the higher level of support with interactive reading. Students may tend to over rely on picture support; therefore, a text-only copy is used.)

• Tell students they will use Drawing Inferences to help them figure out which pet plays with Sam. To draw inferences we make observations about what we read (observing was the new focus for Thinking with Reading in Unit 7) and take it a step further by drawing conclusions related to the text.

• Read the first line, tracking the text. Point out the next three lines all start with “One of his pets is a,” and ask students to read those lines chorally with you. Stop and think aloud to model drawing inferences saying, “So Sam has three different pets, and one observation I can make is I know taking care of pets can be work. I can use what I know to draw a conclusion about Sam: He must be a responsible person to be able to take care of three pets. The author didn’t tell me Sam was responsible, but using what I know I can make that inference!”

• Revisit the purpose, thinking aloud and saying, “I’m reading to find out which pet plays with Sam. I could guess/predict Sam plays with all the pets, but I don’t know yet, so let’s keep reading.”

text-only copy of “Sam’s Pets” for

each student

Thinking with Reading chart


Sample Remedial Lesson



Guided Practice

Objective: Continue working with the text at an appropriate level of support for reading (see Dimensions of Difficulty chart) by using a Thinking with Reading technique to accomplish the purpose. Support should decrease as students’ skills strengthen.

Applying Knowledge to Read with Purpose and Understanding: Continue rereading the next three text sections with interactive reading support.

• Before reading each section, students preview the text and point to words they know. Reinforce or correct student word identification and model unknown words. Then read the section chorally with students.

• After each section of the story is read, prompt thinking with:

• Drawing Inferences: 1) What did you learn from the author? 2) Make an observation about the information. 3) Draw a conclusion: share something the author didn’t tell you, but you can figure out because of your observation (what you already know).

• Revisit the Purpose: “We want to know which pet plays with Sam. Does play with Sam?”

After reading:

• Tell students when they use Drawing Inferences to help understand and remember what the author wrote, they will be able to think about interesting questions about the story.

• Tell students the author told us Sam has a pet bug. Have students make observations by responding to the question: “What can bugs do with people?”

• Present the inferential question: “Does Sam play with King Tut?”

• Discuss the answer, student justifications, and how students used what they already knew about bugs to come to a conclusion.

• Extend and challenge students with the evaluative question: “Is a bug a fun pet? Why?”

Progress Monitoring option: Students have not demonstrated readiness for a running record and comprehension check of reading decodable text with double-letter spellings and the taught Tricky Words.


each student





Objective: Allow students to practice a Thinking with Reading technique for a designated purpose with high levels of independence.

Reading with Purpose and Understanding Independently: Students are partnered to reread “Sam’s Pets.” They will choral read each section and practice tracking with a pointer. Tell students to stop to think and talk about observations and inferences after each section. Sentence starters used in explicit instruction and guided practice can structure the independent practice:

• “The author told me….”

• “An observation I can make because of what I already know is….”

• “The author didn’t tell me this, but using what I know I can draw the inference…”

Challenge them to make new inferences from the ones shared during the lesson. If possible once partners finish, revisit the purpose by asking them to remember the inferences they talked about together and tell you if they changed their mind about which animals play with Sam.


each student

unsharpened pencils with fun eraser tops for

pointers


Thinking with Reading Chart

Revisit Text to Focus on ContentUsing a book copy or text copy* of stories from the Sam Reader, focus on Thinking with Reading techniques to accomplish purpose and understanding with the decodable text. It can be helpful to mark the text at natural stopping points before the lesson. Sticky notes can be put on pages in the book copy and the text copy is provided with the text arranged in sections.

*Students should always be exposed to the illustrations for picture books for initial readings, because the illustrations are there for the purpose of enhancing the text. Once the book is familiar, using a text only copy can help students focus on decoding and understanding the text by removing picture support. In early readers that offer high text to picture matching, students can learn to avoid reading the text by “reading” the pictures instead!


Befo

re R

eadi

ngThinking with

Reading Description Specific Application to Stories from the Sam Reader

Activating Prior Knowledge of Text Structure

Before reading, activate knowledge of basic print structures (e.g., text directionality), general genre structures (e.g., list format within a nonfiction text), or features specific to a text (e.g., table of contents) to establish a foundation that helps students predict and acquire information during reading.

Using a book copy, examine knowledge of narrative genre. Prompt student thinking about narrative features encountered in the Sam Reader: characters, setting (often requires inference and relies on illustrations), and events/actions.

Activating Prior Knowledge of Related Content

Before reading, activate knowledge of vocabulary and concepts related to the information in the text to support students’ ability to make meaning during reading.

Preassess and support knowledge of key vocabulary:

• “Sam and the Fish”: Review pond and rod.

• “Fun at the Pond”: Review snip.

• “Sam’s Pets”: Review yelp and chomp.

• “Tasks”: Review task, trim, and shrub.

• “The Van”: Review fix-it man and fix-it kit.

• “On the Bus”: Discuss the phrase “pull in.” What power source “pulls” the bus?

• “Sam in Class”: Review print and quip.

• “The Chills”: Review chills.

• “Stop That Bus!”: Discuss the phrase “in luck.”

• “Sam and the Duck”: Review dock, peck, and glint.

• “Max in the Mud”: Sam’s mom said, “Ug!” when she sniffed Max. What else might someone say when they smell something bad?

Also address concepts with prompts such as:

• “Sam and the Fish”: Where might people go fishing?

• “Fun at the Pond”: Name animals that might live at a pond?

• “Sam’s Pets”: What kinds of animals do people keep as pets?

• “Tasks”: What tasks do you do at school to take care of your classroom?

• “The Van”: Name different reasons a car might not drive

• “On the Bus: Think of different kinds of buses and where they take people.”

• “Sam in Class”: Why do people practice doing something?

• “The Chills”: Why was it smart for Sam to go swimming with Chad instead of by himself?

• “Stop That Bus!”: What does it mean to “oversleep?”

• “Max in the Mud”: What makes things “smell fresh?”

Setting Purpose for Reading

Before reading, use previewed information about the structure and content to inform setting an appropriate purpose for reading the text. The purpose should spark student interest and attention to the reading. The purpose is established in the Explicit Instruction section of the lesson and revisited throughout.

Students may read to find out:

• “Sam and the Fish”: How does Sam catch a fish?

• “Fun at the Pond”: Why is it fun at the pond?

• “Sam’s Pets”: Which pet plays with Sam?

• “Tasks”: Why does Sam get tired?

• “The Van”: How do Sam, his mom, and Chad get home?

• “On the Bus”: What was Mom’s ride on the bus like?

• “Sam in Class”: Why doesn’t Sam get to leave when the bell rings?

• “The Chills”: What makes Sam and Chad cold?

• “Stop That Bus!”: How does Mom get the bus to stop?

• “Sam and the Duck”: What happens with Sam and the duck?

• “Max in the Mud”: Who cleans up the mud?


During Reading

Thin

king

w

ith

Read

ing

Des

crip

tion

Spec

ific

App

licat

ion

to S

tori

es fr

om th

e Sa

m R

eade

r

Mon

itorin

g

Dur

ing

read

ing,

sto

p a

nd t

hink

aft

er s

ectio

ns o

f te

xt t

o ev

alua

te w

heth

er y

ou

are

und

erst

and

ing

the

text

or

not.

S

tud

ents

oft

en d

o no

t p

ut e

ffo

rt in

to m

akin

g m

eani

ng

whi

le r

ead

ing

with

out

bei

ng e

xplic

itly

taug

ht a

nd r

emin

ded

to

do

so. T

his

is e

spec

ially

tru

e o

f re

ader

s w

ho h

ave

to

dev

ote

a g

reat

dea

l of

cog

nitiv

e en

erg

y to

dec

od

ing,

and

w

ho m

ay b

e le

ss in

trin

sica

lly m

otiv

ated

to

read

. Enc

our

age

stud

ents

to

beg

in s

hari

ng t

heir

thin

king

with

, “T

hat

mak

es

sens

e b

ecau

se…

” P

rese

ntin

g a

rela

ted

sce

nari

o th

at

do

es n

ot

mak

e se

nse

may

hel

p s

tud

ents

eng

age

in t

his

refle

ctio

n. F

or

exam

ple

: If

the

do

g w

ent

to t

he v

et, f

irst

as

k, “

Do

es it

mak

e se

nse

for

a d

og

to g

o to

the

vet

?”

The

n as

k, “

Wo

uld

it m

ake

sens

e if

the

auth

or

told

us

the

do

g ca

lled

the

vet

?” M

oni

tori

ng h

elp

s st

uden

t se

lf-co

rrec

t d

eco

din

g er

rors

. Co

nsid

er if

a s

tud

ent

read

s “b

it ox

ran

o

n” in

stea

d o

f “b

ut o

x ra

n o

n.”

If th

e st

uden

t is

mo

nito

ring

, he

/she

may

thi

nk, “

bit

ox r

an o

n” d

oes

n’t

mak

e se

nse,

p

rom

ptin

g re

view

of

the

text

fo

r co

rrec

tion.

The

sto

ries

are

div

ided

into

sec

tions

. Aft

er e

ach

sect

ion,

sto

p a

nd s

ee if

stu

den

ts c

an r

ecal

l th

e in

form

atio

n fr

om

the

sec

tion

just

rea

d.

Vis

ualiz

ing

Dur

ing

read

ing,

sto

p a

nd d

evel

op

imag

es in

yo

ur m

ind

re

latin

g to

the

tex

t an

d p

rovi

ded

by

the

auth

or.

Dev

elo

pin

g ri

ch im

ager

y he

lps

read

ers

rem

emb

er a

nd t

hink

dee

per

ab

out

the

tex

t. P

rom

pt

stud

ents

to

clo

se t

heir

eyes

w

hen

visu

aliz

ing.

Pro

vid

e tim

e fo

r th

inki

ng b

efo

re h

avin

g st

uden

ts s

hare

the

ir vi

sual

izat

ions

. Enc

our

age

stud

ents

to

beg

in w

ith, “

In m

y he

ad I

saw

…”

Cha

lleng

e st

uden

ts t

o ad

d d

etai

ls t

o th

eir

visu

aliz

atio

ns, w

itho

ut d

evia

ting

fro

m

the

text

. Fo

r ex

amp

le, i

f a

stud

ent

says

she

see

s th

ree

cats

, ask

: “W

here

are

the

cat

s?”

“Do

the

cats

all

have

co

llars

on?

” “W

hat

colo

r ar

e th

e ca

ts?”

If d

evia

tions

fro

m

the

text

do

occ

ur, p

rom

pt

self

refle

ctio

n b

y as

king

, “D

oes

yo

ur p

ictu

re m

atch

wha

t th

e au

tho

r to

ld u

s?”

Usi

ng a

tex

t co

py,

rea

d s

elec

tions

and

vis

ualiz

e re

late

d im

ages

. Des

crib

e o

r d

raw

vi

sual

izat

ions

cha

lleng

ing

stud

ents

to

add

det

ails

.

Ob

serv

ing

Dur

ing

and

aft

er r

ead

ing,

rel

ate

info

rmat

ion

fro

m t

he t

ext

to in

form

atio

n yo

u al

read

y kn

ow. E

nco

urag

e st

uden

ts t

o b

egin

with

, “S

om

ethi

ng I

alre

ady

know

ab

out

thi

s is

...”

Sto

pp

ing

to r

efle

ct o

n re

adin

g an

d c

onn

ect

idea

s an

d

info

rmat

ion

to p

rio

r kn

owle

dg

e he

lps

read

ers

rem

emb

er

and

lear

n fr

om

the

tex

t.

Pro

mp

t o

bse

rvat

ions

by

star

ting

dis

cuss

ions

with

que

stio

ns s

uch

as:

• “S

am a

nd t

he F

ish”

: Sam

and

his

dad

use

d t

eam

wo

rk. N

ame

a tim

e w

hen

you

used

te

amw

ork

.

• “F

un a

t th

e P

ond

”: H

ave

you

seen

oth

er p

ictu

res

of a

po

nd?

Wha

t d

oes

it lo

ok

like?

• “S

am’s

Pet

s”: W

hat

can

bug

s d

o w

ith p

eop

le?

• “T

asks

”: W

hat

do

you

do

whe

n yo

u fe

el h

ot?

• “T

he V

an”:

Wha

t ki

nd o

f a

vehi

cle

mig

ht a

fix

-it

man

dri

ve?

• “O

n th

e B

us”:

The

sch

oo

l bus

tak

es y

ou

rig

ht t

o th

e sc

hoo

l do

or.

Do

es a

cit

y b

us t

ake

you

rig

ht t

o a

do

or?

(Dis

cuss

bus

sto

p.)

• “S

am in

Cla

ss”:

Rem

emb

er t

he o

ther

sto

ry w

e re

ad a

bo

ut S

am a

nd h

is f

rien

ds

at t

he p

ond

. W

hat

do

they

like

to

do

ther

e?

• “T

he C

hills

”: If

clo

thes

get

so

aked

with

wat

er, w

hat

do

they

fee

l lik

e?

• “S

top

Tha

t B

us!”

: Hav

e yo

u ev

er m

isse

d s

om

ethi

ng b

ecau

se y

ou

over

slep

t?

• “S

am a

nd t

he D

uck”

: Why

do

bir

ds

pec

k?

• “M

ax in

the

Mud

”: W

hat

do

es it

mea

n to

hav

e “r

esp

ons

ibili

ty”

for

som

ethi

ng?


During Reading

Thin

king

w

ith

Read

ing

Des

crip

tion

Spec

ific

App

licat

ion

to S

tori

es fr

om th

e Sa

m R

eade

r

Dra

win

g In

fere

nces

Dur

ing

and

aft

er r

ead

ing,

use

pri

or

know

led

ge

and

in

form

atio

n fr

om

the

tex

t to

dra

w c

onc

lusi

ons

.

No

te: D

raw

ing

Infe

renc

es t

akes

Ob

serv

ing

a st

ep

furt

her.

Inst

ead

of

sim

ply

rel

atin

g in

form

atio

n fr

om

the

te

xt t

o p

rio

r kn

owle

dg

e, o

bse

rvat

ions

are

use

d t

o d

raw

lo

gic

al c

onc

lusi

ons

rel

ated

to

the

text

. Co

nclu

sio

ns

may

no

t al

way

s b

e cl

earl

y ri

ght

or

wro

ng b

ut s

houl

d

be

def

ensi

ble

. In

this

way

, the

thi

nkin

g re

qui

red

fo

r D

raw

ing

Infe

renc

es is

a b

rid

ge

to t

he t

hink

ing

req

uire

d

for

Eva

luat

ive

que

stio

ns.

No

tice

how

the

pro

mp

ts b

elow

ext

end

fro

m t

he e

arlie

r co

rres

po

ndin

g O

bse

rvin

g p

rom

pts

:

• “S

am a

nd t

he F

ish”

: Why

did

Sam

and

his

dad

nee

d t

eam

wo

rk t

o ca

tch

the

fish?

(Stu

den

ts

may

co

nclu

de

the

fish

was

to

o st

rong

fo

r o

ne p

erso

n.)

• “F

un a

t th

e P

ond

”: W

here

els

e co

uld

eac

h an

imal

run

to

hid

e at

the

po

nd?

• “S

am’s

Pet

s”: D

oes

Sam

pla

y w

ith K

ing

Tut?

• “T

asks

”: W

hy d

id S

am w

ant

to la

y b

y th

e fa

n?

• “T

he V

an”:

Do

you

thin

k S

am’s

mo

m le

ft h

er v

an o

n th

e si

de

of t

he r

oad

?

• “O

n th

e B

us”:

Whe

n M

om

get

s of

f th

e b

us, d

o yo

u th

ink

she

need

s to

wal

k a

whi

le t

o g

et

whe

re s

he w

ants

to

be?

• “S

am in

Cla

ss”:

Why

is S

am s

o ex

cite

d a

bo

ut g

oin

g to

the

po

nd a

fter

sch

oo

l?

• “T

he C

hills

”: W

hy d

o S

am a

nd C

had

tak

e th

eir

shir

ts a

nd p

ants

off

to

go

swim

min

g?

• “S

top

Tha

t B

us!”

: Why

mig

ht S

am h

ave

over

slep

t?

• “S

am a

nd t

he D

uck”

: Why

did

the

duc

k p

eck

at S

am?

• “M

ax in

the

Mud

”: W

ho h

as r

esp

ons

ibili

ty f

or

Max

?


After Reading

Thin

king

w

ith

Read

ing

Des

crip

tion

Spec

ific

App

licat

ion

to S

tori

es fr

om th

e Sa

m R

eade

r

Sum

mar

izin

g

Aft

er r

ead

ing,

rec

ons

truc

t an

ab

bre

viat

ed v

ersi

on

of t

he t

ext

hig

hlig

htin

g th

e b

ig id

eas.

Stu

den

ts t

end

to

offe

r sp

ecifi

c re

call

of id

eas,

oft

en in

ran

do

m

ord

er. P

rom

ptin

g st

uden

ts t

o th

ink

abo

ut t

he b

egin

ning

, mid

dle

, and

end

of

ear

ly n

arra

tive

text

s ca

n he

lp t

hem

str

uctu

re id

eas

seq

uent

ially

. Thr

oug

h d

iscu

ssio

n, e

nco

urag

e st

uden

t to

co

nnec

t th

e d

etai

ls t

hey

rem

emb

er t

o a

big

id

ea f

or

each

sec

tion,

whi

ch p

rom

ote

s su

mm

ariz

atio

n sk

ills

and

hig

her

leve

l th

inki

ng. F

or

exam

ple

: In

the

beg

inni

ng, t

here

was

a c

at a

nd a

do

g an

d a

pig

an

d a

ho

g: W

e m

et t

he f

our

ani

mal

s in

the

sto

ry.

Ask

stu

den

ts t

o te

ll yo

u ab

out

and

/or

dra

w a

pic

ture

rep

rese

ntin

g th

e b

ig id

eas

fro

m t

he b

egin

ning

, mid

dle

, and

end

.

Que

stio

ning

Dur

ing

and

aft

er r

ead

ing,

ans

wer

and

ask

que

stio

ns r

elat

ed t

o th

e te

xt.

Que

stio

ns p

rom

otin

g m

eani

ngfu

l co

mp

rehe

nsio

n in

clud

e lit

eral

(rem

emb

erin

g in

form

atio

n as

sta

ted

in t

he t

ext),

infe

rent

ial (

pro

vid

ing

accu

rate

res

po

nses

b

ased

on

conn

ectin

g p

rio

r kn

owle

dg

e an

d in

form

atio

n fr

om

the

tex

t), a

nd

eval

uativ

e (m

akin

g ap

pro

pri

ate

det

erm

inat

ions

sup

po

rted

by

the

text

). Fo

r lit

eral

que

stio

ns, e

nco

urag

e st

uden

ts t

o g

o b

ack

to t

he t

ext

to s

how

yo

u w

here

the

aut

hor

pro

vid

es t

he in

form

atio

n to

ans

wer

the

que

stio

n: y

ou

may

as

k, “

Ple

ase

find

and

rea

d t

he li

ne in

the

sto

ry s

how

ing

the

answ

er.”

Fo

r in

fere

ntia

l que

stio

ns, e

nco

urag

e st

uden

ts t

o d

efen

d t

heir

resp

ons

e us

ing

com

bin

atio

ns o

f in

form

atio

n fr

om

the

tex

t an

d p

rio

r kn

owle

dg

e. F

or

eval

uativ

e q

uest

ions

, enc

our

age

stud

ents

to

exp

lain

the

ir lo

gic

. Oft

en a

nsw

ers

are

not

rig

ht o

r w

rong

, but

exp

lana

tions

sho

uld

ste

m f

rom

the

tex

t an

d b

e p

laus

ible

.

Sam

ple

Que

stio

ns

Lite

ral:

• “S

am a

nd t

he F

ish”

: Do

Sam

and

his

dad

bo

th u

se a

ro

d?

• “F

un a

t th

e P

ond

”: H

ow m

any

fro

gs

hop

ped

in t

he p

ond

?

• “S

am’s

Pet

s”: W

hich

pet

get

s m

ud o

n S

am?

• “T

asks

”: W

ho f

oun

d S

am s

leep

ing?

• “T

he V

an”:

Wha

t d

id t

he v

an h

it?

• “O

n th

e B

us”:

Whe

re d

oes

mo

m s

it o

n th

e b

us?

• “S

am in

Cla

ss”:

Wha

t w

as t

he “

one

last

thi

ng”

Mis

s M

ack

aske

d

Sam

to

pri

nt?

• “T

he C

hills

”: W

as t

he s

un o

ut t

hat

day

?

• “S

top

Tha

t B

us!”

: Who

see

s S

am r

unni

ng?

• “S

am a

nd t

he D

uck”

: Wha

t m

ade

the

duc

k no

tice

the

ring

?

• “M

ax in

the

Mud

”: W

here

do

es M

ax t

rack

the

mud

?

Infe

rent

ial:

(Acc

ept

reas

ona

ble

ans

wer

s.)

• “S

am a

nd t

he F

ish”

: Wha

t m

ight

hav

e ha

pp

ened

whe

n th

e fis

h w

as ju

mp

ing

and

tw

istin

g if

Sam

and

his

dad

had

bee

n in

a

bo

at?

• “F

un a

t th

e P

ond

”: W

hy d

id C

had

dro

p t

he c

rab?

• “S

am’s

Pet

s” W

here

mig

ht M

ax lo

ok

for

Tim

whe

n he

wan

ts t

o ch

ase

Tim

?

• “T

asks

”: W

hat

time

of y

ear

is it

in t

he s

tory

?

• “T

he V

an”:

Did

the

van

hav

e a

hard

cra

sh?

• “O

n th

e B

us”:

Why

did

Mo

m r

ing

the

bel

l?

• “S

am in

Cla

ss”:

Why

was

Sam

’s p

rint

ing

mes

sy t

he f

irst

tim

e?

• “T

he C

hills

”: W

hy d

id S

am a

nd C

had

run

to

get

the

ir p

ants

?

• “S

top

Tha

t B

us!”

: Did

Sam

’s m

om

get

tire

d?

• “S

am a

nd t

he D

uck”

: How

do

es K

en k

now

the

duc

k is

a b

ad

duc

k?

• “M

ax in

the

Mud

”: W

hy d

oes

Max

nee

d a

bat

h?


After Reading

Que

stio

ning

Eva

luat

ive:

• “S

am a

nd t

he F

ish”

: Whi

ch t

oo

l was

the

mo

st im

po

rtan

t fo

r ca

tchi

ng t

he f

ish?

Why

?

• “F

un a

t th

e P

ond

”: W

hich

sho

es a

re b

ette

r fo

r p

layi

ng a

t th

e p

ond

: Sam

’s f

lip-f

lop

s o

r Je

n’s

bo

ots

? W

hy?

• “S

am’s

Pet

s”: I

s a

bug

a f

un p

et?

Why

?

• “T

asks

”: Is

Sam

a g

oo

d h

elp

er t

o hi

s m

om

and

dad

? W

hy/w

hy

not?

• “T

he V

an”:

Why

co

uld

it b

e d

iffic

ult

for

Sam

’s m

om

no

t to

hav

e he

r va

n?

• “O

n th

e B

us”:

Did

Mo

m li

ke h

er r

ide

on

the

bus

?

• “S

am in

Cla

ss”:

Is S

am a

go

od

stu

den

t?

• “T

he C

hills

”: W

hy d

idn’

t M

ax t

ake

Sam

’s p

ants

, to

o?

• “S

top

Tha

t B

us!”

: Wha

t w

oul

d S

am h

ave

do

ne if

he

did

no

t ca

tch

the

bus

?

• “S

am a

nd t

he D

uck”

: Why

do

you

thin

k th

e cl

ass

too

k a

trip

to

the

do

ck?

• “M

ax in

the

Mud

”: W

ill M

ax g

et d

irty

ag

ain?


FiguringOutWords

Soundouttheletters.

LookatALLtheletters. hats

Readthewordsagain. Dadhashiscat

Usewordsyouknow.IfIknowman,thenIknowtan


Dimensions of DifficultyLessons can be crafted to be more or less difficult by varying the level of instructional support for reading and the format of the text. The chart below illustrates how lessons can be designed to be more or less challenging across both dimensions.

Note:Keep in mind students should be engaged in actually reading with eyes on print as much as possible. For the Modeled level of support, the teacher is responsible for reading and students should be encouraged to follow along tracking text. For the Independent level of support, individual engagement is required as students read independently. For the Shared, Interactive, and Scaffolded levels of support, round robin reading, wherein students can “tune out” until it’s their turn, is not recommended. Instead, small groups of students may:

• read aloud with the teacher chorally (all voices together) or echo (all voices repeat).

• read aloud with a partner chorally (voices together) or take equal turns (e.g., page by page).

• read aloud as a group chorally (all voices together) or individually (voices jumbled as students read at different paces).

Least Difficult

Read from the book copy (includes

illustrations)

Read from a text copy (excludes

illustrations)

Level of Support for Reading Description

Modeled

Teacher reads aloud with fluency and uses “thinking aloud” to

demonstrate application of skills or strategies

Shared

Teacher and students read together Students follow along with text

and choral (voices together) or echo (voices repeat) read familiar refrains

Interactive

Teacher and students read together, taking turns Students read sections with the direct, immediate support of teacher feedback and modeling

Scaffolded

Teacher plans and delivers lessons related to text The instruction

supports student reading of instructional level text

Independent

Students read “easy” text that is either at their independent level or

is a familiar reread, requiring little to no support from the teacher

Most Difficult


Flue

ncy

and

Com

preh

ensi

on S

kills

Cro

ss-R

efer

ence

Cha

rt

Flue

ncy

and

Com

preh

ensi

on

Skill

/CK

LA G

oal

Uni

t 8 L

esso

nsU

nit 8

Pa

usin

g Po

int

12

34

56

78

910

1112

1314

1516

1718

1920

Read

dec

odab

le

text

that

in

corp

orat

es

the

lett

er-s

ound

co

rres

pond

ence

s th

at h

ave

been

ta

ught

wit

h pu

rpos

e an

d un

ders

tand

ing*

Sam

an

d the

Fis

h

Sam

and

the F

ish;

Small

Gr

oup

Time

(Gro

up 1)

Fun a

t th

e Pon

d;

Small

Gr

oup

Time

(Gro

up 1)

Small

Gr

oup

Time

(Gro

up 2)

Sam

’s Pe

ts

Task

s; Sm

all

Grou

p Tim

e (G

roup

1)

Labe

l the

Pi

ctur

e; Sm

all

Grou

p Tim

e (G

roup

2)

The V

an

Small

Gr

oup

Wor

kTim

e (G

roup

1)

On th

e Bu

sSa

m in

Cla

ss

True

or

False

; Th

e Ch

ills

Small

Gr

oup

Wor

k (G

roup

2)

Stop

That

Bu

s!

Small

Gr

oup

Optio

n (G

roup

1)

Sam

an

d the

Du

ck;

Mar

k th

e Ph

rase

Max

in

the M

ud;

Small

Gr

oup

Time

(Gro

up 1)

Small

Gr

oup

Time

(Gro

up

2)

The B

and

Read

alo

ud in

a

grou

p, w

ith

a pa

rtne

r, or

alo

ne

at le

ast 1

5 m

inut

es

each

day

(Flu

ency

)

Small

Gr

oup

Time

(Gro

up 2)

Small

Gr

oup

Time

(Gro

up 2)

Small

Gr

oup

Time

(Gro

up 1)

Partn

er

Read

ing

Time;

Take

-Ho

me

Stor

y

Small

Gr

oup

Time

(Gro

up 2)

; Ta

ke-

Hom

e St

ory

Small

Gr

oup

Time

(Gro

up 1)

Partn

er

Read

ing

Time

Small

Gr

oup

Wor

k Op

tion

(Gro

up 2)

; Ta

ke-

Hom

e St

ory

Take

-Ho

me

Stor

y

Partn

er

Read

ing

Time

Who

le Gr

oup

Read

ing

Time

Take

-Ho

me

Stor

y

Partn

er

Read

ing

Time;

Take

-Ho

me

Stor

y

Partn

er

Read

ing

Optio

n;

Small

Gr

oup

Optio

n (G

roup

2)

Partn

er

Read

ing

Time;

Take

-Ho

me

Stor

y

Partn

er

Read

ing

Time;

Take

-Ho

me

Stor

y

Small

Gr

oup

Time

(Gro

up 2)

; Ta

ke-

Hom

e St

ory

Small

Gr

oup

Time

(Gro

up

1)

Prac

tice

Read

ing;

Take

-Ho

me S

torie

s

All

activ

ities

pro

mo

te C

KLA

Go

al: D

emo

nstr

ate

und

erst

and

ing

tha

t a

syst

emat

ic, p

red

icta

ble

rel

atio

nshi

p e

xist

s b

etw

een

writ

ten

lett

ers

and

sp

oke

n so

und

s.

*CK

LA

Go

al: “

Rea

d d

eco

dab

le t

ext

that

inco

rpo

rate

s th

e le

tter

-so

und

co

rres

po

nden

ces

that

hav

e b

een

taug

ht, w

ith p

urp

ose

and

und

erst

and

ing

” is

su

pp

ort

ed b

y th

e fo

llow

ing

CK

LA G

oal

s:

• W

ith p

rom

ptin

g a

nd s

upp

ort

, ask

and

ans

wer

que

stio

ns (e

.g.,

who

, wha

t, w

here

, whe

n) r

equi

ring

lite

ral r

ecal

l and

und

erst

and

ing

of

the

det

ails

an

d/o

r fa

cts

of

a fic

tion

text

• A

sk a

nd a

nsw

er q

uest

ions

to

cla

rify

info

rmat

ion

in fi

ctio

n te

xt r

ead

ind

epen

den

tly

• W

ith p

rom

ptin

g a

nd s

upp

ort

, use

nar

rativ

e la

ngua

ge

to d

escr

ibe

char

acte

rs, s

ettin

g, t

hing

s, e

vent

s, a

ctio

ns, a

sce

ne, o

r fa

cts

fro

m a

fict

ion

text

th

at h

as b

een

read

ind

epen

den

tly

The

fo

llow

ing

CK

LA G

oal

s ar

e re

info

rced

with

in a

ctiv

ities

alig

ned

to

the

go

al n

ote

d a

bo

ve:

• R

eco

gni

ze a

nd n

ame

the

26 le

tter

s o

f th

e al

pha

bet

in t

heir

upp

er-

and

low

erca

se f

orm

s

• Id

entif

y th

e p

arts

of

bo

oks

and

fun

ctio

n o

f ea

ch p

art

(fro

nt c

ove

r, b

ack

cove

r, tit

le p

age,

tab

le o

f co

nten

ts)

• D

emo

nstr

ate

corr

ect

bo

ok

orie

ntat

ion

by

hold

ing

bo

oks

co

rrec

tly a

nd t

urni

ng p

ages

• P

oin

t to

eac

h w

ord

in a

line

of

prin

t w

hile

rea

din

g a

loud


Comprehension—Stories


Name: D

irect

ions

: Prin

t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

SamandtheFishThisisSam.Samandhisdadfishinapond.Sam’sdadbringsarod.Sambringsanet.

Samandhisdadsitandsit.Then,zap!Sam’sdadgetsafish.

Thefishjumps.Thefishtwistsandswims.Sam’sdadtugsontherod.

ThefishswimspastSam.Samswingshisnet.Samliftsupthenet.Thefishisinthenet!Samandhisdadgrin.


Name: D

irect

ions

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t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

FunatthePondSamisatthepondwithhispals.Sixfrogsrestinthewetmud.Samrunsatthefrogs.Thefrogsallhopinthepond.

Sam’spal,Chad,digsupacrab.ThecrabgetsmadatChad.ThecrabsnipsatChad’shands.Chaddropsthecrab.

Jenliftsupalogandspotsabug.Thebugislongwithlotsoflegs.Thebugrunsanddigsinthesand.

Thepondislotsoffun.


Name:

Text Copy

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ctio

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rint a

nd c

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this

pag

e to

pro

vide

stu

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s w

ith te

xt-o

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copi

es o

f the

sto

ry.

Sam’sPetsSamhaspets.Oneofhispetsisadog.Oneofhispetsisacat.Oneofhispetsisabug.

ThisisSam’sdog,Max.Maxrunsandjumps.Maxdigsinthemud.MaxrubsmudonSam.Maxyelpsatthecat.

ThisisSam’scat,Tim.Timsipsmilkfromadish.TimnapsonSam’sbed.TimrunsfromMax.

ThisisSam’sbug,KingTut.KingTuthopsfromplanttoplant.KingTutchompsonplants.KingTutrunsfromTim.


Name: D

irect

ions

: Prin

t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

TasksSamhasalonglistoftasks.Sammustscrubabunchofcups.Sammusthelphisdadtrimshrubs.Sammustmopthesteps.

Samscrubsallofthecups.Scrub,scrub,scrub.

Samhelpshisdadtrimshrubs.Snip,snip,snip.Thesunishot.Samgetshot.

Samspotsafanontherug.Samflopsontherugandnaps.Thenhismomspotshim.Sam’smomtapshimwiththemop.Samjumpsup.Sampicksupthemop.


Name: D

irect

ions

: Prin

t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

TheVanSam’smomhasavan.Samisinthevan.Samandhismomgothispal,Chad.

Thenthevanhitabigbump.Thevanwilljumpup,up,up.Then,slam!Thevanhittheland.Crash!Smash!Crunch!Snap!Pop!

Thevanwasbent.Thevanhadlotsofdents.Thevandidnotrun.


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nd c

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this

pag

e to

pro

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copi

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f the

sto

ry.

Text Copy (“The Van”, continued)

Sam’smomgotafix-itman.Thefix-itmanhadabigfix-itkit.Thefix-itkitdidnothelpmuch.Thefix-itmandidnotfixthevan.

Sam’smomgotacab.Thekidsgotinthecab.Sam’smomwassad.Samheldhismom’shand.ThenSamtellshismom,“Thefix-itmancanfixthevan.”


Name: D

irect

ions

: Prin

t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

OntheBusThevanisinthefix-itshop.Sam’smommustgetonthebus.

Thebuspullsinatthebusstop.Sam’smomgetsonandsitsinback.Thebusbumpsupthehill.Sam’smomhangsonwithonehand.

Sam’smomringsthebell.Thebusstopsatthenextstop.Sam’smomgetsoff.


Name: D

irect

ions

: Prin

t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

SaminClassSamsitsinMiss Mack’sclass.Thekidswillprinttill class ends.Thenthebell will ring.Samwill runandjumpinthepond.

Miss Mack hastheclass print.Thekidsprint,‘black cat.’Miss Mack checksSam’sprint.“That’samess!”quipsMiss Mack.“Fixit!”


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f the

sto

ry.

Text Copy (“Sam in Class”, continued)

Thebell rings.Samjumpsupandgrabshisbag.Miss Mack tellsSam,“Sitandprint!”Samsitsandprints.Will Miss Mack lethimswim?Samcan’ttell.

Miss Mack tellsSam,“Printonelastthing.Print,‘splashinthepond’.”SamgrinsatMiss Mack.Miss Mack grinsback athim.Samprints,‘splashinthepond’.ThenMiss Mack sendshimoff.Samyells,“Miss Mack isthebest!”


Name: D

irect

ions

: Prin

t and

cop

y th

is p

age

to p

rovi

de s

tude

nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

TheChillsSammetChadatthepond.Chadlefthispantsonthesand.Samlefthispantsonabigrock.

Chadgotin.Splash!ThenSamgotin.Splish!SamandChadgoswimminginthepond.

Thesunwashot,butthepondwasnot.ChadandSamgotthechills.Samranupontherock andgothispants.Chadranuponthesand,butMax,thedog,hadhispants.Chadranandgothispantsback fromMax.


Name:

Text Copy

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nd c

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this

pag

e to

pro

vide

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s w

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copi

es o

f the

sto

ry.

StopThatBus!Sam’smomrunsinandyells,“Sam,getup!”Samjumpsup.

Sam’smomhandshimhispants.Samjumpsinhispants.Sam’smomhandshimhispack.Samslipsthepack onhisback.Sam’smomhandshimhislunch.Samgrabsit.

Samandhismomrunfast.“That’sthebus!”Samyells.Sam’smomhuffsandpuffs.“Stopthebus!”Samyells.


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sto

ry.

Text Copy (“Stop That Bus!,” continued)

ThekidsonthebusspotSam.Oneofthemyells,“That’sSam.Stopthebus!”Thebusstops.Samisinluck.Samgetsonthebus.


Name:

Text Copy

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ctio

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pag

e to

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f the

sto

ry.

SamandtheDuckSam’sclass isonatrip.Theclass isatthedock.

Miss Mack spotsKen,thefishman.“Ken,”Miss Mack asks,“Canthekidsdiginthesand?”Kennods.“Yes,thekidscandiginthesand,butthekidsmustnotpettheduck.Thatduck isabadduck.Thatduck pecksatkids.”Miss Mack tellsthekids,“Class,let’snotpettheduck.”


Text Copy (“Sam and the Duck,” continued)

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nd c

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pag

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ry.

SamandChaddiginthesand.Chaddigsuparing.Samliftstheringup.Theringglintsinthesun.

Theduck spotsthering.Theduck quacksandrunsatSam.“Sam!”Miss Mack yells,“It’sthatbadduck,theonethatpecks!”Theduck runsupandpecksatSam’shand.Thenitrunsoff withthering.“Man!”yellsChad.“Thatisonebadduck!”


Name: D

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ions

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y th

is p

age

to p

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nts

with

text

-onl

y co

pies

of t

he s

tory

.

Text Copy

MaxintheMudMaxtracksmudonthedeck.Sam’smomyells,“Baddog!”

Sam’smomhasSamgetamop.Samgetsamopandmopsupthemud.

Sam’smomsniffsMax.Ug!Thedogsmellsbad!SamgetsMaxinthebathtub.Sam’smomscrubshim.Then,atlast,Maxsmellsfresh!


Name: D

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ions

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y th

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nts

with

text

-onl

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of t

he s

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.

Text Copy

TheBandSam’sdadisinajazz band.That’shimintheback.Chad’sdadisinthebandwithhim.That’shimonthedrums.Chad’sboss isintheband,aswell.That’shimontheleft,inthehat.

Sam’sdadplucksathisstrings.Chad’sdadbangsonhisdrums.Thekidsclapandyell.Thebandisabighit!


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ions

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y th

is p

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-onl

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The Chick (Text Copy)

TheChickSamandChadgotuponarock.Ontopoftherock wasagull’snest.

Thegull hadachick.Thegull fedthechick abitoffish.Thenthegull left.

Thechick fell fromitsnest.Plop!Thechick gotstuck inacrack.SamandChadgotthechick.ThenChadsetitbackinitsnest.


Comprehension—Progress MonitoringAs in previous units of the Assessment and Remediation Guide, progress monitoring continues to be a form of assessment integrated into instruction. The resources create a systematic record of student mastery of skills, facilitating documentation and evaluation of student Response to Intervention (RtI). We recommend teachers use the Progress Monitoring resources provided:

1. withintheGuidedPracticesectionofthelessonplans—The resources are designed to parallel instructional tasks, allowing for brief, seamless integration. The intention is not to burden instructional time with additional assessments.

2. only when, based on observation of instructional performance, students appear to be ready for a comprehensive check of the target skills for this section of Unit 6. Set schedules for Progress Monitoring assessments tend to result in their overuse. The resources are intended to serve as confirmation and meaningful record of student progress, as opposed to a collection of numbers.

3. toinforminstruction!—If student mastery of the target skills is confirmed by a Progress Monitoring assessment, then teachers can be confident in the decision to move students forward. If students do not achieve the goal scores for a Progress Monitoring assessment, analysis of errors will indicate areas of continued instructional need.

Running Record and Understanding

DirectionsPreparation: Print and copy the Student Copy and Record Sheets for the selected Progress Monitoring assessment for each student being assessed. This assessment should be administered individually. If students are unfamiliar with searching for text support for answers (see following steps for a second point), modeling should be provided prior to administering the assessment.

• After taking a running record of student oral reading, ask students the five questions for the selected Progress Monitoring assessment.

Note: Initially, DO NOT allow students to look back in the story to find answers if they are unknown or unsure. Students should provide their best answer from memory of the story first. Avoid frustration by assuring students they will have the chance to look back at the story after answering the questions the best they can.

• First, record one point for each question if it is answered correctly.

• A second point for questions 1–3 is earned by finding text support for the provided answers. Put the copy of the story back in front of the student and explain you want him/her to show you where the answers for questions 1–3 are located in the story.


• Restate the first question and the answer provided.

• Say, “Please find and read the line in the story showing the answer.”

• Record one additional point for questions 1–3 if the correct text support is found and read.

Note: If incorrect answers are corrected at this point, students get the point for finding the text support and still keep no point for providing an initial incorrect answer. Therefore, a question with an initial incorrect answer that is corrected when searching for text support receives a total score of one point. A pattern of initial incorrect answers that are corrected when students look back at the text, may indicate a challenge with organizing and storing information from reading into memory.

• Repeat steps for a second point for questions 2 and 3.

• Scoring:Student performance should be recorded as either accurate or not, using any form of symbols (e.g., checks and Xs or 1s and 0s), then record the total score out of 8 at the bottom. A pattern of errors in the following categories may indicate a need for particular types of instruction for thinking with reading:

• Questions 1–3: Literal thinking (honoring the direct information stated by the author and providing answers with direct text support)

• Question 4: Inferential thinking (connecting information from the text to information you already know and explaining answers)

• Question 5: Evaluative thinking (extending beyond the text and defending answers)

• Goal: 6–8 points.

• Scores of 5 or less indicate additional reteaching and reinforcement may be required from Unit 8 Assessment and Remediation Guide Section II, Fluency and Comprehension.

• The Running Record and Understanding assessments follow the format of an informal reading inventory, which provides a comprehensive evaluation of reading skills. Student performance with word recognition is also scored. The goal is scores within 89–100%. Scores of 88% or less indicate additional reteaching and reinforcement may be required from the Unit 8 Assessment and Remediation Guide, Section I, Phonics.


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Student Copy Progress Monitoring 1

TheBandSam’sdadisinajazzband.


Chad’sdadisinthebandwithhim.


Chad’sbossisintheband,aswell.




Thekidsclapandyell.

Thebandisabighit!


Name: D

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TheChickSamandChadgotuponarock.

Ontopoftherockwasagull’snest.

Thegullhadachick.


Thenthegullleft.


Plop!





Name: D

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PetTricksMatthasadog.

Thedogcanrunandgetastick.

Jesshasacat.

Thecatcanjumpfromtherugandlandontopof

Ann’sdesk.

Cliffhasaduck.

Theduckcanstandononelegandquack.

Jillhasapig.

Thepigcanpickuptrash.


Running Record and Understanding: Progress Monitoring 1

Record Sheet for Unit 8 Section III, Comprehension

Student: Date:

Place the Student Copy of “The Band” for progress monitoring in front of the student. Tell the student they will read a story called “The Band.” Tell the student the story is about men in a band. Keep a running record on this sheet as the student reads the story.

TheBandSam’sdadisinajazzband.


Chad’sdadisinthebandwithhim.


Chad’sbossisintheband,aswell.




Thekidsclapandyell.

Thebandisabighit!

[64 (total words) - (# errors)] / 64 (total words)

= % accuracy

Ask the student the questions below. The record sheet provides a space for recording scores for perfor-mance on individual questions as well as the overall total. A second point for questions 1–3 is earned by finding text support for the provided answers.

1. What kind of band is Sam’s dad in? (jazz) 1. and /2

2. Is Jen’s dad in the band? (No, not mentioned) 2. and /2

3. What do the kids do while they listen? (clap and yell) 3. and /2

4. Are the dads good at playing their instruments? (Yes, because they would only be a “big hit” if the music was good.) 4. /1

5. Does the band practice a lot? (Students may say yes because you have to practice to be good or no because they are so good they do not need to practice. Accept any plausible answer.) 5. /1

Total: /8



Analysis for Unit 8 Section III, Comprehension

List Uncorrected Errors

Notes• Are there errors with Tricky Words (the, a)?

• Are there errors related to consonant clusters (including double-letter spellings) at the beginning or end of words?

• Are errors consistently in the initial, medial, or final position of the word?

• Are specific letter-sound correspondences consistently missed and, if so, which ones?

• Does the student need to sound out words, or are the words read in a blended fashion?

• Does the student lose his/her place?

Accuracy

Errors % Notes

0–2 96–100 Very good. Okay to move on.

3–7 89–95Teacher judgment is required to determine if additional instruction from the Unit 8 Assessment and Remediation Guide is needed, or if the student is ready to move on.

8+ 0–88 Weak. Discontinue test. Additional instruction from the Unit 8 Assessment and Remediation Guide is recommended.

Comprehension

Questions Notes

7 or 8 Very good. Okay to move on.

6 Good. Okay to move on.

5Fair. Consider discontinuing test and providing additional instruction from the Unit 8 Assessment and Remediation Guide. If student is not overly frustrated, you may wish to move on.

0–4 Weak. Discontinue test. Additional instruction from the Unit 8 Assessment and Remediation Guide is recommended.




Student: Date:

Place the Student Copy of “The Chick” for progress monitoring in front of the student. Tell the student they will read a story called “The Chick.” Tell the student the story is about boys who find a chick. Keep a running record on this sheet as the student reads the story.

TheChickSamandChadgotuponarock.

Ontopoftherockwasagull’snest.

Thegullhadachick.


Thenthegullleft.


Plop!





= % accuracy


1. What did the gull feed the chick? (a bit of fish)1. and /2

2. What happened when the gull left? (The chick fell from the nest.)2. and /2

3. Who put the chick back in the nest? (Chad)3. and /2

4. Why did the chick need help? (Because it “got stuck in a crack.”)4. /1

5. Where did the gull go when it left? (Likely to get food for the chick: pond, ocean, lake, river, etc. Accept any plausible answer.) 5. /1

Total: /8





Notes• Are there errors with Tricky Words (the, a, from, of, was)?






Accuracy

Errors % Notes


3–7 89–95Teacher judgment is required to determine if additional instruction from the Unit 8 Assessment and Remediation Guide is needed, or if the student is ready to move on.

8+ 0–88 Weak. Discontinue test. Additional instruction from the Unit 8 Assessment and Remediation Guide is recommended.

Comprehension

Questions Notes








Student: Date:

Place the Student Copy of “Pet Tricks” for progress monitoring in front of the student. Tell the student they will read a story called “Pet Tricks.” Tell the student the story is about different pets who perform tricks. Keep a running record on this sheet as the student reads the story.

PetTricksMatthasadog.

Thedogcanrunandgetastick.

Jesshasacat.

Thecatcanjumpfromtherug

andlandontopof

Ann’sdesk.

Cliffhasaduck.

Theduckcanstandononelegandquack.

Jillhasapig.

Thepigcanpickuptrash.


= % accuracy


1. What are some of the animals you read about? (name at least two: dog, cat, duck, pig) 1. and /2

2. What can Matt’s dog do? (run and get a stick)2. and /2

3. Which animal can pick up trash? (pig)3. and /2

4. Is Jess’s cat a good jumper? (Yes, because she “can jump from the rug and land on top of Ann’s desk.”) 4. /1

5. The story does not say what body part (or parts) the pig uses to pick up trash. What part, or parts, do you think the pig might use? (It might use its mouth, its snout, or its hooves; accept any plausible answer.) 5. /1

Total: /8





Notes• Are there errors with Tricky Words (the, a, from, of, one)?






Accuracy

Errors % Notes


3-6 89–95Teacher judgment is required to determine if additional instruction from the Unit 8 Assessment and Remediation Guide is needed, or if the student is ready to move on.

7+ 0–88 Weak. Discontinue test. Additional instruction from the Unit 8 As-sessment and Remediation Guide is recommended.

Comprehension

Questions Notes






Core Knowledge language arts

series editor-in-Chief

E. D. Hirsch, Jr.

President

Linda Bevilacqua

editorial staffCarolyn Gosse, Senior Editor - PreschoolKhara Turnbull, Materials Development ManagerMichelle L. Warner, Senior Editor - Listening & Learning

Mick AndersonRobin BlackshireMaggie BuchananPaula CoynerSue FultonSara HuntErin KistRobin LueckeRosie McCormickCynthia PengLiz PettitEllen SadlerDeborah SamleyDiane Auger SmithSarah Zelinke

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Kim BerrallMichael DoneganLiza GreeneMatt LeechBridget MoriartyLauren Pack

Consulting ProjeCt ManageMent serviCesScribeConcepts.com

additional Consulting serviCesAng BlanchetteDorrit GreenCarolyn Pinkerton

aCKnowledgMentsThese materials are the result of the work, advice, and encouragement of numerous individuals over many years. Some of those singled out here already know the depth of our gratitude; others may be surprised to find themselves thanked publicly for help they gave quietly and generously for the sake of the enterprise alone. To helpers named and unnamed we are deeply grateful.

Contributors to earlier versions of these MaterialsSusan B. Albaugh, Kazuko Ashizawa, Nancy Braier, Kathryn M. Cummings, Michelle De Groot, Diana Espinal, Mary E. Forbes, Michael L. Ford, Ted Hirsch, Danielle Knecht, James K. Lee, Diane Henry Leipzig, Martha G. Mack, Liana Mahoney, Isabel McLean, Steve Morrison, Juliane K. Munson, Elizabeth B. Rasmussen, Laura Tortorelli, Rachael L. Shaw, Sivan B. Sherman, Miriam E. Vidaver, Catherine S. Whittington, Jeannette A. Williams

We would like to extend special recognition to Program Directors Matthew Davis and Souzanne Wright who were instrumental to the early development of this program.

sChoolsWe are truly grateful to the teachers, students, and administrators of the following schools for their willingness to field test these materials and for their invaluable advice: Capitol View Elementary, Challenge Foundation Academy (IN), Community Academy Public Charter School, Lake Lure Classical Academy, Lepanto Elementary School, New Holland Core Knowledge Academy, Paramount School of Excellence, Pioneer Challenge Foundation Academy, New York City PS 26R (The Carteret School), PS 30X (Wilton School), PS 50X (Clara Barton School), PS 96Q, PS 102X (Joseph O. Loretan), PS 104Q (The Bays Water), PS 214K (Michael Friedsam), PS 223Q (Lyndon B. Johnson School), PS 308K (Clara Cardwell), PS 333Q (Goldie Maple Academy), Sequoyah Elementary School, South Shore Charter Public School, Spartanburg Charter School, Steed Elementary School, Thomas Jefferson Classical Academy, Three Oaks Elementary, West Manor Elementary.

And a special thanks to the CKLA Pilot Coordinators Anita Henderson, Yasmin Lugo-Hernandez, and Susan Smith, whose suggestions and day-to-day support to teachers using these materials in their classrooms was critical.


Credits

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