ace it reading program manual to cd...tutoring reading program is a systematic approach to reading...

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“Ace it!” Tutoring Reading Program Manual


© 2005 Sylvan Learning, Inc.

Sylvan Learning, Inc.

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The information contained in the “Ace it!” Tutoring Reading Manual is confidential and proprietary business information of

Sylvan Learning, Inc. This information cannot be disclosed to any third party, and must be secured and maintained as confidential

at all times.


© 2005 Sylvan Learning, Inc. Page 1

Table of Contents I. “Ace it!” Tutoring Reading Instruction and Curriculum................................................... 3

“Ace it!” Tutoring Reading Program Philosophy and Research ....................................... 3 Reading Research .......................................................................................................................... 4 Students with Reading Difficulties ................................................................................................... 5 Terms and Trends in Reading Instruction ........................................................................................ 7

B. Reading Lesson Format .......................................................................................... 8 Chart of Strands and Grades........................................................................................................... 8 Intended Learning Outcomes.......................................................................................................... 9 Lesson Format ............................................................................................................................... 9

C. “Ace it!” Tutoring Reading Program Teaching Strategies .................................... 15 Group Techniques.........................................................................................................................15 Differentiation...............................................................................................................................15 Manipulatives................................................................................................................................16 Think Aloud (Modeling) .................................................................................................................16 Scaffolding ...................................................................................................................................16 Strategic Questioning ....................................................................................................................17 Self-Monitoring .............................................................................................................................17

II. Appendices..................................................................................................................... 18 A. “Ace it!” Tutoring Materials Summary.................................................................. 18

“Ace it!” Tutoring Reading Start-Up Kits .........................................................................................18 B. “Ace it!” Tutoring Reading – Intended Learning Outcomes ................................. 21



I. “Ace it!” Tutoring Reading Instruction and Curriculum This manual is a comprehensive guide to understanding and implementing the “Ace it!” Tutoring Reading program. After reading this manual and completing the associated training materials, you will be ready to teach the reading program.

A. “Ace it!” Tutoring Reading Program Philosophy and Research

The “Ace it!” Tutoring Reading program is a systematic approach to reading skill development. Using guided practice in phonemic awareness and phonics, fluency, comprehension and vocabulary, the teacher models and reinforces skills while gradually transferring the responsibility of monitoring to the student. After the initial assessment, students are placed in small classes with other students who are reading at a similar level. The sessions include a balance of guided group instruction and opportunities for students to work independently, using their Student Anthologies and Student Resource Books. The program development team based the program on this trilogy:

• Reliable Research • Best Practices • Common Sense

Reliable Research The National Reading Panel Report, published in 2000, emphasizes the importance of a balanced approach to reading that addresses five areas: phonemic awareness, phonics, fluency, comprehension and vocabulary. Additional research indicates that students, who are struggling to succeed academically, need to receive comprehensive, systematic, explicit and intensive teaching. “Ace it!” Tutoring instruction is comprehensive and systematic. The curriculum addresses the five components of reading instruction identified in the National Reading Panel Report. The scope and sequence of the curriculum builds on the components, as skill instruction progresses through the grade levels. The reading program is explicit, with direct skill instruction on all targeted skills and direct skill application with reading and writing activities. The instruction is intensive, as the lessons are presented in a three-lesson sequence that builds from guided practice on a skill through independent practice and on to application.



Best Practices “Ace it!” Tutoring Reading is based on a balanced approach to reading instruction. This is the best practice that builds the students’ overall reading skills. Current research on how students learn and retain information is the basis for the lesson format. The program is designed to help students make connections, bridging their previous knowledge with new concept development. Students are more likely to retain connected information, over time, than unrelated facts they learned in isolation. The program teachers ask questions, which encourage students to reflect on the reading. The program uses intrinsic and extrinsic motivation to support learning and to reinforce student success. Children enjoy learning when the new knowledge makes sense to them. The material is divided into small steps so that students have daily opportunities for success.

Common Sense “Ace it!” Tutoring Reading teachers continually evaluate student progress. They make sure that every student is involved and participating in the lessons. As in every area of education, each child’s reading skill does not always fall into structured categories. “Ace it!” Tutoring Reading educators need to use sound judgment to make educational decisions for circumstances outside the usual patterns and practices.

Reading Research “Ace it!” Tutoring Reading is solidly based on current research. Not every program manager is a reading expert, so this chapter provides a brief survey of some important educational information. The following information shows how most children developmentally progress in terms of reading skills. Not every school system’s curriculum aligns with these developmental skills, because school systems may establish curriculum using different criteria. The “Ace it!” Tutoring program manager should be aware of the variances and be able to address them.

Stages of Reading Development1

End of Stage Skills and Abilities Acquired Knowledge and Uses of Reading STAGE 1 (Kindergarten)

• Prints or writes name. • Knows and names letters of the

alphabet, and prints some. • Hears and rhymes in words. • Begins to understand that certain words

begin with certain sounds.

• Identifies pictures in books. • Knows books are for reading; usually

enjoys being read to. • Pretends to read by retelling story.

END OF STAGE 1 (Middle of grade 2)

• Quickly recognizes about 600 high-frequency words in first reading text.

• Can sound out one syllable “phonically” regular words.

• Reads, orally, simple connected text containing high-frequency words.

• Reads orally more proficiently than silently.

• Understands the alphabetic principle; knows the relationship between common sounds and letters.

• Reads, independently, books of a limited number of high-frequency words, such as The Cat in the Hat, Green Eggs and Ham.

1 Suggestions for Evaluating Reading Strategies; Jeanne Chall, Stages of Reading Development.



End of Stage Skills and Abilities Acquired Knowledge and Uses of Reading END OF STAGE 2 (End of grade 3)

• Reads orally with fluency up to beginning fourth grade level, and can sound out and use context to read most words not immediately recognized.

• Reads materials of same difficulty, silently, with good comprehension.

• Knows most of the basic phonic elements, and can use them.

• Reads material with more print and fewer pictures.

END OF STAGE 3A (End of grade 6)

• Can read, silently and orally (with comprehension), a variety of materials and styles up to a beginning seventh grade readability level: literature and popular writing, textbooks in Social Studies, Science, etc.

• Reads easier parts of adult newspapers and magazines; uses dictionary.

• Has a strong meaning vocabulary.

• Reads, widely, children’s fiction and nonfiction, children’s newspapers, magazines, and the easier parts of adult newspapers and magazines.

• Uses the library efficiently; uses children’s dictionaries and encyclopedias.

• Begins to develop efficient study habits.

END OF STAGE 3B (End of grade 8)

• Can comprehend what is read and learns new information and ideas from a variety of material up to a beginning ninth grade level: adult literature, popular fiction, science and social study texts, adult encyclopedias and other reference works.

• Has a good meaning vocabulary, general and technical, uses an adult dictionary.

• Reads adolescent and adult fiction and nonfiction.

• Uses print materials efficiently: textbooks, encyclopedias, trade books, print media.

Students with Reading Difficulties Reading difficulties are not the same as reading disabilities. Most students, who are having difficulty learning to read, do not have an established learning disability. They do not require qualitatively different instruction from other children who are reading at grade level. Rather, they need application of the same principles by someone who can apply them expertly. What should be done?

• Provide supplementary professional tutoring. • Begin intervention as soon as the problem appears. Intensive instruction helps at any time, but

the sooner the better. As learning to read becomes reading to learn, struggles with reading skills become more debilitating.

• Connect intervention with the child’s daily experiences and reading instruction in the classroom.

Four Types of Students Who Have Difficulty Reading Nonalphabetic readers have extremely limited word analysis skills and poor, or non-existent, reading comprehension skills. By the end of grade two, normally achieving readers have finished their basic decoding skills. Non-alphabetic readers have not even mastered the alphabetic principle, which is the knowledge of what letters look like and that they are represented by sounds. These students also have poor phonological awareness skills. Phonological awareness is necessary to efficiently acquire phonics skills. Lack of phonological awareness is the most common reading difficulty. Compensatory readers can make use of some phonological information in word analysis. However, they tend to use other abilities (for example, sight word knowledge or context) to compensate. These students substitute words they cannot decode with similar words with the same meaning. They have poor word attack skills. In middle elementary grades, these students may be able to read the words on a page; however, they read slowly and have poor comprehension skills. In other words, readers with poor



word analysis skills also have poor reading comprehension skills. As students move through the grade levels, these compensation techniques are no longer adequate. Students are required to read more specialized, content-focused texts. Within these texts, students encounter content words that do not match phonetic rules. On the other hand, students may need to use phonics skills to attack new words. Context will not help them to acquire the new word, and it is an inefficient method for comprehension. Nonautomatic readers can recognize words with effort, but use context excessively to figure out the meaning of words. They are often labored by decoding. In middle elementary grades, when text becomes more challenging, their performance deteriorates. They have poor word attack skills with which to determine unknown words. These readers need more practice in reading, both inside and outside school. Fluency practice is often effective for building automaticity. Delayed readers have accurate and automatic word analysis skills, but acquired them much more slowly and with much more difficulty than normally achieving readers. Unfortunately, their peers have progressed beyond them. At the middle or secondary school level, delayed readers' skills frequently break down at the comprehension stage of the reading process. While they do have the potential to learn more advanced comprehension skills and strategies, they frequently blame their problem on their lack of ability. The above descriptions of the types of reading difficulties are presented purely as background information. It is critical that students are never labeled. Stumbling Blocks That Inhibit Skilled Reading:

• Difficulty in understanding and using the alphabetic principle. • Failure to grasp that written spellings systematically represent sounds of spoken words. • Poor phonological awareness. For instance, students may have difficulty in discerning that camp

and soap end with the same sound, that blood and brown begin with the same sound, or more advanced still, that removing the /m/ from smell leaves sell when these words are presented verbally.

• Weak sight vocabulary. • Poor word attack skills. • Failure to acquire and use comprehension skills and strategies. • Poor self-image and lack of motivation.



Terms and Trends in Reading Instruction Reading trends come and go, leaving behind the kernel of effective theory that launched the pendulum swing. Time has proven that a balanced approach to teaching reading is best. As educators in the community, the “Ace it!” Tutoring Reading program staff must understand the current trends, what they contribute to teaching reading and how that influences the program.

Terms and Trends in Education The “Ace it!” Tutoring Reading Program

Active Learning assumes that students must be fully engaged to learn as much as possible.

The variety of materials available, including manipulatives at the kindergarten level, dry-erase boards, the Student Anthologies and the Student Resource Books, keeps students engaged at all times.

Balanced Approach is a combination of instructional approaches and methodologies, such as phonics, vocabulary and comprehension strategy instruction recommended for creating an effective reading program.

The program combines direct skill instruction, with integrated application activities in word analysis, vocabulary and comprehension. Skills are broken down and put back together in a meaningful way.

Bloom’s Taxonomy is a learning theory developed by Benjamin Bloom. The theory states that there is a hierarchy of thinking. Knowledge, comprehension and application are at the lower end of the spectrum; analysis, synthesis and evaluation are the higher-order thinking skills.

The program teaches students to think at the literal and critical-thinking levels. Reading skills progress in complexity within and across the skill groups.

Critical Thinking is analyzing and evaluating ideas based on sound evidence that students use to think about and defend their responses.

Teachers routinely use questioning techniques with all students. The techniques include assessing background information and questioning before, during and after reading.

Higher-Order Thinking Skills or complex reasoning asks students to go beyond the basic skill of memorizing information, by developing their ability to process information and apply it to a variety of situations.

The program uses a variety of texts to help the students explore relationships, understand new vocabulary and evaluate ideas.

Graphophonic Cue is the connection between letters and speech sounds—also defined as sound-spelling correspondence.

The program teaches “phonics” (letter-sound correspondence). Teachers use explicit Guided Practices for instruction.

Phonemic and Phonological Awareness are often used interchangeably. Phonemic awareness deals with individual phonemes (the basic sounds of a language). Phonological awareness involves larger chunks of language, such as syllables and affixes.

Word Analysis instruction is the cornerstone of the program. If students struggle with decoding, it follows that they will struggle with the rest of the reading process.

Metacognition (Strategic Reading) is the awareness of one’s own thinking while learning. It requires learners to analyze, reflect on and monitor their own learning.

Students learn to think about what they have read and articulate that process for evaluation. “Ace it!” Tutoring instructors model metacognition during instruction.



Terms and Trends in Education The “Ace it!” Tutoring Reading Program

Scaffolding is the process of supporting and teaching students how to self-monitor their own learning.

The Guided Practice instruction allows the instructor to give a strong skill and strategy foundation, and then gradually release control with prompts, reminders, questions and encouragement.

Semantic Cues are cues used to figure out an unknown word by determining what word would “make sense” based on the meaning of the other words in a sentence that the reader is able to identify.

The program teaches “context clues” in the Vocabulary strand. Instruction proceeds from recognizing concrete clues to inferring meaning by combining prior knowledge with implied concepts.

Structural Cues are letter sequences that are prompts for meaning, as well as pronunciation. (Roots and Affixes or adding ed to the end of a word are examples of structural cues.)

The Vocabulary and Word Analysis Strands include instruction of syllabication and affixes as ways of understanding meaning.

B. Reading Lesson Format The “Ace it!” Tutoring Reading program is based around the four areas of reading instruction:

• Word Analysis - Phonemic Awareness, Phonics, Alphabetic Principle and Word Study • Fluency • Comprehension • Vocabulary

Following is a chart of how the four areas are addressed across the grade levels.

Chart of Strands and Grades Core Focus Skill Grade K 1 2 3 4 5 6 7 8 Word Analysis

Phonemic Awareness Alphabetic Principle Phonics Word Study

Fluency Comprehension Vocabulary

Sight Words Content Words



Intended Learning Outcomes Appendix B lists the sets of skills at each grade level from kindergarten through eighth grade. This is not intended to be a comprehensive list of skills that need to be mastered at each grade level; it is rather a list of key skills that students typically need additional work or practice on to reinforce. The Teacher Lesson Manuals and the Student Resource Books for the reading program have 30 lessons at each level. If a class is attending 45 hours of instruction, the students complete 30 lessons at one level and 15 lessons at the next level. This structure allows the students to work on key skills at the level where they place, and then move to the next level.

Lesson Format Every lesson addresses the four areas of reading instruction:

• Word Analysis - Phonemic Awareness, Phonics, Alphabetic Principle and Word Study • Fluency • Comprehension • Vocabulary

The lessons are taught in a three-lesson sequence. Throughout the three-lesson sequence—from the first lesson of each sequence (Format A) to the third lesson in the sequence (Format C)—the instruction moves from guided practice to independent work. Lesson Format A – Used the first lesson of the three-lesson sequence on each skill. Welcome 2 mins. Word Analysis - Phonemic Awareness/Phonics/Word Study: Introduction

• Access Prior Knowledge • Skill Introduction

5 mins.

Direct Skill Instruction and Guided Practice 10 mins. Short Independent Practice 5 mins. Fluency: Text Introduction

• Teacher Introduces Passage with Intonation and Modeling • Reading: First ½ by Teacher, Second ½ by Student

5 mins.

Comprehension: Introduction

• Introduce Skill in Isolation 5 mins.

Direct Skill Instruction 10 mins. Guided Practice 5 mins. Vocabulary: Introduction

• Access Prior Knowledge • Content Word Introduction

5 mins.

Summary/Closure 3 mins. Count and Record Tokens 5 mins. Total time: 60 mins.



Lesson Format B – Used the second lesson of the three-lesson sequence on each skill. Welcome 2 mins. Word Analysis - Phonemic Awareness/Phonics/Words Study: Review

• Read/Review Words with Lesson One Pattern/Skill • Short Independent Practice

5 mins.

Introduce Phonics Reader 2 mins. Applied Practice: Reading Phonics Reader 5 mins. Fluency: Review

• Student Re-reads Fluency Passage; Whisper Reading • Comprehension Questions • Continue Reading: Whisper Reading

5 mins.

Comprehension: Introduction

• Review Skill From Lesson One • Introduce Text Selection (Anthology) • State Lesson Objective/Purpose Based on Skill

8 mins.

Strategies 10 mins. Integrated Writing Activity 5 mins. Vocabulary: Review

• Review Content Words • Guided Practice • Independent Practice

10 mins.

Summary/Closure 3 mins. Count and Record Tokens 5 mins. Total time: 60 mins.

Lesson Format C – Used the third lesson of the three-lesson sequence on each skill. Welcome 2 mins. Word Analysis - Phonemic Awareness/Phonics/Words Study: Review

• Read/Review Words with Lesson One Pattern/Skill 5 mins.

Read New Phonics Reader 2 mins. Applied Practice/Formative Assessment 5 mins. Fluency: Reading with Increased Speed, Accuracy, and Intonation

• Establish Reading Goal • Whisper Read, Checking Fluency Against Personal Goal

5 mins.

Comprehension: Review

• State Lesson Objective/Purpose Based on Skill • Review Skill from Lesson One • Re-read Text Selection

10 mins.

Extension of Skill Beyond Text 10 mins. Activity: Your Turn to Write 5 mins.



Vocabulary: Review/Extension Activity

• Independent Practice • Formative Assessment

8 mins.

Summary/Closure 3 mins. Count and Record Tokens 5 mins.

Total time: 60 mins.

Welcome This is the time to make sure all of the students have their materials. Students always need their Student Resource Books, dry-erase boards and markers. Any additional materials are listed on the first page of the lesson in the Teacher Lesson Manual. Greet the students by name, build rapport and get them settled and ready to start the day’s lesson. Also, this is the time to mark the attendance on the Lesson Performance and Evaluation Tracking Sheet in the front of the Teacher Lesson Manual. After the session is over, copy the attendance from the Lesson Performance and Evaluation Tracking Sheet to the “Ace it!” Technology System.

Word Analysis - Phonemic Awareness/Phonics/Word Study Phonemic Awareness teaches students to understand, identify and manipulate the sounds that make up words. Manipulation of sounds is done verbally. Phonics is the understanding of how sounds, or phonemes, correspond to letters, or graphemes, in print. Word Study is the study of patterns and structural analysis of words. Phonemic Awareness is taught in levels kindergarten through first grade, Phonics is taught in levels first through half of third grade, and Word Study is taught beginning in the second half of third grade through eighth grade. The sequence of activities during the three lessons moves from accessing prior knowledge and introducing the skill, to independent practice to applied practice. To see how to teach Word Analysis over the course of the three-lesson sequence, use the charts below. Format A, Lesson one in the three-lesson sequence. Word Analysis - Phonemic Awareness/Phonics/Word Study: Introduction

• Access Prior Knowledge • Skill Introduction

5 mins.

Direct Skill Instruction and Guided Practice 10 mins. Short Independent Practice 5 mins.

Format B, Lesson two in the three-lesson sequence. Word Analysis - Phonemic Awareness/Phonics/Word Study: Review

• Read/Review Words with Lesson One Pattern/Skill • Short Independent Practice

5 mins.

Introduce Phonics Reader 2 mins. Applied Practice: Reading Phonics Reader 5 mins.

Format C, Lesson three in the three-lesson sequence. Word Analysis - Phonemic Awareness/Phonics/Word Study: Review

• Read/Review Words with Day One Pattern/Skill 5 mins.

Read New Phonics Reader 2 mins. Applied Practice/Formative Assessment 5 mins.



Fluency Fluency builds a straight path to comprehension. When readers are able to read text quickly and accurately, with expression, they can focus on meaning. Fluent readers identify letter sounds instantly and apply phonics to decode instantly. Fluent readers read with at least 95% accuracy and 95% comprehension. Fluent reading is smooth and accurate. Repeated readings of a text improve fluency. During the three-lesson sequence, the teacher starts by modeling the reading and then the students have repeated practice with the passage. The students set personal goals for fluency and work on them with each passage. Format A, Lesson one in the three-lesson sequence. Fluency: Text Introduction

• Teacher Introduces Passage with Intonation and Modeling • Reading: First ½ by Teacher, Second ½ by Student

5 mins.

Format B, Lesson two in the three-lesson sequence. Fluency: Review

• Student Re-reads Fluency Passage; Whisper Reading • Comprehension Questions • Continue Reading: Whisper Reading

5 mins.

Format C, Lesson three in the three-lesson sequence. Fluency: Reading with Increased Speed, Accuracy, and Intonation

• Establish Reading Goal • Whisper Read, Checking Fluency Against Personal Goal

5 mins.

Comprehension Comprehension is the ultimate goal of reading. It is gaining knowledge through reading, and understanding information presented in print. When people read, they attempt to understand, or comprehend, what the author is trying to communicate. People read for enjoyment and to be informed. The curriculum provides developmentally appropriate strategic instruction. During the lesson sequence, initially, a skill is taught in isolation. The skill is then taught in context of a text selection, and finally it is extended beyond the text to help the reader relate the text to the world. Format A, Lesson one in the three-lesson sequence. Comprehension: Introduction

• Introduce Skill in Isolation 5 mins.

Direct Skill Instruction 10 mins. Guided Practice 5 mins.

Format B, Lesson two in the three-lesson sequence. Comprehension: Introduction

• Review Skill From Lesson One • Introduce Text Selection (Anthology) • State Lesson Objective/Purpose Based on Skill

8 mins.

Strategies 10 mins. Integrated Writing Activity 5 mins.



Format C, Lesson three in the three-lesson sequence. Comprehension: Review

• State Lesson Objective/Purpose Based on Skill • Review Skill from Lesson One • Re-read Text Selection

10 mins.

Extension of Skill Beyond Text 10 mins. Activity: Your Turn to Write 5 mins.

Vocabulary Vocabulary is acquired indirectly in various everyday contexts. It is taught directly in the “Ace it!” Tutoring Reading program. It is critical that readers build an extensive vocabulary so they become more automatic readers. Effective readers are able to automatically process the meaning of text when they know what all the words in the text mean. Vocabulary is an essential part of a balanced, systematic reading curriculum. If readers can decode words, but do not know what the word means, the reading process cannot proceed toward comprehension. The sequence begins with accessing prior knowledge and introducing content words. Next, the students have guided practice and independent practice with the vocabulary. The third lesson, in the sequence, includes the formative assessment. Format A, Lesson one in the three-lesson sequence. Vocabulary: Introduction

• Access Prior Knowledge • Content Word Introduction

5 mins.

Format B, Lesson two in the three-lesson sequence. Vocabulary: Review

• Review Content Words • Guided Practice • Independent Practice

10 mins.

Format C, Lesson three in the three-lesson sequence. Vocabulary: Review/Extension Activity

• Independent Practice • Formative Assessment

8 mins.



Summary/Closure and Count and Record Tokens The lesson always ends with a summary—a review of what was taught throughout the hour. This is an opportunity for all students to participate, either by answering a question on the lesson or by sharing, in their words, something that they learned. On lesson three of a skill, teachers circulate and record the students’ scores in the Lesson Performance and Evaluation chart. Using the Performance and Evaluation Rubric, the teacher gives the students a score of 1, 2 or 3 in the three categories: phonemic awareness/phonics/word study, comprehension and vocabulary. On the third lesson of a skill, the last activity in each of the three categories is the activity that is scored. In phonemic awareness/phonics/word study and vocabulary, the activity is called the “formative assessment.” In the comprehension section, the scored activity is called “Your Turn to Write.” The students use the last few minutes, in the hour, to count the tokens they received for the session and add the number to the Token Tracker in the front of their Student Resource Books. Summary/Closure 3 mins. Count and Record Tokens 5 mins.

Brain Boost Activities Despite good preparation and planning, it is inevitable that, at some point, students will finish their assignments at different times. When this occurs, it is important for the teacher to provide the short activities that we call “brain boosts.” Brain boosts are intended to extend and enrich the student’s learning experience, not simply pass the time. Some samples of brain boost activities are:

• A student can write sentences using some newly learned vocabulary words • A student can write a paragraph predicting what will happen next in the passage just read. • Pairs of students can toss a beach ball back and forth and ask each other strategic questions

about a reading passage. When students catch the ball, they answer the question where their thumbs are. You will need to prepare the beach ball to have questions in each colored section such as: o “One question I’d like to ask the author is…” o “I think the author wrote this story because…” o “This story reminds me of…”

The teacher should also encourage the students to use the tools in their Student Resource Books, such as the glossary for reading and the problem solving strategies in the math books, to apply a strategy for solving a challenge on their own.



C. “Ace it!” Tutoring Reading Program Teaching Strategies What does the “Ace it!” Tutoring Reading program teacher do? Teacher-student interaction is a primary concern. “Ace it!” Tutoring Reading teachers must understand the following: The teacher supervises and coaches. Guided Practice sections in the lessons, presented logically, lead most students to “get it.” The teacher provides clear, concise explanations and illustrations of the subject matter. The teacher leads the learning. The curriculum specifies the goals, lessons and tasks, and the teacher presents them to the students. The teacher sets the pace. Maintaining a quick pace is essential for proper learning to occur. The pace sustains attention, encourages thinking (no time to day dream) and engages the students. The teacher models strategies addressed in that lesson. At the outset, the strategy is to make sure that the student understands the concept and focuses on the relevant aspects of the lesson. The teacher models the same questioning strategies and techniques in teaching that will be taught to the class.

Group Techniques Group techniques are used keep the students actively engaged and participating in the lesson. The students always have an Anthology, a Student Resource Book, and a dry-erase board with markers. The only exception is the kindergarten level, which uses the Alpha-Tales books instead of an Anthology. In the kindergarten level, the teacher reads from the color version of each book and the students are provided with their own photocopied version of the books from the black line masters. In all the classes, often the teacher will ask the students to write something on their boards and hold them up to share. Another common technique is to have the students give a thumbs up or down if they agree or disagree with a statement. Techniques, such as the thumbs up and down, allow the teacher to get feedback from all the students at the same time, rather than from just one student raising a hand. These techniques also allow all the students to be engaged and answering. Additionally, there are times in the lesson when all the students practice reading at the same time with whisper reading.

Differentiation Throughout the lessons, there are differentiation activities, which are indicated with arrows. These activities allow the teachers to adjust the lesson for individual students. The differentiation activities vary. Often they are activities that the students complete on their dry-erase boards. Sometimes, the activities are a modification to the Student Resource Book, such as completing a bonus activity as a challenge, or completing a reduced portion of the resource sheet as an accommodation. Sometimes, the resource sheet in divided into Part 1 and Part 2. Differentiation is also addressed in whether students complete the activity independently or with a partner.



Manipulatives In addition to the dry-erase boards, the kindergarten-level students have these manipulatives:

• Crayons (four sets) • Index cards and rings • Letter Tile Tubs, upper case • Letter Tile Tubs, lower case • Alphabet Photo Cards • Wikki Sticks • Alpha Tales boxed set

Students use the index cards and rings to write the sight words. They build their own sets of vocabulary flashcards, which should be on their desks every day for review if there is extra time. The Alphabet Photo Cards and Wikki Sticks help students learn to identify and write the alphabet. The Letter Tile Tubs help with letter recognition and ordering.

Think Aloud (Modeling) Teachers model the internal dialogue that they want students to have aloud. They ask questions of themselves to model fix-up strategies and then answer those questions. Sample Think Aloud (Modeling Fix-up Strategies)

• This is a new word. How can I find out what it means? • When I read those words, the picture in my head is… • This part is confusing. Should I read it again or just keep going in case it is explained later? • Did that make sense? • How does this relate to what I know? • What worked and why did it work? • How can I use this new information?

Scaffolding The lessons are designed to use scaffolding—moving from teacher-intensive activities on the first day of the sequence to students working more independently by the third day of the sequence. Teachers gradually decrease the amount of intervention when working with the student. They move from intense interaction to monitoring the students working independently, building on what the students know. The teachers provide very detailed instructions when introducing a skill, and offer less intervention as students learn the content. Teachers continue prompting, decreasing until students know the skill independently.



Strategic Questioning Teachers use a variety of questions, at different levels, to engage the students in the learning process. The following chart shows the kinds of questions teachers model. Literal Question: Answer is found right in the lines.

Who dressed up like Little Red Riding Hood’s grandmother?

Inferential Question: Answer is found between the lines.

Why did the wolf dress up like Little Red Riding Hood’s grandmother?

Critical Question: Answer extends beyond the lines and relates to a new concept. Evaluate and make judgments.

Do you think it is ever okay to be somebody else so you can get something that you could not get just by being yourself?

Probing Question: Answer extends beyond the lines and is based on own experiences. Evaluate and make judgments.

Have you ever pretended to be someone you were not? Why did you do this?

Self-Monitoring The teacher may convey the following message to the students to encourage them to self-monitor when reading.

Always think about the reading process—before you read, while you read and after you finish reading. Make your inner dialog more conscious. Think about your reading. Know what to do before, during and after reading. Use the Self Monitoring checklist until these strategies become intrinsic.

Before Reading: Know what you are about to read and why you are about to read it.

During Reading: Monitor your own comprehension automatically. Stop only to use a “fix-up” strategy when you do not understand.

After Reading: Ask yourself if you have achieved your goal.



II. Appendices

A. “Ace it!” Tutoring Materials Summary You can order the following materials through the SLC Online Product Catalog on SLCLlink. Please see the guidelines, for how to place orders, in Section VIII C. Site Start-Up and Administration.

“Ace it!” Tutoring Reading Start-Up Kits

Kindergarten Start-Up Kit Item # Quantities Material 9053 1 Reading Teacher Lesson Manual - Level * 9052 8 Reading Student Resource Book - Level * 9029 1 Letter Tile Tubs, upper case 9030 1 Letter Tile Tubs, lower case 9031 1 AlphaTales boxed set 9032 1 Alphabet Photo Cards 9033 1 Wikki Sticks 9054 1 Bingo Cards (set) 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)

Reading Start-Up Kit – Level 1 Item # Quantities Material

9075 1 Reading Teacher Lesson Manual - Level A

9067 8 Reading Student Resource Book - Level A

9059 8 Reading Anthology - Level A 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)


9076 1 Reading Teacher Lesson Manual - Level B

9068 8 Reading Student Resource Book - Level B

9060 8 Reading Anthology - Level B 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)



Reading Start-Up Kit – Level 3

Item # Quantities Material

9077 1 Reading Teacher Lesson Manual - Level C

9069 8 Reading Student Resource Book - Level C

9061 8 Reading Anthology - Level C 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)


9078 1 Reading Teacher Lesson Manual - Level D

9070 8 Reading Student Resource Book - Level D

9062 8 Reading Anthology - Level D 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)


9079 1 Reading Teacher Lesson Manual - Level E

9071 8 Reading Student Resource Book - Level E

9063 8 Reading Anthology - Level E 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)


9080 1 Reading Teacher Lesson Manual - Level F

9072 8 Reading Student Resource Book - Level F

9064 8 Reading Anthology - Level F 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)




9081 1 Reading Teacher Lesson Manual - Level G

9073 8 Reading Student Resource Book - Level G

9065 8 Reading Anthology - Level G 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)


9082 1 Reading Teacher Lesson Manual - Level H

9074 8 Reading Student Resource Book - Level H

9066 8 Reading Anthology - Level H 9056 9 Dry-erase board 9000 1 Set of tokens (200 in pack)



B. “Ace it!” Tutoring Reading – Intended Learning Outcomes

Kindergarten

Lesson Phonemic Awareness

Phonics/Letter Recognition & Letter Writing Comprehension Vocabulary

1-3 Phonemic Awareness Recognize and write the letters A-C Story Structure Vocab 4-6 Phonemic Awareness Recognize and write the letters D-F Personal Experience Vocab 7-9 Phonemic Awareness Recognize and write the letters G-H;

match letters Picture Clues Vocab

10-12 Phonemic Awareness Recognize and write the letters I-K Prediction Vocab 13-15 Phonemic Awareness Recognize and write the letters L-M;

match and order letters Facts & Details Vocab

16-18 Phonemic Awareness Recognize and write the letters N-P Story Structure Vocab 19-21 Phonemic Awareness Recognize and write the letters Q-R;

match and order letters Personal Experience Vocab

22-24 Phonemic Awareness Recognize and write the letters S-U Picture Clues Vocab 25-27 Phonemic Awareness Recognize and write the letters V-W;

match and order letters Prediction Vocab

28-30 Phonemic Awareness Recognize and write the letters X-Z Facts & Details Vocab

Level 1

Lesson # Phonetics Comprehension Vocabulary 1-3 Short vowel a Retelling Content Vocab 4-6 Short vowel e Making Predictions Content Vocab 7-9 Short vowel i Main Idea Content Vocab 10-12 Short vowel o Fiction and Fable Content Vocab 13-15 Short vowel u Sequencing Content Vocab 16-18 Long vowel a - CVCe Setting Content Vocab 19-21 Long vowel e Cause and Effect Content Vocab 22-24 Long vowel i - CVCe Reality and Fantasy Content Vocab 25-27 Long vowel o CVCe Main Idea Content Vocab 28-30 Long vowel u - CVCe Main Idea; Supporting Details Content Vocab



Level 2

Lesson # Phonetics Comprehension Vocabulary 1-3 Vowels digraph oo Main Idea; Supporting Details Content Vocab 4-6 Vowels digraph ea Summarizing Content Vocab 7-9 Consonant Blends /s/ Author's Purpose Content Vocab 10-12 Consonant Blends /l/ Making Predictions Content Vocab 13-15 Consonant Blends /r/ Compare and Contrast Content Vocab 16-18 Consonant Digraphs ch and sh Fact and Opinion Content Vocab 19-21 Consonant Digraphs ck, nk, ng Reality and Fantasy Content Vocab 22-24 R-Controlled Vowels ar, or Cause and Effect Content Vocab 25-27 R-Controlled Vowels ur, ir, er Drawing Conclusions Content Vocab 28-30 Inflectional Endings Sequencing Content Vocab Level 3 Lesson # Phonetics/Word Study Comprehension Vocabulary 1-3 Diphthongs oy, oi Main Idea; Supporting Details Content Vocab 4-6 Diphthongs ow, ou Plot Content Vocab 7-9 Vowel Digraph au, aw, al Sequence Content Vocab 10-12 Consonant blends /I/, /tw/ Predicting Outcomes Content Vocab 13-15 Initial/final consonant digraphs Compare and Contrast Content Vocab 16-18 Vowel digraphs ue, ui, ew Drawing Conclusions Content Vocab 19-21 Inflectional endings Fact and Opinion Content Vocab 22-24 Suffixes ly, ful Setting Content Vocab 25-27 Compound Words Summarizing Content Vocab 28-30 Syllabication - Suffixes Cause and Effect Content Vocab Level 4 Lesson # Word Study Comprehension Vocabulary 1-3 Syllabication Main Idea; Supporting Details Content Vocab 4-6 Syllabication Plot Content Vocab 7-9 Roots Predicting Outcomes Content Vocab 10-12 Prefixes Inference Content Vocab 13-15 Suffixes Fact and Opinion Content Vocab 16-18 Roots Setting Content Vocab 19-21 Prefixes Summarizing Content Vocab 22-24 Suffixes Cause and Effect Content Vocab 25-27 Syllabication Character Content Vocab 28-30 Syllabication Author's Purpose Content Vocab



Level 5

Lesson # Word Study Comprehension Vocabulary 1-3 Prefixes Main Idea; Supporting Details Content Vocab 4-6 Prefixes Sequencing Content Vocab 7-9 Prefixes Predicting Outcomes Content Vocab 10-12 Suffixes Compare and Contrast Content Vocab 13-15 Suffixes Inferences Content Vocab 16-18 Suffixes Fact and Opinion Content Vocab 19-21 Suffixes Plot Content Vocab 22-24 Roots Summarizing Content Vocab

25-27 Roots Making Judgments and Drawing Conclusions Content Vocab

28-30 Syllabication Author's Purpose Content Vocab Level 6 Lesson # Word Study Comprehension Vocabulary 1-3 Prefixes Main Idea; Supporting Details Content Vocab 4-6 Suffixes Plot Content Vocab 7-9 Roots Sequencing Content Vocab 10-12 Prefixes Inferences Content Vocab 13-15 Suffixes Summarizing Content Vocab 16-18 Roots Analyzing Character Content Vocab 19-21 Prefixes Cause and Effect Content Vocab 22-24 Suffixes Fact and Opinion Content Vocab 25-27 Syllabication Theme Content Vocab 28-30 Syllabication Text Structure Content Vocab Level 7 Lesson # Word Study Comprehension Vocabulary 1-3 Prefixes Tone and Mood Content Vocab 4-6 Suffixes Cause and Effect Content Vocab 7-9 Roots Drawing Conclusions Content Vocab 10-12 Prefixes Expository Text Features Content Vocab 13-15 Suffixes Main Idea Content Vocab 16-18 Suffixes Author's Purpose Content Vocab 19-21 Roots Facts and Details Content Vocab 22-24 Suffixes Character Analysis Content Vocab 25-27 Syllabication Compare and Contrast Content Vocab 28-30 Syllabication Summarizing Content Vocab



Level 8 Lesson # Word Study Comprehension Vocabulary 1-3 Suffixes Sequence Content Vocab 4-6 Prefixes Features of Expository Text Content Vocab 7-9 Suffixes Tone and Mood Content Vocab 10-12 Prefixes Compare and Contrast Content Vocab 13-15 Suffixes Drawing Conclusions Content Vocab 16-18 Roots Author's Purpose Content Vocab 19-21 Prefixes Cause and Effect Content Vocab 22-24 Syllabication Summarizing Content Vocab 25-27 Syllabication Author's Purpose Content Vocab 28-30 Syllabication Main Idea; Supporting Details Content Vocab

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