next steps tutor binder steps... · 2020. 9. 10. · next stepssm tutor binder updates list 9/10/20...

NEXT STEPSSM

TUTOR BINDER

SM & © 2015/2016 University of Utah

© University of Utah Reading Clinic

UNIVERSITY OF UTAH READING CLINIC NEXT STEPSSM TUTOR BINDER UPDATES LIST

9/10/20 Updated Book & Word Sort Logs (pp. 21-24) 9/1/20 Updated RLA Fluency Criteria (p. 13) 8/17/20 Updated Coaching Form (p. 5) 5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 9) 4/15/20 Updated Text Level Correspondence Chart (p. 14) 4/9/20 Added Bingo (pp. 67-68) 3/10/20 Updated Lesson Plan (p. 4) Updated Vowel, Blend & Digraph Keywords (p. 9) 11/6/18 Added Spelling Book Cover & Page Masters (pp. 16-17)

Insert tab at this point TAB: Lesson Plans & Observation Form

Tutor _________________________________ Next Steps Lesson Plan Lesson #_______ Student(s)___________________________________________________ Date______________ Grade Level __________

(1:1 – 25 minutes) (Group – 22 minutes)

□Word Bank

Comments:

High frequency words that present difficulty

Assisted Reading Title_____________________ p. ________ Publisher________________ Level_________ □Preview Text

□Echo Read p. ______ to p. ______

□Partner Read / Solo Read p. _____ to p. _____

□Comprehension Work

□Rate & Accuracy Check (0:00 ) p._______ (100 Words) Rate: _____min. _____ sec. = ______ wpm Accuracy: _______% □Continue Partner or Solo Reading & Comprehension Work

BUMP-UP in text 1. Mark a 100 word passage in the text you plan to use for assisted reading. Do not use echo pages. 2. Time how long it takes focus student to read that portion. Count errors. 3. Calculate wpm. Total the number of errors made. (Beginning at G2-Mid Self Corrections DO count as errors.) 4. Use criteria below. 5. To BUMP-UP a singleton student, the student must meet this criteria 2 out of 3 trials from stories at the end of the basal or 2 different trade books from the same level. 6. To BUMP-UP a group, at least 2 of 3 students must meet criteria. If 1 student does not, that student must score 90% accuracy and within 5 wpm of the rate criterion for that level.

Text Level Basal:

Accuracy Rate

G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm G2-End……...……… 93% at least 80 wpm Trade Books: 2E, 2M, 2D………...

93%

at least 80 wpm

3E………………….. 93% at least 80 wpm 3M…………………. 93% at least 90 wpm 3D…………………. 93% at least 100 wpm 4E…………………. 93% at least 95 wpm 4M………………… 95% at least 105 wpm 4D…………………. 95% at least 110 wpm

☞Remember: When student(s) exit G2-End Basal, move to 2E, then 2M, then 2D Trade Books.

(1:1 – 13 minutes) (Group – 13 minutes) Word Study

□ Sort____________________________ Anchors ________ ________ ________ _________ # of Sessions in this Sort______ □ Intro lesson □ Random Check

□ Memory

□ Spelling (5 words):

□ Say It – Match It – Check It

Word Study √ Data S________________ # correct __________ # errors __________ S________________ # correct __________ # errors __________ S________________ # correct __________ # errors __________

BUMP-UP in word study

1. Word Study √s begin with Mixed Short Vowels and continue through Vowel Patterns. 2. Word Study √s must be cold. 3. Randomize a deck of at least 40 words, sampling all current patterns. 4. Set timer for 1 minute. (1:00 ) 5. Student must read “off the deck.” 6. Sort into 2 piles: Automatic / Incorrect or Hesitation 7. Criteria: At least 35 words correct in 1 minute with no more than 3 errors. 8. When all students meet the criteria....BUMP UP☺

Notes

□ Sentence Stem

(1:1 – 6 minutes) (Group – 9 minutes) Repeated Reading (2:00 ) Focus Student _____________________________ Title__________________________ p. ______ Level_____________

Repeated Reading Protocol 1. Count 200 words in previously read text. 2. Set timer(s) for 2:00. 3. Start w/ F. Student. Stagger start students every 10 sec. 4. Each student marks last word. 5. All Students repeat as above for Trial 2. 6. Focus S.: T. graphs words read & errors made. Other S. graph only words read. 7. Retire passage after 4 trials, total.

University of Utah Reading Clinic 3/6/2020 MB

NEXT STEPS COACHING FORM

Observation #______ Tutor_________________________________ School___________________________________________

Lesson #_______ Student(s) __________________________________ Grade_____ Date__________ Observer________________

ASSISTED READ (1:1 25 minutes) (Group 22 minutes) Comments: WORD BANK

READING of New Material

Title_____________________________ p._____ Level_________

RATE & ACCURACY ________min. _________ sec. = ________ wpm Accuracy: ________%

WORD BANK

PREVIEW

Text Content

Challenging Words ECHO READING

COMPRENSION QUESTIONS

Prosody Echo

Appropriate assistance for unfamiliar

words (e.g. wait time)

RATE AND ACCURACY

WORD STUDY (1:1 13 minutes) (Group 13 minutes)

Sort __________________________________ Spelling (5 words)

Sentence Writing

Generated sentence

______________________________________

Student wrote

______________________________________

SORT

Correct Anchors

T. question 1x per column (vowel

pattern? vowel sound?)

Random Check

MEMORY

Question S. justify the match

SPELLING

Monitor and Correct

Say It–Match It– Check It

USE STEM SEQUENCE

S. repeats sentence- Counts words on

finger

S. says word, writes word

Monitor and correct

S. points & rereads before

continuing to next word

S. points & rereads sentence when

sentence is complete

FLUENCY WORK (1:1 7 minutes) (Group 10 minutes)

Re-read a portion of recently read text Title_____________________________ p.______ Level_____________

2 TIMINGS – 2 MINUTES EACH

Corrective Feedback

CHARTING

LESSON EXECUTION

Feedback Only (1st Observation)

Satisfactory ( all bolded items)

To Certify: Two satisfactory observations, one of

which must be the final observation.

S. on task/engaged

LESSON PLAN PREPARED

PRIOR TO LESSON

Completed previous Lesson Plans,

available for review

Implementation of previous feedback

©University of Utah Reading Clinic Revised 08/14/2020 MB

Insert tab at this point TAB: Lesson Materials

Dolch Sight Word List

Listed below are 220 of the most common words in children’s reading books, in alphabetical order. These words are often called “sight words” because some of them can’t be sounded out, and need to be learned by sight.

October of First March of First End of First Second Third a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow you

all am are at ate be black brown but came did do eat four get good have he into like must new no now on our out please pretty ran ride saw say she so soon that there they this too under want was well went what white who will with yes

after again an any as ask by could every fly from give going had has her him his how just know let live may of old once open over put round some stop take thank them then think walk were when

always around because been before best both buy call cold does don’t fast first five found gave goes green its made many off or pull read right sing sit sleep tell their these those upon us use very wash which why wish work would write your

about better bring carry clean cut done draw drink eight fall far full got grow hold hot hurt if keep kind laugh light long much myself never only own pick seven shall show six small start ten today together try warm

University of Utah Reading Clinic (revised) 5/30/14 Derived from: Dolch, E.W. (1936). A Basic Sight Word Vocabulary. Elementary School Journal, 36, 456-460.

Next Steps High Frequency Sentence Stems Sequence

Pacing = move when student spells sentence stem correctly 3x without assistance.


1. Here are my __________.

2. Here is your __________.

3. They are __________.

4. They saw __________.

5. They saw your _________ .

6. They said ___________.

7. Who said __________?

8. What did you __________?

9. What is your __________?

10. What will they __________?

11. Put your _________ away.

12. Put every __________ away.

13. Every __________will come.

14. She was ____________.

15. That was ___________.

16. ___________ was here.

17. Why are you ____________?

18. Why were you ___________?

19. Who does the ____________?

20. Who could _____________?

21. Where could they __________?

22. Where does Mrs. _______ live?

23. What does Ms. _______ want?

24. You don’t want to __________,

25. They don’t want ___________.

26. Does he have any __________?

27. Could she make any ________?

28. How is your ____________?

29. How should she ____________?

30. Could we ____________again?

31. We shouldn’t _________ again.

UURC Vowel, Blend and Digraph Keywords When you introduce a pattern, teach the mantra:

Short Vowels: Long Vowels: short a – apple – /ă/ long a – cake – /ā/

short i – itch – /ĭ/ long i – bike – /ī/

short o – octopus – /ŏ/ long o – rope – /ō/

short e – ed – /ĕ/ long e – feet – /ē/

short u – up – /ŭ/ long u – cute – /ū/

y – my – /ī/ y – pony – /ē/

Include digraphs & blends in word bank only if necessary: Digraphs Keyword Digraphs Keyword Digraphs Keyword

wh whistle sh ship ch chin

th thumb ck sock ph phone

Blend Keyword Blend Keyword Blend Keyword

bl block gr grape sn snake

br bread pl plane sp spoon

cl clock pr prize st star

cr crab qu queen sw swing

dr dress sc scarf tr train

fl flag sk skate tw twin

fr frog sl slide

gl glove sm smile

University of Utah Reading Clinic: 5/16//2020

a

i

e

o u

Short Vowel stretch cards

A - apple - /ă/ I - itch - /ĭ/ E - ed - /ĕ/ O - octopus - /ŏ/ U - up - /ŭ/

Sequence Sample: 1. Point to letter "a" and say letter

name. 2. Point to picture and say, "apple". 3. Trace down line with finger while

Saying, /ăăăă/. 4. Point to letter again and say letter

Sound /ă/.

University of Utah Reading Clinic 4/26/2013

Time Taken WPM Time Taken WPM Time Taken WPM# of Errors # Correct Percentage 30 sec 200 1 min 100 2 min 7 sec - 2 min 9 sec 47

0 100 100% 31 sec 194 1 min 1 sec 98 2 min 10 sec - 2 min 11 sec 461 99 99% 32 sec 188 1 min 2 sec 97 2 min 12 sec - 2 min 14 sec 452 98 98% 33 sec 182 1 min 3 sec 95 2 min 15 sec - 2 min 17 sec 443 97 97% 34 sec 176 1 min 4 sec 94 2 min 18 sec - 2 min 21 sec 434 96 96% 35 sec 171 1 min 5 sec 92 2 min 22 sec - 2 min 24 sec 425 95 95% 36 sec 167 1 min 6 sec 91 2 min 25 sec - 2 min 28 sec 416 94 94% 37 sec 162 1 min 7 sec 90 2 min 29 sec - 2 min 31 sec 407 93 93% 38 sec 158 1 min 8 sec 88 2 min 32 sec - 2 min 35 sec 398 92 92% 39 sec 154 1 min 9 sec 87 2 min 36 sec - 2 min 40 sec 389 91 91% 40 sec 150 1 min 10 sec 86 2 min 41 sec - 2 min 44 sec 37

10 90 90% 41 sec 146 1 min 11 sec 85 2 min 45 sec - 2 min 49 sec 3611 89 89% 42 sec 143 1 min 12 sec 83 2 min 50 sec - 2 min 53 sec 3512 88 88% 43 sec 140 1 min 13 sec 82 2 min 54 sec - 2 min 59 sec 3413 87 87% 44 sec 136 1 min 14 sec 81 3 min - 3 min 4 sec 3314 86 86% 45 sec 133 1 min 15 sec 80 3 min 5 sec - 3 min 10 sec 3215 85 85% 46 sec 130 1 min 16 sec 79 3 min 11 sec - 3 min 16 sec 3116 84 84% 47 sec 128 1 min 17 sec 78 3 min 17 sec - 3 min 23 sec 3017 83 83% 48 sec 125 1 min 18 sec 77 3 min 24 sec - 3 min 30 sec 2918 82 82% 49 sec 122 1 min 19 sec 76 3 min 31 sec - 3 min 38 sec 2819 81 81% 50 sec 120 1 min 20 sec 75 3 min 39 sec - 3 min 46 sec 2720 80 80% 51 sec 118 1 min 21 sec 74 3 min 47 sec - 3 min 55 sec 2621 79 79% 52 sec 115 1 min 22 sec 73 3 min 56 sec - 4 min 4 sec 2522 78 78% 53 sec 113 1 min 23 sec 72 4 min 5 sec - 4 min 15 sec 2423 77 77% 54 sec 111 1 min 24 sec - 1 min 25 sec 71 4 min 16 sec - 4 min 26 sec 2324 76 76% 55 sec 109 1 min 26 sec 70 4 min 27 sec - 4 min 39 sec 2225 75 75% 56 sec 107 1 min 27 sec 69 4 min 40 sec - 4 min 52 sec 2126 74 74% 57 sec 105 1 min 28 sec 68 4 min 53 sec - 5 min 7 sec 2027 73 73% 58 sec 103 1 min 29 sec - 1 min 30 sec 67 5 min 8 sec - 5 min 24 sec 1928 72 72% 59 sec 102 1 min 31 sec 66 5 min 25 sec - 5 min 42 sec 1829 71 71% 1 min 32 sec - 1 min 33 sec 65 5 min 43 sec - 6 min 3 sec 1730 70 70% 1 min 34 sec 64 6 min 4 sec - 6 min 27 sec 1631 69 69% 1 min 35 sec - 1 min 36 sec 63 6 min 28 sec - 6 min 53 sec 1532 68 68% 1 min 37 sec 62 6 min 54 sec - 7 min 24 sec 1433 67 67% 1 min 38 sec - 1 min 39 sec 61 7 min 25 sec - 8 min 1334 66 66% 1 min 40 sec 60 8 min 1 sec - 8 min 41 sec 1235 65 65% 1 min 41 sec - 1 min 42 sec 59 8 min 42 sec - 9 min 31 sec 11

1 min 43 sec - 1 min 44 sec 58 9 min 32 sec - 10 min 31 sec 101 min 45 sec - 1 min 46 sec 57 10 min 32 sec - 11 min 45 sec 91 min 47 sec - 1 min 48 sec 56 11 min 46 sec - 13 min 20 sec 8

# of Errors # Correct Percentage 1 min 49 sec - 1 min 50 sec 55 13 min 21 sec - 15 min 23 sec 70 3 100% 1 min 51 sec - 1 min 52 sec 54 15 min 24 sec - 18 min 10 sec 61 2 67% 1 min 53 sec - 1 min 54 sec 53 18 min 11 sec - 22 min 13 sec 52 1 33% 1 min 55 sec - 1 min 56 sec 52 22 min 14 sec - 28 min 34 sec 43 0 0% 1 min 57 sec - 1 min 58 sec 51 28 min 35 sec - 40 min 3

1 min 59 sec - 2 min 1 sec 50 40 min 1 sec - 1 hr 6 min 40 sec 22 min 2 sec - 2 min 3 sec 49 1 hr 6 min 41 sec - 3 hr 20 min 1

# of Errors # Correct Percentage 2 min 4 sec - 2 min 6 sec 48 > 3 hr 20 min 00 5 100%1 4 80%2 3 60%3 2 40%4 1 20%5 0 0%

Comprehension % (3 questions)

Accuracy %READING RATE ( for 100 words)

Comprehension % (5 questions)

University of Utah Reading Clinic : Updated 5/2/07 MKF

Time Taken WPM Time Taken WPM Time Taken WPM10 sec 300 40 sec 75 1 min 15 sec 40 # of Errors # Correct Percentage11 sec 273 41 sec 73 1 min 16 sec - 1 min 17 sec 39 0 50 100%12 sec 250 42 sec 71 1 min 18 sec - 1 min 20 sec 38 1 49 98%13 sec 231 43 sec 70 1 min 21 sec - 1 min 22 sec 37 2 48 96%14 sec 214 44 sec 68 1 min 23 sec - 1 min 24 sec 36 3 47 94%15 sec 200 45 sec 67 1 min 25 sec - 1 min 26 sec 35 4 46 92%16 sec 188 46 sec 65 1 min 27 sec - 1 min 29 sec 34 5 45 90%17 sec 176 47 sec 64 1 min 30 sec - 1 min 32 sec 33 6 44 88%18 sec 167 48 sec 63 1 min 33 sec - 1 min 35 sec 32 7 43 86%19 sec 158 49 sec 61 1 min 36 sec - 1 min 38 sec 31 8 42 84%20 sec 150 50 sec 60 1 min 39 sec - 1 min 41 sec 30 9 41 82%21 sec 143 51 sec 59 1 min 42 sec - 1 min 45 sec 29 10 40 80%22 sec 136 52 sec 58 1 min 46 sec - 1 min 49 sec 28 11 39 78%23 sec 130 53 sec 57 1 min 50 sec - 1 min 53 sec 27 12 38 76%24 sec 125 54 sec 56 1 min 54 sec - 1 min 57 sec 26 13 37 74%25 sec 120 55 sec 55 1 min 58 sec - 2 min 2 sec 25 14 36 72%26 sec 115 56 sec 54 2 min 3 sec - 2 min 7 sec 24 15 35 70%27 sec 111 57 sec 53 2 min 8 sec - 2 min 13 sec 23 16 34 68%28 sec 107 58 sec 52 2 min 14 sec - 2 min 19 sec 22 17 33 66%29 sec 103 59 sec 51 2 min 20 sec - 2 min 26 sec 21 18 32 64%30 sec 100 1 min 50 2 min 27 sec - 2 min 33 sec 20 19 31 62%31 sec 97 1 min 1 sec 49 2 min 34 sec - 2 min 42 sec 19 20 30 60%32 sec 94 1 min 2 sec - 1 min 3 sec 48 2 min 43 sec - 2 min 51 sec 18 21 29 58%33 sec 91 1 min 4 sec 47 2 min 52 sec - 3 min 1 sec 17 22 28 56%34 sec 88 1 min 5 sec 46 3 min 2 sec - 3 min 13 sec 1635 sec 86 1 min 6 sec - 1 min 7 sec 45 3 min 14 sec - 3 min 26 sec 1536 sec 83 1 min 8 sec 44 3 min 27 sec - 3 min 42 sec 1437 sec 81 1 min 9 sec - 1 min 10 sec 43 3 min 43 sec - 4 min 1338 sec 79 1 min 11 sec - 1 min 12 sec 42 > 4 min < 1339 sec 77 1 min 13 sec - 1 min 14 sec 41

ONLY

Accuracy %

READING RATE ( for 50 words)

For 50-Word Selection

University of Utah Reading Clinic : Updated 5/16/17 MKF

Michele.Blake

Typewritten Text

UURC Fluency Criteria -- Reading Level Assessment (RLA)

©University of Utah Reading Clinic, Revised 9-1-20 MKF

Passage Level Instructional

Acc. (%) Instructional Rate (WPM)

Independent Acc. (%)

Independent Rate (WPM)

Passage Used

K-End N/A N/A N/A N/A The Ghost

G1-October (ES5) 85 ≥ 20 85 ≥ 20 Baby Bear

G1-March 90 ≥ 30 90 ≥ 30 Mouse Tales p. 8

G1-End 90 ≥ 40 90 ≥ 50 Frog & Toad p. 52

G2-Mid 90 ≥ 60 93 ≥ 65 Whiz

G2-End 90 ≥ 80 93 ≥ 90 G3 90 ≥ 80 93 ≥ 80 Incredible Journey

G4 90 ≥ 95 95 ≥ 95 Mark & Boxer

G5 95 ≥ 110 97 ≥ 125 G6 95 ≥ 110 97 ≥ 125

Women Pilots G7 95 ≥ 120 97 ≥ 135 G8 95 ≥ 130 97 ≥ 145

* Instructional & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria.

Text Level Correspondences

1 Metametrics (2020). Lexile Grade Level Charts. University of Utah Reading Clinic: Revised 3/25/20 MKF

Grade Phase Early Steps Next Steps

Higher Steps

Word Study

(roughly)

Accel. Reader

Lexile1 Guided Reading

Reading For All Learners

K Emergent Readers (Learning

about Print)

ES 1-2 (K-Mid) 1st Phoneme

Pictures

BR 100 to

165L

A B

C

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

ES 3 (K-End / G1-Aug) 1.4→1.5

1

Beginning Readers

(Breaking the Code)

ES 4 (G1-Sept) D 1.6→1.20

ES 5 (G1-Oct) Onset-Vowel

1.0 E

1.21→1.27 2.1→2.12 ES 6 (G1-Nov) 2.13→2.20 3.1→3.5 ES 7 (G1-Dec)

Mixed Shorts

F

2.21→2.27 3.6→3.22 ES 8 (G1-Jan) to

ES 9 / NS G1-Feb G 4.1→4.7

ES 10 / NS G1-Mar

Vowel

Patterns

H

Transitional Readers (Going for Fluency)

ES 11/ NS G1-April 1.9 I 4.8→4.15

ES 12 / NS G1-End J

2

NS G2-Beg-Mid

2.0 165L K - M

5.1→5.14 2.5 to 6.1→6.14

NS G2-End 2.9 425L 7.1→7.12

3

Reading to Learn

HS 3E – 3M – 3D

Syllables & Basic

Morphology

3.0 425L to

645L N - P 8.1→8.10

3.9

4 HS 4E – 4M – 4D

Advanced Morphology

4.0 645L to

850L Q - S

4.9 T - V 5 HS

5E – 5M – 5D 5.0 850L

to 950L 5.9

6 HS 6E – 6M – 6D

6.0

6.9

950L to

1030L W - X

7 HS 7 1030L

to 1095L

8 HS 8 1095L

to 1155L

9 HS 9 1155L

to 1205L

10 HS 10 1205L

to 1250L

11 HS 11 1250L

to 1295L

University of Utah Reading Clinic 4/4/07 GC - MB

Queries - Narrative Text Plot-oriented questions: What is the main problem so far? Has the problem changed? How? Who is the main character? (gets most “page time” and faces main problem) How will this (insert event) affect the problem or the main character? Did the main problem get solved? How? Were there any smaller problems in the story? What were they? What “message” is the author trying to tell us about life? Generic questions, prompts, and probes for narrative text: What just happened? What’s happened so far? Tell me more about that. Why do you think that? What does the author want us to think here? What might happen now? (Beck, I.L., McKeown, M.G. (2001) “Inviting students into the pursuit of meaning”, Educational Psychology Review.) Produced by the University of Utah Reading Clinic

Queries - Expository Text

Text Structure-oriented questions: Description: What does the author want us to know about ______ ? What is the main idea the author wants us to learn about ______ ? Compare/Contrast: How does the author show us that ________ and ________ are alike? How does the author show us that _______ and _________ are different? Cause/Effect: What happened to/with ___________? What caused __________ to happen? What result or effect did ____________ have? Generic questions, prompts, and probes for expository text: What is the author telling us here? What is the author talking about? What new information is the author giving us here? How does that fit in with what we already know about _________ ? What is the main idea for this (paragraph, page, selection) that the author wants us to learn? What are 3 supporting details (pieces of evidence) the author gives us to support that main idea? Summarize what the author told us about _______________. Did the author explain that clearly? What else do we need to find out? (Beck, I.L., McKeown, M.G. (2001) “Inviting students into the pursuit of meaning”, Educational Psychology Review.)

University of Utah Reading Clinic

Spelling & Sentence Stem Book

(Student Name)

University of Utah Reading Clinic

Spelling & Sentence Stem Book

(Student Name)

Insert tab at this point TAB: Lesson Logs

University of Utah Reading Clinic: 4/13/06

Word Bank Words

A

B C

D

E-F

G H

I

J

K L

M

University of Utah Reading Clinic: 4/13/06

N

O P

Q-R

S

S T

T

U-V

W W

X-Y-Z

Name

NEXT STEPS Book List Record Sheet

Date

Level

Rate &

Accuracy

ASSISTED READING

Date

Level

Rate &

Accuracy

ASSISTED READING

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A.. A.

R. R.

A.. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

©University of Utah Reading Clinic, Revised 200530 MB


NAME___________________________

WORD SORT LOG

Onset + Vowels

Sort

Date

Sort

Date

Mixed Short Vowels

Sort

Date

Sort

Date


Vowel Patterns

Sort

Date

Sort Date


-ed Endings

Sort

Date

Sort

Date

Insert Tab at this point TAB: Word Study Materials


Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off label template (included) onto AVERY 8195. Word cards can be sorted into library pockets or snack size zip‐lock baggies. Label each library pocket or zip‐lock baggie with the printed labels. Place word cards into the corresponding library pocket. We suggest you separate each word sort section using tabbed dividers of colored cardstock. Organize pockets behind appropriate section divider & place in a container.

Next Steps Word Study Inventory & Kit Organization

Section 1 Divider: Mixed Short Vowels (●● two dot words)

hat back, cat, clap, had, has, glad, mad, map, ran, snack, that

pig hit, his, kid, lip, sick, ship, this, win, with

mom cost, chop, doll, drop, fox, hop, job, lost, rock, stop

red bed, bend, less, let, pet, sell, sled, step, tell, then, web, when

cup bug, bus, but, cut, dust, fun, hush luck, must, nut, shut, stub, truck

Section 2 Divider: Core Vowel Patterns of A (●●● three dot words) Vowel Patterns a_ (●●● three dot words)

Vowel Patterns a_e

(●●● three dot words) Vowel Patterns ar

(●●● three dot words) Vowel Patterns ai (●●● three dot words)

hat back bag band bat bath cap cast cat clap dad fan fast flag flat glad had hand ham jam last mad map math nap ran snap trap that

cake bake base brave chase face fake flame gate gave grape lake late made make name page rake safe same shake shape skate snake space state take tape trade

farm arm art bark barn car card cart dark dart far hard harm jar march mark park part shark spark sharp smart star starch start tar tart yard yarn

rain braid brain drain mail paid pail pain paint sail stain tail train wait

Section 3 Divider: Core Vowel Patterns of I (●●● three dot words) Vowel Patterns i_ (●●● three dot words)

Vowel Patterns i_e (●●● three dot words)

Vowel Patterns ir (●●● three dot words)

Vowel Patterns igh (●●● three dot words)

pig big fin fit fix flip gift grin hid hill him hit hip kick lick lid lip list mix pin print rib sick shin slim swim trip twin win

bike bite bride dime dive drive five glide gripe grime hide hike kite like life lime mine nice ride side shine slide smile spine time wide wife wipe white

girl birch bird birth chirp dirt fir firm first flirt mirth sir shirk shirt skirt smirk stir swirl thirst third twirl whirl whir

night bright fight flight fright high light might right sigh sight tight thigh

Section 4 Divider: Core Vowel Patterns of O (●●● three dot words) Vowel Patterns o_ (●●● three dot words)

Vowel Patterns o_e (●●● three dot words)

Vowel Patterns or (●●● three dot words)

Vowel Patterns oa (●●● three dot words)

mom chop chomp clock cloth dog doll dot drop fog flock floss frog hot job jog lock log lost mob nod pot pop soft shock shop stop top trot

rope bone broke choke close drove froze hole home hope joke poke pole probe mope mole nose note robe spoke stone stroke those woke

fork born cord cork corn force form fort horn morn north port porch pork sort short sport stork storm torn torch thorn

coat coach croak float goal goat groan soap load loaf road soak toast throat

Section 5 Divider: Core Vowel Patterns of E (●●● three dot words) Vowel Patterns e_ (●●● three dot words)

Vowel Patterns ee (●●● three dot words)

Vowel Patterns er (●●● three dot words)

Vowel Patterns ea (●●● three dot words)

red bed beg bell bench bend best bet blend chest deck desk fed fled get led left let men neck shed sled spend ten test web wed wept when

feet bee beef beep beet cheek deed deep feel free green greet jeep meet queen see seed sheet sweet speed sweep teen teeth tree tweed weed wheel

jerk clerk germ fern her herd nerd per perch perk perm pert stern term verb

meat beach beak cheap clean dream eat hear heat leaf meal speak team wheat

Anchor Words =


Section 6 Divider: Core Vowel Patterns of U (●●● three dot words) Vowel Patterns u_ (●●● three dot words)

Vowel Patterns u_e (●●● three dot words)

Vowel Patterns ur (●●● three dot words)

Vowel Patterns ue (●●● three dot words)

cup bump bus club crush crust cub cut drum duck fund gum hunt hut jump luck mud plug plus puff pup rug run shut strut sum sun tub thud

dude brute crude cute fluke huge June mule mute prune rude rule spruce truce tune

turn blur burst burn burp church churn curb curl curt fur hurl hurt turf spurt surf

blue clue due glue sue true

Section 7 Divider: -ed ending sorts (●●●● four dot words)

Baseword + /ed/ test tested act acted add added count counted end ended expect expected fade faded fold folded float floated hand handed hunt hunted invent invented land landed list listed melt melted need needed rent rented sort sorted skate skated trade traded twist twisted want wanted

Baseword + /d/ rain rained burn burned carry carried climb climbed copy copied cry cried film filmed hug hugged learn learned live lived move moved obey obeyed play played pray prayed smell smelled sneeze sneezed snow snowed stay stayed study studied try tried worry worried yell yelled

Baseword + /t/ look looked ask asked blink blinked camp camped crash crashed help helped hop hopped hope hoped jump jumped kick kicked lick licked like liked laugh laughed miss missed place placed push pushed stop stopped touch touched trap trapped trick tricked walk walked wish wished

Section 8 Divider: Additional Vowel Patterns of A (●●● three dot words) Vowel Patterns ay (●●● three dot words)

Vowel Patterns all (●●● three dot words)

Vowel Patterns aw (●●● three dot words)

day bay clay hay may pay play ray say spray stay stray tray way

fall all ball call gall hall mall small stall tall wall

jaw bawl claw draw flaw hawk law lawn paw raw saw straw thaw yawn

Section 9 Divider: Additional Vowel Patterns of I (●●● three dot words) Vowel Patterns ing (●●● three dot words)

Vowel Patterns Rule Breaking i (●●● three dot words)

Vowel Patterns y like /ī/ (●●● three dot words)

ring bring fling king sing sling sting swing thing wing

mind bind blind child climb find grind kind mild wild

my by cry fly fry pry shy sky sly spry try why

Section 10 Divider: Additional Vowel Patterns of O (●●● three dot words) Vowel Patterns Rule Breaking o (●●● three dot words)

Vowel Patterns oi (●●● three dot words)

Vowel Patterns oo (●●● three dot words)

Vowel Patterns ow (●●● three dot words)

gold cold colt fold folk ghost hold host jolt mold old post sold

coin boil coil foil join joint moist oil point soil spoil toil

boot boom broom hoop moon noon pool roof room scoop smooth shoot tool tooth

mow bow blow crow know flow grow low own row show snow tow throw

Vowel Patterns oy (●●● three dot words)

Vowel Patterns oo (●●● three dot words)

Vowel Patterns ow (●●● three dot words)

Vowel Patterns ou (●●● three dot words)

toy boy coy joy ploy Roy soy

book brook cook foot good hood hook, look shook stood wood

cow brown clown crowd crown down frown gown how now owl plow town wow

loud cloud couch count found mouth ouch out proud round scout shout sound south

Section 11 Divider: Additional Vowel Patterns of E (●●● three dot words)

Vowel Patterns ea (●●● three dot words)

Vowel Patterns ear (●●● three dot words)

Vowel Patterns er_e (●●● three dot words)

Vowel Patterns ew (●●● three dot words)

head bread breath dead deaf death dread leapt meant spread sweat tread thread threat

earth Earl earn heard learn pearl search

verse merge nerve serve swerve

new blew chew crew dew drew few flew grew knew news screw stew threw

Section 12 Divider: Additional Vowel Patterns of U (●●● three dot words)

Vowel Patterns ur_e (●●● three dot words)

nurse curse curve purse splurge surge urge

Next Steps: Word Study Sequence

Note: You may spend one (1) or many days on a particular set of patterns.

Remember that students need to be able to verbalize “vowel pattern” and “vowel sound” as well as be able to meet or exceed word study check criteria before they move on to a new set of patterns.

1. Mixed Short Vowels ●●A I O E ●●I O E U (WORD STUDY √)

2. Core Vowel Patterns ●●●a_, a_e, ar, ai

(WORD STUDY √) ●●●i_, i_e, ir, igh

(WORD STUDY √) ●●●o_, o_e, or, oa

(WORD STUDY √) ●●●e_, ee, er, ea (eat)

(WORD STUDY √) ●●●u_, u_e, ur, & ue

(WORD STUDY √) 3. Additional Sorts (optional) Include only if needed. –ed Ending Sorts: ●●●●Baseword + /ed/

(WORD STUDY √) ●●●●Baseword + /t/

(WORD STUDY √) ●●●●Baseword + /d/

(WORD STUDY √) ●●●●Combination /ed/, /t/, /d/

(WORD STUDY √)

4. Additional Vowel Patterns Always include the “vowel consonant” & “vowel-consonant-e” patterns in this section.

- A - ●●●a_, a_e, ai, ay ●●●a_, a_e, ay, all ●●●a_, a_e, all, aw

(WORD STUDY √)

- I - ●●●i_, i_e, igh, ing ●●●i_, i_e, ing, rule-breaking i ●●●i_, i_e, rule-breaking i, & y like i

(WORD STUDY √)

- O -

●●●o_, o_e, oa, & rule-breaking o ●●●o_, o_e, rule-breaking o & oi ●●●o_, o_e, oi & oo(moon) ●●●o_, o_e, oo(moon), & ow (row)

●●●o_, o_e, ow (row) & oy ●●●o_, o_e, oy & oo (book) ●●●o_, o_e, oo(book) & ow (cow) ●●●o_, o_e, ow(cow) & ou

(WORD STUDY √)

- E - ●●●e_, ee, ear, ea (bread) ●●●e_, ee, ea (bread), er_e ●●●e_, ee, er_e, ew (WORD STUDY √)

- U - ●●●u_, u_e, ue, ur_e

(WORD STUDY √)

5. Review of Vowel Patterns Review #1: ●●●a_, i_, a_e, i_e ●●●a_, ar, i_e, ir,

(WORD STUDY √) Review #2: ●●●i_, o_, i_e, o_e ●●●i_, i_e, ir, or, ●●●i_e, o_e, rule-breaking i, rule-

breaking o

●●●i_e, o_e, igh, ow(row)

(WORD STUDY √) Review #3: ●●●o_, e_, o_e, ee ●●●o_, e_, or, er ●●●o_e, ee, oa, ea(eat)

(WORD STUDY √) Review #4: ●●●e_, u_, ee, u_e ●●●ee, u_e, er, ur ●●●ee, u_e, ea (eat), ur_e

(WORD STUDY √) Review #5: Review patterns that were particularly challenging to your student. Examples: a_e, i_e, o_e, u_e ai oa ea (eat) ue ar ir or ur ai oi ay oy ea (eat) ee oo(moon) oo(book)

aw ew ow (cow) ow(row)

oo(book) oo(moon) ow (cow) ow(row)

ear er_e ea (eat) ea (bread) (WORD STUDY √)


UURC 10-29-13 KJB 1

UURC Word Study Wisdom 1. Think of Word Study as musical scales or athletic drills for reading. Your student needs to become automatic at identifying and spelling words, and you can help that happen by being well-prepared, succinct in your verbiage, consistent with your prompts, positive, and enthusiastic. 2. Some tutors worry that students will be bored by doing the same activities every day. Most won’t and those who say they are bored would issue such a criticism for any activity that included reading. Remember: Our Word Study Sequence targets your student’s instructional level and provide just the right amount of challenge. That in itself is motivating. And, if you keep your pacing brisk and enthusiastic, most students will respond in kind. 3. This is your student’s time to be immersed in high-quality, research-based instruction designed to help him/her ‘break the reading/spelling code.’ There is an inverse relationship between the amount of time you talk and the amount of time the student reads and spells words. Consciously reduce/limit the amount of ‘teacher talk’ you allow yourself. Save ‘bonding’ and ‘stories’ for before and/or after the lesson. 4. Your Word Study prompts should be succinct and consistent to let your student know exactly where you want him/her to be (location) and what you want him/her to do (behavior). Example: “Start at the top. Point and read, please.”

Example: “Watch my pencil. The vowel pattern is…?”

5. Set high expectations for good manners and academic language by modeling both for your student. Ask your student to use both as often as possible. Example: “Justify that, please!” Example: “Thank you for making our matrix.” 6. As you and your student proceed, utilize your ES Word Study Sequence to determine which anchors and cards to pull from your kits, as well as when to conduct Word Study Checks to evaluate mastery.

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7. You will quickly see that we consider tapping to be a very important word identification strategy. Again, your modeling, guidance, and enthusiasm can play a large part in helping your student to adopt this reliable method for successfully reading unfamiliar words. 8. Don’t flog a tired horse! If your student is struggling with a particular concept or word, make 3 attempts (total), tell him/her the word, and try again another day!

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Definitions A, e, i, o, and u are always vowels in written English. When ‘y’ begins a word or syllable, it is a consonant (e.g., yellow, backyard), but positioned at the end of a word, it is a vowel (e.g., ‘happy,’ ‘cry’). All other English letters are consonants. The acronym CVC refers to a 3 letter word that begins with a consonant, has a vowel in the middle position, and ends with a consonant (e.g., cup, sit, mom). A phoneme is the smallest sound in a language that can be spoken. For example /p/, /ch/, /m/, and /ā/ are phonemes used in spoken English. Backslashes surrounding a letter indicate sound, rather than letter name. A grapheme or letter is a symbol for a phoneme (e.g., ‘p,’ ‘ch,’ ‘m,’ and ‘a,’ ‘ay,’ ‘ai’ are graphemes. An onset comes before the vowel in a single syllable. For example,‘s’ is the onset in ‘sad’ and ‘st’ is the onset in ‘stop.’ Not all syllables have an onset (e.g., ‘at,’ ‘is,’ ‘own’). A blend refers to two consonants in sequential position with each consonant retaining its own sound (e.g., flat, bend). When tapping a blend, each sound receives its own finger tap. A digraph refers to two letters in sequential position that combine to make only 1 sound (e.g., chin, hush, soil). A digraph receives only 1 finger tap.

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Vowel Patterns & Related Vowel Phonemes Core A Patterns: a-consonant says /ă/ ex.: hat, map a-consonant-e says /ā/ ex.: name, lake a-r says /r/ ex.: jar, farm a-i says / ā / ex.: rain, tail Core I Patterns: i-consonant says /ĭ/ ex.: pig, lip i-consonant-e says /ī/ ex.: bike, five i-r says /ur/ ex.: girl, dirt i-g-h says / ī / ex.: night, light Core O Patterns: o-consonant says /ŏ/ ex: mom, pot o-consonant-e says /ō/ ex.: rope, nose o-r says /or/ ex.: horn, fork o-a says /ō/ ex.: soap, road Core E Patterns: e-consonant says /ĕ/ ex.: web, bell e-e says /ē/ ex.: feet, seed e-r says /ur/ ex.: her, germ e-a says /ē/ ex.: leaf, heat Core U Patterns: u-consonant says /ŭ/ ex.: sun, cup u-consonant-e says /ū/ or /oo/ ex.: cute, dude u-r says /ur/ ex.: fur, burn u-e says /oo/ ex.: glue, true

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Mixed Short Vowel Work (2 dot words): Next StepsSM (NS) Word Study

Note: all Next Steps students must start with this portion of the Next Steps Word Study Sequence—even teen-agers whom you may think don’t need it. You will be surprised how confused even older students are about short vowel sounds. That said, you may only need to spend 3 or 4 days here, enough time to try the most difficult words with blends and digraphs, and to be sure that the student can articulate the vowel patterns and vowel sounds. Then, you may conduct a Word Study Check with all 5 vowels and determine if your student is ready to move onto to Vowel Pattern Word (3 dot words). Materials: - pencil for student; pencil for tutor - a, i, o, and e mixed short vowel anchors & CVC word cards. No blends (e.g.,. stop, bend) or digraphs (e.g., chop, sick) on Day 1. - student spelling notebook with lined paper Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: NS Mixed Vowel Sort 1. Place the following anchors horizontally next to one another.

2. Say, “Point and read these anchors, please.” Student responds. Difficulty? Suggest tapping.

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3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “The letter ‘a’ is a vowel. It says /ă/. What does it say? Student answers. 4. Do the same for i, o, and e. 5. Place ‘job’ in front of the student. Ask, “Where does this go?” Student should place card below ‘mom.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column. Difficulty? Point out that both words contain the vowel ‘o,’ so the new card goes under ‘mom.’

6. Say, “Point and read, please.” Student points down that column while reading each word aloud. Continue with other word cards as above. The first time the student has difficulty reading a word, it is time to teach tapping. Tapping is a very important blending strategy for beginning readers. Read the directions below and practice ahead of time so that you are ready when opportunity strikes! Introduce tapping without word cards. Hold up your right hand and wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the fingers want to touch home base.” Ask the student to do the same. Show your student how you can tap each finger to the thumb individually (left to right, from forefinger to pinky), saying “Tap. Tap. Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish.

UURC 10-29-13 KJB 7

Have your student practice tapping each finger to the thumb individually (left to right, from forefinger to pinky) until s/he can do this reasonably well. 1. tap forefinger 2. then, middle finger 3. ring finger 4. then, all 3 at once Next, hold your right hand below a CVC word card (e.g., win) and show the student how you can tap each sound in the word, 1 finger at a time, and then say the whole word while joining all the fingers at once to the thumb.

1. /w/ 2. /ĭ/ 3. /n/ 4. win

From now on, when the student cannot readily identify a word during Sort, Fast Pencil, Memory, or even when reading text, instruct the student to ‘tap’ as described above. 7. If your student can read and point down the column easily, build a 4x4 matrix with just CVC (consonant-vowel-consonant) words—no words with blends or digraphs, yet.

UURC 10-29-13 KJB 8

If your student experiences difficulty, drop back to a 2x2 or 2x3 matrix with just ‘hat’ and ‘pig’ anchors. You can build a 4x4 matrix over successive lessons. 8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Repeat as above with the ‘pig,’ ‘mom,’ and ‘red’ columns. Day 2+ NS Mixed Vowel Sort Always use the same anchor cards in the order suggested by the NS Sequence . Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may be new to reflect the student’s previous success. You should introduce words with blends (e.g., glad, dust) and digraphs (e.g., when, hush) as soon as the student is quite successful with CVC words (e.g., job) in a 4x4 Sort. Difficulty? Suggest tapping!

UURC 10-29-13 KJB 9

Each day as you finish the Sort, for each column ask “What is the vowel pattern here? What is the vowel sound?” NS Mixed Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to 6-7 words in random order. 3. Suggest tapping as needed. NS Mixed Vowel Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “Read that word.” Student responds. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant while saying “o-consonant…” - then pointing then back to the vowel a final time stating “…says /ŏ/.” Do this for both cards in the match.

UURC 10-29-13 KJB 10

7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose when you play NS Memory, but do so convincingly! Win a game occasionally to keep things “real!” NS Mixed Vowel Spelling 1. Choose 5 word cards you used in the Sort. Choose 2 easier words, and 3 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: - say the word - use the word at the end of a short sentence - ask “What word?” Student repeats word. Example: “The word is win. I hope I win. What’s the word?” Student repeats word. Say, “Write win.” 3. Continue as above for remaining 3 words. 4. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘sick’ for ‘stick’ say, “The word is stick. Say stick.” Student responds. 5. Show the tapping motion or say, “Tap.” When the student taps /s/-/t/, stop him/her at that sound and ask, “What says /t/? Student responds. Ask, “What do you need to put there?” Student responds and fixes word.

1 2

3

UURC 10-29-13 KJB 11

6. Now, use the procedures below to model for your student how to “Say It. Match It. Check It.” 7. After modeling, hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., w,w). Student finishes word using the same procedure (e.g., i,i…n,n), and then places a √ next to the word. 2. win √ 10. Repeat “Say It. Match It. Check It.” for remaining words. Moving Along in NS Mixed Short Vowel Work When your student can play Memory such that s/he is approximately 85% accurate, move to the next line in the NS Word Study Sequence (i, e, o, and u). You will need to retire 1 anchor, keep 3 anchors, and pull 1 new anchor, as well as related word cards. When your student is successful with i, o, e, and u, including some words with blends and digraphs, conduct a Word Study Check to determine if s/he is ready to move into the next phase of NS Word Study: Vowel Patterns (3 dot words). NS Word Study Check for Mixed Vowel Work 1. Randomize a deck of at least 40 words, sampling all 4 patterns, including words with blends and digraphs. Set your timer for 1 minute.

win

UURC 10-29-13 KJB 12

2. Hold cards in one hand. Start timer when student reads first card. Student reads off deck. Tapping is ok. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic No = Wrong or >3 Second Hesitation (Say correct word and move on) 4. Criteria: at least 35 words correct in 1 minute with no more than 3 errors. Meet or exceed? BUMP UP to Vowel Patterns. 5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW Mixed Short Vowel trouble areas.

UURC 10-29-13 KJB 13

Vowel Pattern Work (3 dot words): Next StepsSM Word Study

Materials: - pencil for student; pencil for tutor - a, a-e, ar, and ai vowel pattern anchors & word cards. No blends or digraphs on Day 1. - student spelling notebook with lined paper Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: NS Vowel Pattern Sort 1. Place ‘hat,’ ‘cake,’ ‘farm,’ and ‘rain’ anchors horizontally next to one another.

2. Say, “Point and read these anchors, please.” Student responds. 3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “a’ is a vowel. It says /ă/ in hat. What does it say? Student answers. 4. Point to ‘a’ in ‘hat’ and say, “In words like this, ‘a’ says /ă/ because it is the only vowel and it is closed off at the end by a consonant. 5. Continue, “But, in this word (point to the ‘a’ in ‘cake’), ‘a’ says /ā/ because it is followed by a consonant and then a silent ‘e’ (point to those letters).” 6. “And, in this word (point to the ‘a’ in ‘farm’), ‘a’ says /r/ because it is followed ‘r’ and the ‘r’ is bossy and won’t let the ‘a’ say its short or long sound (point to ‘r’).”

UURC 10-29-13 KJB 14

7. “And, in this word (point to the ‘a’ in ‘rain’), ‘a’ says /ā/ because it is followed by a silent ‘i’ (point to ‘i’).” 8. Place ‘jam’ in front of the student. Ask, “Where does this go?” Student should place ‘jam’ below ‘hat.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column.

Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ have vowels followed by ‘r’ or ‘i,’ so they belong in the same column. 5. Say, “Point and read, please.” Student points and reads down that column while reading each word aloud. 6. If your student can read and point down the column easily, build a 4x4 sort with just CVC (consonant-vowel-consonant) and CVCe (consonant-vowel-consonant-silent e) words—no words with blends or digraphs, yet.

If your student experiences a good deal of difficulty, shorten the Sort to 2x2 or 2x3 and then expand to a full 4x4 matrix over successive lessons.

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8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant in ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Then, touch your pencil to the vowel, consonant, and ‘e’ in ‘cake’ and say, “Watch my pencil. This vowel pattern is a-consonant-e. 13. Repeat #12 above for the rest of the words in the ‘cake’ column. Say, “Say it with me: a-consonant-e… a-consonant-e…a-consonant-e.” 14. Go back up to the top of the ‘cake’ column, touch your pencil to the ‘a’ and then the ‘e’ in ‘cake’ and say, “Watch my pencil. The vowel sound is /ā/.” 15. Repeat #14 above for the rest of the words in the ‘cake’ column. Say, “Say it with me. /ā /… /ā/…/ā/.” 16. Then, touch your pencil to the ‘a,’ then the ‘r’ in ‘farm’ and say, “Watch my pencil. This vowel pattern is a-r. 17. Repeat #16 above for the rest of the words in the ‘farm’ column. Say, “Say it with me: a-r…a-r.” 18. Go back up to the top of the ‘farm’ column, use your pencil to circle the ‘ar’ in ‘farm’ and say, “The vowel sound is /r/. Say it with me: /r/… /r/…/r/.” 19. Finally, touch your pencil to the ‘a,’ then the ‘i’ in the ‘rain’ and say, “Watch my pencil. This vowel pattern is a-i.

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20. Repeat #19 above for the rest of the words in the ‘rain’ column. Say, “Say it with me: a-i…a-i.” 21. Go back up to the top of the ‘rain’ column, use your pencil to circle the ‘ai’ in that column and say, “The vowel sound is /ā/…Say it with me: /ā/… /ā/…/ā/.” Day 2+ NS Vowel Pattern Sort Always use the same anchor cards. Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may change daily to reflect the student’s success. You should introduce words with blends (e.g., skate) and digraphs (e.g., shake) as soon as the student is quite successful with CVC words (e.g., job) in a 4x4 Sort. Each day as you finish the Sort, for each column ask, “What is the vowel pattern here? What is the vowel sound?” Difficulty? For CVC words, suggest tapping. But, for words with other patterns, ask the student to identify the pattern first. Then ask, “So what sound is this vowel going to make?” Student responds. Say, “Remember that sound. Now tap.” After 3 tries, try again next lesson. Another option is to reduce the size of the Sort. NS Vowel Pattern Fast Pencil 1. Say, “Let’s play Fast Pencil.” 2. Point to 6-7 words in random order.

UURC 10-29-13 KJB 17

3. Suggest tapping as needed. Remember if a word has a vowel-consonant-e pattern, ask the student to tell you the main vowel sound before s/he begins tapping. NS Vowel Pattern Memory 1. Ask the student to flip the cards face down, mix them up, and arrange a matrix. 3. You or the student chooses a card, flips it over and reads it aloud, tapping if necessary. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. Do not re-mix! 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant, then to ‘e’ while saying “a-consonant-e…” - then point back to the main vowel a final time stating “…says /ā/.” Do this for both cards in the match.

7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game.

1 2

4

3

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NS Vowel Pattern Spelling 1. Choose 5 word cards you used in the Sort. Choose 2 easier words, and 3 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: “The word is name. Jean is my name. What’s the word?” 3. Student repeats word. Say, “Write name.” 4. Continue as above for remaining 4 words. 5. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘lak’ for ‘lake’ say, “The word is lake. Say lake.” Student responds. 6. Show the tapping motion or say, “Tap.” When the student taps /l/-/ā/, stop him/her at that point and ask, “What says /ā/? Student responds. Ask, “What do you need at the end of the word for the vowel to say its name?” Student responds and fixes word. 7. Next, the student should “Say It. Match It. Check It.” Hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., n,n). Student finishes word using the same procedure (e.g., a,a…m,m…e,e), and then places a √ next to the word. 10. Repeat “Say It. Match It. Check It.” for remaining words.

Moving Along in NS Vowel Pattern Work When your student can play Memory such that s/he is approximately 85% accurate, including some words with blends and digraphs, conduct

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a Word Study Check to determine if s/he is ready to move to the next Vowel Pattern. (e.g., i, i-e, ir, and igh). NS Word Study Check for Vowel Pattern Work 1. Randomize a deck of at least 40 words, sampling all 4 vowel patterns, including words with blends and digraphs. Set your timer for 1 minute. 2. Hold cards in one hand. Start timer when student reads first card. Student reads off deck. Tapping is ok. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic No = Wrong or >3 Second Hesitation (Say correct word and move on) 4. Criteria: at least 35 words correct in 1 minute with no more than 3 errors. Meet or exceed? BUMP UP to next Vowel Pattern. 5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW Vowel Pattern trouble areas.

Next Steps Word Study – Cue Card Day 1 ••Mixed Shorts Day 1

University of Utah Reading Clinic 5/24/16 hd

On the first day of a new pattern only, T. will explicitly model with the anchors. Display anchors, point with pencil and say,

This word is hat, what word? T. Point to ‘a’ in ‘hat’ and say, The letter ‘a’ is a vowel. It says /ă/. What does it say? T. Repeat for ‘i’, ‘o’, and ‘e’. T. Show ‘job’ word card to students and ask,

What vowel do you see in this word? Pause, Everybody? Does this go under hat, pig, mom or red? Pause,

Everybody? T. Place card under ‘mom’ and say, Your turn. Voices together. T. Points as S. chorally read down column. To finish the matrix, the prompt is, Where does it go? S. chorally identify anchor for placement. T. Places card, then, Your turn. Voices together. T. Points as S. chorally read down column

Repeat until 4 x 4 is built. Upon completion of the sort… T. Touch pencil to the vowel and the ending consonant in ‘hat’ and say, Watch my pencil. This vowel pattern is a-consonant. Say it with me: a-consonant.. a-consonant.. a-consonant. T. Go back and pencil point to the anchor ‘hat’ and say, Watch my pencil. The vowel sound is /ă/. Say it with me: /ă/… /ă/ … /ă/. Repeat with ‘pig’, ‘mom’, and ‘red’. Continue with Fast Pencil

Next Steps Word Study - Cue Card Day 2 + ••Mixed Shorts Day 2+


This is the routine for each lesson following the introduction (Day 1) of a new vowel pattern.

T. Display anchors, point with pencil and say, Watch my pencil. Voices together S. Read anchors as you move from ‘hat’ to ‘pig’ to ‘mom’, and ‘red’.

T. Show first word card* for today and ask, Where does this go? Pause, Everyone? S. Chorally name the anchor under which the word card belongs. *Students do NOT read the word card until it has been placed in the column. T. Place card under appropriate anchor and say, Your turn. Voices together. T. Point down column. S. Chorally read the words as you point with pencil down the column. To finish the matrix, the prompt is, Where does it go? S. chorally identify anchor for placement. T. Places card, then, Your turn. Voices together. T. Points as S. chorally read down column. Repeat until 4 x 4 is built.

Upon completion of the sort… T. point with pencil moving up and down over each column and ask, What is the vowel pattern here? Pause, Everyone? S. Chorally respond with the appropriate vowel pattern…. a-consonant. T. Point with pencil moving up and down over each column and ask, What is the vowel sound? S. Chorally respond with appropriate vowel sound…. /ă/ Repeat this step for...i consonant says / ῐ/, …o consonant says / ŏ/,

and ...e consonant says / ӗ/.

Continue with Fast Pencil

Next Steps Word Study – Cue Card Day 1 ••• Core Vowel Patterns Day 1


On the first day of a new pattern only, teacher will explicitly model with the anchors. Display anchors, point with pencil and say,

These words all use the vowel ‘a’ but ‘a’ makes different sounds. This word is hat. What word? Elbows up! T. leads students in tapping. Tap whole word, then tap it again, but stop on ‘a’ and bounce your finger while saying /ă/. Yes, ‘a’ is saying /ă/.

This word is cake. What word? Let’s see what happens here because of the silent ‘e.’ Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /ā/. Now, ‘a’ says /ā/. This word is farm. What word? Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /r/. Now, ‘a’ says /ar/ because the ‘r’ is bossy.

This word is rain. What word? Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /ā/. Now, ‘a’ says /ā/ because it is followed by a silent ‘i’.

T. show ‘jam’. Does this go under ‘hat,’ ‘cake,’ ‘farm,’ or ‘rain’? Pause, Everybody? T. places card, then Voices together. T. points as S. chorally read down column. To finish matrix the prompt is, Where does it go? S. chorally identify anchor for placement. T. places card, then Your turn, voices together. T. points as S. chorally read down column.

Repeat until 4 x 4 is built

\

Next Steps Word Study – Cue Card Day 1 ••• Core Vowel Patterns Day 1


Day 1 Continued…

Upon completion of the sort… T. Touch pencil to the vowel and the consonants in the vowel pattern and say,

Watch my pencil. The vowel pattern in ‘hat’ is a-consonant. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the a-consonant column. a-consonant…. a-consonant… a -consonant. T. Point pencil back to anchor and say, The vowel sound is /ă/. Say it with me: /ă /... /ă/…. /ă/.

Watch my pencil. The vowel pattern in ‘cake’ is a-consonant-e. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the v-consonant-e column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ā/ then, Say it with me: working down the column for the remaining words. Watch my pencil. The vowel pattern in ‘farm’ is a-r. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the r-controlled column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ar/ then, Say it with me: working down the column for the remaining words. Watch my pencil. The vowel pattern in ‘rain’ is a-i. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the vowel team column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ā / then, Say it with me: working down the column for the remaining words. Continue with Fast Pencil

Next Steps Word Study – Cue Card Day 2+ ••• Core Vowel Patterns Day 2+


This is the routine for each lesson following the introduction (Day 1) of a new vowel pattern.

T. Display anchors, point with pencil and say, Watch my pencil. Voices together. S. Chorally read anchors as you move across the word cards. T. Show first word card* for today and ask, Where does it go? Pause, Everybody? S. Chorally name the anchor under which the word card belongs. *Students do NOT read the word card until it has been placed in the column. Then, they read in order as you move your pencil down that column. T. Place card under the appropriate anchor and say, Your turn. Voices together. S. Chorally read the words as you point with pencil down the column.

Repeat until 4 x 4 is built. Upon completion of the sort…

T. Point with pencil moving up and down over each column and ask, What is the vowel pattern here? Pause, Everybody? S. Chorally respond with appropriate vowel pattern. T. Point with pencil moving up and down over each column as you ask, What is the vowel sound? Pause, Everybody? S. Chorally respond with appropriate vowel sound.

Continue with Fast Pencil

UURC 07-22-10 KJB

Next Steps 4 Dot Words: “ed” Endings

Note: using 4 dot words requires some prep (i.e., pulling cards, reviewing procedures) that must be done prior to conducting the actual lesson. When the student completes ‘o’ core vowel patterns, you can deviate to “ed” endings if s/he needs work in this area. Then, go back to the Word Study Sequence where you left off. Sequence 1. /ed/ 2. /t/ 3. /d/ Introductory Lesson for Individual Ending: use only one ending sound (e.g., /ed/) Prep: Before lesson, pull 16 cards for sort: 2 columns of 8. Pull pairs of baseword and matching baseword/suffix cards for only one ending (e.g., paint-painted). Procedures: Introduction: 1. Place the words tested, looked, and rained in front of student and ask student to read each word. Ask, “What letters do you see at the end of each word?” Use your thumb to target ed in each word and explain that it is a suffix. Suffixes change the meaning of words. Use your thumb to target look (I look at you now) and looked (I looked at you yesterday) as an example. 2. Explain that the suffix “ed” is tricky because it has 3 different sounds. Ask student to pronounce each word again and listen for the sound at the end of the word. Then, use counter-examples: “We don’t say look-ed, we say lookt. We don’t say…” So, we’re going to use these 4 dot words to help you be sure how to say “ed” words correctly. Working with one ending only: 1. Ask student to SORT words in to 2 columns: words with the “ed” suffix and words

without the suffix. Use “where does this go?” prompt. Student reads down the entire column each time s/he places a card. Note: words do not have to “match” yet.

2. When sort is completed, review that “ed” is a suffix. Explain that the front part of the word is called the “baseword.” Pick up all “ed” words, hand them to the student, and ask student to MATCH baseword/suffix to the corresponding baseword. As they match cards up, ask student to read across (e.g., hand-handed).

3. When MATCH is completed, ask student to point and read across for all matches (e.g., hand-handed, count-counted, blast-blasted)

4. Then, work on accuracy and vocabulary by QUESTIONING: Read this word (handed). What is the baseword? (hand) What is the suffix? (ed) What sound is the ‘ed’ making? (/ed/). Cover part of the word and ask: Is this a suffix or a baseword?

5. Dictate 5 SPELLING words. Use primarily baseword/suffix words. Be sure to practice basewords ending in “y” if available.

6. Conduct SAY IT – MATCH IT – CHECK IT. Student should read the baseword alone, and then the entire baseword/suffix. To finish, ask student to read back the entire list in the same fashion.

7. Re-do steps 1-6 above until student seems 85% or so ACCURATE.

UURC 07-22-10 KJB

8. Then, shift to FLUENCY-DRIVEN activities like Poison Star or Oops for 30 seconds, 2 or 3 times. (No random check!)

9. When conducting fluency activities, student reads entire baseword/suffix. Evaluating Mastery: 1. When the student seems firm (i.e., is both accurate and fluent) for that ending, conduct a SPEED for basewords and basewords/suffixes. Student reads entire baseword/suffix. The criteria are 35 or more; no more than 3 errors in 1 minute. SPEED s must be conducted for each ending individually: /ed/, /t/, and /d/. Comparison Lesson: after student has passed speed s for all 3 endings, do comparison work. Prep: Pull tested, looked, and rained, plus 3 more baseword/suffixes for each ending (i.e., a total of 12 cards for a 3x4 sort). Have sound symbol cards ready (i.e., /ed/, /t/, /d/). Procedures: Introduction: 1. Use tested, looked, and rained as anchors. Hand anchors to child to read & place one

at a time in above order 2. Ask: “What letters are at the end of each word?” 3. Review: Remember--“ed” can make 3 different sounds. Say each of these words again

and listen for the 3 different sounds.” Ask student to place sound symbols (e.g., /d/) above appropriate anchor words.

Note: Use sound-symbol anchors until student does not need them to sort successfully; then take them away. Working with “ed” Comparisons 1. Use tested, looked, and rained as anchors. Ask student to read and then SORT words

into 3 columns. Student reads each word before sorting. Place words in separate columns according to sound. Read entire column after placing each word.

2. When sort is completed, do RANDOM . 3. Play MEMORY. When the student finds a match, ask, “Why does it match?” Student

responds (e.g., e-d says /t/). 4. Dictate 5 SPELLING words. Be sure to practice basewords ending in “y.” Finish with:

“Say It; Match It; Check It.” 5. Once the student is 85% or so ACCURATE with the comparison sort, play FLUENCY-

DRIVEN games like Poison Star or Oops for 30 seconds instead of Memory. 6. When conducting fluency activities, student reads entire baseword/suffix. Evaluating Mastery: When the student seems firm (i.e., is both accurate and fluent), conduct a SPEED for just baseword/suffixes for all 3 endings. Randomize a deck that includes at least 13 baseword/suffixes for each ending. Student reads entire baseword/suffix. The criteria are 35 or more; no more than 3 errors in 1 minute.

Insert Tab at this point TAB: Repeated Readings (Fluency)

Repeated Readings For Building Fluency

(Next Steps – Lesson Plan - Part 3)

This activity can begin when Next Steps students are reading on a G2-End level (using 2 minute timings/200 words) or when they “stall out” in G1-March level (using 1 minute timings/ 100 words).

1. The passage chosen must be at the student’s instructional level. You may want to photo copy

this section for easy scoring and student feedback. 2. Select a 200-word section (not the first page) from previously and recently read text.

(Mark the passage – after the first 100 words mark every 20th word so that it will be easy to count the number of words read).

3. Set the timer for 2 minutes. As child reads, count the number of errors made.

Do not count self-corrections as errors because you want to encourage self-monitoring during fluency training. When time is up, count total number of words read and errors made.

4. Record the number of words read and number of errors on the “Repeated Readings Chart.”

5. Review missed words with student.

6. Immediately, repeat the procedure. Fill in the graph for both timings.

(Note: Students often enjoy coloring in the graph) 7. At the next session, repeat the procedure 2 more times with the same section of text.

(for a total of 4 readings of the same passage) 8. Choose a new section of previously read text. Repeat steps 1 – 7.

IMPORTANT!!! If students make grievous errors or skip a number of words entirely, have them re- read that section by directing them with your pencil point and say, “Start again right here.” They know this affects the rate, so one or two encounters usually encourages them to keep the appropriate balance between speed and accuracy.


Date Date Date

220 220 220210 210 210200 200 200190 190 190180 180 180170 170 170160 160 160150 150 150140 140 140

Timing 1

Timing 2

Timing 3

Timing 4

Timing 1

Timing 2

Timing 3

Timing 4

Timing 1

Timing 2

Timing 3

Timing 4

Total # words read in 2 minutes

175 182 178 193 Total # words read in 2 minutes

181 191 191 205 Total # words read in 2 minutes

188 201 200 221

Title of book/story

Title of book/story

Title of book/story

Level / p. # Level / p. # Level / p. #

# of errors 5 3 4 1 # of errors 3 0 1 0 # of errors 2 0 0 1

5

7Errors Errors Errors Errors Errors

76543

Errors

01

2

0

676543

12

01

TIMED REPEATED READINGS(EARLY STEPS TRANSITION) TWO MINUTES / 200 WORDS

2

43

University of Utah Reading Clinic: Revised 6/24/11 MKF

Date Date Date

220 220 220

210 210 210

200 200 200

190 190 190

180 180 180

170 170 170

160 160 160

150 150 150

140 140 140Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story


# of errors # of errors # of errors

6

0 0

1 1

Errors

0

Errors Errors Errors Errors

2

5

4

3

22

6

5

4

3

1

7

6

5

4

3

TIMED REPEATED READINGS(NEXT STEPS) TWO MINUTES / 200 WORDS

7Errors

7


Date Date Date

120 120 120

110 110 110

100 100 100

90 90 90

80 80 80

70 70 70

60 60 60

50 50 50

40 40 40Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story


# of errors # of errors # of errors

TIMED REPEATED READINGS(EARLY STEPS) ONE MINUTE / 100 WORDS

7

6

5

4

3

1

7

6

5

4

3

2

5

4

3

22

0 0

1 1

Errors

0

Errors Errors Errors Errors Errors7

6


Insert Tab at this point TAB: Games

Working in Word Study

Be strategic about Word Study activities. Know whether the student needs intro/direct teaching, accuracy work, or fluency work.

Focus: Introduction/Direct Teaching 1. *sortrandom √memoryspelling*

Focus: Accuracy 2. Black-out BingoRandom √spelling 3. Match+1(3x)spelling 4. SortRandom √Go Fishspelling 5. SortRandom √Tap the Sortspelling 6. Shazam (2 or 3x)spelling 7. Be a Mind Reader (8-10 words)spelling

Focus: Fluency 8. Word Study √ (2 or 3x)Slapspelling The first time is always used for “real data” and the subsequent times are just for practice.

9. Oops (2 or 3x)spelling 10.Poison Star (2 or 3x)spelling 11.Matrix (1 or 2x)spelling 12.Lucky Star (1 or 2x)spelling 13.Tap the Deck Slapspelling Note: Not all games start with a sort. Be sure to follow the sequence as written.

University of Utah Reading Clinic: 5/29/2014 MB

Accuracy Games

SHAZAM!

This game needs at least two players (Tutor may play).

Add 2 or 3 Shazam cards to a randomized deck.

Place the deck face down in front of a Student.

Student states the number of cards s/he wants to read (must be 1 or more).

Student keeps the card(s) read correctly.

If a Shazam card is turned over or if a card is read incorrectly, the student puts all accumulated cards in the discard pile.

The player with the most cards wins the game.

TAP the SORT

When your student is in 2 dot words and is making a lot of errors on a word study check, use this blending strategy to help students read across the word. Do a sort, random check, and then you can play “Tap the Sort”, and then spelling.

Have students read off the deck, tapping each word and reading through deck quickly.

GO FISH

Do a regular sort, random check, then play using the 16 cards from the sort.

Mix up the cards and pass 3 cards to each person. Read through the cards and find any matching pairs, read the cards. The remainder cards are placed face down as the Go Fish draw pile.

Take turns asking for cards with “Vowel Pattern” and “Vowel Sound”. If no match….say “Go Fish”. If matching pair is found, read cards and go again.

Play 2‐3 times, and then spelling.

BLACK out BINGO

Have two blank bingo boards. Using a vis‐à‐vis marker, write the anchor words on the top of both boards.

Add 2 or 3 Wild cards to a randomized deck.

Place the deck face down in front of the student. Take turns choosing, reading, and placing a card under the correct anchor word. As card is placed, touch and read down the column.

If an anchor word card is turned over, the card should be read and placed on top of the written anchor word.

Once a column has been filled with four cards, have students continue to add cards to the column by placing on the last card in the column, touch and read down the column.

Once one of the boards has reached black out, the tutor can do a random check (fast pencil), pointing to 5‐6 words using both boards, and then do spelling.


Accuracy Games

MATCH + 1 x 2 (MATCH PLUS ONE TIMES TWO)

1. Place 30 vowel pattern word cards in a well-shuffled deck.

2. Deal 8 word cards to each player (i.e., to the child and the tutor), and place the remaining 14 cards in the deck on the table.

3. Student reads all 17 visible cards prior to play.

4. Play begins with players alternating turns:

a) If the top card of the deck has the same pattern as cards in front of the player, the player removes all of the cards that match (student reads cards as they are removed) [Match]. After all matches are removed, the player may remove any other single card [Plus One].

b) If the top card does not match, the player may turn over a new card and the

student reads the card. If the new card is a match the player may remove the matches, plus one card. If the new card does not match any cards in front of the player, it is the next player’s turn.

c) The first player to play all of his/her cards is the winner.

5. Reshuffle the deck and play the game again [Times Two]. Sample Match + 1 game: i) Player 1 turns up top card (job). She can play (i.e., get rid of) her short o word cards (e.g., pot

and stop) and one other card of her choice (red). ii) Player 2 keeps the top card (job). He can play his short o word cards (e.g., top and lock) and

one other card of his choice (rug). iii) Player 1 cannot use the top card (job), so she turns over another card (kid). She can play her

short i word cards (e.g., big and tip) and one other card of his choice (flat). iv) Player 2 cannot use the top card (kid), so he turns over another card (map). He can play his

short a word cards (e.g., sat and plan) and one other card of his choice (web). v) Player 1 uses the top card (map) to play her short a word cards (e.g., can and bag) and wins

(having played all of her cards).


web

can

bag

flat

big

tip

pot

stop

red sat

plan

top

lock

pet

sled

rug job

Player 1 Player 2

Accuracy Games

Be a Mind Reader

To prepare: 1. Devise 5 clues for each word you want to target. 2. Clue #1 should always be: “The word I’m thinking of is on the board.” 3. Clues #2, 3, and 4 should target ORTHOGRAPHIC concepts. 4. Clue #5 should always target the word’s meaning so clearly that every student in the class will be able to identify the word. To play: 1. Array 8‐10 words for viewing. 2. Tell students to number their papers 1‐5. 3. State each clue. 4. Students must write a complete word after each clue (helps build spelling automaticity). 5. Occasionally ask, “Did anyone have to change his/her word? Why?” 6. After you provide the last clue ask, “What’s the word?” and the students answer chorally. 7. Ask, “Raise your hand if you had the correct word on the last clue?” Students raise hands. 8. Say, “Keep your hand up if you had it on the 4th clue (3rd clue, etc.) Example (eloquent):

1. The word is on the white board.

2. The word has one open syllable.

3. The word has a blend in the last syllable.

4. The word has the “chicken letter.”

5. The word means to speak in a way that everyone finds believable.

Example (cascade):

1. The word is on the white board.

2. The word has two syllables.

3. The word has a vowel that has the short sound in one syllable & the long sound in the other.

4. The word’s second syllable is a v‐e syllable.

5. The word is often used to describe waterfalls.


Fluency Games

Poison Star

Build a randomized deck of word cards from current concepts.

Mark the back of some of the cards, at random, with a star.

Set timer for 1 or 2 minutes.

Student and Tutor alternate turns reading cards from the top of the deck, then flipping the cards over to check for a star.

Cards are earned when read correctly.

If the card has a star (or is read incorrectly), that card and any other cards collected are passed to the opposing player.

Whoever has the most cards when the timer sounds wins the game!

Oops!

Using a randomized deck, place a large pile of cards face down in a can, box, or on the table.

Mix in 2 Oops! Cards.


Student draws and reads one card at a time.

When an Oops! card is drawn, or a mistake is made, all cards are returned to the pile and the student begins anew.

Count cards when the timer sounds.

This game may be played 2 or 3 times in a session.

MATRIX


Tutor places word cards into a randomized 4 x 4 grid (matrix).

Set timer for 1 minute.

Once timer is started, the Student locates, picks up and reads 4 matching cards (a set). There is no limit for the number of sets.

Student earns the set if the 4 cards match and are read correctly.

Once the Student has made a set and read the cards, the Tutor quickly places word cards into the empty slots within the grid.

If the Student picks up cards, but is short the number needed to make a set (4) s/he puts the cards back and attempts a new pattern.

If no set is available, the Tutor may replace a portion of the matrix with new cards.

When the timer sounds, count the number of sets the Student has accumulated. The Student then verbalizes the concept for each set.

Play Matrix 1‐2 more times, to see if the Student can improve his/her score.

Note: the Tutor does not play against the student in this game.


Fluency Games Lucky Star


Mark the back of some of the cards, at random, with a star.

The Tutor gives each Student a pile of cards. The cards are placed in front of each student face up.


Students read cards from the top of the deck, then flipping the cards over to check for a star, while at the same time placing the correctly read card into the center community pile.

If the card is read correctly and has a “lucky star” then the student earns the whole pile of words in the community pile. Play continues around them at a rapid pace, adding more read words to the community pile.

If the card is read incorrectly, that card and any other cards collected by the student are lost and placed into the community pile.

Whoever has the most cards when the timer sounds, wins the game!

TAP the DECK

When your student is in 2 dot words and is getting ready to do a word study check but is not quite there, instead of sort, random check, and memory you can play, “Tap the Deck”, “Slap”, and then spelling.

Tutor prepares a randomized deck of 10 – 20 word cards from all current concepts taught (randomized deck). Start deck with easy words.

Have students read off the deck, tapping each word and reading through deck quickly.

Slap

After you have done a speed check and the student has not passed, you can then play “Slap”.

Put an example word from each vowel or vowel pattern face up on the table.

Place the randomized deck of word cards from current concepts face down between the Tutor and the student.

Tutor and student takes turns reading the top card and quickly placing it on example word (matching the vowel or vowel pattern). You can also have the players read the word you are placing the card onto.

The goal is to read and place cards quickly and accurately while at the same time putting the cards/sorts back in order.


**Copy following game cards onto cardstock using the same color as the word study word cards with dots

Bingo Wild Cards

Oops! Cards

Shazam! Cards

WILD

WILD

WILD

WILD

WILD

Oops!

Oops!

Oops!

Shazam!

Shazam!

Shazam!


Insert Tab at this point TAB: Assessments

Guidelines For Assessing Word Recognition Automaticity: “The Flash Instrument”

The word lists are “graded” and range from October of Grade 1 to grade 8. The words are those used in Morris, D. (1999) The Howard Street Tutoring Manual: Teaching At- Risk Readers in the Primary Grades. New York: Guilford Press. The original and complete word list is found in Harris, A.& Jacobson, M. (1982). Basic Reading Vocabularies. New York: Macmillan.

Criteria: -independent level = 80% on the flash presentation

-instructional level = 60% on the flash presentation For example, a 4th grade student who scores 50% on the 3rd grade flash list and 65% on the 2nd grade flash list has a word recognition instructional level of 2nd grade.

Pacing: the goal is to mimic an eye fixation—250 milliseconds (a quarter of a second). It may be helpful to say to yourself, “Slide—(slight pause)—Close.” DO NOT WAIT FOR THE CHILD’S RESPONSE TO CLOSE THE SHUTTER!!!

Coding:

1. Correct answer? Leave blank. 2. Hesitation? Mark ‘h’ in the flash column. Put a check in the untimed column. 3. Incorrect answer on the flash? Write what the child said in the flash column, open

the shutter and say, “Take another look.” Depending on what child says, in the untimed column, put a checkmark (indicating self-correct), a zero (no answer), or write in the erroneous substitution.

Scoring:

1. Flash Score – count number of errors in flash column. Multiply by 5. Subtract from 100. The answer is the percentage correct for the flash presentation. Enter this score at the bottom of the flash column.

2. Untimed score – Start with the flash percentage. Add 5 points for every self- correction in the untimed column. Record this score at the bottom of the untimed column.

3. Checking – Add 5 points to the untimed score for each error in the untimed column. If you reach 100, you know you have computed the scores correctly.

Notes: When a student misses 9 words on the flash list, stop!

Be sure to use the shutter and your arm and hand to hide the list. If you’re lax in this regard, and the student gets a look at the words, you’ve lost the advantage of the flash.

Be sure that the student is looking at the instrument before you start. It is likely you will have to do this several times, as you “take breaks” to score. A good prompt is, “Ready for #17?” which seems to initiate focus.

University of Utah Reading Clinic 5/30/14 MKF

1. and 1. back

2. cat 2. eat

3. me 3. sun

4. is 4. bird

5. go 5. pat

6. play 6. saw

7. where 7. feet

8. like 8. lake

9. thing 9. hid

10. old 10. cut

11. your 11. about

12. up 12. one

13. said 13. rain

14. big 14. water

15. for 15. two

16. by 16. how

17. dog 17. window

18. not 18. need

19. who 19. that's

20. here 20. mother

Oct1 Mar1

1. leg 1. able

2. black 2. break

3. smile 3. pull

4. hurt 4. week

5. dark 5. gate

6. white 6. felt

7. couldn’t 7. north

8. seen 8. rush

9. until 9. wrote

10. because 10. perfect

11. men 11. change

12. winter 12. basket

13. shout 13. shoot

14. glass 14. hospital

15. paint 15. spill

16. children 16. dug

17. table 17. crayon

18. stand 18. third

19. head 19. taken

20. drove 20. prize

End1 2

1. accept 1. average

2. favor 2. hamster

3. seal 3. select

4. buffalo 4. tobacco

5. slipper 5. brilliant

6. receive 6. liberty

7. legend 7. prance

8. haircut 8. solemn

9. dresser 9. disease

10. icy 10. impress

11. customer 11. miracle

12. thread 12. wrestle

13. plop 13. coward

14. bandage 14. explode

15. further 15. opinion

16. moat 16. suffer

17. closet 17. vast

18. unroll 18. relationship

19. storyteller 19. furnace

20. yarn 20. clan

3 4

1. labor 1. elevate

2. cripple 2. conservation

3. hasten 3. tenderness

4. frontier 4. barrier

5. riverbed 5. adulthood

6. settlement 6. kennel

7. absent 7. humiliated

8. dissolve 8. nonfiction

9. plea 9. revive

10. surrender 10. wallet

11. organization 11. depression

12. evidence 12. carvings

13. width 13. similarity

14. rampaging 14. unanswered

15. horseshoe 15. fingernail

16. grammar 16. breed

17. assorted 17. marrow

18. soybean 18. starter

19. troublesome 19. pedestrian

20. circumstance 20. quantity

5 6

1. civic 1. administration

2. shirttail 2. federation

3. nominated 3. militia

4. gruesome 4. shambles

5. disadvantage 5. bankrupt

6. goldenrod 6. architecture

7. perishable 7. tonic

8. straightforward 8. toddler

9. warrant 9. cavernous

10. unthinkable 10. imperative

11. ridicule 11. notorious

12. engulf 12. subconscious

13. kindhearted 13. corps

14. maturity 14. laborious

15. impassable 15. rivet

16. bolster 16. unimaginable

17. copyright 17. dizzily

18. foliage 18. irritability

19. prune 19. puncture

20. persecution 20. wholehearted

7 8

University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT

Examiner Score Sheet

*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 11/29/13 MKF

Level: G1-Oct Flash Untimed Level: G1-Mar Flash Untimed

1.* and 1. back

2.* cat 2. eat

3.* me 3. sun # of

Errors %

4.* is 4. bird 0

1 100% 95%

5. go 5. pat 2

3 90% 85%

6. play 6. saw 4

5 80% 75%

7. where 7. feet 6

7 70% 65%

8. like 8. lake 8

60%

9. thing 9. hid

10. old 10. cut # of

Errors %

11. your 11. about 9

10 55% 50%

12. up 12. one 11

12 45% 40%

13. said 13. rain 13

14 35% 30%

14. big 14. water 15

16 25% 20%

15. for 15. two 17

18 15% 10%

16. by 16. how 19

20 5% 0%

17. dog 17. window

18. not 18. need

19. who 19. that's

20. here 20. mother

Percent Correct Percent Correct

* If the student cannot read any of the first 4 words in the G1-Oct list automatically, discontinue the test and score 0% Flash | N/A Untimed




Level: G1-End Flash Untimed Level: 2 Flash Untimed

1. leg 1. able

2. black 2. break

3. smile 3. pull # of

Errors %

4. hurt 4. week 0

1 100% 95%

5. dark 5. gate 2

3 90% 85%

6. white 6. felt 4

5 80% 75%

7. couldn’t 7. north 6

7 70% 65%

8. seen 8. rush 8

60%

9. until 9. wrote

10. because 10. perfect # of

Errors %

11. men 11. change 9

10 55% 50%

12. winter 12. basket 11

12 45% 40%

13. shout 13. shoot 13

14 35% 30%

14. glass 14. hospital 15

16 25% 20%

15. paint 15. spill 17

18 15% 10%

16. children 16. dug 19

20 5% 0%

17. table 17. crayon

18. stand 18. third

19. head 19. taken

20. drove 20. prize





Level: 3 Flash Untimed Level: 4 Flash Untimed

1. accept 1. average

2. favor 2. hamster

3. seal 3. select # of

Errors %

4. buffalo 4. tobacco 0

1 100% 95%

5. slipper 5. brilliant 2

3 90% 85%

6. receive 6. liberty 4

5 80% 75%

7. legend 7. prance 6

7 70% 65%

8. haircut 8. solemn 8

60%

9. dresser 9. disease

10. icy 10. impress # of

Errors %

11. customer 11. miracle 9

10 55% 50%

12. thread 12. wrestle 11

12 45% 40%

13. plop 13. coward 13

14 35% 30%

14. bandage 14. explode 15

16 25% 20%

15. further 15. opinion 17

18 15% 10%

16. moat 16. suffer 19

20 5% 0%

17. closet 17. vast

18. unroll 18. relationship

19. storyteller 19. furnace

20. yarn 20. clan






1. labor 1. elevate

2. cripple 2. conservation

3. hasten 3. tenderness # of

Errors %

4. frontier 4. barrier 0

1 100% 95%

5. riverbed 5. adulthood 2

3 90% 85%

6. settlement 6. kennel 4

5 80% 75%

7. absent 7. humiliated 6

7 70% 65%

8. dissolve 8. nonfiction 8

60%

9. plea 9. revive

10. surrender 10. wallet # of

Errors %

11. organization 11. depression 9

10 55% 50%

12. evidence 12. carvings 11

12 45% 40%

13. width 13. similarity 13

14 35% 30%

14. rampaging 14. unanswered 15

16 25% 20%

15. horseshoe 15. fingernail 17

18 15% 10%

16. grammar 16. breed 19

20 5% 0%

17. assorted 17. marrow

18. soybean 18. starter

19. troublesome 19. pedestrian

20. circumstance 20. quantity






1. civic 1. administration

2. shirttail 2. federation

3. nominated 3. militia # of

Errors %

4. gruesome 4. shambles 0

1 100%95%

5. disadvantage 5. bankrupt 2

3 90% 85%

6. goldenrod 6. architecture 4

5 80%75%

7. perishable 7. tonic 6

7 70%65%

8. straightforward 8. toddler 8

60%

9. warrant 9. cavernous

10. unthinkable 10. imperative # of

Errors %

11. ridicule 11. notorious 9

10 55% 50%

12. engulf 12. subconscious 11

12 45%40%

13. kindhearted 13. corps 13

14 35%30%

14. maturity 14. laborious 15

16 25% 20%

15. impassable 15. rivet 17

18 15% 10%

16. bolster 16. unimaginable 19

20 5% 0%

17. copyright 17. dizzily

18. foliage 18. irritability

19. prune 19. puncture

20. persecution 20. wholehearted


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