og training manual - m. a. rooney foundation

September 2013

Teacher Manual

Multisensory Reading

September 2013

Contributors:

Jamey Peavler

Indianapolis Public Schools

Therese Rooney

M.A. Rooney Foundation

September 2013 Page i

Table of Contents

Read Early -- Read Often ....................................................................... 1

Important Terms .......................................................................................................... 1

Reading Science ............................................................................................................ 3

The Reading Brain… ........................................................................................ 5

Scarborough’s Reading Rope ....................................................................... 6

Some Critical Points ........................................................................................ 7

Word Origin .................................................................................................................. 10

Orton-Gillingham ........................................................................................................ 12

Phonological Umbrella ......................................................................... 13

Phonological Processing ........................................................................................... 14

Phonemic Awareness ................................................................................................ 15

Sound Guide ...................................................................................... 18

Basic Deck ..................................................................................................................... 18

Intermediate Deck ..................................................................................................... 21

Auditory Drill Mnemonics ........................................................................................ 24

b/d Checker .................................................................................................................. 25

Phonics Scope and Sequence ............................................................... 27

Lesson Procedures .............................................................................. 31

Visual Drill ..................................................................................................................... 31

Auditory Drill ................................................................................................................ 32

Kindergarten Auditory Options ............................................................................. 33

Blending Drill-One on One ...................................................................................... 34

Blending Drill-Whole-Class or Small Group ..................................................... 35

Phoneme Segmentation (Finger Spelling) ........................................................ 36

Reading Words ............................................................................................................ 37

Spelling One-Syllable Words .................................................................................. 38

Spelling Multi-Syllabic Words ................................................................................ 39

Memory Words ............................................................................................................ 40

September 2013 Page ii

Introducing a New Phoneme/Grapheme ........................................................... 41

Introducing a New Syllable Pattern .................................................................... 42

Introducing a New Syllable Division Rule ......................................................... 43

Introducing a New Spelling Rule .......................................................................... 44

Lesson Plans ...................................................................................... 45

Small Group/One-on-One Instruction ................................................................ 45

Whole Class Instruction ........................................................................................... 46

Kindergarten 30-Minute Lesson Plan .................................................................. 47

Syllables............................................................................................ 48

Syllable Patterns ......................................................................................................... 48

Syllable Division .......................................................................................................... 54

Advanced Syllable Division ..................................................................................... 59

Prefix Suffix Chop ....................................................................................................... 59

Accented Syllables ..................................................................................................... 61

Schwa (ə) ...................................................................................................................... 62

Suffixes ............................................................................................. 64

Common Suffixes ....................................................................................................... 65

Suffix –es ....................................................................................................................... 66

Suffix –ed ...................................................................................................................... 67

Voiced and Unvoiced ................................................................................................. 68

Plural Rules ................................................................................................................... 69

Possessives ................................................................................................................... 69

Suffix Addition Rules ................................................................................................. 70

Just add .............................................................................................................. 70

1+1+1 doubling rule ..................................................................................... 70

e-drop rule ........................................................................................................ 70

y rule ................................................................................................................... 71

Spelling Generalizations and Phoneme/Graphemes ................................. 73

Short Vowel Pointers ................................................................................................. 73

September 2013 Page iii

Phoneme/Graphemes ............................................................................................... 74

Short vowel exceptions ................................................................................ 74

-ng, -nk .............................................................................................................. 74

Meet the stick vowels ................................................................................... 75

/k/ spelling ........................................................................................................ 75

Soft c and soft g ............................................................................................. 75

Several basic vowel and consonant rules ............................................. 78

Several intermediate vowel and consonant rules ............................. 78

Contractions ...................................................................................... 80

Memory Words ................................................................................... 82

Memory Word Lists .................................................................................................... 83

Orton Gillingham Community Red Words ......................................................... 85

Fluency ............................................................................................. 86

How is Fluency Built? ................................................................................................ 87

Goal of Fluency ............................................................................................................ 87

Methods and Means for Building Fluency.......................................................... 88

Fluency Related Points ............................................................................................. 89

Hasbrouck and Tindal Oral Reading Fluency ................................................... 90

IPS Quick Phonics Screener ................................................................. 91

Directions for Administration and Scoring........................................................ 91

Kindergarten -- Real Words .............................................................................................. 92

Grade 1 -- Real Words ....................................................................................................... 94

Grade 1 -- Nonsense Words .............................................................................................. 96

Grade 2 -- Real Words ....................................................................................................... 98

Grade 2 -- Nonsense Words ............................................................................................ 100

Works Consulted .............................................................................. 102

Appendix ............................................................................................. 1

September 2013 Page 1

Read Early -- Read Often

Important Terms

Decoding vs encoding

decoding -- reading words

encoding -- spelling words

Explicit and systematic

explicit

o plain language, directly expressed, clearly stated, not merely

implied

o sequence of teaching must be: I do, we do, you do

systematic

o method or plan – easy to more difficult

o organized and sequential

o cumulative review

Phoneme vs grapheme

phonemes – speech sound

graphemes – letter or letters that spell a phoneme

Phonemic awareness vs phonics

phonemic awareness is the ability to identify and manipulate sounds

in the English language

phonics – when you attach letters and spellings to these sounds it

becomes phonics and includes all generalizations and spelling rules

Phonology vs orthography

phonology is about sounds and the study of sounds

orthography is our writing system for representing language


Morphology

morpheme is the smallest unit of meaning – including /s/, /əd/, /ject/,

ball, etc.

morphology is the study of the units of meaning and how they are

combined

base versus root – both carry the major element of meaning in a word

o base word – can stand on its own as a word or with affix

do – do, redo, undo

usually Anglo-Saxon in origin

o root word – cannot stand on its own; often forms a related

family of words

ject – reject, inject, project, reject, deject

usually Latin in origin

On-set and rime vs rhyme

on-set – the consonant(s) before the vowel b at spl ash

rime – the vowel and final consonants b at spl ash

rhyme – the words rhyme when the rimes make the same sound:

bat cat flat

light kite


Reading Science

Reading is not Easy or Natural for Many Children

language evolved over 100,000 years ago, speaking is natural

reading and writing are not natural and must be taught

o in fact, it was not until 1440 and the invention of the printing

press that the masses began to have an opportunity to read

universal literacy is a very modern (last 50 years) educational goal

before this time, disadvantaged children and children with learning

difficulties were often encouraged to drop out -- there were many

employment opportunities that did not require a high level of literacy

Literacy Concerns

national concern over literacy has risen as the requirements for basic

employment increases and as research shows its economic importance

for those at the lowest literacy levels:

o 43% live in poverty

o 70% will not have full-time jobs

o prison cells are built based on 3rd grade reading levels

truth or legend?

regardless, a much quoted ‘fact’

The Numbers

over 20% of all US adults are functionally illiterate

NAEP (National Assessment of Educational Progress) consistently

reports that over 35% of 4th graders are below basic levels in reading

skills and these numbers don’t improve as the student moves through

the system

rate of reading failure is much higher (over 70% in some areas) in

high-poverty, minority populations

The Brain and Reading

reading is an amazingly complex process activating many parts and

pathways in the brain

o Broca’s area

located in the front of the brain

processes the sound of language


o parieto-temporal system

located in the middle of the brain

slow and analytic

function is to initially analyze a word, pull it apart, and link

letters to sounds

o occipito-temporal region

closer to the bottom of the brain

responds very rapidly (quicker than a heartbeat) to seeing

a word – instead of analyzing a word, responds

immediately (on sight) to the whole word as a pattern

disabled readers

o appears to be 2 distinct group of students with a glitch in the

occipto-temporal region

dyslexics

those students whose brain regions were never properly

activated due to a combination of poor reading instruction

and a disadvantaged language environment

o early intervention (before 3rd grade) with a powerful reading

program leads to the development of occipto–temporal system

and the pathways to it, allowing the student to catch up and

keep up with peers

How we learn to read

through phonics the student analyzes a word using the Broca’s area

and the parieto-temporal system

the student then approximates the pronunciation of the unknown word

this approximate pronunciation combined with available contextual

clues enables the reader to determine the correct pronunciation or

correct word (thus the importance of oral language development) and

adjust

with repeated encounters, the student automatically recognizes the

word without decoding as a neural model has been stored in the

occipto-temporal region

o average student needs four to fourteen repetitions for accurate

decoding

o more than 40 repetitions are required to attain automaticity

in a skilled reader this region is flying along, instantly recognizing one

word after another


The Reading Brain…

Broca’s area and parieto-temporal

region

o Slow and deliberate

o Used to analyze and decode the

word

Occipto-temporal region

o Responds very quickly to words

o Faster than a heart beat

o With repeated encounters (4-14

for average student)

automatically recognizes the

word


Scarborough’s Reading Rope

reading is comparable to the weaving of a rope

each step that is accomplished allows the next step to be accomplished

the image created by Hollis Scarborough illustrates the process -- the

sub-skills are like strands in a rope; they converge and become

virtually un-separate-able as reading skill increases


Some Critical Points

children at risk fall behind very early in the process – they can likely

be identified in Kindergarten

poor readers do not catch up unless intensive intervention occurs

o cost of effective intervention after 4th grade is very high

o teacher/student ratios in successful groups studied (Torgeson et

al, 2001) vary from 1:1 to 1:4

preventive programs include excellent classroom instruction, small-

group teaching, and intensive intervention for a few – so we need

effective whole group delivery, appropriate flexible reading groups,

coordinated peer-assisted strategies, multiple opportunities to

practice, and well-designed centers

Matthew effect

Derives its name from a passage (Matthew 25:29) in the New

Testament

o "For unto every one that hath shall be given, and he shall have

abundance: but from him that hath not shall be taken away even

that which he hath."

o The rich get richer and the poor get poorer.

Keith Stanovich used the term to describe how new readers acquire

the skills to read

o skilled readers

early success in acquiring reading skills leads to more

reading and more successes as the learner grows

o struggling readers

fall behind in reading and read less, increasing the gap

between them and skilled readers

when the need arises to "read to learn", the reading

difficulty creates difficulty in most other subjects

they fall further and further behind in school, dropping out

at a much higher rate than their peers

http://en.wikipedia.org/wiki/New_Testament

http://en.wikipedia.org/wiki/New_Testament


3 Primary Causes of Poor Reading

difficulty with decoding and accurate word recognition

insufficient reading fluency

read to slowly; knowledge of phonics, morphology is insufficient; and

they recognize to few words by sight

poor language and limited understanding of the topic

vocabulary and background knowledge are important parts of

comprehension

The Good News

reading is one of the best researched areas of education

with appropriate instructions, virtually all students can learn to read

under the proper teaching conditions, even students at the lower

reading percentiles can reach a threshold of reading accuracy and

fluency by the end of 2nd or 3rd grade and maintain it thereafter

but it is not a quick fix – for many children it requires effective

instruction over several years

Summary of the Research

majority of reading problems arise from failure to decode and the lack

of subsequent automaticity development

necessary conditions:

o phonemic skills

o systematic, explicit phonics

o direct focus on word level accuracy

o systematic sequencing

o sufficiently intensive practice

o intervention for those with the severest needs – below the 10th

percentile

which leads nicely into the results of National Reading Panel and what

are commonly referred to as the Big 5

o Phonemic awareness

o Phonics

o Fluency

o Vocabulary

o Comprehension


Our Focus over the Next Few Days

majority of reading problems arise from failure to decode and

subsequent automaticity development

phonemic awareness

phonics

fluency


Word Origin

Other

Greek

Latin & French

Anglo-Saxon


Anglo-Saxon Origin:

20-25% of English

are some of our most commonly used words

short words with vowel teams, silent letters, and some of our more

challenging configurations

Latin Origin:

55% of English

more regular spelling patterns

includes words of French Origin -- most of which have Latin roots

o qu or que = /k/ antique

o ch = /sh/ machine

o ou = /oo/ soup

Greek Origin:

11% of English words

often found in math and science vocabulary

include:

o ch = /k/ school

o y = /ĭ/ gym

o ph = /f/ phone

An interesting language side note…. Believe it or not, the English language

comes from Germanic roots brought to England when the Anglo and Saxon

invaders/settlers arrived from Germany and the Netherlands. When William

the Conqueror, the Duke of Normandy, invaded and conquered England in

the 11th century, we saw the introduction of the French and Latin dialectics.

Words used by the aristocracy have French and Latin roots – beef and

verdict (Normans also controlled the judicial system). Terms used by the

Anglo-Saxon commoners often have Germanic roots – cow.


Orton-Gillingham

In the 1930’s neurologist Dr. Samuel T. Orton and educator, psychologist

Anna Gillingham developed the Orton-Gillingham approach to reading

instruction for students with Dyslexia but the approach can be beneficial for

all learners.

Elements included:

multi-sensory

explicit

systematic

sequential

in a small group or one-on-one situation, diagnostic and prescriptive

provides multiple repetitions and scaffolding of skills

Can be implemented in a variety of settings:

large group setting such as whole class

small group for specific interventions (Tier II)

one on one intervention (Tier III)

Focus includes all the foundations of the English language:

phonemes and graphemes

morphemes

prefixes

suffixes

roots

syllables

syllable patterns

syllable division rules for word attack

common spelling rules

Multisensory instruction

incorporates the three learning pathways: auditory, kinesthetic, and

visual

capitalizes on an individual student’s dominant learning modality

strengthens the weaker learning pathways

simultaneous multisensory practice of skills strengthens connections

between pathways and supports retrieval and working memory


Phonological Umbrella

Verbal Short-Term Memory

Rapid Serial Naming

Phonological Processing

Articulation Speed

Phonological Awareness


Phonological Processing

Phonological processing encompasses four categories of oral language

processing.

1. Verbal Short-Term Memory

ability to produce a sound for each letter in a word and remember

them long enough to blend the sounds together into words

decode words and remember them long enough to put into a

sentence and extract meaning

recalling the order of words in a sentence

recalling the order or events is a story (heard not read)

remembering multi-step directions

2. Rapid Serial Naming

reading letters presented in rows

naming pictures

children who are poor at naming letters and pictures presented to

them in a row, tend to be poor at word reading

reading sight words quickly

3. Articulation Speed

producing sounds quickly

producing sounds in the correct order

aminal verses animal

slow articulation rate can corrupt the ability to remember phonemes

4. Phonological Awareness

includes three sub-categories

word awareness

o counting the number of words in a sentence

o distinguishing between words and syllables

syllable awareness

o syllable is a word or a part of a word with 1 vowel sound


phonemic awareness

o oral language skill

o knowing how to isolate, combine, and manipulate phonemes

o Teacher note: phonemic awareness differs from any other

phonological awareness skill because it is strictly auditory. To

test if an activity is a phonemic awareness exercise, it should

be possible to complete with students’ eyes closed.

Phonemic Awareness

recognizing rhyme

man, can light, kite

recognizing alliteration

o identifying words with the same beginning consonant sound

cab cat

o identifying words with the same beginning vowel sound

up, us ask, at

o identifying words with the same beginning consonant but

different blend

brick black

phoneme isolation

o identifying the beginning sound

far /f/

o identifying final sound

skip /p/

o identifying medial sound

lost /ŏ/

phoneme segmentation

o breaking words into syllables

robin rob.in

o breaking words into onset and rime

onset -- initial phoneme(s) before the vowel

rime -- vowel and final consonants

shop /sh/ /op/


o segmenting individual phonemes

bag /b/a/g/

bath /b/a/th/

black /b/l/a/k//

Teacher note: segmenting blends is the most complex skill in

phoneme segmentation

phoneme substitution

o substituting words within a compound word

bookshelf bookcase

o substituting initial sounds

car far

o substituting final sounds

fish fit

o substituting medial sounds

cab cub

Phonemic Awareness in the 1st and 2nd Grade OG lesson

In first and second grade when students struggle with reading and

spelling, work backwards through the stages of phonemic awareness

-- back up only as much as needed

principal activities for teaching phonemic awareness

o blending

students pull individual phonemes together to blend one-

syllable words

if students struggle, try blending onset and rime or

reducing phonemes from 3 to 2

o students blend syllables into words

if students struggle, try blending compound words

o finger spelling

finger spelling the sounds in single-syllable words is a

phoneme segmentation exercise

o sentence dictation

recalling the words and the correct word order in a

dictated sentence exercises verbal short-term memory


if students struggle

reduce the number of words in a sentence

provide student with non-verbal cues (gestures,

pictures)

provide additional repetitions of sentence,

chunking logical phrases

Teacher Notes:

o students can segment phonemes in a word as a phonemic

awareness activity

o multi-syllabic word activities also fall in the category of

phonemic awareness -- determining the number of syllables

and segmenting those syllables

o for struggling students, add a phoneme segmentation

component to the OG lesson – asking for finger spelling only

o when you move from the sounds and into the actual activity

of spelling – connecting these sounds to letters, writing the

letters, applying spelling rules -- you have moved from

phonemic awareness into phonics


Sound Guide

Basic Deck

Grapheme Phoneme Keyword Position Mnemonic

a-z

a

/ă/

/ā/ /ə/

apple

baby about

●

b /b/ boy ● ●

c /k/ /s/

cat city

● ●

Cat on a fence.

d /d/ dog ● ●

e /ĕ/

/ē/

egg

he

●

f /f/ fish ●

g /g/

/j/

goat

gem

●

●

● Go to the gym.

h /h/ hat ●

i /ĭ/

/ī/

igloo

hi

●

j /j/ jam ●

k /k/ kite ●

l /l/ lamp ●

m /m/ man ● ●

n /n/ nut ● ●

o

/ŏ/

/ō/ /ə/

/ô/

ox

go son

dog

●

p /p/ pig ● ●

qu /kw/ queen ●

r /r/ rat ●

s /s/

/z/

snake

nose

● Pass the cheese.

t /t/ top ● ●

u

/ŭ/

/yo o/

/o o/

/o o/

up

pupil tuba

put

● Pups refuse to rule

the bush.



v /v/ van ●

w /w/ wagon ●

x

/ks/

/gz/ /z/

box

exit xerox

●

y

/y/

/ī/ /ĭ/

/ē/

yo-yo

fly, July gym

candy

●

●

●

●

Yuck candy. My gym.

z /z/ zebra ●

short vowel pointers

-ff /f/ off ● floss + z

-ll /l/ hill ●

-ss /s/ class ●

-zz /z/ fuzz ●

-ck /k/ duck ●

-dge /j/ bridge ●

-tch /ch/ catch ●

h-brothers

ch

/ch/

/k/ /sh/

chin

school chef

● Charlie spent

Christmas in Chicago.

th /th/

/th/

thumb

father

● ● bath, bathe

sh /sh/ ship ● ●

wh /wh/ whistle ● ●

ph /f/ phone ● ●

silent e

a-e /ā/ ape ●

e-e /ē/ eve ●

i-e /ī/ pine ●

o-e /ō/ home ●

u-e /ū/ /o o/

mule tune

●

y-e /ī/ type ●

others

al /ôl/ salt

all /ôl/ fall

alk /ôt/ talk

wa /wô/ water

ve /v/ give



Suffixes and endings

-er /er/ older,

toaster

-est /əst/ smallest

-ed

/ĭd/

/d/

/t/

planted

watered

picked

-es /əz/ fishes

-ing /ēng/ eating

-s /s/ /z/

cats dogs

‘s /s/ /z/

cat’s dog’s

Schwa

all vowels /ŭ/ /ĭ/

gorilla basket


Intermediate Deck

G(letter) Phoneme Keyword G(letter) Phoneme Keyword

-ng and -nk

short vowel exceptions

ang /āng/ fang ind /īnd/ kind

ing /ēng/ king old /ōld/ old

ong /ŏng/ gong ild /īld/ wild

ung /ŭng/ hung ost /ōst/ ghost

ank /ānk/ sank olt /ōlt/ colt

ink /ēnk/ wink oll /ōl/ troll

onk /ŏnk/ honk

unk /ŭnk/ dunk

r-controlled

ar /är/

/er/

car

dollar

ir /er/ bird

ear /ēr/

/er/

ear

earth

or /ôr/

/er/

corn

doctor

er /er/ /air/

her merit

ur /er/ church

war /wor/ warm wor /wer/ worm

vowel teams

consonant+le

ai /ā/ rain -ble /bŭl/ bubble

au /ô/ auto -cle /cŭl/ circle

aw /ô/ saw -ckle /k.ŭl/ buckle

ay /ā/ play -dle /dŭl/ needle

ea /ē/

/ĕ/

eat

bread

-fle /fŭl/ waffle

ee /ē/ feet -gle /gŭl/ eagle

ei /ē/

/ā/

ceiling

reindeer

-kle /kŭl/ sparkle

eigh /ā/ eight -ple /pŭl/ apple

eu /o o/

/yo o/

Zeus

feud

-stle /s.ŭl/ castle

ew /yo o/

/o o/

few

grew

-tle /tŭl/ cattle

ey /ē/

/ā/

key

they

-zle /zŭl/ puzzle

ie /ē/

/ī/

piece

pie



igh /ī/ light other

oa /ō/ boat gh- /f/ /g/

laugh ghost

oe /ō/ toe gn /n/ sign

oi /oi/ coin gu /g/ guitar

oo /o o/

/o o/

school

book

kn /n/ knight

ou /ou/

/o o/

/ō/

/ə/

ouch

soup shoulder

cousin

-mb /m/ climb

ow /ō/ /ou/

snow plow

-mn /m/ column

oy /oi/ toy rh /r/ rhino

ue /yo o/

/o o/

tissue blue

se /s/ /z/

house please

ui /o o/ fruit wr /r/ wrist

prefixes

suffixes and word endings

dis- /dĭs/ disagree -able /ə/ble/ comfortable

ex- /ĕx/ exhale -age /ĭj/ cottage

in- /ĭn/ inhale -al /əl/ spiral

mis- /mĭs/ mismatch -ar /er/ lunar, dollar

non- /nŏn/ nonfiction -ed /ĭd/

/d/ /t/

planted

watered picked

post /pōst/ postgame -en /ən/ loosen

pre- /prē/ prewash -er /er/ older,

toaster

re- /rē/ rebuild -es /əz/ fishes

sub /sŭb/ subway -est /əst/ smallest

un- /ŭn/ untie -et /ət/ basket

-ful /ful/ beautiful

-ic /ĭk/ allergic

-ing /ēng/ eating

-ish /əsh/ foolish

-ition /ĭ/shən/ addition

-ive /ĭv/ active

-less /ləss/ spotless

-ly /lē/ quickly



-ment /mənt/ instrument

-ness /nəss/ illness

-or /er/ actor

-ous /əs/ famous

-sion /zhən/

/shən/

vision

expression

-tion /shən/ fiction

-ture /cher/ picture

-y /ē/ sunny

G(letter)

What does this mean?

It means I couldn’t figure out how to make the column wide enough

to capture the word grapheme in 1 row and maintain the width of the

other columns.

So that you wouldn’t think there was a proofing error or, God forbid,

that I don’t know how to spell grapheme, I used G(letter).

So blame it on inadequate Word skills and manual fatigue.


Auditory Drill Mnemonics

/ĭ/ In the gym

/ĕ/ Red head

/ŭ/ Up and away with a son and a cousin.

/ŏ/ Paul saw the dog's daughter, he thought.

/ā/ Vacation came on a rainy day. Eight reindeer did obey.

/ē/ He needs meat and candy, for these I believe he will receive

money.

/ī/ I like the night sky to eat pie in style.

/ō/ Go home on a boat that is slow -- shoulder to toe.

/yo o/ Unite cute statues, few feud.

/oi/ Rejoice for the boy.

/ou/ Shout in the shower.

/o o/ Mushroom stew for my student includes soup, blue fruit for my

neurologist.

/er/ Her bird hurt. The doctor is particularly early.


b/d Checker

Tutoring

ask the child to hold up non-dominate hand with thumb extended

If left hand is raised, built in b checker

if right hand is raised, built in d checker

illustrate

o line up hand with letter template so that the index finger rests

on stick

o ball sits on thumb of the b or d hand

handwriting formation

o b begins at top line and comes down, back up and into a loop

o d begins at midline and forms a c that turns into a d

Classroom Small Group Method 1

ask all the children to hold up their left hand

built in b checker

illustrate

Classroom or Small Group Method 2

keyword picture cue – boy/dog

handwriting template for b/d formation


Phonics Scope and Sequence

Current Best Thinking (CBT)

July 2013

Phonemic awareness

Level 1

o Single consonants, consonant diagraphs, short vowels, nasal

consonants: a-z (c/k/, g/g/, qu, y=/y/)

consonant diagraphs: sh, ch, wh, th, ph

short vowels: a, e, i, o, u

beginning blends, beginning clusters, ending blends

all as in ball, al as in salt, alk as in talk

-ng and –nk

wa as in wash

s/z/ in 6 small words: is, has, was, hers, as, his

o some rules to know

q never goes anywhere by itself, always takes u for

company, u is considered part of the consonant – always

followed by a vowel

English words don’t end with i, v, j ,qu

o closed syllable

o short vowel pointers

floss, -ck, -dge, -tch

o suffix addition – just add

suffix, vowel suffix, consonant suffix

s/s/z/, es/əz/, ing, er, est

ed – says /əd/ after d or t

singular possessive

o suffix addition – 1+1+1 doubling rule

o compound words

o vc.cv


Level 2

o open syllable

o y=/ī/

o meet the stick vowels

/k/ spelling

o magic e syllable

a-e, e-e, i-e, o-,e, u-e (/yo o/and /o o/)

soft c and g when followed by e, as in race and huge

s/z/ -- between 2 vowels and at the end of select short

words

o v is always followed by a silent e – “to keep the v from falling

flat on its face”

o suffix addition

e drop

1+1+1 doubling rule

o vccv and vcccv with magic e

Level 3

o –ed = /əd/, /d/, /t/

o c/s/, g/j/ – stick vowels

o short vowel exceptions – ind, old, ild, ost, olt, olt

o y = /ē/ (happy)

o contractions

o suffix addition rules

just add

doubling 1+1+1

e drop

change y to i with exceptions

o v.cv syllable division

o hoping versus hopping

o common prefixes:

closed syllables: dis, ex, in, mis, non, post, sub, un

open syllables: pre, re

o common suffixes: -er, -est, -ful, -less, ly

Level 4

o her, bird, hurt

o car, for

o vccv and vcccv with bossy r

o magic e trumps bossy r (fire)


Level 5 – vowel team introduction including position in syllable

o vowel team syllable type and syllable division with vowel teams

o pie, toe, feet, blue

o coin, boy

o sail, play

o light

o goat

o school, book

o eat, bread

o ouch, soup (you, your, group)

o key, they

o snow, plow

o vc.v syllable division

Goal is, with simple vocabulary, to reach this point by the end

of 1st grade

o But, go as fast as you can and as slow as you must.

Level 6

o continue to spiral through Level 1- 5 skills with more difficult

words

o introduce as needed to support reading vocabulary

au= haul

aw = law

ear = ear, earth

ei = ceiling, vein

eigh = weigh

ew= few, grew

ie = chief

ou = shoulder, cousin

-se and -ce =nurse, fence

silent letters kn and wr

suffixes:

see Sound Guide -- Intermediate Deck

consonant+le syllable and division

crazy i

v.v syllable division

Congratulations, your student has mastered the fundamentals!

EOY 2nd Grade.


Other

feud, neutral, fruit

ch - school, Chicago

silent letters - gh, gn, gu, mb, mn, rh

ar and or = /er/ dollar, actor

er and ar = /air/ sheriff, parent

err and arr

advanced r controlled -- our, war, wor

advanced prefixes, suffixes, and word endings

Blends, if needed for reference:

Beginning Blends Clusters Ending

Blends

sc- bl- br- scr- -ct

sk- cl- cr- shr- -ft

sm- fl- dr spr- -lk

sn- gl- fr- str- -lt

sp- pl- gr- spl- -mp

squ- sl- pr- thr- -nch

st- tr- squ- -nd

sw- -nt

tw- -pt

-sk

-sp

-st


Lesson Procedures

Visual Drill

1. Instructor shows student(s) the grapheme card.

2. Student(s) produces the sound for the card.

3. Instructor provides student(s) with an opportunity to go through the

process needed to retrieve the sound.

Miscues or Blocks

a. Instructor prompts student(s) to trace the grapheme.

b. Instructor asks student(s) for keyword to help extract sound.

c. Instructor provides the keyword and sound and prompts student(s)

to write grapheme three times while producing the sound.

Teacher note: Cards resulting in miscues or blocks should be placed

to the back of the deck for an opportunity for student(s) to attempt

again during the lesson.


Auditory Drill

1. Instructor directs student(s) to look at the instructor’s mouth to

ensure student(s) is hearing the correct sound.

Teacher note: many sounds /m/ and /n/, /d/ and /t/ sound almost

exactly the same. The only real way to hear the difference, in isolation,

is with visual cues from paying attention to the speaker’s mouth

formation.

2. Instructor produces the phoneme.

3. Student(s) repeats the phoneme.

4. Student(s) writes the grapheme while quietly saying the sound again.


process needed to retrieve the sound.

Miscues or Blocks

a. Instructor repeats the sound.

b. Instructor provides the keyword or rule.

c. Instructor provides the grapheme and prompts student(s) to write

grapheme three times while producing the sound.

Teacher note: cards resulting in miscues or blocks should be placed

to the back of the deck for an opportunity for student(s) to attempt

again during the lesson.


Kindergarten Auditory Options

Letter

1. Instructor says letter name.

2. Student(s) repeats letter name.

3. Student(s) writes the letter while quietly saying the letter name again.

Keyword

1. Instructor says keyword.

2. Student(s) repeats keyword.

3. Student(s) writes the letter represented by the keyword while

producing sound.

Sound

1. Instructor says sound

2. Student(s) repeats sound.

3. Student(s) writes the letter while quietly saying the sound again.

Position

1. Instructor provides position (beginning, middle, or end) and

pronounces a word.

2. Student(s) repeat and segment the word, and isolate sound in the

noted position.

3. Student(s) writes the letter while quietly saying the sound again.


Blending Drill-One on One

1. Instructor sorts cards into three piles, according to the place-value

notes on the back of the cards, during the visual or auditory drill.

2. Instructor places card piles in front of the student.

3. Student touches each card with blending fingers while producing the

sound on each card.

4. Student then slides fingers under the word while blending together the

sounds.

Teacher note: as students’ progress, encourage whole-word reading

versus sound by sound blending.

Miscues or Blocks

a. Student traces the grapheme to help retrieve the sound.

b. Instructor isolates the sound card the student miscued or blocked.

c. Instructor provides the phoneme and prompts student to write the


Teacher note: cards resulting in miscues or blocks should stay in the

blending pile to provide the additional blending practice.


Blending Drill-Whole-Class or Small Group

1. Instructor sorts cards into three piles, according to the place-value

notes on the back of the cards, during the visual or auditory drill.

2. Instructor displays card piles for all students to see.

Teacher note: a chalkboard ledge or document camera works well for

displaying cards.

3. Instructor touches each card with blending fingers prompting

student(s) to produce the sound on each card.

4. Instructor then slides fingers under the word prompting student(s) to

blend together the sounds.

Teacher note: as student(s) progress, encourage whole-word reading

versus sound by sound blending.

Miscues or Blocks

a. Instructor isolates the sound card the student(s) miscued or

blocked.

b. Student(s) traces the grapheme to help retrieve the sound.

c. Instructor provides the phoneme and prompts student(s) to write

the grapheme three times while producing the sound.

Teacher note: cards resulting in miscues or blocks should stay in the

blending pile to provide the additional blending practice.


Phoneme Segmentation (Finger Spelling)



2. Instructor pronounces the word.

3. Student(s) repeats the word.

4. Student(s) segments the word into phonemes while tapping (left to

right on their non-writing hand) a phoneme on each finger.

Oral language activity

1. Phoneme segmentation is an oral language activity.

2. The student should be able to segment words or syllables in their oral

language vocabulary that they are not fair for reading or spelling.

Finger spelling

1. The instruction seems pretty simple, “Student(s) segments the word

into phonemes while tapping (left to right on their non-writing hand) a

phoneme on each finger;” however, it sometimes feels like there are

hazards around every corner.

2. Blends

a. Kindergarten and beginning 1st grade. We recommended you

segment the blend, putting one phoneme on each finger.

b. Once blends are solid, later 1st grade and 2nd, we recommended

you simplify the procedure and put the blend on 1 finger.

3. Welded sounds -- like ing, ank, old -- we teach as a chunk of 1 unit of

sound and we recommend putting all phonemes on 1 finger.

4. Prefixes and suffixes, we also teach as a chunk or 1 unit. Again, we

recommend putting all phonemes on 1 finger.

Miscues or Blocks

a. Instructor isolates the error and repeats the word.


Reading Words

1. Instructor displays word list.

2. Student(s) points to words and decodes.


process needed to decode the word.

Miscues or Blocks

a. Student(s) traces the grapheme to help retrieve the sound.

b. Instructor asks the student(s) for the keyword.

c. Instructor provides the phoneme and prompts student(s) to write

the grapheme three times while producing the sound.

d. Instructor provides student(s) with additional practice decoding

words with the corrected sound.


Spelling One-Syllable Words



Teacher note: many sounds /m/ and /n/, /d/ and /t/ sound almost

exactly the same. The only real way to hear the difference, in isolation,

is with visual cues from paying attention to the speaker’s mouth

formation.

2. Instructor pronounces the word.

3. Student(s) repeats the word.

4. Student(s) segments the word into phonemes while tapping (left to

right on their non-writing hand) a phoneme on each finger.

Teacher note: when finger spelling a word with more than five

phonemes, students should start over on the same hand.

5. Student(s) writes the grapheme while quietly saying the phoneme

tapped on each finger.


process needed to segment phonemes and write the graphemes in the

word.

Miscues or Blocks

b. Instructor isolates the error and repeats the word.

c. Instructor provides the keyword or rule.

d. Instructor provides the grapheme and prompts student(s) to write


e. Instructor provides student(s) with additional practice spelling

words with the corrected sound.


Spelling Multi-Syllabic Words



2. Instructor pronounces the word. Example: fantastic

3. Student(s) repeats word – fantastic.

4. Instructor asks how many syllables.

5. Student(s) counts syllables -- 3.

6. Instructor confirms and asks student(s) to draw line for each syllable.

7. Student(s) draws lines to represent the number of syllables in the

word.

__________ __________ _________

8. Instructor repeats words one syllable at a time, asking student(s) to

repeat and spell teach syllable.

fan tas tic

9. Instructor asks student(s) to put syllables together and read the word.

fantastic

Miscues or Blocks

a. Instructor isolates the error and repeats the word or syllable.

b. Instructor provides the keyword or rule.

c. Instructor provides the grapheme or rule and prompts student(s) to

write grapheme three times while producing the sound.

d. Instructor provides student(s) with additional practice spelling

words with the corrected sound or pattern.

Teacher note: Multisyllabic words can be complicated for students

because of the schwa sound in unaccented syllables. When students

are unsure which vowel spelling is producing the schwa, they should

use the letter u as a default spelling (and be proud of the

accomplishment).


Memory Words

New

1. Instructor displays new memory word on an index card.

2. Instructor pronounces the word, explaining the meaning or usage.

3. Instructor points out the unfair part of the word.

Teacher note: The unfair part is the part of the word that breaks

familiar patterns.

4. Instructor points to each letter in the word while student(s) names and

traces each letter, pronouncing the word each time it is traced. This

process is repeated three times in a row.

5. Student(s) arm taps 3 times, instructor holding the card out for the

student to see.

6. Student(s) write the word three times in a row, naming each letter as

they write and pronouncing the word each time it is written.

Review

1. For spelling

a. Student spells the word

2. For reading

a. Instructor displays previously taught memory words on index

cards.

b. Student(s) read cards with automaticity.

Miscues or Blocks

a. Instructor prompts student(s) to trace the word.

b. Instructor provides the word and treats the card as a new memory

word.

Teacher notes:

o If you allow spelling to control pacing, you will find yourself moving

too slowly.

o We suggest you develop a reading deck and a spelling deck, retiring

the word after 10 consecutive correct responses.

o Periodically review the ‘entire’ deck.


Introducing a New Phoneme/Grapheme

1. Instructor shows student(s) grapheme card and models the correct

pronunciation of the phoneme.

2. Student(s) repeat the sound.

3. Student traces the grapheme three times while looking at the card and

producing the sound.

4. If needed, instructor discusses mouth formation and tongue placement

for correct pronunciation.

5. When applicable, instructor tells student(s) place value of new

grapheme in words or syllables.

6. Student(s) skywrites the grapheme three more times while producing

the sound.

7. Student(s) reads a list of fair words using the new grapheme.

8. Student(s) writes the new grapheme three times while producing the

sound.

9. Instructor dictates a list of fair words to the student(s) containing the

new grapheme for student(s) to spell.

10.Student and instructor identify the keyword for the new

phoneme/grapheme.

11.Student(s) summarize with a partner or the instructor the new

phoneme/grapheme’s place value, keyword, and any critical

information learned.

12.When applicable, instructor selects a student to summarize for the

class.


Introducing a New Syllable Pattern

1. Instructor names the new syllable pattern.

2. Instructor explains the rules of the new syllable pattern, paying special

attention to the way the new pattern influences the vowel sound.

3. Instructor models for student(s) how to mark the vowels and

consonants to reinforce the new pattern.

4. Instructor distributes a set of syllable cards to student(s) to sort into

piles according to their syllable pattern.

Teacher note: instructor should carefully control the syllable cards

provided to only include patterns already taught, or provide a pile for

non-examples.

5. Instructor provides student(s) with a list of words to read with the new

syllable pattern.

6. Instructor dictates a list of words to student(s) containing the new

syllable pattern.

7. Student(s) summarizes with a partner or the instructor the new

syllable concept.

8. When applicable, instructor selects a student to summarize for the

class.


Introducing a New Syllable Division Rule

1. When applicable, instructor links new syllable division rule to familiar

rule.

2. Instructor explains division rule and the impact the rule has on the

vowel sound.

3. Instructor models how to label and divide the word into syllables using

the new rule.

4. Student(s) labels all the vowels V to identify the number of syllables in

the word.

5. Student(s) labels all the consonants C between the first and last

vowel.

6. Student(s) verbalizes steps in the process while applying the new

division rule.

Teacher note: the ● symbol is used to indicate syllable division

(up●set). The ] symbol is used to divide prefixes from base words and

the [ symbol is used to divide suffixes from base words.


syllable concept.


class.


Introducing a New Spelling Rule

1. When applicable, instructor links new rule to familiar rule or pattern.

2. Instructor names the rule.

Example: 1+1+1 Doubling Rule or E-Drop Rule.

3. Instructor explains how the rule works and models applying the rule.

4. Student(s) spells the words while verbalizing the steps in the process.

5. Student(s) reads lists of words containing the new spelling rule.


syllable concept.


class.


Lesson Plans

Small Group/One-on-One Instruction

Drills: Visual:

Auditory:

Blending (Optional): Multi-syllabic Words:

Review:

Words to Read:

Words to Spell:

Teach Something New: Choose One: introduce new phonogram, spelling

rule, syllable pattern, or syllable division rule

Read:

Spell:

Sentence Dictation: Sentence 1 is simple and addresses new skill. Sentences 2 and 3 become increasing complex, but include only fair

review. 1.

2.

3.

Memory words:

Introduce:

Read:

Spell/Review:

Oral Reading:

Observation Notes:


Whole Class Instruction

Drills: Blending and phoneme segmentation drills may be omitted later in the year.

Visual Drill

Blending Drill Phoneme Segmentation Drill -- 4 words

Review Words to Read

Review Words to Read -- 10-20 words

Teach New Phonogram New Words to Read -- 10-15 words

Student Response Sheet

Auditory Drill -- 10 phonemes Review Words to Spell -6 words

New Words to Spell -- 4 words

Memory Words Reading

Spelling New

Sentence Dictation

1. 2.

Spelling Generalization/ Syllabication

Teach -- I do

Activity -- We do Center Activity -- You do

Fluency Demonstrations

Word and sentence list

Connected Text

Home

Observation Notes:


Kindergarten 30-Minute Lesson Plan

Visual Drill:

Review Words to Read:

Review Sentence to Read:

Teach Something New: Introduce new phonogram

New Words to Read -- 6-9 words

Auditory Drill:

Letter Name:

Keyword:

Sound:

Position:

New Words to Spell:

Memory

Reading

Spelling New

Sentence Dictation: Sentence is simple, addressing new skill, and may include fair review. 1.

Phonemic Awareness Exercise:

Phoneme Segmentation Drill -- 6 words

Phoneme Blending Drill -- 6 words

Fluency: Begin with letter naming & sound fluency, transition to word lists & connected text later in the year.

Demonstrations Word and sentence list

Connected Text

Home

Observation Notes:


Syllables

Syllable Patterns

English is all about the vowels. Syllable patterns suggest how to pronounce

the vowel.

Syllable: is a word or a part of a word with 1 one vowel sound

counting syllables in a word is about counting the number of vowel

sounds

How:

vowels provide the rhythm to our language

when we sing sounds (or hum) we are singing vowels

often taught through clapping syllables in the children’s

What:

vowel is an open sound

your mouth opens when you say a vowel

observe the number of times your mouth opens when pronouncing

a word

this equates to the number of syllables

Patterns:

CLOVER

Crazy i

make certain your student understands the concept of a “pattern”


CLOVER

o mnemonic that helps the student recall and organize the 6 syllable

patterns in the brain

o C – closed

o L – consonant +le

o O – open

o V – vowel team

o E – vowel consonant E or silent E

o R – r-controlled or bossy r

o 85% of the words in our language are made up of these 6 patterns

Crazy i

o See page 53


C

L

O

V

E

R

CLOSED: 1 vowel

followed by1 or more consonants Example: cat, big, off

CONSONANT +LE: 1 consonant followed by le Example: cle, dle, ple

OPEN: 1 vowel ending

the syllable Example: me, I, go

VOWEL TEAM: 2 or

more letters working together to make 1 vowel sound Example: oat, law, meat SILENT E: 1 vowel

followed by 1 consonant and the letter e Example: note, ate, bike

R-CONTROLLED: 1

vowel followed by the letter r Example: car, her, fork


CLOVER syllable patterns are taught in the following sequence:

C-Closed

o 1 vowel

o ends in 1 or more consonants

o consonant closed the door and the vowel says its sound (short

sound)

o Teacher note:

r, n, and l can affect how we hear (and say) the vowel

O-Open

o 1 vowel

o ends in the 1 vowel

o the door is open and the vowel introduces itself and the vowel says

its name (long sound)

E-silent e

o 1 vowel, followed by 1 consonant and a silent e

o the e jumps back over 1 consonant

o vowel says its name

o Teacher notes:

the silent e will jump back over only 1 letter -- bake vs nurse

unless the syllable is an open syllable, a single e at the end of a

syllable is usually silent

R- controlled

o 1 vowel (usually) followed by the letter r

o r is a very bossy consonant and effects how we hear and say the

vowel

o er, ir, ur – her, bird, hurt

o ar – car, dollar

o or – for, doctor

o ear – ear /ēr/ and earth /er/


V-vowel team

o 2 (or more) letters work together to make 1 vowel sound

Teacher note:

2 letters working together not 2 vowels

boat snow weigh

L- consonant+le

o ble, cle, dle, fle, gle, kle, ple, tle, zle

–ble /bul/ -gle /gul/

o the t in s.tle is silent

Teacher note:

often called the final stable syllable

appears in the final position in words

pronunciation is fairly stable

provides predictable identification of the accent

usually falls on the syllable before the final stable syllable


Followed by the Crazy i “pattern”:

Open syllables end in a vowel -- the vowel usually says its name

When open syllables appear in the middle of words, they are often

unaccented and make the schwa (ə) sound

Letter i often appears in a middle, unaccented syllable and makes several

different sounds: /ĭ/, /ē/, /y/

/ĭ/ before a consonant

o say: “ĭ ĭ ĭ ĭ ĭ ck” a consonant is coming

o America, animal, hospital, criminal, president

/ē/ before a vowel

o say: “ē ē ē ē” here comes a vowel

o usually indicates syllable division

o radio, curious, immediate, previous, serious

i as /y/ after l or n

o stallion, brilliant, union, senior, California

Teacher note: if the student pronounces as /ē/, suggesting “read

it more quickly” will usually correct the pronunciation


Syllable Division

Syllable division helps identify the syllable patterns thus informing

pronunciation of the vowels.

Overview:

1. compound word

2. vccv

3. vcccv and vccccv

4. vcv

5. c+le

6. vv

7. prefix and suffix chop

8. Crazy i

Note: Although they contain two letters, consonant digraphs (sh, th, ch, wh,

ph) are treated as one consonant. Example: bath, b a th

Marking for Syllable Division

introduce the new division pattern

count the number of vowel sounds to determine the number of

syllables in the word

o napkin has two vowel sounds, therefore two syllables

o Teacher note:

Once students have been taught the silent e syllable

pattern, they should check to see if there is a silent e at

the end of the word.

The silent e is part of silent e pattern and does not get

counted as a syllable. Example: cave is 1 syllable

Vowel teams are 1 vowel sound and result in 1 syllable

label all the vowels V and consonants C from the first to last vowel

o napkin

vccv

apply the syllable division rule

what type of syllable results and, therefore, what is the resulting vowel

sound

o nap.k in

vc●cv


Teacher note:

● symbol is used to indicate syllable division

up●set

] symbol is used to divide prefixes from base word

[ symbol is used to divide suffixes from base words.

m i s ] spe l l [ e d

1. Compound words

divide between the 2 base words

can.not Bat.man sun.set bob.cat

if 3 or more syllables, divide the other syllables according to the other

syllable division rules = news.pa.per

2. VCCV

when you have 2 consonants between the vowels, divide between the

consonants

1st syllable is usually closed (vowel makes its sound, short vowel)

2nd syllable can be any syllable pattern

o Teacher note: Only use the syllable patterns that have been

taught.

closed/closed

r a b . b i t b a s . k e t m i t . t e n f a n . t a s . t i c

v c . c v v c . c v v c . cv v c . . v c . c v

pronunciation: if a double consonant or dividing between a ck

pattern, only 1 consonant is pronounced as in bun.ny, rab.bit or

loc.ket

spelling: in the 1st syllable, if you hear a short sound followed by 1

consonant sound, you often double the consonant – bunny rule

way to differentiate which rule applies.

closed/open

j u m . b o h a p . p y b a n . j o

v c . c v v c . c v v c . cv


closed/silent e

c o m . b i n e c o m . p e t e r e p . t i l e

v c . c v v c . c v v c . c v

closed/ r-controlled

b u t . t e r w i n . t e r a b . s o r b


r-contolled/various

1st syllable could be r-controlled rather than closed

division rule still works

f o r . b i d t e r . m i t e a r . t i s t


schwa

after concept of schwa is taught, any syllable could have a schwa

sound

com.pare ran.dom ton.sil

exception

1st syllable occasionally divides after the vowel to keep a blend

together

1st syllable would be open and the vowel says its name

ma.cron A.pril

3. VCCCV and VCCCCV

when you have 3 or more consonants between the vowels you divide

keeping the blends, clusters and diagraphs together

usually this occurs after the 1st consonant

o h u n . d r e d s u b . s c r i b e e n . c h a n t

v c . c c v v c . c c c v v c . c v

but it can vary

o p u m p . k i n b e n c h . m a r k a t h . l e t e

v c c c v v c c . c v v c . c v


4. VCV

when you have 1 consonant after the vowel, try dividing after the

vowel

first syllable is open, the vowel says its name

o t i . g e r t u . l i p r a . v e n t o . t a l

v . c v v . cv v . c v v . c v

if this doesn’t make a known word, divide after the consonant

first syllable is closed, the vowel is short

o c a m . e l c a b . i n l e m . o n s e v . e n

v c . v v c . v v c . v v c . v

Teacher note:

o So when you get to this point, you might find yourself wondering

about the vccv – bunny rule. “I thought you told me that when I hear

a short vowel sound I double the middle consonant.”

o Well, I’ve been controlling the words so you would believe this; but,

now we find ourselves with words such as cab.in, rob.in, and so on.

o While there is no clear rule to guide us, you will commonly find the

bunny rule words are Anglo-Saxon (simpler) words in origin. vc.v

words are generally of French and Latin origin.

5. Consonant + le

identify the consonant+le syllable and divide from the rest of the word

identify the e and count back 3

determine syllable pattern that precedes the consonant+le syllable

o ta.ble Bi.ble open

o pud.dle rip.ple closed

o pur.ple hur.dle r-controlled

o noo.dle nee.dle vowel team

divide between the letter s and t in s.tle pattern

o t is silent

o whis.tle cas.tle

divide between the letter c and k in c.kle pattern

o buc.kle knuc.kle

6. VV

divide between two vowels if they are not common vowel teams

o gi.ant du.al ne.on ra.di.o cha.os sta.di.um

o Giant dual on the neon radio led to chaos in the stadium.


when all else fails separate the vowel team

o cre.ate di.et po.em

7. Prefix/suffix chop

divide after the prefix (chop off the prefix)

o un]tie re]late pre]tend

divide before the suffix (chop off the suffix)

o ac[tion pic[ture fish[ing

8. Crazy i

divide immediately after the crazy i syllable


Advanced Syllable Division

some words may have more than one prefix or suffix

o ir]re]place[able , dis]con]nect[ed

o forgiv[ing[ly, care[ful[ly

Teacher note: some suffixes have more than one syllable (able,

ition). Divide the entire suffix from the base word.

comfort[able.

if the base word needs to be broken down further, follow the steps for

marking vowels and consonants, applying the appropriate division

pattern

o con.di[tion[al

if a vowel suffix is added to a base word, there is a possibility that the

vowel suffix replaced a silent e

o car[ing = care +ing, tap[ed = tape +ed

o the silent e was dropped when the vowel suffix was added

o Teacher note: make certain the student knows how to divide

the syllables when the e has been dropped – make explicit

Prefix Suffix Chop

1. Chop off the suffix

2. Look at the remaining word

a. if 1 vowel before it and 1 consonant, vowel says its name

hop[ing din[er scrap[er

b. if 1 vowel before it and 2 consonants, vowel says its sound

hopp[ing din[er scrapp[er

c. if i immediately before suffix

o it was likely originally a y that was changed to an i

hap.pi[ness ba.bi[es fun.ni[est

o the y retains its previous sound

happy -- happiness

try -- tried

apply -- applied


Teacher note:

By definition a vowel team makes 1 vowel sound. All division patterns

apply to vowel teams treating them as 1 vowel.

o VC/CV

or.deal ter.rain

o V/CV

ea.ger re.lay

o VC/V

saus.age weap.on

Will likely need to be taught explicitly, reminding students that a

syllable has 1 vowel sound


Accented Syllables

some syllables are stronger than others

in a word with more than one syllable, voice goes up on one of the

syllables

try: ba.NA.na Can the student hear the syllable you stress?

Accents can be very hard for some children (and adults) to hear. Ways to

try to hear the accent include:

Pretend you are calling the dog. The syllable you stress is the

accented syllable.

Pretend your lips are stapled together and hum the word. Can you

identify the stress?

Accented syllable is louder and stronger.

The vowel sound is strong and clear, not schwa.

Chin drops further on accented syllable.

Teacher note: Placement of accents can change the pronunciation, part of

speech, or meaning:

noun verb

con’. tract con.tract’

reb’.el re.bel’

pres’.ent pre.sent’

con’.vict con.vict’


Schwa (ə)

the most common vowel sound

very short neutral vowel sound, and like all vowels, its precise quality

depends on the surrounding consonants

mostly occurs in unstressed syllables (also called unaccented syllable)

usually pronounced much like /ŭ/ or /ĭ/

around soda magnet wagon racket

an open syllable ending with the letter a, at the beginning or end of the

word, usually makes the schwa sound

alive amaze manila comma Alaska

Teacher note:

o ma.nil.a

o the open syllable at the beginning of the word ends with the letter a

which makes the schwa sound.


VCCV Words without Schwa

dentist napkin coffin

selfish publish public

rabbit contest subject

invest cactus tennis

mascot infest insect

plastic upset hectic

splendid chipmunk contest

traffic contact fossil

attic picnic goblin

bandit contact gossip

candid convict object

optic progress tonsil

muffin catnip bandit

combat dismiss victim

VCCV Words with R-controlled Syllables

adverb thunder expert

manner discard permit

slipper distort winter

artist chapter murmur

absorb timber fender

master tender persist

suffer farmer whisper

absurd chatter harness

burden horrid pattern

matter under import

burden copper jargon

better pepper inform

member escort squirrel

suffer differ hammer

corner perfect marker

bitter verdict hermit

temper garlic orbit

carpet export ladder

butler furnish order

number dinner lumber

tender forbid letter

enter silver perhaps

lantern offer butter


Suffixes

Definition:

letter(s) or syllable at the end of a word

alter meaning, change the part of speech

2 types – vowel suffix and consonant suffix

o vowel suffixes begin with a vowel

ed, -ing, -er, -est, -able

o consonant suffixes begin with a consonant

-ly, -ful, -ness, -tion, -sion

Teacher note:

Suffix can also modify the grammatical properties

the addition of s at the end of a 1st person, singular verb

more student friendly explanation:

o important for subject verb agreement

o between subject and verb, only one word can end with the

letter s

boys run or boy runs

o the subject determines where the s falls

if the subject is plural, the s attaches to the subject and

the verb stands alone

kids play teachers talk

if the noun is singular, the verb carries the s

kid plays teacher talks


Common Suffixes

Suffix Pronunciation Meaning Keyword(s)

-s /s/ and /z/ plural cats dogs

-es /ĭz/ or /əz/

plural; sh, ch, s, x, z

nouns ending in y – change y to i and add -

es

brushes, lunches, dresses, boxes, buzzes,

babies

-ing /ēng/ happening now fishing

-ed /əd/ after d or t /d/

/t/

happened in the past planted, landed sailed

jumped

-er /ər/

1. someone or

something that does something

2. more (compare)

1. hunter 2. faster

-est /ĕst/ most (superlative) fastest

-ful /fŭl/ full of helpful

-less /ləs/ without hopeless

-ly /lē/ like (tells how) safely

-

ment /mənt/

state of (makes a

noun) shipment

-ness /nəs/ makes a noun rudeness

-y /ē/ inclined to (describes) sticky

-able /ə.bul/ able or can do printable

-age /ĭj/ act of, group of postage


Suffix –es

nouns ending in sh, ch, s, x, z form the plural by adding -es

when -es is added there is a recognizable sound difference from the -s

with the addition of the vowel you are adding another syllable

try saying glasss with the addition of -s rather than -es

can’t be done

2 hissing sounds merge into 1

nouns ending in y after a consonant

o change the y to i

o add -es


Suffix –ed

Suffix –ed has 3 sounds

/əd/ or /ĭd/

/d/

/t/

-ed says /əd/ or /ĭd/ after base words ending in the letter d or t and

adds a syllable

landed melted

hunted acted

printed tested

-ed says /t/ after base words ending in an unvoiced sound – unvoiced

to unvoiced

rushed thanked

asked jumped

pinched rocked

-ed says /d/ after a base word ending in an voiced sound – voiced to

voiced

played smelled

throbbed plugged

scanned stayed

Teacher notes:

When teaching you should separate these 3 sounds in time.

Don’t teach more than one per week. Begin by teaching the /əd/

or /ĭd/ pronunciation.

Often, once you teach the /əd/ or /ĭd/ pronunciation the student

will automatically choose the correct pronunciation of /d/ or /t/.


Voiced and Unvoiced

Voiced sounds are produced primarily in the throat. These sounds are formed when the

vocal cords vibrate.

Unvoiced sounds are produced in the mouth. These sounds are formed when air passes

over the tongue and teeth.

To determine if a sound is voiced or unvoiced place your fingers in the middle of your neck over

your vocal cords. Say the sound. If you feel a slight vibration in the throat, the sound is voiced.

Voiced Unvoiced

b

g

d

y

j

z

w

th (the)

l

m

n

r

v

all vowels

p

k

t

f

ch

s

wh

th (thin)

sh

h

Voiced and Unvoiced


Plural Rules

Spelling Rule Keyword

-s most common way of forming plural

dog, dogs table, tables

-es nouns ending in sh, ch, s, x, z form plural by adding –

es

glass, glasses tax, taxes

nouns ending in y

ending in y after a vowel, add s

ending in y after a consonant, change the y

to i and add -es

boy, boys

lady, ladies

nouns ending in o

ending in o after a vowel, add s

ending in o after a consonant, consult the

dictionary

studio, studios

consult the

dictionary

Possessives

Category Rule Example

singular add 's the child’s toy

singular ending is s add an apostrophe to the base word

Francis’

plural add an apostrophe to the plural

boys’ kite

plural not ending in s add 's men’s voices

indefinite pronoun add 's anyone’s


Suffix Addition Rules

Just add

boy + s = boys

farm + er = farmer

fish + ing = fishing

1. Stop and think:

1+1+1 doubling rule

e drop rule

y rule

1+1+1 doubling rule

1 syllable word

1 vowel

followed by 1 consonant

when adding a vowel suffix

double the consonant

drop + ed = dropped

run + ing = running

sad + est = saddest

Teacher note: w and x are never doubled

e-drop rule

word ends in a silent e

when adding a vowel suffix

drop the silent e

bake + ing = baking

bike + er = biker

nurse + ing = nursing


exceptions

o sometimes the e must be retained to preserve the soft c or g

sound

notice+able = noticeable

courage+ous = courageous

o sometimes the e must be retained to preserve the identity of the

word

shoe+ing = shoeing

y rule

change the y to i and add the suffix

happy + ness = happiness

empty + ness = emptiness

cloudy + er = cloudier

unless the y is part of a vowel team then just add the suffix

play + ed = played

enjoy + ment = enjoyment

turkey + s = turkeys

unless the suffix begins with an i

fry + ing = frying

baby + ish = babyish

buy + ing = buying

common exceptions: skiing taxiing


Reading words with suffixes:

1. Chop off the suffix

2. Look at the remaining word

a. if 1 vowel before it and 1 consonant, vowel says its name

hop[ing din[er scrap[er

b. if 1 vowel before it and 2 consonants, vowel says its sound

hopp[ing dinn[er scrapp[er

c. if i immediately before suffix, it was likely originally a y that was

changed to an i

hap.pi[ness ba.bi[es fun.ni[est

the y retains its previous sound

happy -- happiness

try -- tried

apply -- applied


Spelling Generalizations and Phoneme/Graphemes

Short Vowel Pointers

floss –ff, -ll, -ss (–zz is uncommon)

o Sam likes friendly zebras

o 1 syllable word

o with 1 (short) vowel

o followed by /f/, /l/, /s/, /z/

o usually double the f, l, s, z

off ball class fuzz

-ck

o 1 syllable word


o followed by /k/

o use –ck

duck clock trick sack

-tch

o 1 syllable word


o followed by /ch/

o use –tch

catch witch fetch crutch

-dge

o 1 syllable word


o followed by /j/

o use –dge

bridge edge dodge fudge

Teacher note: Point out to student, when these graphemes (ff, ll, ss, zz,

ck, tch, dge) are in the word, the preceding vowel is short.


Phoneme/Graphemes

Short vowel exceptions

o there are 6 exceptions to the closed syllable rules

o usually the vowel in these letter combinations says its name (not its

sound)

–ind kind

–old old

–ild wild

–ost ghost

–olt colt

–oll troll

-ng, -nk

–ink sink

–ank bank

–onk honk

–unk dunk

–ing sing

–ang bang

–ong gong

–ung hung

o these letters do have individual sounds, but the sounds are very

closely welded together and are difficult to separate

o when finger tapping, use 1 finger


Meet the stick vowels

helps support recall

which of the vowels in the picture can be made with sticks

o a, E, I, o, u, Y

when formed this way

o stick vowels: E, I, Y

o round vowels: a, o, u

/k/ spelling

c when immediately followed by a, o, u (round vowel, note c is also

round) or consonant

k when immediately followed by E, I, Y (stick vowel, note k can also be

formed with sticks)

–ck when at the end of a one syllable word right after 1 short vowel

Teacher note:

The -ck spelling is also found before Anglo-Saxon suffixes: -et,-er,-

en,-ey

Soft c and soft g

o c /s/ when before a stick vowel (always)

o g /j/ when before a stick vowel (often)


Several basic vowel and consonant rules

o letter j

o no English word ends in the letter j

o for the /j/ sound, use –dge or –ge at the end of a word

o letter v

o no English word ends in the letter v

o always followed by a silent e

o x is never doubled

o s /z/

o is, as, his, was, hers, has

o s between 2 vowels as in rose

o y is the best choice for spelling /ē/ at the end of a multi-syllabic word

Several intermediate vowel and consonant rules

-ce, -se, -ss

o to avoid confusion with plural words, English nouns ending /s/

spelled -ss, -ce, -se

fence dance house nurse

o -ss used only after a short vowel when applying the floss rule

dress grass miss

ie and ei rule

i before e except after c

or when pronounced /ā/ as in neighbor and weigh

chief, receive

applies only when ie/ei are vowel teams


Most Common Spellings for Consonant Sounds /k/ /d/ /f/ /g/ /j/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/ con key stick

do stayed

fix stuff

phone

great jam edge gem gym giant

men numb

nod know

rest wrap

soap less

dance city

fancy

tap walked

zip fuzz was

chip catch

shop chic

Less Common Spellings for Consonant Sounds /k/ /d/ /f/ /g/ /jo͝o/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/

chemical antique

laugh ghost vague

gradual hymn sign mnemonic

rhyme scene science scythe

psychology

debt nose nation mansion anxious

musician

Most Common Spellings for Vowel Sounds

Sound End of a Syllable End of a Word Middle of a Word or

Syllable

/ā/ a ta.ble ay play ai, a-e paid, cake

/ē/ e e.qual y can.dy ea, ee meat, keep

/ī/ i, y ti.tle, ty.rant y, igh by, high i-e, igh bike, right

/ō/ o no.ble ow slow oa, o-e

boat, rope

/ū/ u hu.man, ew, ue few, hue u-e cute,

/oo͝/ u du.ty ew, ue grew, blue oo, ue room, rude

/oi/ oy boy oi coil

/ou/ ow cow ou loud


Contractions

Contraction: the act of making something smaller

is not

omit letters/sounds is n t

insert an apostrophe in its place is n’t

push the letters together isn’t

Teacher notes:

Make sure you practice the concept from both perspectives

is not = isn’t

isn’t = is not

Memory words:

o there are a few contractions that don’t follow the standard

pronunciation rules

o teach as memory words

do not = don’t

will not = won’t

cannot = can’t

Important points:

“cannot” is 1 word not 2

and

“a lot” is 2 words not 1


Table of Contractions

be will would has/have had

I I’m (am) I’ll I’d I’ve I’d

you you’re (are) you’ll you’d you’ve you’d

he he’s (is) he’ll he’d he’s he’d

she she’s (is) she’ll she’d she’s she’d

it it’s (is) it’ll it’d it’s it’d

we we’re (are) we’ll we’d we’ve we’d

they they’re (are) they’ll they’d they’ve they’d

that that’s (is) that’ll that’d that’s that’d

who who’s (is) who’ll who’d who’s who’d

what what’s (is)

what’re (are)

what’ll what’d what’s what’d

where where’s (is) where’ll where’d where’s where’d

when when’s (is) when’ll when’d when’s when’d

The “Nots”

are not aren’t is not isn’t

cannot can’t must not mustn’t

did not didn’t was not wasn’t

do not don’t were not weren’t

does not doesn’t will not won’t

had not hadn’t could not couldn’t

has not hasn’t might not mightn’t

have not haven’t should not shoudn’t

would not wouldn’t

Coulda, Woulda, Shoulda

would have would’ve

could have could’ve

should have should’ve

might have might’ve

must have must’ve


Memory Words

So by now you have been thinking about all the rules we have discussed and

all the words that don’t fit those rules. You may have also wondered about

how you fit this with Dolch Words or Fry Words. So let’s begin with a few

definitions.

Dolch words: a frequently used word list compiled by Edward William

Dolch, PhD, in 1936 based on children’s book of the era. Most of the

Dolch words are phonetically regular.

Fry words: the most commonly used words in the English language,

ranked in frequency order, complied by Edward B Fry, PhD, in 1948.

Again, most of the Fry words are phonetically regular.

Red Words: A list of words compiled within the Orton Gillingham that

intends to include only words which are phonetically irregular words.

Memory words: term used by Superkids represented to be a list of

words students need to remember how to read and spell, instead of

using the known letter-sounds. This list includes both phonetically

regular and irregular words.

So after much examination the following lists are provided for your use:

Sight word list

o phonetically irregular -- student needs to just learn these

o often call these red words -- show them on a flash cards with red

ink to help the students recognize these words as phonetically

irregular

o when teaching use letter names, not sounds

High frequency word list

o often need to be able to read and spell words before the phonics

rules have been taught

o those using 2nd grade and higher phonics skills are highlighted


Memory Word Lists

xxxx: -ve words with short vowels

xxxx: reading emphasis

Remember to attend to homophones -- some important ones include:

there, their, they’re

hour, our, are

to, two, too

won, one

Sight Words -- Phonetically Irregular

Group 1 Group 2 Group 3 Group 4 Group 5

are answer again been against

bye do any both busy

color does bear build done

come don’t clothes buy half

door eye could father laugh

floor goes friend listen much

from gone give many only

love have live mother pint

one hour lose parent poor

said into of rich shall

says minute once sure today

sign move people their together

to much pretty view whole

two prove should which whom

was such some whose

where there someone

your want something

were through

what truth

who wear

would


High Frequency Words -- Phonetically Regular

Group 1 Group 2 Group 3 Group 4 Group 5

a ate after always about

away brown by around better

be came every because bring

blue climb find before carry

book eat fly cold clean

boy four funny first draw

down good going five drink

for green has found eight

get knew her gave far

girl know his goes full

go like how green grow

he new little its hold

here nine may made hurt

I now old pull keep

is our open read kind

make out over right light

me please round sing long

my ride take sleep myself

name saw tear these never

no so thank those own

or soon them upon seven

play they then use show

print today think very start

push yellow touch wash try

put when work warm

say why write

see

she

talk

that

the

three

walk

we

you

xxxx: phonetically regular words with intermediate phonics skills


Orton Gillingham Community Red Words


Fluency

Fluency is the ability to read a text accurately and quickly. Fluent readers

read aloud effortlessly and with expression. Their reading sounds natural, as

if they are speaking. Fluent readers do not have to concentrate on decoding

the words and can focus their attention on meaning. They can make

connections among the ideas in the text and their background knowledge. In

other words, fluent readers recognize words and comprehend at the same

time.

Reading rate comprises both fluent identification of individual words and

speed and fluidity with which the student moves through connected text. As

children practice, they come to recognize larger and larger numbers of words

by “sight” without having to sound them out. Well practiced words are

recognized automatically, which implies that recognition occurs very quickly

and with little cognitive effort. The automaticity with which a reader can

recognize words is almost as important as word reading accuracy. It is not

enough to get the word right if a great deal of cognitive effort is required to

do so, because the effort and attention involved in decoding or guessing

from context, distract the reader’s attention from building meaning.

(Torgeson et al., 2006)

Factors most strongly influencing oral reading rate in struggling readers

(Torgeson et al., 2006):

Speed of decoding processes used to identify unknown words.

Proportion of words in a passage that can be recognized “by sight.”

Variations in speed with which “sight words” are processed.

Use of context to speed word identification.

Speed with which word meanings are identified.

Speed with which overall meaning is constructed.

Differences in relative value a child places on speed vs accuracy.

Single most important factor limiting the reading fluency of children

with reading difficulties is the limited size of their sight word

vocabulary. It is the necessity of slowing down to decode the word

that most effects fluency.


How is Fluency Built?

The mind cannot attend to everything at once

Begins with effortful reading

o all available attention expended in letter, letter-pattern, and

word recognition

o little available for comprehension or self-monitoring

o by using known sound-symbol correspondences and phonological

sensitivity, the student approximates the pronunciation of the

unknown word

o this approximate pronunciation combined with available

contextual clues enables the reader to determine the correct

pronunciation

With instruction and practice, reading develops into reliable accuracy

o 4 to 14 repetitions for average young readers

o more than 40 for those with reading disabilities

Further practice leads to automatic word skills, basic fluency begins to

develop freeing the brain for error correction and comprehension

Fluency is not achieved at one point in time, but increases with

practice over a long period time

Young children who gain just enough skill early on feel drawn to

reading that consolidates the interconnections of their reading mind.

They read a lot of easy redundant things because they can. They love

it because they can do it.

Goal of Fluency

The goal is not to simply read faster!

The goal is greater understanding

To become stronger readers, students need to practice beyond

accuracy to automaticity

Word lists, phrases, and sentences can be as impactful in building

fluency as connected text


Methods and Means for Building Fluency

Word work:

There is no strategy that compensates for difficulty in reading words

accurately and fluently – if you can’t read word lists and sentences

fluently, you also cannot read connected text fluently

Work with letters, word parts, words, phrases and sentences – take

instruction beyond accuracy at every step

Reading words in isolation (word lists) is supported by the research as

an important element in developing fluency

Connected text sequence:

Weekly cycle

Introduction of a short passage

Read aloud – model good reading (I do)

Discussion of the content

Choral reading (We do)

o Student reads or attempts to read a text, while at the same

time, hearing a more fluent reading of the same text by

classmates and the teacher

Paired reading (We do, You do)

o A more able reader and a less able reader sit side by

o In unison, the pair reads the text aloud for 10 to 20 minutes

o The more able reader adjusts to match the reading pace of the

less able reader

Word study (We do, You do)

Home practice (You do)

Performance (You do)

Final rereading before the introduction of the next passage

Other supports:

Recorded materials may be particularly good for the EL student

Do both wide and deep

o wide – when finished, move on to the next passage

o deep – reread until it can be read with some degree of fluency

and prosody

same passage

different passage using the same skills – i.e., short a text


same passage but with different focus – pace, prosody,

punctuation, etc.

Poetry and Reader’s Theater often providing an engaging activity for

struggling readers

Fluency Related Points

Round Robin Reading

This long-standing method in which the teacher calls on students one-

by-one to read orally isn’t supported by the research (or by student

behavior and attention). Please don’t spend valuable class time in

this activity.

Silent Reading

The myth that students read more accurately silently than orally, is

just that, a myth.

And, how do you know? It is true that we can read more rapidly

silently, but not more accurately.

Additionally, during silent reading time, struggling readers may not

choose well – the student may choose a text well below or well above

their reading level.

Difficulty level:

During fluency practice, controversy exists over the level of passages

difficulty -- should it be challenging, moderately challenging, or easy.

The ‘right’ answer may depend on the age, other characteristics of the

learner, and the specific level of reading skills.

Expressiveness or prosody:

Paraphrasing, retelling, summarizing, comparing, predicting, etc., are

more potent indicators of comprehension than prosody.

Controversy remains over the role of prosody.

While expressiveness obviously helps listeners when being read to,

when the student is the one reading, it is not clear whether it actually

facilitates understanding or whether it merely reflects understanding.

In other words, is the fact that the student understands the text what

allows the reading to occur with prosody or does the reading with

prosody lead to understanding?


Hasbrouck and Tindal Oral Reading Fluency


IPS Quick Phonics Screener

Directions for Administration and Scoring

1. Starting point

a. Beginning readers (K-and beginning 1st) start with letter names

and sounds

b. 2nd grade, if you believe the student knows letters and sounds

begin with cvc words.

c. If you are concerned that the student is using student’s sight

word vocabulary rather than actually decoding use the nonsense

form.

2. Stop a task if the student appears frustrated, tired, or has missed

more than 5 in a row. It is OK to stop in the middle of a task.

3. Move to the next task.

4. Discontinue the assessment only after you have determined that the

student knows no further patterns.


Name: ________________________Date:_____________ Assessor: ______________________

Letter names

m t a s i r d f o g l h u c n b

j k y e w p v q x z

/26

Letter names

M T A S I R D F O G L H U C N

B J K Y E W P V Q X Z

Letter sounds


j k y e w p v q x z

/26

Phonemic Awareness Syllable Awareness: u p s e t b a s k e t c l a s s d a r k e r c h i l d r e n

Phoneme Segmentation: d i p c h o p b a g f i s h l i c k

Phoneme Blending

/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /t/

/9

/15

/5

cvc

van fog yet tub quiz

kit cup red lap wax

Sam and Jeb hid the gum. Pat had a nap in bed.

/10

/12

H brothers

shot this chat whip graph

fish them chip when wish

The men shut that dog in the shop. When can the dog get fed?

/10

/14

Blends

gasp drink plant just swing

trunk blank snip prod sled

Glen will swim past the raft in the pond. The frog must flip and spin and

jump.

/10

/17

IPS Quick Phonics Screener Kindergarten -- Real Words


Short vowel pointers

well mass clock hitch judge hill

smack bridge hatch boss chaff fell

Get the sack back on the truck. I will scratch the itch.

/12

/12

Notes:



Letter names


j k y e w p v q x z

/26

Letter sounds


j k y e w p v q x z

/26

Phonemic Awareness Syllable Awareness: u p s e t b a s k e t c l a s s d a r k e r c h i l d r e n


Phoneme Blending


/9

/15

/5

cvc


kit cup red lap wax


/10

/12

H brothers




/10

/14

Blends




jump.

/10

/17





/12

/12

IPS Quick Phonics Screener Grade 1 -- Real Words


Closed syllable exceptions

child blind hold most stroll colt

post scroll gold kind bolt wild

The old king has a chest full of gold. The child was kind to me.

/12

/15

Magic e without blends

nice mole rule doze fume

rise cave tile cane vote

Mike and Jan use a rope to ride the mule. Pete has five tapes at home.

/10

/16

Bossy r

cart pork verb shirt hurt

fern mark turn stir torn

The dark tar on his torn shirt burns and will hurt him. The bird hid in the

ferns at the park.

/10

/21

vccv

plastic traffic mascot escape address

witness rabbit litter bandit compact

Sally put the napkin in her lap for dinner. A snake is a reptile.

/10

/14

Easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy

foam roast creak seat mood scoop steep bleed

raid waist spray gray shout mount book foot

snow slow spoil join plow cow joy ploy

/24

vcv

beware belong demand prevent spider

Beware! A spider went up the wall.

/5

/7

Suffix addition

dishes lifting jumper matchless fastest

hopping baked hoping sandy blameless

I do not mind you sitting on the bench. He has his oldest socks.

/10

/14

Notes:


Name: _______________ _________Date:_____________ Assessor: ______________________

Letter names


j k y e w p v q x z

/26

Letter sounds


j k y e w p v q x z

/26

Phonemic Awareness Syllable Awareness:

upset basket class darker children

Phoneme Segmentation:

d i p c h o p b a g f i s h l i c k

Phoneme Blending


/9

/15

/5

cvc

wix fod leb jum yon

kib cug raf vip kez


/10

/12

H brothers

shap whum pith chan phin

kosh soph thep chet whap


/10

/14

Blends

scap ming plin clab trink

mant slank jast sund flosp


jump.

/10

/17


litch mudge rill gress prodge

meff satch gack detch strick


/12

/12

IPS Quick Phonics Screener Grade 1 -- Nonsense Words


closed syllable exceptions

nold sind bild most froll jolt

wost foll pold vind cholt blild


/12

/15

magic e without blends

sice nole fute moze vuse

rine lade sile gane fate


/10

/16

bossy r

cort pirk varb serl surd

tarn forp murk tirn kerm


ferns at the park.

/10

/21

vccv

admest simdap jimdell strappim shipnest

comsile slantsibe pinzape kiptuke capvete

Sally put the napkin in her lap for dinner.

A snake is a reptile.

/10

/14

easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy




/24

vcv



/5

/7

suffix addition

drishes clifting blumper cratchless flastest

thropping chaked throping standy prameless


/10

/14

Notes:



Letter names


j k y e w p v q x z

/26

Letter sounds


j k y e w p v q x z

/26

cvc


kit cup red lap wax


/10

/12

H brothers




/10

/14

Blends




jump.

/10

/17





/12

/12

Closed syllable exceptions

child blind hold most stroll colt

post scroll gold kind bolt wild


/12

/15



Magic e without blends

nice mole rule doze fume

rise cave tile cane vote


/10

/16

Bossy r

cart pork verb shirt hurt

fern mark turn stir torn


ferns at the park.

/10

/21

vccv

plastic traffic mascot escape address

witness rabbit litter bandit compact


/10

/14

Easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy




/24

vcv



/5

/7

Suffix addition

dishes lifting jumper matchless fastest

hopping baked hoping sandy blameless


/10

/14

Notes:


Name: ______________________ __Date:_____________ Assessor: ______________________

Letter names


j k y e w p v q x z

/26

Letter sounds


j k y e w p v q x z

/26

cvc

wix fod leb jum yon

kib cug raf vip kez


/10

/12

H brothers

shap whum pith chan phin

kosh soph thep chet whap


/10

/14

Blends

scap ming plin clab trink

mant slank jast sund flosp


jump.

/10

/17


litch mudge rill gress prodge

meff satch gack detch strick


/12

/12

closed syllable exceptions

nold sind bild most froll jolt

wost foll pold vind cholt blild


/12

/15



magic e without blends

sice nole fute moze vuse

rine lade sile gane fate


/10

/16

bossy r

cort pirk varb serl surd

tarn forp murk tirn kerm


ferns at the park.

/10

/21

vccv

admest simdap jimdell strappim shipnest

comsile slantsibe pinzape kiptuke capvete

Sally put the napkin in her lap for dinner.

A snake is a reptile.

/10

/14

easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy




/24

vcv



/5

/7 suffix addition

drishes clifting blumper cratchless flastest

thropping chaked throping standy prameless


/10

/14

Notes:


Works Consulted

Birsch, Judith R. Multisensory Teaching of Basic Language Skills. Maryland:

Paul H Brookes Publishing Co., 2011

Marcel, Barclay and Ferraro, Christine. “So Long, Robot Reader.” RT The

Reading Teacher May 2013

Moats, Louisa C. LETRS. Boston, MA: Sopris West 2008

Rasinski, Timothy V., The Fluent Reader. New York: Scholastic Professional

Books, 2010

Rome, Paula D. and Osman, Jean S. The Language Tool Kit. 1976:

Educators Publishing Service, 2004

Scarbororough, H.S. Handbook of Early Literacy Research. New York:

Guildford, 2001

Shaywitz, Sally. Overcoming Dyslexia. New York: Vintage Books, 2005

Stanovich, Keith. “Matthew effect (education)” Wikipedia, May 2013

Torgeson, J.K. & Hudson, R. Reading fluency: Critical Issues for Struggling

Readers,. Newark, DE: International Reading Association, 2006

Concepts and materials sourced from:

Dyslexia Institute of Indiana. Indianapolis, IN.

Ron Yoshimoto, Fellow, AOGPE. Honolulu, Hawaii.

September 2013

Appendix

Four Processing Systems

Moats, 2005

writing outputspeech output reading input

speechsound system

letter memory

Phonemic Awareness

Fluency

Phonics

Concept & Information; Sentence Context; Text

Structure

Vocabulary

Appendix 2

Scarborough’s Reading Rope (2001)

● Background Knowledge● Vocabulary Knowledge● Language Structures● Verbal Reasoning● Literacy Knowledge

● Phonological Awareness● Decoding (and Spelling)● Sight Recognition

SKILLED READING:fluent execution andcoordination of word recognition and textcomprehension.

LANGUAGE COMPREHENSION

WORD RECOGNITION

Reading is a multifaceted skill, gradually acquiredover years of instruction and practice.

Appendix 3

Appendix 4

Appendix 5

sh ch

wh th

Appendix 6

Appendix 7

DII 229Appendix 8

Appendix 9

Appendix 10

Most Common Spellings for Consonant Sounds /k/ /d/ /f/ /g/ /j/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/ con key stick

do stayed

fix stuff

phone

great jam edge gem gym giant

men numb

nod know

rest wrap

soap less

dance city

fancy

tap walked

zip fuzz was

chip catch

shop chic

Less Common Spellings for Consonant Sounds /k/ /d/ /f/ /g/ /jo͝ o/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/

chemical antique

laugh ghost vague

gradual hymn sign mnemonic

rhyme scene science scythe

psychology

debt nose nation mansion anxious

musician

Appendix 11

Frequently Used Spellings

Sound End of a Syllable End of a Word Middle of a Word or Syllable /ā/ a ta.ble ay play ai, a-e paid, cake /ē/ e e.qual y can.dy ea, ee meat, keep /ī/ i, y ti.tle y, igh by, high i-e, igh bike, right /ō/ o no.ble ow slow oa, o-e boat, rope /ū/ u hu.man, ew, ue few, hue u-e cute, /o ̅o/̅ u du.ty ew, ue grew, blue oo, ue room, rude /oi/ oy boy oi coil /ou/ ow cow ou loud

Infrequently Used Spellings

Sound End of a Syllable End of a Word Middle of a Word or Syllable /ā/ ey, eigh prey, weigh ei, eigh, ea vein, eight, great /ē/ e-e, ie, ei eve, chief, ceiling /ī/ y hy.brid i, ie, hi, pie y-e type /ō/ oe, ough toe, dough ou shoulder /o ̅o/̅ ui, ou, eu fruit, soup, deuce

Appendix 12

Voiced and Unvoiced

• Voiced sounds are produced primarily in the throat. These sounds are formed when the vocal cords vibrate.

• Unvoiced sounds are produced in the mouth. These sounds are formed when air passes over the tongue and teeth.

To determine if a sound is voiced or unvoiced place your fingers in the middle of your neck over your vocal cords. Say the sound. If you feel a slight vibration in the throat, the sound is voiced.

Voiced Unvoiced b g d y j z w

th (the) l m n r v

all vowels

p k t f

ch s

wh th (thin)

sh h

Appendix 13

Auditory Drill Mnemonics /ĭ/ In the gym. /ĕ/ Red head. /ŭ/ Up and away with a son and a cousin. /ŏ/ Paul saw the dog's daughter, he thought. /ā/ Vacation came on a rainy day. Eight reindeer

did not obey. /ē/ He needs meat and candy, for these I believe

he will receive money. /ī/ I like the night sky to eat pie in style. /ō/ Go home on a boat that is slow -- shoulder to

toe. /ū/ Unite cute statues few feud. /oi/ Rejoice it’s a boy. /ou/ Shout in the shower. /oo/ Mushroom stew for my student includes soup,

blue fruit for my neurologist. /er/ Her bird hurt. The doctor is particularly early.

Appendix 14

Mnemonic Devices Visual Drill Auditory Drill c k (a,o,u)

s (e,i,y) Cat on the fence /ĕ/ Red head

g g (a,o,u) j (e,i,y)

Go to the gym /ĭ/ Chin-ups / in the gym

o ŏ,ō,ŭ,ô Not home mother or dog /ŭ/ Up and away / with a son and a cousin s s, z Pass the cheese /d/ Band played u ŭ,ū, oo͞,oo͝ Pup refuse to rule the bush /f/ Face, Jeff / photo, laugh y y,ē,ī,ĭ Yuck, candy,…my gym /g/ Go ghost, be vague ar är, ûr(ẽr) Car, standard /j/ Jump gently dodge ch ch,k,sh Charlie spent Christmas in

Chicago (-tch) /k/ Cats, kittens, ducks / run the school uniquely

ea ē,ĕ Eat bread /m/ Monkeys / climb columns ear ear,ûr(ẽr) Hear earth /n/ No / knife sign -ed ǝd,d,t Landed, it snowed and I

slipped /r/ Rob wrestles the rhino

ei ē,ā ceiling vein /s/ Sea, city, grass / science er ûr,ĕr Her merit /t/ Ted talked eu ū,oo͞ Feud neutral /z/ Zebra nosey buzz ew oo͞,ū Grew few /ch/ Chin itches ey ē,ā Chimney survey /sh/ Wish / machine gh f,g Laughing ghosts /shǝn/ Protection / tension ie ī,ē Pie chief /ā/ Vacation came on a rainy day / eight reindeer did

obey oo o ͞o,oo͝ School book /ē/ He needs meat and candy / for these I believe he

will receive money or ôr,ûr(ẽr) Important actor /ī/ I like the night sky / to eat pie in style ou ou,o ͞o,ō,ŭ Our youth shoulders country /ō/ Go home on a boat that is slow / shoulder to toe ow ō,ou Snow plow /ū/ Unite cute / statues few feud sion shǝn A special occasion in the

mansion /oo͝/ Good push

th unv,voiced Bath, bathe /oi, oy/ Rejoice it’s a boy ue ū,oo͞ Cue true /ou/ Shout in the shower /au/(ô) Paul saw / the dog’s daughter he thought /oo͞/ Mushroom stew for my student / includes soup,

blue fruit for my neurologist /ûr/(ẽr) Her bird hurt / the doctor particularly early

Appendix 15

Spelling Rules

Short Vowel Pointers

In a one-syllable word after a short vowel use –ck to spell /k/.

In a one-syllable word after a short vowel use –dge to spell /j/.

In a one-syllable word after a short vowel use –tch to spell /ch/.

The letters l, f, s, and sometimes z are doubled at the end of a one-syllable word following a short vowel.

Plurals

Add –s to most nouns to form a plural. Add –es to nouns ending in s, x, z, sh, and ch. Nouns ending in y, change y to i and add –es. If y is part of a vowel team, just add –s.

1+1+1 Doubling

In a one-syllable word with one vowel followed by one consonant, double the final consonant before adding vowel suffixes.

E-Drop

In a word ending with a silent e, drop the silent e before adding a vowel suffix. If the silent e is needed to preserve the identity of the base word or soft c/g sound, keep the silent e.

Y Rule

In words ending in y as part of a vowel team, just add the suffix. If y follows a consonant, change the y to i and add the suffix. If the suffix begins with i, keep the y and add the suffix.

ie and ei Rule

Use the spelling i before e except after c or when pronounced /ā/ as in neighbor and weigh.

Appendix 16

Finger Spelling

/f/

/i/

/sh/

fish Appendix 17

Syllables

A syllable is a word or a part of a word with 1 one vowel sound.

Closed

A closed syllable has one vowel and ends with a consonant. The consonant(s) closes the door and makes the vowel say its sound (short sound).

Open Syllable

An open syllable has one vowel and ends with the vowel. The door is open and the vowel introduces itself, saying its name (long sound).

Vowel Consonant E or Silent E Syllable

A silent E syllable has one vowel, follows by one consonant, and a silent E. The silent E jumps backwards over the consonant to make the vowel say its name. The silent E will only jump back over ONE consonant sound.

Teacher note: Unless the syllable is an open syllable, a single E at the end of a syllable is usually silent. Words like bathe and clothe are silent e words. The consonant digraph between the vowel and the silent e count as one consonant sound.

R-Controlled Syllable

An R-controlled syllable has one vowel followed by the letter R. The R is bossy and changes the vowel sound.

Vowel Team Syllable

A vowel team syllable has a team of letters working together to make a vowel sound. Note: letters working together not vowels working together.

Consonant +le Syllable

A consonant +le syllable comes at the end of a word and has a consonant followed by the letters LE.

Appendix 18

CLOSED:1 vowel followed by 1 or more consonantsExample: cat, big, off

CONSONANT + LE:1 consonant followed by leExample: cle, dle, ple

OPEN:1 vowel ending the syllableExample: me, I, go

VOWEL TEAM:2 or more letters working togetherto make 1 vowel soundExample: oat, law, meat

SILENT E:1 vowel followed by 1 consonantand the letter eExample: note, ate, bike

R-CONTROLLED:1 vowel followed by the letter rExample: car, her, fork

Appendix 19

Syllable Sort Knowledge of the six basic syllable patterns improves decoding and encoding skills. Quick recognition of these patterns will support students in determining the appropriate vowel sound in an unknown word (one of the most common decoding errors). Awareness of these patterns also supports students in spelling words that are unfamiliar or need to be modifies when adding suffixes.

Sorting syllable cards is a good way for students to improve their automaticity of syllable pattern recognition.

Directions: Cut a part syllable cards. Distribute syllable cards and labels according to the variation of the activity you choose.

Variation 1:

Provide students with the label for the syllable pattern(s) they’ve learned and the label NOT. In this variation students do not need to know all the syllable patterns; they just need to be able to recognize examples and non-examples of the new pattern.

Closed NOT (Closed) us team trip a pack save

Variation 2:

Provide students with labels of all the syllable patterns learned. Distribute syllable cards for these patterns only, carefully controlling the cards.

Closed R-Controlled Open us star go trip her a pack or she

Cards 1& 2: Closed Card 3: Open Card 4: Closed Exceptions Cards 5 & 6: R-Controlled Cards 7 & 8: Silent E Cards 9 $10 Vowel Teams Card 11: Consonant +le

Appendix 20

ap it at is as on

up ask and fast

grass trip

fun clam slop fig

hod mast

Appendix 21

rig drop frog

bland damp brag

lost log

plug his

blimp blast

hug pluck add odd off

pond Appendix 22

mu tri a I

ta sta

bi de re hi by me

she go flu no so be

Appendix 23

child old

pink fold hold wild

mild sing ring bank plank pink

rink find hind most host wind

Appendix 24

car farm start hard arm

sharp

or corn torn for

born firm

fort short

fur burn turn purr

Appendix 25

burst churn

dirt first her sir

bird fern tar

birth third girl

herd serve perch nerve

stir word

Appendix 26

save tape

made game faze

plane

use tube rude fume tune cute

bone code hose joke tone vote

Appendix 27

kite like pile dive ride time

theme scene lete cete cede pete

type hype style rose

bathe clothe

Appendix 28

aim play oil

boy shoe meet

read out sigh eight few fruit

too know taut fawn blue boat

Appendix 29

pie took key pain pool join

road new clue wait suit soap

head keep plow soup stay leap

Appendix 30

-cle -ble -dle -fle -gle -kle

-ckle -ple -sle -stle -tle -zle

Appendix 31

Syllable Division

Divide between compound words. Chop off prefixes and suffixes. Label the vowels V and consonants C between the first and last vowel.

VCCV, VCCCV, VCCCCV

When two or more consonants fall between two vowels, divide between the consonants, keeping blends together when possible.

VCV

When one consonant falls between two vowels, try dividing after the first vowel. If this doesn’t work, try dividing after the consonant.

Consonant +le

When there is a consonant +le syllable, find the e and count back three to divide from the rest of the word.

VV

When two vowels are side-by-side divide between the vowels, if they are not a regular vowel team.

Prefixes/Suffixes

Divide prefixes and suffixes from the base word.

Appendix 32

VCCV Words without Schwa

dentist napkin coffin selfish publish public rabbit contest subject invest cactus tennis mascot infest insect plastic upset hectic

splendid chipmunk contest traffic contact fossil attic picnic goblin

bandit contact gossip candid convict object optic progress tonsil

muffin catnip bandit combat dismiss victim

VCCV Words with R-Controlled Syllables

adverb thunder expert manner discard permit slipper distort winter artist chapter murmur

absorb timber fender master tender persist suffer farmer whisper absurd chatter harness burden pattern horrid matter under import

summer farther perturb carbon disturb zipper burden copper jargon better pepper inform

member escort squirrel suffer differ hammer corner perfect marker bitter verdict hermit

temper garlic orbit carpet export ladder butler furnish order

number dinner lumber tender forbid letter butter enter silver offer perhaps lantern

Appendix 33

-i- = /ə/ or /ĭ/ before a consonant

practical quality activity

accident American animal

article candidate capital

citizen comparison compliment

criminal difficult estimate

hesitate intelligent investigate

chemical comical medical

medicine notify officer

original politics president

principal hospital principle

sensitive significant similar

universe unicorn testimony

-i- = /ē/ before a vowel

appreciate audience curious

experience furious immediate

inferior material medium

memorial obedient obvious

previous radio serious

superior studio various

-i- = /y/ after l or n

billion brilliant civilian

California familiar genius

junior million onion

opinion senior peculiar

Appendix 34

Memory Word Lists

xxxx: -ve words with short vowels xxxx: reading emphasis

Sight Words -- Phonetically Irregular Group 1 Group 2 Group 3 Group 4 Group 5 are answer again been against bye do any both busy color does bear build done come don’t clothes buy half door eye could father laugh floor goes friend listen much from gone give many only love have live mother pint one hour lose parent poor said into of rich shall says minute once sure today sign move people their together to much pretty view whole two prove should which whom was such some whose where there someone your want something were through what truth who wear would

Appendix 35

High Frequency Words -- Phonetically Regular

Group 1 Group 2 Group 3 Group 4 Group 5 a ate after always about away brown by around better be came every because bring blue climb find before carry book eat fly cold clean boy four funny first draw down good going five drink for green has found eight get knew her gave far girl know his goes full go like how green grow he new little its hold here nine may made hurt I now old pull keep is our open read kind make out over right light me please round sing long my ride take sleep myself name saw tear these never no so thank those own or soon them upon seven play they then use show print today think very start push yellow touch wash try put when work warm say why write see she talk that the three walk we you xxxx: phonetically regular words with intermediate phonics skills

Appendix 36

Orton Gillingham Community Red Words

Appendix 37

Small Group/One-on-One Instruction Drills:

Visual: Auditory: Blending (Optional): Multi-syllabic Words:

Review: Words to Read:

Words to Spell: Teach Something New: Choose One: introduce new phonogram, spelling rule, syllable pattern, or syllable division rule Read: Spell: Sentence Dictation: Sentence 1 is simple and addresses new skill. Sentences 2 and 3 become increasing complex, but include only fair review. 1. 2. 3. Memory words: Introduce: Read: Spell/Review: Oral Reading: Observation Notes:

Appendix 38

Whole Class Instruction Drills: Blending and phoneme segmentation drills may be omitted later in the year.

Visual Drill Blending Drill Phoneme Segmentation Drill -- 4 words

Review Words to Read Review Words to Read -- 10-20 words

Teach New Phonogram


Student Response Sheet

Auditory Drill -- 10 phonemes Review Words to Spell -6 words New Words to Spell -- 4 words

Memory Words Reading Spelling New

Sentence Dictation

1. 2.

Spelling Generalization/ Syllabication

Teach -- I do Activity -- We do Center Activity -- You do

Fluency

Demonstrations Word and sentence list Connected Text Home

Observation Notes:

Appendix 39

Kindergarten 30-Minute Lesson Plan Visual Drill: Review Words to Read: Review Sentence to Read: Teach Something New: Introduce new phonogram


Auditory Drill:

Letter Name: Keyword:

Sound: Position:

New Words to Spell: Memory

Reading Spelling New

Sentence Dictation: Sentence is simple, addressing new skill, and may include fair review. 1. Phonemic Awareness Exercise:

Phoneme Segmentation Drill -- 6 words Phoneme Blending Drill -- 6 words

Fluency: Begin with letter naming & sound fluency, transition to word lists & connected text later in the year.

Demonstrations Word and sentence list Connected Text Home

Observation Notes:

Appendix 40

30-Minute Lesson Plan Whole-Group or Small Group Instruction

Visual Drill: basic deck, -tch, -dge, silent e cards, ar, short vowel pointers

Review Words to Read: clutch hard switch plate

barb cart dark harm

clock flick grass still

cliff wedge badge rode

theme dodge time cute

Teach Something New: Choose One: introduce new phonogram, spelling rule, syllable pattern, or syllable division rule

Review concept of r-controlled vowels Teach or as in for

New Words to Read: for cord horn

torn norm porch

fork scorch torch

port short sport

cork north born

Auditory Drill: /ĕ/, /sh/, /x/, /ar/, /ā/ (a-e), /ī/ (i-e), /ch/ Review Words to Spell: yard tart

harp march

patch bridge

flame stove

fine tick

New Words to Spell: for sport fork porch sort

Memory Words: Review (Read): went, also, through, does, goes Review (Spell): walk, how, dome Introduce: gone

Dictation: Sentence 1 is simple and addresses new skill. Sentences 2 and 3 become increasing complex, but include only fair review.

1. I will sort the cards. 2. What is the time? 3. Mom ran to the path to help the boy.

Oral Reading Fluency: SPIRE Book 2, page 32-33 Observation Notes:

Appendix 41

Name:_____________________________________________ Date: ____________________

Review Sounds:

1

2

3

4

5

6

7

8

9

10

Review Words to Spell:

1

2

3

4

5

6

New Phonogram: ______ ______ ______

New Words to Spell:

1

2

3

4

5

6

New Learned Word: Self-Check: Review Learned Words:

_________ _________ _________ _________ _________ _________ _________ _________

Sentence Dictation:

_______________________________ _______________________________

Appendix 42

Name

Date

Sounds

Words to Spell

1

2

3

4

New Phonogram

❶

❷

❸

Appendix 43

Words to Spell

1

2

3

4

New Learned Word Check

Review Learned Words

Dictation

Appendix 44

Name

Date

New Phonogram

Appendix 45

Words to Spell

1

2

3

4

New Learned Word Check

Review Learned Words

Dictation

Appendix 46

Grade PercentileFall

WCPM*

Winter

WCPM*

Spring

WCPM*

Avg. Weekly

Improvement**

1

90

75

50

25

10

81

47

23

12

6

111

82

53

28

15

1.9

2.2

1.9

1.0

0.6

2

90

75

50

25

10

106

79

51

25

11

125

100

72

42

18

142

117

89

61

31

1.1

1.2

1.2

1.1

0.6

Grade PercentileFall

WCPM*

Winter

WCPM*

Spring

WCPM*

Avg. Weekly

Improvement**

3

90

75

50

25

10

128

99

71

44

21

146

120

92

62

36

162

137

107

78

48

1.1

1.2

1.1

1.1

0.8

4

90

75

50

25

10

145

119

94

68

45

166

139

112

87

61

180

152

123

98

72

1.1

1.0

0.9

0.9

0.8

5

90

75

50

25

10

166

139

110

85

61

182

156

127

99

74

194

168

139

109

83

0.9

0.9

0.9

0.8

0.7

6

90

75

50

25

10

177

153

127

98

68

195

167

140

111

82

204

177

150

122

93

0.8

0.8

0.7

0.8

0.8

7

90

75

50

25

10

180

156

128

102

79

192

165

136

109

88

202

177

150

123

98

0.7

0.7

0.7

0.7

0.6

8

90

75

50

25

10

185

161

133

106

77

199

173

146

115

84

199

177

151

124

97

0.4

0.5

0.6

0.6

0.6

2006 Hasbrouck & Tindal Oral Reading Fluency DataJan Hasbrouck and Gerald Tindal have completed an extensive study of oral

reading fluency. The results of their study were published in a technical report

entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available

on the University of Oregon’s website, brt.uoregon.edu/tech_reports.htm,

and in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G. A. (2006).

Oral reading fluency norms: A valuable assessment tool for reading teachers.

The Reading Teacher. 59(7), 636-644.).

The table below shows the mean oral reading fluency of students in grades 1

through 8 as determined by Hasbrouck and Tindal's data.

You can use the information in this table to draw conclusions and make

decisions about the oral reading fluency of your students. Students scoring

10 or more words below the 50th percentile using the average score of

two unpracticed readings from grade-level materials need a fluency-

building program. In addition, teachers can use the table to set the long-term

fluency goals for their struggling readers.

Average weekly improvement is the average words per week growth you

can expect from a student. It was calculated by subtracting the fall score from

the spring score and dividing the difference by 32, the typical number of

weeks between the fall and spring assessments. For grade 1, since there is

no fall assessment, the average weekly improvement was calculated by

subtracting the winter score from the spring score and dividing the difference

by 16, the typical number of weeks between the winter and spring

assessments.

*WCPM = Words Correct Per Minute **Average words per week growth

www.readnaturally.com Appendix 47

IPS Quick Phonics Screener

Directions for Administration and Scoring 1. Starting point

a. Beginning readers (K-and beginning 1st) start with letter names and sounds

b. 2nd grade, if you believe the student knows letters and sounds begin with cvc words.

c. If you are concerned that the student is using student’s sight word vocabulary rather than actually decoding use the nonsense form.

2. Stop a task if the student appears frustrated, tired, or has missed more than 5 in a row. It is OK to stop in the middle of a task.

3. Move to the next task. 4. Discontinue the assessment only after you have determined that the

student knows no further patterns.

Appendix 48

Name: ________________________Date:_____________ Assessor: ______________________ Letter names m t a s i r d f o g l h u c n b j k y e w p v q x z

/26

Letter names M T A S I R D F O G L H U C N B J K Y E W P V Q X Z

Letter sounds m t a s i r d f o g l h u c n b j k y e w p v q x z

/26

Phonemic Awareness Syllable Awareness: u p s e t b a s k e t c l a s s d a r k e r c h i l d r e n Phoneme Segmentation: d i p c h o p b a g f i s h l i c k Phoneme Blending


/9

/15

/5

cvc van fog yet tub quiz kit cup red lap wax Sam and Jeb hid the gum. Pat had a nap in bed.

/10

/12

H brothers shot this chat whip graph fish them chip when wish The men shut that dog in the shop. When can the dog get fed?

/10

/14

Blends gasp drink plant just swing trunk blank snip prod sled Glen will swim past the raft in the pond. The frog must flip and spin and jump.

/10

/17

IPS Quick Phonics Screener Kindergarten -- Real Words

Appendix 49

Short vowel pointers well mass clock hitch judge hill smack bridge hatch boss chaff fell Get the sack back on the truck. I will scratch the itch.

/12

/12

Notes:

Appendix 50


/26


/26

Phonemic Awareness Syllable Awareness: u p s e t b a s k e t c l a s s d a r k e r c h i l d r e n Phoneme Segmentation: d i p c h o p b a g f i s h l i c k Phoneme Blending


/9

/15

/5


/10

/12


/10

/14


/10

/17


/12

/12


Appendix 51

Closed syllable exceptions child blind hold most stroll colt post scroll gold kind bolt wild The old king has a chest full of gold. The child was kind to me.

/12

/15

Magic e without blends nice mole rule doze fume rise cave tile cane vote Mike and Jan use a rope to ride the mule. Pete has five tapes at home.

/10

/16

Bossy r cart pork verb shirt hurt fern mark turn stir torn The dark tar on his torn shirt burns and will hurt him. The bird hid in the ferns at the park.

/10

/21

vccv plastic traffic mascot escape address witness rabbit litter bandit compact Sally put the napkin in her lap for dinner. A snake is a reptile.

/10

/14

Easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy foam roast creak seat mood scoop steep bleed raid waist spray gray shout mount book foot snow slow spoil join plow cow joy ploy

/24

vcv beware belong demand prevent spider Beware! A spider went up the wall.

/5

/7

Suffix addition dishes lifting jumper matchless fastest hopping baked hoping sandy blameless I do not mind you sitting on the bench. He has his oldest socks.

/10

/14

Notes:

Appendix 52

Name: _______________ _________Date:_____________ Assessor: ______________________

Letter names m t a s i r d f o g l h u c n b j k y e w p v q x z

/26


/26

Phonemic Awareness Syllable Awareness: upset basket class darker children


Phoneme Blending


/9

/15

/5

cvc wix fod leb jum yon kib cug raf vip kez Sam and Jeb hid the gum. Pat had a nap in bed.

/10

/12

H brothers shap whum pith chan phin kosh soph thep chet whap The men shut that dog in the shop. When can the dog get fed?

/10

/14

Blends scap ming plin clab trink mant slank jast sund flosp Glen will swim past the raft in the pond. The frog must flip and spin and jump.

/10

/17

short vowel pointers litch mudge rill gress prodge meff satch gack detch strick Get the sack back on the truck. I will scratch the itch.

/12

/12


Appendix 53

closed syllable exceptions nold sind bild most froll jolt wost foll pold vind cholt blild The old king has a chest full of gold. The child was kind to me.

/12

/15

magic e without blends sice nole fute moze vuse rine lade sile gane fate Mike and Jan use a rope to ride the mule. Pete has five tapes at home.

/10

/16

bossy r cort pirk varb serl surd tarn forp murk tirn kerm The dark tar on his torn shirt burns and will hurt him. The bird hid in the ferns at the park.

/10

/21

vccv admest simdap jimdell strappim shipnest comsile slantsibe pinzape kiptuke capvete Sally put the napkin in her lap for dinner. A snake is a reptile.

/10

/14

easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy foam roast creak seat mood scoop steep bleed raid waist spray gray shout mount book foot snow slow spoil join plow cow joy ploy

/24


/5

/7 suffix addition drishes clifting blumper cratchless flastest thropping chaked throping standy prameless I do not mind you sitting on the bench. He has his oldest socks.

/10

/14

Notes:

Appendix 54


/26


/26


/10

/12


/10

/14


/10

/17


/12

/12

Closed syllable exceptions child blind hold most stroll colt post scroll gold kind bolt wild The old king has a chest full of gold. The child was kind to me.

/12

/15


Appendix 55

Magic e without blends nice mole rule doze fume rise cave tile cane vote Mike and Jan use a rope to ride the mule. Pete has five tapes at home.

/10

/16

Bossy r cart pork verb shirt hurt fern mark turn stir torn The dark tar on his torn shirt burns and will hurt him. The bird hid in the ferns at the park.

/10

/21

vccv plastic traffic mascot escape address witness rabbit litter bandit compact Sally put the napkin in her lap for dinner. A snake is a reptile.

/10

/14

Easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy foam roast creak seat mood scoop steep bleed raid waist spray gray shout mount book foot snow slow spoil join plow cow joy ploy

/24


/5

/7

Suffix addition dishes lifting jumper matchless fastest hopping baked hoping sandy blameless I do not mind you sitting on the bench. He has his oldest socks.

/10

/14

Notes:

Appendix 56

Name: ______________________ __Date:_____________ Assessor: ______________________

Letter names m t a s i r d f o g l h u c n b j k y e w p v q x z

/26


/26

cvc wix fod leb jum yon kib cug raf vip kez Sam and Jeb hid the gum. Pat had a nap in bed.

/10

/12

H brothers shap whum pith chan phin kosh soph thep chet whap The men shut that dog in the shop. When can the dog get fed?

/10

/14

Blends scap ming plin clab trink mant slank jast sund flosp Glen will swim past the raft in the pond. The frog must flip and spin and jump.

/10

/17

short vowel pointers litch mudge rill gress prodge meff satch gack detch strick Get the sack back on the truck. I will scratch the itch.

/12

/12

closed syllable exceptions nold sind bild most froll jolt wost foll pold vind cholt blild The old king has a chest full of gold. The child was kind to me.

/12

/15


Appendix 57

magic e without blends sice nole fute moze vuse rine lade sile gane fate Mike and Jan use a rope to ride the mule. Pete has five tapes at home.

/10

/16

bossy r cort pirk varb serl surd tarn forp murk tirn kerm The dark tar on his torn shirt burns and will hurt him. The bird hid in the ferns at the park.

/10

/21

vccv admest simdap jimdell strappim shipnest comsile slantsibe pinzape kiptuke capvete Sally put the napkin in her lap for dinner. A snake is a reptile.

/10

/14

easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy foam roast creak seat mood scoop steep bleed raid waist spray gray shout mount book foot snow slow spoil join plow cow joy ploy

/24


/5

/7 suffix addition drishes clifting blumper cratchless flastest thropping chaked throping standy prameless I do not mind you sitting on the bench. He has his oldest socks.

/10

/14

Notes:

Appendix 58

m t a s i r d f o g l h u c n b j k y e w p v q x z

M T A S I R D F O G L H U C N B J K Y E W P V Q X Z

van kit

fog cup

yet red

tub lap

quiz wax


shot fish

this them

chat chip

whip when

graph wish


Appendix 59

gasp trunk

drink blank

plant snip

just prod

swing sled

Glen will swim past the raft in the pond. The frog must flip and spin and jump.

well hill

mass smack

clock bridge

hitch hatch

judge boss

chaff fell Get the sack back on the truck. I will scratch the itch.

child stroll gold

blind colt kind

hold post bolt

most scroll wild


Appendix 60

nice rise

mole cave

rule tile

doze cane

fume vote


cart fern

pork mark

verb turn

shirt stir

hurt torn

The dark tar on his torn shirt burns and will hurt him. The bird hid in the ferns at the park.

plastic address bandit

traffic witness compact

mascot rabbit

escape litter


Appendix 61

foam mood raid shout snow plow

roast scoop waist mount slow cow

creak steep spray book spoil joy

seat bleed gray foot join ploy

beware belong demand prevent spider Beware! A spider went up the wall.

dishes fastest sandy

lifting hopping blameless

jumper baked

matchless hoping


Appendix 62

m t a s i r d f o g l h u c n b j k y e w p v q x z

M T A S I R D F O G L H U C N B J K Y E W P V Q X Z

wix kib

fod cug

leb raf

jum vip

yon kez


shap kosh

whum soph

pith thep

chan chet

phin whap


Appendix 63

scap mant

ming slank

plin jast

clab sund

trink flosp

Glen will swim past the raft in the pond. The frog must flip and spin and jump.

litch meff

mudge satch

rill gack

gress detch

prodge strick


nold froll pold

sind jolt vind

bild wost cholt

most foll blild


Appendix 64

sice rine

nole lade

fute sile

moze gane

vuse fate


cort tarn

pirk forp

varb murk

serl tirn

surd kerm

The dark tar on his torn shirt burns and will hurt him. The bird hid in the ferns at the park.

admest shipnest kiptuke

simdap comsile capvete

jimdell slantsibe

strappim pinzape


Appendix 65

foam mood raid shout snow plow

roast scoop waist mount slow cow

creak steep spray book spoil joy

seat bleed gray foot join ploy

beware belong demand prevent spider Beware! A spider went up the wall.

drishes flastest standy

clifting thropping prameless

blumper chaked

cratchless throping


Appendix 66

Appendix 67

Appendix 68

Appendix 69

Appendix 70

Appendix 71

Appendix 72

Appendix 73

Appendix 74

Appendix 75

Appendix 76

Appendix 77

Appendix 78

Appendix 79

Appendix 80

Appendix 81

og training manual - m. a. rooney foundation

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