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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
September 2013 Page 2
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
September 2013 Page 3
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
September 2013 Page 4
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
September 2013 Page 5
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
September 2013 Page 6
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
September 2013 Page 7
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
September 2013 Page 8
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
September 2013 Page 9
Our Focus over the Next Few Days
majority of reading problems arise from failure to decode and
subsequent automaticity development
phonemic awareness
phonics
fluency
September 2013 Page 10
Word Origin
Other
Greek
Latin & French
Anglo-Saxon
September 2013 Page 11
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.
September 2013 Page 12
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
September 2013 Page 13
Phonological Umbrella
Verbal Short-Term Memory
Rapid Serial Naming
Phonological Processing
Articulation Speed
Phonological Awareness
September 2013 Page 14
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
September 2013 Page 15
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/
September 2013 Page 16
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
September 2013 Page 17
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
September 2013 Page 18
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.
September 2013 Page 19
Grapheme Phoneme Keyword Position Mnemonic
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
September 2013 Page 20
Grapheme Phoneme Keyword Position Mnemonic
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
September 2013 Page 21
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
September 2013 Page 22
G(letter) Phoneme Keyword G(letter) Phoneme Keyword
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
September 2013 Page 23
G(letter) Phoneme Keyword G(letter) Phoneme Keyword
-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.
September 2013 Page 24
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.
September 2013 Page 25
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
September 2013 Page 26
September 2013 Page 27
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
September 2013 Page 28
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)
September 2013 Page 29
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.
September 2013 Page 30
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
September 2013 Page 31
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.
September 2013 Page 32
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.
5. Instructor provides student(s) with an opportunity to go through the
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.
September 2013 Page 33
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.
September 2013 Page 34
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
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.
September 2013 Page 35
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.
September 2013 Page 36
Phoneme Segmentation (Finger Spelling)
1. Instructor directs student(s) to look at the instructor’s mouth to
ensure student(s) is hearing the correct sound.
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.
September 2013 Page 37
Reading Words
1. Instructor displays word list.
2. Student(s) points to words and decodes.
3. Instructor provides student(s) with an opportunity to go through the
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.
September 2013 Page 38
Spelling One-Syllable Words
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 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.
6. Instructor provides student(s) with an opportunity to go through the
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
grapheme three times while producing the sound.
e. Instructor provides student(s) with additional practice spelling
words with the corrected sound.
September 2013 Page 39
Spelling Multi-Syllabic Words
1. Instructor directs student(s) to look at the instructor’s mouth to
ensure student(s) is hearing the correct sound.
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).
September 2013 Page 40
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.
September 2013 Page 41
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.
September 2013 Page 42
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.
September 2013 Page 43
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.
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.
September 2013 Page 44
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.
6. Student(s) summarizes with a partner or the instructor the new
syllable concept.
7. When applicable, instructor selects a student to summarize for the
class.
September 2013 Page 45
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:
September 2013 Page 46
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:
September 2013 Page 47
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:
September 2013 Page 48
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”
September 2013 Page 49
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
September 2013 Page 50
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
September 2013 Page 51
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/
September 2013 Page 52
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
September 2013 Page 53
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
September 2013 Page 54
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
September 2013 Page 55
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
September 2013 Page 56
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
v c . c v v c . c v v c . c v
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
v c . c v v c . c v v c . c v
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
September 2013 Page 57
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.
September 2013 Page 58
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
September 2013 Page 59
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
September 2013 Page 60
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
September 2013 Page 61
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’
September 2013 Page 62
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.
September 2013 Page 63
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
September 2013 Page 64
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
September 2013 Page 65
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
September 2013 Page 66
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
September 2013 Page 67
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/.
September 2013 Page 68
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
September 2013 Page 69
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
September 2013 Page 70
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
September 2013 Page 71
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
September 2013 Page 72
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
September 2013 Page 73
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 with 1 (short) vowel
o followed by /k/
o use –ck
duck clock trick sack
-tch
o 1 syllable word
o with 1 (short) vowel
o followed by /ch/
o use –tch
catch witch fetch crutch
-dge
o 1 syllable word
o with 1 (short) vowel
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.
September 2013 Page 74
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
September 2013 Page 75
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)
September 2013 Page 76
September 2013 Page 77
September 2013 Page 78
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
September 2013 Page 79
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
September 2013 Page 80
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
September 2013 Page 81
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
September 2013 Page 82
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
September 2013 Page 83
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
September 2013 Page 84
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
September 2013 Page 85
Orton Gillingham Community Red Words
September 2013 Page 86
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.
September 2013 Page 87
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
September 2013 Page 88
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
September 2013 Page 89
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?
September 2013 Page 90
Hasbrouck and Tindal Oral Reading Fluency
September 2013 Page 91
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.
September 2013 Page 92
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
/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
September 2013 Page 93
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:
September 2013 Page 94
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 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
/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
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
IPS Quick Phonics Screener Grade 1 -- Real Words
September 2013 Page 95
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:
September 2013 Page 96
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 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:
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
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /t/
/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
IPS Quick Phonics Screener Grade 1 -- Nonsense Words
September 2013 Page 97
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
vcv
beware belong demand prevent spider
Beware! A spider went up the wall.
/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:
September 2013 Page 98
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 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
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
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
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
IPS Quick Phonics Screener Grade 2 -- Real Words
September 2013 Page 99
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:
September 2013 Page 100
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 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
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
IPS Quick Phonics Screener Grade 2 -- Nonsense Words
September 2013 Page 101
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
vcv
beware belong demand prevent spider
Beware! A spider went up the wall.
/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:
September 2013 Page 102
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
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:
Appendix 39
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:
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
/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
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
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 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
/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
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
IPS Quick Phonics Screener Grade 1 -- Real Words
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
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: 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
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /t/
/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
IPS Quick Phonics Screener Grade 1 -- Nonsense Words
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
vcv beware belong demand prevent spider Beware! A spider went up the wall.
/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
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 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
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
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
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
IPS Quick Phonics Screener Grade 2 -- Real Words
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
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 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
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
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
IPS Quick Phonics Screener Grade 2 -- Nonsense Words
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
vcv beware belong demand prevent spider Beware! A spider went up the wall.
/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
Sam and Jeb hid the gum. Pat had a nap in bed.
shot fish
this them
chat chip
whip when
graph wish
The men shut that dog in the shop. When can the dog get fed?
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
The old king has a chest full of gold. The child was kind to me.
Appendix 60
nice rise
mole cave
rule tile
doze cane
fume vote
Mike and Jan use a rope to ride the mule. Pete has five tapes at home.
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
Sally put the napkin in her lap for dinner. A snake is a reptile.
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
I do not mind you sitting on the bench. He has his oldest socks.
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
Sam and Jeb hid the gum. Pat had a nap in bed.
shap kosh
whum soph
pith thep
chan chet
phin whap
The men shut that dog in the shop. When can the dog get fed?
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
Get the sack back on the truck. I will scratch the itch.
nold froll pold
sind jolt vind
bild wost cholt
most foll blild
The old king has a chest full of gold. The child was kind to me.
Appendix 64
sice rine
nole lade
fute sile
moze gane
vuse fate
Mike and Jan use a rope to ride the mule. Pete has five tapes at home.
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
Sally put the napkin in her lap for dinner. A snake is a reptile.
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
I do not mind you sitting on the bench. He has his oldest socks.
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