Posts Tagged ‘grammar assessments’

Assessment-based Re-teaching

Re-teach with Assessment-based Curriculum

There’s Still Time to Re-teach

Sometimes the simplest things stop teachers in their tracks. A number of years ago a conference speaker (can’t remember whom) said,

Good teachers care more about learning than teaching.

I heard more than one audible gulp from the audience and, although mine was silent, it was just as loud for me. It just hit me. I cared more about the quality of what I taught and how I taught it, than what the students needed to learn and if the students learned it. The focus isn’t a distinction without a difference. It’s a game-changer.

I was in the middle of a reading specialist masters degree program, and the conference insight really changed my perspective as an educator.

At the time, I was teaching high school ELA for three periods and two periods of freshman reading intervention classes. I started thinking about my unit tests in both classes and my pride at achieving perfect bell curve scores from these summative assessments. Maybe 20% failing to achieve my objectives and 60% achieving at a below mastery rate of 80% was not as good as I thought.

I decided to experiment (probably to complete a project for one of my masters classes) and I re-taught the unit. Not to the students who had achieved mastery (80% or better); they did independent projects over the next two weeks. I analyzed my test data and found I didn’t need to re-teach everything… just some things. So I re-taught the some things, trying different instructional methodologies and did quick formative assessments to see if they were achieving mastery. That worked… for the mid 60%, but not for the bottom scoring 20%. I pulled this group aside in class and even worked out deals with them (full credit on the test re-take) if they would come in at a few lunches for extra remediation. Finally, that worked… I’d like to say all 80% achieved 80% mastery on the test re-take, but I would be lying. The results were, however, impressive.

I learned that if I really cared more about student learning than my own teaching, I would have to commit to assessment-based re-teaching. Over the years I got more efficient, pre-testing with diagnostic assessments, and using embedded formative assessments as I taught the first time around. However, I will have to admit that I’ve never covered the same amount of Common Core content standards as my colleagues. I don’t feel too bad about that by now.

If you are willing to re-teach what you’ve already taught (and not yet taught) this year, check out my 14 FREE diagnostic ELA and reading assessments with recording matrices. These quick, comprehensive, whole-class tests will give you teachable data to re-teach students what they need.

If they know it, they will show it; if they don’t, they won’t.

Why do I provide these assessments free of charge? First of all, I care about teachers focusing on student learning. Secondly, my Pennington Publishing products just so happen to provide the assessment-based resources to help teachers help their students catch up while they keep up with grade-level standards.

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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Assessment-based Individualized Learning

Every educational movement needs a catchy new acronym. ABIL will have to do: Assessment-based Individualized Learning. Simply put, it’s the supplemental instruction students need to catch up  while they keep up with grade-level instruction.

What It’s Not

  • ABIL is nothing new. Teachers have been doing it forever.
  • It’s not about creating individual educational plans for every student.
  • It’s not a replacement for rigorous Standards-based, grade-level instruction.
  • It’s not funky differentiated instruction.
  • It’s not one teaching methodology: small groups, lit circles, writers workshop, learning centers, etc.
  • Impossible or unmanageable.

What It Is

  • Foundational content, concepts, and skills that every student needs to access rigorous Standards-based, grade-level instruction.
  • Reliable and valid diagnostic assessments to determine individual student mastery and deficits in those prerequisites. Assessments which are comprehensive and teachable–not random samples. For example, what reading and English-language arts teacher cares about learning that Johnny has some sight word deficits? Good teachers want to know precisely which sight words Johnny kn0ws and does not know to be able to efficiently teach to Johnny’s specific needs.
  • Reading assessments: upper and lower case alphabet, syllable awareness, syllable rhyming, phonemic isolation, phonemic blending, phonemic segmenting, outlaw words, rimes, sight syllables, word recognition level, short vowel sound-spellings, long vowel sound-spellings, vowel digraph sound-spellings, vowel diphthong sound-spellings, silent final e, consonant sound-spellings, consonant blend sound-spellings, consonant digraph sound-spellings. Reading fluency level, word recognition level, instructional reading level.
  • Previous grade-level spelling assessment: Every spelling pattern and conventional spelling rule.
  • Previous grade-level grammar, usage, and mechanics assessments.
  • Curriculum which directly corresponds to each assessment item with progress monitoring matrices to ensure student mastery and is conducive to concurrent instruction in grade-level Standards.
  • The key ingredient of RtI (Response to Intervention) besides quality, accessible grade-level instruction.
  • What special ed and ELD students need most.
  • How you would want your own child taught with rigorous grade-level instruction and individualized learning to remediate any relative weaknesses.

The author of this article, Mark Pennington, provides assessments and curricular resources to implement Assessment-based Individualized Learning. Want to check out the curriculum? Click here. Want to download the assessments, answers, and recording matrices described above for your students?

ELA/Reading Assessments

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Common Core Diagnostic ELA Assessments

As a teacher-publisher, I get quite a few questions about my products. It is heart-warming to see the recent re-kindled interest in assessment-based learning. Specifically, teachers want diagnostic assessments to determine which of the Common Core ELA/Literacy Standards their students do and do not know to be able to plan effective direct instruction and remediation in prior grade-level Standards. Teachers are particularly interested in diagnostic assessments for the grammar, usage, mechanics, spelling, and vocabulary Standards found in the Common Core Language Strand because of the level of instructional rigor required in these Standards. Here’s a set of questions from a potential customer on Teachers Pay Teachers re: my Common Core diagnostic ELA assessments. My answers should provide interested readers with the assessment-based resources they want to meet the needs of their students.

QUESTION: I notice that Pennington Publishing offers comprehensive whole-class diagnostic assessments with corresponding progress-monitoring matrices in grammar, usage, mechanics, and spelling for grades 4, 5, 6, 7, and 8. How many questions are on the tests, and how long do the tests take to administer? I teach sixth grade in a K−8 school. Are the diagnostic assessments different for each grade level? Also, if you don’t mind my asking… Why are you offering all of these assessments for only $3.00 if they are as good as you describe?

ANSWER: I’m happy to answer your questions. Even the last one. The grade 6 diagnostic grammar and usage assessment consists of 44 multiple choice questions and takes students about 25 minutes to complete.

The sixth grade mechanics assessment has 8 sentence answers with 32 discreet mechanics skills measured. (Students rewrite unpunctuated sentences.) The test takes about 15 minutes to complete.

The spelling assessment is comprehensive, not random samples as found in qualitative spelling inventories. It covers each of the sound-spellings students should know up to sixth grade. The assessment has 89 words to be dictated in the word, word-sentence-word format. I just gave the eighth grade spelling assessment to my own class. It has 102 words and it took 26 minutes to administer. We took a short stretch break half-way through. *Suggestion: Record the test on your phone and upload to your desktop, so you won’t have to re-dictate for test make-ups, new students, etc.

Yes, the grades 4, 5, 6, 7, and 8 diagnostic assessments are different for each grade level in that they build upon each other. The assessments are based upon the Common Core grade level Standards and the recommendations of the Common Core authors in Appendix A of the English Language Arts & Literacy in History/Social Studies, Science, and Technical Subjects. As you know, Appendix A includes the research base supporting the key elements of the Standards. So, the grade 8 assessment will have more assessment items than the grade 4 assessment.

Once teachers diagnose the specific deficits, e.g. you as a sixth grade teacher find out precisely which K-5 grammar, usage, mechanics, and spelling skills your students know and do not yet know, you and other teachers will want your students to master each of the relative deficits. Although veteran teachers will have some of the resources to remediate these deficits, most will not want to reinvent the wheel. So…

Pennington Publishing’s Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 programs have corresponding worksheets for each of the assessment items. The worksheets are fantastic with clear definitions, examples, practice, and a short formative assessment in which students apply what they have learned. Notice that these are not “drill and kill” worksheets teaching skills in isolation from the writing context. Answers included, of course. Plus, the Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs all provide direct instruction lessons for each of the grade-level grammar, usage, mechanics, spelling, vocabulary, and knowledge of language Common Core State Standards lessons with both print and digital teacher’s edition and accompanying consumable student workbooks. With the Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) program, students “catch up” while they “keep up” with the rigorous grade-level Common Core Standards.

These worksheets have been written by a teacher for teachers and their students with a built-in management system to keep students productive and to minimize teacher preparation and correction. Different students will be working on different worksheets to practice the concepts and skills each needs to remediate. The students self-correct their own worksheets from the answer booklets to be able to learn from their mistakes (and save the teacher time). Then students complete the WRITE formative assessment in which students are required to apply what they have learned re: the focused concept or skill in a sentence or two.

Once completed, the student visits the teacher for a 20-30-second mini-conference. The teacher skims the practice and corrections and reads the formative assessment. If mastered, the teacher (or student) marks that mastery on the progress monitoring matrices. Teachers, students, parents, (and, yes, principals) love to see that measurable progress on the matrices. It’s simple and effective individualized instruction with a built-in management system to maintain a productive and orderly learning experience.

Oh, by the way, teachers are licensed to place the worksheets on their class websites for parents and their children to access at home.


Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)

Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) Grades 4, 5, 6, 7, 8 Programs

What’s included in the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment.

Check out the brief introductory video and enter DISCOUNT CODE 3716 at check-out for 10% off this value-priced program. We do sell print versions of the teacher’s guide and student workbooks. Contact for pricing. Read what teachers are saying about this comprehensive program:

The most comprehensive and easy to teach grammar, mechanics, spelling, and vocabulary program. I’m teaching all of the grade-level standards and remediating previous grade-level standards. The no-prep and minimal correction design of this program really respects a teacher’s time. At last, I’m teaching an integrated program–not a hodge-podge collection of DOL grammar, spelling and vocabulary lists, and assorted worksheets. I see measurable progress with both my grade-level and intervention students. BTW… I love the scripted lessons!

─Julie Villenueve

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Assessment-based Individualized Instruction and Differentiated Instruction

1000 ELA and Reading Worksheets for Grades 4-8 Teachers

Every teacher needs back-up!

Let’s face it. Many teacher are afraid of individualized instruction. We may have tried it once or twice, at the behest of a supervising teacher or evaluator, but found the preparation, class management, and correcting to be overwhelming. It’s not that we teachers don’t buy in the the validity of differentiating instruction according to the needs of their students. After all, any teacher knows that a class full of cookie-cutter students is rare or non-existent. It’s just that we learn how to balance life inside of the classroom with life outside of the classroom. It’s a matter of survival. Plain and simple. So we set our defense mechanisms firmly in place. We track students. We shove the load of remediation on special education teachers or newbies. We tell gifted students to read an extra book or sent them off on field trips. We make excuses, blaming students, parents, class sizes, etc. We frankly give up and focus on doing what we can do-teach to the middle of the class.

But what if there were efficient resources and instructional practices that made adjusting instruction to the level of each student quite do-able without tearing our hair out or turning to Prosac®?

Following are articles, free resources (including reading assessments), and teaching tips regarding assessment-based instruction from the Pennington Publishing Blog. Check out our approach to teaching to the needs of individual students–Assessment-based Individualized Instruction (ABIL). An instructional approach taking the best from differentiated instruction, individualized instruction, and personalized instruction. An instructional approach teachers actually use and keep using. Also, check out the quality instructional programs and resources offered by Pennington Publishing.

Assessment-based Individualized Instruction

Every educational movement needs a catchy new acronym. ABIL will have to do: Assessment-based Individualized Learning. Simply put, it’s the supplemental instruction students need to catch up  while they keep up with grade-level instruction. See how ABIL differs from Differentiated Instruction.

Teaching the Class and Individuals

Perhaps the greatest guilt-inducers for any veteran teacher are these two questions: 1. Do you know the individual needs of your students? 2. Are you teaching to the individual needs of your students?

Let’s provide a bit of context to those questions: Teaching the class is important and takes an enormous amount of energy and skill. Doing it well takes years of trial and error, professional development, and probably some natural ability that just can’t be learned or taught. It’s both an art and a science.

Free Whole Class Diagnostic ELA/Reading Assessments

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

Navigating Differentiated Instruction

A quality English-language arts curriculum designed to differentiate instruction is like a good nav system. Teachers committed to differentiated instruction need to invest in curricular resources with good nav systems rather than band-aiding outdated road maps.

Common Core DI, RTI, and ELL

DI (Differentiated Instruction), RTI (Response to Intervention), and ELL (English Language Learners) or ELD (English Language Development) instructional strategies are all validated in the new Common Core State Standards. Common Core writers have clearly gone out of their way to assure educators that the Standards establish the what, but not the how of instruction.

Don’t Teach to the LCD

Our penchant for helping individuals can work cross-purpose to our overall mission of helping all students. In fact, we often wind up teaching to the LCD (the Lowest Common Denominator). Instead, we need to differentiate instruction to all of our students.

Differentiated Reading Instruction for Gifted Students

It’s time to differentiate reading instruction for all students, including our gifted ones. An entirely different curriculum is not the answer, but gifted students do need to be taught differently to maximize their progress and love of learning. Here are three tips that will make a difference for your gifted students.

The Dos and Don’ts of Differentiated Instruction

With the Response to Intervention (RTI) model now being incorporated into many school districts today, it has become increasingly important to help frame the differentiated instruction (DI) discussion in an objective manner that won’t promote narrow agendas and will encourage teachers to experiment with DI in their own classrooms. At its core, differentiated instruction is simply good, sound teaching. Directly addressing the individual learning needs of our students, rather than teaching a class as though all individuals in it were basically alike, offers our best chance of success for all.

Differentiated Instruction: The What and the How

Our understanding of the characteristics and proclivities of our students should inform both the what and the how of instruction. Consider this: students don’t know what they don’t know. To devolve the what of instruction to student choice is to abrogate our responsibilities as the informed, objective decision-makers.  Teaching professionals know what our students do and don’t know. Furthermore, to delegate the how of learning to students seems akin to educational malpractice.

23 Myths of Differentiated Instruction

Differentiated instruction “is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike (Carol Ann Tomlinson)” However, 23 myths of differentiated instruction continue to dissuade teachers and administrators from embracing this instructional concept.

12 Reasons Why Teachers Resist Differentiated Instruction

Teachers resist differentiating instruction within their classroom for both internal and external reasons. Knowing why teachers prefer whole group instruction, rather than differentiated instruction can help break down barriers to change and help teachers focus on the individual needs of their students.

Don’t Teach to Learning Styles and Multiple Intelligences

Most teachers believe in some form of learning styles or multiple intelligences theories. The notion that each child learns differently, so we should adjust instruction accordingly (learning styles) justseems like such good old-fashion common sense. The theory that each child has different innate abilities (multiple intelligences) just seems to be confirmed by common experience. But common sense and experience are untrustworthy and unreliable guides to good teaching. Despite what the snake oil learning styles and multiple intelligences folk tell us, they are simply wrong. Here are five reasons why.

Learning Styles Teaching Lacks Common Sense

Different strokes for different folks.  Our assumption is that we all learn differently so good teachers should adjust instruction to how students learn. Specifically, we assume that some students are better auditory (or aural) learners, some are better visual learners, and some are better kinesthetic learners. Or add additional modalities or intelligences to the list, if you wish. All we need to do to maximize learning is to adjust instruction to fit the modality that best matches the students’ learning styles or intelligences. It just seems like good old-fashioned common sense. However, common sense is not always a trustworthy or reliable guide.

Assessment-based Re-teaching

  1. It just hit me. I cared more about the quality of what I taught and how I taught it, than what the students needed to learn and if the students learned it. The focus isn’t a distinction without a difference. It’s a game-changer. If you are willing to re-teach what you’ve already taught (and not yet taught) this year, check out my 14 FREE diagnostic ELA and reading assessments with recording matrices. These quick, comprehensive, whole-class tests will give you teachable data to re-teach students what they need.

Mastery Learning in RtI

What if a shaky foundation is what we’re dealing with now? We can’t do anything about the past. Teachers can start playing the blame game and complain that we’re stuck teaching reading to students who missed key foundational components, such as phonics. All-too-often, response to intervention teachers are ignoring shaky foundations and are trying to layer on survival skills without fixing the real problems. Instead, teachers should re-build the foundation. Teachers can figure out what is missing in the individual student skill-sets and fill the gaps… this time with mastery learning. Get Pennington Publishing’s set of diagnostic reading assessments absolutely FREE with the link in this article.

Pre-teach before Assessment

Call it what you wish: summer brain-drain, poor retention, a learning disability, problem with learning styles, developmental delay, or lack of motivation or practice… some students just seem to forget what they have learned before. Good assessments catch students at their best. That’s why it makes sense to pre-teach before teachers assess to help students retrieve prior knowledge and get the assessment results that will help us design efficient instruction.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-Language Arts and Reading Intervention Articles and Resources 

Bookmark and check back often for new articles and free ELA/reading resources from Pennington Publishing.


Pennington Publishing’s mission is to provide the finest in assessment-based ELA and reading intervention resources for grades 4‒high school teachers. Mark Pennington is the author of two Standards-aligned programs: Teaching Essay Strategies and Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand)Mark’s comprehensive Teaching Reading Strategies and the accompanying Sam and Friends Guided Reading Phonics Books help struggling readers significantly improve their reading skills in a full-year or half-year intensive reading intervention program. Make sure to check out Pennington Publishing’s free ELA and reading assessments to help you pinpoint grammar, usage, mechanics, spelling, and reading deficits.

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Ten Criteria for Effective ELA/Reading Diagnostic Assessments

Diagnostic assessments are essential instructional tools for effective English-language Arts and reading teachers. However, many teachers resist using these tools because they can be time-consuming to administer, grade, record, and analyze. Some  teachers avoid diagnostic assessments because these teachers exclusively focus on grade-level standards-based instruction or believe that remediation is (or was) the job of some other teacher. To be honest, some teachers resist diagnostic assessments because the data might induce them to differentiate instruction—a daunting task for any teacher. And some teachers resist diagnostic assessments because they fear that the data will be used by administrators to hold them accountable for individual student progress.

To ameliorate these concerns, let’s agree to the ten criteria for effective ELA/reading diagnostic assessments:

1. Diagnostic assessments should be designed to be administered “whole class.” While one-on-one time with a student is wonderful; it just isn’t a practical approach for teachers with class sizes pushing forty in many schools. I won’t throw the baby out with the bath water on this one. Individual assessments are sometimes necessary as double-checks or refinements, and an individual fluency assessment is a must for elementary, middle, and some high school students. However, my experience is that effective whole class diagnostic assessments can produce results that are just as reliable and prescriptive as the time-consuming individual assessments.

2. Diagnostic assessments should be brief. Despite the oft-repeated dictum, assessment is not really instruction.

3. Diagnostic assessments should be designed to  measure only what they purport to measure. For example, a diagnostic fluency assessment that produces  inaccurate  results because it uses unfamiliar terminology or difficult names is useless. A grammar assessment that pretends to measure correct  usage by having students match a past perfect participle to its definition does not accomplish its purpose.

4. Diagnostic assessments should measure important ELA/reading concepts or skills. Although we may disagree on a few of the details, few teachers would argue that assessing a student’s reading level is not as important as assessing a student’s ability to correctly name the four classifications of sentences.

5. Diagnostic assessments should help the teacher determine the relative strengths and weaknesses of the individual student, and not just those of the class. A teacher needs more information than simply what to emphasize in instruction or what to re-teach to “most” of the class.

6. Diagnostic assessments should be quantitative. Although qualitative assessment, such as a class discussion, is useful to inform direct instruction, internally and externally valid and reliable assessments that produce hard numbers  provide objective baselines for instruction, and guide later formative and summative assessments.

7. Diagnostic assessments should be designed to measure academic skills and abilities within our control. Although cognitive ability, family background, culture, socio-economic status, and language certainly impact what students know, these important variables are beyond the scope of useful diagnostic assessments. We need diagnostic assessments that won’t  isolate these variables. For example, a diagnostic assessment  that measures only the phonetic regularities common to English and Spanish, ignores those sound-spellings exclusive to English that all students need to master. Or as a further example, knowing that there is a racial/ethnic achievement gap in ELA/reading is of less value than knowing the specific components of a literacy gap that teachers can effectively address.

8. Diagnostic assessments should be easy to grade and record. Teachers need to spend their prep times using data to inform their instruction, and less time on correction and paperwork. Well-designed assessments can be multiple choice or matching. Recording matrices need to be designed so that they are simple to use, analyze, and plan for differentiated instruction.

9. Diagnostic assessments should be designed to help teachers inform their instruction. Teachers need specificity. If a teacher cannot teach to the data gained from the assessment, of what use is the assessment? For example, complicated and time-consuming normed reading comprehension assessments provide little instructional practicality. Other than individual reading levels, which can be gained from simple word recognition tests, fluencies, or even the self-administered “five finger method,” knowing the degree to which a student can “draw conclusions” does little to impact instruction. Of course, we need to teach those skills measured by reading comprehension tests or the annual standardized test, but we waste time using diagnostic assessments to glean this data, when we will teach these skills to all of our students anyway.

10. Diagnostic assessments should be comprehensive and not random samples. Qualitative spelling inventories, reading tests, phonics tests, grammar tests, mechanics tests, and vocabulary tests that are based on random samples of skills can only help teachers identify an approximate ability/developmental level or that a student has problems in that instructional area. By their very nature, random sample tests are “missing” something. Good diagnostic assessments are designed to quantify everything that needs to be learned in the particular area of focus.

Over the years I have created, field-tested, and revised a battery of ELA/reading assessments that meet the criteria described above. You are welcome to download a comprehensive consonant and vowel phonics assessment, three sight word assessments, a spelling-pattern assessment, a multi-level fluency assessment, six phonemic awareness assessments, a grammar assessment, and a mechanics assessment free of charge. Here they are. Most of these assessments are multiple choice and are administered “whole class.” All have recording matrices to help the teacher plan for individual and small group instruction.

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading StrategiesDesigned to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, is adaptable to various instructional settings, and is simple to use–a perfect choice for Response to Intervention tiered instruction. The program provides multiple-choice diagnostic reading and spelling assessments (many with audio files), phonemic awareness activities, blending and syllabication activitiesphonics workshops with formative assessments, 102 spelling pattern worksheets, comprehension worksheets, multi-level fluency passages recorded at three different reading speeds and accessed on YouTube, 644 reading, spelling, and vocabulary game cards, posters, activities, and games.

Also get the accompanying Sam and Friends Guided Reading Phonics Books. These 54 decodable eBooks (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each book introduces focus sight words and phonics sound-spellings aligned to the instructional sequence found in Teaching Reading Strategies. Plus, each book has a 30-second word fluency to review previously learned sight words and sound-spelling patterns, five higher-level comprehension questions, and an easy-to-use running record. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug.

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books BUNDLE

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

Or why not get both programs as a discounted BUNDLE? Everything teachers need to teach an assessment-based reading intervention program for struggling readers is found in this comprehensive curriculum. Ideal for students reading two or more grade levels below current grade level, tiered response to intervention programs, ESL, ELL, ELD, and special education students. Simple directions, YouTube training videos, and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program.

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