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Reading Fluency Placement and Practice

Reading Fluency Norms for Grades 2-8

Grades 2-8 Reading Fluency Norms

Working years ago as a reading specialist in a large and diverse Northern California school district, years ago, I was part of cadre of talented reading specialists and literacy coaches. Following recommendations of the National Reading Panel, we began exploring means to explicitly teach and practice reading fluency.

Our first task was to find out how our students were performing relative to national norms. Using  Hasbrouck and Tindal’s grades 1-6 fluency norms, followed later by middle school norms, we selected grade level expository texts from our district reading series. Most all of the schools bought into completing one-minute baseline, end of first trimester, end of second trimester, and end of school fluency assessments with these district-adopted reading passages. We analyzed student data vis a vis the fluency norms and discussed the need to provide fluency intervention programs at each of our 30 elementary sites. From these data we determined that we needed to establish fluency interventions for grades 3-6 students. However, we also recognized the fact that using a grade-level passage as a screener had plenty of limitations.

Placement criteria, based upon the grade level baseline assessment, were determined by the school site and varied greatly. We selected the Read Naturally® program as our district-wide fluency program. Once placed within the fluency intervention, students were further assessed with Read Naturally’s Brief Oral Screener (a series of short sentence groupings with instructions to test up or down according to how well students read) was administered individually to establish an instructional reading fluency level. For many students, this second assessment placed them at grade-level, time of year, reading norms, and so these students were quickly exited from the program.

Reading specialists trained teachers and paraprofessionals and at some sites helped staff the interventions. Instructional delivery varied from school to school. Some schools ran Read Naturally® fluency labs as half-hour pull-out programs during the two-hour literacy block; others did so during social studies or science instructional periods; still others did so during early-late ability groups times; and some built the program into after school programs. Funding varied from Title 1, to PTA sponsorship, to general education allocations.

In the original Read Naturally® program, each grade level had one or two sets of fluency passages with a few short recall comprehension questions and the timing sheet. The basic practice included taking a cold (unpracticed) timing on a new reading passage, reading along with modeled reading cassette tapes (using headphones) over and over again. The modeled readings were all recorded at one speed. Of course, since that time the program has evolved with online placement, more grade level passages, and multiple speed modeled readings. The reading fluency interventions were widely perceived as successes. However, they were expensive in terms of materials, personnel, and instructional time.

To address these expenses, I began developing procedures and materials to streamline fluency instruction and bring it into the classroom.

I began developing a diagnostic fluency assessment which would “kill two birds with one stone.” My goal was to screen for fluency deficits and establish an optimal instructional fluency level in the same assessment. After plenty of trial runs and critiques from fellow reading specialists and literacy coaches, I completed the “Pets” Fluency Assessment. This assessment (download for free at end of article) is a two-minute (much more accurate than one-minute) expository passage with the first two paragraphs at third grade, the next two at fifth grade, and the last two at seventh grade level. As the teacher listens, it’s quite easy to determine an instructional fluency level as well as establish a baseline fluency. Plus, the initial lower reading level provides a confidence-builder which elicits more accurate data for the succeeding paragraphs. So much better than handing a grade-level fluency passage to a vulnerable reader! And it provides both screening and teachable data.

Working at three elementary schools, I imposed upon a dozen or so grades 3-6 teachers to experiment and re-design a four group, 15-20 minute, instructional fluency program that would meet the needs of below, at, and above grade level students within the class room. The kids loved the fast-paced reading practice and teachers saw significant improvement in all levels of students’ fluency scores as indicated by the trimester district assessments. Check out the details of this in-class fluency program design.

The two-in-one assessment and in-class instructional design helped solve the problem of expensive pull-out intervention programs.

The Reading Fluency and Comprehension Toolkit

Reading Fluency and Comprehension Toolkit

At the encouragement of teachers, I began writing expository passages, based on every student’s favorite subjects: animals, with the same tiered design for practice. As class sets of relatively inexpensive Chromebooks and iPads became more accessible, I recorded the passages at three different speeds to challenge students in their individual zones of proximity as indicated by the “Pets” Fluency Assessment. These 129 modeled reading passages have been widely used to provide individualized modeled reading fluency practice.

Later, I developed vocabulary and comprehension questions for each of the animal fluency passages.

*****

The print copies of the Animal Fluency Articles include challenge words in the upper right corner for the teacher to pre-teach. Word counts are provided in the left margin for fluency timings. The YouTube videos of each article include a picture of the animal and a modeled reading, but do not include the challenge words or word counts.

Additionally, the Animal Fluency Articles are available as YouTube videos for individualized fluency instruction. Each article has been recorded at three different reading speeds (Level A at 95-115 words per minute; Level B at 115-135 words per minute; and Level C at 135-155 words per minute) to provide modeled readings at each of your students’ challenge levels. A total of 129 videos!

Get the Pets Fluency Assessment FREE Resource:

The Teaching Reading Strategies (Reading Intervention Program) is designed for non-readers or below grade level readers ages eight-adult. Ideal as both Tier II or III pull-out or push-in reading intervention for older struggling readers, special education students with auditory processing disorders, and ESL, ESOL, or ELL students. This full-year (or half-year intensive) program provides explicit and systematic whole-class instruction and assessment-based small group workshops to differentiate instruction. Both new and veteran reading teachers will appreciate the four training videos, minimal prep and correction, and user-friendly resources in this program, written by a teacher for teachers and their students.

The program provides 13 diagnostic reading and spelling assessments (many with audio files). Teachers use assessment-based instruction to target the discrete concepts and skills each student needs to master according to the assessment data. Whole class and small group instruction includes the following: phonemic awareness activities, synthetic phonics blending and syllabication practice, phonics workshops with formative assessments, expository comprehension worksheets, 102 spelling pattern assessments, reading strategies worksheets, 123 multi-level fluency passage videos recorded at three different reading speeds, writing skills worksheets, 644 reading, spelling, and vocabulary game cards (includes print-ready and digital display versions) to play entertaining learning games.

In addition to these resources, the program features the popular Sam and Friends Guided Reading Phonics Books. These 54 decodable books (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each 8-page book introduces two sight words and reinforces the sound-spellings practiced in that day’s sound-by-sound spelling blending. Plus, each book has two great guided reading activities: a 30-second word fluency to review previously learned sight words and sound-spelling patterns and 5 higher-level comprehension questions. Additionally, each book includes an easy-to-use running record if you choose to assess. 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. These take-home books are great for independent homework practice.

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

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

FREE DOWNLOADS TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES: The SCRIP (Summarize, Connect, Re-think, Interpret, and Predict) Comprehension Strategies includes class posters, five lessons to introduce the strategies, and the SCRIP Comprehension Bookmarks.

 

 

 

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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Vague Pronoun References

Revising Vague Pronoun References

Vague Pronoun References

“They didn’t take the donuts,” Rhett told his teacher.

“To whom are you referring? the teacher asked.

“Those kids who make us get into trouble with their friends like they do all the time. You should punish them.”

“That’s horrible,” the teacher responded. “But it’s hard to punish vague pronoun references.”

Definition and Examples

A vague pronoun does not clearly identify its antecedent. An antecedent is the noun or pronoun that the pronoun refers to or re-names. Vague pronouns usually consist of four types:

  1. More than one antecedent could match the pronoun. Revise by repeating the noun. Example: Dishes were on the tables, but we didn’t need them. Dishes were on the tables, but we didn’t need the dishes.
  2. Demonstrative pronouns (this, that, these, or those) are used on their own. Revise by adding a noun following the pronoun. Example: That is beautiful. That painting is beautiful.
  3. The antecedent is an adjective. Revise by changing the pronoun reference from an adjective to a noun. Example: I called Jesse’s work Jesse at his work, but he never answered.
  4. The pronoun has no antecedent. Revise by adding the antecedent. Example: Although he was extremely rich, he didn’t spend it. Although he had money, he didn’t spend it.

Read the rule.

Pronouns must clearly identify their antecedents. Keep pronoun references close to their antecedents to avoid confusion.

Re-write these sentences and [bracket] the vague pronouns and antecedents.

  1. I love art galleries, especially paintings. These seems to be from the Italian artists.
  2. The books were already on the students’ desks, but we didn’t need them.
  3. I asked to speak to Maribel’s father, but she would not talk to me.
  4. Please get your paper out of your backpack and pass it forward.
  5. His math teachers taught him, but he didn’t use it in his job.

Revise the vague pronoun to clearly identify its antecedent.

Keep pronoun references close to subjects in long sentences to make them clear.

Answers

  1. I love art [galleries], especially paintings. [These] seems to be from the Italian artists.
  2. The [books] were already on the students’ [desks], but we didn’t need [them].
  3. I asked to speak to [Maribel’s father], but [she] would not talk to me.
  4. Please get your [paper] out of your [backpack] and pass [it] forward.
  5. His [math teachers] taught him, but he didn’t use [it] in his job.

*****

For more essay rules and practice, check out the author’s Teaching Essay Strategies. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule.

Get the Writing Style Posters FREE Resource:

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Double Negatives

Using Double Negatives

Double Negatives

“I’ve never been no snitch!” Wallace said.

“So you’re saying that you have been a snitch. You used a double negative. Didn’t you learn in math that a double negative is a positive?” asked Tess.

“Math don’t teach us nothing about English, Tess.”

“I’d have to agree with you, Wallace.”

Definition and Examples

Non-standard English often differs from Standard English because of regional or cultural dialects. One form of Non-standard English is the double negative. In Non-standard English the double negative is used to emphasize the negative; however, in Standard English the double negatives can cancel each other out and form a positive. Example: I do not have no excuses. Standard English Revision: I do not have any excuses.

Read the rule.

Don’t use double negatives in essays or reports.

Re-write the sentence and [bracket] the double negatives.

  1. Don’t tell me nothing about that situation. I don’t want to know anything.
  2. Never tell nobody about your plans, so you won’t disappoint anyone.
  3. Well, I don’t want not to come visit you.
  4. I misplaced my phone. I can’t find it nowhere.
  5. She is not unhelpful, but she doesn’t have a choice not to help when asked.

Revise the double negatives.

Never write no double negatives.

Answers

  1. [Don’t] tell me [nothing] about that situation. I don’t want to know anything.
  2. [Never] tell [nobody] about your plans, so you won’t disappoint anyone.
  3. Well, I [don’t] want [not] to come visit you.
  4. I misplaced my phone. I [can’t] find it [nowhere].
  5. She is [not] [unhelpful], but she [doesn’t] have a choice [not] to help when asked.

*****

For more essay rules and practice, check out the author’s Teaching Essay Strategies. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule.

Get the Writing Style Posters FREE Resource:

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Formulaic Phrases

Formulaic Expressions

Formulaic Phrases

“That was quite the party last night!” Bebe said.

“Yes, a good time was had by all,” Sergio said. “But it was over before it really began.”

“You love your formulaic phrases, Sergio.”

“Once I find something that works, it’s all good.”

Definition and Examples

A formulaic phrase is a commonly used expression. Example: In this day and age, most people know that you can’t be too careful. The formulaic phrase is closely related to an idiom (or idiomatic expression). Example: She walked through the door. Both are considered to be figures of speech.

In both formulaic phrases and idioms, the individual words may not mean exactly what they say. Both types of expressions often suggest, but do not state, certain attitudes. The differences are that the formulaic phrase is considered over-used, but an idiom is not, and the formulaic phrase may shift its wording to suit its purposes, but an idiom does not change.

Read the rule.

Don’t use idiomatic expressions or idioms in essays or reports.

Re-write these sentences and [bracket] the formulaic phrases.

  1. No one would support that idea. You know what I mean?
  2. I know what he meant, but these days, you just can’t say that.
  3. I’ll reconsider what you say, but at the end of the day I’ll have to make my decision.
  4. We all know what that sort of thing can lead to, don’t we?
  5. It’s this, that, or the other, don’t you think?

Revise the sentence to eliminate the formulaic phrase.

It goes without saying to avoid using formulaic phrases.

Answers

  1. No one would support that idea. [You know what I mean]?
  2. I know what he meant, but [these days], you just can’t say that.
  3. I’ll reconsider what you say, [but at the end of the day] I’ll have to make my decision.
  4. We all know [what that sort of thing] can lead to, don’t we?
  5. [It’s this, that, or the other], don’t you think?

*****

For more essay rules and practice, check out the author’s Teaching Essay Strategies. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule.

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Study Skills, Writing , , , , , , , , , , , ,

Meaningless Sentence Starters

Avoid There and Here

There and Here

“Why do we have to avoid using too many There and Here words at the beginning of sentences?” Peja asked.

There are reasons for that. Here they are,” Chiang said.

“I’m waiting. What’s the problem with using those sentence starters?”

“Avoid using meaningless words as sentence starters.”

“You didn’t answer my question.”

“I did. I told you why and showed you how.”

Definition and Examples

Using There or Here + a “helping verb” (has been, had been, will be, shall be, should be, would be, can be, could be, may be, might be, must be) or a “linking verb” (is, are, was, were) is rarely necessary and provides no additional meaning to a sentence. Example: There are the three students waiting over there. This sentence can be changed to… The three students wait over there. Example: Here is the blue pen to use to write your grandmother. This sentence can be changed to… Use the blue pen to write your grandmother.

Read the rule.

Avoid beginning sentences with There or Here + a “helping verb” or a “linking verb.” Revise to eliminate these words. To delete the unnecessary There or Here word, place the subject of the sentence at the beginning with or without its article (a, an, or the) and change the verb form as needed.

Re-write these sentences and [bracket] the meaningless words used as sentence starters.

  1. Here are plenty of samples to try.
  2. There is evidence to suggest that the owner knew that the painting was worthless.
  3. There were reasons for his actions, but we were never told what they were.
  4. Here is the envelope you were looking for in my desk.
  5. There will be consequences to your failures to act on his advice.

Eliminate the meaningless sentence starter in this sentence.

There are good reasons to avoid starting sentences with There and Here.

Answers

  1. [Here are] plenty of samples to try.
  2. [There is] evidence to suggest that the owner knew that the painting was worthless.
  3. [There were] reasons for his actions, but we were never told what they were.
  4. [Here is] the envelope you were looking for in my desk.
  5. [There will be] consequences to your failures to act on his advice.

*****

For more essay rules and practice, check out the author’s Teaching Essay Strategies. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule.

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , ,

Teaching Reading Strategies Instructional Video Resources

How to Eliminate Passive Voice

How to Eliminate Passive Voice

Eliminate Passive Voice

“What does Ms. Stark’s comment mean here on my essay?” asked Bella. “It says, ‘Make  your subjects do something.’”

“She’s telling you to use the active voice in your essays,” I explained.

“Can’t my subjects take a rest and let the verbs do something for them once in a while?”

“Very funny, but I’d take her advice.”

Definition and Examples

Verbs have two voices: active and passive:

  • In the active voice the subject of the sentence acts upon the verb. For example, in “The students noticed her mistake,” the “students” (the subject) acts upon the verb, “noticed.”
  • In the passive voice the subject of the sentence is acted upon by the verb. For example, in “Her mistake was noticed by the students,” the “students” (the subject) receive the action of the verb.

Read the rule and revision strategies.

Use verbs in the active voice to emphasize the importance of the action, rather than that of the subject, or when the passive voice is required to show scientific objectivity. To change the passive voice into active voice, try these 3 strategies:

  • Place the subject of the sentence before its predicate (unless the sentence is a question).
  • Eliminate the helping verbs and change the verb form if necessary.
  • Eliminate the prepositional phrase beginning with the by

Write these sentences and [bracket] the passive voice verbs.

  1. I’m afraid that your phone has been damaged by that spilled drink.
  2. Ms. Slavin’s test was failed by the majority of the students who failed to study.
  3. The purpose of the assembly is still being evaluated by Student Council, but most students support anything that will get them out of class.
  4. By the time they arrive, the choices will already have been made.
  5. If the decision is left to her, she will choose what has been done countless times before.

Change the passive voice verb to active voice.

The passive voice is to be avoided by you if it can be helped.

*****

For more essay rules and practice, check out the author’s Teaching Essay Strategies. This curriculum includes 42 essay strategy worksheets corresponding to teach the Common Core State Writing Standards, 8 on-demand writing fluencies, 8 writing process essays (4 argumentative and 4 informative/explanatory), 64  sentence revision and 64 rhetorical stance “openers,” writing posters, and helpful editing resources. 

Differentiate your essay instruction in this comprehensive writing curriculum with remedial writing worksheets, including sentence structure, grammar, thesis statements, errors in reasoning, and transitions.

Plus, get an e-comment bank of 438 prescriptive writing responses with an link to insert into Microsoft Word® for easy e-grading (works great with Google Docs),

Download the following 24 FREE Writing Style Posters to help your students learn the essay rules. Each has a funny or ironic statement (akin to “Let’s eat Grandma) to teach the memorable rule. 

Get the Writing Style Posters FREE Resource:

Grammar/Mechanics, Literacy Centers, Study Skills, Writing , , , , , , , , , , , , , , , ,

ELA Language Anchor Standards | Curriculum Maps

Common Core State Standards

Common Core State Standards

If you and your grade-level team and/or department are committed to teaching the ELA Language Anchor Standards (the CCSS Anchor Standards for Language), these resources are for you!

Download these FREE full-year detailed grades 4, 5, 6, 7, and 8 curriculum maps to break down the grade-level CCSS Language Strand Standards into a specific instructional scope and sequence that is realistic and do-able for the entire school year. The 28 instructional weeks provide a rigorous pacing guide with additional time for beginning of the year diagnostic assessments, midterm and final exams, and standardized testing blocks.

These maps indicate which grammar, usage, and mechanics lessons to teach in the order that most teachers agree makes sense. The spelling components are organized by conventional spelling rules and developmental spelling patterns. The vocabulary section lists includes the following: Multiple Meaning Words and Context Clues (L.4.a.); Greek and Latin Word Parts (L.4.a.); Language Resources (L.4.c.d.); Figures of Speech (L.5.a.); Word Relationships (L.5.b.); Connotations (L.5.c.); and Academic Language Words (L.6.0) derived from the research-based Academic Words List.

This FREE download includes all grade-level L. 1,2 grammar, usage, mechanics (language conventions), L. 2 spelling, L. 3 knowledge of language, and L. 4, 5, 6 vocabulary Common Core State Standards.

The curriculum maps are included in the author, Mark Pennington’s standards and assessment-based programs. These programs help you teach each of the Language Anchor Standards with diagnostic, formative, and summative (unit) assessments to ensure that your students have mastered the standards. Plus, remedial worksheets provide the extra practice some of your students need to catch up while they keep up with grade-level standards. Read through the product descriptions before downloading your grade-level ELA Language Anchor Standards Curriculum Map at the end of the article.

Grammar, Usage, Mechanics (L.1,2)

Teaching Grammar and Mechanics Programs

Teaching Grammar and Mechanics

Pennington Publishing provides traditional grades 4, 5, 6, 7, 8, and high school programs, including interactive instruction, practice, simple sentence diagrams, mentor texts, writing application, formative assessments, and biweekly unit tests. Diagnostic assessments help pinpoint remedial CCSS Standards deficits, and students are assigned targeted worksheets, each with a formative assessment, correspond to all test items.

Additionally, Pennington Publishing sells grade-level and remedial grammar, usage, and mechanics literacy centers (stations) and multi-level grades 4−8 interactive grammar, usage, and mechanics notebooks.

Spelling Differentiated Instruction

Differentiated Spelling Instruction

Spelling (L.2)

The Differentiated Spelling Instruction grades 4, 5, 6, 7, and 8 programs offer grade-level spelling instruction built upon the conventional spelling rules and developmental spelling patterns. Each lesson includes a 20-word spelling test and spelling patterns sort (all word provided). After 7 weeks of instruction, students take a summative assessment. The diagnostic spelling assessment includes all previous grade-level spelling patterns, and corresponding worksheets (each with a formative assessment) target each test item.

Reading, Writing, Listening, and Speaking (L.3)

Teaching Grammar through Writing

Writing Openers Language Application

The Writing Application Openers grades 4, 5, 6, 7, and 8 programs provide 56 whole-class, twice-per-week “quick writes,” designed to help students learn, practice, and apply grade-level grammar, usage, mechanics, sentence structure, and sentence variety standards. Teaching Grammar and Mechanics High School includes these openers, as well.

Common Core Vocabulary Toolkits Grades 4-8

Common Core Vocabulary Toolkits

Vocabulary Acquisition and Use (L.4,5,6)

The Common Core Vocabulary Toolkit grades 4, 5, 6, 7, and 8 programs include 56 vocabulary worksheets to help students master each standard: multiple meaning words, Greek and Latin word parts, language resources (dictionary/thesaurus), figures of speech, word relationships, connotations, and academic language words (chosen from the research-based Academic Words List. Each lesson has vocabulary study cards and review games. Biweekly tests require students to define and apply the words in the writing context. Syllable and context clues vocabulary worksheets add depth to these grade-level programs.

BUNDLES

Pennington Publishing offers comprehensive grades 4, 5, 6, 7, and 8 Grammar, Mechanics, Spelling, and Vocabulary BUNDLES to teach each of the Common Core Anchor Standards for Language.

Get the Grade 4 Curriculum Map Anchor Standards for Language FREE Resource:

Get the Grade 5 Curriculum Map Anchor Standards for Language FREE Resource:

Get the Grade 6 Curriculum Map Anchor Standards for Language FREE Resource:

Get the Grade 7 Curriculum Map Anchor Standards for Language FREE Resource:

Get the Grade 8 Curriculum Map Anchor Standards for Language FREE Resource:

Grammar/Mechanics, Literacy Centers, Spelling/Vocabulary, Writing , , , , , , , , , , , , , , , , , , , , , ,