Pennington Publishing Blog

Don’t read this article if you susceptible to thin-skin teacher disease. The typical vocabulary instruction in many classrooms includes passing out a “big words” list of 20 vocabulary terms on Monday and quizzing on this list on Friday. Starting to cringe? And now the buts start to formulate.

But half of those words on my list are from the literature selections this week.

But half of the words on my list are SAT®/ACT/academic language words.

But half of the words on my list are grade-level words that my students should know.

Other buts will focus on the learning process:

But I make them write out each word ten times.

But I make them create flashcards for each word.

But I use a crossword generator and have them do a crossword.

But I use a word jumble generator and have them do a word jumble.

But I have them underline the prefixes and suffixes and circle the roots.

If some of us are truly honest about why we really teach what and how we teach, we might confess, “That’s what and how I learned, and I turned out okay.”

The problem with the typical vocabulary instructional practice described above is not necessarily the selection of the words, themselves, nor the teaching approach. Indeed, the problem is one of effectiveness. According to research, “Rote memorization of words and definitions is the least effective instructional method resulting in little long-term effect (Kameenui, Dixon, Carine 1987).”

Also, the problem of teaching vocabulary as described above is one of efficiency. Let’s do the math.

If students remember all 20 words, each week for the entire school year, they will have mastered 600 words. Now, realistically, if teachers got students to remember half of those words by the end of the year, most would be pleased. That leaves 300 words mastered per school year.

But, the American lexicon is over 800,000 words, and the SAT® word bank is over 30,000 words. Students need to learn 3,000 new words per year just to make one grade level reading progress (Honig 1983). Learning 300 words per year is a very small drop in a very big bucket. So, not only is rote word memorization ineffective, it is also inefficient.

For thick-skinned teachers who have made it to this point in the article, there is hope. Students can master the 3,000 new words (or more) this year that reading experts agree are necessary to achieve one-year-growth in reading levels. How? Through independent reading. 

If students read challenging text (with about 5%) unknown Tier 2 words, 30 minutes per day, four days per week, they will be exposed to 30,000 new words during the school year. Assuming that students will master the meanings of about 10% of those words through context clues, they will meet the 3,000 new words goal. But, we can do better. By teaching students to use context clues more effectively, we can confidently up that level of contextual mastery during independent reading to 15 or 20%.

At this point, some some teachers might be tempted to follow former sixth grade teacher Donalyn Miller’s advice (The Book Whisperer) and allocate that 30 minutes of class time per day (or more) to independent reading. Perhaps vocabulary acquisition really is a natural process that is caught, not taught (Steven Krashen). Rather than teach, teachers should simply facilitate vocabulary acquisition by providing plenty of engaging books in their classrooms and time each day for sustained silent reading and rich literacy discussions.

Not so fast. I would encourage teachers not to give into that temptation. We still need to earn our paychecks. We can use homework for that independent reading time and save valuable class time for instruction. As a former principal of mine once said, “We’re not paying you the big teacher bucks to babysit students while they read.”

But let’s remember that most independent reading consists of Tier 1 words. We do need explicit vocabulary instruction to make a dent in those Tier 2 words which constitute the bulk of our academic language.

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For full-year vocabulary programs which include multiple meaning words (L.4.a.), Greek and Latin morphology with Morphology Walls (L.4.a.), figures of speech (L.5.a.), words with special relationships (L.5.b.), words with connotative meanings (L.5.c.), and academic language words (L.6.0), check out the assessment-based grades 4, 5, 6, 7, and 8 Comprehensive Vocabulary.

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Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing affixes, Greek, Greek and Latin Morphology, Latin, Mark Pennington, morphological awareness, morphology walls, prefixes, roots, structural analysis, Teaching the Language Strand, test preparation, vocabulary, vocabulary instruction, vocabulary lists, vocabulary skills, vocabulary worksheets, word lists

Imagine trying to use the common tools in a toolbox without knowing their respective names or functions. A master carpenter would certainly do a disservice to an apprentice by avoiding such instruction.

“Take out that silver thing; no, not that one… the other one. Figure out on your own how to use it to cut these moldings.” How inefficient. How silly. How dangerous.

True, we could probably design research studies which show no statistically significant differences in terms of the quality of a finished good produced by some trained and untrained apprentices; however, most of us would acknowledge that the process does matter in producing such a good. An ignorant apprentice who uses the wrong tools, takes too much time, or cuts herself yet achieves the same quality of finished moldings is certainly not as preferable as the trained apprentice who uses each tool correctly, works efficiently, and bleeds less. Which one would you hire to do your moldings at your house?

Similarly, we English-language arts teachers need to equip our students with the tools of effective speaking and writing. One important set of tools is the parts of speech. And yes, we need to teach the names and functions of each tool.

Knowing the parts of speech helps students not only “talk the talk,” but also “walk the walk” in terms of coherent and effective speaking and writing. Scaling the language barrier is important for students (and teachers) so that matters of grammar, usage, sentence structure, sentence variety, mood, tone, and emphasis can be discussed intelligently.

“Take a subject case pronoun out of your toolbox to substitute for the repetitive use of that proper noun.” How efficient. How transferable. How effective.

Now, it should go without saying, but an apprentice carpenter would not learn her trade by memorizing the name and function of the tools in isolation. She would also need to put her knowledge into practice under the guidance and modeling of the master carpenter. Yes, there would be mistakes: error analysis is important. However, also seeing things done correctly with guided practice will produce the intended results.

1. A common noun is a person, place, idea, or thing. It is capitalized only at the start of a sentence. It can be a single word, a group of words, or a hyphenated word.

Examples:

The girl was learning to drive

-person (girl)

next to the ocean;

-place (ocean)

It takes self-control

-idea (self-control)

to earn a driver’s license.

-thing (license)

2. A proper noun is the name of a person, place, or thing. It is always capitalized. It may be a single word, a group of words (with or without abbreviations), or a hyphenated word.

Examples:

Josh was honored

-person (Josh)

at U.S. Memorial Auditorium

-place (U.S. Memorial Auditorium)

with the Smith-Lee Award.

-thing (Smith-Lee Award)

3. A pronoun is a word used in place of a noun(s). It can be in the subject case, acting as a “do-er” of the action in the subject case, or acting as a “receiver” of the action in the object case. Pronouns can also serve as singular or plural possessives to show ownership.

Examples:

She walked to town.

-subject case (She)

I gave her a basket.

-object case (her)

It was his wallet.

-possessive (his)

4. An adjective describes a proper noun, a common noun, or a pronoun by describing how many, what kind, or which one.

Examples:

The five teammates

-How Many? (five)

took the tiring trip

-What Kind? (tiring)

to that arena across town.

-Which One? (that)

5. A verb shows a physical or mental action or it describes a state of being.

Examples:

She works long hours,

-physical action (works)

but knows that

-mental action (knows)

there is more to life than work.

-state of being (is)

6. An adverb describes a verb, an adjective, or another adverb by describing how, when, where, or what degree.

Examples:

Trey walked slowly

-How? (slowly)

because he had arrived early

-When? (early)

to the place where

-Where? (where)

he knew very well.

-What Degree? (very well)

7. A preposition is a word that has a relationship with a common noun, a proper noun, or a pronoun. The preposition is always part of a phrase comes and comes before its object. The preposition asks “What?” and the object provides the answer.

Examples:

The politician voted against the law

-(against) what?…the law

through the secret ballot.

-(through) what?…the secret ballot

8. A conjunction joins words, phrases, or clauses together. There are three kinds:

-Coordinating conjunctions connect words, phrases, or clauses used in the same way.

Example:

The student tries, but does not always succeed.

-(but)

-Correlative conjunctions are paired conjunctions that connect words, phrases, or clauses used in the same way.

Example:

Either you must tell the police, or I will.

-(either, or)

-Subordinating conjunctions come at the beginning of adverb clauses. These clauses restrict the meaning of the rest of the sentence.

Example:

Although he is often late, Ryan shows up to work every day.

-(Although)

9. An article determines number or identification of a noun and always precedes a noun. The “a” article signals a singular noun beginning with a consonant. The “an” article signals a plural noun beginning with a vowel.

Examples:

A lion and an elephant are considered the “kings of the jungle.”

-(a, an, the)

10. An interjection is a word or phrase that shows surprise or emotion. It is usually followed by an exclamation point.

Example:

Hey! Stop that.

-(Hey!)

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I’m Mark Pennington, author of the full-year interactive grammar notebooks,  grammar literacy centers, and the traditional grade-level 4, 5, 6, 7, 8 and high school Teaching Grammar and Mechanics programs. Teaching Grammar and Mechanics includes 56 (64 for high school) interactive language conventions lessons,  designed for twice-per-week direct instruction in the grade-level grammar, usage, and mechanics standards. The scripted lessons (perfect for the grammatically-challenged teacher) are formatted for classroom display. Standards review, definitions and examples, practice and error analysis, simple sentence diagrams, mentor texts with writing applications, and formative assessments are woven into every 25-minute lesson. The program also includes the Diagnostic Grammar, Usage, and Mechanics Assessments with corresponding worksheets to help students catch up, while they keep up with grade-level, standards-aligned instruction.

Or why not get 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 mark@penningtonpublishing.com 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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Grammar/Mechanics, Literacy Centers, Study Skills, Writing conventions, grammar, Mark Pennington, mechanics, parts of speech, sentence structure, subjects and predicates, Teaching the Language Strand, writing rules

Many people do not read well because of poor silent reading habits. Correcting these poor reading practices and replacing them with good reading practices will improve both reading speed and reading comprehension. You can become a better reader by practicing these tips.

1. Improve reading posture and attitude. Reading is not a passive activity. Your body position has much to do with your level of engagement with the text. Reading in bed is wonderful for putting you to sleep, but the prone position is not conducive to engaging your mind with a textbook or article. Sit up straight in a straight-backed chair at a desk or table with good lighting and keep your feet flat on the floor. Place two hands on the reading. Not perfectly comfortable? Good! Reading is not supposed to be relaxing; it is supposed to be stimulating. Establish a purpose for your reading, and be realistic and honest with yourself. Not everything should be read with the same reading mindset. Are you reading the article just to tell yourself or others that you did so? Are you reading it to pass a test, to be able to talk at a surface level about the subject, or for in-depth understanding?

2. Improve concentration. First of all, find a quiet room. Anything competing with full concentration reduces reading speed and reading comprehension. Consciously divest yourself from the thousand other things that you need to or would rather be doing. Good reading does not involve multi-tasking. Stop taking mental vacations during your reading. For example, never allow yourself a pause at the end of a page or chapter—read on! Minimize daydreaming by keeping personal connections to the text centered on the content. Cue yourself you quickly return to the text when your mind first begins wandering. Begin with short, uninterrupted reading sessions with 100% concentration and gradually increase the length of your sessions until you can read for, say 30 minutes. Rome wasn’t built in a day and your reading attention span will take time to improve. Take a short, pre-planned break away from your reading area after a reading session. Don’t read something else during your break.

3. Improve reading rhythm. The reading pace should be hurried, but consistent. This does not preclude the need to vary your reading speed, according to the demands of the text, or the need to re-read certain sections. But, do not read in a herky-jerky fashion. Use your dominant hand to pace your reading. Keep three fingers together and pace your reading underneath each line. Move your hand at a consistent, but hurried rate. Intentionally, but only briefly, slow down when reading comprehension decreases. Using the hand prevents re-reading or skipping lines and also improves comprehension. Shortening the stroke of the hand across the page, after practice, will also help expand peripheral vision and improve eye movement.

4. Improve eye movement. Reading research tells us that good readers have fewer eye fixations per line. When the eyes move from fixation to fixation, there is little reading comprehension. So, focus on the center of the page and use your peripheral vision to view words to the left and right when you are reading columnar text, such as newspapers, articles, etc. Focus one-third of the way into the text line, then two-thirds of the way, for book text. Again, you may need to work up to these guidelines by adding on an additional fixation point, until you can read comfortably.

5. Improve interactivity. Good silent reading comprehension is always a two-way conversation between author and reader. The text was written by a person—so personalize your reading by treating the reading as a dialogue. This mental conversation improves concentration and comprehension. Prompt yourself to converse by challenging the author with How? and Why? questions. Ask What Do You Mean? Make predictions as to where the plot (if narrative), or argument (if persuasive), or sequence (if expository) will lead. Make connections to other parts of the text or outside of the text.

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

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Literacy Centers, Reading, Spelling/Vocabulary, Study Skills comprehension, Mark Pennington, Reading, reading comprehension, reading fluency, scanning, silent reading, speed reading, study skills, Teaching Reading Strategies, teaching strategies

You, the teacher, are the best reader in your class. Students need specific models of what it means to understand challenging reading text. Why not share how you read with your students and encourage developing readers to do as you do? You can do so with a comprehension think-aloud.

Teaching students to carry on an internal dialogue with the author and text as they read is vitally important. “Talking with the text” significantly increases reader comprehension and promotes retention, as well. However, this is not a skill acquired by osmosis. It requires effective modeling using the Think-Aloud strategy.

Good readers are adept at practicing many metacognitive strategies. That’s a big word that means “thinking about thinking.” Research shows that 50% of reading comprehension is based on what the reader brings to the text by way of prior knowledge and internal dialogue. Students who practice the self-monitoring strategies modeled by teachers using Think-Alouds have better reading comprehension than those who do not.

Here’s how to set-up an effective Think-Aloud with your students:

1. Select a short reading with a beginning, middle, and an end.

2. Tell students that they are about to enter a strange new world, that is the world of your thoughts as a reader. Tell them that your thoughts will not be the same thoughts as theirs.

3. Tell them that reading is not just pronouncing words; it is making meaning out of what the author has written. Tell them that they can improve their reading comprehension.

4. Begin reading the text for a few lines and then alter your voice (raise the pitch, lower the volume, or use an accent) to model what you are thinking. Stop and explain what the voice altering meant and keep this voice altering consistent throughout the Think-Aloud.

5. Keep your thoughts concise and on the focus of the reading. Don’t ramble on with personal anecdotes. Comment much more on the text than on your personal connection with the text.

6. Don’t over-do the amount of your Think-Aloud thoughts. Once every paragraph or two is about right. Don’t interrupt the flow of the reading and lose sight of the textual meaning.

7. Talk to the text and to the author.

8. Ask students if they think they understood the text better because of your verbalized thoughts than just by passively reading without active thoughts. Their answer will be “Yes,” if you have done an effective Think-Aloud.

9. Have students practice their own Think-Alouds in pairs.

10. Repeat Think-Alouds often with both narrative and expository texts.

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Teaching Reading Strategies

The Science of Reading Intervention Program

Pennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers. The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.

If you only have time for a half-year (or 30 minutes per day) program, the The Science of Reading Intervention Program features the 5 Daily Google Slide Activities, plus the sound boxes and personal word walls for an effective word recognition program.

PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

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Literacy Centers, Reading, Spelling/Vocabulary, Study Skills comprehension strategies, interactive reading, Mark Pennington, reading comprehension, reading strategies, self-questioning, Teaching Reading Strategies

Often, an author intentionally leaves parts of the text unclear. This is done to allow the reader to construct meaning as the reader discovers clues in the plot of a story or in the line of argument in an article or essay. At other times, the author suggests (implies) the meaning without directly stating it. In these cases, the author expects the reader to guess or draw conclusions (infer) the meaning from other textual clues. In poetry, the poet uses poetic devices, such as metaphors, to compare unlike objects and require the reader to make those connections. Some authors use allegories, such as C.S. Lewis in his Chronicles of Narnia series. And of course, the reader’s job is to use inference skills to understand these texts.

Why don’t authors just come out and say what they mean? They have their reasons. A good deal of learning involves the process of how something is learned. When the reader discovers the meaning of the text, the reader understands and appreciates the text and ideas much more than if the meaning is spoon-fed. For example, we all enjoy a good mystery best when the clues of the text interact with our prior knowledge to help us guess “Who done it.” This is the essence of how to inference. Inferencing involves interpreting, making connections, and drawing conclusions.

Although good detective work in searching for textual clues and prior experience  both help readers inference, teachers can also help students become more adept at the process by teaching reading schema. Reading schema involves knowing how a story, essay, poem, or article are structured, the characteristics of each genre, and the writing style and interests of a particular author. For example, knowing that Arthur Conan Doyle likes to use Dr. Watson as Holmes’ foil, knowing that mysteries set up the obvious suspects but use twists and obfuscation to intentionally throw the reader off track, and knowing a bit about British dry wit will help the reader better inference throughout any Sherlock Holmes mystery.

Additionally, having some familiarity with and practice in applying the common categories of thought that authors use to develop their clues can provide an organizational schema to improve inference accuracy and efficiency. Here are ten such common inference categories (with examples) that are frequently used to help readers to inference.

Here are ten inference categories (with examples) that are frequently used to help readers to discover meaning on their own. Re-read the section before and after the unclear section with these categories in mind. Select the category that best fits to help you interpret difficult reading text.

The Top Ten Inference Tips

1. Location: While we roared down the tracks, we could feel the bounce and sway.

What Can Be Inferred? They are riding a train.

2. Agent (Occupation or Hobby): With clippers in one hand and scissors in the other, Chris was ready to begin the task.

What Can Be Inferred? He was giving a haircut.

3. Time: When the porch light burned out, the darkness was total.

What Can Be Inferred? It is late at night.

4. Action: Carol dribbled down the court and then passed the ball to Ann.

What Can Be Inferred? They are playing basketball.

5. Instrument (tool or device): With a steady hand, she put the buzzing device on the tooth.

What Can Be Inferred? The dentist is drilling out a cavity.

6. Cause and Effect: In the morning, we noticed that the trees were uprooted and homes were missing their roof shingles.

What Can Be Inferred? There had been a tornado or hurricane.

7. Object: The broad wings were swept back into a “V” and the two powerful engines roared to life.

What Can Be Inferred? A jet plane is preparing to take off.

8. Groups (kinds or types): The Toyota and Honda were in the garage and the Chevy was out in the front.

What Can Be Inferred? These are all automobiles.

9. Problem-Solution: The side of his face was swollen and his tooth was loose.

What Can Be Inferred? He got hit in the face.

1o. Feeling-Attitude: While I marched past, in the middle school band, my Dad’s eyes were filled with tears.

What Can Be Inferred? The child’s father was proud of his or her involvement in the band.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING RESOURCES:

The SALE Context Clues Vocabulary Strategy includes a lesson and two context clues worksheets to help students apply the strategy. Answers included!

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

Grammar/Mechanics, Literacy Centers, Reading, Spelling/Vocabulary, Study Skills inference, interactive reading, Mark Pennington, reading comprehension, reading strategies, self-questioning, Teaching Reading Strategies

Many of us remember the old stand-by: the SQ3R reading-study method. Designed to improve reading comprehension of textbooks, the SQ3R method did help the reader to read expository text differently than narrative text. However, this method sorely needs an update to connect with recent reading research regarding what techniques best improve comprehension and retention of expository-based textbooks.

Try the PQ RAR reading-study method as you read or teach your next textbook chapter.

P-First of all, preview the reading selection. Try to limit the reading selection to a manageable size. Overly long chapters, say over six pages for elementary students, eight for middle school students, twelve for high school students, and sixteen for college students should be “chunked” into manageable reading sections.

1. Preview the first and last paragraphs of the chapter and the chapter review, if one is provided.

2. Preview all subtitles and any book study helps at the beginning of the chapter.

3. Preview all graphics such as photographs, charts, maps, etc. and their captions.

Q–Secondly, make use of text-based questions to read textbooks effectively.  Good questions produce good answers and significantly increase expository comprehension. Determining questions before reading provides a purpose for reading, that is-to find the answers as you read.

1. Develop questions from the subtitles and write these down on binder paper or on your computer, skipping lines between each question. Try “What,” “How,” and “Why” question-starters. Avoid the “Who” and “When” questions, as these tend to focus attention on the minor details of expository text.

2. Write down any chapter review questions not covered by your subtitle questions, skipping lines between each question.

R–Read the chapter and “talk to the text” by taking notes in the textbook margins. Use yellow stickies and paste them in the textbook margins, if you can’t write in the textbook. Write down comments, questions, predictions, and connections to other parts of the reading and your own life experiences. List examples, key details, and important terms with their definitions. Internal monitoring of the author’s train of thought and the connection to your own knowledge and experience increases comprehension as you read textbooks.FREE DOWNLOAD 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:

A–Answer both the subtitle questions and the book questions as you read. Write down your answers underneath your questions. Don’t be concerned if the textbook did not answer some of your reader-generated questions.

R–Review the questions and answers within the next 24 hours to minimize the effects of the “forgetting cycle.” Generate possible test questions and develop memory tricks for key concepts and details.

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills how to read textbooks, interactive reading, Mark Pennington, reading comprehension, reading strategies, self-questioning, SQ3R, study skills, Teaching Reading Strategies, text structure

The old “Alphabet Song” has proved to be a remarkable tool to assist learning the pronunciation and sequence of the English alphabet. The melody, written by Wolfgang Amadeus Mozart, has certainly stood the test of time. As the classic introduction to phonemic awareness, most beginning readers usually “catch on” to the concept that distinct sounds correspond to graphic representations known as letters. However, a small percentage of children does not grasp this relationship and so the children develop a shaky foundation for the alphabetic system. This poor foundation of “shaky sand” frequently washes away when the teacher attaches sounds to these alphabetic symbols.

Additionally, the alphabetic system can present problems for many English language-learners. Many of these students may have been very good readers in their primary languages. However, their written language may not have been based on the alphabetic system. For example, the Chinese connect vocabulary to symbols in a logographic system of writing, while Ethiopians use symbols for syllables. Thus, the alphabetic code may be quite different from the way some of your students began reading and writing.

With the following instructional adjustments, those who have never fully understood and those who have never learned the sound-letter connection will grasp this concept. First, do teach the “Alphabet Song.” The memorable connection between the visual letter representations and the letter names is enhanced with the melody.

One fault of the traditional “Alphabet Song” has been the common practice of slurring together the letter sounds in legato style. Because mastery of distinct letter names and letter sequence are the instructional goals, make sure to enunciate each letter and provide space between each letter as you lead the singing or rapping. Additionally, reading specialists recommend avoiding the “l-m-n-o-p” slurring syndrome by reassigning some of the letters to different parts of the melody. To demonstrate, the “Twinkle Twinkle, Little Star” song, which uses the same Mozart melody, has also been revised alongside the “New Alphabet Song.” Two video versions are provided: one for younger and another for older students.

Younger children will want to sing along with the video, but older students will be resistant. Encourage both ages of learners to say (chant) the letters if they won’t sing.

The New Alphabet Song

Twinkle twinkle, little star,

a b c d e f g

How I wonder what you are.

h i j k l m n

Up above

o p q

Earth so high,

r s t

shining bright

u v w

in the sky.

x y z

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The New Alphabet Song Videos

Pre-K through Grade 3

Grade 4 through Adult

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

Get the Alphabet Assessment, Matrix, Activity, and Game Cards FREE Resource:

Literacy Centers, Reading, Spelling/Vocabulary alphabet, alphabet song, letters, lmnop, Mark Pennington, new alphabet song, phonemic awareness, phonological awareness, response to intervention alphabet song, sound-spellings, Teaching Reading Strategies

Skimming is a speed reading strategy used as either a pre-reading technique to familiarize yourself with expository reading text before you read in depth or as an end in itself to quickly comprehend the essentials of a reading passage.

As a pre-reading technique, skimming helps to connect the text with any prior knowledge of the reader. Skimming also helps the reader to access the story schema so as to provide a referential context for the reading. In other words, skimming helps the reader to learn in advance what the gist of the reading passage is, while reminding the reader of any background information and knowledge of how the writing is organized that will assist the reader in understanding the text. Used as a pre-reading technique, skimming helps prepare the reader for scanning (reading at 50% comprehension) or further in-depth reading.

As an end in itself, skimming is a very practical and useful skill. As a speed reading technique, it saves time and allows the reader to get the flavor of a reading passage without all of the details. Skimming also permits broader reading, if time is a factor. For example, a reader can certainly skim many articles in the daily newspaper in the time that it might take to fully read a few. Many books can be skimmed for enjoyment or information now and then read later at a more leisurely rate.

To skim, readers should first search for the expository text clues and signposts for key ideas of the reading passage. Textbooks usually provide important study helps that can build comprehension. The unit and chapter titles give information as to the overall focus of the reading passage. Many times, key chapter ideas are listed in bulleted form or as key questions. In social studies texts, timelines are often helpful.

Next, read the first paragraph of the text. The first paragraph  frequently provide an introduction of the chapter main ideas.

Then, read the subtitles and bold print of key terms throughout the reading selection. These act as newspaper headlines to tell the “Who,” “What,” “Where,” “When,” and “Why” of the reading. Graphics, such as pictures, photographs, charts and drawings are particularly important to examine. Indeed, “a picture can be worth a thousand words.”

Finally, read the concluding paragraph(s) or summary. This paragraph(s) will emphasize the key concepts.

Use these expository text clues or signposts for effective skimming. This speed reading technique is well worth practicing to perfection.

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The Science of Reading Intervention Program

The Science of Reading Intervention Program: Word Recognition includes explicit, scripted instruction and practice with the 5 Daily Google Slide Activities every reading intervention student needs: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spellings (including handwriting) 4. Heart Words Practice 5. Sam and Friends Phonics Books (decodables). Plus, digital and printable sound wall cards and speech articulation songs. Print versions are available for all activities. First Half of the Year Program (55 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Language Comprehension resources are designed for students who have completed the word recognition program or have demonstrated basic mastery of the alphabetic code and can read with some degree of fluency. The program features the 5 Weekly Language Comprehension Activities: 1. Background Knowledge Mentor Texts 2. Academic Language, Greek and Latin Morphology, Figures of Speech, Connotations, Multiple Meaning Words 3. Syntax in Reading 4. Reading Comprehension Strategies 5. Literacy Knowledge (Narrative and Expository). Second Half of the Year Program (30 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program: Assessment-based Instruction provides diagnostically-based “second chance” instructional resources. The program includes 13 comprehensive assessments and matching instructional resources to fill in the yet-to-be-mastered gaps in phonemic awareness, alphabetic awareness, phonics, fluency (with YouTube modeled readings), Heart Words and Phonics Games, spelling patterns, grammar, usage, and mechanics, syllabication and morphology, executive function shills. Second Half of the Year Program (25 minutes-per-day, 18 weeks)

The Science of Reading Intervention Program BUNDLE  includes all 3 program components for the comprehensive, state-of-the-art (and science) grades 4-adult full-year program. Scripted, easy-to-teach, no prep, no need for time-consuming (albeit valuable) LETRS training or O-G certification… Learn as you teach and get results NOW for your students. Print to speech with plenty of speech to print instructional components.

SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

 

 

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

Literacy Centers, Reading, Spelling/Vocabulary, Study Skills dyslexia, interactive reading, main idea, Mark Pennington, reading comprehension, reading eye movement, reading fluency, reading strategies, scanning, speed reading, Teaching Reading Strategies, tracking reading, visual therapy