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Reading and Spelling Assessments

FREE Reading and Spelling Assessments

Following are accurate and teachable diagnostic phonemic awareness, reading, and spelling assessments with audio files, Google forms, Google sheets, and corresponding recording matrices to help teachers determine what students know and what they do not know. All but one assessment (fluency) are whole class assessments. Each assessment is comprehensive, not a random sample, to enable teachers to teach to the results of each test item. The author’s ELA/reading programs provide the resources for assessment-based whole class and individualized instruction. Click on the blue links for the assessment resources and check out the author’s programs, which provide the instructional resources to teach to each assessment.

PHONEMIC AWARENESS ASSESSMENTS

Phonemic Awareness Assessments (Printable Copies) 

Use these five phonemic awareness (syllable awareness, syllable rhyming, phonemic isolation, phonemic blending, phonemic segmenting) to determine reading readiness. Each of the five assessments is administered whole class. The author’s half-year or 30 minutes per day Science of Reading Intervention Program (word recognition) and full-year Teaching Reading Strategies (word recognition and language comprehension) reading intervention programs include corresponding phonemic awareness and alphabetic awareness activities to remediate all deficits indicated by the assessments.

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DIAGNOSTIC READING ASSESSMENTS

These comprehensive reading assessments are administered whole class (except for the reading fluency) and are teachable. Corresponding lessons, activities, and worksheets with formative assessments are featured in the author’s half-year or 30 minutes per day Science of Reading Intervention Program (word recognition) and full-year Teaching Reading Strategies (word recognition and language comprehension) reading intervention programs

Vowel Sounds Phonics Assessment

(Printable Copy with Links to 10:42 Audio File, Google Forms, and Google Sheets)*

Printable and digital testing options: Use this comprehensive 52 item whole class assessment to determine your students’ mastery of short vowels, long vowels, silent final e, vowel digraphs, vowel diphthongs, and r-controlled vowels. The assessment uses nonsense words to test students’ knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Vowel Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any vowel sound phonics deficits. The author’s Teaching Reading Strategies reading intervention program includes corresponding worksheets and small group activities to remediate all deficits indicated by this assessment.

Consonant Sounds Phonics Assessment

(Printable Copy with Links to 12:07 Audio File, Google Forms, and Google Sheets)*

Printable and digital testing options: Use this comprehensive 50 item whole class assessment to determine your students’ mastery of consonant digraphs, beginning consonant blends, and ending consonant blends. The assessment uses nonsense words to test students’ knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Consonant Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any consonant sound phonics deficits. The author’s Teaching Reading Strategies reading intervention program includes corresponding worksheets and small group activities to remediate all deficits indicated by this assessment.

Heart Words Assessment (Printable Copy)

Use this 108 item whole class assessment to determine your students’ mastery of the most common English words with one or more “parts to learn by heart.” The author’s Teaching Reading Strategies structured literacy intervention program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program includes 3,000+ Google slides with two Heart Words in each of the 54 lessons, plus special interactive practice with these tricky words. The program also provides heart Words game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.

Rimes Assessment (Printable Copy) 

Use this comprehensive 79 item whole class assessment to determine your students’ mastery of the most common English rimes. Memorization and practice of these word families such as ack, eck, ick, ock, and uck can supplement an explicit and systematic phonics program, such as found in the author’s Teaching Reading Strategies structured literacy intervention program to help students orthographically map these key word parts. Experienced reading teachers know that different students respond differently to reading instruction and some remedial students especially benefit from learning onsets (such as consonant blends) and rimes. The program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program also provides rimes game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.

The Pets Fluency Assessment (Printable Copy) *

The “Pets” expository fluency passage is leveled in a unique pyramid design: the first paragraph is at the first grade (Fleish-Kincaid) reading level; the second paragraph is at the second grade level; the third paragraph is at the third grade level; the fourth paragraph is at the fourth grade level; the fifth paragraph is at the fifth grade level; the sixth paragraph is at the sixth grade level; and the seventh paragraph is at the seventh grade level. Thus, the reader begins practice at an easier level to build confidence and then moves to more difficult academic language. As the student reads the fluency passage, the teacher will be able to note the reading levels at which the student has a high degree of accuracy and automaticity. Automaticity refers to the ability of the reader to read effortlessly without stumbling or sounding-out words. The 383 word passage permits the teacher to assess two-minute reading fluencies (a much better measurement than a one-minute timing).

* Placement Assessments

DIAGNOSTIC SPELLING ASSESSMENT

The 102 item assessment includes the most common previous grade-level spelling patterns.

  • Grade 4: K-3 spelling patterns (#s 1-64)
  • Grade 5: K-4 spelling patterns (#s 1-79)
  • Grade 6: K-5 spelling patterns (#s 1-89)
  • Grade 7: K-6 spelling patterns(#s 1-98)
  • Grade 8: K-7 spelling patterns (#s 1-102)

The test items are grouped by spelling patterns e.g., the four long /i/ spellings, to make posttest analysis simple. All spelling words are multi-syllabic to prevent students from identifying the words by “sight spellings” and to require recognition of the sound-spelling patterns within the context of syllables.

Assessment Formats

Choose the Diagnostic Spelling Assessment format which best suits your needs:

1. Printable Only: Teacher dictates the number of test items assigned to the grade levels, following the written administrative protocol. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.

2. Audio and Printable: Teacher plays the 22:32 “slow speed” Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the 17:26 “fast speed” Diagnostic Spelling Assessment audio file for grades 7 and 8 students. The audio file includes all administrative directions. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.

Resources: Diagnostic Spelling Assessment 22:38 audio file; Diagnostic Spelling Assessment 17:26 audio file; Spelling Patterns Assessment Matrix.

3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the 22:32 “slow speed” for grades 4, 5, and 6 students or the form with the “fast speed” for grades 7 and 8 students. Note that incorrect spellings with be accompanied by the Google red squiggly line indicating a spelling error. Students may be tempted to right click the word and select the correct spelling; however, if the teacher tells the students the purpose of the test and directs them not to self-correct, students will generally follow instructions. Telling students that they will receive the same amount of credit whether the spelling is accurate or not, and using the “fast speed” audio also helps students avoid the temptation of cheating. Teacher uploads the students’ Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.

Resources: Resources: Diagnostic Spelling Assessment Google Forms with the 22:32 “slow speed” audio file for grades 4, 5, and 6 students or the the 17:26 “fast speed” audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

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RECOMMENDED SPELLING PROGRAMS APPLYING ASSESSMENT-BASED INSTRUCTION

Differentiated Spelling Instruction Grades 4, 5, 6, 7, and 8 Programs

Canadian Versions

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Intervention Program Science of Reading

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.

Get the SCRIP Comprehension Strategies FREE Resource:

Grammar/Mechanics , , , , , ,

Phonemic Awareness for Older Kids

Having recently reviewed Literary Resources LLC Bridge the Gap (Heggerty), I wanted to share my own approach to teaching phonemic awareness to older kids. My reading interventions provide a 5 minute daily phonemic awareness activity, designed for students ages 8-adult in reading intervention. Given that phonemic awareness is essential to decoding and that older students who struggle with reading generally lack this ability to hear and manipulate discrete speech sounds.

“There is no age where a student is ‘too old’ for phonemic awareness training‒if the skills have not been mastered, the student should get training” (Kilpatrick, David A., 2016, Equipped for Reading Success).

By providing an instructional alternative to the Heggerty program, I want to assure you that nothing is wrong with the Bridge the Gap program; however, it is an add-on instructional component. In contrast, the 5 minute phonemic awareness instruction is the first of 5 Daily Google Slide Activities in my two reading intervention programs and seamlessly integrates the focus phonemes into the second activity i.e., Blending, Segmenting, and Spelling. For example, if introducing the long /e/ sound-spellings in the second activity, the example words used, say in phoneme isolation, will include those long /e/ sounds. For my money, the more connected the program components, the better students master the instructional objectives. My integrated phonemic activities seem to apply the following recommendations to the letter:

According to Louisa Moats and Carol Tolman, “Instruction that enhances awareness of speech sounds is relevant for older students who are inattentive to the internal details of spoken words. These students may show all the symptoms listed for younger students, including poor spelling, inaccurate decoding of new words, mispronunciation of words, and difficulty remembering or recalling new words. Direct teaching with a vowel chart and a consonant chart is quite possible with students at fourth grade and up, and many can improve substantially in PA with structured practice” (Reading Rockets).

I provide two evidence-based reading intervention programs for older students: 1. Teaching Reading Strategies (Intervention Program) 2. The Science of Reading Intervention Program. The first is a comprehensive, full-year word recognition and language comprehension program (55 minutes per day). The second is the word recognition component of the first and can be implemented as a semester class (55 minutes) or a pull-out or early-late option for the whole year (30 minutes per day).

Both programs include the interactive 5 Daily Google Slide Activities (print copies also work just fine). Each of the 54 Google slide activities include practice Phonemic Awareness with phoneme isolation, addition, deletions, substitution, manipulation, segmentation, and reversals. The teacher completes 3 of these lessons per week (typically Monday, Tuesday, and Wednesday). The teacher displays the slide for in-class instruction or shares the screen for ZOOM instruction, reads the slide information, and provides cues for unison responses. No prep required. Only teacher slides are provided for this activity. If you would like to preview the 5 Daily Google Slide Activities, including the phonemic awareness drills, check out this video.

Phonemic Awareness Activities

The Science of Reading Program Phonemic Awareness Activities

The first 6 lessons focus on phonological awareness, the alphabetic code, and the history of the English language. These lessons also include links to the Animal Chants YouTube videos. The Vowel Valley Animal Chant and the Consonant Sounds Animal Chant introduce students to the proper mouth positions and sound articulations for each of the English phonemes with catchy songs and rhymes. The rest of the lessons focus on the previous day’s sound-spellings, and so provide excellent review and practice with these phonemes.

These daily lessons are profitable for all ages 8-adult struggling readers. However, some of your students will require additional concentrated phonemic awareness instruction. Plus, if teaching a full-year reading intervention program, some of your students will have been assigned to your care later in the year and will not have had the benefit of the daily lessons. For these students, the diagnostic Phonemic Awareness Assessments (see below to receive a free download right in your mailbox) will produce the relevant data to determine what needs to be taught to whom, and just as importantly, what does not need to be taught to whom. The comprehensive Teaching Reading Strategies (Intervention Program) provides the individualized or small group instructional activities students need to master phonemic awareness.

Intervention Program Science of Reading

The Teaching Reading Strategies (Intervention Program) is designed for non-readers or below grade level readers ages eight–adult. This full-year, 55 minutes per day program provides both word recognition and language comprehension instructional resources (Google slides and print). Affordable, easy-to- teach, and science of reading-based, featuring the Sam and Friends Phonics Books–decodables designed for older students. The word recognition activities and decodables are also available as a half-year option in The Science of Reading Intervention Program.

PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE

Get the Phonemic Awareness Assessments FREE Resource:

Reading, Spelling/Vocabulary , , , , , , ,

Re-teach the Standards

Re-teach the Standards

Finish Strong!

After Spring Break both students and teachers are like stable horses. Let me explain. Growing up near the equestrian center adjacent to Griffith Park in Los Angeles, my cousin and I would rent our favorite horses, Cupid and Angel, for a one-hour ride. For the first 45 minutes, our well-trained mounts would obey our every request including riding down into the concrete L.A. river. However, like-clockwork, during the last 15 minutes of our ride these stable horse pointed their noses back to the stable and no amount of cajoling would turn them away from their mutual goal.

In traditional calendar schools across the U.S. and Canada, spring-itis is now setting in. The weather is changing. The clock has sprung forward. The standardized tests are over. Only Open House remains and the summer countdown begins.

I have a cure for stable horses and spring-itis: re-teach the Standards.

Not a repetitive re-hash of what has already been mastered, but an assessment-based, targeted triage of what was taught, not not caught.

Good teachers are all about what has been learned, not about what has been taught. It’s all about what kids have mastered, not about what their teacher has covered.

Teacher Unknown

Here’s your motivation to finish strong. Here’s your opportunity to demonstrate your professionalism to your students, parents, administrators, colleagues, and most importantly… yourself.

As an aside, I love having my eighth-grade ELA colleagues tell their students, “I know you learned this last year, because you had Mr. Pennington last year in seventh-grade.” Not that I’m a great teacher, but my colleagues have my year-end ELA and recording matrices which document exactly what students have mastered on these comprehensive assessments.

Check out the following FREE Common Core-aligned diagnostic ELA and reading assessments. Don’t use them as summative assessments; give them now to gap-fill the Standards that your students have not-yet-mastered and in the fall to differentiate/individualize and plan your year-long instruction. Select the assessments that fit your grade level. Of course, Pennington Publishing provides all of the corresponding worksheets and activities to specifically remediate each and every Standard and skill measured by these assessments.

Get the Diagnostic ELA and Reading Assessments FREE Resource:

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How to Teach the Voiced and Unvoiced “th”

Turning On and Off the /th?

Voiced and Unvoiced /th/

Teaching the voiced and unvoiced consonant digraphs in the context of beginning and remedial reading instruction can be tricky, especially the Voiced and Unvoiced “th.” Speech therapists and EL teachers insist that the differences are critically important; reading specialists and special education teachers tend to ignore these as “distinctions without differences.”

As a reading specialist, I usually stay on the practical “whatever works” side of the ledger. However, with respect to this one issue, I think my speech therapist and ESL friends have won me over. In fact, in my new reading intervention programs I’ve included digital sound walls to demonstrate proper mouth position and speech articulation. If you are unfamiliar with what a sound wall looks like, the Louisiana Department of Education has produced a wonderful “how-to set up a sound wall” resource.

My programs focus on older students ages 8–adult, who struggle with reading, many have problems making the phoneme (speech sound) to grapheme (print) connection. What’s preventing these students from making this connection? Almost always, it’s inaccurate or inconsistent recognition and production of the speech sounds. If you can’t say ’em, you can’t read ’em and you certainly can’t spell ’em.

I’ve spent countless training sessions trying to hear and feel the differences in the “th” sounds in beginning, medial, and end positions. I’m not the only one who has problems hearing these sound distinctions, but most of us can hear when a student mispronounces one of them. Here’s the best help I’ve found yet regarding how to differentiate the sounds:

To know if your voice is turned on, try this simple test. Put your hand gently over the front of your throat and breathe. Do you feel anything? No, you shouldn’t. Now, put your hand on your throat and say “ah”. Feel the vibration? That’s because your voice is turned on.

Now, let’s try it with one pair of sounds: S and Z

Put your hand on your throat and say s-s-s-s-s. You shouldn’t feel anything.

Now, put your hand on your throat and say z-z-z-z-z. You should feel the vibration because your voice has to be turned on to make the Z sound.

Your mouth, teeth, and tongue should be in exactly the same position for saying S and Z; you just need to turn your voice off for the S and on for the Z.

Lisa Scott
Article Source: http://EzineArticles.com/4426340

The exercise works better than the other methods I’ve tried and I love the terminology “your voice has to be turned on.” So much better than “voiced-unvoiced” or “voiced-voiceless” for students (and reading specialists). Now, of course Lisa (and others) has picked the easiest pairing of sounds (/s/ and /z/) to demonstrate and the single consonants seem easier than the consonant digraphs, but starting with what is most clear usually does makes sense.

Now that we understand the difference between sounds with the voice turned on and off, we need to know how to teach them. I’ll provide a few pointers in the context of beginning reading instruction and then follow up with a recommendation for remedial readers and ESL students.

Decoding

Of course, we introduce the voiced and unvoiced consonant digraphs separately. We provide example words and help students blend and segment the sounds. However, we do have a problem. In most phonics (sound-spellings) instructional sequences, we first teach short vowels and single consonants and then turn our attention to the consonant digraphs. And we stick with single syllable words. This certainly has proven the right instructional order over time, but it does limit our example words significantly and, thus, our practice of such in decodable text. Notice, we even have to dip into the King James English to broaden our lists.

Voiced Decodable “th_” Single Syllable Words with Short Vowels and Single Consonants

this                  that                  them                then                 thus                 than

Voiced Decodable “th_” and Single Syllable Words with Long Vowels and Silent Final e

their (long a “ei” spelling)       though (long o “_ough” spelling)

thou                 thee                 thy                   these                those                thine

Voiced Decodable “th_” and “_the” Single Syllable Words with Long Vowels, Silent Final e, and Consonant Blends

clothe              breathe            bathe               teethe

Voiced Non-Decodable Single Syllable “th_” Words

the                   they                 there

Unvoiced Decodable Single Syllable “th” Words with Short Vowels and Single Consonants

thin                  thud                 path                 with

Unvoiced Decodable Single Syllable “th_” and Words with Long Vowels and Silent Final e

thief                 thigh                thieves            theme

Unvoiced Decodable Single Syllable “th” Words with Long Vowels, Silent Final e, and Consonant Blends

thank               thing                think                growth

Strategic Word Analysis

  • Guess the voiceless “th” in meaning-based words, such as theme, thaw, and both.
  • Guess the voiced “th” in grammatical words, such as that, they, or then.
  • When in doubt, guess and use the unvoiced pronunciation. Other than the list above, most all “th” words are “sound off” pronunciations.
  • Other than the low utility long vowel, silent e decodable words listed above, guess an unvoiced “_th” at the end of a syllable. Teach students “If a syllable ends in ‘th,’ turn your voice off.” Examples: path, both, with, moth
  • Teach students to guess a voiced “th_” at the start of syllable when it is followed by a short vowel sound. Only a few words, such as thin, thick, and thought are exceptions.
  • Teach students to guess an unvoiced “th_” at the start of syllable when it is followed by a long vowel sound. Only a few long vowel words, such as the, these, those, their, and though are decodable exceptions. Add on the sight word there and the King James thou, thee, thy, and thine (if you must) and this is a good generalization.

Remedial Readers, EL, and ELD Students

For remedial readers and English language-learners, the ESL Gold Site does a wonderful job teaching the voiced “th” and the unvoice “th” with the following instructional sequence: 1. pronunciation 2. minimal pairs 3. challenging words 4. phrases 5. dialogue 6. oral reading. Adding a blending step to this sequence and, perhaps a timed word fluency exercise, would be especially helpful.

Check out the quality resources at Pennington Publishing. For speech and language therapists, SPED teachers, and reading intervention teachers, you’ll love this FREE download. Use these five phonemic awareness (syllable awareness, syllable rhyming, phonemic isolation, phonemic blending, phonemic segmenting) and two awareness assessments (upper and lower case identification and application) to determine reading readiness. Each of the seven assessments is administered whole class. The author’s Teaching Reading Strategies reading intervention program includes corresponding phonemic awareness and alphabetic awareness activities to remediate all deficits indicated by the assessments.

Get the Phonemic Awareness Assessments FREE Resource:

Intervention Program Science of Reading

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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Phonemic Awareness Activities

Response to Intervention

Reading Intervention

Get ready for some terrific phonemic awareness activities… But first, let’s get clear on just what phonemic awareness is all about, why it is important, and how it relates to reading. Phonemic awareness is the basic understanding that spoken words are made up of individual speech sounds. We call these speech sounds phonemes. There are about 43 common phonemes in English. See my attached list, Phonemes, which includes adjustments for the Spanish phonemes in footnotes.

Why is phonemic awareness essential?Phonemic Awareness

Between 20 and 40% of the population does not naturally develop phonemic awareness. Research indicates that there may be both medical and genetic factors that contribute to this deficiency (Grossen, 1997).

When children cannot hear and manipulate the sounds (phonemes) in spoken words, they struggle learning how to attach these sounds to letters and letter combinations. Lack of phonemic awareness is the chief causal factor of reading disabilities (Adams, 1990). In fact, phonemic awareness is the best predictor of reading success (Goldstein, 1976; Zifcak, 1977; Stanovich, 1986, 1994).

Phonemic awareness relates to reading in two ways: (1) phonemic awareness is a prerequisite of learning to read (Juel, Griffith, & Gough, 1986; Yopp, 1985), and (2) phonemic awareness is a consequence of learning to read (Ehri, 1979; Read, Yun-Fei, Hong-Yin, & Bao-Qing, 1986).

Can phonemic awareness be remediated?

Yes, but the older the child, the more challenging it is to learn phonemic awareness. See my article titled Should We Teach Phonemic Awareness to Remedial Readers? on remediating phonemic awareness to check out the reading research and instructional solutions.

What about English-language Learners?

It’s true that specific speech sounds differ among languages, and this makes phonemic awareness and phonics acquisition more challenging for English-language Learners (ELs). However, EL students and English-language Development (ELD) students are certainly able to transfer their phonological awareness skills from their primary language to English, and research indicates the positive benefits of phonemic awareness training (Abbot, Quiroga, Lernos-Britton, Mostafapour, and Berninger, 2002). Indeed, some primary languages, such as Spanish, share more phonemes with English than not.

Phonemic Awareness Assessments

Not all students will have mastered the same components of phonemic awareness. Thus, diagnostic assessments are a must to efficiently teach these unmastered components. After completing phonemic awareness assessments, grade and record any unmastered phonemic awareness components for each student on a progress monitoring matrix. An excellent set of six whole-class phonemic awareness assessments with recording matrix is provided free for classroom use at www.penningtonpublishing.com

Phonemic Awareness Instructional Sequence and Workshop Activities

Differentiate instruction, according to the diagnostic data in small group reading workshops. There is an instructional order that makes sense. I suggest that you teach your phonemic awareness workshops in this order:

  1. Rhyming Awareness
  2. Alphabetic Awareness (Make sure to check out the Mp3 “New Alphabet Song” for both beginning and struggling readers found in the phonemic awareness activities packet.)
  3. Syllable Awareness and Syllable Manipulation
  4. Phonemic Isolation
  5. Phonemic Blending
  6. Phonemic Segmentation

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Intervention Program Science of Reading

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.

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.

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:

Get the Phonemic Awareness Activities FREE Resource:

You may also want to check out the phonics materials and activities found in these articles: Phonics Games and in How to Teach Phonics.

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