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Reading Intervention Programs

When teachers and administrators are looking for a reading intervention program, they will find no shortage of expensive, “research-based,” high tech options. Countless districts and school sites have invested huge slices of their annual general funds to purchase big publisher programs that have produced minimal gains in reading achievement. Perhaps the “You get what you pay for” truism doesn’t always deliver with regards to effective reading intervention programs.

The Teaching Reading Strategies reading intervention program includes comparable or superior resources to reading intervention programs costing thousands per student per year. What’s the difference, other than price?

  • Less computer-based instruction and fewer bells and whistles, but more teacher-student interactive instruction and learning. The Teaching Reading Strategies program uses pencil and paper diagnostic and formative assessments, rather than computer adaptive assessments, to guide instruction and monitor progress. The teacher makes the instructional decisions, not the software.
  • Other than the YouTube modeled reading fluency passages, the digital display Sam and Friends Guided Reading Phonics Books, and the digital display game cards, the instructional resources are designed for classroom display or print. Not every teacher has a PC, tablet, or Chromebook for each student. Plus, not every teacher wants the computer to be the primary teacher of reading to their students.
  • No huge teacher edition to have to reference constantly to plan lessons.
  • No need for multiple training days with publisher sales reps/trainers to learn the program.
  • Finally, this 1283 page program has been written by and field tested by a teacher just like you, Mark Pennington MA reading specialist.

The Teaching Reading Strategies (Reading Intervention Program) featuring the Sam and Friends Guided Reading Phonics Books 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, vocabulary 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 books 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.

Detailed Teaching Reading Strategies Product Description

Simple Program Placement

The Teaching Reading Strategies program includes four assessments to help teachers properly place students in the program: the *Vowel Sounds Phonics Assessment, the *Consonant Sounds Phonics Assessments, the *Diagnostic Spelling Assessment, and the Individual Fluency Assessment.

*Audio Files

Sound-by-Sound Spelling Blending

he scripted sound-spelling blending instructional sequence will help students learn to read all of the common sound-spellings in just 18 weeks of synthetic phonics instruction.

Syllable Transformers and Syllabication

Students practice sound-spelling syllable transformations and syllable patterns with whole class interactive practice and syllable worksheets.

Reading Fluency Practice 

Students practice reading fluency (modeled readings, repeated practice, cold and hot timings recorded on timing charts) with 43 expository articles, each written about a common or uncommon animal.

Each of the engaging articles is composed in a leveled format—the first two paragraphs are at third grade reading level, the next two are at the fifth grade reading level, and the last two are at the seventh grade reading level. Slower readers get practice on controlled vocabulary and are pushed to read at the higher reading levels, once the contextual content has been established. Faster readers are challenged by the increasingly difficult multi-syllabic vocabulary.

The Teaching Reading Strategies program provides two options for fluency practice: 1. Small group choral readings (no technology required) and 2. YouTube videos with modeled readings at three different speeds for each of the 43 articles.

Comprehension Worksheets

The SCRIP Comprehension Worksheets help students learn and practice comprehension cues (summarize, connect, re-think, interpret, and predict) to independently access the meaning of texts. The 43 expository articles are the same as those used in the reading fluency practice. Each worksheet includes five text-dependent comprehension questions and three context clues vocabulary words.

Reading, Spelling, and Vocabulary Game Cards

The 644 Reading, Spelling, and Vocabulary Game Cards are used in instructional activities and games. Three formats are provided: 1. Print and Cut 2. Phone Display 3. Tablet and Chromebook Display. You and your students will love the card games. Who says we can’t learn and have fun at the same time?

Reading Comprehension Strategies

Teacher lessons, guided reading practice, and Reading Strategy Worksheets will help your students learn to self-monitor their reading and improve comprehension. Examples: How to Identify Main Idea and Determine Importance, How to Identify Fact and Opinion, Read-Study Method, How to Summarize, Authors and Readers’ Purpose, Close Reading, How to Infer, How to Visualize Text, Cause and Effect, and more.

Diagnostic Assessments

With canned reading intervention programs, teachers wind up spending too much time teaching what many of their remedial readers already know and too little time helping students practice what they do not know.

The 13 whole-class diagnostic reading assessments pinpoint the specific reading deficits for each of your students. Everything you need to teach (or not teach) is assessed and instructional resources match every assessment item.

The 13 program assessments include…

Syllable Awareness, Syllable Rhyming, Phonemic Isolation, Phonemic Blending, Phonemic Segmenting, Alphabetic Upper and Lower Case Letter Match and Alphabetic Sequencing, Vowel Sounds Phonics Assessment, Consonant Sounds Phonics Assessment, Outlaw Words Assessment, Rimes Assessment, Sight Syllables Assessment, Diagnostic Spelling Assessment, and an Individual Fluency Assessment

All assessment data is recorded on two comprehensive reading recording matrices for simple progress monitoring and placement in flexible small group workshops. Each workshop activity has a brief formative assessment to determine whether students have mastered the skill or need more practice.

Phonemic Awareness Workshops 

The Teaching Reading Strategies program includes extensive phonemic awareness activities which perfectly correspond with the phonemic awareness assessments. Students fill in the gaps to ensure a solid foundation for learning the phonetic code by learning to hear, identify, and manipulate the phonemes.

Workshops include alphabetic awareness, rhyming, syllable awareness and manipulation, phonemic isolation, blending, and segmentation.

Phonics Workshops 

Teaching Reading Strategies provides 35 phonics workshops, targeted to the vowel and consonant sounds phonics assessments.

Spelling Pattern Workshops

The 102 Spelling Pattern Worksheets correspond to each test item on the Diagnostic Spelling Assessment. Students complete spelling sorts, rhymes, word jumbles, and brief book searches.

Guided Reading: The Sam and Friends Guided Reading Phonics Books

Sam and Friends Phonics Books Hi-Lo Readers

Sam and Friends Phonics Books

The Sam and Friends Guided Reading Phonics Books features 54 eight-page decodable stories with teenage characters, high-interest plots, and non-juvenile cartoons. Each book has embedded reading comprehension questions, word fluency timings, and accompanying running records. The books are formatted as booklets for printing and digital display on phones, tablets, and Chromebooks.

Each book has focus sound-spellings (the same ones as in the Sound-Spelling Blending activity) and sight words. Students learn the blends and practice them in the decodable Sam and Friends books. The 5 comprehension questions per story are ideal for guided reading instruction and parent-supervised homework.

Additionally, all 54 books provide a 30-second word fluency practice on the focus sound-spellings and sight words with a systematic review of previously introduced sound-spellings and sight words. Your students will improve reading fluency as they develop automaticity with the common sound-spellings and high utility sight words.

Each story has a custom-designed running record assessment with 200 words. Teachers may choose to complete running records on unpracticed or practiced books and may decide to assess with every book, once a week, or at the end of the phonics collection.  

Writing Strategy Workshops

The Writing Strategy Worksheets will help your students learn how both narrative and expository texts are structured and composed at the sentence, paragraph, and chapter levels. Great practice for understanding textbooks! Understanding the reading-writing connection will improve both reading comprehension and writing.

Vocabulary Workshops

The 56 Vocabulary Worksheets used in this workshop focus on the CCSS Vocabulary Standards:

  • 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.)
  • Academic Language Words (L.6.0)

You can help turn struggling and vulnerable students into confident and skilled readers with the Teaching Reading Strategies program.

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:

 

Grammar/Mechanics , , , , , , , , , , , , , , , ,

Phonetic Dyslexia

Treat Reading Problem Symptoms

Treat the Symptoms of Reading Problems

Let’s get straight to the point on this one: Phonetic Dyslexia? Phony Bologna. Oh, by the way… Don’t buy ocean front property in Kansas, either. Just a public service announcement.

As an M.A. reading specialist, diagnostician, reading intervention teacher, and educational author, my Pennington Publishing Blog reaches quite a diverse audience. My target audience is teachers, because I use the blog to market my assessment-based ELA and reading intervention resources to my colleagues. However, I often get article comments and questions from parents (and even students). I try to respond to those which pertain to an educational trend, which I find baffling; to those which have a dubious research base; to those which I consider to be educational malpractice; and to those which defy common sense. The following question posted by a parent on my “Teaching Your Child to Read Well” article hit the quadfecta… all four criteria for my response.

Following are the parent’s questions and my response:June 30th, 2018 at 05:42

My son was diagnosed with a phonetic dyslexia? I have no experience with dyslexia of any kind. Can you suggest some reading exercises that we can use at home to help children with this issue? The school system was ill-equipped to teach on a case by case basis. Is this something that will follow him into his adult years? Are there any tools you know of available to help him?

Melania (I couldn’t resist),

I’m sure you are doing everything possible to help your child learn to read well. When children have reading difficulties which do not seem to be addressed by their teachers and site specialists, parents often seek outside help by so-called experts. A bit of advice for you, your son, and for other parents in the same general boat:

  1. Always take advantage of public school resources. Even those of you who have placed your kids in charter or private schools. Your tax dollars support public schools, and you and your children should benefit from their expertise. Start with your local school.
  2. Don’t fully trust experts (even me!). Reading is complicated stuff; we know some practical matters about reading instruction, such as how and what to teach, but we really don’t yet understand why students haven’t learned it. Maybe someday we will understand, but brain research is in its infancy. Think you’ll be interested in my article, “Dyslexia Is Not Real.” I would certainly be interested in the qualifications and experience of the diagnostician.
  3. Don’t ditch your common sense. If a reading therapy (there are plenty out there) sounds weird or counter-intuitive, don’t explore the approach. I liken some reading approaches to fad diets. If your child’s educational psychologist is treating your son’s reading problems by having him practice crawling on the floor, because he never learned to crawl as a baby, and because a statistical correlation exists in the literature between children who never crawled and children who experience reading problems, this reading therapy is akin to a grapefruit only diet. Yes, both were real approaches to reading and weight problems back in the early 1970s.
  4. Be practical: Treat the symptoms, not the cause. While it may be to your long-term advantage to understand what is causing your stress headaches, it is always in your short-term advantage to take a pain reliever. Again, we don’t fully understand the causes of your son’s reading challenges, but we can certainly identify and treat the symptoms. Following are user-friendly reading assessments to identify the symptoms. Free to use!
  5. The problem with the term, dyslexia, is that the International Dyslexia Association defines the symptoms (phonics deficits, perhaps) as a learning disability. From the IDA website:

The International Dyslexia Association offers a variety of definitions regarding dyslexia (bolded terms mine):

“Dyslexia is a neurological condition caused by a different wiring of the brain. There is no cure for dyslexia and individuals with this condition must learn coping strategies” (https://dyslexiaida.org/dyslexia-at-a-glance/).

In other words, your son’s reading problems would be a lifelong challenge “that will follow him into his adult years.” Don’t buy into that way of thinking. Treat the problems; don’t add on a label to your child.

Now, I’m guessing that your diagnostician is probably right about your son’s phonetic deficits. Phonics challenges are usually the culprits (or phonological awareness) when students are reading significantly below grade level. However, this diagnosis offers no cure. To find the proper course of treatment, properly identify the patient’s specific symptoms (the individual phonics deficits) and target your treatment (teaching and practice) accordingly.

Make sense? Take care, Mark

Yes, you’ll need resources to teach to these diagnostic deficits. For your child’s “Phonetic Dyslexia,” the corresponding teaching resources are found in my Teaching Reading Strategies and Sam and Friends Guided Reading Books.

*****

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:

Reading, Spelling/Vocabulary , , , , ,

RtI Reading Assessments

FREE RtI Reading Assessments

RtI Reading Assessments

From time to time I get questions from potential customers or competitors regarding Response to Intervention reading assessments. Customers ask me about the assessments included in my Teaching Reading Strategies reading intervention program and accompanying Sam and Friends Guided Reading Phonics Books. (Don’t worry… the usual book advertisement will follow the article :).) Competitors (fellow teacher-authors and educational publishers who are developing their own Response to Intervention resources ask as well. Two such questions came my way recently, so I thought I’d answer each in this article to save myself from similar future responses. Bear with a few technical definitions, a bit of historical educational context, and some personal experience and I’ll reward you with a set of useful phonemic awareness and reading assessments for your tiered RtI classes, early-late reading programs, individual tutoring, and literacy centers. Of course ESL, ELD, and special education teachers are critically important in this discussion as well. Gone (or at least going) are the “protect your own program castle” mentalities which separated these teachers from whole-school Response to Intervention.

Here are the two questions regarding my reading intervention program:

Q. Are your assessments and teaching resources Standards-based? Are they specifically aligned to the Common Core State Standards? (from an elementary principal)

A. Yes, my assessments and corresponding teaching resources are aligned to the Common Core State Standards as detailed in Appendix A. Because the assessments and resources are remedial-based, they encompass multiple grade-level Standards and the prerequisite skills articulated by the Common Core authors that are necessary to scaffold these Standards.

No, I didn’t get an order from that principal.

Q. What types of assessments should I create for my reading programs? (from a teacher-author on the Teachers Pay Teachers site).

A. It depends upon what teaching resources you are creating for your curriculum. My teaching resources are assessment-based, so I developed criterion-referenced, comprehensive diagnostic assessments for discrete, teachable pre-reading and reading strategies, such as phonemic awareness, phonics, sight words, syllabication, spelling, and reading fluency in my Teaching Reading Strategies reading intervention program with formative assessments for each lesson. I provide teacher-observation assessment in my accompanying Sam and Friends Guided Reading Phonics Books. In these 54 booklets (includes teenage characters with mature plot themes), teachers assess and teach understanding with 5 comprehension questions; teachers assess phonics and sight words acquisition via 30-second word fluencies; and teachers use custom running records for each story.

How I developed the pre-reading and reading assessments:

Years ago I served as an elementary reading specialist in a large California school district following the demise of the “whole language” method of reading instruction and the resurgence of phonics (at least in the South and West) after the National Reading Panel 2000 report. As our district made the move away from whole language to the K-3 phonics-based Open Court curriculum (with intense professional development), our primary reading scores quickly moved from the 45th to 75th percentiles on our normed state assessments.

Grades 4 to adult teachers, exposed to the same reading professional development, wanted help, as well, for their struggling readers. Our existing diagnostic assessments: the Names Test, Basic Phonics Skills Test, the Slosson Oral Word Recognition Test, etc. were normed tests and indicated which students had phonics deficits. The 15-word Qualitative Spelling Inventory (think Words Their Way) indicated which student had spelling deficits. Older struggling readers were not hard to identify and most all had significant phonemic awareness and/or phonics/spelling deficits. As a site reading specialist, I trained teachers to administer and analyze all of these assessments (and more). One teacher expressed what they all were thinking.

Why should I have to give and grade all these normed tests when I already know which kids need help in their reading? The tests don’t tell me what exactly I need to teach. Give me an assessment that is teachable and I’ll give it, grade it, and teach to it… but I want the instructional resources to do so.

She was exactly right, and her request was reasonable.

Over the next five years, I developed and field-tested these comprehensive phonemic awareness, phonics, rimes, spelling, and sight words assessments. Most of the assessments have audio files for easy whole-class (or small group) administration. Recording matrices are included.

And, yes, I developed the assessment-based instructional resources to teach to each assessment.


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

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

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

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

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

What do teachers have to say about the program?

“This is just what I need! I have been searching for a resource to help my middle school SPED kiddos catch up to their peers and I can’t wait to implement this incredible product in my classroom!!!” Rating: 4.0

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r-controlled Vowels for Big Kids

r-controlled Vowels

The r-controlled Vowels

Although r, l, and do control (change from the usual) the vowel sounds, most phonics programs only include the r-controlled vowels. I agree with this approach. Try watching an l-controlled or w-controlled video lesson on YouTube and your head will start spinning. Much better to include the l-controlled vowels in the context of other sounds, such as the /aw/ diphthong for “al” and “all” and the schwa for the “_le” word parts. The w-controlled vowels are so crazy that they are most-easily learned as outlaw words (sight words). I do recommend showing two w-controlled vowels patterns via spelling sorts: the war /or/ as in warm and the wor /er/ as in word. Most speech therapists agree with this balanced approach, and they are the sounds experts.

Following is the explicit, systematic approach to phonics acquisition via small group workshops from my reading intervention program. Download the entire set of r-controlled vowel lessons and assessment at the end of the article. Plus, get the complete set of FREE diagnostic 13 reading assessments to see which of your BIG KIDS need help with which phonics elements.

How to Teach r-Controlled Vowels

The r-controlled vowels of ar, er, and ir.

The r-controlled Vowels

Introductory Definition: When an follows a vowel, the r changes the sound that the vowel makes. The vowel is called an r-controlled vowel. Sometimes teachers refer to the r as the “bossy r” because the r “bosses” the vowel to make the vowel change its sound.

On our animal sound-spelling cards, the names of each card: ermine, armadillo, and orca each have an which controls the vowel sounds. Examples: /er/ as in her, /ar/ as in car, and /or/ as in for. The /er/ ermine has three different spellings, which can appear at the beginning, middle, or end of a syllable.

Teaching Tips

To teach phonics to big kids and adults, we have to teach differently than when we teach phonics to beginning readers. Your big kids and adults are smarter and have more life experience than pre-K, kinder, or first graders. They can catch on quickly if taught properly. Intervention students have “heard it all before.” They just haven’t learned all of it.

I suggest a four-pronged approach to teaching r-controlled vowels to your reading intervention students:

1. Use the animal sound-spelling cards (provided for you in a FREE five-lesson long vowels download at the end of this article) to teach the names, sounds, and spellings in isolation.

2. Teach whole-class sound-by-sound spelling blending for all of the r-controlled vowel spellings. Use a hurried pace, but blend every day until each has been mastered. Reinforce with games, using the diphthong cards to blend with the consonant and consonant blend cards.

3. Diagnose and gap-fill. If we use effective, comprehensive diagnostic assessments to determine what students know and don’t know and target instruction accordingly, students will much more likely buy-in to this individualized instruction (even when you use groups). Want my FREE 13 reading assessments, used by hundreds (or more) teachers to teach assessment-based gap-filling? BTW… the two phonics tests have audio files dictated by Yours Truly!

4. Use targeted practice to do the gap-filling and make sure your students have mastered the diphthongs through formative assessment. The FREE five-lesson download includes a short formative assessment. Be willing and able to re-teach if they don’t get it. After all, reading intervention is all about learning, not teaching.

Get the The r-controlled Vowels Lessons and Assessment FREE Resource:

Or… why not buy all the phonics lessons and more?

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:

Literacy Centers, Reading, Spelling/Vocabulary , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Diphthongs for Big Kids

Teaching Diphthongs

Diphthongs RtI

Response to intervention reading teachers know that phonics instruction is critically important to fill in the gaps for older readers. Teachers use a variety of approaches to determine which phonics skills are missing from older students’ reading strategies. Diphthongs are quite often among these phonics deficits. Some teachers favor an implicit approach to discover these gaps, such as guided reading running records. Other teachers favor an explicit approach to this data via phonics assessments. I tend to be a broad-brush, cover all the angles kind of reading specialist with a balanced approach to reading intervention. What works for some kids doesn’t necessarily work for all kids.

Assessment

My Sam and Friends Guided Reading Phonics Books provide 54 custom running records and word fluency practice to allow teachers to discover reading deficits through reading, i.e. the implicit approach. My Vowel Sounds and Consonant Sounds Phonics Assessments provide the explicit approach to diagnose phonics deficits.

Instruction and Practice

The assessment-based instruction and practice in my comprehensive Teaching Reading Strategies reading intervention program uses the implicit and explicit approaches as well. With the modeled expository reading fluencies (129 YouTube videos a 3 speeds) and connected comprehension worksheets, there are plenty of learn to read by reading practice activities. Additionally, the systematic and explicit sound-spellings blending, syllabication worksheets, 102 spelling pattern worksheets, and phonics workshops ensure that the reading intervention is targeted to assessment-based, identified student needs. As a sample of this program, a full set of five diphthong workshop lessons with a formative assessment is provided absolutely FREE at the end of this article.

A Balanced Approach to Reading Intervention

Older kids who didn’t get (or never got) phonics instruction the first time around deserve the assessments and practice that will ensure mastery this time. And, as an aside, my assessments and practice for word identification and recognition are balanced as well. In addition to five phonemic awareness assessments (and corresponding activities), the program also includes sight word, rimes (word families), and word part (syllable), assessments and activities.

Again, a multi-pronged approach is needed for the diverse student populations in any reading intervention class at any age. I’ve taught remedial reading and supervised reading programs for elementary, middle school, high school and community college. I’m here to say that reading intervention teachers have to be equipped to teach how students learn and that different approaches are necessary. As a further aside, I’m not talking about learning styles, multiple intelligences, or different modalities; I’m simply talking about varied approaches to reading instruction.

Following is the explicit, systematic approach to phonics acquisition via small group workshops from my reading intervention program. Download the entire set of diphthong lessons and assessment at the end of the article.

How to Teach Diphthongs

Introductory Definition: Unlike vowel digraphs, which say one sound, such as with “ai” as in train, a diphthong says two sounds, such as with “aw” in hawk.

On our animal sound-spelling cards, the names of each card: rooster, woodpecker, cow, koi, and hawk each use two vowel sounds. The diphthongs are written in purple on the cards with slashes (/) before and after to remind us that the diphthongs are sounds, not letters.

Each diphthong has more than one spelling. The most common spellings are listed below the names of the cards. A blank means that a consonant must go in there. A consonant is a different sound than a vowel and can be spelled with one or more letters.

Teaching Tips

To teach phonics to big kids and adults, we have to teach differently than when we teach phonics to beginning readers. Your big kids and adults are smarter and have more life experience than pre-K, kinder, or first graders. They can catch on quickly if taught properly. Intervention students have “heard it all before.” They just haven’t learned all of it.

I suggest a four-pronged approach to teaching diphthongs to your reading intervention students:

1. Use the animal sound-spelling cards (provided for you in a FREE five-lesson long vowels download at the end of this article) to teach the names, sounds, and spellings in isolation.

2. Teach whole-class sound-by-sound spelling blending for all of the diphthong spellings. Use a hurried pace, but blend every day until each has been mastered. Reinforce with games, using the diphthong cards to blend with the consonant and consonant blend cards.

3. Diagnose and gap-fill. If we use effective, comprehensive diagnostic assessments to determine what students know and don’t know and target instruction accordingly, students will much more likely buy-in to this individualized instruction (even when you use groups). Want my FREE 13 reading assessments, used by hundreds (or more) teachers to teach assessment-based gap-filling? BTW… the two phonics tests have audio files dictated by Yours Truly!

4. Use targeted practice to do the gap-filling and make sure your students have mastered the diphthongs through formative assessment. The FREE five-lesson download includes a short formative assessment. Be willing and able to re-teach if they don’t get it. After all, reading intervention is all about learning, not teaching.

Get the Diphthongs Phonics Workshop FREE Resource:

Or… why not buy all the phonics lessons and more?

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:

Literacy Centers, Reading, Spelling/Vocabulary , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,

Reading Intervention Program Politics 101

All Politics Is Local in Education

All Politics Is Local: Especially in Schools

Let’s face it. Education is politics. More specifically, “All politics is [sic] local,” said Tip O’Neill, the longtime Speaker of the House of Representatives. The sooner we understand that, the sooner we can realize our collective calling as teachers: to make a difference in the lives of our students. 

We teachers love to whine. It’s a staff room staple and a good coping mechanism. However, when we turn simple whining into a political action plan it becomes productive whining. 

I’m a secondary ELA and reading intervention teacher turned publisher. I have also served as a district reading specialist in Elk Grove Unified School District in the Central Valley of California. Over the years I was assigned to quite a few elementary schools and learned a fair amount about leadership skills. Through plenty of failures and a few successes, I learned that to have an impact in and beyond the classroom, I had to learn a political skill-set.

My passion has been to serve the needs of struggling readers: in particular, those grades 4 through community college. I’ve been fortunate to be able to implement that passion in elementary, middle, high school, and freshman college settings. I’ve had a hand in creating plenty of reading intervention programs. None has been perfect, but I’ve learned to get more of what my students and/or teachers need by learning Reading Intervention Program Politics 101.

The End Results

I’ve learned to take a friendly, but assertive stance with administrators regarding reading intervention: No collaboration or prep time? Can’t teach it. Not enough consistent instructional time? Won’t teach it. No money for resources, printing materials? Nothing to teach. No training in teaching resources/programs? Don’t know how to teach it. Excessive paperwork, documentation, meetings, completing assessments that won’t inform instruction? Not going to happen. Assigning reading intervention to new, inexperienced teachers because they can’t say, “No?” Not if I can’t help it.

Now that’s some tough talk, and many teachers would say, “I couldn’t say that to my principal or district curriculum specialist.” Or “You clearly do not know my supervising admin!” Or “The my way or the highway approach won’t work in my district. I’d be out on the highway.”

Fair enough. But I do believe we teachers need to be more assertive on behalf of our neediest kids. We have to learn to work smarter, not harder. Following are three (of many) ideas as to how to take a friendly, but tough stance with administrators to meet the needs of struggling readers. Would love to hear more ideas!

The Political Process

1. Let the data argue your case. Distance yourself from your demands. Teachers learn early on in their careers to answer this parent question: “Why did YOU give my son a D grade?” with “Your SON earned the D grade” or “The ASSIGNMENTS AND TESTS gave him that grade.” We need to do the same when advocating for our struggling readers. It’s hard for some administrators and teachers to put the horse (the students) before the cart (the program); they always want to put the cart before the horse. However, starting with program design, funding, resource and personnel allocations will always produce untenable and frustrating results.

My political advice? Start with the needs of the students and design instructional structures to address some of those needs.

A caveat is in order… Successful reading intervention depends upon the specificity of diagnostic assessments. You can certainly pre-screen with the BIG tests and teacher recommendations, but these can’t be used for reading intervention design. Ideally, you want to use diagnostic assessments that will design the program, place students, and provide teachable data. As a publisher, I can’t resist failing to mention the 13 whole-class reading assessments that will do these jobs. Download them for FREE after the article.

2. Be a political animal. Your administrators and district personnel certainly are, and you need to grow into one for the sake of your students. Of course, this comes much more naturally to some teachers, than to others.

Learn the pressure points and how to apply them without damaging relationships. You can learn to be assertive and nice at the same time. For example, when data has been secured which indicate unmastered reading skills for students, the students and their parents have a right to know what those deficits are and what it will take to meet those needs. Students and their parents can be your squeaky wheels to advocate for the resources and program structures that will make sense.

And to expand just a bit… Politicians and administrators learn how to isolate special interests and divide in order to conquer. Teachers need to employ political countermeasures to these political techniques. To our point: The test data and identified learning needs are perfect commonalities to bind together a student and parent advocacy (let’s call it support) group. Why share the test data individually with students or with parents via email or phone, when a group meeting would be more efficient and supportive. Both struggling readers and parents prefer to know that they are not in this alone. Confidentialilty and privacy concerns can often lead to isolation and the divide and conquer results and prevent concerted action. Clever teachers can share data communally while protecting individuals.

Teachers who want to improve their effectiveness in “education politics” should study those parents, teachers, and administrators who influence decision-making. You don’t have to be just like so-and-so, but you can certainly learn secrets to their successes and apply them to your own comfort level. Don’t forget the power of the group. Find allies for the sake of your students.

3. Choose your battles. Although my opening The End Results seem rigid, they really aren’t. The criteria still allow the creation of imperfect structures for teaching reading intervention along with maintaining student access to the core curriculum. Be assured that teachers who hold out for the optimal instructional situation will never have an opportunity to impact the lives of kids who desperately need their help. After all, some is better than none; but only if the some is really, really good and has the prioritized support of the whole school and/or district. Politics is the art of compromise.

For example, let’s say that your diagnostic assessments given to a screened set of sixth-graders indicate that 28 of these students have not mastered the alphabetic code (phonics). Additionally, their teachers report that these same students have comprehension deficits (no wonder), low and inaccurate reading fluency, poor vocabulary, and they don’t know their multiplication tables!x%#0@. You, your principal, students, parents, and teacher allies agree that something must be done.

The principal only has funding for one teacher to teach a three-week summer session. The principal and parents want the teacher to fix all of these problems. The

political teacher’s answer is “No, but.” Let’s see what is possible with measurable results. 

Get the Diagnostic ELA and Reading Assessments 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:

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

FREE Phonics Practice!

Animal Sound-Spelling Cards for Phonics

Animal Sound-Spelling Cards

FREE Animal Sound-Spelling Cards and Practice Video for Beginning Reading Instruction and RtI

Introduce and practice the animal names on each Animal Sound-Spelling Card (Get the FREE Download Below). Practice the names until students can rapidly identify each animal on the cards. Unlike many phonics programs, the beginning sound of the animal name perfectly matches the sound listed on each card. For example, the bear card represents the /b/.

Once the animal card names have been mastered, introduce and practice the sounds represented by the cards. Point to each card and say, “Name? Sound?”

After the animal card names and sounds have been mastered, introduce and practice the spellings listed on the cards. Point to each card and say, “Name? Sound? Spellings?” Practice along with the Names, Sounds, and Spelling Chant to develop automaticity.

Also practice along with the Names, Sounds, and Spelling YouTube video.

Get the Animal Sound-Spelling Cards FREE Resource:

Or… why not buy all the phonics lessons and more? Includes dozens of fun learning games, using the Animal Sound-Spelling Cards. Who says phonics can’t be fun?

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:

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

Long Vowels for Big Kids

FREE Long Vowel Lessons

Long Vowel Lessons with Formative Assessment and Phonics Cards

When we are talking about long vowels we often say what we don’t mean. The problem is that when we say that English has five main vowels: a, e, i, o, and u, we are often referring to the alphabetic symbols, not the sounds which they represent. We do the same with consonants, by the way.

The Cambridge English Dictionary defines vowel in this way:  “A speech sound produced by humans when the breath flows out through the mouth without being blocked by the teeth, tongue, or lips.” The secondary definition of vowel is a letter which symbolizes the sound.

By the way, I checked four other dictionaries and they say the same thing. The key phrase for the primary definition is “speech sound.” We reading specialists and speech therapists refer to speech sounds as phonemes. Experts disagree on the number of phonemes, but 43 is a decent number. Yes, the other dictionaries refer to vowels as letters in their secondary definitions.

Here’s the problem. We confuse beginning and remedial readers by using the primary (speech sounds) and secondary (letters) definitions interchangeably. Listen to some of our students’ justifiable confusions (Okay, I added on a bit to make the points):

“You said, ‘Every syllable has only one vowel sound, but now you’re telling us that /ow/ as in cow has two sounds. How many syllables is downtown? Or what about poison? Are you just making this up as you go along?

“Is this silent final thing a vowel? So does the word breathe have three vowels? If a vowel has a sound, how can a vowel not have a sound? Are we in some parallel universe and I didn’t notice?”

“You said that ‘a long vowel says its name.’ What about the word tune or duty? Don’t those vowels say /oo/? And you said that can be a long vowel. But it doesn’t say it’s name in dying or baby. Did you go to school for this?

“You told us that ‘When two vowels go walking, the first one usually does the talking. If is a vowel and is a vowel, then shouldn’t I be putting peanut butter on my br/ē/d? Of is that another one of your ‘Outlaw Words’? Or how bread and bead are one syllable, but cre/ate are two? What have you been smokin’?”

“Didn’t you say that the blank after the consonant digraph /wh/ means that a vowel has to go in there? What about the color white? Is a vowel? Is a vowel? Why is “i_e” called a vowel sound-spelling, when it’s got two vowels. This phonics stuff is whacked.”

“Now that we’ve learned that a, e, i, o, and are vowels, you brought up the ‘sometimes y’… Are there any other consonants that can also be vowels?… What? ‘W Vowels and Y, L, H, M, R, and N While We’re At It‘? Can’t we just go back to memorizing everything as sight words? Next thing you’re going to tell me is that my peanut butter can be jelly and my jelly can be peanut butter on my sandwich, or that we can never starve in the desert because of all the sand-which-es there.” There’s always a jokester in a response to intervention class, I’ve found.

How can we avoid this confusion? Let’s try to be consistent in using just the primary definition of a vowel, i.e. the speech sound. Teach students that the alphabetic code is a bunch of symbols which we call letters. The letters represent sounds, just like the different stars on our flag represent the 50 different states. The stars are symbols… not the real things. We wouldn’t say the stars are the states. That would be dumb. We also wouldn’t say that the alphabet letters are the sounds. That would be dumb. The different letters represent, or mean, the different sounds.

With this understanding, students can readily accept that a combination of alphabetic letters (digraphs, diphthongs, and blends) represent one or more speech sounds. For example, I suggest saying, “The word bead has a vowel digraph… one vowel sound spelled with two letters,” not bead has two vowels. Similarly say, “The word point has a diphthong… two connected vowel sounds.” Don’t shy away from using the academic language. Your kids can handle it and it makes you look smart. By the way, I try and stay away from the general term vowel teams because we teach students that a team is singular as a collective noun, but use what works for you and your students.

The Long Vowels

The Long Vowels

Long Vowels

How to Teach Long Vowels

Introductory Definition: Like the five short vowels, the five long vowels are different sounds. Mostly, their sounds are the same as the names of the alphabet letters a, e, i, o, and u.

On our animal sound-spelling cards, the names of each card: ape, eagle, ibex, okapi, and mule each use these different sounds. The long vowel sounds are written in red on the cards with slashes (/) before and after to remind us that the long vowel is a sound, not a letter.

Unlike the short vowels, each of the long vowels has more than one spelling. The most common spellings are listed below the names of the cards. A blank means that a consonant must go in there. A consonant is a different sound than a vowel and can be spelled with one or more letters.

Teaching Tips

To teach phonics to big kids and adults, we have to teach differently than when we teach phonics to beginning readers. Your big kids and adults are smarter and have more life experience than pre-K, kinder, or first graders. They can catch on quickly if taught properly. Intervention students have “heard it all before.” They just haven’t learned all of it.

I suggest a four-pronged approach to teaching long vowels to your reading intervention students:

1. Use the animal sound-spelling cards (provided for you in a FREE five-lesson long vowels download at the end of this article) to teach the names, sounds, and spellings in isolation.

2. Teach whole-class sound-by-sound spelling blending for all of the long vowel spellings. Use a hurried pace, but blend every day until each has been mastered. Reinforce with games, using the long vowel cards to blend with the consonant and consonant blend cards.

3. Diagnose and gap-fill. As an MA reading specialist with experience teaching grades 4, 5, 6, 7, 8, 9, 10 and community college remedial reading classes, the one thing I’ve learned is that with intervention students, you’ve got to approach instruction from different angles. As an aside, although this article is all about explicit, systematic phonics instruction, my Teaching Reading Strategies reading intervention also provides resources for instruction using rimes (word families), sight words, sight syllables, syllabication… anything that works. The different phonics angle is assessment-based instruction. Older students are motivated to learn what they don’t know. If we use effective, comprehensive diagnostic assessments to determine what students know and don’t know and target instruction accordingly, students will much more likely buy-in to this individualized instruction (even when you use groups). Want my FREE 13 reading assessments, used by hundreds (or more) teachers to teach assessment-based gap-filling? BTW… the two phonics tests have audio files dictated by Yours Truly!

4. Use targeted practice to do the gap-filling and make sure your students have mastered the long vowels through formative assessment. The FREE five-lesson download includes a short formative assessment. Be willing and able to re-teach if they don’t get it. After all, reading intervention is all about learning, not teaching.

Get the Long Vowel Phonics Lessons and Phonics Cards FREE Resource:

Or… why not buy all the phonics lessons and more?

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

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

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

Teaching Reading Strategies and Sam and Friends Guided Reading Phonics Books

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

What do teachers have to say about the program?

“This is just what I need! I have been searching for a resource to help my middle school SPED kiddos catch up to their peers and I can’t wait to implement this incredible product in my classroom!!!” Rating: 4.0

 

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