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New Teacher Resources: 1000 ELA and Reading Worksheets

Veteran ELA and reading teachers learn to expect the unexpected. After all, things don’t always go as planned in the classroom. But, if you’re new to the profession, it may be helpful to remember the Boy Scout motto: “Be Prepared.”

For example, a seventh grade ELA colleague ran into our staff workroom a few months back, screaming “Oh s___! They’re done.” Believe me. It will happen to you.

Students do finish early or take more time than planned. Sometimes students need more practice, while others do not.

Also, stuff happens. The projector bulb burned out and no one ordered any. It wasn’t supposed to rain today. I just can’t teach with this headache, and there’s no one to cover for me. “Ring, ring. Sorry to interrupt, but Johnny’s mother called and he will be on vacation for two weeks. She wants to pick up his work in an hour.” “Yvette needs more challenging work. Do you have something we could do to support her at home?”

All teachers need back-up. Wouldn’t it be great to have something ready to go just in case? And something good−not drill and kill like “Circle the 400 nouns in this story”; not lame busy work like a word search or crossword.

1000 ELA and Reading Worksheets for Grades 4-8 Teachers

Every teacher needs back-up!

How about 1000 ELA and Reading Worksheets? Independent content and skill worksheets for grades 4−8 with easy to follow directions, clear definitions and examples, concise practice sections, writing applications, and answers for students to self-correct. Plus a short formative assessment for you to evaluate whether the student has mastered the content or skill in a mini-conference when things get back to normal. Standards-based, quality instruction in grammar, usage, mechanics, reading skills, spelling patterns, writing skills, study skills, and critical thinking. No prep and no correction. Perfect for both veteran and new teachers. Use the free assessments on our website and assign these worksheets to individualize assessment-based instruction.

Also, new teachers need answers to their questions. And you will have questions! However, at this point, you may not know what you don’t know. Student teaching helps, but every class and teaching situation is new. Talk to any veteran teacher. We all have butterflies about the first day of school. Many of us have a few nightmares as well. Here are a few things you might think of… Don’t get overwhelmed, but it’s good to know new teachers and veteran teachers are in the same boat. Just don’t be up a creek without a paddle. Get those worksheetsJ.

Matt Davis has put together a great set of new teacher resources on Edutopia:
New (Middle School) Teacher 911 From MiddleWeb
: Great for middle school teachers. I’m one of them!
National Education Association’s New Teacher Resources: Great collection from our collective teacher voice.
Scholastic’s New Teacher Survival Guides: Something new teachers need for every month of your first year, Check outand the The New Teacher’s Guide to Creating Lesson Plans.
Teaching Channel’s New Teacher Survival Guide: Plenty of advice and discussion here for new teachers.

What makes these 1000 ELA and Reading Worksheets so special? Each worksheet has been designed for individualized instruction with formative assessments and most include answers for students to self-correct in order to learn from their own mistakes. Each worksheet has been field-tested in grades 4−8 teacher classrooms as part of the author’s comprehensive programs: Teaching the Language Strand, Teaching Grammar and Mechanics, TEACHING ESSAYS BUNDLE, Teaching Reading Strategies, Essential Study Skills, and Critical Thinking Openers Toolkit. But don’t my word for it. Check out the previews for yourself and what other teachers have to say.

Written by a teacher for teachers and their students. It shows. You write like I teach.

Jeanne Alread

The most comprehensive and easy to teach grammar, usage, mechanics, spelling, and vocabulary program. The worksheets are fantastic. I’m teaching each Standard in the Language Strand and remediating previous grade level Standards.

Julie Villenueve

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Research-Based Vocabulary Worksheets

The two most often-used methods of vocabulary instruction include passing out a vocabulary list to be memorized for the Friday quiz and pre-teaching a few vocabulary words prior to reading. Each method has its limitations. Retention of rote memorization without reinforced, deliberate practice is minimal. Exposure to a key word in a reading selection without context provides minimal understanding.

Whereas the Common Core State Standards have been widely criticized in some academic areas, I’ve never heard a parent, student, or teacher criticize the vocabulary Standards detailed in the Language Strand. Whether states re-write, re-name, or simply re-number the Common Core State Standards, the essential components of vocabulary instruction are retained. As an MA reading specialist, both vocabulary acquisition and retention are the keys to the kingdom. But minds are not simply empty vessels to be filled with ACT/SAT vocabulary; minds are also to be trained to acquire and retain words on their own. The latter is not the natural process that some describe (or hope for). Surely the process of vocabulary growth can be made more efficient and accurate with training. That’s where good teaching comes in… and one important instructional strategy is the research-based vocabulary worksheet.

The educational research provides insight as to what makes a vocabulary worksheet an effective instructional strategy for knowledge and/or skills acquisition.

In a January 2016 article, the American Psychological Association published a helpful article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” in which researchers distinguish between deliberate practice and “drill and kill” rote memorization: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

“… several conditions that must be in place in order for practice activities to be most effective in moving students closer to skillful performance (Anderson, 2008; Campitelli & Gobet, 2011; Ericsson, Krampe, & Clemens, 1993). Each of these conditions can be met with carefully designed instruction.”

Most of the Tier II academic (not content-specific) language is gained through widespread reading of challenging text, Reading lots of words matters, but reading at a word recognition level of about 5% unknown words, coupled with context clues instruction and practice maximizes the amount of vocabulary acquisition and retention. According the writers of the Common Core, text complexity really matters. Research-based vocabulary worksheets can help provide deliberate practice in how to independently grow vocabulary.

The second key to vocabulary development is deep instruction in the words themselves. Passing out the vocabulary list to memorize is not “deep instruction.” Let’s take a look at the Common Core Vocabulary Standards to understand. Following are the eighth grade Standards. Highlights are my own to facilitate skimming and to provide your own vocabulary check-list of “Do that,” “Don’t do that, but need to” self-evaluation. After the Standards follows research-based vocabulary worksheets from my grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary  programs and the grades 4-8 Common Core Vocabulary Toolkit (slices of the aforementioned programs) to see how each of the Language Strand Vocabulary Standards L.4, 5, and 6 are incorporated into weekly classroom practice. The examples are from the fifth grade program. Yes, flashcards and tests are included in each program. Each program follows a grades 4-8 instructional scope and sequence and includes the Tier II Academic Words List.

Vocabulary Acquisition and Use:

CCSS.ELA-LITERACY.L.8.4
Determine or clarify the meaning of unknown and multiple-meaning words or phrases based on grade 8 reading and content, choosing flexibly from a range of strategies.
CCSS.ELA-LITERACY.L.8.4.A
Use context (e.g., the overall meaning of a sentence or paragraph; a word’s position or function in a sentence) as a clue to the meaning of a word or phrase.
CCSS.ELA-LITERACY.L.8.4.B
Use common, grade-appropriate Greek or Latin affixes and roots as clues to the meaning of a word (e.g., precede, recede, secede).
CCSS.ELA-LITERACY.L.8.4.C
Consult general and specialized reference materials (e.g., dictionaries, glossaries, thesauruses), both print and digital, to find the pronunciation of a word or determine or clarify its precise meaning or its part of speech.
CCSS.ELA-LITERACY.L.8.4.D
Verify the preliminary determination of the meaning of a word or phrase (e.g., by checking the inferred meaning in context or in a dictionary).
CCSS.ELA-LITERACY.L.8.5
Demonstrate understanding of figurative language, word relationships, and nuances in word meanings.
CCSS.ELA-LITERACY.L.8.5.A
Interpret figures of speech (e.g. verbal irony, puns) in context.
CCSS.ELA-LITERACY.L.8.5.B
Use the relationship between particular words to better understand each of the words.
CCSS.ELA-LITERACY.L.8.5.C
Distinguish among the connotations (associations) of words with similar denotations (definitions) (e.g., bullheaded, willful, firm, persistent, resolute).
CCSS.ELA-LITERACY.L.8.6
Acquire and use accurately grade-appropriate general academic and domain-specific words and phrases; gather vocabulary knowledge when considering a word or phrase important to comprehension or expression.
 [pdf-embedder url=”https://blog.penningtonpublishing.com/wp-content/uploads/2016/06/Vocabulary-Worksheets.pdf”]

Check out the research-based grammar, usage, and mechanics worksheet and the research-based spelling patterns worksheets.

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary

The author of this article, Mark Pennington, has written the assessment-based grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary   programs to teach the Common Core Language Strand Standards. Each full-year program provides 56 interactive grammar, usage, and mechanics worksheets and includes sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out the YouTube introductory video of the author’s program.

 
Here are FREE samples of vocabulary worksheets from this comprehensive program–ready to teach in your class today. Each resource includes directions, four grade-specific vocabulary worksheets, worksheet answers, vocabulary study cards, and a short unit test with answers.

Get the Grade 4 Vocabulary Worksheets FREE Resource:

Get the Grade 5 Vocabulary Worksheets FREE Resource:

Get the Grade 6 Vocabulary Worksheets FREE Resource:

Get the Grade 7 Vocabulary Worksheets FREE Resource:

Get the Grade 8 Vocabulary Worksheets FREE Resource:

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Research-Based Spelling Worksheets

Differentiated Spelling Instruction Grades 4-8

Differentiated Spelling Instruction

Years ago at the height of the whole language movement in California, a fourth grade teacher began his first year of teaching. Committed to teaching to the individual needs of his students, he consulted his mom for advice. Mom had recently retired after teaching 35 years as an intermediate and upper elementary teacher. She also had waded into the middle school environment for a few years before settling down in fifth grade for the last ten years of her career. Mom suggested that he assess his students and then assign targeted worksheets to address specific deficits indicated by the assessments. Her son had never heard this in his experiential learning teacher training program. He knew how to do role plays and simulations, but not much about teaching (even in his methods classes).

Mom climbed up into the attic and brought down her neatly packed boxes of teaching files. She dug out hundreds of grammar, spelling, vocabulary, and reading worksheets for her son to check out.

The rookie teacher was overwhelmed at the treasure trove of resources. Most of the worksheets fit the fourth grade age level and were quite good. As a veteran teacher, mom had carefully weeded out the “drill and kill” worksheets and had saved the ones that students learned from best. Every worksheet had been field tested and had Mom’s seal of approval. Some of the worksheets were from educational publishers long out of business or bought up by huge educational syndicates, but most of the worksheets were Mom’s own–no doubt revisions of store-bought products. Half of these worksheets were on old mimeograph (ditto) paper (Remember the smell?) Half of them were word processed documents after the advent of cheaper school copiers and duplo machines.

Mom warned her son not to share the worksheets with colleagues. No, she wasn’t worried about the copyright infringements; she was worried that her untenured son would be accused of not solely teaching the district adopted curriculum. She had heard that State Superintendent of Schools, Bill Honig, had removed workbooks from the approved supplemental resource list and was even reported as telling principals to confiscate any spelling workbooks at school sites. Those were the early days of the National Writing Project in which spelling (and punctuation, grammar, and word choice) were relegated to the editing-only stage of the writing process. Teachers regularly told students not to worry about spelling (or anything smacking of language conventions) during the rough draft stage of their writing because they could “clean up” the language for their final draft. If they chose to complete final drafts.

What Happened to Spelling Test Scores?

Of course spelling, grammar, usage, mechanics, and vocabulary scores plummeted during the late 1980s and early 1990s, sparking yet another “Back to Basics” movement. Mom had warned her son about the cyclical nature of educational movements and philosophies. “Been there; done that,” said Mom. “Remember that your first priority is to your students. You will learn what works best. But don’t be dumb. Wait until you’re tenured to share any of these worksheets with your colleagues. They’ll want them… even the ones that have said otherwise.”

In his fourth grade classroom the new teacher faithfully taught the district adopted curriculum, but he found time to “sneak in” worksheets targeted to individual assessment-based skills and concepts deficits. Students completed assigned worksheets, self-corrected and self-edited any errors from the Answer Book, and brought up the graded worksheet to their teacher for review. Each worksheet had a short test (a formative assessment) to see if the student had mastered the focus skill or concept. The test was a short written application to see if the student understood and could use what was learned correctly. Most of the time the student successfully masted the skill. Students loved completing the worksheets and placing the gold star next to their name on the wall poster.

The spring test results came in shortly after school started back up in September. The principal called in the now second-year teacher and asked him why his test scores were so much higher than those of his grade level team. “I just followed the district-adopted curriculum and I had great kids,” he replied.

That night he took Mom out to dinner.

Poor Spellers Are Not Born That Way

Spelling is Not Genetic

The educational research provides insight as to what makes a spelling worksheet an effective instructional strategy for knowledge and/or skills acquisition.

In a January 2016 article, the American Psychological Association published a helpful article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” in which researchers distinguish between deliberate practice and “drill and kill” rote memorization: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

“… several conditions that must be in place in order for practice activities to be most effective in moving students closer to skillful performance (Anderson, 2008; Campitelli & Gobet, 2011; Ericsson, Krampe, & Clemens, 1993). Each of these conditions can be met with carefully designed instruction.”

As publisher of the grades 4-8 Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs and the grades 4-8 Differentiated Spelling Instruction (slices of the aforementioned programs), our company has applied the following research suggestions to create research-based spelling worksheets. Following will state the research suggestions listed as “Dos” in the above article and the specific worksheet applications of the research will follow with the worksheets from the programs listed above. A sample Spelling Patterns Worksheet is provided thereafter.

  1. Teachers should design practice tasks with students existing knowledge in mind. The Spelling Pattern Worksheets are assigned according to the results of the Diagnostic Spelling Assessment (the link connects to the eight grade assessment). Each of the grades 4-8 assessments includes an audio file to make administration simple (great for make-ups as well). Here’s a link to the eighth grade audio file and to the recording matrix for progress monitoring. These whole class assessments perfectly correspond with the targeted worksheets so that students complete only those grade level spelling patterns which students have not yet mastered. When students succeed at practice problems, the benefits of practice are maximized. But when students become frustrated with unrealistic or poorly designed practice problems, they often lose motivation, will not receive the full benefits of the practice they have done, and will be less motivated to attempt future practice problems. Students are motivated to practice by mastering each unmastered concept or skill, marked with an “/” on the data matrix. Once a student has mastered a worksheet, points are assigned and the teacher (or student) changes the unmastered “/” into a mastered “X” on the data matrix. Yes, gold stars work, too!
  2. Provide clear instructions on performance expectations and criteria. Guide students through sample practice problems by using prompts that help them reflect on problem-solving strategies. Break complex problems into their constituent elements, and have students practice on these smaller elements before asking them to solve complex problems independently. Directions are concisely and clearly written so that students can complete the worksheets independently. Each worksheet has been field tested in grades 4-8 classrooms and revised to ensure student success. The applicable spelling rules and examples are provided before the practice section on every worksheet.
  3. Provide students with fully completed sample problems as well as partially completed sample problems before asking them to apply new problem-solving strategies on their own. The Spelling Pattern Worksheets provide samples (examples) of each focus spelling pattern.
  4. Students should have repeated opportunities to practice a task through practicing other tasks like it. Students complete a spelling sort to apply the focus spelling pattern. The practice section also includes rhyme, word search, and word jumble activities.
  5. Students receive the greatest benefits from practice when teachers provide them with timely and descriptive feedbackStudents complete the spelling sort and practice section and self-correct and self-edit from the Answers Booklet to gain immediate feedback and learn from their own mistakes.
  6. Provide plenty of opportunities for students to practice applying problem-solving skills before you test them on their ability to use those skills. Next, students complete a short formative assessment (a brief written application of the focused spelling patterns) at the bottom of each worksheet and bring up the completed worksheet to the teacher for a mini-conference. The teacher evaluates the formative assessment to determine mastery and quickly checks the practice section to make sure that the student has completed and self-corrected. If mastered, the teacher (or student) changes the unmastered “/” into a mastered “X” on the data matrix. If unmastered, the teacher briefly re-teaches and the student completes the formative assessment once more.
  7. Distribute practice over extended periods of time. Students work at their own pace, completing the Spelling Pattern Worksheets. The teacher provides points for each mastered worksheet.

FREE DOWNLOAD TO ASSESS THE QUALITY OF PENNINGTON PUBLISHING SPELLING RESOURCES. Administer my FREE comprehensive Diagnostic Spelling Assessment with audio file and recording matrix. It has 102 words (I did say comprehensive) and covers all common spelling patterns and conventional spelling rules. It only takes 22 minutes and includes an audio file with test administration instructions. Once you see the gaps in your middle school students spelling patterns, you’re going to want to fill those gaps.

Get the Diagnostic Spelling Assessment, Mastery Matrix, and Sample Lessons FREE Resource:

The author of this article, Mark Pennington, has compiled the assessment-based Grammar, Mechanics, Spelling, and Vocabulary   BUNDLES to teach each of the Common Core Language Strand Standards. The full-year grades 4, 5, 6, 7, and 8 programs provide 56 interactive grammar, usage, and mechanics worksheets and includes sentence diagrams, error analysis, mentor texts, writing applications, and sentence dictation formative assessments with accompanying worksheets (L.1, 2). Plus, each grade-level program has weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of all language components.

The program also has the resources to meet the needs of diverse learners. Diagnostic grammar, usage, mechanics, and spelling assessments provide the data to enable teachers to individualize instruction with targeted worksheets. Each remedial worksheet (over 200 per program) includes independent practice and a brief formative assessment. Students CATCH Up on previous unmastered Standards while they KEEP UP with current grade-level Standards. Check out the YouTube introductory video of the author’s program.

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Research-Based Grammar, Usage, and Mechanics Worksheets

GRAMMAR PROGRAMS from Pennington Publishing

Pennington Publishing GRAMMAR PROGRAMS

Not all worksheets are created alike. Worksheets need not “drill and kill” students to boredom or busy-work. Good teachers can spot a good worksheet when they see one.

Research-based worksheets serve any number of important instructional objectives:

  • Worksheets can target practice in a specific skill or help students learn a new concept.
  • Worksheets can serve as excellent independent practice.
  • Teachers can use worksheets to individualize instruction according to the results of diagnostic assessments.
  • Worksheets can also provide purposeful work while the teacher works one-on-one with a student or with a small group of students.

The educational research provides insight as to what makes a grammar, usage, and mechanics worksheet an effective instructional strategy for knowledge and/or skills acquisition.

In a January 2016 article, the American Psychological Association published a helpful article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” in which researchers distinguish between deliberate practice and “drill and kill” rote memorization: “Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills… (Campitelli & Gobet, 2011).”

“… several conditions that must be in place in order for practice activities to be most effective in moving students closer to skillful performance (Anderson, 2008; Campitelli & Gobet, 2011; Ericsson, Krampe, & Clemens, 1993). Each of these conditions can be met with carefully designed instruction.”

As publisher of the grades 4-8 Grammar, Usage, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) programs and the Teaching Grammar and Mechanics Interactive Notebook, our company has applied the following research suggestions to create research-based grammar, usage, and mechanics worksheets. Following will state the research suggestions listed as “Dos” in the above article and the specific worksheet applications of the research will follow with the worksheets from the programs listed above. A sample Grammar, Usage, and Mechanics Worksheet is provided thereafter.

  1. Teachers should design practice tasks with students existing knowledge in mind. The Grammar, Usage, and Mechanics Worksheets are assigned according to the results of the Diagnostic Grammar and Usage Assessment and the Diagnostic Mechanics Assessment. These whole class assessments perfectly correspond with the targeted worksheets so that students complete only those concepts and skills which students have not yet mastered. The teacher monitors progress on a data matrix. The publisher’s worksheet do not teach concepts or skills in isolation. Each is properly contextualized to build upon prior knowledge. Each is taught in the context of writing. When students succeed at practice problems, the benefits of practice are maximized. But when students become frustrated with unrealistic or poorly designed practice problems, they often lose motivation, will not receive the full benefits of the practice they have done, and will be less motivated to attempt future practice problems. Students are motivated to practice by mastering each unmastered concept or skill, marked with an “/” on the data matrix. Once a student has mastered a worksheet, points are assigned and the teacher (or student) changes the unmastered “/” into a mastered “X” on the data matrix.
  2. Provide clear instructions on performance expectations and criteria. Guide students through sample practice problems by using prompts that help them reflect on problem-solving strategies. Break complex problems into their constituent elements, and have students practice on these smaller elements before asking them to solve complex problems independently. Directions are concisely and clearly written so that students can complete the worksheets independently. Each worksheet has been field tested in grades 4-8 classrooms and revised to ensure student success. Definitions of key academic language (and grammar lingo) are provided.
  3. Provide students with fully completed sample problems as well as partially completed sample problems before asking them to apply new problem-solving strategies on their own. The Grammar, Usage, and Mechanics Worksheets provide samples (examples) of each instructional application of the focus concept or skill.
  4. Students should have repeated opportunities to practice a task through practicing other tasks like it. Students complete a practice section that is not too long, and not too short. The practice sections have been carefully designed to be comprehensive, yet not repetitious. Every instructional component of the focus concept or skill has at least one deliberate practice opportunity.
  5. Students receive the greatest benefits from practice when teachers provide them with timely and descriptive feedbackStudents complete the practice section and self-correct and self-edit from the Answers Booklet to gain immediate feedback and learn from their own mistakes.
  6. Provide plenty of opportunities for students to practice applying problem-solving skills before you test them on their ability to use those skills. Next, students complete a short formative assessment (a brief written application of the concept or skill) at the bottom of each worksheet and bring up the completed worksheet to the teacher for a mini-conference. The teacher evaluates the formative assessment to determine mastery and quickly checks the practice section to make sure that the student has completed and self-corrected. If mastered, the teacher (or student) changes the unmastered “/” into a mastered “X” on the data matrix. If unmastered, the teacher briefly re-teaches and the student completes the formative assessment once more.
  7. Distribute practice over extended periods of time. Students work at their own pace, completing the Grammar, Usage, and Mechanics Worksheets. The teacher provides points for each mastered worksheet.

Check out the research-based spelling patterns worksheets and the research-based vocabulary worksheets.

*****

Teaching Grammar and Mechanics for Grades 4-High School

Teaching Grammar and Mechanics Grades 4, 5, 6, 7, 8, and High School Programs

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

Grammar, Mechanics, Spelling, and Vocabulary

Grammar, Mechanics, Spelling, and Vocabulary Grades 4, 5, 6, 7, 8 Programs

Or why not get the value-priced Grammar, Mechanics, Spelling, and Vocabulary (Teaching the Language Strand) grades 4, 5, 6, 7, and 8 BUNDLES? These grade-level programs include both teacher’s guide and student workbooks and are designed to help you teach all the Common Core Anchor Standards for Language. In addition to the Teaching Grammar and Mechanics program, each BUNDLE provides weekly spelling pattern tests and accompanying spelling sort worksheets (L.2), 56 language application opener worksheets (L.3), and 56 vocabulary worksheets with multiple-meaning words, Greek and Latin word parts, figures of speech, word relationships with context clue practice, connotations, and four square academic language practice (L.4, 5, and 6). Comprehensive biweekly unit tests measure recognition, understanding, and application of the grammar, mechanics, and vocabulary components.

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

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

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

─Julie Villenueve

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

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Drill and Kill Worksheets

GRAMMAR PROGRAMS from Pennington Publishing

Pennington Publishing GRAMMAR PROGRAMS

Teachers are no different than most people. They say one thing, but often do another. Most teachers (I certainly will include myself) have at one point in their teaching careers derided the use of drill and kill worksheets as a waste of valuable instructional time. We have slandered rote memorization and isolated skills instruction. We have rolled our eyes and whispered derogatory comments in the staff room about lazy and uncreative Mr. Worksheet. Isn’t it time for him to retire?

However, if you google “grammar worksheets,” you get 2,970,000 hits; if you google “vocabulary worksheets,” you get 8,250,000. Clearly more teachers other than Mr. Worksheet like their worksheets and see the value of deliberate, targeted, independent practice. Thought I’d dig into the educational research a bit to see whether what teachers say or what teachers do makes more sense.

In a 2016 article titled “Practice for Knowledge Acquisition (Not Drill and Kill)” for the American Psychological Association, researchers present the case for deliberate practice: “It doesn’t matter what subject you teach, differences in students performance are affected by how much they engage in deliberate practice… Deliberate practice is not the same as rote repetition. Rote repetition — simply repeating a task — will not by itself improve performance. Deliberate practice involves attention, rehearsal and repetition and leads to new knowledge or skills that can later be developed into more complex knowledge and skills. Although other factors such as intelligence and motivation affect performance, practice is necessary if not sufficient for acquiring expertise (Campitelli & Gobet, 2011).”

Although deliberate practice is not solely reserved for worksheets, it would certainly seem that targeted, independent worksheets can certainly provide deliberate practice that involves “attention, rehearsal, and repetition” and need not succumb to rote repetition. Worksheets can also introduce and help students practice “new knowledge or skills that can later be developed into more complex knowledge and skills.”

Math teacher, Robert Evan Foster, discusses the difference between deliberate practice and rote repetition on math worksheets in an interesting article: “There is a paradoxical problem in teaching math. Students need to know certain mundane facts so they can move on to problem solving. A student who has to look up every multiplication fact on a cheat sheet lengthens their homework algebraically. On one hand, a teacher needs to make sure the students know their math facts. On the other hand, the teacher risks mind numbing boredom on the part of the students doing the homework.”

“I think that the root of the dilemma is found in the length of the worksheets. I was asked the question, ‘If a student can demonstrate that they know how to divide a three-digit number, by a two-digit number 100% of the time with five problems, why do they have to do an additional 45?’ Teachers don’t have to assign more problems than necessary for the student to demonstrate mastery of the math skill. Five problems will do just as well as 50. You have students who are learning their basic math facts. In turn, they aren’t wilting in the field out of boredom doing the last 45 problems.”

So, besides deliberate, targeted practice (avoiding rote memorization) of new knowledge or skills, what do the American Psychological Association researchers suggest? I’ve weeded out a few of their suggestions and focused in these key ones. See the article for the entire list.

Research (Anderson, 2008; Campitelli & Gobet, 2011; Ericsson, Krampe, & Clemens, 1993) suggests several conditions that must be in place in order for practice activities to be most effective in moving students closer to skillful performance. Each of these conditions can be met with carefully designed instruction:

  • Teachers should design practice tasks with students existing knowledge in mind. When students succeed at practice problems, the benefits of practice are maximized. But when students become frustrated with unrealistic or poorly designed practice problems, they often lose motivation, will not receive the full benefits of the practice they have done, and will be less motivated to attempt future practice problems.
  • Students receive the greatest benefits from practice when teachers provide them with timely and descriptive feedback.
  • Students should have repeated opportunities to practice a task through practicing other tasks like it.
  • Distribute practice over extended periods of time.
  • Provide clear instructions on performance expectations and criteria.
  • Break complex problems into their constituent elements, and have students practice on these smaller elements before asking them to solve complex problems independently.
  • Guide students through sample practice problems by using prompts that help them reflect on problem-solving strategies.
  • Provide students with fully completed sample problems as well as partially completed sample problems before asking them to apply new problem-solving strategies on their own.
  • Provide plenty of opportunities for students to practice applying problem-solving skills before you test them on their ability to use those skills.

Considering these research suggestions, it certainly seems to me that targeted, independent worksheets can provide effective practice if they are “carefully designed” to apply the educational researchSo maybe what teachers do for their students (using worksheets) actually does make sense.

The author of this article has written English-language arts and reading programs for grades 4-8 teachers and their students which include assessment-based worksheets, designed according to the above research-based suggestions. For examples of worksheets providing deliberate practice according to research suggestions, check out Research-Based Grammar, Usage, and Mechanics Worksheets, as well as Check out the Research-Based Spelling Patterns Worksheets and the Research-Based Vocabulary Worksheets for examples. Visit the author’s website for product information.

Get the Grammar and Mechanics Grades 4-8 Instructional Scope and Sequence FREE Resource:

Get the Diagnostic Grammar and Usage Assessment FREE Resource:

Get the Diagnostic Mechanics Assessment FREE Resource:

Grammar/Mechanics, Literacy Centers, Reading, Spelling/Vocabulary, Study Skills, Writing , , , , , , , , , , , , , , ,

Navigating Differentiated Instruction

Anyone with a good nav system knows its value in planning a family road trip. First, you enter your Destination. Establishing the end goal for the trip lets both driver and passengers in on the plan. Does it reduce the number of “Are we there yets?” Not completely. Second, you have to let your GPS establish the Current Location  to search the route to your destination. You may need to adjust that Starting Point. Third, you need to make use of the flexible features. A good navigation system allows the driver and passengers the flexibility to choose the best or fastest routes. It also re-routes if the driver makes a wrong turn, if there is road construction, or if the passengers want to take a side trip to see that interesting historical marker.

A quality English-language arts curriculum designed to differentiate instruction is like a good nav system. First, the program uses diagnostic assessments to establish the Destination. Assessments are based upon the Common Core State Standards. The teacher (or helpful parents) records the assessment data that indicates each student’s Current Location. Knowing what a child knows and does not know informs instructional decision-making. Should the Starting Point be adjusted? Are the learning gaps minimal, requiring brief review, or substantial, necessitating systematic instruction? Are there other students with the same deficits that would permit small group instruction? Is individualized instruction required for some curricular components? Effective instructional resources provide formative assessments that inform the teacher when to veer off course, backtrack, skip ahead, or take those educational side trips. The fastest route is not always the best. Good instructional resources allow parents and teachers to adjust instruction and re-route throughout the road trip.

Old-school English-language arts instructional resources are still using the same worn-out road maps. Everyone has to be on the same stretch of highway at the same time. Both teacher and students must adapt to a cookie cutter curriculum which assumes that every child begins with the same background knowledge, the same level of mastery, and/or the same skill set. Of course, the reality is that some students already know sections of the highway well and wind up repeating the same stretches of road. Highway hypnosis often sets in. Other students can’t even get on the same road-the curricular resources are just too-far above their ability levels.

Teachers committed to differentiated instruction need to invest in curricular resources with good nav systems rather than band-aiding outdated road maps.

Pennington Publishing provides the flexible instructional resources to adjust instruction to the individual needs of each student. Check out Mark Pennington’s Grammar, Mechanics, Spelling, and Vocabulary , Teaching Grammar and Mechanics, and TEACHING ESSAYS BUNDLE and get the help teachers need to differentiate assessment-based instruction with little additional teacher prep and/or specialized training.

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

Word Families (Rimes) Activities

Should We Teach High Frequency Words?

High Frequency Words?

Although systematic explicit phonics instruction should be the core of beginning reading instruction, as a reading specialist I support an eclectic approach to ensure success for all students. One such approach that I have used with success is teaching the basic word families, also known as rimes.

Now to be certain that I don’t lead you astray, let’s be clear that I do mean rimes, and not rhymes. Although the two are certainly related, especially in terms of instructional practice. Simply defined, the rime consists of a vowel and final consonants, such as “ack.” The rime usually follows an initial consonant, e.g. “b,” or consonant blend, e.g. “bl,” to form words, e.g., “back” or “black.”

Learning the common rimes can help beginning readers recognize common chunks of letters within words. Margaret Moustafa’s research has demonstrated that beginning readers tend to figure out new words through analogy (1997). In other words, they connect “what they already know” to “what they need to know” through word similarities. Goswami found that both beginning and dyslexic readers benefit from learning and practicing rimes (2000). To summarize, if beginning readers learn to recognize the “ack” rime, they will be able to use that chunk to learn words with different single consonant onsets to form words such as “back,” “hack,” “jack,” “lack,” “rack,” “sack,” “tack,” as well as words with different consonant blend onsets, such as “black,” “crack,” and “stack.”

Now, good reading teachers will note that teaching rimes could be used to side-step blending the individual vowel and final consonant sounds, just as teaching the consonant blends could side-step blending the individual consonant sounds. Thus, with the consonant blend onset “bl” and its rime “ack,” the word black becomes two pronunciation units, rather than four. I certainly would not advocate these short-cuts; however, once beginning readers have mastered, or are in the process of mastering how to blend, I see no reason to avoid practicing blending automaticity with rimes. I do suggest leaving the consonant blends to the traditional blending strategies rather than practicing these as chunks because mispronunciations, such as “bluh” for bl, will create more harm than good.

Parents can be helpful partners in practicing rimes with their children. Although oftentimes well-intentioned parents can do more harm than good when they teach their children to blend improperly, practicing rimes is almost foolproof. A good list of rimes, such as in the following Word Family (Rimes Activities), will give parents the tools they need. Also, reading rhyming books, such as Dr. Seuss, are wonderful practice.

For older students, say second-graders or reading intervention students (think Response to Intervention Tiers I and II), this Rimes Assessment with recording matrix can provide the data teachers need to effectivelydifferentiate instruction.

So for those of you who have read this far, here are some terrific Word Families (Rimes) Activities to practice rimes in the classroom. You may also wish to use the phonics materials and activities found in these articles: Phonics Games and in How to Teach Phonics. Also, check out these related Phonemic Awareness Activities.

*****

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:

Get the Syllable Awareness Assessment FREE Resource:

Get the Syllable Rules FREE Resource:

Get the Accent Rules FREE Resource:

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

Sight Word Activities

Sight Words

Which sight words should we teach?

Most every reading teacher places some value on sight words instruction; however, just what teachers mean by sight words varies more than the flavors at the local ice cream parlor. Reading specialists describe two methods of “word attack”: word identification and word recognition. Sight words are the word recognition side of the coin. Some mean high frequency reading words and trot out Fry or Dolch word lists. These words consist of those most frequently found in basal reading series. “By the end of second grade, your child must have memorized the top 200 words.”

Other teachers see sight words as high utility spelling words. You can spot these teachers by their prominently displayed “No Excuse” spelling words on a colorful bulletin board. Thanks to Rebecca Sitton, these collections of words are the words that children most often use in their beginning writing. “By the end of second grade, your child must have mastered the spelling of these words in their writing–no excuses!”

Still other teachers understand and teach sight words as word family (rimes) words. A rime is a vowel and final consonants in one syllable, such as “ick.” The rime usually follows an initial consonant, e.g. “t,” or consonant blend, e.g. “tr,” to form words, e.g., “tick” or “trick.” Teachers using rimes have their students memorize what these chunks of words look and sound like and then apply these to other starting consonants (called onsets) to recognize or say new words. “By the end of second grade, your child must know every one of these 79 word families with automaticity.” Get a comprehensive list of rimes and terrific learning activities Word Families (Rimes) Activities.

The last group of teachers view sight words as Outlaw Words. That’s right… stick ’em up, cowboy! These words break the law, that is they break the rules of the alphabet code and are non-phonetic. Words such as the and love are Outlaw Words because readers can’t sound them out. Unfortunately, many of our high frequency and high utility words happen to be non-decodable. Linguists tell us that these are holdovers from our Old English roots.

So Which Sight Words Should We Teach?

Although reading  research clearly supports systematic explicit phonics as the most efficient instructional methodology, as a reading specialist I support a Heinz 57® approach to sight word practice.  Although not a substitute for explicit phonics instruction, memorizing key sight words does makes sense to promote reading automaticity. And, as a bonus, parents can be helpful partners in practicing sight words with their children. Although oftentimes well-intentioned parents frequently do more harm than good when they teach their children to blend improperly (think “buh-ay-nuh-kuh” sound-out for bank), practicing sight words is almost foolproof.

For older students, say second-graders or reading intervention students (think Response to Intervention Tiers I and II), these Outlaw Words and Rimes Assessments with recording matrix provides  teachers with the data they need to effectively differentiate instruction.

And here are some terrific Outlaw Words Activities and  Word Families (Rimes) Activities to make sight word practice fun in the classroom. Also check out the phonics materials and activities found in these articles: Phonics Games and in How to Teach Phonics. Finally,  check out these related Phonemic Awareness Activities.

Who says you can use diagnostic phonics assessments to inform guided reading instruction? Want to have the best of both worlds to pinpoint instruction? Check out the Sam and Friends Guided Reading Phonics Books, Diagnostic Assessments, and Running Records. Get both vowel and consonant comprehensive whole-class phonics assessments with audio files AND 3 guided reading phonics books with focused phonics patterns, comprehension questions, 2 new sight words, 30-second word fluencies, and running records.

Get the Sam and Friends Guided Reading Phonics Books, Diagnostic Assessments, and Running Records 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 , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , , ,