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The Science of Reading Intervention Program

Intervention Program Science of ReadingDownload 2 FREE lessons (178 slides and a 15 min video) to check out The Science of Reading Intervention Program. Effective. Evidence-based. Accelerated program. Easy-to-teach. Affordable.

This evidence-based, SoR-aligned, accelerated program has been designed for struggling readers ages 8-adult. The 54 lessons each include 5 Daily Google Slide Activities:

5 Daily Google Slide Activities (55 minute lessons, 3 days per week, 18 weeks)

    1. Phonemic Awareness and Morphology: Advanced phonemic awareness drills and Greek and Latin Anchor Words to help students learn the high frequency prefixes, roots, and suffixes (5 Minutes).
  1.  Blending, Segmenting, and Spelling: Continuous blending of 4-8 words to learn phonetically regular focus sound-spellings and 2 Heart Words per lesson, plus syllable and spelling rules (10 Minutes). Includes audio and video files.
  2. Sounds and Spellings Practice: Independent practice with text box typing and drag and drop activities for the focus sound-spellings (10 Minutes).
  3. Heart Words Practice: Independent practice with text box typing and drag and drop activities for the 2 words with phonetically irregular sound-spellings (5 Minutes).
  4.  Sam and Friends Phonics Books: Decodable stories with teenage characters and plots for each daily lesson with comprehension questions, margin annotations, and word fluency practice. Beautifully illustrated by noted comic artist, David Rickert. (Slides with text box typing and PDFs in Tablet, Chromebook, and Phone Formats) 25 Minutes

Written for teachers by a teacher. Completely aligned to the science of reading.

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Reading and Spelling Assessments

FREE Reading and Spelling Assessments for Reading Intervention

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

DIAGNOSTIC READING ASSESSMENTS

Phonemic Awareness Assessments (Printable Copies) 

Use these five phonemic awareness (syllable awareness, syllable rhyming, phonemic isolation, phonemic blending, phonemic segmenting) and two awareness assessments (upper and lower case identification and application) to determine reading readiness. Each of the seven assessments is administered whole class. The author’s Teaching Reading Strategies reading intervention program includes corresponding phonemic awareness and alphabetic awareness activities to remediate all deficits indicated by the assessments.

Vowel Sounds Phonics Assessment

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

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

Consonant Sounds Phonics Assessment

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

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

Heart Words Assessment (Printable Copy)

Use this 108 item whole class assessment to determine your students’ mastery of high frequency English words with non-phonetic parts–“the parts to learn by heart.” The author’s Teaching Reading Strategies and The Science of Reading Intervention Program both include printable Heart Words game cards and fun learning games to help students master unknown Heart Words as indicated by the diagnostic assessment. Perfect differentiated instruction!

Rimes Assessment (Printable Copy) 

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

The Pets Fluency Assessment (Printable Copy) 

The “Pets” expository fluency passage is leveled in a unique pyramid design: the first paragraph is at the first grade (Fleish-Kincaid) reading level; the second paragraph is at the second grade level; the third paragraph is at the third grade level; the fourth paragraph is at the fourth grade level; the fifth paragraph is at the fifth grade level; the sixth paragraph is at the sixth grade level; and the seventh paragraph is at the seventh grade level. Thus, the reader begins practice at an easier level to build confidence and then moves to more difficult academic language. As the student reads the fluency passage, the teacher will be able to note the reading levels at which the student has a high degree of accuracy and automaticity. Automaticity refers to the ability of the reader to read effortlessly without stumbling or sounding-out words. The 383 word passage permits the teacher to assess two-minute reading fluencies (a much better measurement than a one-minute timing). The author’s Teaching Reading Strategies program includes 48 YouTube recordings of expository articles, each at three different speeds, for modeled readings to practice fluency.

The Diagnostic Spelling Assessment

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

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

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

Assessment Formats

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

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

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

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

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

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

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

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RECOMMENDED READING INTERVENTION PROGRAMS APPLYING ASSESSMENT-BASED INSTRUCTION

Intervention Program Science of Reading

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

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

 

 

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Phonics in 10 Minutes

This post is for parents concerned about their child’s reading; for news and social media junkies who want to intelligently respond to current events, such as the recent dramatic improvement in Mississippi reading scores due, largely, to a re-emphasis on phonics; for elementary teachers who never had a phonics course in their teaching credential program; for secondary teachers who wonder, “Should I be teaching phonics to my frosh English students who can barely read?”; and for literacy coaches and reading specialists, like me, who want a quick start user guide to present to parents and teachers. In this 10-minute read, you’ll find out what the following terms mean and what they have to do with teaching phonics, enough to keep you from sounding stupid in any job interview or lunch conversation with other parents, principals, teachers, language coaches, and reading specialists.

Think of this as a Quick Start User Guide to Phonics. In order of appearance: phonics, phonemes, graphemes, decoding, encoding, synthetic phonics, explicit and systematic phonics, sound-spellings, decodables, sound-by-sound blending, slanted /lines/, consonant blends, consonant digraphs, analytic phonics, onsets, rimes, word families, diphthongs, embedded phonics, implicit and incidental instruction, cueing systems, MSV, guided reading, r-controlled vowels, silent final e, instructional phonics sequence, continuous sounds

Definitions

Let’s begin by defining phonics. Simply put, phonics is how we use the 26 letters of the alphabet as a code to represent our English phonemes (the fancy way of saying the 43 or 44 speech sounds). We put together these written speech sounds (called graphemes if you want to sound impressive) to read words. This is known as decoding. The Latin prefix, “de” means away from or out of, which helps us remember that decoding is making meaning out of the letter combinations. The other side of the language coin from decoding is encodingThe Latin prefix, “en” means in or into, which helps us remember that encoding is making the graphemes into words. To keep it simple: Decoding is sounding-out the words to be able to read them, and encoding is spelling the words.

Now that we have a definition of phonics, let’s take a look at the three approaches to phonics instruction. In our brief analysis, you’ll learn the key components of phonics instruction in the key instructional activities and the methods used by each phonics approach to teach them. To be clear, each approach helps students learn the phonics rules; it’s the how they are learned that differs. As an aside, these three methods of teaching phonics are the main points of contention in the never-ending Reading Wars, and the battles within each approach are just as contentious as those among the three approaches.

Types of Phonics Approaches

Animal Sound-Spelling Cards

1. Synthetic Phonics: In this approach, teachers help students learn how to convert the 26 letters of the alphabet into the 43 or 44 English phonemes (speech sounds) and then blend these individual sounds to read words. The teacher introduces the graphemes (the spellings) for each of these phonemes in explicit, systematic instruction. Explicit means direct and sometimes isolated instruction that is unconnected to text. Systematic means planned, structured, and sequenced instruction.

Key Instructional Activities: The sound-spelling card (to the right) is a key instructional component of synthetic phonics. For example, students first learn the sounds and spellings listed on the three cards. (Previously, students had learned the /s/ on the seagull card and the /n/ on the newt card before the teacher introduces the sn_ on the snack card.)

Another key instructional activity is sound-by-sound blending. The teacher asks students to say the consonant blend sounds on the snack card; say the vowel sound on the iguana card; say the  consonant digraph sound on the cheetah card; and then blend the word, snitch. Students are taught the phonics rule that the _tch spelling follows short vowel sounds.

A third synthetic activity is the use of decodables. Decodables are short books, designed to practice specific sound-spellings introduced in the sound-by-sound blending activities. Decodables also review previously learned sound-spellings. Typically, a limited number of non-decodable sight words are used so that students build confidence in using their phonics skills.

*Note: The slanted /lines/ indicate sounds. The _blanks_ indicate that other letters must come before and/or after the spelling. A consonant blend is two or three consonants that frequently appear together at the start or end of syllables. A vowel, most commonly a, e, i, o, and u, appears in every syllable. A consonant digraph is two consonants which form one sound.

Rimes

Word Families

2. Analytic (Analogy) Phonics: Teaches students to look at the whole word, especially the onset (the beginning letter or letters) and rime (the sound pattern known as a word family), and to compare to similarly structured words which are already known.

Key Instructional Activities: For example, the teacher might teach the consonant blends br, cr, dr,  and fr as onsets and the rime, own (rhymes with down). Students practice combining the onsets and rimes as br-own, cr-own, dr-own, and fr-own. In the next lesson the teacher might teach the consonant blends gr, thr, and the consonant digraph sh as onsets and the rime, own (rhymes with phone).

Analytic phonics may include explicit and systematic instruction. Teachers introduce the rimes (word families) by syllable types.

*Note: The “ow” spelling in “own” as in brown is a diphthong. A diphthong is a vowel team in which two sounds are made. However, the the “ow” spelling in “own” as in shown is a vowel digraph. A vowel digraph is a vowel team in which only one sound is made.

3. Embedded Phonics: Teaches students phonics within the context of reading as needed to cue the pronunciation of a word. In contrast to the explicit and systematic instruction of the synthetic and analytic approaches, embedded phonics utilizes an implicit, incidental methodology. Phonics skills are learned deductively from the whole to the part as one of the three cueing systems for comprehension i.e., 1. M = Meaning 2. S = Structure (sentence structure, grammar, word order) 3. V = Visual (phonics, onsets and rimes, sight words).

Key Instructional Activities: The teacher groups readers by reading levels and students chorally and individually read a book together. When students struggle with the pronunciation of a word, they apply specific strategies to logically guess the pronunciation. For example, “What’s the sound of the first letter in this word? What word would make sense withe other words in the sentence? What hint does the picture on the page provide as to how to say it?”

The r-Controlled Vowels

A typical embedded phonics lesson might be planned as a mini lesson from a guided reading lesson on a book which uses a number of r-controlled vowels. After an initial reading, the teacher might ask students to search for and create a sorted list for all words using the /ar/, /or/, and /er/ spellings found on the cards to the right. Often, teachers use running records assessments of oral readings to determine the content of the mini lessons.

Silent Final e

 

Teachers may share the silent final rule in which the final at the end of a syllable makes the preceding vowel say its name (a long vowel sound) when a single consonant is found between the vowel and the final silent final e. For example, using the cards below, teachers could ask the group for example words of the a_e, i_e, o_e, and u_e spellings to create a word wall. Students might then write a story, using as many silent final words as possible.

Instructional Phonics Sequence

Generally speaking, all three phonics approaches follow a similar instructional order.

1. The most common sounds are introduced prior to the least common sounds.

  • Short vowels and consonant sounds
  • Ending consonant blends and “sh” and “th” voiced consonant digraphs
  • Beginning consonant blends, “wh” and “tch” consonant digraphs, “sh” and “th” unvoiced consonant digraphs
  • Long vowel sounds and silent final e
  • Long vowel sounds and r-controlled vowels
  • Diphthongs

2. Order of instruction separates letters that are visually similar e.g., p and b, m and n, v and w, u and n.

3. Order of instruction separates sounds that are similar e.g., /k/ and /g/, /u/ and /o/, /t/ and /d/, /e/ and /i/.

4. The most commonly used letters are introduced prior to the least commonly used letters.

5. Short words with fewer phonemes are introduced prior to longer words with more phonemes.

6. Continuous sounds e.g., /a/, /m/, are introduced prior to stop sounds e.g., /t/ because the continuous sounds are easier to blend.Check out Pennington Publishing’s Instructional Phonics Sequence with sound-by-sound spelling blending:

Get the Instructional Phonics Sequence FREE Resource:

Get the Animal Sound-Spelling Cards FREE Resource:

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My take? Synthetic phonics is the most efficient means of teaching the alphabetic code and should be taught systematically as part of any beginning reading program or reading intervention program. However, good reading and spelling programs provide additional analytic phonics activities, such as syllabication and spelling pattern word sorts. Plus, while most students learn with a synthetic approach, others respond best with an analytic approach. Good teachers also use incidental embedded phonics instruction as teachable moments to study words in depth as they use shared and guided reading. The best means of determining whether any method of reading instruction is working? Assessment. Flexible teachers use data to inform instruction and the instructional approach to meet the needs of individual students.

Get the Diagnostic Reading  and Spelling Assessments FREE Resource:

Intervention Program Science of Reading

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

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

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The Phonics Wars

Phonics Wars

The Phonics Wars

The Reading Wars have largely centered on one key issue of contention: How to Teach Phonics. More aptly named, the Phonics Wars have been going on since the 1950s. Different sides will occasionally declare victory when new research comes out or when new test results are released, such as the recent Mississippi NAEP improvement, and claim that the wars are over. Locally, among your district, county, or state colleagues, there may be a ceasefire; however, nationally and internationally the wars continue to rage on. The best evidence to support this fact? Facebook reading instruction groups. Believe me, the battle lines are still drawn. Even within the same type of phonics, some of the toughest battles are being waged e.g., the current International Dyslexic Association v. International Literacy Association accusations and name-calling.

This post is designed to get you up to speed about the three approaches to phonics, the key instructional activities, the programs and supporters, and the lingo used by advocates. My instructional goal is help you classify reading strategies, lessons, and activities according to the three approaches to phonics.

Three Approaches to Phonics

1. Synthetic Phonics: Teaches students to convert the 26 letters of the alphabet into the 43 or 44 English phonemes (speech sounds e.g., /sh/) and then blend these sounds to read syllables and words. This is known as decoding. Students also learn to use the graphemes (the letters or groups of letters which represent the common phoneme spellings, also known as sound-spellings) to spell the syllables and words. This is known as encoding. Both decoding and encoding are taught together in synthetic phonics.

Example: Individual sounds: sh-ow-n Blended sounds: shown

*Note: The slanted /lines/ indicate sounds. The _blanks_ indicate that other letters must come before and/or after the spelling.

Key Instructional Activities: Sound-by-Sound Blending, Sound-Spelling Cards, Decodable Book Practice, direct spelling pattern instruction

Programs and Supporters: Read 180®, Open Court, SRA, LETRS, Success for All, LiPS®, Wilson Reading System® and Fundations, Orton-Gillingham, Language! Live®, Hooked on Phonics®, Saxon Phonics®, Fundations, SRA Corrective Reading, International Dyslexic Association, International Literacy Association

Lingo: The Science of Reading, structured, explicit, systematic, sound-out, alphabetic code, , word identification, word attack

2. Analytic (Analogy) Phonics: Teaches students to look at the whole word, especially the onset (the beginning letter or letters) and rime (the sound pattern known as a word family), and to compare to similarly structured words which are already known.

Example: sh-ock like the words st-ock and kn-ock

Key Instructional Activities: Word sorts, word family flashcards, rhyming books, spelling patterns

Programs and Supporters: Words Their Way®, Making Words, International Literacy Association, Dr. Seuss

Lingo: Word families, onsets and rimes, word sorts. “Get your mouth ready…”, word recognition, high frequency words, whole to part

3. Embedded Phonics: Teaches students phonics within the context of reading as needed to cue the pronunciation of a word. Phonics skills are learned deductively from the whole to the part as one of the three cueing strategies for comprehension i.e., 1. M = Meaning 2. S = Structure (sentence structure, grammar, word order) 3. V = Visual (phonics, onsets and rimes, sight words)

Example: “What’s the sound of the first letter in this word?” From the other words in the sentence, what would be your best guess as to how to say it?

Key Instructional Activities: Mini lessons, predictable texts, picture walks, guided reading, shared reading

Programs and Supporters: Fountas and Pinnell Leveled Literacy Intervention, Reading Recovery, HMH Journeys , HMH Into Reading, Units of Study for Teaching Reading Series

Lingo: Whole Language, Balanced Literacy, Structured Literacy, guided reading, shared reading, leveled books, authentic reading, word walls, high frequency sight words, strategic guessing

*****

My take? Synthetic phonics is the most efficient means of teaching the alphabetic code and should be taught systematically as part of any beginning reading program or reading intervention program. However, good reading and spelling programs provide additional analytic phonics activities, such as syllabication and spelling pattern word sorts. Plus, while most students learn with a synthetic approach, others respond best with an analytic approach. Good teachers also use incidental embedded phonics instruction as teachable moments to study words in depth as they use shared and guided reading. The best means of determining whether any method of reading instruction is working? Assessment. Flexible teachers use data to inform instruction and the instructional approach to meet the needs of individual students.

Get the Diagnostic Reading  and Spelling Assessments FREE Resource:

Intervention Program Science of Reading

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

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

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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)

Intervention Program Science of Reading

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

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

Get the SCRIP Comprehension Strategies FREE Resource:

Get the Diagnostic ELA and Reading Assessments FREE Resource:

 

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