Pennington Publishing Blog

Heart Wordles Slide Games

Do you love Wordle? For those of you teaching reading intervention, SPED, or ELL classes, here’s a set of 43 FREE Google slide games to help your ages 8-adult students practice Heart Words. Heart Wordles is pretty darn fun!

A Heart Word is a word which includes one or more irregular sound-spellings. Generally, older students have a larger lexical bank than beginning readers, so some of the words used in the game will be new to younger students, but the game may be helpful for them, as well.

Each of the 43 slide games focuses on a particular Heart Word sound-spelling pattern and provides the letters to form 5 words. Teachers should introduce the slide game pattern (the most common ones first) and help students blend example words before assigning students the slide game. Blend the phonetically regular parts and add the parts to learn by heart. New to teaching Heart Words? Check out my article, How to Teach Heart Words.

Not all agree on which sound-spellings are irregular. My selection of the 216 Heart Words in this game is based on sound-spelling patterns, syllables and phonics rules, and the Dolch 220 high frequency word list. I included 59 of the Dolch Heart Words (frequency numbers on the next two slides). Full disclosure: I also included words from lessons and decodables from my own reading intervention programs.

The directions are simple: Drag and drop the letters into the light shaded boxes to spell as many Heart Wordles as you can. I like playing the game whole class with a bit of competition (the first student to create all five words shouts out Heart Wordles! I’ve included a blank text box at the bottom of each slide for a few instructional options: 1. Type (and spell check) each word. 2. Explain the pattern or rule. 3. Write sentences including each Heart Word. 4. ?????0

Heart Wordles Slide Games

https://docs.google.com/presentation/d/1GL-EFFuEhQCoPLFAJYhXP7vn-qeeEZNFY4HAaWMEZMQ/copy

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If you like the Heart Wordles Slide Games, you’ll love my reading intervention programs for grades 8-adult:

The Science of Reading Intervention Program

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

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

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

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

Grammar/Mechanics Dolch words, Fry Words, Heart Wordles, heart words, Mark Pennington, no excuse words, reading intervention, San Diego Quick, sight words, Sitton words, Slosson, Teaching Reading Strategies, The Science of Reading Intervention Program, Wordle

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

Diagnostic Reading Assessments

Phonemic Awareness Assessments (Printable Copies) 

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

• Syllable Awareness Assessment (5:48 Audio File)
• Syllable Rhyming Assessment (5:38 Audio File)
• Phonemic Isolation Assessment (5:54 Audio File)
• Phonemic Blending Assessment (5:53 Audio File)
• Phonemic Segmenting Assessment (5:21 Audio File)

Vowel Sounds Phonics Assessment

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

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

Consonant Sounds Phonics Assessment

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

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

Heart Words Assessment (Printable Copy)

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

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).

Diagnostic Spelling Assessment

Following are accurate and teachable spelling assessments and corresponding recording matrices to help teachers determine what students know and what they do not know. Each assessment is comprehensive, not a random sample, to enable teachers to teach to the results of each test item. The author’s spelling 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.

Administer part or all of the Diagnostic Spelling Assessment (American English Version) test items, according to grade-level criteria.

• Grade 2: K-1 spelling patterns (#s 1‒41)
• Grade 3: K-3 spelling patterns (#s 1‒55)
• Grade 4: K-3 spelling patterns (#s 1‒64)
• Grade 5: K-4 spelling patterns (#s 1‒82)
• Grade 6: K-5 spelling patterns (#s 1‒100)
• Grade 7: K-6 spelling patterns(#s 1‒102)

Administer part or all of the Diagnostic Spelling Assessment (Canadian English Version) test items, according to grade-level criteria

• Grade 2: K-1 spelling patterns (#s 1‒41)
• Grade 3: K-3 spelling patterns (#s 1‒55)
• Grade 4: K-3 spelling patterns (#s 1‒64)
• Grade 5: K-4 spelling patterns (#s 1‒82)
• Grade 6: K-5 spelling patterns (#s 1‒100)
• Grade 7: K-6 spelling patterns(#s 1‒102)
• Grade 8: K-7 spelling patterns (#s 1‒106)

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.

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

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

2. Audio and Printable: Teacher plays the “normal speed” Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the “quick version” 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.

American English Resources: Diagnostic Spelling Assessment with the “normal speed” 22:38 audio file; Diagnostic Spelling Assessment with the “quick version 17:26 audio file; Spelling Patterns Assessment Matrix.

Canadian English Resources: Diagnostic Spelling Assessment with the “normal speed” 21:12 audio file; Diagnostic Spelling Assessment with the “quick version 18:53 audio file; Spelling Patterns Assessment Matrix. Audio files recorded by a Toronto teacher. Thanks!

3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the “normal speed” for grades 4, 5, and 6 students or the form with the “quick version” 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 “quick version” audio also helps students avoid the temptation of cheating. Teacher uploads the students’ Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.

American English Resources: Diagnostic Spelling Assessment Google Forms with the “normal speed” 22:38 audio file for grades 4, 5, and 6 students or the Diagnostic Spelling Assessment Google Forms with the “quick version: 17:26 audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

Canadian English Resources: Diagnostic Spelling Assessment Google Forms with the 21:10 “normal speed” audio file for grades 4, 5, and 6 students or the Diagnostic Spelling Assessment Google Forms with the 18:53 “quick version” audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.

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American English

RECOMMENDED SPELLING PROGRAMS APPLYING ASSESSMENT-BASED INSTRUCTION

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

Canadian English Programs

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The Science of Reading Intervention Program

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

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

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

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

Get the SCRIP Comprehension Strategies FREE Resource:

Grammar/Mechanics phonemic awareness assessments, phonics programs, reading assessments, reading intervention programs, Science of Reading Intervention Program, spelling assessments, Teaching Reading Strategies

Reading teachers know the value of picture mnemonics to help students master phoneme-grapheme relationships. After all, a picture is worth a thousand words. Sound-spelling cards can make the sound to print connection for beginning and struggling readers.

Animal Cards

In my set of sound-spelling cards, the Animal Cards each have a picture of an animal which features the focus sound, the /sound/, the mouth formation for proper speech articulation, and the common spellings of the phoneme (the speech sound). When students learn the phoneme-grapheme (sound-letter) correspondences with embedded mnemonic pictures (see the research of Ehri and Wilce), the cards are useful tools for building phoneme awareness because the abstract sounds and symbols are now tied to concrete representations. Dr. Tim Shanahan also emphasizes the importance of sound-pictures.

The animal theme is accessible to both younger and older students, and the photographs are less juvenile than illustrations. With most of the cards, the initial sound of the animal name corresponds to the most common spelling. For example, eagle is the picture for long /e/.

The blank line in a spelling indicates that a sound-spelling appears in that position of a syllable or word. Examples: On the cow card, the blank in “ou_” shows that the “ou” with that sound begins a syllable and must have an additional spelling or spellings in the blank, such as in “ouch.” The “_ow” indicates that the “ow” with that sound ends a syllable, such as in “plow.” On the eagle card, the “_ie_” means that spellings must come before and after the “ie” with that sound, such as in chief. The “e_e” signals the consonant final “e” spelling, such as in “discrete.”

Brackets indicate optional spellings. For example, on the goose card, the g[a, o, u] shows the hard g spelling options of words such as gas, got, or gut. On the jackrabbit card, the g[e,i,y] indicates the soft g spelling options of words such as gentle, ginger, or energy. Note that the soft g spellings are not found on a gerbil card, because the Animal Cards represent the phonemes.

The cards are color-coded. Green borders indicate short vowels; red is for long vowels; black is for consonants; blue is for consonant digraphs; purple is for diphthongs (two-sound vowels); and yellow is for r-controlled vowels.

Students are introduced to the names, speech articulation, and corresponding sounds of all 45 Animal Cards within the first two weeks of instruction. Videos and songs help students learn the key components of the Animal Cards.

Audio files lead students through the practice with the card names, mouth positions, sounds, and spellings. Accompanying videos and audios explain the mouth positions for proper articulation through silly songs. For example, check out the “Consonant Stop Sounds Song.”

The Science of Reading Intervention Program

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

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

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

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

Reading, Spelling/Vocabulary heart words, phonemic awareness, phonics programs, scarborough's rope, science of reading programs, Teaching Reading Strategies, The Science of Reading Intervention Program, the simple view of reading, word recognition

Reading specialists and reading intervention teachers have long advocated the use of decodable text for struggling, vulnerable readers… especially those in upper elementary, middle or high school, ESL/ELL, special education, and adult literacy classes. Teachers of beginning reading have either favored decodables, leveled readers, or predictable text.

I’m going to present the argument and criteria for decodables. (Full disclosure, I’m the author of a set of decodable readers for older students which I will use to apply the criteria for effective decodables and will promo at the end of the article.) My take is that it seems like common sense that if we are going to teach decoding (phonics) and encoding (spelling), our students should practice these skills in the context of authentic text. However, many have argued that decodable are anything but authentic, in that they are written for a contrived purpose. Additionally, we all know that common sense is often a poor substitute for evidence-based practices. Unfortunately, the reading research on decodables is quite minimal, according to noted reading researcher, Dr. Tim Shanahan. Shanahan comments:

There have been only a handful of studies into the effectiveness of decodable texts since the term was first used back in the 1980s. And, truth be told, they are kind of mess; with little evident agreement about what decodable text is, what it should be compared with, and what outcomes we should expect to derive from it (https://shanahanonliteracy.com/blog/should-we-teach-with-decodable-text

So, in the “handful of studies” mentioned above, are decodables effective or ineffective? How so relative to other forms of text, such as leveled readers with controlled vocabulary, predictable texts etc.?

Shanahan again:

Mesmer (2005) found that kids were more likely to try to decode decodable text (duh), but leveled texts (less decodable) led to greater fluency (Mesmer, 2010). Some studies (Cheatham & Allor, 2012; Compton, 2005) concur with the first Mesmer study, but that’s okay because others support the second (Priec-Mohr & Price, 2017). And, then there are those with mixed results (Chu & Chen, 2014).

Regarding the effectiveness of decodables versus other text constructions, the Ohio Department of Education produced a helpful list and example slides of pros and cons for decodables, leveled readers, and predictable text readers. Note that the advantage of decodables seems clear to me (and them) in their presentation:

http://education.ohio.gov/getattachment/Topics/Learning-in-Ohio/Literacy/Striving-Readers-Comprehensive-Literacy-Grant/Literacy-Academy/1-05-Matching-Text-Types-to-Students-Part-2.pdf.aspx?lang=en-US

Design and Instructional Component Criteria

As mentioned above, I’ll use my own decodable series to exemplify what I consider to be appropriate criteria for decodables for older readers.

Sam and Friends Phonics Books

• The Sam and Friends Phonics Books consist of highly decodable and systematic text to help readers learn, practice, and develop reliance upon the alphabetic code. Decodable means that a high percentage of words will be phonetically regular. Systematic means that each reader includes and reinforces only previously introduced sound-spellings to scaffold instruction.
• Each of the 54 books introduces the focus sound-spellings and 2 Heart Words of the daily Blending, Segmenting, and Spelling activity in the author’s two reading intervention programs:
• The books use the most widely-accepted, research-based instructional phonics sequence.
• Each book introduces two high-utility Heart Words (high frequency words with one or more phonetically irregular sound-spellings).
• The language de-emphasizes idiomatic expressions (ideal for English-language learners).
• The stories use non-predictable, non-repetitious, and non-patterned language to minimize over-reliance upon context clues and knowledge of text structure.
• The SCRIP comprehension strategies (Summary, Connect, Re-think, Interpret, Predict) are embedded within the text pages, not at the end of the book, to promote reader-author conversations and internal monitoring of text. Many require higher order thinking skills. The books include five higher level comprehension questions for each story.
• The back page includes 30 second word fluency practice on the focus sound-spellings and sight words with a systematic review of previously introduced sound-spellings and
• Heart Words
• Each book consists of eight pages in 5.5 x 8.5-inch booklet form. Books are formatted to be copied back to back on two separate 8.5 x 11 pages for easy copying and collation. Just one fold creates the take-home books. Staple if desired.
• The books are also formatted for tablet, Chromebook, and phone display.
• The books are also available as Google slides with comment or question text boxes for interactive monitoring of the text.
• Collections A, B, C, D, and E focus on remedial sound-spellings and sight words; whereas, Collection F: Syllable Juncture and Derivational Influences Books 45-54 is appropriate for all students reading below grade level.
• The books have been designed with older students (grades 4 to adult) in mind. Students will enjoy reading about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also Sam’s dog, Pug.
• The plots for each self-contained story reinforce positive values and character development and feature multi-ethnic teenage characters.
• Each book is cleverly illustrated by master cartoonist, David Rickert. The illustrations do not explain the text. They entertain.

Your students will love these decodables for older readers: the Sam and Friends  Phonics Books, and more importantly, by using these readers, students and parents will see measurable progress in their reading skills. If interested in the characters, settings, and themes of the books, check out this sister article: Decodables for Big Kids.

The Science of Reading Intervention Program

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

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

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

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

Reading, Spelling/Vocabulary decodable readers, decodable stories, decodables, decodables criteria, decodables for older students, Mark Pennington, phonics decodables, pure decodables, reading intervention, science of reading decodables, Teaching Reading Strategies, The Science of Reading Intervention Program

The Sam and Friends Phonics Books have been designed to support systematic and explicit phonics instruction, such as is included in the author’s comprehensive Teaching Reading Strategies and The Science of Reading Intervention Program.

The Sam and Friends Phonics Books have been designed to support systematic and explicit phonics and spelling instruction. The eight-page books will help your students master all the common sound-spelling patterns and 108 high frequency Heart Words (words with one or more irregular sound-spellings), while improving their reading fluency and comprehension.

What makes these decodables ideal for older students?

For years I served as an upper elementary reading specialist and middle-high school reading intervention teacher. I, like others who teach older, vulnerable/struggling readers, simply could not find decodable stories which specifically helped students practice the sound-spellings I was teaching.

Using the “Bob” books, Dr. Seuss, or the ilk was out of the question. Nothing de-motivates an older student more than primary age-appropriate illustrations and/or story themes in books or in reading curriculum.

Yes, many of these older readers do need to know how to sound out “c-aa-t,” but “there must be better ways to practice the /k/, short /a/, and /t/ sounds and c-a-t spellings,” I thought. I searched high and low, and no… High/Low readers were not the answer. I searched the Reading Rockets decodable links in vain. I wanted targeted, pure (as much as possible) decodables with focused sound-spellings and minimal Heart Words that respected my students ages and maturity levels. There simply are no other decodables I could find that met my personal criteria.

I had to write them.

Of course, I can’t draw an engaging illustration to save my life. But David Rickert, the comic artist, certainly can. A true partnership developed. I wrote the stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also Sam’s dog, Pug. The plots for each self-contained story reinforce positive values and character development and feature multi-ethnic teenage characters. David illustrated each of the 54 Sam and Friends Phonics Books.

Now, David is a high school ELA teacher, in addition to being an illustrator. He found it interesting that I insisted on illustrations which did not add meaning to the stories, but only entertained the readers. If you are knowledgeable about S0R (the science of reading), you will understand why we don’t want developing readers to be overly-dependent upon pictures to explain what the text means.

What are the characters like and what are some of the themes in these books?

The four characters and dog interact in and out of the high school setting. Two of them, Sam and Kit, develop a semi-romantic relationship throughout the 54 books. The multi-ethnic characters run counter to many cultural stereotypes. For example, both Tom and Kit are the athletes. Deb, an African-American, is the smart debate club champion with math and science as her strong suits. Sam’s dog, Pug, is a trouble-making, but lovable, pooch.

The story themes take place in a variety of settings: in school, at the lake, at the ocean, in the forest, at the coffee shop.

In one story, Tom and Sam create a snow tubing business; in another, Deb and Kit run a race; in a story featuring Pug, the dog chases the ice cream truck. In each story, positive values are emphasized. There is nothing overly controversial in these stories… they teach the values of friendship, respect to parents and teachers, loyalty, honesty, etc. However, these aren’t preachy stories, although in one story all four friends visit Deb’s church. The stories won’t elicit any parent or student complaints… they teach your students to read and even enjoy the practice.

Also included in these stories are the focus sound-spellings, Heart Words, 30-second word fluencies, 5 higher level comprehension questions, and comment or question text boxes. Each of the 54 stories connects to the sounds and spellings instructional sequence from my two reading intervention programs. No, I don’t sell the Sam and Friends Phonics Books separately. They are completely integrated into my two programs listed below. Yes, the books are formatted for interactive reading in Google slides, but also may be printed as eight-page booklets or viewed on tablets, Chromebooks, and phones. So many ways to read these stories and practice what you teach!

These phonics books are ideal for guided reading and independent practice in all reading intervention instructional settings. Check out this quick video, featuring one of the Sam and Friends Phonics Books: https://www.youtube.com/watch?v=q6qxzT6OoOI  Now, once you’ve watched the video… if you are a reading nerd like me, you’ll want more technical reading stuff about just how decodable these books are, and just how aligned the series is to the science of reading. Check out Decodables Criteria and nerd out!

Teaching Reading Strategies

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. 

Reading decodable readers, decodable stories, decodables, decodables for older students, Mark Pennington, phonics decodables, pure decodables, reading intervention, science of reading decodables, Teaching Reading Strategies, The Science of Reading Intervention Program

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.

• Syllable Awareness Assessment (5:48 Audio File)
• Syllable Rhyming Assessment (5:38 Audio File)
• Phonemic Isolation Assessment (5:54 Audio File)
• Phonemic Blending Assessment (5:53 Audio File)
• Phonemic Segmenting Assessment (5:21 Audio File)

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.

*****

The Science of Reading Intervention Program

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

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

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

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

Literacy Centers, Reading, Spelling/Vocabulary decodables for older readers, diagnostic reading assessments, diagnostic spelling assessment, fluency assessment, phonemic awareness assessment, phonics assessment, reading assessments, reading intervention, reading intervention program, spelling assessments, Teaching Reading Strategies

Making Cents

The key idea of guided reading: to make sure kids are being taught from books that are not too far beyond their skills certainly makes sense. According to Vygotsky, students learn best when they are provided strong instructional support to extend themselves by reading texts that are on the edge of their learning—not too easy but not too hard*. And guided reading publishers attempt to do just that by putting reading level theory into practice. Most teachers have bought into guided reading hook, line, and sinker.

Most elementary teachers in the United States use one form of guided reading or another. In fact, the two most popular reading programs (Fountas & Pinnell and Teacher’s College Readers Workshop) which account for more than 60% of reading program sales in the United States use leveled books as the core component of their curricula.

However, you can take even a good idea too far in terms of adherence to a theoretic framework and implementation in the classroom.

First, in terms of a theoretic framework, the simple fact is that the science behind reading levels theory is quite a squishy notion. Specifically, we have mistakenly assumed that independent, instructional, and frustration reading levels are research-based and quantifiable constructs.

(https://www.heinemann.com/fountasandpinnell/supportingmaterials/fountaspinnell_revdreadingteacherarticle12_2012.pdf)

Dr. Tim Shanahan took a look at the original research regarding reading levels theory:

Made famous in Emmett Betts’s influential, now-little-remembered 1946 textbook Foundations of Reading Instruction, leveled reading theory actually emerged from a more obscure study conducted by one of Betts’s doctoral students. “I tracked down that dissertation and to my dismay it was evident that they had just made up those designations without any empirical evidence,” Shanahan wrote. When the study—which had in effect never been conducted—was “replicated,” it yielded wildly different results. In other words, there was no study, and later research failed to show the benefits of leveling. “Basically we have put way too much confidence in an unproven theory,” Shanahan concluded (https://fordhaminstitute.org/national/commentary/leveled-reading-making-literacy-myth).

Second, in terms of leveled reading instruction, implementation of the reading levels theory via guided reading is challenging, time-consuming, expensive, and provides less student-teacher reading time because of the narrowly focused guided reading groups.

Rube Goldberg (1931)

In fact, the commonly-accepted notion about reading levels has produced a Rube Goldberg machine in reading instruction. A Rube Goldberg machine, named after American cartoonist Rube Goldberg, is a machine intentionally designed to perform a simple task in an indirect and overly complicated way (https://en.wikipedia.org/wiki/Rube_Goldberg_machine).

The Fountas &Pinnell A to Z readers are such a machine. The differences among the levels are virtually indistinguishable, but the levels are goldmines for the publishers. More levels = more profit. As Tim Shanahan remarks,

“Teachers sacrifice way too much instructional time trying to provide kids teaching at their exact level. So, you’ll see teachers spending 15-20 minutes each with groups at level “L” and “M” that frankly aren’t different. In such cases, the teacher would be better off spending 30-40 minutes with the two combined groups (https://shanahanonliteracy.com/blog/the-problem-with-guided-reading).

My suggestions to make sense of guided reading:

1. No need to throw the baby out with the bathwater. I’m not suggesting, as many in the science of reading group advocate, getting rid of guided reading. The structural and instructional components of flexible ability grouping, meaningful busy work for rest of kids, reading with the teacher on a daily basis, and authentic assessment via running records are effective instructional strategies; however a few tweaks are in order.
2. Rather than trying to fine tune your guided reading groups by adding more discrete reading level groups, think of combining groups to maximize instructional minutes, minimize independent work, and improve behavior management. Especially consider doubling the size of the teacher-led guided reading group and reducing the number of total groups. Check out these group rotation ideas.
3. Look to other means of assessment to determine reading needs and group placements, in addition to running records. Teachers don’t like to hear this, but we are not completely objective evaluators. According to Dr. Louisa Moats, “The reliability of oral reading tests and running records is lower than the reliability of more structured, specific measures of component reading skills. Teacher judgment of the cause of specific oral reading errors (e.g., miscue analysis) tends to be much less reliable” (https://www.aft.org/sites/default/files/reading_rocketscience_2004.pdf) Louisa
4. In addition to leveled reading groups, use these alternative assessment data to drive instruction within your guided reading group stations. Flexible groupings can teach r-controlled vowels to a group, or the soft /c/ spellings, or non-decodable sight words, etc. to needs-based groups, formed according to diagnostic assessments.

The benefits of these guided reading tweaks…

1. Fewer groups means less prep for guided reading groups and other independent learning stations.
2. Less wasted instruction. When teachers notice reading errors during guided reading or running records which they wish to address via mini-lessons, some, but not all students will benefit.
3. Targeted needs-based instruction is more efficient than mini-lessons.
4. Students will progress quicker with the addition of assessment-based instruction.
5. Less $
6. Less tracking. Traditional guided reading groups stay quite similar from the start to end of the school year, with notable exceptions.
7. Better behavior management. With fewer groups, fewer transitions are necessary. With more students in the teacher’s group, less idle hands are making mischief.
8. More teacher-student time.

*****

Check out the Sam and Friends Guided Reading Phonics Books in the author’s program below to add an assessment-based phonics practice component to your guided reading.

Get the Diagnostic Reading  and Spelling Assessments FREE Resource:

The Science of Reading Intervention Program

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

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

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

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

Grammar/Mechanics guided reading, Mark Pennington, shared reading, Teaching Reading Strategies

Diagnostic Reading and Spelling Assessments

FREE READING AND SPELLING ASSESSMENTS for READING INTERVENTION PROGRAM PLACEMENT and ASSESSMENT-BASED INSTRUCTION

Phonemic Awareness Assessments (Paper 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.

• Syllable Awareness Assessment (5:48 Audio File)
• Syllable Rhyming Assessment (5:38 Audio File)
• Phonemic Isolation Assessment (5:54 Audio File)
• Phonemic Blending Assessment (5:53 Audio File)
• Phonemic Segmenting Assessment (5:21 Audio File)

Vowel Sounds Phonics Assessment (Paper Copy) *

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

• Vowel Sounds Phonics Assessment (10:42 Audio File)

Consonant Sounds Phonics Assessment (Paper Copy) *

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

• Consonant Sounds Phonics Assessment (12:07 Audio File)

Outlaw Words Assessment (Non-Phonetic Sight Words)(Paper Copy)

Use this 99 item whole class assessment to determine your students’ mastery of the most common non-phonetic English words. The author’s Teaching Reading Strategies reading intervention program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program includes an Outlaw Words fluency article which uses all assessment sight words. The program also provides sight word game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.

Sight Syllables Assessment (Paper Copy)

Use this 49 item whole class assessment to determine your students’ mastery of the most common Greek and Latin prefixes and suffixes. Memorization and practice of these high utility affixes will assist with syllabication, spelling, and vocabulary development. The author’s Teaching Reading Strategies reading intervention program provides Greek and Latin prefix and suffix game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.

The Pets Fluency Assessment (Paper 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).

Diagnostic Spelling Assessment (Paper Copy) *

Use this comprehensive diagnostic assessment to pinpoint all sound-spelling patterns learned from kindergarten through eighth grade. This 102 item eighth grade test pinpoints spelling deficits and equips the teacher to individualize instruction according to the assessment-data. The author’s Grades 4-8 Differentiated Spelling Instruction programs and the comprehensive Grammar, Mechanics, Spelling, and Vocabulary Grades 4-8 programs provide weekly spelling tests with spelling sorts, plus targeted worksheets to remediate each unknown assessment sound-spelling. Each worksheet includes a spelling sort and formative assessment.

• Diagnostic Spelling Assessment (22:38 Audio File)
• Spelling Patterns Assessment Matrix

* Placement Assessments

*****

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

The Teaching Reading Strategies (Reading Intervention Program) is designed for non-readers or below grade level readers ages eight-adult. Ideal as both Tier II or III pull-out or push-in reading intervention for older struggling readers, special education students with auditory processing disorders, and ESL, ESOL, or ELL students. This full-year (or half-year intensive) program provides explicit and systematic whole-class instruction and assessment-based small group workshops to differentiate instruction. Both new and veteran reading teachers will appreciate the four training videos, minimal prep and correction, and user-friendly resources in this program, written by a teacher for teachers and their students.

The program provides 13 diagnostic reading and spelling assessments (many with audio files). Teachers use assessment-based instruction to target the discrete concepts and skills each student needs to master according to the assessment data. Whole class and small group instruction includes the following: phonemic awareness activities, synthetic phonics blending and syllabication practice, phonics workshops with formative assessments, expository comprehension worksheets, 102 spelling pattern assessments, reading strategies worksheets, 123 multi-level fluency passage videos recorded at three different reading speeds, writing skills worksheets, 644 reading, spelling, and vocabulary game cards (includes print-ready and digital display versions) to play entertaining learning games.

In addition to these resources, the program features the popular Sam and Friends Guided Reading Phonics Books. These 54 decodable books (includes print-ready and digital display versions) have been designed for older readers with teenage cartoon characters and plots. Each 8-page book introduces two sight words and reinforces the sound-spellings practiced in that day’s sound-by-sound spelling blending. Plus, each book has two great guided reading activities: a 30-second word fluency to review previously learned sight words and sound-spelling patterns and 5 higher-level comprehension questions. Additionally, each book includes an easy-to-use running record if you choose to assess. Your students will love these fun, heart-warming, and comical stories about the adventures of Sam and his friends: Tom, Kit, and Deb. Oh, and also that crazy dog, Pug. These take-home books are great for independent homework practice.

The Science of Reading Intervention Program

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

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

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

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

 

 

Get the SCRIP Comprehension Strategies FREE Resource:

Grammar/Mechanics alphabetic awareness assessment, Mark Pennington, phonemic awareness assessment, phonics assessment, reading assessments, reading fluency assessment, sight words assessment, spelling assessment, spelling patterns assessment, Teaching Reading Strategies