Training Manual W Appendix 3-20-14 Rs

Teacher Manual
Multisensory Reading
March 2014
Contributors:
Jamey Peavler
Indianapolis Public Schools
Kristi Harris
M.A. Rooney Foundation
Therese Rooney
M.A. Rooney Foundation
March 2014
Table of Contents
Read Early -- Read Often ....................................................................... 1
Important Terms .......................................................................................................... 1
Reading Science ............................................................................................................ 3
The Reading Brain ........................................................................................ 5
Scarboroughs Reading Rope ....................................................................... 6
Some Critical Points ........................................................................................ 7
Word Origin .................................................................................................................. 10
Orton-Gillingham ........................................................................................................ 12
Phonological Umbrella ......................................................................... 13
Phonological Processing ........................................................................................... 14
Phonemic Awareness ................................................................................................ 15
Sound Guide ...................................................................................... 18
Basic Deck ..................................................................................................................... 18
Intermediate Deck ..................................................................................................... 21
Auditory Drill Mnemonics ........................................................................................ 24
b/d Checker .................................................................................................................. 25
Phonics Scope and Sequence ............................................................... 27
Lesson Procedures .............................................................................. 31
Visual Drill ..................................................................................................................... 31
Auditory Drill ................................................................................................................ 32
Kindergarten Auditory Options ............................................................................. 33
Blending Drill-One on One ...................................................................................... 34
Blending Drill-Whole-Class or Small Group ..................................................... 35
Phoneme Segmentation (Finger Spelling) ........................................................ 36
Reading Words ............................................................................................................ 37
Spelling One-Syllable Words.................................................................................. 38
Spelling Multi-Syllabic Words ................................................................................ 39
Memory Words ............................................................................................................ 40
March 2014 Page i
Introducing a New Phoneme/Grapheme ........................................................... 42
Introducing the Concept of a Syllable ................................................................ 43
Introducing a New Syllable Pattern .................................................................... 44
Introducing a New Syllable Division Rule ......................................................... 45
Introducing a New Spelling Rule .......................................................................... 46
Lesson Plans ...................................................................................... 47
Small Group/One-on-One Instruction ................................................................ 47
Whole Class Instruction ........................................................................................... 48
Kindergarten 30-Minute Lesson Plan .................................................................. 49
Syllables............................................................................................ 50
Syllable Patterns ......................................................................................................... 50
Syllable Division .......................................................................................................... 56
Advanced Syllable Division ..................................................................................... 61
Prefix Suffix Chop....................................................................................................... 61
Accented Syllables ..................................................................................................... 63
Schwa () ...................................................................................................................... 64
Suffixes ............................................................................................. 66
Common Suffixes ....................................................................................................... 67
Suffix es....................................................................................................................... 68
Suffix ed ...................................................................................................................... 69
Voiced and Unvoiced ................................................................................................. 70
Plural Rules ................................................................................................................... 71
Possessives ................................................................................................................... 71
Suffix Addition Rules ................................................................................................. 72
Just add .............................................................................................................. 72
1+1+1 doubling rule ..................................................................................... 72
e-drop rule ........................................................................................................ 72
y rule ................................................................................................................... 73
March 2014 Page ii

Spelling Generalizations and Phoneme/Graphemes ................................. 75
Short Vowel Pointers ................................................................................................. 75
Phoneme/Graphemes ............................................................................................... 76
Short vowel exceptions ................................................................................ 76
-ng, -nk .............................................................................................................. 76
Meet the stick vowels ................................................................................... 77
/k/ spelling ........................................................................................................ 77
Soft c and soft g ............................................................................................. 77
Several basic vowel and consonant rules ............................................. 80
Several intermediate vowel and consonant rules ............................. 80
Contractions ...................................................................................... 82
Memory Words ................................................................................... 84
Memory Word Lists .................................................................................................... 85
Orton Gillingham Community Red Words ......................................................... 87
Fluency ............................................................................................. 88
How is Fluency Built? ................................................................................................ 89
Goal of Fluency............................................................................................................ 89
Methods and Means for Building Fluency.......................................................... 90
Fluency Related Points ............................................................................................. 91
Hasbrouck and Tindal Oral Reading Fluency ................................................... 92
IPS Quick Phonics Screener ................................................................. 93
Directions for Administration and Scoring........................................................ 93
Kindergarten -- Real Words .............................................................................................. 94
Grade 1 -- Real Words ....................................................................................................... 96
Grade 1 -- Nonsense Words .............................................................................................. 98
Grade 2 -- Real Words ..................................................................................................... 101
Grade 2 -- Nonsense Words ............................................................................................ 103
Works Consulted .............................................................................. 105
Appendix ............................................................................................. 1
March 2014 Page iii

Read Early -- Read Often
Important Terms
Decoding vs encoding
decoding -- reading words
encoding -- spelling words
Explicit and systematic

explicit
o plain language, directly expressed, clearly stated, not merely
implied
o sequence of teaching must be: I do, we do, you do
systematic
o method or plan easy to more difficult
o organized and sequential
o cumulative review
Phoneme vs grapheme
phonemes speech sound
graphemes letter or letters that spell a phoneme
Phonemic awareness vs phonics

phonemic awareness is the ability to identify and manipulate sounds
in the English language
phonics when you attach letters and spellings to these sounds it
becomes phonics and includes all generalizations and spelling rules
Phonology vs orthography
phonology is about sounds and the study of sounds
orthography is our writing system for representing language
March 2014 Page 1

Morphology
morpheme is the smallest unit of meaning including /s/, /d/, /ject/,
ball, etc.
morphology is the study of the units of meaning and how they are
combined
base versus root both carry the major element of meaning in a word
o base word can stand on its own as a word or with affix
do do, redo, undo
usually Anglo-Saxon in origin
o root word cannot stand on its own; often forms a related
family of words
ject reject, inject, project, reject, deject
usually Latin in origin
On-set and rime vs rhyme

on-set the consonant(s) before the vowel b at spl ash
rime the vowel and final consonants b at spl ash
rhyme the words rhyme when the rimes make the same sound:
bat cat flat
light kite
March 2014 Page 2

Reading Science
Reading is not Easy or Natural for Many Children

language evolved over 100,000 years ago, speaking is natural
reading and writing are not natural and must be taught
o in fact, it was not until 1440 and the invention of the printing
press that the masses began to have an opportunity to read
universal literacy is a very modern (last 50 years) educational goal
before this time, disadvantaged children and children with learning
difficulties were often encouraged to drop out -- there were many
employment opportunities that did not require a high level of literacy
Literacy Concerns
national concern over literacy has risen as the requirements for basic
employment increases and as research shows its economic importance
for those at the lowest literacy levels:
o 43% live in poverty
o 70% will not have full-time jobs
o prison cells are built based on 3rd grade reading levels
truth or legend?
regardless, a much quoted fact
The Numbers
over 20% of all US adults are functionally illiterate
NAEP (National Assessment of Educational Progress) consistently
reports that over 35% of 4th graders are below basic levels in reading
skills and these numbers dont improve as the student moves through
the system
rate of reading failure is much higher (over 70% in some areas) in
high-poverty, minority populations
The Brain and Reading

reading is an amazingly complex process activating many parts and
pathways in the brain
o Brocas area
located in the front of the brain
processes the sound of language
March 2014 Page 3

o parieto-temporal system
located in the middle of the brain
slow and analytic
function is to initially analyze a word, pull it apart, and link
letters to sounds
o occipito-temporal region
closer to the bottom of the brain
responds very rapidly (quicker than a heartbeat) to seeing
a word instead of analyzing a word, responds
immediately (on sight) to the whole word as a pattern
disabled readers
o appears to be 2 distinct group of students with a glitch in the
occipto-temporal region
dyslexics
those students whose brain regions were never properly
activated due to a combination of poor reading instruction
and a disadvantaged language environment
o early intervention (before 3rd grade) with a powerful reading
program leads to the development of occiptotemporal system
and the pathways to it, allowing the student to catch up and
keep up with peers
How we learn to read

through phonics the student analyzes a word using the Brocas area
and the parieto-temporal system
the student then approximates the pronunciation of the unknown word
this approximate pronunciation combined with available contextual
clues enables the reader to determine the correct pronunciation or
correct word (thus the importance of oral language development) and
adjust
with repeated encounters, the student automatically recognizes the
word without decoding as a neural model has been stored in the
occipto-temporal region
o average student needs four to fourteen repetitions for accurate
decoding
o more than 40 repetitions are required to attain automaticity
in a skilled reader this region is flying along, instantly recognizing one
word after another
March 2014 Page 4

The Reading Brain
Brocas area and parieto-temporal

region
o Slow and deliberate
o Used to analyze and decode the
word
Occipto-temporal region
o Responds very quickly to words
o Faster than a heart beat
o With repeated encounters (4-14
for average student)
automatically recognizes the
word
March 2014 Page 5

Scarboroughs Reading Rope
reading is comparable to the weaving of a rope
each step that is accomplished allows the next step to be accomplished
the image created by Hollis Scarborough illustrates the process -- the
sub-skills are like strands in a rope; they converge and become
virtually un-separate-able as reading skill increases
March 2014 Page 6

Some Critical Points
children at risk fall behind very early in the process they can likely
be identified in Kindergarten
poor readers do not catch up unless intensive intervention occurs
o cost of effective intervention after 4th grade is very high
o teacher/student ratios in successful groups studied (Torgeson et
al, 2001) vary from 1:1 to 1:4
preventive programs include excellent classroom instruction, small-
group teaching, and intensive intervention for a few so we need
effective whole group delivery, appropriate flexible reading groups,
coordinated peer-assisted strategies, multiple opportunities to
practice, and well-designed centers
Matthew effect
Derives its name from a passage (Matthew 25:29) in the New
Testament
o "For unto every one that hath shall be given, and he shall have
abundance: but from him that hath not shall be taken away even
that which he hath."
o The rich get richer and the poor get poorer.
Keith Stanovich used the term to describe how new readers acquire
the skills to read
o skilled readers
early success in acquiring reading skills leads to more
reading and more successes as the learner grows
o struggling readers
fall behind in reading and read less, increasing the gap
between them and skilled readers
when the need arises to "read to learn", the reading
difficulty creates difficulty in most other subjects
they fall further and further behind in school, dropping out
at a much higher rate than their peers
March 2014 Page 7

3 Primary Causes of Poor Reading
difficulty with decoding and accurate word recognition
insufficient reading fluency
read to slowly; knowledge of phonics, morphology is insufficient; and
they recognize to few words by sight
poor language and limited understanding of the topic
vocabulary and background knowledge are important parts of
comprehension
The Good News

reading is one of the best researched areas of education
with appropriate instructions, virtually all students can learn to read
under the proper teaching conditions, even students at the lower
reading percentiles can reach a threshold of reading accuracy and
fluency by the end of 2nd or 3rd grade and maintain it thereafter
but it is not a quick fix for many children it requires effective
instruction over several years
Summary of the Research

majority of reading problems arise from failure to decode and the lack
of subsequent automaticity development
necessary conditions:
o phonemic skills
o systematic, explicit phonics
o direct focus on word level accuracy
o systematic sequencing
o sufficiently intensive practice
o intervention for those with the severest needs below the 10th
percentile
which leads nicely into the results of National Reading Panel and what
are commonly referred to as the Big 5
o Phonemic awareness
o Phonics
o Fluency
o Vocabulary
o Comprehension
March 2014 Page 8

Our Focus over the Next Few Days
majority of reading problems arise from failure to decode and
subsequent automaticity development
phonemic awareness
phonics
fluency
March 2014 Page 9

Word Origin
Other
Greek
Latin & French
Anglo-Saxon
March 2014 Page 10

Anglo-Saxon Origin:
20-25% of English
are some of our most commonly used words
short words with vowel teams, silent letters, and some of our more
challenging configurations
Latin Origin:
55% of English
more regular spelling patterns
includes words of French Origin -- most of which have Latin roots
o qu or que = /k/ antique
o ch = /sh/ machine
o ou = /oo/ soup
Greek Origin:
11% of English words
often found in math and science vocabulary
include:
o ch = /k/ school
o y = // gym
o ph = /f/ phone
An interesting language side note. Believe it or not, the English language

comes from Germanic roots brought to England when the Anglo and Saxon
invaders/settlers arrived from Germany and the Netherlands. When William
the Conqueror, the Duke of Normandy, invaded and conquered England in
the 11th century, we saw the introduction of the French and Latin dialectics.
Words used by the aristocracy have French and Latin roots beef and
verdict (Normans also controlled the judicial system). Terms used by the
Anglo-Saxon commoners often have Germanic roots cow.
March 2014 Page 11

Orton-Gillingham
In the 1930s neurologist Dr. Samuel T. Orton and educator, psychologist

Anna Gillingham developed the Orton-Gillingham approach to reading
instruction for students with Dyslexia but the approach can be beneficial for
all learners.
Elements included:
multi-sensory
explicit
systematic
sequential
in a small group or one-on-one situation, diagnostic and prescriptive
provides multiple repetitions and scaffolding of skills
Can be implemented in a variety of settings:

large group setting such as whole class
small group for specific interventions (Tier II)
one on one intervention (Tier III)
Focus includes all the foundations of the English language:

phonemes and graphemes
morphemes
prefixes
suffixes
roots
syllables
syllable patterns
syllable division rules for word attack
common spelling rules
Multisensory instruction
incorporates the three learning pathways: auditory, kinesthetic, and
visual
capitalizes on an individual students dominant learning modality
strengthens the weaker learning pathways
simultaneous multisensory practice of skills strengthens connections
between pathways and supports retrieval and working memory
March 2014 Page 12

Phonological Umbrella
Phonological Processing
Verbal Short- Rapid Serial Articulation Phonological

Term Memory Naming Speed Awareness
March 2014 Page 13

Phonological Processing
Phonological processing encompasses four categories of oral language

processing.
1. Verbal Short-Term Memory

ability to produce a sound for each letter in a word and remember
them long enough to blend the sounds together into words
decode words and remember them long enough to put into a
sentence and extract meaning
recalling the order of words in a sentence
recalling the order or events is a story (heard not read)
remembering multi-step directions
2. Rapid Serial Naming

reading letters presented in rows
naming pictures
children who are poor at naming letters and pictures presented to
them in a row, tend to be poor at word reading
reading sight words quickly
3. Articulation Speed
producing sounds quickly
producing sounds in the correct order
aminal verses animal
slow articulation rate can corrupt the ability to remember phonemes
4. Phonological Awareness
includes three sub-categories
word awareness
o counting the number of words in a sentence
o distinguishing between words and syllables
syllable awareness
o syllable is a word or a part of a word with 1 vowel sound
March 2014 Page 14

phonemic awareness
o oral language skill
o knowing how to isolate, combine, and manipulate phonemes
o Teacher note: phonemic awareness differs from any other
phonological awareness skill because it is strictly auditory. To
test if an activity is a phonemic awareness exercise, it should
be possible to complete with students eyes closed.
Phonemic Awareness
recognizing rhyme
man, can light, kite
recognizing alliteration
o identifying words with the same beginning consonant sound
cab cat
o identifying words with the same beginning vowel sound
up, us ask, at
o identifying words with the same beginning consonant but
different blend
brick black
phoneme isolation
o identifying the beginning sound
far /f/
o identifying final sound
skip /p/
o identifying medial sound
lost //
phoneme segmentation
o breaking words into syllables
robin rob.in
o breaking words into onset and rime
onset -- initial phoneme(s) before the vowel
rime -- vowel and final consonants
shop /sh/ /op/
March 2014 Page 15

o segmenting individual phonemes
bag /b/a/g/
bath /b/a/th/
black /b/l/a/k//
Teacher note: segmenting blends is the most complex skill in
phoneme segmentation
phoneme substitution
o substituting words within a compound word
bookshelf bookcase
o substituting initial sounds
car far
o substituting final sounds
fish fit
o substituting medial sounds
cab cub
Phonemic Awareness in the 1st and 2nd Grade OG lesson

In first and second grade when students struggle with reading and
spelling, work backwards through the stages of phonemic awareness
-- back up only as much as needed
principal activities for teaching phonemic awareness

o blending
students pull individual phonemes together to blend one-
syllable words
if students struggle, try blending onset and rime or
reducing phonemes from 3 to 2
o students blend syllables into words
if students struggle, try blending compound words
o finger spelling
finger spelling the sounds in single-syllable words is a
phoneme segmentation exercise
o sentence dictation
recalling the words and the correct word order in a
dictated sentence exercises verbal short-term memory
March 2014 Page 16

if students struggle
reduce the number of words in a sentence
provide student with non-verbal cues (gestures,
pictures)
provide additional repetitions of sentence,
chunking logical phrases
Teacher Notes:
o students can segment phonemes in a word as a phonemic
awareness activity
o multi-syllabic word activities also fall in the category of
phonemic awareness -- determining the number of syllables
and segmenting those syllables
o for struggling students, add a phoneme segmentation
component to the OG lesson asking for finger spelling only
o when you move from the sounds and into the actual activity
of spelling connecting these sounds to letters, writing the
letters, applying spelling rules -- you have moved from
phonemic awareness into phonics
March 2014 Page 17

Sound Guide
Basic Deck
Grapheme Phoneme Keyword Position Mnemonic

a-z
// apple
a
// baby
// about
b /b/ boy
/k/ cat Cat on a fence.
c
/s/ city
d /d/ dog
// egg
e
// he
f /f/ fish
/g/ goat Go to the gym.
g
/j/ gem
h /h/ hat
// igloo
i
// hi
j /j/ jam
k /k/ kite
l /l/ lamp
m /m/ man
n /n/ nut
// ox
// go
o
// son
// dog
p /p/ pig
qu /kw/ queen
r /r/ rat
/s/ snake Pass the cheese.
s
/z/ nose
t /t/ top
// up Pups refuse to rule
/yoo/ pupil the bush.
u
/oo/ tuba
/oo/ put
March 2014 Page 18

v /v/ van
w /w/ wagon
/ks/ box
x /gz/ exit
/z/ xerox
/y/ yo-yo Yuck candy. My
// fly, July gym.
y
// gym
// candy
z /z/ zebra
short vowel pointers
-ff /f/ off floss + z
-ll /l/ hill
-ss /s/ class
-zz /z/ fuzz
-ck /k/ duck
-dge /j/ bridge
-tch /ch/ catch
h-brothers
/ch/ chin Charlie spent
ch /k/ school Christmas in
/sh/ chef Chicago.
/th/ thumb bath, bathe
th
/th/ father
sh /sh/ ship
wh /wh/ whistle
ph /f/ phone
silent e
a-e // ape
e-e // eve
i-e // pine
o-e // home
// mule
u-e
/oo/ tune
y-e // type
others
al /l/ salt
all /l/ fall
alk /t/ talk
wa /w/ water
ve /v/ give
March 2014 Page 19

Suffixes and endings
/er/ older,
-er
toaster
-est /st/ smallest
/d/ planted
-ed /d/ watered
/t/ picked
-es /z/ fishes
-ing /ng/ eating
/s/ cats
-s
/z/ dogs
/s/ cats
s
/z/ dogs
Schwa
// gorilla
all vowels
// basket
March 2014 Page 20

Intermediate Deck
G(letter) Phoneme Keyword G(letter) Phoneme Keyword
-ng and -nk short vowel exceptions

ang /ng/ fang ind /nd/ kind
ing /ng/ king old /ld/ old
ong /ng/ gong ild /ld/ wild
ung /ng/ hung ost /st/ ghost
ank /nk/ sank olt /lt/ colt
ink /nk/ wink oll /l/ troll
onk /nk/ honk
unk /nk/ dunk
r-controlled
ar /r/ car ir /er/ bird
/er/ dollar
ear /r/ ear or /r/ corn
/er/ earth /er/ doctor
er /er/ her ur /er/ church
/air/ merit
war /wor/ warm wor /wer/ worm
vowel teams consonant+le
ai // rain -ble /bl/ bubble
au // auto -cle /cl/ circle
aw // saw -ckle /k.l/ buckle
ay // play -dle /dl/ needle
ea // eat -fle /fl/ waffle
// bread
ee // feet -gle /gl/ eagle
ei // ceiling -kle /kl/ sparkle
// reindeer
eigh // eight -ple /pl/ apple
eu /oo/ Zeus -stle /s.l/ castle
/yoo/ feud
ew /yoo/ few -tle /tl/ cattle
/oo/ grew
ey // key -zle /zl/ puzzle
// they
ie // piece
// pie
March 2014 Page 21

igh // light
other
oa // boat gh- /f/ laugh
/g/ ghost
oe // toe gn /n/ sign
oi /oi/ coin gu /g/ guitar
oo /oo/ school kn /n/ knight
/oo/ book
ou /ou/ ouch -mb /m/ climb
/oo/ soup
// shoulder
// cousin
ow // snow -mn /m/ column
/ou/ plow
oy /oi/ toy rh /r/ rhino
ue /yoo/ tissue se /s/ house
/oo/ blue /z/ please
ui /oo/ fruit wr /r/ wrist
prefixes suffixes and word endings
dis- /ds/ disagree -able //ble/ comfortable
ex- /x/ exhale -age /j/ cottage
in- /n/ inhale -al /l/ spiral
mis- /ms/ mismatch -ar /er/ lunar, dollar
non- /nn/ nonfiction -ed /d/ planted
/d/ watered
/t/ picked
post /pst/ postgame -en /n/ loosen
pre- /pr/ prewash -er /er/ older,
toaster
re- /r/ rebuild -es /z/ fishes
sub /sb/ subway -est /st/ smallest
un- /n/ untie -et /t/ basket
-ful /ful/ beautiful
-ic /k/ allergic
-ing /ng/ eating
-ish /sh/ foolish
-ition //shn/ addition
-ive /v/ active
-less /lss/ spotless
-ly /l/ quickly
March 2014 Page 22

-ment /mnt/ instrument
-ness /nss/ illness
-or /er/ actor
-ous /s/ famous
-sion /zhn/ vision
/shn/ expression
-tion /shn/ fiction
-ture /cher/ picture
-y // sunny
G(letter)
What does this mean?
It means I couldnt figure out how to make the column wide enough
to capture the word grapheme in 1 row and maintain the width of the
other columns.
So that you wouldnt think there was a proofing error or, God forbid,
that I dont know how to spell grapheme, I used G(letter).
So blame it on inadequate Word skills and manual fatigue.
March 2014 Page 23

Auditory Drill Mnemonics
// In the gym
// Red head
// Up and away with a son and a cousin.
// Paul saw the dog's daughter, he thought.
// Vacation came on a rainy day. Eight reindeer did obey.
He needs meat and candy, for these I believe he will receive

//
money.
// I like the night sky to eat pie in style.
// Go home on a boat that is slow -- shoulder to toe.
/yoo/ Unite cute statues, few feud.
/oi/ Rejoice for the boy.
/ou/ Shout in the shower.
Mushroom stew for my student includes soup, blue fruit for my

/oo/
neurologist.
/er/ Her bird hurt. The doctor is particularly early.
March 2014 Page 24

b/d Checker
Tutoring
ask the child to hold up non-dominate hand with thumb extended
If left hand is raised, built in b checker
if right hand is raised, built in d checker
illustrate
o line up hand with letter template so that the index finger rests
on stick
o ball sits on thumb of the b or d hand
handwriting formation
o b begins at top line and comes down, back up and into a loop
o d begins at midline and forms a c that turns into a d
Classroom Small Group Method 1

ask all the children to hold up their left hand
built in b checker
illustrate
Classroom or Small Group Method 2

keyword picture cue boy/dog
handwriting template for b/d formation
March 2014 Page 25

March 2014 Page 26
Phonics Scope and Sequence
Current Best Thinking (CBT)
July 2013
Phonemic awareness
Level 1
o Single consonants, consonant diagraphs, short vowels, nasal
consonants: a-z (c/k/, g/g/, qu, y=/y/)
consonant diagraphs: sh, ch, wh, th, ph
short vowels: a, e, i, o, u
beginning blends, beginning clusters, ending blends
all as in ball, al as in salt, alk as in talk
-ng and nk
wa as in wash
s/z/ in 6 small words: is, has, was, hers, as, his
o some rules to know
q never goes anywhere by itself, always takes u for
company, u is considered part of the consonant always
followed by a vowel
English words dont end with i, v, j ,qu
o closed syllable
o short vowel pointers
floss, -ck, -dge, -tch
o suffix addition just add
suffix, vowel suffix, consonant suffix
s/s/z/, es/z/, ing, er, est
ed says /d/ after d or t
singular possessive
o suffix addition 1+1+1 doubling rule
o compound words
o vc.cv
March 2014 Page 27

Level 2
o open syllable
o y=//
o meet the stick vowels
/k/ spelling
o magic e syllable
a-e, e-e, i-e, o-,e, u-e (/yoo/and /oo/)
soft c and g when followed by e, as in race and huge
s/z/ -- between 2 vowels and at the end of select short
words
o v is always followed by a silent e to keep the v from falling
flat on its face
o suffix addition
e drop
1+1+1 doubling rule
o vccv and vcccv with magic e
Level 3
o ed = /d/, /d/, /t/
o c/s/, g/j/ stick vowels
o short vowel exceptions ind, old, ild, ost, olt, olt
o y = // (happy)
o contractions
o suffix addition rules
just add
doubling 1+1+1
e drop
change y to i with exceptions
o v.cv syllable division
o hoping versus hopping
o common prefixes:
closed syllables: dis, ex, in, mis, non, post, sub, un
open syllables: pre, re
o common suffixes: -er, -est, -ful, -less, ly
Level 4
o her, bird, hurt
o car, for
o vccv and vcccv with bossy r
o magic e trumps bossy r (fire)
March 2014 Page 28

Level 5 vowel team introduction including position in syllable
o vowel team syllable type and syllable division with vowel teams
o pie, toe, feet, blue
o coin, boy
o sail, play
o light
o goat
o school, book
o eat, bread
o ouch, soup (you, your, group)
o key, they
o snow, plow
o vc.v syllable division
Goal is, with simple vocabulary, to reach this point by the end
of 1st grade
o But, go as fast as you can and as slow as you must.
Level 6
o continue to spiral through Level 1- 5 skills with more difficult
words
o introduce as needed to support reading vocabulary
au= haul
aw = law
ear = ear, earth
ei = ceiling, vein
eigh = weigh
ew= few, grew
ie = chief
ou = shoulder, cousin
-se and -ce =nurse, fence
silent letters kn and wr
suffixes:
see Sound Guide -- Intermediate Deck
consonant+le syllable and division
crazy i
v.v syllable division
Congratulations, your student has mastered the fundamentals!
EOY 2nd Grade.
March 2014 Page 29

Other
feud, neutral, fruit
ch - school, Chicago
silent letters - gh, gn, gu, mb, mn, rh
ar and or = /er/ dollar, actor
er and ar = /air/ sheriff, parent
err and arr
advanced r controlled -- our, war, wor
advanced prefixes, suffixes, and word endings
Blends, if needed for reference:
Ending
Beginning Blends Clusters
Blends
sc- bl- br- scr- -ct
sk- cl- cr- shr- -ft
sm- fl- dr spr- -lk
sn- gl- fr- str- -lt
sp- pl- gr- spl- -mp
squ- sl- pr- thr- -nch
st- tr- squ- -nd
sw- -nt
tw- -pt
-sk
-sp
-st
March 2014 Page 30

Lesson Procedures
Visual Drill
1. Instructor shows student(s) the grapheme card.
2. Student(s) produces the sound for the card.
3. Instructor provides student(s) with an opportunity to go through the
process needed to retrieve the sound.
Miscues or Blocks
a. Instructor prompts student(s) to trace the grapheme.
b. Instructor asks student(s) for keyword to help extract sound.
c. Instructor provides the keyword and sound and prompts student(s)
to write grapheme three times while producing the sound.
Teacher note: Cards resulting in miscues or blocks should be placed

to the back of the deck for an opportunity for student(s) to attempt
again during the lesson.
March 2014 Page 31

Auditory Drill
1. Instructor directs student(s) to look at the instructors mouth to
ensure student(s) is hearing the correct sound.
Teacher note: many sounds /m/ and /n/, /d/ and /t/ sound almost
exactly the same. The only real way to hear the difference, in isolation,
is with visual cues from paying attention to the speakers mouth
formation.
2. Instructor produces the phoneme.
3. Student(s) repeats the phoneme.
4. Student(s) writes the grapheme while quietly saying the sound again.
process needed to retrieve the sound.
Miscues or Blocks
a. Instructor repeats the sound.
b. Instructor provides the keyword or rule.
c. Instructor provides the grapheme and prompts student(s) to write
grapheme three times while producing the sound.
Teacher note: cards resulting in miscues or blocks should be placed

to the back of the deck for an opportunity for student(s) to attempt
again during the lesson.
March 2014 Page 32

Kindergarten Auditory Options
Letter
1. Instructor says letter name.
2. Student(s) repeats letter name.
3. Student(s) writes the letter while quietly saying the letter name again.
Keyword
1. Instructor says keyword.
2. Student(s) repeats keyword.
3. Student(s) writes the letter represented by the keyword while
producing sound.
Sound
1. Instructor says sound
2. Student(s) repeats sound.
3. Student(s) writes the letter while quietly saying the sound again.
Position
1. Instructor provides position (beginning, middle, or end) and
pronounces a word.
2. Student(s) repeat and segment the word, and isolate sound in the
noted position.
3. Student(s) writes the letter while quietly saying the sound again.
March 2014 Page 33

Blending Drill-One on One
1. Instructor sorts cards into three piles, according to the place-value
notes on the back of the cards, during the visual or auditory drill.
2. Instructor places card piles in front of the student.
3. Student touches each card with blending fingers while producing the
sound on each card.
4. Student then slides fingers under the word while blending together the
sounds.
Teacher note: as students progress, encourage whole-word reading
versus sound by sound blending.
Miscues or Blocks
a. Student traces the grapheme to help retrieve the sound.
b. Instructor isolates the sound card the student miscued or blocked.
c. Instructor provides the phoneme and prompts student to write the
Teacher note: cards resulting in miscues or blocks should stay in the

blending pile to provide the additional blending practice.
March 2014 Page 34

Blending Drill-Whole-Class or Small Group
1. Instructor sorts cards into three piles, according to the place-value
notes on the back of the cards, during the visual or auditory drill.
2. Instructor displays card piles for all students to see.
Teacher note: a chalkboard ledge or document camera works well for
displaying cards.
3. Instructor touches each card with blending fingers prompting
student(s) to produce the sound on each card.
4. Instructor then slides fingers under the word prompting student(s) to
blend together the sounds.
Teacher note: as student(s) progress, encourage whole-word reading
versus sound by sound blending.
Miscues or Blocks
a. Instructor isolates the sound card the student(s) miscued or
blocked.
b. Student(s) traces the grapheme to help retrieve the sound.
c. Instructor provides the phoneme and prompts student(s) to write
the grapheme three times while producing the sound.
Teacher note: cards resulting in miscues or blocks should stay in the

blending pile to provide the additional blending practice.
March 2014 Page 35

Phoneme Segmentation (Finger Spelling)
2. Instructor pronounces the word.
3. Student(s) repeats the word.
4. Student(s) segments the word into phonemes while tapping (left to
right on their non-writing hand) a phoneme on each finger.
Oral language activity

1. Phoneme segmentation is an oral language activity.
2. The student should be able to segment words or syllables in their oral
language vocabulary that they are not fair for reading or spelling.
Finger spelling
1. The instruction seems pretty simple, Student(s) segments the word
into phonemes while tapping (left to right on their non-writing hand) a
phoneme on each finger; however, it sometimes feels like there are
hazards around every corner.
2. Blends
a. Kindergarten and beginning 1st grade. We recommended you
segment the blend, putting one phoneme on each finger.
b. Once blends are solid, later 1st grade and 2nd, we recommended
you simplify the procedure and put the blend on 1 finger.
3. Welded sounds -- like ing, ank, old -- we teach as a chunk of 1 unit of
sound and we recommend putting all phonemes on 1 finger.
4. Prefixes and suffixes, we also teach as a chunk or 1 unit. Again, we
recommend putting all phonemes on 1 finger.
Miscues or Blocks
a. Instructor isolates the error and repeats the word.
March 2014 Page 36

Reading Words
1. Instructor displays word list.
2. Student(s) points to words and decodes.
process needed to decode the word.
Miscues or Blocks
a. Student(s) traces the grapheme to help retrieve the sound.
b. Instructor asks the student(s) for the keyword.
c. Instructor provides the phoneme and prompts student(s) to write
the grapheme three times while producing the sound.
d. Instructor provides student(s) with additional practice decoding
words with the corrected sound.
March 2014 Page 37

Spelling One-Syllable Words
Teacher note: many sounds /m/ and /n/, /d/ and /t/ sound almost
exactly the same. The only real way to hear the difference, in isolation,
is with visual cues from paying attention to the speakers mouth
formation.
2. Instructor pronounces the word.
3. Student(s) repeats the word.
4. Student(s) segments the word into phonemes while tapping (left to
right on their non-writing hand) a phoneme on each finger.
Teacher note: when finger spelling a word with more than five
phonemes, students should start over on the same hand.
5. Student(s) writes the grapheme while quietly saying the phoneme
tapped on each finger.
process needed to segment phonemes and write the graphemes in the
word.
Miscues or Blocks
b. Instructor isolates the error and repeats the word.
c. Instructor provides the keyword or rule.
d. Instructor provides the grapheme and prompts student(s) to write
e. Instructor provides student(s) with additional practice spelling
words with the corrected sound.
March 2014 Page 38

Spelling Multi-Syllabic Words
2. Instructor pronounces the word. Example: fantastic
3. Student(s) repeats word fantastic.
4. Instructor asks how many syllables.
5. Student(s) counts syllables -- 3.
6. Instructor confirms and asks student(s) to draw line for each syllable.
7. Student(s) draws lines to represent the number of syllables in the
word.
__________ __________ _________
8. Instructor repeats words one syllable at a time, asking student(s) to
repeat and spell teach syllable.
fan tas tic
9. Instructor asks student(s) to put syllables together and read the word.
fantastic
Miscues or Blocks
a. Instructor isolates the error and repeats the word or syllable.
b. Instructor provides the keyword or rule.
c. Instructor provides the grapheme or rule and prompts student(s) to
write grapheme three times while producing the sound.
d. Instructor provides student(s) with additional practice spelling
words with the corrected sound or pattern.
Teacher note: Multisyllabic words can be complicated for students

because of the schwa sound in unaccented syllables. When students
are unsure which vowel spelling is producing the schwa, they should
use the letter u as a default spelling (and be proud of the
accomplishment).
March 2014 Page 39

Memory Words
New
1. Teacher displays new memory word on an index card and pronounces
it.
2. Students repeat the word.
3. Teacher spells the word without finger spelling it (memory words are
never finger spelled.)
4. Students repeat the spelling of the word as the teacher points to each
letter in the word.
5. Teacher points out the unfair part(s) of the word and discusses
meaning as needed.
Teacher note: The unfair part of the word is the part of the word that
breaks familiar patterns.
6. Teacher and student skywrite the word together 3 times.
7. Student far point copies the memory word 1 letter at a time on his/her
SRS.
8. Student then writes the memory word 3 more times on the student
response sheet while whisper spelling.
9. Student skywrites the memory word with eyes open 1 time.
10. Student skywrites the memory word with eyes closed 1 time.
11. Student covers the memory word that s/he wrote 4 times on SRS and
writes the memory word again on the SRS.
12. Student uncovers the memory word written 4 times and checks
his/her brain.
Review Memory Words

1. For spelling
a. Student(s) spell the word
2. For reading
a. Instructor displays previously taught memory words on index
cards.
b. Student(s) read cards with automaticity.
Miscues or Blocks
a. Instructor prompts student(s) to trace the word.
b. Instructor provides the word and treats the card as a new memory
word.
March 2014 Page 40

Teacher notes:
o If you allow spelling to control pacing, you will find yourself moving
too slowly.
o We suggest you develop a reading deck and a spelling deck, retiring
the word after 10 consecutive correct responses.
o Periodically review the entire deck.
March 2014 Page 41

Introducing a New Phoneme/Grapheme
1. Teacher shows students the new grapheme.
2. Teacher names the letter(s) and produces the sound.
3. Students repeat the sound.
4. Teacher discusses the location the grapheme will be in a word or a
syllable, and states the rule associated with the grapheme when there
is one.
5. Teacher provides the keyword for the sound (found on the back of the
card.)
6. Students repeat keyword.
7. Students skywrite or trace the grapheme 3 times while producing the
sound each time.
March 2014 Page 42

Introducing the Concept of a Syllable
1. Teacher explains to students that there are 6 syllable patterns of

which 85% of the English words are composed.
2. Teacher shows the C.L.O.V.E.R visual.
3. Teacher explains what a syllable is by saying and using hand motions,
A syllable is a word or a part of a word with 1 vowel sound.
A syllable is..
A word
/ /
Or a part of a word
/ /
With 1 vowel sound (point to ear)
March 2014 Page 43

Introducing a New Syllable Pattern
1. Teacher names the new syllable pattern.
2. Teacher explains the rules of the new syllable pattern, paying special
attention to the way the new pattern influences the vowel sound.
3. Teacher models for student(s) how to mark the vowels and consonants
to reinforce the new pattern.
4. Teacher provides syllables that follow the new pattern and students
then read the syllables with the teacher monitoring for accuracy.
5. Teacher and students sort syllable cards into piles according to their
syllable pattern. Students take turns reading the cards that have the
new syllable pattern written on them.
Teacher note: teacher should carefully control the syllable cards
provided to only include the new syllable pattern and syllable patterns
previously taught, or provide a pile for non-examples. Be sure not to
include r controlled syllables when teaching closed syllables. Wait to
include r controlled syllables in syllable sort until you directly teach the
concept.
6. Students summarize with the teacher the new syllable concept.
March 2014 Page 44

Introducing a New Syllable Division Rule
1. When applicable, teacher links new syllable division rule to familiar
rule.
2. Teacher explains division rule and the impact the rule has on the vowel
sound.
3. Teacher models how to label and divide the word into syllables using
the new rule.
4. Student(s) labels all the vowels V to identify the number of syllables in
the word.
5. Student(s) labels all the consonants C between the first and last
vowel.
6. Student(s) verbalizes steps in the process while applying the new
division rule.
Teacher note: the symbol is used to indicate syllable division
(upset). The ] symbol is used to divide prefixes from base words and
the [ symbol is used to divide suffixes from base words.
7. Student(s) summarizes with a partner or the instructor the new
syllable concept.
8. When applicable, teacher selects a student to summarize for the class.
March 2014 Page 45

Introducing a New Spelling Rule
1. When applicable, teacher links new rule to familiar rule or pattern.
2. Teacher names the rule.
Example: 1+1+1 Doubling Rule or E-Drop Rule.
3. Teacher explains how the rule works and models applying the rule.
4. Student(s) spells the words while verbalizing the steps in the process.
5. Student(s) reads lists of words containing the new spelling rule.
6. Student(s) summarizes with a partner or the teacher the new syllable
concept.
7. When applicable, teacher selects a student to summarize for the class.
March 2014 Page 46

Lesson Plans
Small Group/One-on-One Instruction
Drills:
Visual:
Auditory:
Blending (Optional):
Multi-syllabic Words:
Review:
Words to Read:
Words to Spell:
Teach Something New: Choose One: introduce new phonogram, spelling

rule, syllable pattern, or syllable division rule
Read:
Spell:
Sentence Dictation: Sentence 1 is simple and addresses new skill.

Sentences 2 and 3 become increasing complex, but include only fair
review.
1.
2.
3.
Memory words:
Introduce:
Read:
Spell/Review:
Oral Reading:
Observation Notes:
March 2014 Page 47

Whole Class Instruction
Drills: Blending and phoneme segmentation drills may be omitted later in the year.
Visual Drill
Blending Drill
Phoneme Segmentation Drill -- 4 words (if written in lesson plan)
Review Words to Read

Review Words to Read -- 10-20 words
Teach New Phonogram

New Words to Read -- 10-20 words
Student Response Sheet

Auditory Drill 5-12 phonemes
Review Words to Spell - 4 words
Write new phonogram 3 times
New Words to Spell 4 words
Memory Words
New
Spell Review Memory Words
Sentence Dictation
1.
2.
Fluency
Read Memory Word Deck
Demonstrations
Word and sentence list
Connected Text
Home
Spelling Generalization/Syllabication
Teach -- I do
Activity -- We do
Center Activity -- You do
Observation Notes:
March 2014 Page 48

Kindergarten 30-Minute Lesson Plan
Visual Drill:
Review Words to Read:
Review Sentence to Read:
Teach Something New: Introduce new phonogram

Auditory Drill:
Letter Name:
Keyword:
Sound:
Position:
New Words to Spell:
Memory
Reading
Spelling
New
Sentence Dictation: Sentence is simple, addressing new skill, and may include fair review.
1.
Phonemic Awareness Exercise:

Phoneme Segmentation Drill -- 6 words
Phoneme Blending Drill -- 6 words
Fluency: Begin with letter naming & sound fluency, transition to word lists & connected text later in the year.
Demonstrations
Connected Text
Home
Observation Notes:
March 2014 Page 49

Syllables
Syllable Patterns
English is all about the vowels. Syllable patterns suggest how to pronounce
the vowel.
Syllable: is a word or a part of a word with 1 one vowel sound

counting syllables in a word is about counting the number of vowel
sounds
How:
vowels provide the rhythm to our language
when we sing sounds (or hum) we are singing vowels
often taught through clapping syllables in the childrens
What:
vowel is an open sound
your mouth opens when you say a vowel
observe the number of times your mouth opens when pronouncing
a word
this equates to the number of syllables
Patterns:
CLOVER
Crazy i
make certain your student understands the concept of a pattern
March 2014 Page 50

CLOVER
o mnemonic that helps the student recall and organize the 6 syllable
patterns in the brain
o C closed
o L consonant +le
o O open
o V vowel team
o E vowel consonant E or silent E
o R r-controlled or bossy r
o 85% of the words in our language are made up of these 6 patterns
Crazy i
o See page 53
March 2014 Page 51

CLOSED:
1 vowel followed by 1
or more consonants
Example: cat, big, off
CONSONANT + LE:
1 consonant followed by le
Example: cle, dle, ple
OPEN:
1 vowel ending the syllable
Example: me, I, go
VOWEL TEAM:
2 or more letters working together
to make 1 vowel sound
Example: cat, law, meat
SILENT E:
1 vowel followed by 1 consonant
and the letter e
Example: note, ate, bike
R-CONTROLLED:
1 vowel followed by the letter r
Example: car, her, fork
March 2014 Page 52

Followed by the Crazy i pattern:
Open syllables end in a vowel -- the vowel usually says its name
When open syllables appear in the middle of words, they are often
unaccented and make the schwa () sound
Letter i often appears in a middle, unaccented syllable and makes several

different sounds: //, //, /y/
// before a consonant
o say: ck a consonant is coming
o America, animal, hospital, criminal, president
// before a vowel
o say: here comes a vowel
o usually indicates syllable division
o radio, curious, immediate, previous, serious
i as /y/ after l or n
o stallion, brilliant, union, senior, California
Teacher note: if the student pronounces as //, suggesting read
it more quickly will usually correct the pronunciation
March 2014 Page 53

CLOVER syllable patterns are taught in the following sequence:
C-Closed
o 1 vowel
o ends in 1 or more consonants
o consonant closed the door and the vowel says its sound (short
sound)
o Teacher note:
r, n, and l can affect how we hear (and say) the vowel
O-Open
o 1 vowel
o ends in the 1 vowel
o the door is open and the vowel introduces itself and the vowel says
its name (long sound)
E-silent e
o 1 vowel, followed by 1 consonant and a silent e
o the e jumps back over 1 consonant
o vowel says its name
o Teacher notes:
the silent e will jump back over only 1 letter -- bake vs nurse
unless the syllable is an open syllable, a single e at the end of a
syllable is usually silent
R- controlled
o 1 vowel (usually) followed by the letter r
o r is a very bossy consonant and effects how we hear and say the
vowel
o er, ir, ur her, bird, hurt
o ar car, dollar
o or for, doctor
o ear ear /r/ and earth /er/
March 2014 Page 54

V-vowel team
o 2 (or more) letters work together to make 1 vowel sound
Teacher note:
2 letters working together not 2 vowels
boat snow weigh
L- consonant+le
o ble, cle, dle, fle, gle, kle, ple, tle, zle
ble /bul/ -gle /gul/
o the t in s.tle is silent
Teacher note:
often called the final stable syllable
appears in the final position in words
pronunciation is fairly stable
provides predictable identification of the accent
usually falls on the syllable before the final stable syllable
March 2014 Page 55

Syllable Division
Syllable division helps identify the syllable patterns thus informing

pronunciation of the vowels.
Overview:
1. compound word
2. vccv
3. vcccv and vccccv
4. vcv
5. c+le
6. vv
7. prefix and suffix chop
8. Crazy i
Note: Although they contain two letters, consonant digraphs (sh, th, ch, wh,
ph) are treated as one consonant. Example: bath, b a th
Marking for Syllable Division

introduce the new division pattern
count the number of vowel sounds to determine the number of
syllables in the word
o napkin has two vowel sounds, therefore two syllables
o Teacher note:
Once students have been taught the silent e syllable
pattern, they should check to see if there is a silent e at
the end of the word.
The silent e is part of silent e pattern and does not get
counted as a syllable. Example: cave is 1 syllable
Vowel teams are 1 vowel sound and result in 1 syllable
label all the vowels V and consonants C from the first to last vowel
o napkin
vccv
apply the syllable division rule
what type of syllable results and, therefore, what is the resulting vowel
sound
o nap.kin
vccv
March 2014 Page 56

Teacher note:
symbol is used to indicate syllable division
upset
] symbol is used to divide prefixes from base word

[ symbol is used to divide suffixes from base words.
mis]spell[ed
1. Compound words
divide between the 2 base words
can.not Bat.man sun.set bob.cat
if 3 or more syllables, divide the other syllables according to the other
syllable division rules = news.pa.per
2. VCCV
when you have 2 consonants between the vowels, divide between the
consonants
1st syllable is usually closed (vowel makes its sound, short vowel)
2nd syllable can be any syllable pattern
o Teacher note: Only use the syllable patterns that have been
taught.
closed/closed
rab.bit bas.ket mit.ten fan.tas.tic
vc.cv vc.cv vc.cv vc..vc. cv
pronunciation: if a double consonant or dividing between a ck
pattern, only 1 consonant is pronounced as in bun.ny, rab.bit or
loc.ket
spelling: in the 1st syllable, if you hear a short sound followed by 1
consonant sound, you often double the consonant bunny rule
way to differentiate which rule applies.
closed/open
jum.bo hap.py ban.jo
vc.cv vc.cv vc.cv
March 2014 Page 57

closed/silent e
com.bine com.pete rep.tile
vc .cv vc .cv vc .cv
closed/ r-controlled
but.ter win.ter ab.sorb
vc.cv vc.cv vc.cv
r-contolled/various
1st syllable could be r-controlled rather than closed
division rule still works
for.bid ter.mite ar.tist
vc.cv vc.cv vc.cv
schwa
after concept of schwa is taught, any syllable could have a schwa
sound
com.pare ran.dom ton.sil
exception
1st syllable occasionally divides after the vowel to keep a blend
together
1st syllable would be open and the vowel says its name
ma.cron A.pril
3. VCCCV and VCCCCV

when you have 3 or more consonants between the vowels you divide
keeping the blends, clusters and diagraphs together
usually this occurs after the 1st consonant
o hun.dred sub.scribe en.chant
vc.ccv vc.cccv vc.cv
but it can vary
o pump.kin bench.mark ath.lete
vcc cv vcc .cv vc. cv
March 2014 Page 58

4. VCV
when you have 1 consonant after the vowel, try dividing after the
vowel
first syllable is open, the vowel says its name
o ti.ger tu.lip ra.ven to.tal
v.cv v.cv v.cv v.cv
if this doesnt make a known word, divide after the consonant
first syllable is closed, the vowel is short
o cam.el cab.in lem.on sev.en
vc.v vc.v vc.v vc.v
Teacher note:
o So when you get to this point, you might find yourself wondering
about the vccv bunny rule. I thought you told me that when I hear
a short vowel sound I double the middle consonant.
o Well, Ive been controlling the words so you would believe this; but,
now we find ourselves with words such as cab.in, rob.in, and so on.
o While there is no clear rule to guide us, you will commonly find the
bunny rule words are Anglo-Saxon (simpler) words in origin. vc.v
words are generally of French and Latin origin.
5. Consonant + le
identify the consonant+le syllable and divide from the rest of the word
identify the e and count back 3
determine syllable pattern that precedes the consonant+le syllable
o ta.ble Bi.ble open
o pud.dle rip.ple closed
o pur.ple hur.dle r-controlled
o noo.dle nee.dle vowel team
divide between the letter s and t in s.tle pattern
o t is silent
o whis.tle cas.tle
divide between the letter c and k in c.kle pattern
o buc.kle knuc.kle
6. VV
divide between two vowels if they are not common vowel teams
o gi.ant du.al ne.on ra.di.o cha.os sta.di.um
o Giant dual on the neon radio led to chaos in the stadium.
March 2014 Page 59

when all else fails separate the vowel team
o cre.ate di.et po.em
7. Prefix/suffix chop
divide after the prefix (chop off the prefix)
o un]tie re ]late pre]tend
divide before the suffix (chop off the suffix)
o ac[tion pic[ture fish[ing
8. Crazy i
divide immediately after the crazy i syllable
March 2014 Page 60

Advanced Syllable Division
some words may have more than one prefix or suffix
o ir]re]place[able , dis]con]nect[ed
o forgiv[ing[ly, care[ful[ly
Teacher note: some suffixes have more than one syllable (able,
ition). Divide the entire suffix from the base word.
comfort[able.
if the base word needs to be broken down further, follow the steps for
marking vowels and consonants, applying the appropriate division
pattern
o con.di[tion[al
if a vowel suffix is added to a base word, there is a possibility that the
vowel suffix replaced a silent e
o car[ing = care +ing, tap[ed = tape +ed
o the silent e was dropped when the vowel suffix was added
o Teacher note: make certain the student knows how to divide
the syllables when the e has been dropped make explicit
Prefix Suffix Chop

1. Chop off the suffix
2. Look at the remaining word
a. if 1 vowel before it and 1 consonant, vowel says its name
hop[ing din[er scrap[er
b. if 1 vowel before it and 2 consonants, vowel says its sound
hopp[ing din[er scrapp[er
c. if i immediately before suffix
o it was likely originally a y that was changed to an i
hap.pi[ness ba.bi[es fun.ni[est
o the y retains its previous sound
happy -- happiness
try -- tried
apply -- applied
Teacher note:
By definition a vowel team makes 1 vowel sound. All division patterns
apply to vowel teams treating them as 1 vowel.
o VC/CV
or.deal ter.rain
o V/CV
March 2014 Page 61

ea.ger re.lay
o VC/V
saus.age weap.on
Will likely need to be taught explicitly, reminding students that a
syllable has 1 vowel sound
March 2014 Page 62

Accented Syllables
some syllables are stronger than others

in a word with more than one syllable, voice goes up on one of the
syllables
try: baNAna Can the student hear the syllable you stress?
Accents can be very hard for some children (and adults) to hear. Ways to
try to hear the accent include:
Pronounce a word in the manner you would pronounce a dogs name if
you were calling it. The syllable you stress or hold longer is the
accented syllable. Also, when using this trick, the chin will noticeably
drop down on the accented syllable. Here are some words to use to
call the dog: NAtion, SISter, coMOtion, comPUter,
exPANsion, KINDness, paRADE, COMma, enerGETic,
MAGazine
Pretend your lips are stapled together and hum the word. Can you
identify the stress?
Accented syllable is louder and stronger.
The vowel sound is strong and clear, not schwa.
Chin drops further on accented syllable.
Teacher note: Placement of accents can change the pronunciation, part of

speech, or meaning:
noun verb
contract contract
rebel rebel
present present
convict convict
March 2014 Page 63

Schwa ()
the most common vowel sound
very short neutral vowel sound, and like all vowels, its precise quality
depends on the surrounding consonants
mostly occurs in unstressed syllables (also called unaccented syllable)
usually pronounced much like // or //
around soda magnet wagon racket
an open syllable ending with the letter a, at the beginning or end of the
word, usually makes the schwa sound
alive amaze manila comma Alaska
Teacher note:
o manila
o the open syllable at the beginning of the word ends with the letter a
which makes the schwa sound.
March 2014 Page 64

VCCV Words without Schwa
dentist napkin coffin

selfish publish public
rabbit contest subject
invest cactus tennis
mascot infest insect
plastic upset hectic
splendid chipmunk contest
traffic contact fossil
attic picnic goblin
bandit contact gossip
candid convict object
optic progress tonsil
muffin catnip bandit
combat dismiss victim
VCCV Words with R-controlled Syllables
adverb thunder expert

manner discard permit
slipper distort winter
artist chapter murmur
absorb timber fender
master tender persist
suffer farmer whisper
absurd chatter harness
burden horrid pattern
matter under import
burden copper jargon
better pepper inform
member escort squirrel
suffer differ hammer
corner perfect marker
bitter verdict hermit
temper garlic orbit
carpet export ladder
butler furnish order
number dinner lumber
tender forbid letter
enter silver perhaps
lantern offer butter
March 2014 Page 65

Suffixes
Definition:
letter(s) or syllable at the end of a word
alter meaning, change the part of speech
2 types vowel suffix and consonant suffix
o vowel suffixes begin with a vowel
ed, -ing, -er, -est, -able
o consonant suffixes begin with a consonant
-ly, -ful, -ness, -tion, -sion
Teacher note:
Suffix can also modify the grammatical properties
the addition of s at the end of a 1st person, singular verb
more student friendly explanation:
o important for subject verb agreement
o between subject and verb, only one word can end with the
letter s
boys run or boy runs
o the subject determines where the s falls
if the subject is plural, the s attaches to the subject and
the verb stands alone
kids play teachers talk
if the noun is singular, the verb carries the s
kid plays teacher talks
March 2014 Page 66

Common Suffixes
Suffix Pronunciation Meaning Keyword(s)

-s /s/ and /z/ plural cats dogs
plural; sh, ch, s, x, z
brushes, lunches,
nouns ending in y
-es /z/ or /z/ dresses, boxes, buzzes,
change y to i and add -
babies
es
-ing /ng/ happening now fishing
/d/ after d or t planted, landed
-ed /d/ happened in the past sailed
/t/ jumped
1. someone or
something that does 1. hunter
-er /r/
something 2. faster
2. more (compare)
-est /st/ most (superlative) fastest
-ful /fl/ full of helpful
-less /ls/ without hopeless
-ly /l/ like (tells how) safely

- state of (makes a
/mnt/ shipment
ment noun)
-ness /ns/ makes a noun rudeness
-y // inclined to (describes) sticky
-able /.bul/ able or can do printable
-age /j/ act of, group of postage
March 2014 Page 67

Suffix es
nouns ending in sh, ch, s, x, z form the plural by adding -es

when -es is added there is a recognizable sound difference from the -s
with the addition of the vowel you are adding another syllable
try saying glasss with the addition of -s rather than -es
cant be done
2 hissing sounds merge into 1
nouns ending in y after a consonant

o change the y to i
o add -es
March 2014 Page 68

Suffix ed
Suffix ed has 3 sounds

/d/ or /d/
/d/
/t/
-ed says /d/ or /d/ after base words ending in the letter d or t and
adds a syllable
landed melted
hunted acted
printed tested
-ed says /t/ after base words ending in an unvoiced sound unvoiced
to unvoiced
rushed thanked
asked jumped
pinched rocked
-ed says /d/ after a base word ending in an voiced sound voiced to
voiced
played smelled
throbbed plugged
scanned stayed
Teacher notes:
When teaching you should separate these 3 sounds in time.
Dont teach more than one per week. Begin by teaching the /d/
or /d/ pronunciation.
Often, once you teach the /d/ or /d/ pronunciation the student
will automatically choose the correct pronunciation of /d/ or /t/.
March 2014 Page 69

Voiced and Unvoiced
Voiced and Unvoiced

Voiced sounds are produced primarily in the throat. These sounds are formed when the
vocal cords vibrate.
Unvoiced sounds are produced in the mouth. These sounds are formed when air passes
over the tongue and teeth.
To determine if a sound is voiced or unvoiced place your fingers in the middle of your neck over
your vocal cords. Say the sound. If you feel a slight vibration in the throat, the sound is voiced.
Voiced Unvoiced
b p
g k
d t
y f
j ch
z s
w wh
th (the) th (thin)
l sh
m h
n
r
v
all vowels
March 2014 Page 70

Plural Rules
Spelling Rule Keyword

most common way of dog, dogs
-s
forming plural table, tables
nouns ending in sh, ch, s,
glass, glasses
-es x, z form plural by adding
tax, taxes
es
ending in y after a
vowel, add s boy, boys
nouns ending in y ending in y after a
consonant, change the y lady, ladies
to i and add -es
ending in o after a studio,
vowel, add s studios
nouns ending in o ending in o after a
consonant, consult the consult the
dictionary dictionary
Possessives
Category Rule Example

singular add 's the childs toy
add an apostrophe to the
singular ending is s Francis
base word
add an apostrophe to the
plural boys kite
plural
plural not ending in s add 's mens voices
indefinite pronoun add 's anyones
March 2014 Page 71

Suffix Addition Rules
Just add
boy + s = boys
farm + er = farmer
fish + ing = fishing
1. Stop and think:

1+1+1 doubling rule
e drop rule
y rule
1+1+1 doubling rule

1 syllable word
1 vowel
followed by 1 consonant
when adding a vowel suffix
double the consonant
drop + ed = dropped
run + ing = running
sad + est = saddest
Teacher note: w and x are never doubled
e-drop rule
word ends in a silent e
when adding a vowel suffix
drop the silent e
bake + ing = baking
bike + er = biker
nurse + ing = nursing
March 2014 Page 72

exceptions
o sometimes the e must be retained to preserve the soft c or g
sound
notice+able = noticeable
courage+ous = courageous
o sometimes the e must be retained to preserve the identity of the
word
shoe+ing = shoeing
y rule
change the y to i and add the suffix
happy + ness = happiness
empty + ness = emptiness
cloudy + er = cloudier
unless the y is part of a vowel team then just add the suffix
play + ed = played
enjoy + ment = enjoyment
turkey + s = turkeys
unless the suffix begins with an i
fry + ing = frying
baby + ish = babyish
buy + ing = buying
common exceptions: skiing taxiing
March 2014 Page 73

Reading words with suffixes:
1. Chop off the suffix
2. Look at the remaining word

a. if 1 vowel before it and 1 consonant, vowel says its name
hop[ing din[er scrap[er
b. if 1 vowel before it and 2 consonants, vowel says its sound

hopp[ing dinn[er scrapp[er
c. if i immediately before suffix, it was likely originally a y that was

changed to an i
hap.pi[ness ba.bi[es fun.ni[est
the y retains its previous sound

happy -- happiness
try -- tried
apply -- applied
March 2014 Page 74

Spelling Generalizations and Phoneme/Graphemes
Short Vowel Pointers
floss ff, -ll, -ss (zz is uncommon)

o Sam likes friendly zebras
o 1 syllable word
o with 1 (short) vowel
o followed by /f/, /l/, /s/, /z/
o usually double the f, l, s, z
off ball class fuzz
-ck
o 1 syllable word
o followed by /k/
o use ck
duck clock trick sack
-tch
o 1 syllable word
o followed by /ch/
o use tch
catch witch fetch crutch
-dge
o 1 syllable word
o followed by /j/
o use dge
bridge edge dodge fudge
Teacher note: Point out to student, when these graphemes (ff, ll, ss, zz,
ck, tch, dge) are in the word, the preceding vowel is short.
March 2014 Page 75

Phoneme/Graphemes
Short vowel exceptions

o there are 6 exceptions to the closed syllable rules
o usually the vowel in these letter combinations says its name (not its
sound)
ind kind
old old
ild wild
ost ghost
olt colt
oll troll
-ng, -nk
ink sink
ank bank
onk honk
unk dunk
ing sing
ang bang
ong gong
ung hung
o these letters do have individual sounds, but the sounds are very
closely welded together and are difficult to separate
o when finger tapping, use 1 finger
March 2014 Page 76

Meet the stick vowels
helps support recall
which of the vowels in the picture can be made with sticks
o a, E, I, o, u, Y
when formed this way
o stick vowels: E, I, Y
o round vowels: a, o, u
/k/ spelling
c when immediately followed by a, o, u (round vowel, note c is also
round) or consonant
k when immediately followed by E, I, Y (stick vowel, note k can also be
formed with sticks)
ck when at the end of a one syllable word right after 1 short vowel
Teacher note:
The -ck spelling is also found before Anglo-Saxon suffixes: -et,-er,-
en,-ey
Soft c and soft g

o c /s/ when before a stick vowel (always)
o g /j/ when before a stick vowel (often)
March 2014 Page 77

March 2014 Page 78
March 2014 Page 79
Several basic vowel and consonant rules
o letter j
o no English word ends in the letter j
o for the /j/ sound, use dge or ge at the end of a word
o letter v
o no English word ends in the letter v
o always followed by a silent e
o x is never doubled
o s /z/
o is, as, his, was, hers, has
o s between 2 vowels as in rose
o y is the best choice for spelling // at the end of a multi-syllabic word
Several intermediate vowel and consonant rules
-ce, -se, -ss

o to avoid confusion with plural words, English nouns ending /s/
spelled -ss, -ce, -se
fence dance house nurse
o -ss used only after a short vowel when applying the floss rule
dress grass miss
ie and ei rule
i before e except after c
or when pronounced // as in neighbor and weigh
chief, receive
applies only when ie/ei are vowel teams
March 2014 Page 80

Most Common Spellings for Consonant Sounds
/k/ /d/ /f/ /g/ /j/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/
con do fix great jam men nod rest soap tap zip chip shop
key stayed stuff edge numb know wrap less walked fuzz catch chic
stick phone gem dance was
gym city
giant fancy
Less Common Spellings for Consonant Sounds

/k/ /d/ /f/ /g/ /joo/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/
chemical laugh ghost gradual hymn sign rhyme scene debt nose nation
antique vague mnemonic science mansion
scythe anxious
psychology musician
Most Common Spellings for Vowel Sounds

Middle of a Word or
Sound End of a Syllable End of a Word
Syllable
// a ta.ble ay play ai, a-e paid, cake
// e e.qual y can.dy ea, ee meat, keep
// i, y ti.tle, ty.rant y, igh by, high i-e, igh bike, right
// oa,
o no.ble ow slow boat, rope
o-e
// u hu.man, ew, ue few, hue u-e cute,

/oo/ u du.ty ew, ue grew, blue oo, ue room, rude
/oi/ oy boy oi coil
/ou/ ow cow ou loud
March 2014 Page 81

Contractions
Contraction: the act of making something smaller

is not
omit letters/sounds is n t
insert an apostrophe in its place is nt
push the letters together isnt
Teacher notes:
Make sure you practice the concept from both perspectives
is not = isnt
isnt = is not
Memory words:
o there are a few contractions that dont follow the standard
pronunciation rules
o teach as memory words
do not = dont
will not = wont
cannot = cant
Important points:
cannot is 1 word not 2
and
a lot is 2 words not 1
March 2014 Page 82

Table of Contractions
be will would has/have had
I Im (am) Ill Id Ive Id
you youre (are) youll youd youve youd
he hes (is) hell hed hes hed
she shes (is) shell shed shes shed
it its (is) itll itd its itd
we were (are) well wed weve wed
they theyre (are) theyll theyd theyve theyd
that thats (is) thatll thatd thats thatd
who whos (is) wholl whod whos whod
what whats (is) whatll whatd whats whatd
whatre (are)
where wheres (is) wherell whered wheres whered
when whens (is) whenll whend whens whend
The Nots
are not arent is not isnt
cannot cant must not mustnt
did not didnt was not wasnt
do not dont were not werent
does not doesnt will not wont
had not hadnt could not couldnt
has not hasnt might not mightnt
have not havent should not shoudnt
would not wouldnt
Coulda, Woulda, Shoulda

would have wouldve
could have couldve
should have shouldve
might have mightve
must have mustve
March 2014 Page 83

Memory Words
So by now you have been thinking about all the rules we have discussed and
all the words that dont fit those rules. You may have also wondered about
how you fit this with Dolch Words or Fry Words. So lets begin with a few
definitions.
Dolch words: a frequently used word list compiled by Edward William

Dolch, PhD, in 1936 based on childrens book of the era. Most of the
Dolch words are phonetically regular.
Fry words: the most commonly used words in the English language,
ranked in frequency order, complied by Edward B Fry, PhD, in 1948.
Again, most of the Fry words are phonetically regular.
Red Words: A list of words compiled within the Orton Gillingham that
intends to include only words which are phonetically irregular words.
Memory words: term used by Superkids represented to be a list of

words students need to remember how to read and spell, instead of
using the known letter-sounds. This list includes both phonetically
regular and irregular words.
So after much examination the following lists are provided for your use:
Sight word list
o phonetically irregular -- student needs to just learn these
o often call these red words -- show them on a flash cards with red
ink to help the students recognize these words as phonetically
irregular
o when teaching use letter names, not sounds
High frequency word list
o often need to be able to read and spell words before the phonics
rules have been taught
o those using 2nd grade and higher phonics skills are highlighted
March 2014 Page 84

Memory Word Lists
Sight Words -- Phonetically Irregular

Group 1 Group 2 Group 3 Group 4 Group 5
are answer again been against
bye do any both busy
color does bear build done
come dont clothes buy half
door eye could father laugh
floor goes friend listen much
from gone give many only
love have live mother pint
one hour lose parent poor
said into of rich shall
says minute once sure today
sign move people their together
to much pretty view whole
two prove should which whom
was such some whose
where there someone
your want something
were through
what truth
who wear
would
xxxx: -ve words with short vowels

xxxx: reading emphasis
Remember to attend to homophones -- some important ones include:

there, their, theyre
hour, our, are
to, two, too
won, one
March 2014 Page 85

High Frequency Words -- Phonetically Regular
a ate after always about
away brown by around better
be came every because bring
blue climb find before carry
book eat fly cold clean
boy four funny first draw
down good going five drink
for green has found eight
get knew her gave far
girl know his goes full
go like how green grow
he new little its hold
here nine may made hurt
I now old pull keep
is our open read kind
make out over right light
me please round sing long
my ride take sleep myself
name saw tear these never
no so thank those own
or soon them upon seven
play they then use show
print today think very start
push yellow touch wash try
put when work warm
say why write
see
she
talk
that
the
three
walk
we
you
xxxx: phonetically regular words with intermediate phonics skills
March 2014 Page 86

Orton Gillingham Community Red Words
March 2014 Page 87

Fluency
Fluency is the ability to read a text accurately and quickly. Fluent readers
read aloud effortlessly and with expression. Their reading sounds natural, as
if they are speaking. Fluent readers do not have to concentrate on decoding
the words and can focus their attention on meaning. They can make
connections among the ideas in the text and their background knowledge. In
other words, fluent readers recognize words and comprehend at the same
time.
Reading rate comprises both fluent identification of individual words and

speed and fluidity with which the student moves through connected text. As
children practice, they come to recognize larger and larger numbers of words
by sight without having to sound them out. Well practiced words are
recognized automatically, which implies that recognition occurs very quickly
and with little cognitive effort. The automaticity with which a reader can
recognize words is almost as important as word reading accuracy. It is not
enough to get the word right if a great deal of cognitive effort is required to
do so, because the effort and attention involved in decoding or guessing
from context, distract the readers attention from building meaning.
(Torgeson et al., 2006)
Factors most strongly influencing oral reading rate in struggling readers

(Torgeson et al., 2006):
Speed of decoding processes used to identify unknown words.
Proportion of words in a passage that can be recognized by sight.
Variations in speed with which sight words are processed.
Use of context to speed word identification.
Speed with which word meanings are identified.
Speed with which overall meaning is constructed.
Differences in relative value a child places on speed vs accuracy.
Single most important factor limiting the reading fluency of children

with reading difficulties is the limited size of their sight word
vocabulary. It is the necessity of slowing down to decode the word
that most effects fluency.
March 2014 Page 88

How is Fluency Built?
The mind cannot attend to everything at once
Begins with effortful reading
o all available attention expended in letter, letter-pattern, and
word recognition
o little available for comprehension or self-monitoring
o by using known sound-symbol correspondences and phonological
sensitivity, the student approximates the pronunciation of the
unknown word
o this approximate pronunciation combined with available
contextual clues enables the reader to determine the correct
pronunciation
With instruction and practice, reading develops into reliable accuracy
o 4 to 14 repetitions for average young readers
o more than 40 for those with reading disabilities
Further practice leads to automatic word skills, basic fluency begins to
develop freeing the brain for error correction and comprehension
Fluency is not achieved at one point in time, but increases with
practice over a long period time
Young children who gain just enough skill early on feel drawn to
reading that consolidates the interconnections of their reading mind.
They read a lot of easy redundant things because they can. They love
it because they can do it.
Goal of Fluency
The goal is not to simply read faster!
The goal is greater understanding
To become stronger readers, students need to practice beyond
accuracy to automaticity
Word lists, phrases, and sentences can be as impactful in building
fluency as connected text
March 2014 Page 89

Methods and Means for Building Fluency
Word work:
There is no strategy that compensates for difficulty in reading words
accurately and fluently if you cant read word lists and sentences
fluently, you also cannot read connected text fluently
Work with letters, word parts, words, phrases and sentences take
instruction beyond accuracy at every step
Reading words in isolation (word lists) is supported by the research as
an important element in developing fluency
Connected text sequence:

Weekly cycle
Introduction of a short passage
Read aloud model good reading (I do)
Discussion of the content
Choral reading (We do)
o Student reads or attempts to read a text, while at the same
time, hearing a more fluent reading of the same text by
classmates and the teacher
Paired reading (We do, You do)
o A more able reader and a less able reader sit side by
o In unison, the pair reads the text aloud for 10 to 20 minutes
o The more able reader adjusts to match the reading pace of the
less able reader
Word study (We do, You do)
Home practice (You do)
Performance (You do)
Final rereading before the introduction of the next passage
Other supports:
Recorded materials may be particularly good for the EL student
Do both wide and deep
o wide when finished, move on to the next passage
o deep reread until it can be read with some degree of fluency
and prosody
same passage
different passage using the same skills i.e., short a text
March 2014 Page 90

same passage but with different focus pace, prosody,
punctuation, etc.
Poetry and Readers Theater often providing an engaging activity for
struggling readers
Fluency Related Points
Round Robin Reading

This long-standing method in which the teacher calls on students one-
by-one to read orally isnt supported by the research (or by student
behavior and attention). Please dont spend valuable class time in
this activity.
Silent Reading
The myth that students read more accurately silently than orally, is
just that, a myth.
And, how do you know? It is true that we can read more rapidly
silently, but not more accurately.
Additionally, during silent reading time, struggling readers may not
choose well the student may choose a text well below or well above
their reading level.
Difficulty level:
During fluency practice, controversy exists over the level of passages
difficulty -- should it be challenging, moderately challenging, or easy.
The right answer may depend on the age, other characteristics of the
learner, and the specific level of reading skills.
Expressiveness or prosody:
Paraphrasing, retelling, summarizing, comparing, predicting, etc., are
more potent indicators of comprehension than prosody.
Controversy remains over the role of prosody.
While expressiveness obviously helps listeners when being read to,
when the student is the one reading, it is not clear whether it actually
facilitates understanding or whether it merely reflects understanding.
In other words, is the fact that the student understands the text what
allows the reading to occur with prosody or does the reading with
prosody lead to understanding?
March 2014 Page 91

Hasbrouck and Tindal Oral Reading Fluency
March 2014 Page 92

IPS Quick Phonics Screener
Directions for Administration and Scoring
1. Starting point
a. Beginning readers (K-and beginning 1st) start with letter names
and sounds
b. 2nd grade, if you believe the student knows letters and sounds
begin with cvc words.
c. If you are concerned that the student is using students sight
word vocabulary rather than actually decoding use the nonsense
form.
2. Stop a task if the student appears frustrated, tired, or has missed
more than 5 in a row. It is OK to stop in the middle of a task.
3. Move to the next task.
4. Discontinue the assessment only after you have determined that the
student knows no further patterns.
March 2014 Page 93

Kindergarten -- Real Words
Name: ________________________Date:_____________ Assessor: ______________________
Letter names
m t a s i r d f o g l h u c n b
j k y e w p v q x z
/26
Letter names
M T A S I R D F O G L H U C N
B J K Y E W P V Q X Z
Letter sounds
j k y e w p v q x z
/26
Phonemic Awareness
Syllable Awareness: /9
upset basket class darker children
Phoneme Segmentation:
/15
dip chop bag fish lick
Phoneme Blending
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /5
/t/
cvc
van fog yet tub quiz /10
kit cup red lap wax
/12
Sam and Jeb hid the gum. Pat had a nap in bed.
H brothers
shot this chat whip graph /10
fish them chip when wish
/14
The men shut that dog in the shop. When can the dog get fed?
Blends
gasp drink plant just swing /10
trunk blank snip prod sled
/17
Glen will swim past the raft in the pond. The frog must flip and spin and
jump.
March 2014 Page 94

Short vowel pointers
well mass clock hitch judge hill /12
smack bridge hatch boss chaff fell
/12
Get the sack back on the truck. I will scratch the itch.
Notes:
March 2014 Page 95

Grade 1 -- Real Words
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
Phonemic Awareness
/15
Phoneme Blending
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /5
/t/
cvc
kit cup red lap wax
/12
H brothers
/14
Blends
/17
jump.
March 2014 Page 96

Get the sack back on the truck. I will scratch the itch. /12
Closed syllable exceptions
child blind hold most stroll colt /12
post scroll gold kind bolt wild
/15
The old king has a chest full of gold. The child was kind to me.
Magic e without blends
nice mole rule doze fume /10
rise cave tile cane vote
/16
Mike and Jan use a rope to ride the mule. Pete has five tapes at home.
Bossy r
cart pork verb shirt hurt /10
fern mark turn stir torn
The dark tar on his torn shirt burns and will hurt him. The bird hid in the
/21
ferns at the park.
vccv
plastic traffic mascot escape address /10
witness rabbit litter bandit compact
/14
Sally put the napkin in her lap for dinner. A snake is a reptile.
Easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy
foam roast creak seat mood scoop steep bleed
raid waist spray gray shout mount book foot /24
snow slow spoil join plow cow joy ploy
vcv
beware belong demand prevent spider /5
Beware! A spider went up the wall.
/7
Suffix addition
dishes lifting jumper matchless fastest /10
hopping baked hoping sandy blameless
/14
I do not mind you sitting on the bench. He has his oldest socks.
Notes:
March 2014 Page 97

Grade 1 -- Nonsense Words
Name: _______________ _________Date:_____________ Assessor: ______________________
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
Phonemic Awareness
Syllable Awareness:
/9
/15
Phoneme Blending
/5
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/
/t/
cvc
wix fod leb jum yon /10
kib cug raf vip kez
/12
H brothers
shap whum pith chan phin /10
kosh soph thep chet whap
/14
Blends
scap ming plin clab trink /10
mant slank jast sund flosp
/17
jump.
litch mudge rill gress prodge /12
March 2014 Page 98

meff satch gack detch strick /12
closed syllable exceptions
nold sind bild most froll jolt /12
wost foll pold vind cholt blild
/15
magic e without blends
sice nole fute moze vuse /10
rine lade sile gane fate
/16
bossy r
cort pirk varb serl surd /10
tarn forp murk tirn kerm
/21
ferns at the park.
vccv
admest simdap jimdell strappim shipnest /10
comsile slantsibe pinzape kiptuke capvete
/14
Sally put the napkin in her lap for dinner.
A snake is a reptile.
easy vowel teams -- ai, ay, ee, ea, oa, oo, ow, ou oi, oy
vcv
/7
suffix addition
drishes clifting blumper cratchless flastest /10
thropping chaked throping standy prameless
/14
March 2014 Page 99

Notes:
March 2014 Page 100

Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
cvc
kit cup red lap wax
/12
H brothers
/14
Blends
/17
jump.
/12
/15
March 2014 Page 101

/16
Bossy r
/21
ferns at the park.
vccv
/14
vcv
/7
Suffix addition
/14
Notes:
March 2014 Page 102

Name: ______________________ __Date:_____________ Assessor: ______________________
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
cvc
kib cug raf vip kez
/12
H brothers
/14
Blends
/17
jump.
meff satch gack detch strick
/12
/15
March 2014 Page 103

/16
bossy r
/21
ferns at the park.
vccv
/14
vcv
/7
suffix addition
/14
Notes:
March 2014 Page 104

Works Consulted
Birsch, Judith R. Multisensory Teaching of Basic Language Skills. Maryland:

Paul H Brookes Publishing Co., 2011
Marcel, Barclay and Ferraro, Christine. So Long, Robot Reader. RT The

Reading Teacher May 2013
Moats, Louisa C. LETRS. Boston, MA: Sopris West 2008
Rasinski, Timothy V., The Fluent Reader. New York: Scholastic Professional
Books, 2010
Rome, Paula D. and Osman, Jean S. The Language Tool Kit. 1976:
Educators Publishing Service, 2004
Scarbororough, H.S. Handbook of Early Literacy Research. New York:

Guildford, 2001
Shaywitz, Sally. Overcoming Dyslexia. New York: Vintage Books, 2005
Stanovich, Keith. Matthew effect (education) Wikipedia, May 2013
Torgeson, J.K. & Hudson, R. Reading fluency: Critical Issues for Struggling
Readers,. Newark, DE: International Reading Association, 2006
Concepts and materials sourced from:
Dyslexia Institute of Indiana. Indianapolis, IN.
Ron Yoshimoto, Fellow, AOGPE. Honolulu, Hawaii.
March 2014 Page 105

Appendix
Four Processing Systems
Concept & Information; Fluency

Sentence Context; Text
Structure
Vocabulary
speech Phonics letter memory

sound system
Phonemic
Awareness
speech output writing output reading input
Moats,
Appendix 2
2005
Scarboroughs Reading Rope (2001)
LANGUAGE COMPREHENSION
Background Knowledge
Vocabulary Knowledge SKILLED READING:
Language Structures fluent execution and
Verbal Reasoning coordination of word
Literacy Knowledge recognition and text
comprehension.
WORD RECOGNITION
Phonological Awareness
Decoding (and Spelling)
Sight Recognition
Reading is a multifaceted skill, gradually acquired

over years of instruction and practice. Appendix 3
Appendix 4
Appendix 5
The h brothers
ch ph sh
Chuckie Phil Sheldon
th wh
Theo Whistler
Chuckie Sheldon Whistler
Phil Theo
Meet the H Brothers

from the H Brothers Railroad
There were once five brothers named Chuckie, Phil, Sheldon, Theo, and Whistler.
They owned the H Brothers Railroad Company.
Chuckie was the conductor of the railroad. He was always happy. He loved to Chuckle
and say choo choo as they passed through each little town.
Phil loved to talk. Chuckie always told Phil not to talk so loudly when he was on the
phone.
Sheldon was another brother. He always wanted the other brothers to be quiet so he
would say Sh!!!!!!! Sheldon was sharp. If he thought carefully he could remember the
right way to get to each town.
Theo was a mischievous lad. He was always sticking out his tongue at the passengers
on the train. Most people did not think this was funny
Whistlers job was to warn people when the H Brothers train was getting close to a
railroad crossing. He would whistle as loud as he could. The sound would blow through
the air so the people in the next town could hear it.
DII 229
Appendix 8
Appendix 9
Appendix 10
Most Common Spellings for Consonant Sounds
/k/ /d/ /f/ /g/ /j/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/
con do fix great jam men nod rest soap tap zip chip shop
key stayed stuff edge numb know wrap less walked fuzz catch chic
stick phone gem dance was
gym city
giant fancy
Less Common Spellings for Consonant Sounds

/k/ /d/ /f/ /g/ /jo o/ /m/ /n/ /r/ /s/ /t/ /z/ /ch/ /sh/
chemical laugh ghost gradual hymn sign rhyme scene debt nose nation
antique vague mnemonic science mansion
scythe anxious
psychology musician
Appendix 11
Frequently Used Spellings
Sound End of a Syllable End of a Word Middle of a Word or Syllable
// a ta.ble ay play ai, a-e paid, cake
// e e.qual y can.dy ea, ee meat, keep
// i, y ti.tle y, igh by, high i-e, igh bike, right
// o no.ble ow slow oa, o-e boat, rope
// u hu.man, ew, ue few, hue u-e cute,
/oo/ u du.ty ew, ue grew, blue oo, ue room, rude
/oi/ oy boy oi coil
/ou/ ow cow ou loud
Infrequently Used Spellings

Sound End of a Syllable End of a Word Middle of a Word or Syllable
// ey, eigh prey, weigh ei, eigh, ea vein, eight, great
// e-e, ie, ei eve, chief, ceiling
// y hy.brid i, ie, hi, pie y-e type
// oe, ough toe, dough ou shoulder
/oo/ ui, ou, eu fruit, soup, deuce
Appendix 12
Voiced and Unvoiced
Voiced sounds are produced primarily in the throat. These sounds are formed when the
vocal cords vibrate.
Unvoiced sounds are produced in the mouth. These sounds are formed when air passes
over the tongue and teeth.
To determine if a sound is voiced or unvoiced place your fingers in the middle of your neck over
your vocal cords. Say the sound. If you feel a slight vibration in the throat, the sound is voiced.
Voiced Unvoiced
b p
g k
d t
y f
j ch
z s
w wh
th (the) th (thin)
l sh
m h
n
r
v
all vowels
Appendix 13
Auditory Drill Mnemonics
// In the gym.
// Red head.
// Up and away with a son and a cousin.
// Paul saw the dog's daughter, he thought.
// Vacation came on a rainy day. Eight reindeer
did not obey.
// He needs meat and candy, for these I believe
he will receive money.
// I like the night sky to eat pie in style.
// Go home on a boat that is slow -- shoulder to
toe.
// Unite cute statues few feud.
/oi/ Rejoice its a boy.
/ou/ Shout in the shower.
/oo/ Mushroom stew for my student includes soup,
blue fruit for my neurologist.
/er/ Her bird hurt. The doctor is particularly early.
Appendix 14
Mnemonic Devices
Visual Drill Auditory Drill

c k (a,o,u) Cat on the fence // Red head
s (e,i,y)
g g (a,o,u) Go to the gym // Chin-ups / in the gym
j (e,i,y)
o ,,, Not home mother or dog // Up and away / with a son and a cousin
s s, z Pass the cheese /d/ Band played
u ,, oo,oo Pup refuse to rule the bush /f/ Face, Jeff / photo, laugh
y y,,, Yuck, candy,my gym /g/ Go ghost, be vague
ar r, r(r) Car, standard /j/ Jump gently dodge
ch ch,k,sh Charlie spent Christmas in /k/ Cats, kittens, ducks / run the school uniquely
Chicago (-tch)
ea , Eat bread /m/ Monkeys / climb columns
ear ear,r(r) Hear earth /n/ No / knife sign
-ed d,d,t Landed, it snowed and I /r/ Rob wrestles the rhino
slipped
ei , ceiling vein /s/ Sea, city, grass / science
er r,r Her merit /t/ Ted talked
eu ,oo Feud neutral /z/ Zebra nosey buzz
ew oo, Grew few /ch/ Chin itches
ey , Chimney survey /sh/ Wish / machine
gh f,g Laughing ghosts /shn/ Protection / tension
ie , Pie chief // Vacation came on a rainy day / eight reindeer did
obey
oo oo,oo School book // He needs meat and candy / for these I believe he
will receive money
or r,r(r) Important actor // I like the night sky / to eat pie in style
ou ou,oo,, Our youth shoulders country // Go home on a boat that is slow / shoulder to toe
ow ,ou Snow plow // Unite cute / statues few feud
sion shn A special occasion in the /oo/ Good push
mansion
th unv,voiced Bath, bathe /oi, oy/ Rejoice its a boy
ue ,oo Cue true /ou/ Shout in the shower
/au/() Paul saw / the dogs daughter he thought
/oo/ Mushroom stew for my student / includes soup,
blue fruit for my neurologist
/r/(r) Her bird hurt / the doctor particularly early
Appendix 15
Spelling Rules
Short Vowel Pointers
In a one-syllable word after a short vowel use ck to spell /k/.
In a one-syllable word after a short vowel use dge to spell /j/.
In a one-syllable word after a short vowel use tch to spell /ch/.
The letters l, f, s, and sometimes z are doubled at the end of a one-syllable word following a
short vowel.
Plurals
Add s to most nouns to form a plural. Add es to nouns ending in s, x, z, sh, and ch. Nouns
ending in y, change y to i and add es. If y is part of a vowel team, just add s.
1+1+1 Doubling
In a one-syllable word with one vowel followed by one consonant, double the final consonant
before adding vowel suffixes.
E-Drop
In a word ending with a silent e, drop the silent e before adding a vowel suffix. If the silent e is
needed to preserve the identity of the base word or soft c/g sound, keep the silent e.
Y Rule
In words ending in y as part of a vowel team, just add the suffix. If y follows a consonant,
change the y to i and add the suffix. If the suffix begins with i, keep the y and add the suffix.
ie and ei Rule
Use the spelling i before e except after c or when pronounced // as in neighbor and weigh.
Appendix 16
Finger Spelling
/sh/
/i/
/f/
fish
Appendix 17
Syllables
A syllable is a word or a part of a word with 1 one vowel sound.
Closed
A closed syllable has one vowel and ends with a consonant. The consonant(s) closes the door
and makes the vowel say its sound (short sound).
Open Syllable
An open syllable has one vowel and ends with the vowel. The door is open and the vowel
introduces itself, saying its name (long sound).
Vowel Consonant E or Silent E Syllable
A silent E syllable has one vowel, follows by one consonant, and a silent E. The silent E jumps
backwards over the consonant to make the vowel say its name. The silent E will only jump back
over ONE consonant sound.
Teacher note: Unless the syllable is an open syllable, a single E at the end of a syllable is usually
silent. Words like bathe and clothe are silent e words. The consonant digraph between the vowel
and the silent e count as one consonant sound.
R-Controlled Syllable
An R-controlled syllable has one vowel followed by the letter R. The R is bossy and changes the
vowel sound.
Vowel Team Syllable
A vowel team syllable has a team of letters working together to make a vowel sound. Note:
letters working together not vowels working together.
Consonant +le Syllable
A consonant +le syllable comes at the end of a word and has a consonant followed by the letters
LE.
Appendix 18
CLOSED:
1 vowel followed by 1
or more consonants
Example: cat, big, off
CONSONANT + LE:
1 consonant followed by le
Example: cle, dle, ple
OPEN:
1 vowel ending the syllable
Example: me, I, go
VOWEL TEAM:
2 or more letters working together
to make 1 vowel sound
Example: oat, law, meat
SILENT E:
1 vowel followed by 1 consonant
and the letter e
Example: note, ate, bike
R-CONTROLLED:
1 vowel followed by the letter r
Example: car, her, fork
Appendix 19
Syllable Sort
Knowledge of the six basic syllable patterns improves decoding and encoding skills. Quick
recognition of these patterns will support students in determining the appropriate vowel sound in
an unknown word (one of the most common decoding errors). Awareness of these patterns also
supports students in spelling words that are unfamiliar or need to be modifies when adding
suffixes.
Sorting syllable cards is a good way for students to improve their automaticity of syllable
pattern recognition.
Directions: Cut a part syllable cards. Distribute syllable cards and labels according to the
variation of the activity you choose.
Variation 1:
Provide students with the label for the syllable pattern(s) theyve learned and the label NOT. In
this variation students do not need to know all the syllable patterns; they just need to be able to
recognize examples and non-examples of the new pattern.
Closed NOT (Closed)

us team
trip a
pack save
Variation 2:
Provide students with labels of all the syllable patterns learned. Distribute syllable cards for these
patterns only, carefully controlling the cards.
Closed R-Controlled Open

us star go
trip her a
pack or she
Cards 1& 2: Closed
Card 3: Open
Card 4: Closed Exceptions
Cards 5 & 6: R-Controlled
Cards 7 & 8: Silent E
Cards 9 $10 Vowel Teams
Card 11: Consonant +le
Appendix 20
ap up fun
it ask clam
at and slop
is fast fig
as grass hod
on trip mast
Appendix 21
rig lost hug
drop log pluck
frog plug add
bland his odd
damp blimp off
brag blast pond
Appendix 22
mu bi she
tri de go
a re flu
I hi no
ta by so
sta me be
Appendix 23
child mild rink
old sing find
pink ring hind
fold bank most
hold plank host
wild pink wind
Appendix 24
car or fort
farm corn short
start torn fur
hard for burn
arm born turn
sharp firm purr
Appendix 25
burst bird herd
churn fern serve
dirt tar perch
first birth nerve
her third stir
sir girl word
Appendix 26
save use bone
tape tube code
made rude hose
game fume joke
faze tune tone
plane cute vote
Appendix 27
kite theme type
like scene hype
pile lete style
dive cete rose
ride cede bathe
time pete clothe
Appendix 28
aim read too
play out know
oil sigh taut
boy eight fawn
shoe few blue
meet fruit boat
Appendix 29
pie road head
took new keep
key clue plow
pain wait soup
pool suit stay
join soap leap
Appendix 30
-cle -ckle
-ble -ple
-dle -sle
-fle -stle
-gle -tle
-kle -zle
Appendix 31
Syllable Division
Divide between compound words. Chop off prefixes and suffixes. Label the vowels V and
consonants C between the first and last vowel.
VCCV, VCCCV, VCCCCV
When two or more consonants fall between two vowels, divide between the consonants, keeping
blends together when possible.
VCV
When one consonant falls between two vowels, try dividing after the first vowel. If this doesnt
work, try dividing after the consonant.
Consonant +le
When there is a consonant +le syllable, find the e and count back three to divide from the rest of
the word.
VV
When two vowels are side-by-side divide between the vowels, if they are not a regular vowel
team.
Prefixes/Suffixes
Divide prefixes and suffixes from the base word.
Appendix 32
VCCV Words without Schwa
dentist napkin coffin

selfish publish public
rabbit contest subject
invest cactus tennis
mascot infest insect
plastic upset hectic
splendid chipmunk contest
traffic contact fossil
attic picnic goblin
bandit contact gossip
candid convict object
optic progress tonsil
muffin catnip bandit
combat dismiss victim
VCCV Words with R-Controlled Syllables
adverb thunder expert

manner discard permit
slipper distort winter
artist chapter murmur
absorb timber fender
master tender persist
suffer farmer whisper
absurd chatter harness
burden pattern horrid
matter under import
summer farther perturb
carbon disturb zipper
burden copper jargon
better pepper inform
member escort squirrel
suffer differ hammer
corner perfect marker
bitter verdict hermit
temper garlic orbit
carpet export ladder
butler furnish order
number dinner lumber
tender forbid letter
butter enter silver
offer perhaps lantern
Appendix 33
-i- = // or //
before a consonant
practical quality activity
accident American animal
article candidate capital
citizen comparison compliment
criminal difficult estimate
hesitate intelligent investigate
chemical comical medical
medicine notify officer
original politics president
principal hospital principle
sensitive significant similar
universe unicorn testimony
-i- = //
before a vowel
appreciate audience curious
experience furious immediate
inferior material medium
memorial obedient obvious
previous radio serious
superior studio various
-i- = /y/
after l or n
billion brilliant civilian
California familiar genius
junior million onion
opinion senior peculiar
Appendix 34
Memory Word Lists
Sight Words -- Phonetically Irregular

are answer again been against
bye do any both busy
color does bear build done
come dont clothes buy half
door eye could father laugh
floor goes friend listen much
from gone give many only
love have live mother pint
one hour lose parent poor
said into of rich shall
says minute once sure today
sign move people their together
to much pretty view whole
two prove should which whom
was such some whose
where there someone
your want something
were through
what truth
who wear
would
xxxx: -ve words with short vowels

xxxx: reading emphasis
Appendix 35
High Frequency Words -- Phonetically Regular
a ate after always about
away brown by around better
be came every because bring
blue climb find before carry
book eat fly cold clean
boy four funny first draw
down good going five drink
for green has found eight
get knew her gave far
girl know his goes full
go like how green grow
he new little its hold
here nine may made hurt
I now old pull keep
is our open read kind
make out over right light
me please round sing long
my ride take sleep myself
name saw tear these never
no so thank those own
or soon them upon seven
play they then use show
print today think very start
push yellow touch wash try
put when work warm
say why write
see
she
talk
that
the
three
walk
we
you
xxxx: phonetically regular words with intermediate phonics skills
Appendix 36
Orton Gillingham Community Red Words
Appendix 37
Small Group/One-on-One Instruction
Drills:
Visual:
Auditory:
Blending (Optional):
Multi-syllabic Words:
Review:
Words to Read:
Words to Spell:
Teach Something New: Choose One: introduce new phonogram, spelling

rule, syllable pattern, or syllable division rule
Read:
Spell:
Sentence Dictation: Sentence 1 is simple and addresses new skill.

Sentences 2 and 3 become increasing complex, but include only fair
review.
1.
2.
3.
Memory words:
Introduce:
Read:
Spell/Review:
Oral Reading:
Observation Notes:
Appendix 38
Whole Class Instruction
Drills: Blending and phoneme segmentation drills may be omitted later in the year.
Visual Drill
Blending Drill
Review Words to Read

Review Words to Read -- 10-20 words
Teach New Phonogram

Student Response Sheet

Auditory Drill -- 10 phonemes
Review Words to Spell -6 words
New Words to Spell -- 4 words
Memory Words
Reading
Spelling
New
Sentence Dictation
1.
2.
Spelling Generalization/ Syllabication

Teach -- I do
Activity -- We do
Center Activity -- You do
Fluency
Demonstrations
Connected Text
Home
Observation Notes:
Appendix 39
Kindergarten 30-Minute Lesson Plan
Visual Drill:
Review Sentence to Read:
Teach Something New: Introduce new phonogram

Auditory Drill:
Letter Name:
Keyword:
Sound:
Position:
New Words to Spell:
Memory
Reading
Spelling
New
Sentence Dictation: Sentence is simple, addressing new skill, and may include fair review.
1.
Phonemic Awareness Exercise:

Phoneme Blending Drill -- 6 words
Fluency: Begin with letter naming & sound fluency, transition to word lists & connected text later in the year.
Demonstrations
Connected Text
Home
Observation Notes:
Appendix 40
30-Minute Lesson Plan
Whole-Group or Small Group Instruction
Visual Drill: basic deck, -tch, -dge, silent e cards, ar, short vowel pointers
clutch barb clock cliff theme
hard cart flick wedge dodge
switch dark grass badge time
plate harm still rode cute
Teach Something New: Choose One: introduce new phonogram, spelling rule, syllable pattern, or syllable division rule
Review concept of r-controlled vowels
Teach or as in for
New Words to Read:
for torn fork port cork
cord norm scorch short north
horn porch torch sport born
Auditory Drill:
//, /sh/, /x/, /ar/, // (a-e), // (i-e), /ch/
Review Words to Spell:

yard harp patch flame fine
tart march bridge stove tick
New Words to Spell:

for sport fork porch sort
Memory Words:
Review (Read): went, also, through, does, goes
Review (Spell): walk, how, dome
Introduce: gone
Dictation: Sentence 1 is simple and addresses new skill. Sentences 2 and 3 become increasing complex, but include only fair review.
1. I will sort the cards.
2. What is the time?
3. Mom ran to the path to help the boy.
Oral Reading Fluency: SPIRE Book 2, page 32-33

Observation Notes:
Appendix 41
Name:_____________________________________________ Date: ____________________
Review Sounds:
1 2 3 4 5
6 7 8 9 10
Review Words to Spell:
1 2 3
4 5 6
New Phonogram: ______ ______ ______

New Words to Spell:
1 2 3
4 5 6
New Learned Word: Self-Check: Review Learned Words:
_________ _________ _________

_________ _________
_________ _________
_________
Sentence Dictation:
_______________________________
_______________________________
Appendix 42
Name
Date
Sounds
Words to Spell
1 2
3 4
New Phonogram
Appendix 43
Words to Spell
1 2
3 4
New Learned Word Check
Review Learned Words
Dictation
Appendix 44
Name
Date
New Phonogram
Appendix 45
Words to Spell
1 2
3 4
New Learned Word Check
Review Learned Words
Dictation
Appendix 46
2006 Hasbrouck & Tindal Oral Reading Fluency Data
Jan Hasbrouck and Gerald Tindal have completed an extensive study of oral
reading fluency. The results of their study were published in a technical report Fall Winter Spring Avg. Weekly
entitled, "Oral Reading Fluency: 90 Years of Measurement," which is available Grade Percentile WCPM* WCPM* WCPM* Improvement**
on the University of Oregons website, brt.uoregon.edu/tech_reports.htm,
and in The Reading Teacher in 2006 (Hasbrouck, J. & Tindal, G. A. (2006). 90 128 146 162 1.1
Oral reading fluency norms: A valuable assessment tool for reading teachers. 75 99 120 137 1.2
The Reading Teacher. 59(7), 636-644.). 3 50 71 92 107 1.1
The table below shows the mean oral reading fluency of students in grades 1 25 44 62 78 1.1
through 8 as determined by Hasbrouck and Tindal's data. 10 21 36 48 0.8
You can use the information in this table to draw conclusions and make 90 145 166 180 1.1
decisions about the oral reading fluency of your students. Students scoring 75 119 139 152 1.0
10 or more words below the 50th percentile using the average score of 4 50 94 112 123 0.9
two unpracticed readings from grade-level materials need a fluency-
25 68 87 98 0.9
building program. In addition, teachers can use the table to set the long-term
fluency goals for their struggling readers. 10 45 61 72 0.8
90 166 182 194 0.9
Average weekly improvement is the average words per week growth you
can expect from a student. It was calculated by subtracting the fall score from
75 139 156 168 0.9
the spring score and dividing the difference by 32, the typical number of 5 50 110 127 139 0.9
weeks between the fall and spring assessments. For grade 1, since there is 25 85 99 109 0.8
no fall assessment, the average weekly improvement was calculated by 10 61 74 83 0.7
subtracting the winter score from the spring score and dividing the difference
by 16, the typical number of weeks between the winter and spring
90 177 195 204 0.8
assessments. 75 153 167 177 0.8
6 50 127 140 150 0.7
Fall Winter Spring Avg. Weekly 25 98 111 122 0.8
Grade Percentile
WCPM* WCPM* WCPM* Improvement** 10 68 82 93 0.8
90 81 111 1.9 90 180 192 202 0.7
75 47 82 2.2 75 156 165 177 0.7
1 50 23 53 1.9 7 50 128 136 150 0.7
25 12 28 1.0 25 102 109 123 0.7
10 6 15 0.6 10 79 88 98 0.6
90 106 125 142 1.1 90 185 199 199 0.4
75 79 100 117 1.2 75 161 173 177 0.5
2 50 51 72 89 1.2 8 50 133 146 151 0.6
25 25 42 61 1.1 25 106 115 124 0.6
10 11 18 31 0.6 10 77 84 97 0.6
*WCPM = Words Correct Per Minute **Average words per week growth
www.readnaturally.com Appendix 47
Directions for Administration and Scoring
1. Starting point
a. Beginning readers (K-and beginning 1st) start with letter names
and sounds
b. 2nd grade, if you believe the student knows letters and sounds
begin with cvc words.
c. If you are concerned that the student is using students sight
word vocabulary rather than actually decoding use the nonsense
form.
2. Stop a task if the student appears frustrated, tired, or has missed
more than 5 in a row. It is OK to stop in the middle of a task.
3. Move to the next task.
4. Discontinue the assessment only after you have determined that the
student knows no further patterns.
Appendix 48
Kindergarten -- Real Words
Letter names
j k y e w p v q x z
/26
Letter names
M T A S I R D F O G L H U C N
B J K Y E W P V Q X Z
Letter sounds
j k y e w p v q x z
/26
Phonemic Awareness
/15
Phoneme Blending
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /t/ /5
cvc
kit cup red lap wax
/12
H brothers
/14
Blends
/17
jump.
Appendix 49
/12
Notes:
Appendix 50
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
Phonemic Awareness
/15
Phoneme Blending
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /t/ /5
cvc
kit cup red lap wax
/12
H brothers
/14
Blends
/17
jump.
/12
Appendix 51
/15
/16
Bossy r
/21
ferns at the park.
vccv
/14
vcv
/7
Suffix addition
/14
Notes:
Appendix 52
Name: _______________ _________Date:_____________ Assessor: ______________________
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
Phonemic Awareness
Syllable Awareness:
/9
/15
Phoneme Blending
/5
/m/ /a/ /d/ /w/ /i/ /sh/ /h/ /o/ /t/ /f/ /u/ /n/ /j/ /e/ /t/
cvc
kib cug raf vip kez
/12
H brothers
/14
Blends
/17
jump.
/12
Appendix 53
/15
/16
bossy r
/21
ferns at the park.
vccv
/14
vcv
/7
suffix addition
/14
Notes:
Appendix 54
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
cvc
kit cup red lap wax
/12
H brothers
/14
Blends
/17
jump.
/12
/15
Appendix 55
/16
Bossy r
/21
ferns at the park.
vccv
/14
vcv
/7
Suffix addition
/14
Notes:
Appendix 56
Name: ______________________ __Date:_____________ Assessor: ______________________
Letter names
j k y e w p v q x z
/26
Letter sounds
j k y e w p v q x z
/26
cvc
kib cug raf vip kez
/12
H brothers
/14
Blends
/17
jump.
/12
/15
Appendix 57
/16
bossy r
/21
ferns at the park.
vccv
/14
vcv
/7
suffix addition
/14
Notes:
Appendix 58
m t a s i r d f o g l h u
c n b j k y e w p v q x z
M T A S I R D F O G L H U
C N B J K Y E W P V Q X Z
van fog yet tub quiz

kit cup red lap wax
Sam and Jeb hid the gum.

Pat had a nap in bed.
shot this chat whip graph

The men shut that dog in the shop.

When can the dog get fed?
Appendix 59
gasp drink plant just swing
Glen will swim past the raft in the pond.

The frog must flip and spin and jump.
well mass clock hitch judge

hill smack bridge hatch boss
chaff fell
Get the sack back on the truck.

I will scratch the itch.
child blind hold most

stroll colt post scroll
gold kind bolt wild
The old king has a chest full of gold.

The child was kind to me.
Appendix 60
nice mole rule doze fume
Mike and Jan use a rope to ride the mule.

Pete has five tapes at home.
cart pork verb shirt hurt

The dark tar on his torn shirt burns and will hurt
him.
The bird hid in the ferns at the park.
plastic traffic mascot escape

address witness rabbit litter
bandit compact

Appendix 61
foam roast creak seat
mood scoop steep bleed
raid waist spray gray
shout mount book foot
snow slow spoil join
plow cow joy ploy
beware belong demand prevent

spider
dishes lifting jumper matchless

fastest hopping baked hoping
sandy blameless
I do not mind you sitting on the bench.

He has his oldest socks.
Appendix 62
m t a s i r d f o g l h u
c n b j k y e w p v q x z
M T A S I R D F O G L H U
C N B J K Y E W P V Q X Z
wix fod leb jum yon

kib cug raf vip kez
Sam and Jeb hid the gum.

Pat had a nap in bed.
shap whum pith chan phin

The men shut that dog in the shop.

When can the dog get fed?
Appendix 63
scap ming plin clab trink
Glen will swim past the raft in the pond.

The frog must flip and spin and jump.
litch mudge rill gress prodge

Get the sack back on the truck.

I will scratch the itch.
nold sind bild most

froll jolt wost foll
pold vind cholt blild
The old king has a chest full of gold.

The child was kind to me.
Appendix 64
sice nole fute moze vuse
Mike and Jan use a rope to ride the mule.

Pete has five tapes at home.
cort pirk varb serl surd

The dark tar on his torn shirt burns and will hurt
him.
The bird hid in the ferns at the park.
admest simdap jimdell strappim

shipnest comsile slantsibe pinzape
kiptuke capvete

Appendix 65
foam roast creak seat
mood scoop steep bleed
raid waist spray gray
shout mount book foot
snow slow spoil join
plow cow joy ploy
beware belong demand prevent

spider
drishes clifting blumper cratchless

flastest thropping chaked throping
standy prameless
I do not mind you sitting on the bench.

He has his oldest socks.
Appendix 66
Appendix 67
Appendix 68
Appendix 69
Appendix 70
Appendix 71
Appendix 72
Appendix 73
Appendix 74
Appendix 75
Appendix 76
Appendix 77
Appendix 78
Appendix 79
Appendix 80
Appendix 81

Training Manual W Appendix 3-20-14 Rs

Enviado por

Dados do documento

Título original

Direitos autorais

Formatos disponíveis

Compartilhar este documento

Compartilhar ou incorporar documento

Opções de compartilhamento

Você considera este documento útil?

Este conteúdo é inapropriado?

Direitos autorais:

Formatos disponíveis

Training Manual W Appendix 3-20-14 Rs

Enviado por

Direitos autorais:

Formatos disponíveis

Teacher Manual

March 2014 Page ii

March 2014 Page iii

Explicit and systematic

Phonemic awareness vs phonics

March 2014 Page 1

On-set and rime vs rhyme

March 2014 Page 2

Reading is not Easy or Natural for Many Children

The Brain and Reading

March 2014 Page 3

How we learn to read

March 2014 Page 4

Brocas area and parieto-temporal

March 2014 Page 5

March 2014 Page 6

March 2014 Page 7

The Good News

Summary of the Research

March 2014 Page 8

March 2014 Page 9

Latin & French

March 2014 Page 10

An interesting language side note. Believe it or not, the English language

March 2014 Page 11

In the 1930s neurologist Dr. Samuel T. Orton and educator, psychologist

Can be implemented in a variety of settings:

Focus includes all the foundations of the English language:

March 2014 Page 12

Verbal Short- Rapid Serial Articulation Phonological

March 2014 Page 13

Phonological processing encompasses four categories of oral language

1. Verbal Short-Term Memory

2. Rapid Serial Naming

March 2014 Page 14

March 2014 Page 15

Phonemic Awareness in the 1st and 2nd Grade OG lesson

principal activities for teaching phonemic awareness

March 2014 Page 16

March 2014 Page 17

Grapheme Phoneme Keyword Position Mnemonic

March 2014 Page 18

March 2014 Page 19

March 2014 Page 20

G(letter) Phoneme Keyword G(letter) Phoneme Keyword

-ng and -nk short vowel exceptions

March 2014 Page 21

March 2014 Page 22

March 2014 Page 23

// Up and away with a son and a cousin.

// Paul saw the dog's daughter, he thought.

// Vacation came on a rainy day. Eight reindeer did obey.

He needs meat and candy, for these I believe he will receive

// I like the night sky to eat pie in style.

// Go home on a boat that is slow -- shoulder to toe.

/yoo/ Unite cute statues, few feud.

/oi/ Rejoice for the boy.

/ou/ Shout in the shower.

Mushroom stew for my student includes soup, blue fruit for my

/er/ Her bird hurt. The doctor is particularly early.

March 2014 Page 24

Classroom Small Group Method 1

Classroom or Small Group Method 2