blackline masters for level 8 instruction and … · 2020. 8. 27. · vi sp . . ir .e .• level 8...

LEVEL 8

Sheila Clark-Edmands

3rd Edition3rd Edition

Specialized Program Individualizing Reading ExcellenceSpecialized Program Individualizing Reading Excellence

BLACKLINE MASTERS FORINSTRUCTION AND ASSESSMENT

®

Specialized Program Individualizing Reading Excellence

3rd Edition

Blackline Masters for Instruction and Assessment

Level 8

Sheila Clark-Edmands

Editorial Project Manager: Tracey NewmanSenior Editor: Laura A. WoollettAssistant Editor: Rachel L. SmithDesigner: Rhonda Sheets

© 2012 by School Specialty, Inc. All rights reserved. The purchase of this book entitles the buyer to reproduce designated pages for instructional use. Reproduction for an entire school system or for commercial use is prohibited without written permission.

Printed in Benton Harbor, MI, in July 2011ISBN 978-0-8388-5731-1

1 2 3 4 5 PPG 15 14 13 12 11

Contents

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

Interactive Whiteboard Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vi

BLACKLINE MASTERS FOR INSTRUCTION

Lesson Planners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Key Word Concept Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3ar, arr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3er, err . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5ur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6dis-, mis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7pre-, pro- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8re- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9de- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10ex- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11-al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12-en, -on, -an, -ain, -ine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13-et, -ite, -ate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14-ic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15-ive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16-ary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17in-, im-, il-, ir- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .18un- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .19under- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .20sub- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .21con-, com-, cor-, col- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .22para- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .23ab- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .24ad-, ac-, ap-, af- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .25per- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .26i = /y/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .27ch = /k/, /sh/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .28que = /k/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

S.P. I.R. E. Level 8

Phoneme Segmentation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 30

Phoneme-Grapheme Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 31

Decodable Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 32

Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

BLACKLINE MASTERS FOR ASSESSMENT

Concept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . 117

Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119ar, arr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 119er, err . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121ir . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 123ur . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 125dis-, mis- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 127pre-, pro- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 129re- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 131de- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133ex- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135-al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137-en, -on, -an, -ain, -ine . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 139-et, -ite, -ate . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 141-ic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 143-ive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 145-ary . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 147in-, im-, il-, ir- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149un- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 151under- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153

Introduction

sub- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 155con-, com-, cor-, col- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 157para- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 159ab- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 161ad-, ac-, ap-, af- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 163per- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 165i = /y/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 167ch = /k/, /sh/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 169que = /k/ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 171

Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 173

Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 182

Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 186

vi S .P . I .R .E . • Level 8 • Introduction


Introduction

The S.P.I.R.E.® Blackline Masters for Instruction and Assessment are provided in both a spiral-bound book and a CD-ROM . The CD-ROM also supplies an answer key for select pages, but otherwise the content is the same . You may use whichever format is most convenient for you . All Blackline Masters (BLMs) are cited at point-of-use in the Teacher’s Guide .

The BLMs are organized in two sections: Instruction and Assessment . The Instruction BLMs are essential to the lessons in the Teacher’s Guide; without them, the lessons do not adhere to the fidelity of S .P .I .R .E .’s instructional plan . The Assessment BLMs provide ongoing formative assessment, a final cumulative test for the level, and summary forms for recording and reporting .

INTERACTIVE WHITEBOARD ACTIVITIES

Interactive Whiteboards (IWBs) are becoming more available to a greater number of classrooms, and IWB activities can provide engagement and a large interactive format for instructional modeling and practice . While any material on the S.P.I.R.E.® Blackline Masters CD-ROM can be used on an IWB, we particularly recommend activities using the Phoneme Segmentation Sheet, the Phoneme-Grapheme Sheet, the Word Find Sheet in the Introductory Lessons, and the graphic organizers in the Reinforcing Lessons . These would work especially well in settings with large groups .

S .P . I .R .E . • Level 8 • Introduction vii

Introduction

Blackline Masters for Instruction

LESSON PLANNERSThese blank planners are available for both types of lessons: Introductory and Reinforcing . The Planners supplement the Teacher’s Guide Steps Overview pages and allow teachers to create their own lessons for each concept .

KEY WORD CONCEPT SHEETSThese sheets introduce each new concept to students . Used in Step 1 of every Introductory Lesson, these large illustrations can be held up for the lesson and then displayed as a reminder of the concept .

PHONEME SEGMENTATION SHEETStudents will use this sheet, as well as white and green circle-shaped markers, for phonemic awareness activities in Step 2 . The circles are used to represent phonemes: white for consonant sounds and green for vowel sounds . Students may also use blue syllable rectangles as they segment sounds in each syllable of a word . You may wish to model these activities using the identical large magnetic Phoneme Segmentation Sheet and circles, available as a S .P .I .R .E . ancillary .

PHONEME-GRAPHEME SHEETUsed for word building activities in Step 3, these sheets are distributed to students along with white and green circle-shaped markers . Students use the circles to represent phonemes, and then write the word .

SIGHT WORD CARDSThese cards match the red ones in the Word Cards pack and should be printed on red card stock . They give students the opportunity for individual daily practice with and reinforcement of high-utility, “stop and remember” words .

viii S .P . I .R .E . • Level 8 • Introduction


DECODABLE 1 WORD CARDSThese cards match the green ones in the Word Cards pack and should be printed on green card stock . They give students the opportunity for individual daily practice with and reinforcement of fully decodable, “go-right-ahead-and-read-them” words .

SMALL LETTERSCopy the Small Letters onto the appropriate colored paper or card stock (consonants on white, vowels on green, welded sounds on yellow, suffixes on blue, prefixes on purple) and then cut them out . Magnetic tape can be applied to the letters so they can be used on a metal surface . Students use Small Letters for word-building activities in Step 3 . Alternately, students may use a Magnet Board and Letters or the Small Letter Cards (preprinted on appropriately-colored card stock) both of which are available as S .P .I .R .E . ancillaries .

WORD FIND SHEETSThe Word Find Sheets are used in Step 6 of the Introductory Lessons . Students read and circle all of the new concept words they can find on a Word Sheet, mark them in green, and then read them aloud .

DICTATION PAPER At Level 8, there are three different types of Dictation Paper for use in Steps 7, 9, and 10, allowing for differentiation of student and lesson characteristics:

1. Full Lesson Sounds and Words Dictation Paper allows for ten sounds and ten words, the usual number dictated in lessons .

2. Full Lesson Sentence Dictation Paper has ten lines for ten sentences .

3. Short Lesson Dictation Paper allows for five sounds, five words, and two sentences on one sheet of paper and can be used for Reinforcing Lessons, lessons less than 60 minutes long, and lessons for students whose writing is particularly labored .

S .P . I .R .E . • Level 8 • Introduction ix

Introduction

GRAPHIC ORGANIZERSThese blank graphic organizers should be used in Step 6 of the Reinforcing Lessons to enhance comprehension of the reading passages . Annotated versions of the organizers are found in Step 6 of the Teacher’s Guide under Comprehension Activities .

CONCEPT MASTERY FLUENCY DRILLSRecommended as part of Step 4, the Concept Mastery Fluency Drills reinforce new concepts and develop automaticity with decodable words in order to build fluency in reading . The drills can be used instructionally with students needing more reading practice with certain concepts .

On the BLMs, a concept is underlined on the first three lines to cue the student . Beginning with the fourth line, the underlining is dropped .

There are many ways in which the drills can be used for reading practice:

• Students can read to an instructional aide .

• Students can read to each other in pairs .

• Students can read to a parent or sibling at home .

• The drills can be done as a choral reading .

• Display a copy of the drill using an overhead projector or other technology . Point to the words and read orally in unison with students .

x S .P . I .R .E . • Level 8 • Introduction


Blackline Masters for Assessment

CONCEPT MASTERY FLUENCY DRILLSThese drills, described on the previous page in their instructional role, can also be used as an assessment of automaticity .

AdministrationWhen used for assessment, the drills should be conducted only once per sitting, as a second immediate reading would not be an indication of true automaticity but rather of short-term memory .

First reading: Make two copies of the Fluency Drill . Keep one to use as a recording form, and place one in front of the student .

Review the first three lines with the student, then begin a one-minute timed drill starting with the fourth line .

Have the student read words from left to right . Do not stop the student, even if an error is made .

Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self corrects . Sounded-out and self-corrected words are counted as correct .

Subsequent readings: Have the student begin reading with the first line and read for one minute .

Scoring and ReportingFirst reading: Subtract the number of errors from the total number of words read; this provides a baseline for comparison with subsequent readings . Help the student record this information on the Progress Report . Have the student write the date at the top of the first column and draw a line indicating the number of words read correctly . If desired, the student can write the number of words read correctly in the column and/or color the column .

Subsequent readings: Each drill is repeated and charted on the Progress Report three to five times . One Progress Report can be used to record the initial and subsequent readings .

S .P . I .R .E . • Level 8 • Introduction xi

Introduction

DECODING ASSESSMENTSThe Decoding Assessments are individual oral reading tests used to demonstrate specific concept acquisition and to inform diagnostic teaching . Two Assessments (Forms A and B) are provided for each concept . They can be used to:

• clarify results from the Initial Placement Assessment .

• determine which words or word patterns need further instruction .

• determine when students are ready to progress to the next concept .

Marked student copies should be dated and filed in the student’s daily work binder when completed .

AdministrationEach Decoding Assessment can be used as a pretest (before teaching to see if students need instruction on a particular concept) or as a posttest (after a lesson to see if students are ready to move on to the next concept and to measure progress) . Administration is the same in both cases .

Make two copies of the Decoding Assessment . Keep one to use as a recording form, and place one in front of the student .

Single word reading: Have the student read words from left to right . Do not stop the student, even if an error is made .


If the student completes Single Word Reading with at least 50 percent accuracy, continue to Sentence/Phrase Reading .

Sentence reading: Administer in the same manner, marking mistakes, sounded-out, and self-corrected words on the recording form . Count only the words for the target concept . In the CD-ROM version, the answer key indicates which words contain target concepts .

Scoring and ReportingIf percentages are needed, count the number of misread target words in both Single Word Reading and Sentence Reading and subtract from the total number of target words . Sounded-out and self-corrected words should be counted as correct but noted for further remediation . (See “Sounded-out words” on the next page .) Divide the number of target words incorrect by the number of target words correct to get an accuracy percentage .

xii S .P . I .R .E . • Level 8 • Introduction


Sounded-out words: If a student consistently sounds out words without automaticity, but reads correctly, incorporate additional automaticity practice . This can be done using Fluency Drills, Word Cards, or by rereading passages in the Reader and/or reading the Illustrated Decodable Readers .

Misread words: Misread words should be incorporated in subsequent S .P .I .R .E . lessons during Step 3 (Word Building), Step 9 (Spelling), and/or Step 10 (Sentence Dictation) . You may also want to write misread words on a sheet and have the student practice decoding them, using them orally in a sentence, or writing sentences with the words .

Disfluent reading: Students who read the phrases and sentences with a lack of expression will need additional practice to improve fluent and expressive reading . This can be done with story rereads .

Pretest results: Students demonstrating at least 80 percent accuracy can skip the tested concept and move on to the next concept . If 80 percent accuracy is not achieved, conduct the lessons for that concept, beginning with the Introductory Lesson .

Posttest results: Students demonstrating at least 80 percent accuracy can move on to the next concept . If 80 percent accuracy is not achieved, conduct any unused Reinforcing Lessons for that concept until 80 percent accuracy is attained . You may also use the Appendix in the Teacher’s Guide to create a new Reinforcing Lesson(s) until 80 percent accuracy is attained .

QUICK CHECKSFor use as informal formative assessment, there is one Quick Check per lesson . Quick Checks can be used at the end-of-class as a “ticket out the door .” Their purpose is to ensure the students understand the concept . The Quick Checks also provide data for progress monitoring/differentiating instruction and for evaluating instruction .

Each Quick Check consists of reading four target decodable words, two phrases, and two sentences . The phrases and sentences incorporate the target concept with other decodable words and sight words . There are four Quick Checks on a BLM page .

Administration of Quick ChecksFor each student assessed, make two copies of the Quick Checks, one for the student and one for you . Cut along the dotted lines and use the appropriate Quick Check for the lesson . Have the student read the words, phrases, and sentences while you record their responses .

S .P . I .R .E . • Level 8 • Introduction xiii

Introduction

Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self-corrects . Correct answers include sounded-out and self-corrected words, and the entire phrase or sentence .

POST-LEVEL ASSESSMENT The Post-Level Assessment should be administered upon each student’s completion of Level 8 to find out if the student has achieved 80 percent mastery of the level’s concepts . The assessment has four components:

• A decodable word assessment list that includes all the concepts in Level 8

• A list of sentences that includes the level’s decodable and sight words

• A decodable reading passage that includes the level’s decodable and sight words

• Decodable short-answer questions about the passage for assessment of comprehension and vocabulary

Administration for Decodable Words and SentencesMake two copies of the Assessment . Keep one to use as a recording form, and place one in front of the student .

Have the student read words from top to bottom . The student must read the entire sentence correctly . In the CD-ROM version, the answer key indicates the level’s decodable and sight words .


Informally keep time as the student reads . Kindergarten and first grade students should take no longer than three seconds to identify high-frequency words . Older students should take no longer than one second . If the student takes additional time to identify a word but reads the word correctly, mark T above the word .

Administration for Reading Passage and Short-Answer QuestionsMake two copies of the Assessment . Keep one to use as a recording form, and place one in front of the student . Based on the student’s needs, the passage and/or questions can be administered orally or silently .

xiv S .P . I .R .E . • Level 8 • Introduction



Informally keep time as the student reads . Kindergarten and first grade students should take no longer than three seconds to identify high-frequency words . Older students should take no longer than one second . If the student takes additional time to identify a word but reads the word correctly, mark T above the word .

Based on students’ needs, answers to the short-answer questions can be given in phrases or complete sentences .

The answer key provided on the CD-ROM indicates in the passage which concepts and sight words are taught at this level . Complete sentence answers to the short-answer questions are also supplied in the answer key .

Scoring and ReportingSounded-out and self-corrected words should be counted as correct but noted for further remediation . Words that take students additional time to identify should also be noted .

If a student consistently sounds out decodable words without automaticity, but reads correctly, incorporate additional automaticity practice . This can be done utilizing Fluency Drills, green and yellow Word Cards, or story rereads .

If a student attempts to sound out sight words, incorporate additional automaticity practice using the red Word Cards .

If the student repeatedly misreads Decodable 1 or 2 words within a specific concept, administer the Decoding Assessment for that concept to determine if additional instruction is required .

In the CD-ROM version, the answer key indicates concept and sight words taught at this level .

ASSESSMENT SUMMARY FORMS The Concept Assessment Summary Form can be customized for each student and new concept . Use this form to record results from Decoding Assessments A and B and up to five Quick Checks . You may need to make additional copies of the form to record the results of additional Quick Checks . The Post-Level Assessment Summary Form can be used to record the results of a student’s Post-Level Assessment . This page will only need to be copied and used once, at the end of Level 8 .

1S.P. I.R.E.® Level 8 © SSI • May Be Duplicated

1. Phonogram Cards 5 minutes

Review Phonograms:

New Concept: _________

Key Word Concept Sheet Phonogram Card

Key Word Card (Level 1) Small Letter

2. Phonological Awareness 5 minutes

Words:

(to )

(to )

(to )

(to )

(to )

Other:

3. Word Building 5 minutes

Magnet Board Phoneme-Grapheme Sheet

1.

2.

3.

4.

5.

4. Decoding and Sentence Reading 10 minutes

Reader Page

Extra Practice: Concept Mastery Fluency Drill #:____

5. Prereading 5 minutes

Phoneme–Grapheme Analysis Word:

6. Reading 15 minutes

Word Find Sheet

Sentences:

1.

2.

3.

4.

5.

7. Sound Dictation 2 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

8. Prespelling 3 minutes

Word:

9. Spelling 5 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

10. Sentence Dictation 5 minutes

1.

2.

Independent Work

Workbook page _________

Other:

Date:

Teacher:

Grade:

Student Group:

Introductory Lesson Planner

Lesson Planner: Introductory Lesson


1. Phonogram Cards 5 minutes

Phonograms:

Decodable Words:

Sight Words:

2. Phonological Awareness 5 minutes

Words:

(to )

(to )

(to )

(to )

(to )

Other:

3. Word Building 5 minutes

Magnet Board Phoneme-Grapheme Sheet

1.

2.

3.

4.

5.

4. Decoding and Sentence Reading 10 minutes

Reader Page

Extra Practice: Concept Mastery Fluency Drill #:____

5. Prereading 5 minutes

Phoneme–Grapheme Analysis Word:

Other:

6. Reading Comprehension 15 minutes

Reader Page

Reading Selection

7. Sound Dictation 2 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

8. Prespelling 3 minutes

Word:

9. Spelling 5 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

10. Sentence Dictation 5 minutes

1.

2.

Independent Work

Workbook page _________

Other:

Date:

Teacher:

Grade:

Student Group:

Reinforcing Lesson Planner

Lesson Planner: Reinforcing Lesson

3Key Word Concept SheetS.P. I.R.E.® Level 8 © SSI • May Be Duplicated

ar

Paris

arr

carrot

4 Key Word Concept SheetS.P. I.R.E.® Level 8 © SSI • May Be Duplicated

er

heron

err

ferret


ir

mirror


ur

mural


dis-

disorganized

mis-

mistake


pre-

prepare

pro-

propeller


re-

recycle


de-

depart


ex-

exit


-al

arrival


-ain

fountain

-ine

engine

-en

garden

-on

cotton

-an

pelican


-et

planet

-ite

opposite

-ate

certificate


-ic

comic


-ive

creative


-ary

dictionary


in-

inside

il-

illustration

im-

image

ir-

irrigate


un-

unpack


under-

underground


sub-

subway


con-

connect

cor-

correct

com-

combine

col-

collection


para-

parakeet


ab-

absent


ad-

addition

ap-

appointment

ac-

accelerate

af-

affix


per-

perspire


i = /y/

onion


ch = /k/

chemist

ch = /sh/

mustache


que= /k/

boutique


Phoneme Segmentation Sheet

Phoneme Segmentation Sheet


Phoneme-Grapheme Sheet

Phoneme-Grapheme Sheet

32 Decodable 1 Word Cards

Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

S.P. I.R.E.® Level 8 © SSI • May Be Duplicated

Paris

tariff

arrow

heron

parent

carrot

barrel

merit

33Decodable 1 Word Cards

Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


sheriff

errand

mirror

irregular

ferret

territory

spirit

mural


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


curious

disagree

dismiss

misunderstand

figure

disqualify

mistake

misplace


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


preview

prepare

protect

recycle

predict

propeller

projector

return


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


rebuild

defeat

exit

extreme

depart

destruct

explore

arrival


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


central

garden

lengthen

common

original

given

cotton

person


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


pelican

pedestrian

mountain

engine

human

fountain

certain

imagine


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


genuine

magnet

opposite

infinite

planet

jacket

favorite

certificate


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


fortunate

comic

historic

positive

climate

athletic

creative

narrative


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


dictionary

vocabulary

increase

imagine

January

inside

incomplete

impatient


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


immobile

illegal

irrigate

irresistible

illustration

illogical

irregular

unpack


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


unfair

underground

understate

subtract

unfortunate

underline

submarine

subscribe


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


connect

congruent

community

correct

confident

combine

compare

correspond


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


collection

paramedic

paragraph

abrupt

colony

parachute

absent

abnormal


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


adjacent

accelerate

appointment

perspire

addition

accomplish

appearance

percent


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


persistent

million

anchor

chorus

onion

junior

stomach

mustache


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


machine

boutique

unique

pistachio

technique


Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

son

won

ton

Sight Word Cards


P B T D K C G F V S Z J M N W H L R X Y Q p b t d k c g

f v s z j m n w h l r x y q

sh ch th wh qu ck tch gh gh dge

Pho

toco

py Th

ese Sma

ll Letters on

Wh

ite Ca

rd Sto

ck

Small Letters


Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Wh

ite

Ca

rd S

tock

Small Letters

ph kn wr mb gh gu ct que ce ci cy ge gi gy

S.P. I.R.E.® Level 8 © SSI • May Be Duplicated52 Small Letters

Pho

toco

py Th

ese Sma

ll Letters on

Green

Ca

rd Sto

ck

O U E e y ay ou a i o u e A I

ea oa ai ee oo ie er ur ir ear wor ow oe or ar ue ew tu oy oi aw au ei eigh ui eu arr err irr ey

S.P. I.R.E.® Level 8 © SSI • May Be Duplicated53Small Letters

Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Yel

low

Ca

rd S

tock

ang ing ong ung ank ink onk unk ff ll ss al wa ild old ind ost oll ought aught igh


Pho

toco

py Th

ese Sma

ll Letters on

Blu

e Ca

rd Sto

ck

ed s es ing er est en ish ly y ful ness less ble cle dle f le gle kle ple tle zle a able tion sion ci ti ture sure ous ence ent ance

S.P. I.R.E.® Level 8 © SSI • May Be Duplicated55Small Letters

Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Blu

e C

ard

Sto

ck

ant cy ency ancy er or ar ard al en on an ain ine et ite ate ic ive ary age


Pho

toco

py Th

ese Sma

ll Letters on

Purp

le Ca

rd Sto

ck

a dis mis pre pro re de ex in im il ir un under sub con com cor col para ab ad ac ap af per

57Word Find SheetS.P. I.R.E.® Level 8 © SSI • May Be Duplicated

ar arr

58 Word Find SheetS.P. I.R.E.® Level 8 © SSI • May Be Duplicated

er err


ir


ur


dis- mis-


pre- pro-


de-


ex-


-al


-en-on-an-ain-ine


-et-ite-ate

MARKET

misprint

wooden

defiant

wagon remain

VILLAIN

planet

jacket

CARPET

BASKET

private

opposite

criticize

DELICATE

DUPLICATE

TOBOGGAN

pirate

RECENT

definitegranite

QUIET

PAYMENTbucket

certificate

denial

graduate

ingredient

vowel

hypocrite immediate AGAINST

support composite target


fantastic

SILENCE

punctual

IMMACULATE

FEMININE statistic

jovial

logic

ACADEMIC

science

conceit

eccentric

heroic

Atlantic

trafficathletic

cabinet

comic

drastic

electricCUSTODIAN

certain

localcitizen

critic

gigantic

PUBLIC

spider

music

oatmeal frolic DRAMATIC

convoy BASIC historic

-ic


-ive


-ary


in-im-il-ir-


un-


con-com-cor-col-


para-


ab-


ad-ac-ap-af-


per-


i = /y/


ch = /k/, /sh/


que = /k/


Sounds Words

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

Name: Date:

Full Lesson Dictation Paper


Name: Date:

Sentences

✎

✎

✎

✎

✎

✎

✎

✎

✎

✎

Full Lesson Dictation Paper


Sounds Words

1

2

3

4

5

1

2

3

4

5

Name: Date:

Sentences

Short Lesson Dictation Paper


Graphic Organizers

Cause and Effect

Cause Effect

Main Idea and DetailsMain Idea

Detail Detail Detail


Graphic Organizers

Sequencing

#1

#2

#3

#4

Recognizing Viewpoint: Author’s Perspective

Author’s Perspective

Examples


Graphic Organizers

Drawing Conclusions

+

+

=

Information

Conclusion


ir|ra|tion|al spir|it ir|ri|tate ir|ri|ga|tion mir|ror ir|re|spon|si|ble

ir|re|sis|ti|ble mir|a|cle ir|ri|ta|tion ir|ri|gate spir|it ir|reg|u|lar

mir|ac|u|lous mir|ror ir|re|spon|si|ble ir|ri|ta|tion spir|it mir|ror

irritate irrigation miraculous miracle irresistible irrigate

irregular irrational irritation irrigate irrational spirit

miracle irrigation irresponsible irritate irresistible miraculous

irregular mirror irritation irritate irresistible miraculous

miracle irresponsible irrigation miracle irrigate irregular

irrational mirror irrational irrigation miraculous spirit

irregular irritation irrigate miracle irritate irresponsible

irresistible irrational irrigate irritation miracle irresistible

spirit irregular irrigation irritate mirror irresponsible

miraculous irrational irritation irresponsible irresistible irregular

irrigate spirit miraculous miracle irrigation mirror

irritate irritation spirit irrational irresistible irresponsible

Concept Mastery Fluency Drill 69c: ir6 words per row / 15 rows / 90 words


mer|cur|y fur|y se|cure pure pure|ly fig|ure sure|ly

se|cur|i|ty pur|i|fy fur|i|ous cur|a|tor mur|al sure cur|i|ous

pur|i|ty de|mure cur|a|tor sure sure|ly de|mure mer|cur|y

purity furious pure fury mural figure purely

curious secure purify pure fury purely demure

curious purity surely mural sure figure furious

secure security curator secure figure curious mercury

pure surely purely curator purity sure demure

purify security mural surely purify secure mercury

security curator purely furious fury pure mural

purity sure curious figure purify secure surely

curator demure sure security furious mural mercury

purely fury curious furious surely purify security

sure curious purity fury purely mural secure

demure sure security curator purely furious secure

Concept Mastery Fluency Drill 69d: ur7 words per row / 15 rows / 105 words


dis|si|dent mis|match dis|tor|tion mis|take dis|turb

mis|placed mis|de|mea|nor dis|prove dis|or|der mis|un|der|stood

dis|tract mis|hap mis|de|mea|nor dis|tor|tion dis|play

disprove mismatch disturb misunderstood misplaced

dissident disorder mishap dissident distortion

display misplaced mistake disturb mismatch

distract disprove misdemeanor mishap misunderstood

mistake misdemeanor display dissident disturb

misunderstood misplaced mishap disorder distortion

mismatch disprove mistake misplaced distortion

misdemeanor mismatch mishap distract dissident

misunderstood disprove display disturb misdemeanor

disorder distract mishap distortion misunderstood

misplaced disprove dissident disturb mismatch

display misplaced dissident disturb misunderstood

Concept Mastery Fluency Drill 70a: dis-, mis-5 words per row / 15 rows / 75 words


nor|mal cen|tral glo|bal ren|tal clas|si|cal o|rig|i|nal vo|cal

min|er|al nat|u|ral in|dus|tri|al log|i|cal sev|er|al tri|al roy|al

o|val comical tri|al glo|bal in|dus|tri|al min|er|al sev|er|al

classical royal nor|mal logical central rental vocal

natural original oval comical trial normal global

natural industrial mineral royal original central several

logical vocal oval classical comical industrial royal

oval classical rental central logical normal original

trial comical vocal several natural royal comical

several original oval trial normal industrial central

vocal classical rental mineral global rental logical

royal normal vocal several original oval mineral

industrial natural classical central trial rental classical

global oval several logical original comical normal

mineral industrial royal trial natural vocal central

Concept Mastery Fluency Drill 71a: -al7 words per row / 15 rows / 105 words


sen|si|tive ex|pres|sive af|fir|ma|tive leg|is|la|tive de|tec|tive

pos|i|tive de|ci|sive nar|ra|tive di|ges|tive pre|ven|ta|tive

per|sua|sive au|to|mo|tive di|ges|tive pos|i|tive leg|is|la|tive

automotive detective decisive expressive affirmative

preventative narrative sensitive persuasive detective

digestive persuasive sensitive narrative affirmative

automotive expressive legislative decisive preventative

positive preventative digestive positive legislative

detective narrative automotive expressive decisive

persuasive affirmative preventative automotive sensitive

digestive detective affirmative narrative expressive

legislative decisive persuasive detective positive

decisive automotive legislative sensitive affirmative

persuasive narrative preventative affirmative preventative

sensitive expressive positive persuasive detective

Concept Mastery Fluency Drill 72a: -ive5 words per row / 15 rows / 75 words


sec|ond|ar|y Jan|u|ar|y cap|il|lar|y trib|u|tar|y vo|cab|u|lar|y

dic|tion|ar|y pri|mar|y or|din|ar|y sec|re|tar|y san|i|tar|y

tem|po|rar|y li|brar|y mil|i|tar|y Jan|u|ar|y cap|il|lar|y

tributary ordinary secondary sanitary primary

temporary capillary dictionary vocabulary secretary

military temporary library dictionary tributary

sanitary capillary vocabulary January secondary

primary secretary dictionary sanitary vocabulary

January tributary library military ordinary

temporary library secondary capillary tributary

January primary dictionary military sanitary

ordinary January secondary vocabulary secretary

ordinary tributary capillary sanitary temporary

military dictionary library dictionary primary

military vocabulary sanitary ordinary library

Concept Mastery Fluency Drill 72b: -ary5 words per row / 15 rows / 75 words


un|der|pass un|der|ground un|der|staffed un|der|rate un|der|neath

un|der|stand un|der|shirt un|der|sell un|der|sea un|der|ly|ing

un|der|score un|der|rate un|der|pass un|der|sell un|der|shirt

underrate underpass underly|ing understand understaffed

underground understand underneath undersea understaffed

undersell undersea underlying underpass underrate

underground understaffed underneath underscore undershirt

underpass underrate undershirt undersea underneath

undersell underlying understand underground underscore

understaffed underpass underground underlying underscore

understand undersea undersell undershirt underneath

underrate understand underground underlying underneath

undershirt undersell undersea understaffed underpass

underscore underrate underneath undersea underground

underlying underscore undersell underpass understand

Concept Mastery Fluency Drill 73c: under-5 words per row / 15 rows / 75 words


par|a|dox par|al|lel pa|ra|bo|la par|a|graph par|a|dise par|a|med|ic

par|a|phrase par|a|lyze par|a|site par|a|gon par|a|chute par|al|lel

par|a|gon par|a|keet par|a|dise par|al|lel par|a|dox par|a|graph

paramedic paragon paramount paralyze paraphrase paradise

parabola parasite parachute parakeet paragon paradise

paramount parakeet paraphrase paralyze parachute paramedic

parallel paragon paragraph parabola parasite paradox

paralyze parasite paralyze parakeet parachute parallel

parabola paragon paradox paramedic paragraph paramount

paradise paraphrase parakeet parasite parallel paralyze

parachute paragon paramedic paradise paradox paramount

paraphrase parabola paragraph paradox paradise parachute

paragraph paramount paraphrase paragon parabola parasite

parakeet paramedic paralyze parallel parachute paradise

paragon paramount paraphrase paramedic parallel paragraph

Concept Mastery Fluency Drill 74a: para-6 words per row / 15 rows / 90 words


bou|tique phys|ique bisque clique mosque tech|nique

pique u|nique an|tique plaque pic|tur|esque gro|tesque

o|paque crit|ique o|blique plaque phys|ique an|tique

grotesque clique technique picturesque oblique boutique

critique opaque bisque pique unique mosque

boutique antique mosque bisque plaque opaque

physique unique oblique picturesque clique technique

critique picturesque grotesque opaque plaque pique

technique unique boutique antique oblique physique

mosque critique picturesque physique opaque antique

grotesque boutique bisque plaque pique oblique

clique unique technique mosque bisque clique

oblique pique grotesque mosque critique unique

picturesque opaque physique plaque antique antique

technique unique pique plaque boutique clique

Concept Mastery Fluency Drill 75c: que = /k/6 words per row / 15 rows / 90 words


Concept Mastery Fluency Drills Progress Report

Name Age Grade

Teacher Reader Concept Page


Name Age Grade

Teacher Reader Concept Page

Concept Mastery Fluency Drills Progress Report


Decoding Assessments: ar, arr

Form A

Paris

parent

baritone

apparent

comparison

parallel

parrot

maritime

carrot

Harry

carry

arrow

marry

tarry

barricade

narrative

narrow

barren

barracuda

marriage

The carriage could not pass through the winding narrow roads.

Garret and Sarah will be married in June.

He carried these arrows in a quiver on his back.

The colonists stored food in wooden barrels.

Can a barracuda puncture our raft?

Parallel lines are lines that never touch.


Decoding Assessments: ar, arr

Form B

baritone

arid

parasite

charity

Harold

aromatic

comparison

parallel

tariff

barometric

carrot

arrow

tarry

barricade

parrot

barracks

garrison

tarragon

marrow

arrogant

He narrated the story in a steady, baritone voice.

They could not grow any crops on the barren, arid plain.

This is an exciting narrative about a maritime province.

Harry and his friends broke through the makeshift barricade.

The arrogant sheriff imposed unfair tariffs on the little town.

121S.P. I.R.E.® Level 8 © SSI • May Be DuplicatedDecoding Assessments: er, err

Form A

stereo

cherry

experiment

clerical

terrible

terrace

imperative

merry

perish

stereotype

inherit

interrogate

veritable

herringbone

sheriff

errand

kerosene

hysterical

ceremony

ferret

Eric serenaded his mother at her birthday party.

Would you eat pickled herring?

Jerry will feel terrible if he misses the wedding ceremony.

She cherishes her geraniums and waters them daily.

Please verify that there are no errors in this letter.

122S.P. I.R.E.® Level 8 © SSI • May Be DuplicatedDecoding Assessments: er, err

Form B

verify

prosperity

error

ferry

territory

erudite

merit

therapy

berry

serenade

sterilize

heritage

America

cherish

geranium

herring

herald

heron

perilous

periscope

We will not allow stereotyping in our classroom.

It’s imperative that I run these errands today.

Have you ever been to the Museum of American Heritage?

The arrogant detective interrogated the terrified witness.

Perry lived in prosperity after receiving a large inheritance.


Decoding Assessments: ir

Form A

irrigation

mirror

irritation

spirit

irresponsible

irregular

irritate

irrigate

irresistible

irrigate

irrational

miraculous

irregular

miracle

irregular

mirror

irrigate

irritate

miracle

irresistible

I do not believe it is bad luck to break a mirror.

It is a miracle the poison ivy didn’t irritate your skin.

Everyone says Anna’s chili is irresistible.

The police give tickets to irresponsible drivers.

The jeans are on sale because of their irregular sizes.

Think before you make an irrational decision.

The hockey team’s win from behind seemed a miraculous event.

Nell was a spirited supporter of the basketball team.

Large farms have irrigation systems that water plants.


Decoding Assessments: ir

Form B

irresponsible

irritation

mirror

spirit

irrigation

irregular

miracle

irritate

irresistible

irrigate

irrational

miraculous

irritate

spirit

irresponsible

mirror

irregular

irresistible

irrigation

irresponsible

The team captains were spirited leaders.

The twins were mirror images of each other.

Do you believe in miracles?

Aloe can help soothe sunburn and skin irritation.

The Smith’s new baby is simply irresistible.

Lynn finds music irritating while she’s trying to concentrate.

Irrigation is essential to healthy crops.

Mrs. Palermo decided her son is too irresponsible to own a car.

Irrigate the deep wound before it gets infected.

Modern dance involves irregular movements.


Decoding Assessments: ur

Form A

secure

sure

pure

purely

figure

mercury

fury

surely

security

furious

purity

curator

curious

demure

mural

purify

fury

sure

curious

secure

Winning is never a sure thing.

I’ll never figure it out!

The planet Mercury has no moons.

She walked at a furious pace.

The museum curator has a degree in history.

Are you curious about the origin of that mural?

Purified water tastes different from well water.

The baggage arrived safe and secure.

Mike cannot use soap with any impurities.

blackline masters for level 8 instruction and … · 2020. 8. 27. · vi sp . . ir .e .• level 8...

Documents