edu 5634-030 or 6634-030 basic assessment and intervention

EDU 5316 or 6316 Reading Practicum K-3: Next StepsSM

SM & © 2015/2016 University of Utah

EDU 5634-030 or 6634-030 Basic Assessment and Intervention for Struggling Readers: Next Steps PracticumSM

EDU 5640-030 or 6640-030

Maintaining the Power of 1-on-1 Basic Intervention in Small Groups: Next Steps Triads PracticumSM

EDU 5632-030 or 6632-030 EDU 5632-040 or 6632-040

Introduction to Next Steps Intervention: Basic Instruction for Primary Grade Struggling ReadersSM

Introduction to Next Steps Intervention: Basic Instruction for Primary Grade Struggling ReadersSM

© University of Utah Reading Clinic

UNIVERSITY OF UTAH READING CLINIC NEXT STEPSSM COMPLETE BINDER UPDATES LIST

9/15/21 RLA now located at

https://uurc.utah.edu/Educators/Resources/UURC%20RLA.php 9/3/21 Corrected Bump Up Criteria (p. 77) 8/5/21 Corrected RLA G6/7/8 (p. 214 & p. 218)

Updated RLA Fluency Criteria (pp. 221-222) 4/14/21 Added ABC Handwriting Guide (p. 82) Updated -ed Instruction Cue Cards (pp. 174-177) 9/28/20 Corrected RLA G6 (p. 211 & 215) 9/17/20 Updated RLA Cover Sheet (p. 204) 9/10/20 Updated Word Sort & Book Logs (pp. 84-87) 9/2/20 Corrected RLA G2+ (pp. 208-211) 9/1/20 Updated RLA (pp. 200-218) Updated RLA Extended Summary Sheet (p. 271) 8/17/20 Updated Coaching Form (p. 76) 5/21/20 Corrected U-E Word Sort Cards (p. 150) 5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 112) 4/15/20 Updated Text Level Correspondence Chart (p. 9) 3/10/20 Updated Lesson Plan (p. 75) Updated Vowel, Blend & Digraph Keywords (p. 112) 11/26/19 Added Group Data Summary Sheet (pp. 227-230) 11/6/18 Added Spelling Book Cover & Page Masters (pp. 79-80) 7/5/18 Updated G1-Oct Form (p. 203)

UURC 12-2-13 KJB

Empirical Evidence for UURC Intervention Models:

Peer-Reviewed Journals Brown, K.J., Morris, D., & Fields, M.K. (2005). Intervention after grade one:

Serving increased numbers of struggling readers effectively. Journal of Literacy Research, 37, 61-94.

Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. (1997). At-risk readers

and community volunteers: A three-year perspective. Scientific Studies in Reading, 1, 277-300.

Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J. &

Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148-182.

Morris, D. (2006). Using noncertified tutors to work with at-risk readers: An evidence-based model. Elementary School Journal. 106, 351-362.

Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3:

An after-school volunteer tutoring program. Elementary School Journal, 91, 133-150.

Morris, D., Tyner, B., & Perney, J. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology, 92, 681-693. Santa, C., & Hoien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly, 34, 54-79.

Empirical Evidence for UURC Intervention Models: Peer-Reviewed Conferences

Brown, K.J., Fields, M.K., Craig, G., & Morris, R.D. (2008). Maintaining the power of one-to-one in a group of three: Next Steps Triads. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC.

Brown, K.J., Fields, M.K., & Morris, D. (2006, December). Valid, reliable and efficient: A psychometric evaluation of “flash” word recognition and passage reading measures. Paper presented at the Annual Meeting of the American Reading Forum, Sanibel Island, FL.

Brown, K.J., Morris, D., Fields, M., Lowe, S., Skidmore, D. Van Gorder, D.,

Weinstein, C., Robertson, J., & Brock,U. (2003, June). The Virginia Intervention Model: Evaluating its effectiveness for struggling readers who speak English as a second language. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO.

UURC 12-2-13 KJB

Frye, B., Trathen, W., Olson, G., & Schalgal, R. (2002, December). Reliability measuring students’ independent and instructional reading levels: A case for automaticity of word recognition (WRI word flash). Paper presented at the annual meeting of the American Reading Forum.

Brown, K.J., Fields, M., Lowe, S., Skidmore, D. Van Gorder, D., & Weinstein, C.

(2001, June). The benefits of intervention for at-risk 1st graders: What happens in 2nd grade? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO.

Brown, K.J., Reynolds, V., Lowe, S., Skidmore, D., Van Gorder, D., Patillo, S.,

Weinstein, C., World, J., & Morris, A. (2000, July). Early Steps intervention in schools with explicit code instruction: Is it effective? Does isolated phonological awareness instruction increase effectiveness? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Stockholm, Sweden.

Craig, G.T., Brown, K.J., Fields, M.K., & Morris, R.D. (2009, June). Reliability and Validity of the Reading Level Assessment and the “Flash” Word Recognition Automaticity Measure. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.

Insert tab at this point TAB: Supply List

Next Steps Supply List

I. Site (School) Supplies:

ITEM QUANTITY PURPOSE 1

The Howard Street Tutoring Manual (Morris, D.2005) Guilford Press, ISBN 1-59385-124-3, amazon.com

At least 2 per site (Preferably one for each tutor)

Reference / additional support for tutors and site facilitator

2

Woods & Moe Informal Reading Inventory: Analytical Reading Inventory (8th ed.) (Moe, A.J; Woods M. 2007), Merrill, Pearson Prentice-Hall ISBN 0-13-172343-X

At least 1 per site

Reference / additional support for tutors and site facilitator

3 Colored Dots 8-10 packages Leveling Books 4

Copy Paper, White 3 Cases Copying lesson plans, pages for student binders, etc.

5 Plastic Boxes or Baskets 8-10 Organize Leveled Books

6

White Boards 4-5 per site Word Study Activities

7

White Board Cleaner 1-2 bottles Clean White Boards

II. Supplies Needed for Student Binder and Tutoring Box:


1" Presentation Binder (with clear view front cover) 1 per student Student Binder

2

3x5 Index Cards 2 packages (white) + 5 single colored

3x5 cards (per student) Word Bank Flash Cards

3

Composition Books 1 per student Spelling Activities

4

Overhead Projector Markers (water-based pens) 1-2 per tutor Repeated Reading Activities

5

Plastic Page Protectors 1-2 per tutor Repeated Reading Activities

6

Pencils 3-4 per student Spelling Activities

7

Plastic Box or Basket 1 per student

Organize and contain all student tutoring materials

8

Self-Adhesive Labels Avery 8195 (see Word Study Kit for Labels template)

3-4 labels per student Label student tutoring box, binder, & composition book

9

Sharpie Pens (Black) 2 per tutor Word Bank Activity

10

Timer (Kitchen Type: Can Count Up & Down) 1 per tutor Assisted Reading and Repeated

Reading Activities

11 White Board Markers 1 per tutor Word Study Activities

III. Supplies Needed to Make and Assemble *Word Study Kit:


Cardstock (for small groups be sure to make 2 separate kits per tutor: 1 in white and 1 in buff)

6 reams Word Study Cards

2

Laminating Film 4-6 rolls Laminate Word Study Cards

3

Non-Adhesive Library Pockets, Money Envelopes, or Snack size zipper seal bags.

Approximately 100 (varies based on personal organization of tutoring kit)

Organize Word Study Cards

4

Plastic Box, Basket, Shoe Box, etc.

1 per tutor Organize and Contain Word Study Kit

*Word Study Kits (with labels, library pockets, tabs and pre-cut/laminated word cards) can be purchased from University Printing and Mail Services University Service Building, room 135 Phone 801-581-6171 Fax 801-581-4359 [email protected]

University of Utah Reading Clinic: 5/9/2014 MB

Insert tab at this point TAB: Text: Basals

Next Steps

Recommendations for Basals Suitable for Assisted Reading and Intervention

Basals Organized

By Text Level

Text Level Correspondences

1 Metametrics (2020). Lexile Grade Level Charts. University of Utah Reading Clinic: Revised 3/25/20 MKF

Grade Phase Early Steps Next Steps

Higher Steps

Word Study

(roughly)

Accel. Reader

Lexile1 Guided Reading

Reading For All Learners

K Emergent Readers (Learning

about Print)

ES 1-2 (K-Mid) 1st Phoneme

Pictures

BR 100 to

165L

A B

C

1.1→1.3 (Set 1, Book 1 → Set 1, Book 3)

ES 3 (K-End / G1-Aug) 1.4→1.5

1

Beginning Readers

(Breaking the Code)

ES 4 (G1-Sept) D 1.6→1.20

ES 5 (G1-Oct) Onset-Vowel

1.0 E

1.21→1.27 2.1→2.12 ES 6 (G1-Nov) 2.13→2.20 3.1→3.5 ES 7 (G1-Dec)

Mixed Shorts

F

2.21→2.27 3.6→3.22 ES 8 (G1-Jan) to

ES 9 / NS G1-Feb G 4.1→4.7

ES 10 / NS G1-Mar

Vowel

Patterns

H

Transitional Readers (Going for Fluency)

ES 11/ NS G1-April 1.9 I 4.8→4.15

ES 12 / NS G1-End J

2

NS G2-Beg-Mid

2.0 165L K - M

5.1→5.14 2.5 to 6.1→6.14

NS G2-End 2.9 425L 7.1→7.12

3

Reading to Learn

HS 3E – 3M – 3D

Syllables & Basic

Morphology

3.0 425L to

645L N - P 8.1→8.10

3.9

4 HS 4E – 4M – 4D

Advanced Morphology

4.0 645L to

850L Q - S

4.9 T - V 5 HS

5E – 5M – 5D 5.0 850L

to 950L 5.9

6 HS 6E – 6M – 6D

6.0

6.9

950L to

1030L W - X

7 HS 7 1030L

to 1095L

8 HS 8 1095L

to 1155L

9 HS 9 1155L

to 1205L

10 HS 10 1205L

to 1250L

11 HS 11 1250L

to 1295L

Next Steps Assisted Reading Texts

Next Steps intervention relies on three types of text for assisted reading: selected basals, controlled texts from a remedial series, and tradebooks. From G1 March through G2 End levels, Next Steps relies heavily on selected basal stories. These stories—published before 1989--offer struggling readers meaningful, controlled (but not strangled!) experience with text.

Each series offers repeated practice with a corpus of frequent words and a gradual increase in textual difficulty both within and across texts. These qualities can be difficult to achieve with trade books. It is important to note that we do not recommend reading an entire hardbound basal text from front to back. (If reading Davis books, read the text from front to back.) Rather, we have chosen particular stories that we believe offer support along with a meaningful, interesting story (see suggested list). Davis prints the best selection that the UURC has either obtained copyright, copyright has expired, or are public domain.

Once students demonstrate proficiency in the G2 End basal, we recommend that tutors shift to trade books. This transition is based on our belief that once readers reach a late 2nd grade level, they can cope with the lack of controlled vocabulary in these variable texts. Also, the opportunity for variety in these materials can be extremely helpful in piquing a young reader’s interest and motivation.

In 2005, the UURC began integrating controlled texts from a remedial series entitled, Reading For All Learners. These texts offer controlled vocabulary, reasonably interesting stories, and economical pricing. They are especially helpful for students who have severe difficulty “breaking the code.” Soft covers and black/white illustrations make these texts an affordable way to expand a tutoring library.

Level

Laidlaw Reading

Holt Basic Reading

Houghton Mifflin Reading

Laidlaw Reading Co-Basals

Reading For All Learners

G1 Oct

Tales to Read

1.1→1.3 (Set 1, Book 1 → Set 1, Book 3)

1.4→1.51.6→1.20

1.21→1.27 2.1→2.12 2.13→2.20 3.1→3.5 2.21→2.27 3.6→3.22

G1 Mar

Blue-Tailed Horse

A Place for Me

Parades

Stories To Remember

4.1→4.7

G1 End

Toothless Dragon

A Time for Friends

Carousels

Storyland Favorites

4.8→4.15

G2 Mid

Tricky Troll

People Need People

Adventures

Doorways to Adventure (begins at 2-1 ends at 2-2)

5.1→5.14

6.1→6.14

G2 End

Wide-Eyed Detectives

The Way of the World

Discoveries 7.1→7.6

3

Magic & Laughter (3E/3M/3D)

8.1→8.10

G3 Mid Whispering Ghosts

Never Give Up

G3 End Thundering Giants

Preparing to Use the Basals 1. Prepare from each hardbound basal by clearly identifying the stories to be read. DO NOT read the hardbound basals from cover to cover. Selected stories have already been chosen for use in Next Steps tutoring. We have found that labels placed on the front cover of the books with the recommended stories and their page numbers listed works very well. Or you could highlight the suggested selected stories in the front of each basal. From the purchased Davis printing books, read from cover to cover. 2. Prepare the comprehension questions.

Copy and laminate the comprehension questions queries bookmark back to back. Include a queries bookmark with each basal.

University of Utah Reading Clinic: 7/16/15 JJ

University of Utah Reading Clinic: 7/16/15 JJ

Next Steps Book Ordering

PLEASE ORDER EACH LEVEL IN THE SERIES (e.g. G1 Mar through G2 End) and ORDER AT LEAST 4 COPIES OF EACH LEVEL WITHIN 1 SERIES. It might be wise to invest in more than one series for movement flexibility. Next Steps Basal Book Supplier

Owner/Operator Address

Phone #

Davis School District Printing Services

45 E. State St.

Farmington, UT 84025 Davis School District Next

Steps Order Form

(801) 402-5228 (801) 402-5230

Lori Todd [email protected]

Reading for All Learners

(Original Edition)

Alan Hofmeister Published by Academic

Success For All Learners

Amazon.com iseesam.com

Follett Educational Services

Basal Vendor Contact: UURC for current contact person regarding a potential educator discount

5563 South Archer Ave. Chicago, IL 60638 www.follett.com

1-800-621-4272

Academic Book Services Basal Vendor 1-800-652-3056

Abebooks New & Used Textbooks, Rare & Out of Print

Abebooks.com

Alibris As Good As New Books Alibris.com

Tales of Wonder Contact: Barbara Saylor (801) 943-1848 (801) 947-1057

University of Utah Reading Clinic 8/8/2017 GC - MB

Queries - Narrative Text Plot-oriented questions: What is the main problem so far? Has the problem changed? How? Who is the main character? (gets most “page time” and faces main problem) How will this (insert event) affect the problem or the main character? Did the main problem get solved? How? Were there any smaller problems in the story? What were they? What “message” is the author trying to tell us about life? Generic questions, prompts, and probes for narrative text: What just happened? What’s happened so far? Tell me more about that. Why do you think that? What does the author want us to think here? What might happen now? (Beck, I.L., McKeown, M.G. (2001) “Inviting students into the pursuit of meaning”, Educational Psychology Review.)

Produced by the University of Utah Reading Clinic

www.uurc.org

Queries – Expository Text

Text Structure-oriented questions: Description: What does the author want us to know about ______ ? What is the main idea the author wants us to learn about ______ ? Compare/Contrast: How does the author show us that ________ and ________ are alike? How does the author show us that _______ and _________ are different? Cause/Effect: What happened to/with ___________? What caused __________ to happen? What result or effect did ____________ have? Generic questions, prompts, and probes for expository text: What is the author telling us here? What is the author talking about? What new information is the author giving us here? How does that fit in with what we already know about _________ ? What is the main idea for this (paragraph, page, selection) that the author wants us to learn? What are 3 supporting details (pieces of evidence) the author gives us to support that main idea? Summarize what the author told us about _______________. Did the author explain that clearly? What else do we need to find out? (Beck, I.L., McKeown, M.G. (2001) “Inviting students into the pursuit of meaning”, Educational Psychology Review.)

Insert tab at this point TAB: Suggested Stories from Basals

University of Utah Reading Clinic 7/16/15 JJ

Suggested Stories from the Hardbound Basals (Davis Printing Versions: Read every story – cover to cover)

Level: G1 Oct Publisher: Laidlaw Co-Basal Title: Tales To Read Date Published: 1966 ISBN: NA

1. Little Red Riding Hood 2. The Fox And The Grapes 3. The Man And The Lion 4. Puppycat And The Christmas Star 5. The Gingerbread Man 6. The Bell On The Cat 7. The Wolf And The Cat

Level: G1 Mar Publisher: Laidlaw Title: Blue-Tailed Horse Date Published: 1980 ISBN: 0-8445-3146-4

1. A Big Day For Charly 2. Chester 3. The Run Away 4. One Cold Day 5. The Talking Crow 6. The Horse With The Blue Tail 7. Tim Turtle 8. The Turnip 9. Teeny-Tiny

Publisher: Houghton Mifflin Title: Parades Date Published: 1986, 1989 ISBN: 0-395-37603-3

1. The Little Red Hen 2. One More Thing, Dad 3. Doghouse For Sale 4. Tooley! Tooley! 5. Hungry Fox 6. My Dog and the Key 7. Willaby 8. Ira Sleeps Over

Publisher: Laidlaw Title: Dots & Polka Dots Date Published: 1976, 1984 ISBN: 0-8445-0601-x

1. The Car That Talked Too Much 2. Head Over Tail 3. Midnight 4. The Ocean 5. Katy-Did-It 6. Sometimes Things Happen

Publisher: Laidlaw Co-Basal Title: Stories To Remember Date Published: 1964, 1966 ISBN: NA

1. The Three Bears 2. How Me Too Came To Be An Easter Rabbit 3. How The Wren Came To Be King 4. The Dog And His Shadow 5. A Teeny-Tiny Bone 6. The Fox And The Kitten 7. Little Red Fox

Publisher: Holt Title: A Place For Me Date Published: 1980, 1983, 1986 ISBN: 0-03-002334-3

1. Teddy’s Window 2. Not Yet, Clarita 3. The Grumpiest Man 4. A Place For Fred 5. Amy 6. Too Much Noise 7. The Flower Kitten


Level: G1 End Publisher: Laidlaw Title: Toothless Dragon Date Published: 1980 ISBN: 0-8445-3418-8

1. Georgie 2. Little Pocket Mouse 3. Tom’s Surprise 4. Robber In The Woods 5. Kim And Gus 6. Just For Manuel 7. Lee’s Birthday 8. Little Ben

Publisher: Houghton Mifflin Title: Carousels Date Published: 1986, 1989 ISBN: 0-395-37604-1

1. The Big Mile Race 2. Sports Day 3. Harriet And The Garden 4. Nate The Great And The Lost Stamp 5. What Mary Jo Shared 6. Clyde Monster 7. Good As New 8. The Man And His Caps

Publisher: Laidlaw Co-Basal Title: Storyland Favorites Date Published: 1966 ISBN: NA

1. The Elves And The Shoemaker 2. The Rabbit And The Turtle 3. The Boy And The North Wind 4. Gudbrand On The Hill 5. The Cat And The Milk 6. The Bear, The Man, And The Fox 7. Snow-White And Rose-Red 8. The Wind And The Sun

Publisher: Holt Title: A Time For Friends Date Published: 1973, 1977, 1980 ISBN: 0-03-047806-5

1. Kim And Rosa 2. Two Friends 3. That’s What Friends Are For 4. Maggie In The Middle 5. All The Lassies 6. Bert’s Berries 7. A Place For Carmen 8. The Browns Say Good-by

Level: G2 Mid Publisher: Laidlaw Title: Tricky Troll Date Published: 1980, 1984 ISBN: 0-8445-3148-0

1. The O’Learys Make Friends 2. A Pet In A Bowl 3. The Farmer And The Troll 4. Sing, Sack, Sing 5. Jackal And The Tiger 6. The Fisherman And His Wife 7. Tikki Tikki Tembo 8. Kay Keeps A Secret 9. Help In The Night 10. Dark Sky For Ana

Publisher: Holt Title: People Need People Date Published: 1973, 1977, 1980, 1983 ISBN: 0-03-047816-2

1. Freddy Found A Frog 2. Rumpelstiltskin 3. Junk Day On Juniper Street 4. Marvin’s Manhole 5. Something Strange At The Toy Store 6. Tammy Camps In The Rocky Mountains 7. The Potter And The Tiger 8. Please Call Her Do-Re-Mi

Publisher: Laidlaw Co-Basal Title: Doorways To Adventure Date Published: 1960, 1966 ISBN: NA

1. The Princess On The Glass Hill 2. The Magic Tinderbox 3. Waukewa’s Eagle 4. Chi-Wee Runs A Race 5. How Master Till Painted A Picture For The

Prince 6. Doctor Dean & The Indian Chief 7. The Golden Touch 8. Johnny Appleseed

Publisher: Houghton Mifflin Title: Adventures Date Published: 1986 ISBN: 0-395-37605-x

1. The New Girl At School 2. Gregory, The Terrible Eater 3. The Garden 4. A Thousand Pails Of Water 5. The Rabbit And The Turnip 6. Jasper And The Hero Business 7. The Shoemakers And The Elves 8. Penelope Gets Wheels 9. The Great Hamster Hunt 10. Katy No-Pocket


Level: G2 End Publisher: Laidlaw Title: Wide-Eyed Detectives Date Published: 1980, 1984 ISBN: 0-8445-3149-9

1. Benjie 2. All Champs Wear Lucky Sneakers 3. A Real Woodsman 4. The Sunflower Garden 5. Richard Brown And The Dragon 6. Picture Of A Winner 7. Adventure On Tiger Island

Publisher: Houghton Mifflin Title: Discoveries Date Published: 1986, 1989 ISBN: 0-395-37606-8

1. Say Hello, Vanessa 2. A Special Trade 3. Birthdays 4. Nannabah’s Friend 5. One Big Wish 6. The Giant Who Threw Tantrums 7. Daniel’s Duck

Publisher: Holt Title: Way of the World Date Published: 1973, 1980, 1983 ISBN: 0-03-061392-2

1. Such Is The Way Of The World 2. Mary Jo’s Grandmother 3. Martin For Mayor 4. The Shell Collection 5. A Home In The Desert 6. The Flying Patchwork Quilt 7. Granny’s Fish Story 8. Amy’s Goose

Level: G3 Mid Publisher: Laidlaw Title: Whispering Ghosts Date Published: 1980, 1984 ISBN: 0-8445-3818-3

1. No, No Rosina 2. One More Chance 3. The Trouble With Horses 4. The Friendly Ghost 5. Jimmy Takes Vanishing Lessons 6. Kiya, The Gull 7. Steve’s Clue 8. Adventure At The Old Mill

Publisher: Laidlaw Co-Basal Title: Magic and Laughter Date Published: 1962 No ISBN

1. Strawberry And The Thousand Buffaloes 2. Gold Of Norway 3. Archimedes And The Golden Crown 4. Gifts For The Gods 5. How Arthur Became King Of England 6. The Talking Tree 7. The Knights Of The Silver Shield 8. The Twelve Months

Level: G3 End Publisher: Laidlaw Title: Thundering Giants Date Published: 1976, 1980, 1984 ISBN: 0-8445-3819-1

1. Kumi And The Pearl 2. Scat! 3. Igloos Are For Tourists 4. The Tsar’s Riddles 5. Beware The Man Without A Beard 6. Penny’s Good Fortune 7. Bertram And His Giraffe 8. The Man Who Didn’t Wash His Dishes

Insert tab at this point TAB: Text: Trade Books

Next Steps

Recommendations for Trade Books— Suitable for Assisted Reading and Intervention

Trade Books Organized

By Text Level

Trade Books (Organized by Level)

Abby's Asthma and the Big Race

2D 2.9 D Golding, T.M.Albert Whitman & Company

Abe Lincoln’s Hat 2M 2.6 E Brenner, M. Random House

Abigal Takes the Wheel 2D 2.9 D Avi Houghton Mifflin

Abraham Lincoln: A Great President, A Great American

2D 2.9 D Findley, V. Scholastic

Africa 2D 2.9 D Donaldson, Madeline Lerner Classroom

Alamo, The 2D 2.9 D Olliges, Rob Fitzgerald Books

All Fall Down 2D 2.9 D Conrad, DavidCompass Point Books

All For One 2D 2.9 D Murphy, JillWalker Children's Paperbacks

An American Army of Two 2D 2.9 D Greeson, JanetFirst Avenue Editions

Amelia Bedelia Bakes Off 2D 2.9 D Parish, Herman Greenwillow Books

Amelia Earhart 2D 2.9 D Mara, Wil Childrens Press

Beast in Ms. Rooney’s Room, The

2D 2.9 D Giff, P. Yearling

Betsy Ross: The Story of Our Flag

2D 2.9 D Chanko, Pamela Scholastic

Black Velvet Mystery, The 2D 2.9 D Keene, Carolyn Aladdin

Bravest Dog Ever, The True Story of Balto

2M 2.5 E Standiford, N. Random House

Case of the Missing Emerald, The

2D 2.9 D Francis, Dorothy Perfection Learning

Chang's Paper Pony 2M 2.8 M Coerr, E. Harper

Christopher Columbus 2M 2.7 M Krensky, S Random House

Dinosaur Days 2M 2.6 E Milton, J. Random House

Dolphins 2D 2.8 M Standiford, N. Random House

First Flight: the Story of Tom tate and the Wright Brothers

2D 2.9 D Shea, G. HarperCollins

Five True Dog Stories 2D 2.9 D Davidson, M. Scholastic

TITLE PUBLISHERAUTHOR OR

SERIES E-M-D LEVEL

AR LEVEL

LEVEL



Five True Horse Stories 2D 2.9 D Davidson, M. Scholastic

George Washington's Mother 2M 2.5 E Fritz, J. Grosset & Dunlap

Girl Named Helen Keller, A 2M 2.5 E Lundell, M. Scholastic

Grasshopper on the Road 2D 2.9 D Lobel, A HarperCollins

Headless Horseman 2D 2.8 M Standiford, N. Random House

Hill of Fire 2D 2.9 D Lewis, T. Harper

Horrible Harry Goes to the Moon

2D 2.9 D Kline, S. Puffin Books

Horrible Harry & the Kickball Wedding

2D 2.9 D Kline, S. Puffin Books

Hungry, Hungry, Sharks 2D 2.8 M Cole, J. Random House

I Am Not Afraid 2M 2.5 E Mann, K. Bantam

Josefina Story Quilt, The 2D 2.7 M Coerr, E. Harper

Kate Shelley and the Midnight Express

2D 2.9 D Wetterer, M. Lerner Publishing

Kidnapped at Birth? (Marvin Redpost #1)

2D 2.8 M Sachar, L. Random House

King Arthur’s Courage 2D 2.9 D Spinner, S. Random House

Lion vs. Gazelle 2D 2.9 D Meinking, M. Heinemann Raintree

Long Way to a New Land, The 2D 2.7 M Sandin, J. Harper

Magic Tree House #2: Night At Dawn, The

2D 2.9 D Osborn, J. Scholastic

Magic Tree House #3: Mummies in the Morning

2D 2.7 M Osborn, J. Scholastic

Mare for Young Wolf, A 2M 2.6 E Shelfelman, J. Random House

More Perfect than the Moon 2D 2.8 M Maclachlan, P. HarperCollins

More Stories Julian Tells 2D 2.9 D Cameron, A. Yearling Books

Mr. Putter & Tabby Bake the Cake

2D 2.8 M Rylant, C. Harcourt

Peach Boy 2D 2.7 M Hooks, W. Bantam

Pig on the Titanic: A True Story

2M 2.5 E Crew, G. HarperCollins



Pompeii Buried Alive 2D 2.9 D Kunhardt, E. Random House

Second Grade Rules, Amber Brown

2D 2.7 M Danziger, P.G. P. Putnum’s Sons

Sitting Bull 2D 2.7 M Penner, L. Grosset & Dunlap

Shoeshine Girl 2D 2.7 M Bulla, C.R. Harper

True Story of Pocahontas, The 2D 2.7 M Penner, L. Random House

Uncle Elephant 2M 2.6 E Lobel, A. HarperCollins

Uno: Blue-Ribbon Beagle 2D 2.9 D Spinner, S. Random House

Volcanoes: Mountains That Blow Their Tops

2D 2.7 M Nirgiotis, N. Grosset & Dunlap

Whales: The Gentle Giants 2M 2.5 E Milton, J. Random House

Why Pick On Me? (Marvin Redpost #2)

2D 2.7 M Sachar, L. Random House

Young Cam Jansen and the Double Beach Mystery

2M 2.5 E Adler, D. Puffin

Young Cam Jansen and the Library Mystery

2D 2.9 D Alder, D. Puffin

Young Cam Jansen and the Spotted Cat Mystery

2D 2.7 M Alder, D. Puffin

Young Cam Jansen and the Zoo Note Mystery

2D 2.6 E Alder, D. Puffin

Abe Lincoln: The Boy Who Loved Books

3M 3.6 M Winters, K. Aladdin

Abraham Lincoln: A Life of Honesty

3D 3.9 D Leslie, T. Bellwether Media

Adoration of Jenna Fox, The 3D 3.8 D Pearson, M. Square Fish

Aliens For Dinner 3M 3.4 M Spinner, S. Random House

All the Places to Love 3D 3.9 D MacLachlan, P. HarperCollins

Always Inventing: The True Story of Thomas Alva Edison

3E 3.3 E Murphy, Frank Cartwheel Books

Amazing Armadillos 3E 3.2 EMcKerley, Jennifer Guess

Random House

Amazing Civil War Nurse Clara Barton Wade

3E 3.3 E Dodson, Mary Enslow

Amazing Crickets 3E 3.3 E Jacobs, DanielNewbridge Educational

Amazing Rescues 3E 3.0 E Shea, G. Random House



Amazing Sharks 3E 3.1 E Thompson, Sarah L. HarperCollins

Amber Brown 3M 3.7 M Danziger, P. Little Apple

Amber Brown is Not a Crayon 3M 3.7 M Danziger, P. Scholastic

Amber Brown Wants Extra Credit

3M 3.7 M Danziger, P. Scholastic

As Big As A Whale 3M 3.5 M Newbridge

Baby-sitters' Island Adventure 3D 3.8 D Martin, A.M. Scholastic

Bats! 3M 3.5 M Newbridge

Baseball Flyhawk 3M 3.6 M Christopher, M.Little Brown & Company

Beaver at Long Pond 3E 3.0 E George, William Greenwillow Books

Because of Winn Dixie 3D 3.9 D DiCamillo, K. Candlewick Press

Ben Franklin's Big Shock 3D 3.8 D Jango-Cohen, J. Millbrook Press

Big-Enough Anna: The Little Sled Dog Who Braved the

3D 3.8 D Flowers, P.Alaska Northwest Books

Bigfoot and Other Mysterious Creatures

3D 3.8 D Townsend, John Crabtree Publishing

Birds Of Prey 3M 3.5 M Newbridge

Born to Be Wild 3M 3.7 M Spinner, S. Random House

Boxcar Children 3E 3.2 E Warner, G.C. Scholastic

Buddy, The First Seeing Eye Dog

3D 3.8 D Moore, E. Scholastic

Busy as a Bee 3M 3.5 M Newbridge

Cam Jansen: And the Mystery of the Babe Ruth Baseball

3D 3.8 D Adler, D. Scholastic

Cam Jansen: And the Chocolate Fudge Mystery

3M 3.7 M Adler, D. Puffin

Captive 3D 3.7 D Paulsen, GaryBantam Doubleday Dell

Chalk Box Kid, The 3E 3.2 E Clyde Robert Bulla Scholastic

Commander Toad and the Space Pirates

3M 3.5 M Yolen, J. Paperstar

Composer is Dead, The 3D 3.9 D Snicket, Lemony Harper & Collins

Cougars 3D 3.9 D Newbridge

Dave at Night 3M 3.6 M Carson, G. C. HarperTrophy



Don’t You Know There’s a War On?

3M 3.6 M Avi HarperTrophy

Drinking Gourd, The 3E 3.0 E Monjo, F.N. Harper

Earth Dragon Awakes, The 3D 3.7 D Yep, Lawrence Harper & Collins

Edge of Extinction, The 3M 3.5 M Newbridge

Emperor's Birthday Suit, The 3E 3.0 E Wheele, C. Random House

Fig Pudding 3D 3.9 D Fletcher,R. Yearling Books

Freckle Juice 3E 3.1 E Blume,J. Yearling Books

Fudge‑A Mania 3E 3.3 E Blume,J. Yearling Books

Giant Pandas 3M 3.5 M Newbridge

Good Dog, The 3M 3.7 M Avi Aladdin

Gracie the Lighthouse Cat 3D 3.9 D Brown, R.Andersen Press USA

Helen Keller 3D 3.9 D Davidson, M. Scholastic

How to Eat Fried Worms 3M 3.5 M Rockwell, T. Yearling

Hundred Penny Box, The 3D 3.9 D Mathis, Sharon Bell Puffin

If you Grew Up with Abraham Lincoln

3M 3.5 M McGovern, A. Scholastic

I Survived: The Sinking of the Titanic, 1912

3D 3.9 D Tarshis, L. Scholastic

I’m a Manatee 3M 3.4 M Lithgow, J. Simon & Schuster

In the Deep 3M 3.5 M Newbridge

Insect Lives 3D 3.9 D Newbridge

Insects 3M 3.5 M Newbridge

Invisible Dog, The 3M 3.5 M King-Smith, D. Dell Yearling

Island Animals 3M 3.5 M Newbridge

Jake Drake, Bully Buster 3M 3.5 M Clements, A. Aladdin

Jake Drake, Class Clown 3M 3.4 M Clements, A. Aladdin

Kid in the Red Jacket, The 3M 3.7 M Park, B. Random House

Kidnap at the Catfish Café 3M 3.5 M Giff, P. Puffin



Life on the Mayflower 3D 3.8 D Gunderson, J. S.Picture Window Books

Little Sure Shot: The Story of Annie Oakley

3E 3.3 E Spinner, S Random House

Littles, The 3E 3.3 E Peterson, John Scholastic

Louis Braille the Boy Who Invented Books for the Blind

3D 3.8 D Davidson, M. Scholastic

Magic and the Mummy, The 3M 3,5 M Deary, T.Picture Window Books

Magic of Merlin, The 3E 3.1 E Spinner, S. Random House

Magic Tree House #15: Viking Ships at Sunrise

3E 3.3 E Osborn, M. Scholastic

Magic Tree House #17: Tonight on the Titanic


Magic Tree House #18: Buffalo Before Breakfast


Magic Tree House #19: Tigers at Twilight

3E 3.0 E Osborn, M. Random House

Magic Tree House #20: Dingoes at Dinnertime


Magic Tree House #21: Civil War on Sunday

3M 3.4 M Osborn, M. Scholastic

Magic Tree House #22: Revolutionary War on

3M 3.5 M Osborn, M. Scholastic

Magic Tree House #23: Twister on Tuesday

3E 3.2 E Osborne, M. Random House

Magic Tree House #24: Earthquake in the Early


Magic Tree House #25: Stage Fright on a Summer Night


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3M 3.4 M Osborne, M. Random House

Marco? Polo! 3M 3.5 M Scieszka, J. Viking

Marsupial Sue 3E 3.0 E Lithgow, J. Simon & Schuster

Marsupial Sue Presents: “The Runaway Pancake”

3E 3.1 E Lithgow, J. Simon & Schuster

Missing in Action 3D 3.9 D Hughes, Dean Atheneum

Molly's Pilgrim 3E 3.0 E Cohen, B. Dell

Moira's Birthday 3D 3.8 D Munsch, Robert N. Annick Press

Ms Coco is Loco 3E 3.9 E Dan Gutman Scholastic



Music of the Dolphins 3M 3.4 M Hess, K. Apple

Mystery on October Road 3E 3.0 E Herzig, A. Scholastic

Nightmares of Nature 3M 3.5 M Newbridge

Otherwise Known As Sheila the Great

3M 3.4 M Blume,J. Yearling Books

Penguins 3E 3.1 E Fromental, Jean-Luc Abrams Books

Picture Book of Helen Keller, A

3D 3.8 D Adler, D. Trumpet Club

Pinky and Rex 3E 3.1 E Howe, J. Simon & Schuster

Rachel Carson, Friend of Nature

3M 3.4 M Greene, C. Children's Press

Reptiles 3D 3.9 D Newbridge

Sarah, Plain and Tall 3D 3.9 D MacLachlan, P. Harper

Scorpions 3D 3.7 D Walter, D. Harper Collins

Shipwreck! A Survive! Story 3E 3.3 E Maddox, J. Stone Arch Books

Sideways Stories From Wayside School

3E 3.3 E Sachar, L. Avon

Sinking of the Titanic, The 3D 3.8 D Doeden, M. Capstone Press

Skylark 3E 3.2 E MacLachlan, P. Scholastic

Sleeping Ugly 3M 3.5 M Yolen, J. Putnam & Grosset

Snow Dog's Journey 3D 3.8 D Krupinski, L. Dutton Juvenile

S.O.R. Losers 3M 3.6 M Avi Avon

Spotlight for Harry, A 3M 3.5 M Kimmel, E. Random House

Squanto Friend of the Pilgrims 3E 3.0 E Bulla, C. Scholastic

Stories Julian Tells 3D 3.8 D Cameron, A. Yearling Books

Storms 3D 3.9 D O'Hare, T.Rourke Publishing LLC.

Superfudge 3M 3.5 M Blume,J. Yearling Books

Tales of a Fourth Grade Nothing

3E 3.3 E Blume,J. Yearling Books

Terracotta Girl, The: A Story of Ancient China

3M 3.5 M Gunderson, J. S.Picture Window Books

There's a Boy in the Girls' Bathroom

3M 3.4 M Sachar L. Scholastic



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3D 3.8 D Spinelli, J. Aladdin

Thy Friend Obadiah 3M 3.4 M Turkle, B. Viking

Trojan Horse, The 3M 3.4 M Little, E. Random House

Tut's Mummy 3E 3.1 E Donnelly, J. Random House

Twisters 3M 3.6 M Penner, L. Random House

Wanted Dead or Alive: The True Story of Harriet Tubman

3D 3.8 D McGovern, A. Scholastic

War With Grandpa, The 3D 3.9 D Smith, R. Yearling Books

Way Down Deep: Strange Ocean Creatures

3E 3.0 E Demuth, P. Grosset & Dunlap

Wayside School Gets a Little Stranger

3E 3.3 E Sachar, L. Camelot

Wayside School is Falling Down

3M 3.4 M Sachar, L. Avon

Whales 3D 3.9 D Newbridge

What's Alive 3E 3.0 E Zoehfeld, K. W. Harper

What Happened to the Dinosaurs? A Book About

3D 3.0 D Olien, R. Capstone Press

White Water 3D 3.9 D Petersen, P.J. Simon & Schuster

Who Eats What? Food Chains 3D 3.8 D Lauber, P. Harper

Who Put That Hair in My Toothbrush

3M 3.5 M Spinelli, J.Little Brown & Company

Wild River 3M 3.4 M Petersen, P.J. Delacorte Press

Wiley and the Hairy Man 3E 3.1 E Bang, M Aladdin

Year of the Panda 3M 3.4 M Schlien, M. Harper

Young Martin's Promise 3M 3.6 M Myers, W.D. Steck‑Vaughn

13 Scary Ghost Stories 4D 4.8 D Carus, M. Scholastic

14 Cows for America 4E 4.1 E Deedy, C. A. Peachtree

39 Clues: The Maze of Bones 4E 4.3 E Riordan, R. Scholastic

39 Clues: One False Note 4D 4.9 D Riordan, R. Scholastic

39 Clues: The Sword Thief 4M 4.4 M Riordan, R. Scholastic



39 Clues: Beyond the Grave 4E 4.0 E Riordan, R. Scholastic

39 Clues: The Black Circle 4M 4.7 M Riordan, R. Scholastic

39 Clues: In Too Deep 4E 4.0 E Riordan, R. Scholastic

39 Clues: The Viper's Nest 4E 4.1 E Riordan, R. Scholastic

39 Clues: Storm Warning 4M 4.6 M Riordan, R. Scholastic

39 Clues: Into the Gauntlet 4M 4.6 M Riordan, R. Scholastic

Almost Starring Skinnybones 4E 4.0 E Park, B. Yearling

American Revolution: A Nonfiction Companion to

4M 4.5 M Osborn, M.P. Random House

An Alex Rider Adventure: Point Blank

4D 4.8 D Horowitz, A. Penguin Group

An Alex Rider Adventure: Skeleton Key


Ancient Greece and the Olympics: A Nonfiction

4E 4.4 M Osborn, M.P. Random House

B Magical: The Missing Magic 4E 4.3 M Connor, L. Scholastic

B Magical: The Trouble with Secrets

4M 4.5 M Connor, L. Scholastic

Barfing in the Backseat: How I Survived My Family Road Trip

4D 4.8 D Winkler, H. Grosset & Dunlap

Baseball's Greatest Pitchers 4E 4.2 E Kramer, S. Random House

Battle of the Labyrinth, The 4E 4.1 E Riordan, R. Scholastic

Be First in the Universe 4E 4.0 E Spinner, S. Random House

Betsy Ross 4D 4.8 D Wallner, A. Scholastic

Beyond the Grave 4E 4.0 E Riordan, R. Scholastic

Black Circle, The 4D 4.7 D Riordan, R. Scholastic

Boys Start the War, The 4M 4.6 M Naylor, P.R. Dell Yearling

Build It Green 4M 4.5 M Newbridge

Bunnicula 4E 4.2 E Howe, D. & J. Aladdin

Canada Geese Quilt, The 4E 4.1 E Kinsey‑Warnock,N Dell

Can't you make them Behave, King George?

4M 4.6 M Fritz, J. Scholastic

Catwings 4E 4.3 E Le Guin, U.K. Orchard Books



Chocolate Fever 4E 4.2 E Smith, R.K. Yearling Books

Chocolate Touch 4M 4.5 M Patrick Skene Catling Scholastic

Contender, The 4M 4.5 M Lipstye, Robert Harper Trophy

Courage of Sarah Noble, The 4E 4.2 E Dalgliesh, A. Aladdin

Crandalls’ Castle 4M 4.6 M Ren Wright, B. Holiday House

Day of the Iguana 4E 4.1 E Winkler, H. Grosset & Dunlap

Dollhouse Murders 4E 4.3 E Ren Wright, B. Holiday House

Eclipse (Twilight Saga #3) 4M 4.5 M Meyer, S.Little Brown & Company

Encyclopedia Brown, Boy Detective

4E 4.1 E Sobol, D. Bantam Skylark

Five Brave Explorers 4M 4.4 M Hudson, W. Scholastic

Family Under the Bridge, The 4M 4.7 M Savage Carlson, N. Scholastic

Flat Stanley 4E 4.0 E Brown, J. Harper

Fourth Grade Rats 4E 4.0 E Spinelli, J. Scholastic

From the Mixed-up Files of Mrs. Basil E. Frankweiler

4M 4.7 M Konigsburg, E.L. Aladdin

Ghosts Beneath our Feet 4E 4.4 M Ren Wright, B. Scholastic

Ghosts of Mercy Manor, The 4D 4.8 D Ren Wright, B. Scholastic

Giraffe and the Pelly and Me, The

4D 4.7 M Dahl, R. Puffin

Go Fish 4D 4.7 M Stolz, M.. HarperTrophy

Great Gilly Hopkins, The 4M 4.6 M Paterson, K. Dell Publishing

Hank The Cowdog: The Original Adventures of Hank

4M 4.5 M Erickson, J. Puffin

Hank Zipzer: Niagara Falls, - or Does It?

4E 4.3 E Winkler, H. Grosset & Dunlap

Hank Zipzer: The Zippity Zinger

4E 4.4 M Winkler, H. Grosset & Dunlap

Hannah 4E 4.3 E Whelan, G. Random House

Harriet the Spy 4M 4.5 M Fitzhugh, L. Yearling Books

Hiroshima 4D 4.9 D Yep, Laurence Scholastic

Holes 4M 4.6 M Sachar, L. Laurel-Leaf



Horowitz Horror: Stories You’ll Wish You’d Never Read

4M 4.6 M Horwitz, A. Penguin Group

I Have a Dream the Story of Martin Luther King

4E 4.2 E Davidson, M Scholastic

In Too Deep 4E 4.0 E Riordan, R. Scholastic

Into the Gauntlet 4M 4.6 M Riordan, R. Scholastic

Jackie Robinson 4E 4.1 E O'Conner, J. Random House

Jake Drake, Know-It-All 4E 4.1 E Clements, A. Aladdin

Jake Drake, Teacher’s Pet 4E 4.3 E Clements, A. Aladdin

Last of The Really Great Whangdoodles, The

4M 4.4 M Edwards, J.A. HarperCollins

Last Olympian, The 4E 4.3 E Riordan, R. Hyperion

Lightning Thief 4D 4.7 D Riordan, R. Hyperion

Martin’s Mice 4M 4.5 M King-Smith, D. Dell Yearling

Matched 4D 4.8 D Condie, A. Dutton Juvenile

Maze of Bones, The 4M 4.7 M Riordan, R. Scholastic

Me Oh Maya 4E 4.1 E Scieszka, J. Viking

Messenger 4D 4.9 D Lowry, L Random House

Miracles on Maple Hill 4D 4.9 D Sorenson, Virginia Scholastic

Missing Magic, The (B Magical #1)

4E 4.3 E Connor, L. Scholastic

Moonwalk: The First Trip to the Moon

4E 4.1 E Donnelly, J. Random House

Most Beautiful Place in the World

4M 4.6 M Cameron, A. Random House

Mummies and Pyramids: A Nonfiction Companion to

4D 4.9 D Osborn, W. Random House

New Moon (Twilight Saga #2) 4D 4.7 M Meyer, S.Little Brown & Company

Niagara Falls, or Does It? 4E 4.1 EWinkler, H. Oliver, L.

Scholastic

No Flying in the House 4M 4.5 M Brock, B. HarperCollins

Nory Ryan's Song 4D 4.9 D Reilly Giff, P. Scholastic

One False Note 4D 4.9 D Riordan, R. Scholastic

Otherwise Known as Sheila the Great

4M 4.0 M Blume,J. Yearling Books



Our Water Supply 4E 4.0 E Newbridge

Outsiders, The 4M 4.7 M Hinton, S.E. Penguin Group

Percy Jackson: The Lightning Thief

4M 4.7 M Riorden, R. Hyperion

Percy Jackson:The Sea of Monsters

4M 4.6 M Riorden, R. Hyperion

Percy Jackson:The Titan's Curse

4E 4.2 E Riorden, R. Hyperion

Percy Jackson:The Battle of the Labyrinth


Percy Jackson:The Last Olympian


Picture Book of Anne Frank, A 4D 4.7 D Adler, D.A. Trumpet Club

Picture Book of Benjamin Franklin

4E 4.3 E Adler, D.A. Trumpet Club

Picture of Freedom - The Diary of Clotee, A Slave Girl, A

4M 4.6 MMcKissack, Patricia C.

Scholastic

Point Blank (An Alex Rider Adventure)


Polar Bear and the Arctic: A Nonfiction Companion to Polar

4M 4.6 M Osborn, M.P. Random House

Rain Forests: A Nonfiction Companion to Afternoon in the


Raven's Gate 4E 4.2 E Horowitz, A. Scholastic

Remarkable Farkle McBride, The

4E 4.4 M Lithgow, J. Simon & Schuster

Riding Freedom 4M 4.5 M Ryan, Pam Munoz Scholastic

Running Out of Time 4D 4.8 D Haddix, M.P. Aladdin

Skeleton Key (An Alex Rider Adventure)


Search for the Mountain Gorillas

4D 4.9 D Newbridge

Secret School, The 4E 4.1 E Avi Harcourt

Sign of the Beaver 4D 4.9 DSpeare, Elizabeth George

Yearling

Silver 4E 4.0 E Whelan, G. Random House

Silverwing 4D 4.7 D Oppel, Kenneth Simon & Schuster

Soccer Hero 4E 4.4 M Christopher, M.Little Brown & Company

Strider 4D 4.8 D Cleary B. HarperCollins

Stone Fox 4E 4.0 E Gardiner, J.R. HarperTrophy



Storm Warning 4M 4.6 M Riordan, R. Scholastic

Story of George Washington Carver, The

4D 4.7 D Moore, E. Scholastic

Stranger Next Door, The 4D 4.9 D Kehret, P. Scholastic

Summer of the Monkeys 4D 4.8 D Rawls, W. Laurel-Leaf

Summer School! What Genius Thought That Up?

4M 4.7 M Winkler, H. Grosset & Dunlap

Taking Sides 4M 4.4 M Soto, G. Harcourt

There’s an Owl in the Shower 4E 4.3 E George, J.C. HarperCollins

They Led the Way 14 American Women

4E 4.3 E Johnston, J Scholastic

Thief Lord, The 4D 4.8 D Funke, C. Chicken House

Titans Curse, The 4E 4.2 E Riordan, R. Hyperion

To the Top: Climbing the Highest Mountain

4E 4.2 E Kramer, S. Random House

Tornadoes 4E 4.1 E Hopping, L. Scholastic

Trouble with Secrets, The (B Magical #2)

4M 4.5 M Connor, L. Scholastic

Twilight (Twilight Saga #1) 4D 4.9 D Meyer, S.Little Brown & Company

Twisters and Other Terrible Storms: A Nonfiction


Under the Blood Red Sun 4E 4.0 E Salisbury, Graham Delacorte Press

Viper's Nest, The 4E 4.1 E Riordan, R. Scholastic

Walk Two Moons 4D 4.9 D Creech, S. Scholastic

When My Name Was Keoko 4M 4.6 M Park, L.S. Yearling

Who Ran my Underwear up the Flagpole

4D 4.9 D Spinelli, J. Scholastic

Who Stole the Wizard of Oz? 4E 4.3 E Avi Yearling

Who was Edgar Allan Poe? 4D 4.9 D Gigliotti, Jim Penguin Group

Who was Gandhi? 4D 4.9 D Rau, Dana Meachen Penguin Group

Who was Harriet Beecher Stowe?

4D 4.9 D Rau, Dana Meachen Penguin Group

Who was Jesse Owens? 4D 4.9 D Buckley, James Penguin Group

Who was King Tut? 4D 4.9 D Edwards, Roberta Penguin Group



Who was Marie Antoinette? 4D 4.9 D Rau, Dana Meachen Penguin Group

Who was Mother Teresa? 4D 4.9 D Gigliotti, Jim Penguin Group

Who was Sitting Bull? 4D 4.9 D Spinner, Stephanie Penguin Group

Who was Susan B. Anthony? 4D 4.9 D Pollack, Pamela D. Penguin Group

Who was Woodrow Wilson? 4D 4.9 D Frith, Margaret Penguin Group

Will you Sign Here, John Hancock?

4D 4.8 D Fritz, J. Scholastic

Wolves 4D 4.9 D Newbridge

Wrinkle in Time, A 4D 4.7 M L’Engle, M. Laurel-Leaf

39 Clues: The Emperor's Code 5E 5.3 E Riordan, R. Scholastic

101 Dalmatians, The 5E 5.4 M Smith, D Puffin

A Swiftly Tilting Planet 5E 5.2 E L’Engle, M. Laurel-Leaf

A Wind in the Door 5E 5.0 E L’Engle, M. Laurel-Leaf

Abraham Lincoln 5E 5.2 E D'Aulaire, I. & E.Beautiful Feet Books, Inc.

Adventures of Robinson Crusoe, The

5D 5.9 D Vogel, M. Playmore Inc.

Allan Pinkerton (Outlaws and Lawmen of the Wild West)

5E 5.1 E Green, C.R. Enslow

Allie Finkle's Rules for Girls, Moving Day

5M 5.6 M Cabot, M. Scholastic

Among the Hidden 5D 5.9 D Peterson Haddix, M Scholastic

Anastasia: The Last Grand Duchess

5D 5.8 D Meyer, C. Scholastic

Ballet Shoes 5D 5.8 D Streatfeild, N Random House

Best Christmas Pageant Ever, The

5E 5.1 E Robinson, B. Trumpet

BFG? 5E 5.1 E Dahl, Roald Scholastic

Big Wave, The 5E 5.2 E Buck, P. S. Harper

Black Cauldron, The (Prydain Chronicles #2)

5E 5.2 E Alexander, L. Yearling

Black Elk's Vision 5E 5.0 E Nelson, S.D. Abrams Books

Black Pearl, The 5E 5.4 M O’Dell, S. Dell Yearling



Blood Sun 5D 5.8 D Gilman, David Delacorte

Book of Three, The (Prydain Chronicles #1)


Borrowers, The 5E 5.3 E Norton, M. The Trumpet Club

Boy Were We Wrong About Dinosaurs!

5E 5.0 E Kudinski, K. V. Dutton Juvenile

Bullyville 5D 5.8 D Prose, Francine Harper

Case of the Birthday Bracelet, The

5E 5.3 E Hunt, Angela E. Thomas Nelson Inc.

Call of the Wolves, The 5E 5.0 E Murphy, Jim Scholastic

Catching Fire-Hunger Games Tri.

5E 5.3 E Collins, S. Scholastic

Chains 5E 5.2 E Anderson, L. Simon & Schuster

Circuit, The 5E 5.3 E Jimenez, Francisco Houghton Mifflin

Coraline 5E 5.1 E Gaiman, N. HarperTrophy

Crispin: The Cross of Lead 5E 5.0 E Avi Hyperion

Cruisers, The 5E 5.3 E Myers, Walter Dean Scholastic

Crystal Cave, The 5D 5.7 M Stewart, M. Fawcett

Damosel: In Which the Lady of the Lake Renders a Frank &

5M 5.6 M Spinner, S. Random House

Dar & the Spear-Thrower 5E 5.0 E Cowley, M. Clarion

Diary of a Wimpy Kid (# 1) 5E 5.2 E Kinney, J. Amulet

Diary of A Wimpy Kid: Rodrick Rules (# 2)

5E 5.2 E Kinney, J. Amulet

Diary of A Wimpy Kid: Last Straw, The (# 3)

5M 5.4 M Kinney, J. Amulet

Diary of A Wimpy Kid: Dog Days (# 4)

5E 5.2 E Kinney, J. Amulet

Diary of A Wimpy Kid: Ugly Truth, The (# 5)

5M 5.5 M Kinney, J. Amulet

Dinosaurs: A Nonfiction Companion to Dinosaurs

5E 5.0 E Osborn, W. Random House

Dogsong 5D 5.8 D Paulsen, G. Scholastic

Dog's Life, A-The Autobiography of a Stray

5E 5.1 E Martin, A. Scholastic

Dolphins and Sharks: A Nonfiction Companion to

5E 5.1 E Osborn, M.P. Random House

Emperor's Code, The 5E 5.3 E Riordan, R. Scholastic



Ender’s Game 5M 5.5 M Card, O. S.Tom Doherty Associates

Environmental Disasters 5M 5.5 M Newbridge

Esperanza Rising 5E 5.3 E Ryan, Pam Munoz Scholastic

Everything on a Waffle 5D 5.9 D Harvoth, P. Scholastic

Fear Place, The 5E 5.4 M Reynolds, P. Aladdin

Frindle 5E 5.4 M Clements, A, Aladdin

Full Tilt 5E 5.0 E Shusterman, N. Simon & Schuster

Galapagos Island Food Chain, A

5E 5.1 EWojahn, Rebecca Hogue

Lerner

Gathering Blue 5E 5.0 E Lowry, L. Laurel-Leaf

Giver, The 5D 5.7 M Lowry, L. Random House

Girls to the Rescue 1: Folk Tales from Around the World

5E 5.2 E Lansky, B. Meadowbrook

Girls to the Rescue 2: Just a Girl

5E 5.2 E Lansky, B. Meadowbrook

Going Green 5E 5.0 E Newbridge

Goose Girl, The 5D 5.9 D Hale, S. Bloomsbury

Grand Escape, The 5E 5.0 E Naylor, P. R. Atheneum

Great Brain, The 5E 5.2 E Fitzgerald, J.D. Puffin

Greenwitch, The (Dark is Rising #3)

5E 5.3 E Cooper, S. Aladdin

Happy Birthday to You!: The Mystery Behind the Most

5E 5.3 E Raven, M. T. Sleeping Bear Press

Harry Potter and the Chamber of Secrets

5D 5.8 D Rowling, J.K. Scholastic

Harry Potter and the Prisoner of Azkaban

5M 5.7 M Rowling, J.K. Scholastic

Harry Potter and the Sorcerer's Stone

5E 5.1 E Rowling, J.K. Scholastic

Hatchet 5D 5.7 D Paulsen, G. Simon & Schuster

Headless Cupid, The 5E 5.3 E Snyder, Z.K. Dell Yearling

Heat 5M 5.5 M Lupica, M. Scholastic

Hoot 5E 5.2 E Hiaasen, Carl Alfred A. Knopf

Hundred Dresses, The 5M 5.4 M Estes, E. Harcourt



Hunger Games, The-Trilogy 5E 5.3 E Collins, S. Scholastic

I've Seen the Promised Land 5D 5.8 D Myers, Walter Dean Harper Collins

Island of the Blue Dolphins 5M 5.5 M O'Dell, S. Scholastic

Islander, The 5E 5.3 E Rylant, Cynthia Dorling Kindersley

Julie of the Wolves 5D 5.8 D George, J. C. HarperTrophy

King of the Wind-the Story of the Godolphin Arabia

5M 5.4 M Henry, M Scholastic

Knights and Castles: A Nonfiction Companion to the


Leaders of the American Revolution

5D 5.9 D Wade, L. Ado

Let it Begin Here! April 19, 1775, The Day the American

5D 5.9 D Brown, D. Roaring Book Press

Lion, the Witch, & the Wardrobe, The (Narnia #1)

5D 5.8 D Lewis, C.S.Harper Entertainment

Little House in the Big Woods 5E 5.3 E Wilder, L. I. Scholastic

Long Way from Chicago 5E 5.0 E Peck, R. Puffin

Long Winter, The 5E 5.3 E Wilder, L. I. HarperCollins

Looking at Allosaursus: A Dinosaur from the Jurassic

5E 5.1 E Brown, M. Garrth Strvrns

Magicians Nephew, The (Narnia #5)

5M 5.6 M Lewis, C.S.Harper Entertainment

Maze Runner, The 5E 5.3 E Dashner, J. Random House

Mockingjay-Hunger Games Tri 5.00E+05 5.3 E Collins, S. Scholastic

Mrs. Frisby and the Rats of NIMH

5E 5.8 D O’Brien, R.C. Aladdin

Mrs. Mike 5E 5.3 E Freedman, B. Berkley Book

My Life in Dog Years 5M 5.6 M Paulsen, Gary Delacorte Press

My Side of the Mountain 5E 5.2 E George, J. C. Scholastic

Night Crossing, The 5E 5.3 E Ackerman, K. Yearling Books

Nutcracker, The 5M 5.5 M Spinner, S. Random House

Odysseus in Serpent Maze 5E 5.0 E Yolen, J. Haper Trophy

Old Man and the Sea, The 5E 5.1 E Hemmingway, E Simon & Schuster

Old Yeller 5E 5.0 E Gipson, F. Harper Trophy



Osceola, Memories of a Sharecropper's Daughter

5E 5.2 E Govenar, A. Scholastic

Our Footprint on Earth 5E 5.0 E Newbridge

Over Sea, Under Stone (Dark is Rising #1)

5M 5.4 M Cooper, S. Aladdin

Peter and the Shadow Thieves 5E 5.3 E Barry, D. Hyperion Books

Peter and the Starcatchers 5E 5.2 E Barry, D. Hyperion Books

Picture Book of Amelia Earhart 5E 5.0 E Adler, D. A. Trumpet Club

Pilgrims: A Nonfiction Companion to Thanksgiving on


Planet in Distress 5M 5.5 M Newbridge

Prince Caspian (Narnia #2) 5M 5.7 M Lewis, C.S.Harper Entertainment

Princess Bride, The 5D 5.8 D Goldman, W. Harcourt

Quicksilver 5M 5.3 M Spinner, S. Random House

Quiver 5E 5.0 E Spinner, S. Random House

Redwall 5D 5.8 D Jacques, B. Penguin

River, The 5M 5.5 M Paulsen, G. Yearling

Rot and Decay: Decomposing and Recycling

5M 5.5 M Newbridge

Sadako and the Ten Thousand Cranes

5E 5.2 E Coerr, E. Scholastic

Secret of the Old Clock, The (Nancy Drew #1)

5M 5.4 M Keene, C. Grosset & Dunlap

Shiloh 5D 5.7 D Reynolds Naylor, P Scholastic

Shiloh Season 5M 5.4 M Reynolds Naylor, P Aladdin

Shipwrecks 5D 5.9 D Hook, J. Heinemann Library

Snow Treasure 5E 5.3 E McSwigan, M. Puffin

Sounder 5E 5.3 E Armstrong, W. Scholastic

Space: A Nonfiction Companion to Midnight on the


Star Wars, Episode I, The Phantom Menace

5E 5.1 E Wrede, P. Scholastic

Star Wars, Episode II: Attack of the Clones

5D 5.9 D Wrede, P. Scholastic

Star Wars, Episode III: Revenge of the Sith

5M 5.5 M Wrede, Patricia Scholastic



Stormbreaker (An Alex Rider Adventure)

5E 5.1 E Horowitz Penguin Group

Summer of the Swans, The 5E 5.2 E Byars, Betsy Scholastic

Tisha: The Story of a Young Teacher in the Alaskan

5E 5.1 E Specht, R. Bantam Books

Titanic 5D 5.9 D Clayborne, A. Usborne Books

Titanic: A Nonfiction Companion to Revolutionary


To Kill A Mockingbird 5M 5.4 M Lee, H.Hachette Book Group

Tombs of Atuan, The 5D 5.9 D Le Guin, U.K. Aladdin

Touching Spirit Bear 5E 5.3 E Mikaelsen, Ben Harper Collins

Treating Earth's Trouble Spots 5E 5.0 E Newbridge

Trouble with Tuck, The 5M 5.5 M Taylor, T. Yearling

Tsunamis and Other Natural Disasters


Unwind 5E 5.0 E Shusterman, N. Simon & Schuster

View From Saturday, The 5D 5.9 D Konigsburg, E.L. Aladdin

Who Was Annie Oakley 5D 5.8 D Spinner, S. Random House

Witches, The 5M 5.5 M Dahl, R. Scholastic

Witch of Blackbird Pond, The 5D 5.7 M Speare, E.G. Yearling

Worm World 5M 5.5 M Newbridge

Wright Brothers, The 5D 5.9 D Sullivan, G. Scholastic

Yearling, The 5E 5.0 E Rawlings, Marjorie Puffin

A Christmas Carol 6D 6.7 M Dickens, C. Bantam Classics

A Gathering of Days 6D 6.7 M Blos, J.W. Aladdin

Across Five Aprils 6M 6.6 M Hunt, Irene Prentice Hall

African Critters 6E 6.3 E Haas, RobertNational Geographic Society

Amazing Life of Benjamin Franklin

6M 6.6 M Giblin, J.C. Scholastic

Amos Fortune, Free Man 6M 6.5 M Yates, E. Puffin



At the Edge: Daring Acts in Desperate Times

6D 6.8 D Verstraete, Larry Scholastic

Bad Beginning, The (Snicket #1)

6E 6.4 M Snicket, L. Harper Collins

Beauty: A Retelling of the Story of Beauty & the Beast

6E 6.2 E McKinley, Robin HarperTrophy

Ben & Me 6D 6.8 D Lawson, R.Little Brown & Company

Blue Willow 6M 6.5 M Gates, D. Puffin

Call It Courage 6E 6.2 E Sperry, A. Aladdin

Castle in the Attic 6E 6.2 E Winthrop, E. Yearling

Catherine Called Birdy 6E 6.4 M Cushman, K. Trophy

Chimpanzees I Love, The 6D 6.7 D Goodall, Jane Scholastic

Corner of the Universe, A 6E 6.2 E Martin, A Scholastic

Dark Hills Divide, The (Land of Elyon #1)

6E 6.1 E Carman, Patrick Scholastic

Dark is Rising, The (Dark is Rising #2)

6E 6.2 E Cooper, Susan Aladdin

Egypt Game, The 6E 6.4 M Snyder, Z.K. Dell Yearling

Face on the Milk Carton 6E 6.2 E Cooney, C Scholastic

Fellowship of the Ring, The (LOTR #1)

6E 6.1 E Tolkein, J.R.R. Ballantine Books

Fog Magic 6E 6.1 E Sauer, J. Puffin

Forest Fire 6E 6.4 M Ganeri, Anita Arcturus Publishing

Forty Acres and Maybe a Mule 6D 6.9 D Robinet, H Scholastic

Green Book, The 6E 6.0 E Walsh, J.P. Sunburst

Grey King, The (Dark is Rising #4)


Harry Potter and the Deadly Hallows


Harry Potter and the Goblet of Fire


High King, The (Prydain Chronicles)


Hitchhiker's Guide to the Galaxy, The

6M 6.6 M Adams, D. Random House

Hobbit, The 6M 6.6 M Tolkein, J.R.R. Ballantine Books

Horse and His Boy, The (Narnia #6)

6E 6.0 E Lewis, C.S.Harper Entertainment



Horsecatcher, The 6D 6.8 D Sandoz, M. Lincoln & London

Into the Land of the Unicorns 6E 6.0 E Coville, B. Scholastic

Joan of Arc 6D 6.9 D Stanley, D. Harper Collins

Owen and Mzee 6E 6.0 E Hatkoff, Isabella Scholastic

Rabbit Hill 6E 6.4 M Lawson, R. Puffin

Rainbow People, The 6E 6.0 E Yep, L. Harper Trophy

Return of the King, The (LOTR #3)

6E 6.2 E Tolkein, J.R.R. Ballantine Books

Roll of Thunder, Hear My Cry 6D 6.9 D Goldman, William Puffin

Silver on the Tree (Dark is Rising #5)


Single Shard, A 6M 6.6 M Park, Linda Sue Houghton Mifflin

Stuart Little 6E 6.0 E White, E.B. Harper Trophy

Taran the Wanderer (Prydain Chronicles)


True Confessions of Charlotte Doyle, The

6D 6.9 D Avi HarperTrophy

Twenty-One Balloons 6D 6.8 D du Bois, W.P. Puffin

Two Towers, The (LOTR #2) 6E 6.3 E Tolkein, J.R.R. Ballantine Books

Voyage on the Great Titanic: The Diary of Margaret Ann

6M 6.5 M White, E.E Scholastic

Westing Game, The 6E 6.1 E Raskin, E. Simon & Schuster

Where the Red Fern Grows 6E 6.4 M Rawls, W. Random House

White Stag, The 6M 6.6 M Seredy, K. Puffin

Wicked Day, The 6E 6.3 E Stewart, Mary Fawcett

Wizard of Earthsea 6D 6.7 M Le Guin, U.K. Bantam

Wolves of Willoughby Chase 6M 6.5 M Aiken, J. Dell Yearling

Alice in Wonderland and through the Looking Glass

7D 7.8 D Carroll, Lewis Candlewick Press

Alive 7D 7.7 D Read, Piers Paul Harper Collins



Amelia Earhart 7E 7.4 M Stone, Tanya Lee DK Publishing

And Then There Were None 7E 7.1 E Chritie, A. St. Martin's Press

Anne of Avonlea 7D 7.9 D Montgomery, L.M. Random House

Anne of Green Gables (unabridged)

7E 7.3 E Montgomery, L.M. Franklin Watts

Anne of the Island 7M 7.5 M Montgomery, L.M. Random House

Black Boy 7E 7.4 M Wright, Richard Harper Collins

Black Like Me 7E 7.0 E Griffin, John Howard Penguin Group

Blizzard: The Storm that Changed America

7M 7.6 M Murphy, Jim Scholastic

Bridge to Terabithia 7E 7.0 E Paterson, K. Harper Collins

Captains Courageous 7D 7.9 D Kipling, Rudyard Geddes & Grosset

Cask of Amontillado, The 7E 7.3 E Poe, Edgar Allan Creative Education

Dark is Rising, The 7E 7.1 E Cooper, S. Scholastic

Door in the Hedge, The 7E 7.2 E McKinley, Robin Ace Books

Emily's Quest 7E 7.4 M Montgomery, L.M. Random House

Giant Squid 7E 7.0 E Cerullo & Roper Capstone Press

Harry Potter and the Half-Blood Prince


Harry Potter and the Order of the Phoenix


Hero and the Crown, The 7E 7.0 E McKinley, Robin Ace Books

Incredible Journey 7M 7.6 M Burnford, Sheila Yearling

James and the Giant Peach 7E 7.1 E Dahl, R. Penguin Group

Kid Who Invented the Popsicle, The

7E 7.4 M Wulffson Cobblehill Books

Little Princess, A 7M 7.6 M Burnett, F. Harper Collins

Man That Corrupted Hadleyburg, The

7D 7.9 D Twain, Mark Creative Education

Masque of the Red Death, The 7D 7.9 D Poe, Edgar Allan Creative Education

Miracle of Purun Bhagat, The 7M 7.6 M Kipling, Rudyard Creative Education

Once and Future King, The 7E 7.4 M White, T.H. Ace Books


http://www.renlearn.com/store/quiz_home.asp?cmd=specific&i=38710&root=TITLE&ftextoption=allwords&y=almost+starring+skinnybones&q=voyage+on+the+great+titanic&x=10&w=1&autoscroll=NO&quiztype=ALL&RPMatch=



Outcasts of Poker Flat, The 7E 7.3 E Harte, Bret Creative Education

Peter Pan 7D 7.7 M Barrie, James M. Geddes & Grosset

Phantom Tollbooth, The 7E 7.4 M Juster, N. Random House

Rascal 7E 7.1 E North, S. Scholastic

Secret Garden, The 7M 7.5 M Burnett, F. Barnes and Noble

Spindle’s End 7E 7.2 E McKinley, Robin Ace Books

Sword in the Stone, The 7M 7.5 M White, T.H.Bantam Doubleday Dell

Tell-Tale Heart, The 7E 7.3 E Poe, Edgar Allan Creative Education

Through the Looking-Glass (unabridged)

7M 7.6 M Carroll, Lewis HarperFestival

Tobermorey 7M 7.6 M Saki Creative Education

Wizard of Oz, The (unabridged)

7E 7.0 E Baum, L. Frank Penguin Books

Adventures of Tom Sawyer, The

8E 8.3 E Twain, Mark Barnes and Noble

Air Raid- Pearl Harbor 8M 8.6 M Taylor, Theodore Harcourt

Animal Farm 8D 8.8 D Orwell, G Penguin Group

Call of the Wild 8E 8.0 E London, J. Scholastic

Heidi 8E 8.1 E Spyri, J. Sterling

Joy Luck Club, The 8D 8.9 D Tan, A. Penguin Group

Little Prince, The 8E 8.2 E deSaint-Exupery, A. Houghton Mifflin

Little Women 8M 8.6 M Alcott, L.M. Barnes and Noble

My Antonia 8E 8.0 E Cather, W. Barnes and Noble

O Pioneers! 8E 8.0 E Cather, W. Barnes and Noble

Red-Headed League, The 8E 8.0 E Doyle, Arthur Conan Creative Education

Tales of Cryptids: Mysterious Creatures That May…

8E 8.0 E Halls, Kelly Milner Millbrook Press

True Stories of the 2nd WW 8D 8.7 D Doswell Scholastic

We Shall Not Be Moved 8E 8.1 E Dash, Joan Scholastic


Trade Books(Organized in Alphabetical Order by Publisher)

TITLE LEVELAUTHOR OR

SERIESPUBLISHER

A & C Black Childrens

Magic and the Mummy, The 3 Deary, T.A & C Black Childrens

Abrams Books

Black Elk's Vision 5 Nelson S.D. Abrams Books

Penguins 3 Fromental, Jean-Luc Abrams Books

Ace Books

Door in the Hedge, The 7 McKinley, Robin Ace Books

Hero and the Crown, The 7 McKinley, Robin Ace Books

Once and Future King, The 7 White, T.H. Ace Books

Spindle’s End 7 McKinley, Robin Ace Books

Ado

Leaders of the American Revolution 5 Wade, L. Ado Publishing Co.

Aladdin

Abe Lincoln: The Boy Who Loved Books 3 Winters, K. Aladdin

Black Velvet Mystery, The 2 Keene, Carolyn Aladdin

Bunnicula 4 Howe, D. & J. Aladdin

Call It Courage 6 Sperry, A. Aladdin

Courage of Sarah Noble, The 4 Dalgliesh, A. Aladdin

Dark is Rising, The (Dark is Rising #2) 6 Cooper, S. Aladdin



Fear Place, The 5 Reynolds, P. Aladdin

Frindle 5 Clements, A, Aladdin

From the Mixed-up Files of Mrs. Basil E. Frankweiler

4 Konigsburg, E.L. Aladdin

Gathering of Days, A 6 Blos, J.W. Aladdin

Good Dog, The 3 Avi Aladdin

Greenwitch, The (Dark is Rising #3) 5 Cooper, S. Aladdin

Grey King, The (Dark is Rising #4) 6 Cooper, S. Aladdin

Jake Drake, Bully Buster 3 Clements, A, Aladdin

Jake Drake, Class Clown 3 Clements, A, Aladdin

Jake Drake, Know-It-All 4 Clements, A, Aladdin

Jake Drake, Teacher’s Pet 4 Clements, A, Aladdin

Mrs. Frisby and the Rats of NIMH 5 O’Brien, R.C. Aladdin

Over Sea, Under Stone (Dark is Rising #1) 5 Cooper, S. Aladdin

Running Out of Time 4 Haddix, M.P. Aladdin

Shiloh Season 5 Reynolds, P. Aladdin

Silver on the Tree (Dark is Rising #5) 6 Cooper, S. Aladdin

There’s a Girl in My Hammerlock 3 Spinelli, J. Aladdin

Tombs of Atuan, The 5 Le Guin, U.K. Aladdin

View From Sunday, The 5 Konigsburg, E.L. Aladdin

Wiley and the Hairy Man 3 Bang, M. Aladdin

Alaska Northwest Books

Big-Enough Anna: The Little Sled Dog Who Braved the Arctic

3 Flowers, P.Alaska Northwest Books



Albert Whitman & Co.

Abby's Asthma and the Big Race 2 Golding, T.M.Albert Whitman & Co.

Alfred A. Knopf

Hoot 5 Hiaasen, Carl Alfred A. Knopf

Amulet Books

Diary of A Wimpy Kid (#1) 5 Kinney, J Amulet Books

Diary of A Wimpy Kid: Rodrick Rules (#2) 5 Kinney, J Amulet Books

Diary of A Wimpy Kid: The Last Straw (# 3) 5 Kinney, J Amulet Books

Diary of A Wimpy Kid: Dog Days (# 4) 5 Kinney, J Amulet Books

Diary of A Wimpy Kid: The Ugly Truth (#5) 5 Kinney, J Amulet Books

Andersen Press USA

Gracie the Lighthouse Cat 3 Brown, R. Andersen Press USA

Annick Press

Moira's Birthday 3 Munsch, R. N. Annick Press

Apple

Music of Dolphins, The 3 Hesse, K. Apple

Arcturus Publishing

Forest Fire 6 Ganeri, Anita Arcturus Publishing



Atheneum

Grand Escape, The 5 Naylor, Phyllis R. Atheneum

Missing in Action 3 Hughes, Dean Atheneum

Avon

Sideways Stories From Wayside School 3 Sachar, L. Avon

S.O.R. Losers 3 Avi Avon

Wayside School is Falling Down 3 Sachar, L. Avon

Ballantine Books

Fellowship of the Ring, The (LOTR #1) 6 Tolkein, J.R.R. Ballantine Books

Hobbit, The 6 Tolkein, J.R.R. Ballantine Books

Return of the King, The (LOTR #3) 6 Tolkein, J.R.R. Ballantine Books

Two Towers, The (LOTR #2) 6 Tolkein, J.R.R. Ballantine Books

Bantam

A Christmas Carol 6 Dickens, C. Bantam Classics

Encyclopedia Brown, Boy Detective 4 Sobol, D. Bantam Skylark

I Am Not Afraid 2 Mann, K. Bantam

Peach Boy 2 Hooks, W. Bantam

Tisha: The Story of a Young Teacher in the Alaskan Wilderness

5 Specht, R. Bantam Books

Wizard of Earthsea 6 Le Guin, U.K. Bantam

Bantam Doubleday Dell

Captive 3 Paulsen, GaryBantam Doubleday Dell

Sword in the Stone, The 7 White, T.H.Bantam Doubleday Dell



Barnes and Noble

Adventures of Tom Sawyer, The 8 Twain, M. Barnes and Noble

Little Women 8 Alcott, L.M. Barnes and Noble

My Antonia 8 Cather, W. Barnes and Noble

O Pioneers! 8 Cather, W. Barnes and Noble

Secret Garden, The 7 Burnett, F. Barnes and Noble

Beautiful Feet Books

Abraham Lincoln 5 D'Aulaire, I. & E. Beautiful Feet Books

Bellwether Media

Abraham Lincoln: A Life of Honesty 3 Lelie, T. Bellwether Media

Berkley Books

Mrs. Mike 5 Freedman, B. Berkley Books

Bloomsbury

Goose Girl, The 5 Hale, S. Bloomsbury

Camelot

Wayside School Gets a Little Stranger 3 Sachar, L. Camelot

Candlewick Press

Alice in Wonderland and through the Looking Glass (unabridged)

7 Carroll, L. Candlewick Press



Because of Winn Dixie 3 DiCamillo, K. Candlewick Press

Capstone Press

What Happened to the Dinosaurs? A Book About Extinction

3 Olien, R. Capstone Press

Sinking of the Titanic, The 3 Doeden, M. Capstone Press

Giant Squid 7 Cerullo & Roper Capstone Press

Carolrhoda Books

Kate Shelley and the Midnight Express 2 Wetterer, M. Carolrhoda Books

Cartwheel Books

Always Inventing: The True Story of Thomas Alva Edison

3 Murphy, Frank Cartwheel Books

Chicken House

Thief Lord, The 4 Funke, C. Chicken House

Children’s Press

Amelia Earhart 2 Mara, Will Children's Press

Rachel Carson, Friend of Nature 3 Greene, C. Children's Press

Clarion

Dar & the Spear-Thrower 5 Cowley, M. Clarion

Cobblehill Books



Kid Who Invented the Popsicle, The 7 Wolffson Cobblehill Books

Compass Point Books

All Fall Down 2 Conrad, DavidCompass Point Books

Crabtree Publishing

Bigfoot and Other Mysterious Cratures 3 Townsend, John Crabtree Publishing

Creative Education

Masque of the Red Death, The 7 Poe, E. A. Creative Education

Miracle of Purun Bhagat, The 7 Kipling, R. Creative Education

Man That Corrupted Hadleyburg, The 7 Twain, M. Creative Education

Outcasts of Poker Flat, The 7 Harte, B. Creative Education

Red-Headed League, The 8 Doyle, A. C. Creative Education

Tell-Tale Heart, The 7 Poe, E. A. Creative Education

Tobermorey 7 Saki Creative Education

Delacorte Press

Blood Sun 5 Gilman, David Delacorte Press

My Life in Dog Years 5 Paulsen, Gary Delacorte Press

Under the Blood Red Sun 4 Salisbury, Graham Delacorte Press

Wild River 3 Petersen, P.J. Delacorte Press

Dell

Black Pearl, The 5 O’Dell, S. Dell Yearling

Boys Start the War, The 4 Naylor, P.R. Dell Yearling



Canada Geese Quilt, The 4 Kinsey‑Warnock,N Dell Yearling

Egypt Game, The 6 Snyder, Z.K. Dell Yearling

Great Gilly Hopkins, The 4 Paterson, K Dell Yearling

Headless Cupid, The 5 Snyder, Z.K. Dell Yearling

Invisible Dog, The 3 King-Smith, D. Dell Yearling

Martin’s Mice 4 King-Smith, D. Dell Yearling

Molly's Pilgrim 3 Cohen, B. Dell Yearling

Wolves of Willoughby Chase 6 Aiken, J. Dell Yearling

DK Publishing

Amelia Earhart 7 Stone, Tanya Lee DK Publishing

Dorling Kindersley

Islander, The 5 Rylant, Cynthia Dorling Kindersley

Dutton Juvenile

Boy, Were We Wrong About Donosaurs! 5 Kudinski, K. V. Dutton Juvenile

Matched 4 Condie, A. Dutton Juvenile

Snow Dog's Journey 3 Krupinski, L. Dutton Juvenile

Enslow

Allan Pinkerton (Outlaws and Lawmen of the Wild West)

5 Green, C.R. Enslow

Amazing Civil War Nurse Clara Barton Wade

3 Dodson, Mary Enslow

Farrar, Straus, and Giroux

9 Magic Wishes 2 Jackson, S.Farrar, Straus, and Giroux



Fawcett

Crystal Cave, The 5 Stewart, M. Fawcett

Wicked Day, The 6 Stewart, M. Fawcett

First Avenue Editions

An American Army of Two 2 Greeson, JanetFirst Avenue Editions

Ben Franklin's Big Shock 3 Jango-Cohen, J.First Avenue Editions

Fitzgerald Books

Alamo, The 2 Olliges, Rob Fitzgerald Books

Franklin Watts

Anne of Green Gables (unabridged) 7 Carroll, L. Candlewick Press

Garrth Strvrns

Looking at Allosaurus: A Dinosaur from the Jurassic Period

5 Brown, M. Garrth Strvrns

Geddes & Grosset

Captains Courageous 7 Kipling, R. Geddes & Grosset

Peter Pan 7 Barrie, J. M. Geddes & Grosset

Greenwillow Books

Amelia Bedelia Bakes Off 2 Parish, Herman Greenwillow Books

Beaver at Long Pond 3 George, William Greenwillow Books



Grosset and Dunlap

Barfing in the Backseat: How I Survived My Family Road Trip

4 Winkler, H. Grosset & Dunlap

Day of the Iguana 4 Winkler, H. Grosset & Dunlap

Hank Zipzer: Niagara Falls, - or Does It? 4 Winkler, H. Grosset & Dunlap

Hank Zipzer: The Zippity Zinger 4 Winkler, H. Grosset & Dunlap

George Washington's Mother 2 Fritz, J. Grosset and Dunlap

Secret of the Old Clock, The (Nancy Drew #1)

5 Keene, C. Grosset & Dunlap

Sitting Bull 2 Penner, L. Grosset and Dunlap

Summer School! What Genius Thought That Up?

4 Winkler, H. Grosset & Dunlap

Volcanoes: Mountains That Blow Their Tops 2 Nirgiotis, N. Grosset and Dunlap

Way Down Deep: Strange Ocean Creatures 3 Demuth, P. Grosset and Dunlap

G.P. Putnum’s Sons

Second Grade Rules, Amber Brown 2 Danziger, P. G.P. Putnum’s Sons

Hachette Book

To Kill A Mockingbird 5 Lee, H.Hachette Book Group

Harper

Alive 7 Read, Piers Paul Harper Collins

All the Places to Love 3 MacLachlan, P. HarperCollins

Amazing Sharks 3 Thompson, Sarah L. HarperCollins

Bad Beginning, The (Snicket #1) 6 Snicket, L. HarperCollins

Beauty: A Retelling of the Story of Beauty & the Beast

6 McKinley, R. HarperTrophy

Best Christmas Pageant Ever, The 5 Robinson, B. HarperTrophy

Big Wave, The 5 Buck, P. S. Harper



Black Boy 7 Wright, Richard Harper Collins

Bridge to Terabithia 7 Paterson, K. HarperCollins

Bullyville 5 Prose, Francine Harper

Chang's Paper Pony 2 Coerr, E. Harper

Composer is Dead 3 Snicket, L. HarperCollins

Contender, The 4 Lipsyte, Robert Harper Trophy

Coraline 5 Gaiman, N. Harper Trophy

Dave at Night 3 Carson, G. C. HarperTrophy

Don’t You Know There’s a War On? 3 Avi HarperTrophy

Drinking Gourd, The 3 Monjo, F.N. Harper

Earth Dragon Awakes, The 3 Yep, L. HarperCollins

First Flight: the Story of Tom Tate and the Wright Brothers

2 Shea, G. HarperCollins

Flat Stanley 4 Brown, J. Harper

Go Fish 4 Stolz, M. HarperTrophy

Grasshopper on the Road 2 Lobel, A. HarperCollins

Hill of Fire 2 Lewis, T. Harper

Horse and His Boy, The (Narnia #6) 6 Lewis, C.S.Harper Entertainment

I've Seen the Promised Land 5 Myers, Walter Dean HarperCollins

Joan of Arc 6 Stanley, D. HarperCollins

Josefina Story Quilt, The 2 Coerr, E. Harper

Julie of the Wolves 5 George, J. C. HarperTrophy

Last of The Really Great Whangdoodles, The 4 Edwards, J.A. HarperCollins

Lion, the Witch & the Wardrobe, The (Narnia #1)

5 Lewis, C.S.Harper Entertainment

Little Princess, A 7 Burnett, F. HarperCollins

Long Way to a New Land, The 2 Sandin, J. Harper



Long Winter, The 5 Wilder, L. I. HarperCollins

Magicians Nephew, The (Narnia #5) 5 Lewis, C.S.Harper Entertainment

More Perfect than the Moon 2 Maclachlan, P. HarperCollins

No Flying in the House 4 Brock, B. HarperCollins

Odysseus in the Serpent Maze 5 Yolen, J. HarperTrophy

Old Yeller 5 Gipson, F. HarperTrophy

Pig on the Titanic: A True Story 2 Crew, G. HarperCollins

Prince Caspian (Narnia #2) 5 Lewis, C.S.Harper Entertainment

Rainbow People, The 6 Yep, L. HarperTrophy

Sarah, Plain and Tall 3 MacLachlan, P. Harper

Scorpions 3 Dean, W. HarperCollins

Shoeshine Girl 2 Bulla, C.R. Harper

Stone Fox 4 Gardiner, J.R. HarperTrophy

Strider 4 Cleary, B. HarperTrophy

Stuart Little 6 White, E.B. HarperTrophy

There's an Owl in the Shower 4 George, J. C. HarperCollins

Through the Looking-Glass (unabridged) 7 Carroll, L. HarperFestival

Touching Spirit Bear 5 Mikaelsen, Ben HarperCollins

True Confessions of Charlotte Doyle, The 5 Avi HarperTrophy

Uncle Elephant 2 Lobel, A. HarperCollins

What's Alive 3 Zoehfeld, K. W. Harper

Who Eats What? Food Chains 3 Lauber, P. Harper

Year of the Panda 3 Schlein, M. Harper

Harcourt



Air Raid - Pearl Harbor 8 Taylor, Theodore Harcourt

Hundred Dresses, The 5 Estes, E. Harcourt

Mr. Putter & Tabby Bake the Cake 2 Rylant, C. Harcourt

Princess Bride, The 5 Goldman, W. Harcourt

Secret School, The 4 Avi Harcourt

Taking Sides 4 Soto, G. Harcourt

Heinemann

Lion vs. Gazelle 2 Meinking, Mary Heinemann Raintree

Shipwrecked 5 Hook, J. Heinemann Library

Holiday House

Crandalls’ Castle 4 Ren Wright, B. Holiday House

Dollhouse Murders 4 Ren Wright, B. Holiday House

Houghton Mifflin

Abigal Takes the Wheel 2 Avi Houghton Mifflin

Circuit, The 5 Jiminez, Francisco Houghton Mifflin

Little Prince, The 8 deSaint-Exupery, A. Houghton Mifflin

Single Shard, A 6 Park, Linda Sue Houghton Mifflin

Hyperion

Crispin: The Cross of Lead 5 Avi Hyperion Books

Peter and the Shadow Thieves 5 Barry, D. Hyperion Books

Peter and the Starcatchers 5 Barry, D. Hyperion Books

Percy Jackson: The Lightning Thief 4 Riordan, R. Hyperion Books



Percy Jackson: The Sea Monsters 4 Riordan, R. Hyperion Books

Percy Jackson: The Titan's Curse 4 Riordan, R. Hyperion Books

Percy Jackson: The Battle of the Labyrinth 4 Riordan, R. Hyperion Books

Percy Jackson: The Last Olympian 4 Riordan, R. Hyperion Books

Kessinger

O Pioneers! 8 Cather, Willa Kessinger Publishing

Laurel-Leaf

Gathering Blue 5 Lowry, L. Laurel-Leaf

Holes 4 Sachar, L. Laurel-Leaf

A Swiftly Tilting Planet 5 L”Engle, M. Laurel-Leaf

A Wind in the Door 5 L”Engle, M. Laurel-Leaf

A Wrinkle in Time 4 L”Engle, M. Laurel-Leaf

Summer of the Monkeys 4 Rawls, W. Laurel-Leaf

Lerner Classroom

Africa 2 Donaldson, M. Lerner Classroom

Galapagos Island Food Chain, A 5 Wojahn, Rebecca Hogue Lerner

Kate Shelley and the Midnight Express 2 Wetterere, M. Lerner Publishing

Lincoln & London

Horsecatcher, The 6 Sandoz, M. Lincoln & London

Little Apple



Amber Brown 3 Danziger, P. Little Apple

Little Brown & Company

Baseball Flyhawk 3 Christopher, M.Little Brown & Company

Ben & Me 6 Lawson, R.Little Brown & Company

Eclipse (Twilight Saga #3) 4 Meyer, S.Little Brown & Company

New Moon (Twilight Saga #2) 4 Meyer, S.Little Brown & Company

Soccer Hero 4 Christopher, M.Little Brown & Company

Twilight (Twilight Saga #1) 4 Meyer, S.Little Brown & Company

Who Put That Hair in My Toothbrush 3 Spinelli, J.Little Brown & Company

Meadowbrook

Girls to the Rescue 1: Folk Tales from Around the World

5 Lansky, B. Meadowbrook

Girls to the Rescue 2: Just a Girl 5 Lansky, B. Meadowbrook

Millbrook Press

Tales of Cryptids: Mysterious Creatures That May…

8 Halls, Kelly Milner Millbrook Press

National Geographic Society

African Critters 6 Haas, RobertNational Geographic Society

Newbridge Educational Publishing

Amazing Crickets 3 Jacobs, DanielNewbridge Educational

As Big As a Whale 3Newbridge Educational

Bats! 3Newbridge Educational



Birds of Prey 3Newbridge Educational

Build It Green 4Newbridge Educational

Busy as a Bee 3Newbridge Educational

Cougars 3Newbridge Educational

Edge of Extinction, The 3Newbridge Educational

Environmental Disasters 5Newbridge Educational

Giant Pandas 3Newbridge Educational

Going Green 5Newbridge Educational

In the Deep 3Newbridge Educational

Insect Lives 3Newbridge Educational

Insects 3Newbridge Educational

Island Animals 3Newbridge Educational

Our Footprint on Earth 5Newbridge Educational

Our Water Supply 4Newbridge Educational

Planet in Distress 5Newbridge Educational

Reptiles 3Newbridge Educational

Rot and Decay: Decomposing and Recycling 5Newbridge Educational

Search for the Mountain Gorillas 4Newbridge Educational

Treating Earth's Trouble Spots 5Newbridge Educational

Whales 3Newbridge Educational

Wolves 4Newbridge Educational

Worm World 5Newbridge Educational

Orchard Books

Catwings 4 Le Guin, U.K. Orchard Books



Paperstar

Commander Toad and the Space Pirates 3 Yolen, J. Paperstar

Peachtree

14 Cows for America 4 Deedy, C. A. Peachtree

Penguin

Animal Farm 8 Orwell, George Penguin Group

Black Like Me 7 Griffin, John Howard Penguin Group

James and the Giant Peach 7 Dahl, R. Penguin Group

Joy Luck Club, The 8 Tan, A. Penguin Group

Outsiders, The 4 Hinton, S.E. Penguin Group

Point Blank (An Alex Rider Adventure) 4 Horowitz, A. Penguin Group

Redwall 5 Jacques, B. Penguin Group

Skeleton Key (An Alex Rider Adventure) 4 Horowitz, A. Penguin Group

Stormbreaker (An Alex Rider Adventure) 5 Horowitz, A. Penguin Group

Horowitz Horror: Stories You’ll Wish You’d Never Read

4 Horowitz, A. Penguin Group

Wizard of Oz, The (unabridged) 7 Baum, L. F. Penguin Group

Perfection Learning

Case of the Missing Emeralds 2 Francis, Dorothy Perfection Learning

Playmore, Inc.

Adventures of Robinson Crusoe, The 5 Vogel, Malvina G. Playmore Inc.



Picture Window Books

Life on the Mayflower 3 Gunderson, J.S.Picture Window Books

Terracotta Girl, The: A Story of Ancient China

3 Gunderson, J.S.Picture Window Books

Prentice Hall

Across Five Aprils 6 Hunt, Irene Prentice Hall

Puffin

101 Dalmatians, The 5 Smith, D Puffin

Amos Fortune, Free Man 6 Yates, E. Puffin

Blue Willow 6 Gates, D. Puffin

Cam Jansen and the Chocolate Fudge Mystery

3 Adler, D. Puffin

Fog Magic 6 Sauer, J. Puffin

Giraffe and the Pelly and Me, The 4 Dahl, R. Puffin

Great Brain, The 5 Fitzgerald, J.D. Puffin

Hank the Cowdog:the original adventures of Hank the Cowdog

4 Erickson, J. Puffin

Horrible Harry Goes to the Moon 2 Kline, S. Puffin

Horrible Harry & the Kickball Wedding 2 Kline, S. Puffin

Hundred Penny Box, The 3 Mathis, Sharon Bell Puffin

Kidnap at the Catfish Café 3 Giff, P. Puffin

Long Way From Chicago 5 Peck, R. Puffin

Rabbit Hill 6 Lawson, R. Puffin

Roll of Thunder, Hear My Cry 5 Goldman, William Puffin

Snow Treasure 5 McSwigan, M. Puffin

Twenty-One Balloons 6 du Bois, W.P. Puffin



Westing Game, The 5 Raskin, E. Puffin

White Stag, The 6 Seredy, K. Puffin

Yearling, The 5 Rawlings, Marjorie Puffin

Young Cam Jansen and the Double Beach Mystery

2 Alder, D. Puffin

Young Cam Jansen and the Library Mystery 2 Alder, D. Puffin

Young Cam Jansen and the Spotted Cat Mystery

2 Alder, D. Puffin

Young Cam Jansen and the Zoo Note Mystery

2 Alder, D. Puffin

Putnam & Grosset

Sleeping Ugly 3 Yolen, J. Putnam & Grosset

Random House

Abe Lincoln’s Hat 2 Brenner, M. Random House

Aliens For Dinner 3 Spinner, S. Random House

Amazing Armadillos 3 McKerley, Jennifer Guess Random House

Amazing Rescues 3 Shea, G. Random House

American Revolution: A Nonfiction Companion to Revolutionary War on

4 Osborn, M.P. Random House

Ancient Greece and the Olympics: A Nonfiction Companion to Hour of the


Anne of Avonlea 7 Montgomery, L.M. Random House

Anne of Green Gables 7 Montgomery, L.M. Random House

Anne of the Island 7 Montgomery, L.M. Random House

Ballet Shoes 5 Streatfeild, N. Random House

Baseball's Greatest Pitchers 4 Kramer, S. Random House

Bravest Dog Ever, The True Story of Balto 2 Standiford, N. Random House

Be First in the Universe 4 Spinner, S. Random House



Born to Be Wild 3 Spinner, S. Random House

Christopher Columbus 2 Krensky, S Random House

Damosel: In Which the Lady of the Lake Renders a Frank & Often Startling Account

5 Spinner, S. Random House

Dinosaurs: A Nonfiction Companion to Dinosaurs Before Dark

5 Osborn, W. Random House

Dinosaur Days 2 Milton, J. Random House

Dolphins 2 Standiford, N. Random House

Dolphins and Sharks: A Nonfiction Companion to Dolphins at Daybreak


Emperor's Birthday Suit, The 3 Wheele, Cindy Random House

Emily's Quest 7 Montgomery, L.M. Random House

Giver, The 5 Lowry, L. Random House

Hannah 4 Whelan, G. Random House

Headless Horseman 2 Standiford, N. Random House

Hitchhiker's Guide to the Galaxy, The 6 Adams, D. Random House

Hungry, Hungry, Sharks 2 Cole, J. Random House

Jackie Robinson 4 O'Conner, J. Random House

Kid in the Red Jacket, The 3 Park, B. Random House

Kidnapped at Birth? (Marvin Redpost #1) 2 Sachar, L. Random House

King Arthur’s Courage 2 Spinner, S. Random House

Knights and Castles: A Nonfiction Companion to the Knight the of the Dawn


Little Sure Shot: The Story of Annie Oakley 3 Spinner, S Random House

Magic of Merlin, The 3 Spinner, S Random House

Magic Tree House #19: Tigers at Twilight 3 Osborn, M. Random House

Magic Tree House #24: Earthquake in the Early Morning

3 Osborn, M. Random House

Magic Tree House #25: Stage Fright on a Summer Night


Magic Tree House #26: Good Morning, Gorillas




Magic Tree House #27: Thanksgiving on Thursday


Magic Tree House #28: High Tide in Hawaii 3 Osborn, M. Random House

Mare for Young Wolf, A 2 Shelfelman, J. Random House

Maze Runner, The 5 Dashner, J. Random House

Messenger 4 Lowry, L. Random House

Moonwalk: The First Trip to the Moon 4 Donnelly, J. Random House

Most Beautiful Place in the World 4 Cameron, A. Random House

Mummies and Pyramids: A Nonfiction Companion to Mummies in the Morning


Nutcracker, The 5 Spinner, S. Random House

Phantom Tollbooth, The 7 Juster, N. Random House

Pilgrims: A Nonfiction Companion to Thanksgiving on Thursday


Polar Bear and the Arctic: A Nonfiction Companion to Polar Bears Past Bedtime


Pompeii Buried Alive 2 Kunhardt, E. Random House

Quicksilver 5 Spinner, S. Random House

Quiver 5 Spinner, S. Random House

Rain Forests: A Nonfiction Companion to Afternoon on the Amazon


Silver 4 Whelan, G. Random House

Space: A Nonfiction Companion to Midnight on the Moon


Spotlight for Harry, A 3 Kimmel, E. Random House

Titanic: A Nonfiction Companion to Tonight on the Titanic


To the Top: Climbing the Highest Mountain 4 Kramer, S. Random House

Trojan Horse, The 3 Little, E. Random House

True Story of Pocahontas, The 2 Penner, L. Random House

Tsunamis and Other Natural Disasters: A Nonfiction Companion to High Tide in


Tut's Mummy 3 Donnelly, J. Random House



Twisters 3 Penner, L. Random House

Twisters and Other Terrible Storms: A Nonfiction Companion to Twister on


Uno: Blue-Ribbon Beagle 2 Spinner, S. Random House

Whales: The Gentle Giants 2 Milton, J. Random House

Where the Red Fern Grows 6 Wilson, R. Random House

Who Was Annie Oakley 5 Spinner, S Random House

Why Pick On Me? (Marvin Redpost #2) 2 Sachar, L. Random House

Roaring Book Press

Let it Begin Here! April 19, 1775, the Day the American Revolution Began

5 Brown, D. Roaring Book Press

Rourke Publishing LLC.

Storms 3 O'Hare, T.Rourke Publishing LLC.

Scholastic

13 Scary Ghost Stories 4 Carus, M. Scholastic

39 Clues: The Maze of Bones 4 Riordan, R. Scholastic

39 Clues: One False Note 4 Riordan, R. Scholastic

39 Clues: The Sword Thief 4 Riordan, R. Scholastic

39 Clues: Beyond the Grave 4 Riordan, R. Scholastic

39 Clues: The Black Circle 4 Riordan, R. Scholastic

39 Clues: In Too Deep 4 Riordan, R. Scholastic

39 Clues: The Viper's Nest 4 Riordan, R. Scholastic

39 Clues: The Emperor's Code 5 Riordan, R. Scholastic

39 Clues: Storm Warning 4 Riordan, R. Scholastic



39 Clues: Into the Gauntlet 4 Riordan, R. Scholastic

A Cheese-Colored Camper 3 Stilton, G. Scholastic

Abraham Lincoln: A Great President, A Great American

2 Findley, V. Scholastic

Allie Finkle's Rules for Girls, Moving Day 5 Cabot, M. Scholastic

Amazing Life of Benjamin Franklin 6 Giblin, J.C. Scholastic

Amber Brown is Not a Crayon 3 Daniziger, P. Scholastic

Amber Brown Wants Extra Credit 3 Danziger, P. Scholastic

Among the Hidden 5 Haddix, M. Peterson Scholastic

Anastasia: The Last Grand Duchess 5 Meyer, C. Scholastic

At the Edge: Daring Acts in Desperate Times 6 Verstraete, Larry Scholastic

B Magical: The Missing Magic 4 Connor, L. Scholastic

B Magical: The Trouble with Secrets 4 Connor, L. Scholastic

Baby-sitters' Island Adventure 3 Martin, A.M. Scholastic

Because of Winn-Dixie 4 DiCamillo, K. Scholastic

Betsy Ross 4 Wallner, A. Scholastic

Betsy Ross: The Story of Our Flag 2 Chanko, Pamela Scholastic

Beyond the Grave 4 Riordan, R. Scholastic

BFG? 5 Dahl, R. Scholastic

Black Circle, The 4 Riordan, R. Scholastic

Blizzard: The Storm that Changed America 7 Murphy, Jim Scholastic

Boxcar Children 3 Warner, G.C. Scholastic

Buddy, The First Seeing Eye Dog 3 Moore, E. Scholastic

Call of the Wild 8 London, J. Scholastic

Call of the Wolves, The 5 Murphy, Jim Scholastic

Cam Jansen: And the Mystery of the Babe Ruth Baseball

3 Adler, D. Scholastic



Can't you make them Behave, King George? 4 Fritz, J. Scholastic

Catching Fire-Hunger Games Trilogy 5 Collins, S. Scholastic

Chalk Box Kid, The 3 Bulla, C.R. Scholastic

Chimpanzees I Love, The 6 Goodall, Jane Scholastic

Chocolate Touch 4 Catling, P. Scholastic

Corner of the Universe, A 6 Martin, A. Scholastic

Cruisers, The 5 Myers, Walter Dean Scholastic

Dark Hills Divide, The (Land of Elyon #1) 6 Carman, Patrick Scholastic

Dark is Rising, The 7 Cooper, S. Scholastic

Dog's Life, A-The Autobiography of a Stray 5 Martin, A. Scholastic

Dogsong 5 Paulsen, G. Scholastic

Esperanza Rising 5 Ryan, Pam Munoz Scholastic

Everything on a Waffle 5 Horvath, P. Scholastic

Family Under the Bridge, The 4 Carlson, N. Savage Scholastic

Face on the Milk Carton 6 Cooney, C. Scholastic

Five Brave Explorers 4 Hudson, W. Scholastic

Five True Dog Stories 2 Davidson, M. Scholastic

Five True Horse Stories 2 Davidson, M. Scholastic

Forty Acres and Maybe a Mule 6 Robinet, H. Gillem Scholastic

Four Mice Deep in the Jungle 3 Stilton, G. Scholastic

Fourth Grade Rats 4 Spinelli, J. Scholastic

Geronimo and the Gold Medal Mystery 5 Stilton, G. Scholastic

Geronimo Stilton Secret Agent 3 Stilton, G. Scholastic

Ghosts Beneath our Feet 4 Ren Wright, B. Scholastic

Ghosts of Mercy Manor, The 4 Ren Wright, B. Scholastic



Girl Named Helen Keller, A 2 Lundell, M. Scholastic

Harry Potter and the Chamber of Secrests 5 Rowling, J.K. Scholastic

Harry Potter and the Deathly Hallows 6 Rowling, J.K. Scholastic

Harry Potter and the Goblet of Fire 6 Rowling, J.K. Scholastic

Harry Potter and the Half-Blood Prince 7 Rowling, J.K. Scholastic

Harry Potter and the Order of the Phoenix 7 Rowling, J.K. Scholastic

Harry Potter and the Prisoner of Azkaban 5 Rowling, J.K. Scholastic

Harry Potter and the Sorcerer's Stone 5 Rowling, J.K. Scholastic

Heat 5 Lupica, M. Scholastic

Helen Keller 3 Davidson, M. Scholastic

Hiroshima 4 Yep, Laurence Scholastic

Hunger Games, The-Hunger Games Trilogy 5 Collins, S. Scholastic

If You Grew Up with Abraham Lincoln 3 McGovern, A. Scholastic

I Have a Dream the Story of Martin Luther King

4 Davidson, M. Scholastic

I Survived: The Sinking of the Titanic, 1912 3 Tarshis, L. Scholastic

I’m Too Fond of My Fur 3 Stilton, G. Scholastic

In Too Deep 4 Riordan, R. Scholastic

Into the Land of the Unicorn 6 Coville, B. Scholastic

Island of the Blue Dolphins 5 O'Dell, S. Scholastic

Karate Mouse, The 4 Stilton, G. Scholastic

Little House in the Big Woods 5 Wilder, L. I. Scholastic

Littles, The 3 Peterson, John Scholastic

Long Way From Chicago, A 5 Peck, R. Scholastic

Louis Braille the Boy Who Invented Books for the Blind

3 Davidson, M. Scholastic

King of the Wind-the Story of the Godolphin Arabia

5 Henry, M. Scholastic



Magic Tree House #2: Night At Dawn, The 2 Osborn, J. Scholastic

Magic Tree House #3: Mummies in the Morning

2 Osborn, J. Scholastic

Magic Tree House #15: Viking Ships at Sunrise

3 Osborn, M. Scholastic

Magic Tree House #18: Buffalo Before Breakfast


Magic Tree House #20: Dingoes at Dinnertime


Magic Tree House #21: Civil War on Sunday


Magic Tree House #22: Revolutionary War on Wednesday


Maze of Bones, The 4 Riordan, R. Scholastic

Miracles on Maple Hill 4 Sorenson, V. Scholastic

Mockingjay 5 Collins, S. Scholastic

Mouse Island Marathon, The 3 Stilton, G. Scholastic

Ms. Coco Is Loco 3 Gutman, D. Scholastic

My Name is Stilton, Geronimo Stilton 3 Stilton, G. Scholastic

My Side of the Mountain 5 George, J. Craighead Scholastic

Mysterious Cheese Thief, The 3 Stilton, G. Scholastic

Mystery on October Road 3 Herzig, A. Scholastic

Niagara Falls, or Does It? 4 Winkler, H. Oliver, L Scholastic

Nory Ryan's Song 4 Giff, P. Reilly Scholastic

One False Note 4 Riordan, R. Scholastic

Osceola, Memories of a Sharecropper's Daughter

5 Govenar, A. Scholastic

Owen and Mzee 6 Hatkoff, Isabella Scholastic

Paws Off, Cheddarface! 3 Stilton, G. Scholastic

Picture of Freedom - The Diary of Clotee, A Slave Girl, A

4 McKissack, Patricia C. Scholastic

Rascal 7 North, S. Scholastic

Race Across America, The 4 Stilton, G. Scholastic



Raven's Gate 4 Horowitz, A. Scholastic

Riding Freedom 4 Ryan, Pam Munoz Scholastic

Sadako and the Ten Thousand Paper Cranes 5 Coerr, E. Scholastic

Shiloh 5 Naylor, P. Reynolds Scholastic

Skylark 3 MacLachlan, P. Scholastic

Sounder 5 William, A. Scholastic

Squanto Friend of the Pilgrims 3 Bulla, C.R. Scholastic

Star Wars, Episode I: The Phantom Menace 5 Wrede, P. Scholastic

Star Wars, Episode II: Attack of the Clones 5 Wrede, P. Scholastic

Star Wars, Episode III: Revenge of the Sith 5 Wrede, P. Scholastic

Storm Warning 4 Riordan, R. Scholastic

Story of George Washington Carver 4 Moore, E. Scholastic

Stranger Next Door, The 4 Kehret, P. Scholastic

Summer of the Swans 5 Byars, Betsy Scholastic

There's a Boy in the Girls' Bathroom 3 Sachar, L. Scholastic

They Led the Way 14 American Women 4 Johnston, J. Scholastic

Tornadoes 4 Hopping, L. Scholastic

True Stories of the 2nd WW 8 Doswell Scholastic

Voyage on the Great Titanic: The Diary of Margaret Ann Brady

6 White, E.E Scholastic

Wanted Dead or Alive: The True Story of Harriet Tubman

3 McGovern, A. Scholastic

Walk Two Moons 4 Creech, S. Scholastic

We Shall Not Be Moved 8 Dash, Joan Scholastic

Who Ran my Underwear up the Flagpole 4 Spinelli, J. Scholastic

Will you Sign Here, John Hancock? 4 Fritz, J. Scholastic

Witches, The 5 Dahl, R. Scholastic



Wedding Crasher 3 Stilton, G. Scholastic

Wright Brothers, The 5 Sullivan, G. Scholastic

Simon & Schuster

Chains 5 Anderson, L. Simon & Schuster

Full Tilt 5 Shusterman, N. Simon & Schuster

Hatchet 5 Paulsen, G. Simon & Schuster

I’m a Manatee 3 Lithgow, J. Simon & Schuster

Marsupial Sue 3 Lithgow, J. Simon & Schuster

Marsupial Sue Presents: “The Runaway Pancake”

3 Lithgow, J. Simon & Schuster

Old Man and the Sea, The 5 Hemingway, E. Simon & Schuster

Pinky and Rex 3 Howe, J. Simon & Schuster

Remarkable Farkle McBride, The 4 Lithgow, J. Simon & Schuster

Silverwing 4 Oppel, Kenneth Simon & Schuster

Unwind 5 Shusterman, N. Simon & Schuster

Westing Game, The 6 Raskin, E. Simon & Schuster

White Water 3 Petersen, P.J. Simon & Schuster

Yearling, The 5 Rawlings, Marjorie Simon & Schuster

Sleeping Bear Press

Happy Birthday to You!: The Mystery Behine the Most Famous Song in the World

5 Raven, Margot Theis Sleeping Bear Press

Square Fish

The Adoration of Jenna Fox 3 Pearson, Mary Square Fish





St. Martin's Press

And Then There Were None 7 Christie, A. St. Martin's Press

Steck-Vaughn

Young Martin's Promise 3 Myers, W.D. Steck‑Vaughn

Sterling Publishing

Heidi 8 Spyri, J. Sterling Publishing

Stone Arch Books

Shipwreck! A Survive! Story 3 Maddox, Jake Stone Arch Books

Sunburst

Green Book, The 6 Walsh, J.P. Sunburst

Tom Doherty Associates

Ender’s Game 5 Card, O.S.Tom Doherty Associates

Thomas Nelson, Inc.

Case of the Birthday Bracelet, The 5 Hunt, Angela E. Thomas Nelson Inc.

Trophy

Catherine Called Birdy 6 Cushman, K. Trophy



Trumpet

Best Christmas Pageant Ever 5 Robinson, B. Trumpet

Borrowers, The 5 Norton, M. Trumpet Club

Picture Book of Amelia Earhart, A 5 Adler, D. Trumpet

Picture Book of Anne Frank, A 4 Adler, D. Trumpet

Picture Book of Benjamin Franklin, A 4 Adler, D. Trumpet

Picture Book of Helen Keller, A 3 Adler, D. Trumpet

Borrowers, The 5 Norton, M. Trumpet

Usborne Books

Titanic 5 Clayborne, A. Usborne Books

Viking

Marco? Polo! 3 Scieszka, J. Viking

Me Oh Maya 3 Scieszka, J. Viking

Thy Friend Obadiah 3 Turkle, B. Viking

Walker's Childrens Paperbacks

All For One 2 Murphy, JillWalker's Childrens Paperbacks

Yearling Books

Almost Starring Skinnybones 4 Park, B. Yearling Books

Beast in Ms. Rooney’s Room, The 2 Giff, P. Yearling Books

Black Cauldron, The (Prydain Chronicles #2) 5 Alexander, L. Yearling Books

Book of Three, The (Prydain Chronicles #1) 5 Alexander, L. Yearling Books



Castle in the Attic 6 Winthrop, E. Yearling Books

Castle of Llyr, The (Prydain Chronicles #3) 5 Alexander, L. Yearling Books

Chocolate Fever 4 Smith, R.K. Yearling Books

Fig Pudding 3 Fletcher, R. Yearling Books

Freckle Juice 3 Blume,J. Yearling Books

Fudge‑A Mania 3 Blume,J. Yearling Books

Harriet the Spy 4 Fitzhugh, L. Yearling Books

High King, The (Prydain Chronicles) 6 Alexander, L. Yearling Books

How to Eat Fried Worms 3 Rockwell, T. Yearling Books

Incredible Journey 7 Burnford. S Yearling Books

More Stories Julian Tells 2 Cameron, A. Yearling Books

Night Crossing, The 5 Ackerman, K. Yearling Books

Otherwise Known as Sheila the Great 3 Blume,J. Yearling Books

River, The 5 Paulsen, G. Yearling Books

Sign of the Beaver 4 Speare, Elizabeth George Yearling

Stories Julian Tells 3 Cameron, A. Yearling Books

Superfudge 3 Blume,J. Yearling Books

Tales of a Fourth Grade Nothing 3 Blume,J. Yearling Books

Taran the Wander (Prydain Chronicles) 6 Alexander, L. Yearling Books

Trouble with Tuck, The 5 Taylor, T. Yearling Books

War With Grandpa, The 3 Smith, R.K. Yearling Books

When My Name Was Keoko 4 Park, Linda S. Yearling Books

Who Stole the Wizard of Oz? 3 Avi Yearling Books Witch of Blackbird Pond, The 5 Speare, E.G. Yearling Books


Insert tab at this point TAB: Lesson Plans & Binder Forms

Lesson Plans & Student

Binder Forms

Tutor _________________________________ Next Steps Lesson Plan Lesson #_______ Student(s)___________________________________________________ Date______________ Grade Level __________

(1:1 – 25 minutes) (Group – 22 minutes)

□Word Bank

Comments:

High frequency words that present difficulty

Assisted Reading Title_____________________ p. ________ Publisher________________ Level_________ □Preview Text

□Echo Read p. ______ to p. ______

□Partner Read / Solo Read p. _____ to p. _____

□Comprehension Work

□Rate & Accuracy Check (0:00 ) p._______ (100 Words) Rate: _____min. _____ sec. = ______ wpm Accuracy: _______% □Continue Partner or Solo Reading & Comprehension Work

BUMP-UP in text 1. Mark a 100 word passage in the text you plan to use for assisted reading. Do not use echo pages. 2. Time how long it takes focus student to read that portion. Count errors. 3. Calculate wpm. Total the number of errors made. (Beginning at G2-Mid Self Corrections DO count as errors.) 4. Use criteria below. 5. To BUMP-UP a singleton student, the student must meet this criteria 2 out of 3 trials from stories at the end of the basal or 2 different trade books from the same level. 6. To BUMP-UP a group, at least 2 of 3 students must meet criteria. If 1 student does not, that student must score 90% accuracy and within 5 wpm of the rate criterion for that level.

Text Level Basal:

Accuracy Rate

G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm G2-End……...……… 93% at least 80 wpm Trade Books: 2E, 2M, 2D………...

93%

at least 80 wpm

3E………………….. 93% at least 80 wpm 3M…………………. 93% at least 90 wpm 3D…………………. 93% at least 100 wpm 4E…………………. 93% at least 95 wpm 4M………………… 95% at least 105 wpm 4D…………………. 95% at least 110 wpm

☞Remember: When student(s) exit G2-End Basal, move to 2E, then 2M, then 2D Trade Books.

(1:1 – 13 minutes) (Group – 13 minutes) Word Study

□ Sort____________________________ Anchors ________ ________ ________ _________ # of Sessions in this Sort______ □ Intro lesson □ Random Check

□ Memory

□ Spelling (5 words):

□ Say It – Match It – Check It

Word Study √ Data S________________ # correct __________ # errors __________ S________________ # correct __________ # errors __________ S________________ # correct __________ # errors __________

BUMP-UP in word study

1. Word Study √s begin with Mixed Short Vowels and continue through Vowel Patterns. 2. Word Study √s must be cold. 3. Randomize a deck of at least 40 words, sampling all current patterns. 4. Set timer for 1 minute. (1:00 ) 5. Student must read “off the deck.” 6. Sort into 2 piles: Automatic / Incorrect or Hesitation 7. Criteria: At least 35 words correct in 1 minute with no more than 3 errors. 8. When all students meet the criteria....BUMP UP☺

Notes

□ Sentence Stem

(1:1 – 6 minutes) (Group – 9 minutes) Repeated Reading (2:00 ) Focus Student _____________________________ Title__________________________ p. ______ Level_____________

Repeated Reading Protocol 1. Count 200 words in previously read text. 2. Set timer(s) for 2:00. 3. Start w/ F. Student. Stagger start students every 10 sec. 4. Each student marks last word. 5. All Students repeat as above for Trial 2. 6. Focus S.: T. graphs words read & errors made. Other S. graph only words read. 7. Retire passage after 4 trials, total.

University of Utah Reading Clinic 3/6/2020 MB

NEXT STEPS COACHING FORM

Observation #______ Tutor_________________________________ School___________________________________________

Lesson #_______ Student(s) __________________________________ Grade_____ Date__________ Observer________________

ASSISTED READ (1:1 25 minutes) (Group 22 minutes) Comments: WORD BANK

READING of New Material

Title_____________________________ p._____ Level_________

RATE & ACCURACY ________min. _________ sec. = ________ wpm Accuracy: ________%

WORD BANK

PREVIEW

Text Content

Challenging Words ECHO READING

COMPRENSION QUESTIONS

Prosody Echo

Appropriate assistance for unfamiliar

words (e.g. wait time)

RATE AND ACCURACY

WORD STUDY (1:1 13 minutes) (Group 13 minutes)

Sort __________________________________ Spelling (5 words)

Sentence Writing

Generated sentence

______________________________________

Student wrote

______________________________________

SORT

Correct Anchors

T. question 1x per column (vowel

pattern? vowel sound?)

Random Check

MEMORY

Question S. justify the match

SPELLING

Monitor and Correct

Say It–Match It– Check It

USE STEM SEQUENCE

S. repeats sentence- Counts words on

finger

S. says word, writes word

Monitor and correct

S. points & rereads before

continuing to next word

S. points & rereads sentence when

sentence is complete

FLUENCY WORK (1:1 7 minutes) (Group 10 minutes)

Re-read a portion of recently read text Title_____________________________ p.______ Level_____________

2 TIMINGS – 2 MINUTES EACH

Corrective Feedback

CHARTING

LESSON EXECUTION

Feedback Only (1st Observation)

Satisfactory ( all bolded items)

To Certify: Two satisfactory observations, one of

which must be the final observation.

S. on task/engaged

LESSON PLAN PREPARED

PRIOR TO LESSON

Completed previous Lesson Plans,

available for review

Implementation of previous feedback

©University of Utah Reading Clinic Revised 08/14/2020 MB

UURC Bump Up Criteria

University of Utah Reading Clinic: Revised 9/3/21 KCP

Passage Level Bump Up Acc. (%)

Bump Up Rate (WPM)

End K N/A N/A G1-Oct (ES5) 90 ≥ 20

G1-Mar 93 ≥ 30 G1-End 93 ≥ 40 G2-Mid 93 ≥ 60G2-End 93 ≥ 80

3E 93 ≥ 803M 93 ≥ 90 3D 93 ≥ 100 4E 93 ≥ 954M 94 ≥ 100 4D 95 ≥ 105 5E 95 ≥ 1105M 96 ≥ 115 5D 97 ≥ 120 6E 94 ≥ 1106M 94 ≥ 113 6D 96 ≥ 117 7E 96 ≥ 1207M 96 ≥ 123 7D 96 ≥ 127 8E 97 ≥ 1308M 97 ≥ 135 8D 97 ≥ 140

University of Utah Reading Clinic

Spelling & Sentence Stem Book

(Student Name)


Spelling & Sentence Stem Book

(Student Name)

Dolch Sight Word List Listed below are 220 of the most common words in children’s reading books, in alphabetical order. These words are often called “sight words” because some of them can’t be sounded out, and need to be learned by sight.

University of Utah Reading Clinic (revised) 5/30/14 Derived from: Dolch, E.W. (1936). A Basic Sight Word Vocabulary. Elementary School Journal, 36, 456-460.

October of First March of First End of First Second Third a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow you

all am are at ate be black brown but came did do eat four get good have he into like must new no now on our out please pretty ran ride saw say she so soon that there they this too under want was well went what white who will with yes

after again an any as ask by could every fly from give going had has her him his how just know let live may of old once open over put round some stop take thank them then think walk were when

always around because been before best both buy call cold does don’t fast first five found gave goes green its made many off or pull read right sing sit sleep tell their these those upon us use very wash which why wish work would write your

about better bring carry clean cut done draw drink eight fall far full got grow hold hot hurt if keep kind laugh light long much myself never only own pick seven shall show six small start ten today together try warm

Next Steps High Frequency Sentence Stems Sequence

Pacing = move when student spells sentence stem correctly 3x without assistance.


1. Here are my __________.

2. Here is your __________.

3. They are __________.

4. They saw __________.

5. They saw your _________ .

6. They said ___________.

7. Who said __________?

8. What did you __________?

9. What is your __________?

10. What will they __________?

11. Put your _________ away.

12. Put every __________ away.

13. Every __________will come.

14. She was ____________.

15. That was ___________.

16. ___________ was here.

17. Why are you ____________?

18. Why were you ___________?

19. Who does the ____________?

20. Who could _____________?

21. Where could they __________?

22. Where does Mrs. _______ live?

23. What does Ms. _______ want?

24. You don’t want to __________,

25. They don’t want ___________.

26. Does he have any __________?

27. Could she make any ________?

28. How is your ____________?

29. How should she ____________?

30. Could we ____________again?

31. We shouldn’t _________ again.

University of Utah Reading Clinic: 4/13/06

Word Bank Words

A

B C

D

E-F

G H

I

J

K L

M

University of Utah Reading Clinic: 4/13/06

N

O P

Q-R

S

S T

T

U-V

W W

X-Y-Z

Name

NEXT STEPS Book List Record Sheet

Date

Level

Rate &

Accuracy

ASSISTED READING

Date

Level

Rate &

Accuracy

ASSISTED READING

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A.. A.

R. R.

A.. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

R. R.

A. A.

©University of Utah Reading Clinic, Revised 200530 MB


NAME___________________________

WORD SORT LOG

Onset + Vowels

Sort

Date

Sort

Date

Mixed Short Vowels

Sort

Date

Sort

Date


Vowel Patterns

Sort

Date

Sort Date


-ed Endings

Sort

Date

Sort

Date

Insert Tab at this point TAB: Word Study Materials

UURC 10-29-13 KJB 1

UURC Word Study Wisdom 1. Think of Word Study as musical scales or athletic drills for reading. Your student needs to become automatic at identifying and spelling words, and you can help that happen by being well-prepared, succinct in your verbiage, consistent with your prompts, positive, and enthusiastic. 2. Some tutors worry that students will be bored by doing the same activities every day. Most won’t and those who say they are bored would issue such a criticism for any activity that included reading. Remember: Our Word Study Sequence targets your student’s instructional level and provide just the right amount of challenge. That in itself is motivating. And, if you keep your pacing brisk and enthusiastic, most students will respond in kind. 3. This is your student’s time to be immersed in high-quality, research-based instruction designed to help him/her ‘break the reading/spelling code.’ There is an inverse relationship between the amount of time you talk and the amount of time the student reads and spells words. Consciously reduce/limit the amount of ‘teacher talk’ you allow yourself. Save ‘bonding’ and ‘stories’ for before and/or after the lesson. 4. Your Word Study prompts should be succinct and consistent to let your student know exactly where you want him/her to be (location) and what you want him/her to do (behavior). Example: “Start at the top. Point and read, please.”

Example: “Watch my pencil. The vowel pattern is…?”

5. Set high expectations for good manners and academic language by modeling both for your student. Ask your student to use both as often as possible. Example: “Justify that, please!” Example: “Thank you for making our matrix.” 6. As you and your student proceed, utilize your ES Word Study Sequence to determine which anchors and cards to pull from your kits, as well as when to conduct Word Study Checks to evaluate mastery.

UURC 10-29-13 KJB 2

7. You will quickly see that we consider tapping to be a very important word identification strategy. Again, your modeling, guidance, and enthusiasm can play a large part in helping your student to adopt this reliable method for successfully reading unfamiliar words. 8. Don’t flog a tired horse! If your student is struggling with a particular concept or word, make 3 attempts (total), tell him/her the word, and try again another day!

UURC 10-29-13 KJB 3

Definitions A, e, i, o, and u are always vowels in written English. When ‘y’ begins a word or syllable, it is a consonant (e.g., yellow, backyard), but positioned at the end of a word, it is a vowel (e.g., ‘happy,’ ‘cry’). All other English letters are consonants. The acronym CVC refers to a 3 letter word that begins with a consonant, has a vowel in the middle position, and ends with a consonant (e.g., cup, sit, mom). A phoneme is the smallest sound in a language that can be spoken. For example /p/, /ch/, /m/, and /ā/ are phonemes used in spoken English. Backslashes surrounding a letter indicate sound, rather than letter name. A grapheme or letter is a symbol for a phoneme (e.g., ‘p,’ ‘ch,’ ‘m,’ and ‘a,’ ‘ay,’ ‘ai’ are graphemes. An onset comes before the vowel in a single syllable. For example,‘s’ is the onset in ‘sad’ and ‘st’ is the onset in ‘stop.’ Not all syllables have an onset (e.g., ‘at,’ ‘is,’ ‘own’). A blend refers to two consonants in sequential position with each consonant retaining its own sound (e.g., flat, bend). When tapping a blend, each sound receives its own finger tap. A digraph refers to two letters in sequential position that combine to make only 1 sound (e.g., chin, hush, soil). A digraph receives only 1 finger tap.

Vowel Patterns & Related Vowel Phonemes Core A Patterns: a-consonant says /ă/ ex.: hat, map a-consonant-e says /ā/ ex.: name, lake a-r says /r/ ex.: jar, farm a-i says / ā / ex.: rain, tail

Core I Patterns: i-consonant says /ĭ/ ex.: pig, lip i-consonant-e says /ī/ ex.: bike, five i-r says /ur/ ex.: girl, dirt i-g-h says / ī / ex.: night, light

Core O Patterns: o-consonant says /ŏ/ ex: mom, pot o-consonant-e says /ō/ o-r says /or/ o-a says /ō/

ex.: ex.: ex.:

rope, nose horn, fork soap, road

Core E Patterns: e-consonant says /ĕ/

ex.:

web, bell

e-e says /ē/ e-r says /ur/ e-a says /ē/

ex.: ex.: ex.:

feet, seed her, germ leaf, heat

Core U Patterns: u-consonant says /ŭ/

ex.:

sun, cup

u-consonant-e says /ū/ u-r says /ur/ u-e says /oo/

ex.: ex.: ex.:

cute, dude fur, burn glue, true

4

UURC 10-29-13 KJB 5

Mixed Short Vowel Work (2 dot words): Next StepsSM (NS) Word Study

Note: all Next Steps students must start with this portion of the Next Steps Word Study Sequence—even teen-agers whom you may think don’t need it. You will be surprised how confused even older students are about short vowel sounds. That said, you may only need to spend 3 or 4 days here, enough time to try the most difficult words with blends and digraphs, and to be sure that the student can articulate the vowel patterns and vowel sounds. Then, you may conduct a Word Study Check with all 5 vowels and determine if your student is ready to move onto to Vowel Pattern Word (3 dot words). Materials: - pencil for student; pencil for tutor - a, i, o, and e mixed short vowel anchors & CVC word cards. No blends (e.g.,. stop, bend) or digraphs (e.g., chop, sick) on Day 1. - student spelling notebook with lined paper Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: NS Mixed Vowel Sort 1. Place the following anchors horizontally next to one another.

2. Say, “Point and read these anchors, please.” Student responds. Difficulty? Suggest tapping.

UURC 10-29-13 KJB 6

3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “The letter ‘a’ is a vowel. It says /ă/. What does it say? Student answers. 4. Do the same for i, o, and e. 5. Place ‘job’ in front of the student. Ask, “Where does this go?” Student should place card below ‘mom.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column. Difficulty? Point out that both words contain the vowel ‘o,’ so the new card goes under ‘mom.’

6. Say, “Point and read, please.” Student points down that column while reading each word aloud. Continue with other word cards as above. The first time the student has difficulty reading a word, it is time to teach tapping. Tapping is a very important blending strategy for beginning readers. Read the directions below and practice ahead of time so that you are ready when opportunity strikes! Introduce tapping without word cards. Hold up your right hand and wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the fingers want to touch home base.” Ask the student to do the same. Show your student how you can tap each finger to the thumb individually (left to right, from forefinger to pinky), saying “Tap. Tap. Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish.

UURC 10-29-13 KJB 7

Have your student practice tapping each finger to the thumb individually (left to right, from forefinger to pinky) until s/he can do this reasonably well. 1. tap forefinger 2. then, middle finger 3. ring finger 4. then, all 3 at once Next, hold your right hand below a CVC word card (e.g., win) and show the student how you can tap each sound in the word, 1 finger at a time, and then say the whole word while joining all the fingers at once to the thumb.

1. /w/ 2. /ĭ/ 3. /n/ 4. win

From now on, when the student cannot readily identify a word during Sort, Fast Pencil, Memory, or even when reading text, instruct the student to ‘tap’ as described above. 7. If your student can read and point down the column easily, build a 4x4 matrix with just CVC (consonant-vowel-consonant) words—no words with blends or digraphs, yet.

UURC 10-29-13 KJB 8

If your student experiences difficulty, drop back to a 2x2 or 2x3 matrix with just ‘hat’ and ‘pig’ anchors. You can build a 4x4 matrix over successive lessons. 8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Repeat as above with the ‘pig,’ ‘mom,’ and ‘red’ columns. Day 2+ NS Mixed Vowel Sort Always use the same anchor cards in the order suggested by the NS Sequence . Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may be new to reflect the student’s previous success. You should introduce words with blends (e.g., glad, dust) and digraphs (e.g., when, hush) as soon as the student is quite successful with CVC words (e.g., job) in a 4x4 Sort. Difficulty? Suggest tapping!

UURC 10-29-13 KJB 9

Each day as you finish the Sort, for each column ask “What is the vowel pattern here? What is the vowel sound?” NS Mixed Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to 6-7 words in random order. 3. Suggest tapping as needed. NS Mixed Vowel Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “Read that word.” Student responds. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant while saying “o-consonant…” - then pointing then back to the vowel a final time stating “…says /ŏ/.” Do this for both cards in the match.

UURC 10-29-13 KJB 10

7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose when you play NS Memory, but do so convincingly! Win a game occasionally to keep things “real!” NS Mixed Vowel Spelling 1. Choose 5 word cards you used in the Sort. Choose 2 easier words, and 3 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: - say the word - use the word at the end of a short sentence - ask “What word?” Student repeats word. Example: “The word is win. I hope I win. What’s the word?” Student repeats word. Say, “Write win.” 3. Continue as above for remaining 3 words. 4. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘sick’ for ‘stick’ say, “The word is stick. Say stick.” Student responds. 5. Show the tapping motion or say, “Tap.” When the student taps /s/-/t/, stop him/her at that sound and ask, “What says /t/? Student responds. Ask, “What do you need to put there?” Student responds and fixes word.

1 2

3

UURC 10-29-13 KJB 11

6. Now, use the procedures below to model for your student how to “Say It. Match It. Check It.” 7. After modeling, hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., w,w). Student finishes word using the same procedure (e.g., i,i…n,n), and then places a √ next to the word. 2. win √ 10. Repeat “Say It. Match It. Check It.” for remaining words. Moving Along in NS Mixed Short Vowel Work When your student can play Memory such that s/he is approximately 85% accurate, move to the next line in the NS Word Study Sequence (i, e, o, and u). You will need to retire 1 anchor, keep 3 anchors, and pull 1 new anchor, as well as related word cards. When your student is successful with i, o, e, and u, including some words with blends and digraphs, conduct a Word Study Check to determine if s/he is ready to move into the next phase of NS Word Study: Vowel Patterns (3 dot words). NS Word Study Check for Mixed Vowel Work 1. Randomize a deck of at least 40 words, sampling all 4 patterns, including words with blends and digraphs. Set your timer for 1 minute.

win

UURC 10-29-13 KJB 12

2. Hold cards in one hand. Start timer when student reads first card. Student reads off deck. Tapping is ok. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic No = Wrong or >3 Second Hesitation (Say correct word and move on) 4. Criteria: at least 35 words correct in 1 minute with no more than 3 errors. Meet or exceed? BUMP UP to Vowel Patterns. 5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW Mixed Short Vowel trouble areas.

UURC 10-29-13 KJB 13

Vowel Pattern Work (3 dot words): Next StepsSM Word Study

Materials: - pencil for student; pencil for tutor - a, a-e, ar, and ai vowel pattern anchors & word cards. No blends or digraphs on Day 1. - student spelling notebook with lined paper Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: NS Vowel Pattern Sort 1. Place ‘hat,’ ‘cake,’ ‘farm,’ and ‘rain’ anchors horizontally next to one another.

2. Say, “Point and read these anchors, please.” Student responds. 3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “a’ is a vowel. It says /ă/ in hat. What does it say? Student answers. 4. Point to ‘a’ in ‘hat’ and say, “In words like this, ‘a’ says /ă/ because it is the only vowel and it is closed off at the end by a consonant. 5. Continue, “But, in this word (point to the ‘a’ in ‘cake’), ‘a’ says /ā/ because it is followed by a consonant and then a silent ‘e’ (point to those letters).” 6. “And, in this word (point to the ‘a’ in ‘farm’), ‘a’ says /r/ because it is followed ‘r’ and the ‘r’ is bossy and won’t let the ‘a’ say its short or long sound (point to ‘r’).”

UURC 10-29-13 KJB 14

7. “And, in this word (point to the ‘a’ in ‘rain’), ‘a’ says /ā/ because it is followed by a silent ‘i’ (point to ‘i’).” 8. Place ‘jam’ in front of the student. Ask, “Where does this go?” Student should place ‘jam’ below ‘hat.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column.

Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ have vowels followed by ‘r’ or ‘i,’ so they belong in the same column. 5. Say, “Point and read, please.” Student points and reads down that column while reading each word aloud. 6. If your student can read and point down the column easily, build a 4x4 sort with just CVC (consonant-vowel-consonant) and CVCe (consonant-vowel-consonant-silent e) words—no words with blends or digraphs, yet.

If your student experiences a good deal of difficulty, shorten the Sort to 2x2 or 2x3 and then expand to a full 4x4 matrix over successive lessons.

UURC 10-29-13 KJB 15

8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant in ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Then, touch your pencil to the vowel, consonant, and ‘e’ in ‘cake’ and say, “Watch my pencil. This vowel pattern is a-consonant-e. 13. Repeat #12 above for the rest of the words in the ‘cake’ column. Say, “Say it with me: a-consonant-e… a-consonant-e…a-consonant-e.” 14. Go back up to the top of the ‘cake’ column, touch your pencil to the ‘a’ and then the ‘e’ in ‘cake’ and say, “Watch my pencil. The vowel sound is /ā/.” 15. Repeat #14 above for the rest of the words in the ‘cake’ column. Say, “Say it with me. /ā /… /ā/…/ā/.” 16. Then, touch your pencil to the ‘a,’ then the ‘r’ in ‘farm’ and say, “Watch my pencil. This vowel pattern is a-r. 17. Repeat #16 above for the rest of the words in the ‘farm’ column. Say, “Say it with me: a-r…a-r.” 18. Go back up to the top of the ‘farm’ column, use your pencil to circle the ‘ar’ in ‘farm’ and say, “The vowel sound is /r/. Say it with me: /r/… /r/…/r/.” 19. Finally, touch your pencil to the ‘a,’ then the ‘i’ in the ‘rain’ and say, “Watch my pencil. This vowel pattern is a-i.

UURC 10-29-13 KJB 16

20. Repeat #19 above for the rest of the words in the ‘rain’ column. Say, “Say it with me: a-i…a-i.” 21. Go back up to the top of the ‘rain’ column, use your pencil to circle the ‘ai’ in that column and say, “The vowel sound is /ā/…Say it with me: /ā/… /ā/…/ā/.” Day 2+ NS Vowel Pattern Sort Always use the same anchor cards. Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may change daily to reflect the student’s success. You should introduce words with blends (e.g., skate) and digraphs (e.g., shake) as soon as the student is quite successful with CVC words (e.g., job) in a 4x4 Sort. Each day as you finish the Sort, for each column ask, “What is the vowel pattern here? What is the vowel sound?” Difficulty? For CVC words, suggest tapping. But, for words with other patterns, ask the student to identify the pattern first. Then ask, “So what sound is this vowel going to make?” Student responds. Say, “Remember that sound. Now tap.” After 3 tries, try again next lesson. Another option is to reduce the size of the Sort. NS Vowel Pattern Fast Pencil 1. Say, “Let’s play Fast Pencil.” 2. Point to 6-7 words in random order.

UURC 10-29-13 KJB 17

3. Suggest tapping as needed. Remember if a word has a vowel-consonant-e pattern, ask the student to tell you the main vowel sound before s/he begins tapping. NS Vowel Pattern Memory 1. Ask the student to flip the cards face down, mix them up, and arrange a matrix. 3. You or the student chooses a card, flips it over and reads it aloud, tapping if necessary. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. Do not re-mix! 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant, then to ‘e’ while saying “a-consonant-e…” - then point back to the main vowel a final time stating “…says /ā/.” Do this for both cards in the match.

7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game.

1 2

4

3

UURC 10-29-13 KJB 18

NS Vowel Pattern Spelling 1. Choose 5 word cards you used in the Sort. Choose 2 easier words, and 3 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: “The word is name. Jean is my name. What’s the word?” 3. Student repeats word. Say, “Write name.” 4. Continue as above for remaining 4 words. 5. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘lak’ for ‘lake’ say, “The word is lake. Say lake.” Student responds. 6. Show the tapping motion or say, “Tap.” When the student taps /l/-/ā/, stop him/her at that point and ask, “What says /ā/? Student responds. Ask, “What do you need at the end of the word for the vowel to say its name?” Student responds and fixes word. 7. Next, the student should “Say It. Match It. Check It.” Hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., n,n). Student finishes word using the same procedure (e.g., a,a…m,m…e,e), and then places a √ next to the word. 10. Repeat “Say It. Match It. Check It.” for remaining words.

Moving Along in NS Vowel Pattern Work When your student can play Memory such that s/he is approximately 85% accurate, including some words with blends and digraphs, conduct

UURC 10-29-13 KJB 19

a Word Study Check to determine if s/he is ready to move to the next Vowel Pattern. (e.g., i, i-e, ir, and igh). NS Word Study Check for Vowel Pattern Work 1. Randomize a deck of at least 40 words, sampling all 4 vowel patterns, including words with blends and digraphs. Set your timer for 1 minute. 2. Hold cards in one hand. Start timer when student reads first card. Student reads off deck. Tapping is ok. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic No = Wrong or >3 Second Hesitation (Say correct word and move on) 4. Criteria: at least 35 words correct in 1 minute with no more than 3 errors. Meet or exceed? BUMP UP to next Vowel Pattern. 5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW Vowel Pattern trouble areas.


Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off label template (included) onto AVERY 8195. Word cards can be sorted into library pockets or snack size zip‐lock baggies. Label each library pocket or zip‐lock baggie with the printed labels. Place word cards into the corresponding library pocket. We suggest you separate each word sort section using tabbed dividers of colored cardstock. Organize pockets behind appropriate section divider & place in a container.

Next Steps Word Study Inventory & Kit Organization

Section 1 Divider: Mixed Short Vowels (●● two dot words)

hat back, cat, clap, had, has, glad, mad, map, ran, snack, that

pig hit, his, kid, lip, sick, ship, this, win, with

mom cost, chop, doll, drop, fox, hop, job, lost, rock, stop

red bed, bend, less, let, pet, sell, sled, step, tell, then, web, when

cup bug, bus, but, cut, dust, fun, hush luck, must, nut, shut, stub, truck

Section 2 Divider: Core Vowel Patterns of A (●●● three dot words) Vowel Patterns a_ (●●● three dot words)

Vowel Patterns a_e

(●●● three dot words) Vowel Patterns ar

(●●● three dot words) Vowel Patterns ai (●●● three dot words)

hat back bag band bat bath cap cast cat clap dad fan fast flag flat glad had hand ham jam last mad map math nap ran snap trap that

cake bake base brave chase face fake flame gate gave grape lake late made make name page rake safe same shake shape skate snake space state take tape trade

farm arm art bark barn car card cart dark dart far hard harm jar march mark park part shark spark sharp smart star starch start tar tart yard yarn

rain braid brain drain mail paid pail pain paint sail stain tail train wait

Section 3 Divider: Core Vowel Patterns of I (●●● three dot words) Vowel Patterns i_ (●●● three dot words)

Vowel Patterns i_e (●●● three dot words)

Vowel Patterns ir (●●● three dot words)

Vowel Patterns igh (●●● three dot words)

pig big fin fit fix flip gift grin hid hill him hit hip kick lick lid lip list mix pin print rib sick shin slim swim trip twin win

bike bite bride dime dive drive five glide gripe grime hide hike kite like life lime mine nice ride side shine slide smile spine time wide wife wipe white

girl birch bird birth chirp dirt fir firm first flirt mirth sir shirk shirt skirt smirk stir swirl thirst third twirl whirl whir

night bright fight flight fright high light might right sigh sight tight thigh

Section 4 Divider: Core Vowel Patterns of O (●●● three dot words) Vowel Patterns o_ (●●● three dot words)

Vowel Patterns o_e (●●● three dot words)

Vowel Patterns or (●●● three dot words)

Vowel Patterns oa (●●● three dot words)

mom chop chomp clock cloth dog doll dot drop fog flock floss frog hot job jog lock log lost mob nod pot pop soft shock shop stop top trot

rope bone broke choke close drove froze hole home hope joke poke pole probe mope mole nose note robe spoke stone stroke those woke

fork born cord cork corn force form fort horn morn north port porch pork sort short sport stork storm torn torch thorn

coat coach croak float goal goat groan soap load loaf road soak toast throat

Section 5 Divider: Core Vowel Patterns of E (●●● three dot words) Vowel Patterns e_ (●●● three dot words)

Vowel Patterns ee (●●● three dot words)

Vowel Patterns er (●●● three dot words)

Vowel Patterns ea (●●● three dot words)

red bed beg bell bench bend best bet blend chest deck desk fed fled get led left let men neck shed sled spend ten test web wed wept when

feet bee beef beep beet cheek deed deep feel free green greet jeep meet queen see seed sheet sweet speed sweep teen teeth tree tweed weed wheel

jerk clerk germ fern her herd nerd per perch perk perm pert stern term verb

meat beach beak cheap clean dream eat hear heat leaf meal speak team wheat

Anchor Words =


Section 6 Divider: Core Vowel Patterns of U (●●● three dot words) Vowel Patterns u_ (●●● three dot words)

Vowel Patterns u_e (●●● three dot words)

Vowel Patterns ur (●●● three dot words)

Vowel Patterns ue (●●● three dot words)

cup bump bus club crush crust cub cut drum duck fund gum hunt hut jump luck mud plug plus puff pup rug run shut strut sum sun tub thud

dude brute crude cute fluke huge June mule mute prune rude rule spruce truce tune

turn blur burst burn burp church churn curb curl curt fur hurl hurt turf spurt surf

blue clue due glue sue true

Section 7 Divider: -ed ending sorts (●●●● four dot words)

Baseword + /ed/ test tested act acted add added count counted end ended expect expected fade faded fold folded float floated hand handed hunt hunted invent invented land landed list listed melt melted need needed rent rented sort sorted skate skated trade traded twist twisted want wanted

Baseword + /d/ rain rained burn burned carry carried climb climbed copy copied cry cried film filmed hug hugged learn learned live lived move moved obey obeyed play played pray prayed smell smelled sneeze sneezed snow snowed stay stayed study studied try tried worry worried yell yelled

Baseword + /t/ look looked ask asked blink blinked camp camped crash crashed help helped hop hopped hope hoped jump jumped kick kicked lick licked like liked laugh laughed miss missed place placed push pushed stop stopped touch touched trap trapped trick tricked walk walked wish wished

Section 8 Divider: Additional Vowel Patterns of A (●●● three dot words) Vowel Patterns ay (●●● three dot words)

Vowel Patterns all (●●● three dot words)

Vowel Patterns aw (●●● three dot words)

day bay clay hay may pay play ray say spray stay stray tray way

fall all ball call gall hall mall small stall tall wall

jaw bawl claw draw flaw hawk law lawn paw raw saw straw thaw yawn

Section 9 Divider: Additional Vowel Patterns of I (●●● three dot words) Vowel Patterns ing (●●● three dot words)

Vowel Patterns Rule Breaking i (●●● three dot words)

Vowel Patterns y like /ī/ (●●● three dot words)

ring bring fling king sing sling sting swing thing wing

mind bind blind child climb find grind kind mild wild

my by cry fly fry pry shy sky sly spry try why

Section 10 Divider: Additional Vowel Patterns of O (●●● three dot words) Vowel Patterns Rule Breaking o (●●● three dot words)

Vowel Patterns oi (●●● three dot words)

Vowel Patterns oo (●●● three dot words)

Vowel Patterns ow (●●● three dot words)

gold cold colt fold folk ghost hold host jolt mold old post sold

coin boil coil foil join joint moist oil point soil spoil toil

boot boom broom hoop moon noon pool roof room scoop smooth shoot tool tooth

mow bow blow crow know flow grow low own row show snow tow throw

Vowel Patterns oy (●●● three dot words)

Vowel Patterns oo (●●● three dot words)

Vowel Patterns ow (●●● three dot words)

Vowel Patterns ou (●●● three dot words)

toy boy coy joy ploy Roy soy

book brook cook foot good hood hook, look shook stood wood

cow brown clown crowd crown down frown gown how now owl plow town wow

loud cloud couch count found mouth ouch out proud round scout shout sound south

Section 11 Divider: Additional Vowel Patterns of E (●●● three dot words)

Vowel Patterns ea (●●● three dot words)

Vowel Patterns ear (●●● three dot words)

Vowel Patterns er_e (●●● three dot words)

Vowel Patterns ew (●●● three dot words)

head bread breath dead deaf death dread leapt meant spread sweat tread thread threat

earth Earl earn heard learn pearl search

verse merge nerve serve swerve

new blew chew crew dew drew few flew grew knew news screw stew threw

Section 12 Divider: Additional Vowel Patterns of U (●●● three dot words)

Vowel Patterns ur_e (●●● three dot words)

nurse curse curve purse splurge surge urge

GAME CARDS

Core Vowel Patterns ••• ir

Core Vowel Patterns ••• ur

Additional VowelPatterns

••• Rule Breaking o

•• Mixed Short Vowels

Core Vowel Patterns ••• igh

Core Vowel Patterns ••• ue


••• oi

Mixed Short Vowels •• A

••• Core Vowel Patterns of O

•••• -ed ending sorts


••• oo (boot)

Mixed Short Vowels •• I

Core Vowel Patterns ••• o_

Baseword + /ed/ ••••


••• ow (mow)

Mixed Short Vowels •• O

Core Vowel Patterns ••• o_e

Baseword + /d/ ••••


••• oy

Mixed Short Vowels •• E

Core Vowel Patterns ••• or

Baseword + /t/ ••••

Additional Vowel Patterns

••• oo (book)

Mixed Short Vowels •• U

Core Vowel Patterns ••• oa

••• Additional Vowel Patterns of A


••• ow (cow)

••• Core Vowel Patterns of A

••• Core Vowel Patterns of E


••• ay


••• ou

Core Vowel Patterns ••• a_

Core Vowel Patterns ••• e_


••• all

••• Additional Vowel Patterns of E

Core Vowel Patterns ••• a_e

Core Vowel Patterns ••• ee


••• aw


••• ea (head)

Core Vowel Patterns ••• ar

Core Vowel Patterns ••• er

••• Additional Vowel Patterns of I


••• ear

Core Vowel Patterns ••• ai

Core Vowel Patterns ••• ea


••• ing


••• er_e

••• Core Vowel Patterns of I

••• Core Vowel Patterns of U


••• Rule Breaking i


••• ew

Core Vowel Patterns ••• i_

Core Vowel Patterns ••• u_


••• y like /ī/

••• Additional Vowel Patterns of U

Core Vowel Patterns ••• i_e

Core Vowel Patterns ••• u_e

••• Additional Vowel Patterns of O


••• ur_e

Next Steps: Word Study Sequence

Note: You may spend one (1) or many days on a particular set of patterns.

Remember that students need to be able to verbalize “vowel pattern” and “vowel sound” as well as be able to meet or exceed word study check criteria before they move on to a new set of patterns.

1. Mixed Short Vowels ●●A I O E ●●I O E U (WORD STUDY √)

2. Core Vowel Patterns ●●●a_, a_e, ar, ai

(WORD STUDY √) ●●●i_, i_e, ir, igh

(WORD STUDY √) ●●●o_, o_e, or, oa

(WORD STUDY √) ●●●e_, ee, er, ea (eat)

(WORD STUDY √) ●●●u_, u_e, ur, & ue

(WORD STUDY √) 3. Additional Sorts (optional) Include only if needed. –ed Ending Sorts: ●●●●Baseword + /ed/

(WORD STUDY √) ●●●●Baseword + /t/

(WORD STUDY √) ●●●●Baseword + /d/

(WORD STUDY √) ●●●●Combination /ed/, /t/, /d/

(WORD STUDY √)

4. Additional Vowel Patterns Always include the “vowel consonant” & “vowel-consonant-e” patterns in this section.

- A - ●●●a_, a_e, ai, ay ●●●a_, a_e, ay, all ●●●a_, a_e, all, aw

(WORD STUDY √)

- I - ●●●i_, i_e, igh, ing ●●●i_, i_e, ing, rule-breaking i ●●●i_, i_e, rule-breaking i, & y like i

(WORD STUDY √)

- O -

●●●o_, o_e, oa, & rule-breaking o ●●●o_, o_e, rule-breaking o & oi ●●●o_, o_e, oi & oo(moon) ●●●o_, o_e, oo(moon), & ow (row)

●●●o_, o_e, ow (row) & oy ●●●o_, o_e, oy & oo (book) ●●●o_, o_e, oo(book) & ow (cow) ●●●o_, o_e, ow(cow) & ou

(WORD STUDY √)

- E - ●●●e_, ee, ear, ea (bread) ●●●e_, ee, ea (bread), er_e ●●●e_, ee, er_e, ew (WORD STUDY √)

- U - ●●●u_, u_e, ue, ur_e

(WORD STUDY √)

5. Review of Vowel Patterns Review #1: ●●●a_, i_, a_e, i_e ●●●a_, ar, i_e, ir,

(WORD STUDY √) Review #2: ●●●i_, o_, i_e, o_e ●●●i_, i_e, ir, or, ●●●i_e, o_e, rule-breaking i, rule-

breaking o

●●●i_e, o_e, igh, ow(row)

(WORD STUDY √) Review #3: ●●●o_, e_, o_e, ee ●●●o_, e_, or, er ●●●o_e, ee, oa, ea(eat)

(WORD STUDY √) Review #4: ●●●e_, u_, ee, u_e ●●●ee, u_e, er, ur ●●●ee, u_e, ea (eat), ur_e

(WORD STUDY √) Review #5: Review patterns that were particularly challenging to your student. Examples: a_e, i_e, o_e, u_e ai oa ea (eat) ue ar ir or ur ai oi ay oy ea (eat) ee oo(moon) oo(book)

aw ew ow (cow) ow(row)

oo(book) oo(moon) ow (cow) ow(row)

ear er_e ea (eat) ea (bread) (WORD STUDY √)


UURC Vowel, Blend and Digraph Keywords When you introduce a pattern, teach the mantra:

Short Vowels: Long Vowels: short a – apple – /ă/ long a – cake – /ā/

short i – itch – /ĭ/ long i – bike – /ī/

short o – octopus – /ŏ/ long o – rope – /ō/

short e – ed – /ĕ/ long e – feet – /ē/

short u – up – /ŭ/ long u – cute – /ū/

y – my – /ī/ y – pony – /ē/

Include digraphs & blends in word bank only if necessary: Digraphs Keyword Digraphs Keyword Digraphs Keyword

wh whistle sh ship ch chin

th thumb ck sock ph phone

Blend Keyword Blend Keyword Blend Keyword

bl block gr grape sn snake

br bread pl plane sp spoon

cl clock pr prize st star

cr crab qu queen sw swing

dr dress sc scarf tr train

fl flag sk skate tw twin

fr frog sl slide

gl glove sm smile

University of Utah Reading Clinic: 5/16//2020

a

i

e

o u

Short Vowel stretch cards

A - apple - /ă/ I - itch - /ĭ/ E - ed - /ĕ/ O - octopus - /ŏ/ U - up - /ŭ/

Sequence Sample: 1. Point to letter "a" and say letter

name. 2. Point to picture and say, "apple". 3. Trace down line with finger while

Saying, /ăăăă/. 4. Point to letter again and say letter

Sound /ă/.

University of Utah Reading Clinic 4/26/2013

Insert Tab at this point

TAB: Mixed Short Vowels

Next Steps

Mixed Short Vowels

hat

cat

ran

map

mad

back

had

has

snack

that

clap

glad

pig

win

hit

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●


lip

kid

his

sick

this

ship

with

mom

fox

job

hop

doll

lost

cost rock

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●●●●

●● ●●●●


chop

stop

drop

red

bed

let

pet

web

tell

less

sell

step

bend

then

when

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●

●● ●● ●●


sled

cup

nut

but

fun

bus

bug

cut

dust

stub luck

shut

truck

must

hush

●● ●● ●●

●● ●● ●●

●● ●●

●● ●● ●●

●● ●● ●●

●●



TAB: Core Vowel Patterns

Next Steps

Core Vowel Patterns

hat

cat

dad

ran

had

nap

jam

map

bat

fan

mad

bag

ham

cap

band

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●● ●●●


trap

bath

that

glad

fast

flat

cast

hand

last

clap

math

snap

back

flag

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●●

●●●

●●●


cake

lake

tape

name

make

gave

made

take

same

page

gate

bake

face

fake

safe

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


rake

late

base

shake

chase

skate

shape

state

flame

trade

snake

grape

space

brave

●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


farm

jar

far

car

tar

art

barn

card

hard

dart

part

star

park

yard

dark

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●●


cart

mark

harm

bark

tart

yarn

arm

start

sharp

march

shark

spark

smart

starch

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


rain

mail

wait

pain

tail

sail

paid

brain

train

paint

pail

braid

drain

stain

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


pig

pin

lip

hit

win

big

hid

fit

mix

fin

him

fix

hill

lid

hip

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


rib

kick

gift

trip

grin

twin

flip

slim

lick

shin

list

print

swim

sick

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●●


bike

five

dime

dive

ride

wife

side

nice

mine

wide

wipe

lime

bite

hide

hike

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


kite

like

time

life

spine

smile

gripe

bride

glide

shine

grime

white

drive

slide

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


girl

dirt

bird

sir

fir

first

birth

shirt

third

flirt

skirt

firm

chirp

stir

birch

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


thirst

mirth

twirl

shirk

swirl

whirl

whir

smirk

night

sigh

high

thigh

fight

sight

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●●

●●●

●●●


tight

might

right

light

flight

fright

bright

mom

top

job

pot

jog

dot

pop

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


fog

mob

dog

nod

hot

log

doll

trot

drop

stop

lock

clock

floss

shock

frog

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


soft

flock

chop

shop

cloth

lost

chomp

rope

bone

note

hole

poke

hope

woke

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


nose

joke

mope

mole

robe

pole

home

choke

spoke

stone

froze

close

broke

drove

stroke

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


those

probe

fork

horn

torn

pork

born

corn

fort

morn

cork

form

cord

port

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


sort

storm

thorn

sport

north

stork

short

porch

force

torch

coat

goat

soap

loaf

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


soak

load

road

goal

toast

coach

croak

float

groan

throat

red

web

ten

beg

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


get

bed

wed

bet

fed

bell

led

let

men

when

blend

left

sled

test

wept

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


neck

bend

spend

chest

bench

desk

shed

deck

fled

best

feet

seed

beef

jeep

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


meet

deep

feel

beet

bee

teen

beep

deed

see

weed

tree

green

queen

sheet

sweet

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●

●●●


speed

cheek

free

wheel

teeth

greet

tweed

sweep

jerk

her

fern

herd

perk

verb

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


term

perm

per

pert

germ

nerd

perch

stern

clerk

meat

eat

leaf

heat

meal

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


hear

beak

team

wheat

dream

speak

clean

beach

cheap

cup

sun

bus

mud

tub

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●


puff

sum

hut

cub

gum

run

pup

rug

cut

duck

drum

thud

jump

plug

hunt

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●●


strut

plus

club

fund

crust

bump

luck

shut

crush

dude

tune

mule

rude

June

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●● ●●●


●●●

cute

brute

crude

huge

fluke

mute

truce

prune

rule

spruce

●●● ●●●

●●● ●●●

●●● ●●●

●●● ●●●

●●● ●●● ●●●

©University of Utah Reading Clinic, Revised 5/20/2020 MB

●●●

●●●

●●●

●●●

turn

fur

curb

burn

hurt

curl

surf

hurl

burp

turf

curt

blur

burst

church

churn

●●● ●●● ●●●

●●● ●●●

●●● ●●● ●●●

●●● ●●● ●●●

●●●

●●● ●●● ●●●


spurt

blue

sue

due

glue

true

clue

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TAB: Additional Vowel Patterns

Next Steps Additional

Vowel Patterns

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day

hay

say

pay

may

way

bay

ray

clay

tray

stray

spray

stay

play

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fall

ball

all

mall

call

tall

hall

wall

gall

stall

small

jaw

paw

law

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saw

raw

flaw

claw

draw

thaw

straw

hawk

lawn

yawn

bawl

ring

wing

sing

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king

thing

bring

swing

sting

fling

sling

mind

kind

mild

find

wild

bind

child

blind

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grind

climb

my

by

cry

fly

try

sky

fry

pry

sly

shy

why

spry

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gold

colt

old

cold

host

post

folk

sold

hold

jolt

mold

fold

ghost

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coin

oil

boil

foil

toil

join

soil

coil

spoil

joint

moist

point

boot

moon

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tool

roof

pool

room

hoop

boom

noon

broom

tooth

scoop

smooth

shoot

mow

bow

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tow

row

low

own

flow

show

crow

throw

know

snow

grow

blow

toy

boy

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coy

Roy

soy

joy

ploy

book

foot

hook

good

look

wood

hood

cook

shook

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brook

stood

cow

how

now

wow

owl

town

down

gown

crowd

crown

brown

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frown

clown

plow

loud

out

found

ouch

count

shout

sound

proud

mouth

couch

south

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round

cloud

scout

head

dead

deaf

bread

sweat

meant

leapt

spread

breath

thread

dread

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death

tread

threat

earth

pearl

earn

learn

heard

search

Earl

verse

serve

merge

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nerve

swerve

new

few

dew

knew

drew

blew

stew

chew

crew

flew

grew

screw

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threw

news

nurse

urge

curse

purse

curve

surge

splurge

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TAB: -ed- Endings

Next Steps -ed- Endings

Tier II Basic Word Study - Cue Card Introduction •••• “e-d” Endings Introduction

University of Utah Reading Clinic 03/20/21 HD

Introduction to -ed Endings

T. Pull word cards and review procedures in prior to conducting 4 dot lessons. When student completes ‘o’

core vowel patterns, you can deviate to “e-d” endings if needed. After mastery, continue in the Next Steps

Word Study Sequence.

T. Display anchors, point with pencil and read. S. Chorally repeat.

Then say,

What letters do you see at the end of each word?

T. Cover baseword with finger in each word, as you say,

‘e-d’ is a suffix. Suffixes change the meaning of words, listen:

T. Cover “e-d” on each word card with your finger to target base.

Uncover “e-d” to target whole word as you provide these example:

I will test you now. I tested you yesterday.

I can look at you now. I looked at you yesterday.

It will rain today. It rained yesterday.

The suffix ‘e-d’ is tricky because it has 3 different sounds.

T. Point to each word as you prompt, Read these words and listen for the ending

sound as it changes in each one.

We don’t say test-d, we say test-ed. Place above

We don’t say look-ed, we say look-t. Place above

We don’t say rain-ed, we say rain-d. Place above

We will use these words with the e-d suffix to help us learn to read and say

them correctly.

Continue with the ‘e-d’ as single ending lessons. University of Utah 03/30/2021 HD

Tier II Basic Word Study- Cue Card Single Ending •••• “e-d” Endings


-ed Single Ending Lesson

T. Pull 16 cards – 2 anchors + 7 pairs of baseword and baseword/suffix cards.

Sequence for Single Ending lessons is: ‘e-d’ as , then as , finally as .

Build a 2 x 8 matrix.

T. Display anchors, point with pencil and read. S. Chorally repeat.

T. Show first word random card* for today and ask,

Where does it go? S. chorally identify anchor for placement. T. places card Your turn, voices

together. T. Points as S. chorally read down column.

*Note: baseword and baseword/suffix do not match across columns as you place.

Repeat until 2 x 8 matrix is built.

T. Point to the ‘e-d’ column, ‘e-d’ is a suffix. In these words ‘e-d’ says /ed/. Everything in

front of the –ed is the ‘baseword’ Pencil point to the baseword column, These words are

called basewords, they do not have a suffix attached.

T. Pick up all ‘e-d’ ending words. Now let’s match the words with the suffix to the

baseword without the suffix.

T. Prompt is: What word does this match? S. Chorally ID match then, Voices together. S.

chorally read both word cards.

When MATCH is completed T. pencil points as S. chorally read across all matches. Everybody,

voices together.

Vocabulary and Questioning: Randomly point to several words in matrix and ask:

Read this word (ended). What is the baseword? (end ) What is the suffix? (e-d)

What sound does the ‘e-d’ suffix make in this word? (/ed/).

Cover part of the word and ask: Is this a suffix or a baseword?

(For e-d = /ed only), cover the e-d for several words and ask, What letters do you see at

the end of each baseword? (‘t’ or ‘d’). So, now you know, the only time you use

the ending /ed/ is if the baseword ends in a ‘t’ or ‘d’. Any other letter? Just

clip your ending sound: kisst, or raind.

Tier II Basic Word Study- Cue Card Single Ending •••• “e-d” Endings


Continue with dictation.

Spelling: dictating words with suffix.

Pencils up! The word is ended, what word? (ended)

What is the baseword? (end) write/spell (end),… now add the suffix. S. Add e-d to

baseword.

T. After dictation, Pencils under end, read the baseword as you underline it, then

whole word as you circle the suffix. Voices together. S. Read down the column in

unison.

ended

Say it-Match it- Check- it:

S. Read the baseword alone and then entire baseword /suffix.

Example:

Say it = “end, ended”

Match it = students find ended in list and places word card above it.

Check it = regular procedure

Continue with this accuracy lesson until group seems about 85% accurate.

Then move to fluency focused lesson.

Fluency Lesson

No more random check (MATCH) after matrix is built.

Activities: Poison Star, OOPS (setting timer for 30 secs.)

**For fluency activities, students read whole word (baseword/suffix).

*WSfor current “e-d” ending: include basewords and baseword/suffix words in randomized deck. S.

Read entire baseword/suffix. Criteria for mastery = 35 or more words; no more than 3 errors in 1

minute.

*WS must be conducted for each “e-d” ending individually: /ed/, /t/, /d/.

Continue with next “e-d” in sequence. Finally, conduct Comparison Lesson.

University of Utah 03/30/2021 HD

Tier II Word Study-Cue Card Comparison Lesson

•••• “e-d” Endings


-ed Comparison Lesson

Prep: Pull tested , looked , and rained , plus 4 more baseword/suffix for each ending – a total of 15 cards for

a 3 x 5 matrix. Have sound-symbol cards ready for each “e-d” sound /ed/ , /t/ , and /d/ . (Fade out use of

sound-symbol cards). T. Place anchors, this way tested looked rained in front of students and say,

Read these words. Use your thumb to frame “-ed” in each with your thumb and say: What

letters are at the end of each word?

S. “e-d”. Remember, ‘e-d’ can make 3 different sounds. Read these words again and

listen for the 3 different sounds. Holding /ed/ sound card say, This sound is /ed/,

What sound?... Where does it go? S. chorally identify the anchor, place sound-symbol card

above. Repeat with /t/ , and /d/ sound-symbol cards.

SORT: Hand each student a card in which the suffix says /ed/. Read the baseword FIRST! If it

ends in ‘t’ or ‘d’ you know the suffix is going to say /ed/. Then the word goes

under test-ed. If is doesn’t end in ‘t’ or ‘d’, then you know you can’t say /ed/ and

the word goes under ‘looked or rained’.

To finish 3 x 5 matrix the prompt is, Where does it go? S. chorally identify anchor for placement. T.

places card, then Your turn, voices together. T. points as S. choral read down column.

Continue to ask S. to read the baseword and then SORT into the 3 columns.

S. must FIRST read the baseword to know how to read the whole word and THEN sort.

Continue with Random Check, Memory, Dictation, and Say it-Match it- Check it.

See procedures for ‘e-d’ Single Ending for guidance.

Once accuracy is established (85% or so) use fluency driven activities such as Poison Star or Oops for

30 seconds, 2-3 times. (No random check). Students read the entire word (base+suffix) during all

fluency activities.

Mastery: Word Study for mastery to pass each individual ending sound for ‘e-d’ suffix before

moving to the next ‘e-d’ sound in sequence. When students achieve accuracy and fluency after

comparison lesson format, conduct a Word Study on all 3 endings combined. Students read entire

only the whole word (base+suffix).

Criteria: 35 words or more, no more than 3 errors in 1 minute. University of Utah 03/30/2021 HD

Baseword + /ed/

test

tested

expect

expected

act

acted

invent

invented

list

listed

fold

folded

add

added

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rent rented need

needed

trade

traded

end

ended hunt

hunted count counted

melt

melted

land

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landed

sort

sorted

fade

faded

want

wanted

skate

skated

float

floated

hand

handed

twist

twisted

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Baseword + /d/

rain

rained

obey

obeyed

study

studied

pray

prayed

play

played

yell

yelled

stay

stayed

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move

moved

learn

learned

hug

hugged

copy

copied

carry

carried

try

tried

sneeze

sneezed

burn

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burned

climb

climbed

cry

cried

live

lived

snow

snowed

worry

worried

smell

smelled

film

filmed

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Baseword + /t/

look

looked

camp

camped

jump

jumped

hope

hoped

kick

kicked

lick

licked

help

helped

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crash

crashed

trap

trapped

hop

hopped

wish

wished

like

liked

trick

tricked

ask

asked

walk

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walked

miss

missed

place

placed

stop

stopped

push

pushed

touch

touched

laugh

laughed

blink

blinked

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Insert Tab at this point TAB: Games

Working in Word Study

Be strategic about Word Study activities. Know

whether the student needs intro/direct teaching,

accuracy work, or fluency work.

Focus: Introduction/Direct Teaching

1. *sortrandom √memoryspelling*

Focus: Accuracy

2. Black-out BingoRandom √spelling

3. Match+1(3x)spelling

4. SortRandom √Go Fishspelling

5. SortRandom √Tap the Sortspelling

6. Shazam (2 or 3x)spelling

7. Be a Mind Reader (8-10 words)spelling

Focus: Fluency

8. Word Study √ (2 or 3x)Slapspelling The first time is always used for “real data” and the subsequent times are just for

practice.

9. Oops (2 or 3x)spelling

10.Poison Star (2 or 3x)spelling

11.Matrix (1 or 2x)spelling

12.Lucky Star (1 or 2x)spelling

13.Tap the Deck Slapspelling Note: Not all games start with a sort. Be sure to follow the sequence as written.


Accuracy Games

SHAZAM!

This game needs at least two players (Tutor may play).

Add 2 or 3 Shazam cards to a randomized deck.

Place the deck face down in front of a Student.

Student states the number of cards s/he wants to read (must be 1 or more).

Student keeps the card(s) read correctly.

If a Shazam card is turned over or if a card is read incorrectly, the student puts all accumulated cards in the discard pile.

The player with the most cards wins the game.

TAP the SORT

When your student is in 2 dot words and is making a lot of errors on a word study check, use this blending strategy to help students read across the word. Do a sort, random check, and then you can play “Tap the Sort”, and then spelling.

Have students read off the deck, tapping each word and reading through deck quickly.

GO FISH

Do a regular sort, random check, then play using the 16 cards from the sort.

Mix up the cards and pass 3 cards to each person. Read through the cards and find any matching pairs, read the cards. The remainder cards are placed face down as the Go Fish draw pile.

Take turns asking for cards with “Vowel Pattern” and “Vowel Sound”. If no match….say “Go Fish”. If matching pair is found, read cards and go again.

Play 2‐3 times, and then spelling.

BLACK out BINGO

Have two blank bingo boards. Using a vis‐à‐vis marker, write the anchor words on the top of both boards.

Add 2 or 3 Wild cards to a randomized deck.

Place the deck face down in front of the student. Take turns choosing, reading, and placing a card under the correct anchor word. As card is placed, touch and read down the column.

If an anchor word card is turned over, the card should be read and placed on top of the written anchor word.

Once a column has been filled with four cards, have students continue to add cards to the column by placing on the last card in the column, touch and read down the column.

Once one of the boards has reached black out, the tutor can do a random check (fast pencil), pointing to 5‐6 words using both boards, and then do spelling.


Accuracy Games

MATCH + 1 x 2 (MATCH PLUS ONE TIMES TWO)

1. Place 30 vowel pattern word cards in a well-shuffled deck.

2. Deal 8 word cards to each player (i.e., to the child and the tutor), and place the remaining 14 cards in the deck on the table.

3. Student reads all 17 visible cards prior to play.

4. Play begins with players alternating turns:

a) If the top card of the deck has the same pattern as cards in front of the player, the player removes all of the cards that match (student reads cards as they are removed) [Match]. After all matches are removed, the player may remove any other single card [Plus One].

b) If the top card does not match, the player may turn over a new card and the

student reads the card. If the new card is a match the player may remove the matches, plus one card. If the new card does not match any cards in front of the player, it is the next player’s turn.

c) The first player to play all of his/her cards is the winner.

5. Reshuffle the deck and play the game again [Times Two]. Sample Match + 1 game: i) Player 1 turns up top card (job). She can play (i.e., get rid of) her short o word cards (e.g., pot

and stop) and one other card of her choice (red). ii) Player 2 keeps the top card (job). He can play his short o word cards (e.g., top and lock) and

one other card of his choice (rug). iii) Player 1 cannot use the top card (job), so she turns over another card (kid). She can play her

short i word cards (e.g., big and tip) and one other card of his choice (flat). iv) Player 2 cannot use the top card (kid), so he turns over another card (map). He can play his

short a word cards (e.g., sat and plan) and one other card of his choice (web). v) Player 1 uses the top card (map) to play her short a word cards (e.g., can and bag) and wins

(having played all of her cards).


web

can

bag

flat

big

tip

pot

stop

red sat

plan

top

lock

pet

sled

rug job

Player 1 Player 2

Accuracy Games

Be a Mind Reader

To prepare: 1. Devise 5 clues for each word you want to target. 2. Clue #1 should always be: “The word I’m thinking of is on the board.” 3. Clues #2, 3, and 4 should target ORTHOGRAPHIC concepts. 4. Clue #5 should always target the word’s meaning so clearly that every student in the class will be able to identify the word. To play: 1. Array 8‐10 words for viewing. 2. Tell students to number their papers 1‐5. 3. State each clue. 4. Students must write a complete word after each clue (helps build spelling automaticity). 5. Occasionally ask, “Did anyone have to change his/her word? Why?” 6. After you provide the last clue ask, “What’s the word?” and the students answer chorally. 7. Ask, “Raise your hand if you had the correct word on the last clue?” Students raise hands. 8. Say, “Keep your hand up if you had it on the 4th clue (3rd clue, etc.) Example (eloquent):

1. The word is on the white board.

2. The word has one open syllable.

3. The word has a blend in the last syllable.

4. The word has the “chicken letter.”

5. The word means to speak in a way that everyone finds believable.

Example (cascade):

1. The word is on the white board.

2. The word has two syllables.

3. The word has a vowel that has the short sound in one syllable & the long sound in the other.

4. The word’s second syllable is a v‐e syllable.

5. The word is often used to describe waterfalls.


Fluency Games

Poison Star

Build a randomized deck of word cards from current concepts.

Mark the back of some of the cards, at random, with a star.

Set timer for 1 or 2 minutes.

Student and Tutor alternate turns reading cards from the top of the deck, then flipping the cards over to check for a star.

Cards are earned when read correctly.

If the card has a star (or is read incorrectly), that card and any other cards collected are passed to the opposing player.

Whoever has the most cards when the timer sounds wins the game!

Oops!

Using a randomized deck, place a large pile of cards face down in a can, box, or on the table.

Mix in 2 Oops! Cards.


Student draws and reads one card at a time.

When an Oops! card is drawn, or a mistake is made, all cards are returned to the pile and the student begins anew.

Count cards when the timer sounds.

This game may be played 2 or 3 times in a session.

MATRIX


Tutor places word cards into a randomized 4 x 4 grid (matrix).

Set timer for 1 minute.

Once timer is started, the Student locates, picks up and reads 4 matching cards (a set). There is no limit for the number of sets.

Student earns the set if the 4 cards match and are read correctly.

Once the Student has made a set and read the cards, the Tutor quickly places word cards into the empty slots within the grid.

If the Student picks up cards, but is short the number needed to make a set (4) s/he puts the cards back and attempts a new pattern.

If no set is available, the Tutor may replace a portion of the matrix with new cards.

When the timer sounds, count the number of sets the Student has accumulated. The Student then verbalizes the concept for each set.

Play Matrix 1‐2 more times, to see if the Student can improve his/her score.

Note: the Tutor does not play against the student in this game.


Lucky Star


Mark the back of some of the cards, at random, with a star.

The Tutor gives each Student a pile of cards. The cards are placed in front of each student face up.


Students read cards from the top of the deck, then flipping the cards over to check for a star, while at the same time placing the correctly read card into the center community pile.

If the card is read correctly and has a “lucky star” then the student earns the whole pile of words in the community pile. Play continues around them at a rapid pace, adding more read words to the community pile.

If the card is read incorrectly, that card and any other cards collected by the student are lost and placed into the community pile.

Whoever has the most cards when the timer sounds, wins the game!

TAP the DECK

When your student is in 2 dot words and is getting ready to do a word study check but is not quite there, instead of sort, random check, and memory you can play, “Tap the Deck”, “Slap”, and then spelling.

Tutor prepares a randomized deck of 10 – 20 word cards from all current concepts taught (randomized deck). Start deck with easy words.

Have students read off the deck, tapping each word and reading through deck quickly.

Slap

After you have done a speed check and the student has not passed, you can then play “Slap”.

Put an example word from each vowel or vowel pattern face up on the table.

Place the randomized deck of word cards from current concepts face down between the Tutor and the student.

Tutor and student takes turns reading the top card and quickly placing it on example word (matching the vowel or vowel pattern). You can also have the players read the word you are placing the card onto.

The goal is to read and place cards quickly and accurately while at the same time putting the cards/sorts back in order.


Next Steps Game

Materials

**Copy following game cards onto cardstock using the same color as the word study word cards with dots

Bingo Wild Cards

Oops! Cards

Shazam! Cards

WILD

WILD

WILD

WILD

WILD

Oops!

Oops!

Oops!

Shazam!

Shazam!

Shazam!


Insert Tab at this point TAB: Repeated Readings (Fluency)

Repeated Readings For Building Fluency

(Next Steps – Lesson Plan - Part 3)

This activity can begin when Next Steps students are reading on a 1.2 level (using 2 minute timings/ 200 words) or when they “stall out” in Primer (using 1 minute timings/ 100 words). 1. The passage chosen must be at the student’s instructional level. You may want to photo copy this section for easy scoring and student feedback. 2. Select a 200-word section (not the first page) from previously and recently read text. (Mark the passage – after the first 100 words mark every 20th word so that it will be easy to count the number of words read). 3. Set the timer for 2 minutes. As child reads, count the number of errors made. Do not count self-corrections as errors because you want to encourage self-monitoring during fluency training. When time is up, count total number of words read and errors made. 4. Record the number of words read and number of errors on the “Repeated Readings Chart.” 5. Review missed words with student. 6. Immediately, repeat the procedure. Fill in the graph for both timings. (Note: Students often enjoy coloring in the graph) 7. At the next session, repeat the procedure 2 more times with the same section of text. (for a total of 4 readings of the same passage) 8. Choose a new section of previously read text. Repeat steps 1 – 7. IMPORTANT!!! If students make grievous errors or skip a number of words entirely, have them re-read that section by directing them with your pencil point and say, “Start again right here.” They know this affects the rate, so one or two encounters usually encourages them to keep the appropriate balance between speed and accuracy. University of Utah Reading Clinic: 3/26/08

Date Date Date

220 220 220210 210 210200 200 200190 190 190180 180 180170 170 170160 160 160150 150 150140 140 140

Timing 1

Timing 2

Timing 3

Timing 4

Timing 1

Timing 2

Timing 3

Timing 4

Timing 1

Timing 2

Timing 3

Timing 4

Total # words read in 2 minutes

175 182 178 193 Total # words read in 2 minutes

181 191 191 205 Total # words read in 2 minutes

188 201 200 221

Title of book/story

Title of book/story

Title of book/story

Level / p. # Level / p. # Level / p. #

# of errors 5 3 4 1 # of errors 3 0 1 0 # of errors 2 0 0 1

5

7Errors Errors Errors Errors Errors

76543

Errors

01

2

0

676543

12

01

TIMED REPEATED READINGS(EARLY STEPS TRANSITION) TWO MINUTES / 200 WORDS

2

43

University of Utah Reading Clinic: Revised 6/24/11 MKF

Date Date Date

220 220 220

210 210 210

200 200 200

190 190 190

180 180 180

170 170 170

160 160 160

150 150 150

140 140 140Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story


# of errors # of errors # of errors

6

0 0

1 1

Errors

0

Errors Errors Errors Errors

2

5

4

3

22

6

5

4

3

1

7

6

5

4

3

TIMED REPEATED READINGS(NEXT STEPS) TWO MINUTES / 200 WORDS

7Errors

7


Date Date Date

120 120 120110 110 110100 100 10090 90 9080 80 8070 70 7060 60 6050 50 5040 40 40

Timing 1

Timing 2

Timing 3

Timing 4

Timing 1

Timing 2

Timing 3

Timing 4

Timing 1

Timing 2

Timing 3

Timing 4

Total # words read in 1 minute



Title of book/story

Title of book/story

Title of book/story



6

0 01 1

Errors

0

Errors Errors Errors Errors

2

54322

6543

1

76543

TIMED REPEATED READINGS(EARLY STEPS) ONE MINUTE / 100 WORDS

7Errors

7


Insert Tab at this point TAB: (RLA) Reading Level Assessment

©University of Utah Reading Clinic, Revised 9-1-20 MB-MKF

RLA Instruction Sheet

(This sheet is used only by those who are preparing materials)

Each participant needs a stopwatch

Each participant needs one copy of the following: 1. Rate conversion chart.

Each participant needs one copy of the testing packet per student. 1. End of Year Next Steps Testing “Summary Sheet” 2. Examiner’s copy (scoring sheet) of Level G1-Oct 3. Examiner’s copy (scoring sheet) of Level G1-March 4. Examiner’s copy (scoring sheet) of Level G1-End 5. Examiner’s copy (scoring sheet) of Level G2-Mid / G2-End 6. Examiner’s copy (scoring sheet) of Level G3 7. Examiner’s copy (scoring sheet) of Level G4/5 8. Examiner’s copy (scoring sheet) of Level G6/7/8

When testing children independently each examiner needs a copy of the following “testing” books:

1. Mouse Tales 2. Days with Frog & Toad

Woods and Moe IRI “testing” passages:

1. Level 2F 2. Level 3F 3. Level 4/5F

Morris IRI “testing” passage:

1. Level 6/7/8F

©University of Utah Reading Clinic, Revised 9-1-20 KB-MKF

Reading Level Assessment (RLA) Components: - oral reading word recognition in context - oral reading rate - reading comprehension Uses: - identify instructional and/or independent reading levels - baseline data to select students - post-intervention data to measure gain Technical Adequacy: reliable & valid

Craig, G.T., Brown, K.J., Fields, M., & Morris, D. (2009, July). Reliability and Validity of the Reading Level Assessment and the "Flash" Word Recognition Automaticity Measure. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin. Frye, E. & Gosky, R. (2012). Rapid word recognition as a measure of word-level automaticity and its relation to other measures of reading. Reading Psychology, 33, 1-17. Morris, D., Trathen, W., Frye, E., Kucan, L., Ward, D., Schlagal, R., & Hendrix, M. (2013). The role of reading rate in the informal assessment of reading ability. Literacy Research and Instruction, 52, 52-64. Morris, D., Bloodgood, J., Perney, J., Frye, E.M., Kucan, L., Trathen, W., Ward, D., & Schlagal, R. (2011). Validating craft knowledge: An empirical examination of elementary-grade students’ performance on an informal reading assessment. Elementary School Journal, 112, 205-233.

Cost: Available free on-line: www.urrc.org Educators Assessment. - approx. 10 minutes to administer Note: Do NOT use assessment texts for tutoring!

http://www.uurc.utah.edu/General/Research/SSSR2009-GCraig.htm



http://www.urrc.org/


Procedures Baby Bear Goes Fishing (G1-Oct/ES 5) Mouse Tales (G1-March/ES 10) Days w/Frog & Toad (G1-End/ES 12) Woods & Moe passages (G2-Mid to G4/5) Morris passage (G6/7/8) Stop coding & timing after reaching 100 word indicator (slash). However, student must finish reading passage to answer comprehension questions. Scoring Errors - omissions - substitutions - insertions - helps To code these errors, just slash the specific word. Be sure to identify self-corrects. Self corrects are NOT errors on any G1 text. Self corrects ARE errors on G2 text and above. Take the candidate from G1-Oct or G1-March text to frustration. You need to see what s/he can’t do to determine the appropriate level. Leveling Criteria: see http://www.uurc.utah.edu/General/PlacementCriteria.php Note: independent criteria are based on grade level norms. They are more stringent than instructional criteria because they assume no support.

http://www.uurc.utah.edu/General/PlacementCriteria.php


Record all data on test, including child’s name, grade on RLA heading. Calculating Gain: - create your own account on the UURC webpage to enter and compute RLA data for 1 student or your whole class http://www.uurc.utah.edu/Educators/TeacherLogin.php NOTE: Administrators of this instrument are required to purchase the following books: Lobell, A. (1972). Mouse Tales. New York: HarperCollins (ISBN: 0-06-444013-3) Lobell, A. (1979). Days with Frog and Toad. New York: HarperCollins (ISBN: 0-06-444058-3) Morris, D. (2015). Morris informal reading inventory: Preprimer through Grade 8. New York: The Guilford Press (ISBN: 978-1462517572) Randall, B. (1994). Baby bear Goes Fishing. Barrington, IL: Rigby PM (ISBN: 0-4350-6697-8) Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory (8th ed.). Upper Saddle River, New Jersey: Merrill, Pearson Prentice-Hall (ISBN: 0-13-172343-X or 0-13-156808-6)

http://www.uurc.utah.edu/Educators/TeacherLogin.php

Insert Tab at this point TAB: Certification & Educ. Contact Info

Trainer Name:___________________ Site:_______________ Year:______________

TRAINEE'S NAME

MODEL?(which U

STEPS model or Tier 1)

# of TUTORING

SESSIONS (U STEPS) -

or- # of WEEKLY PLANS (T1)

# of CLINICAL

TRAININGS

(x3 pts. per training)

# of FORMAL OBS

(x1 pt. per

observation)

# of PEER OBS

(0 points)

# of SEMINARS -5 possible-

(x1 pt. per seminar)

(U Steps) RLA

(pre/post) (0 points)

(U Steps & Tier 1)

SELF OBS -2 possible- (0 points)

TOTAL RECERTPOINTS

EARNED

Registered for COLLEGE CREDIT?

(Undergrad or Grad)

Interest in PRIVATE

TUTORING LIST?

Interest in UURCPARTTIME

WORK?

EDUCATOR CERTIFICATION DATA


U STEPS MODELS & TIER 1

University of Utah Reading Clinic: 11/26/19 PK

Group Data Summary Tutor: ________________________________________ Intervention Model: _____________________________ Beginning Text Level: ____________________________ End Text Level: _________________________________ Beginning Word Study: ___________________________ End Word Study: ________________________________ Tutoring Date

Text Level

Word Study

Student: Student: Student: Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √

University of Utah Reading Clinic: 11/26/19 PK

Tutoring Date

Text Level

Word Study

Student: Student: Student: Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √

Educator Contact Information Year: _________ Site/District: __________________________ Model: _______________

For those who are taking the training this year, PLEASE fill out the following information:

Name: home address: phone #: Email: Position: School : College Credit

(Undergrad or Grad)

for Course?

Interest in being listed

on Private tutoring

list?

Interest in

part-time tutoring work at UURC?


Insert Tab at this point TAB: Parent Letters

Dear Parents and Guardians,

_______________________ Elementary is excited to offer your child a one-to-one

reading tutorial program called Next Steps. Next Steps is a research-based intervention that

helps students who are at-risk for reading difficulties.

Your child will be tutored twice weekly at school with each tutoring session lasting forty-

five minutes. Next Steps will be taught in addition to the regular reading program. Your child

will not be out of the classroom during that important time. Tutoring will take place during

rotating times, and will continue for much of the school year.

Next Steps focuses on three essential areas of literacy development which support and

strengthen what is being taught in the classroom. The program helps children with word study

where they learn phonetic strategies for word identification. The program also engages children

in assisted reading and repeated reading of books on their ability level.

Two ways you can help us help your child are to make sure your child attends school

every day, and to read daily with your child.

Please contact us at __________________________ Elementary if you have any

questions about the Next Steps tutoring program. Let’s work together to help your child become

a life-long successful reader!

Sincerely,

------------------------------------------------------------------------------------------------------------------

PLEASE RETURN THIS PORTION WITH YOUR CHILD TOMORROW!

□ I give permission for my child to participate in the Next Steps Tutoring Program.

□ I give consent for my child to be photographed or filmed for teacher education and

training.

□ I give permission for my child’s work to be used for research purposes.

________________________________ ______________________________ Parent Signature Child’s Name

University of Utah Reading Clinic: 2/08

Estimados padres y representantes, La escuela ____________________________ se complace en ofrecerle a su hijo/hija un programa tutorial de lectura individual llamado Next Steps. Next Steps es una intervención basada en estudios, que ayuda a estudiantes que están a riesgo de dificultades de lectura. Su hijo/hija recibirá tutoría dos veces por semana en la escuela, cada sesión de tutoría durará cuarenta y cinco minutos. La tutoría Next Steps es adicional al programa de lectura regular. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuará durante la mayoría del año escolar. Next Steps pone enfoque en tres áreas esenciales para el desarroyo de la alfabetización que apoyan y fortalecen lo que se esta enseñando en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. El programa también involucra a los niños en lectura asistida y lectura repetida de libros a su nivel de habilidad. Dos maneras en las que usted puede ayudarnos a ayudarle a su hijo/hija es asegurándose de que asista a la escuela todos los días, y leyendo diariamente con su hijo/hija.

Por favor póngase en contacto con nosotros en la escuela __________________ si tiene preguntas acerca del programa de tutoría Next Steps. ¡Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso de porvida! Sinceramente ________________________

___________________________________________________________________________ Por favor devuelva esta parte con su hijo/hija mañana

Yo doy permiso para que mi hijo/hija participe en el programa de tutoría Next Steps. Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el

propósito de educar y entrenar a los maestros. Yo doy permiso para que se utilize el trabajo de mi hijo/hija con el propósito de estudios

educacionales.

Firma del Padre/representante Nombre del niño/niña ____________________________ ______________________ Spanish NS beginning of year parental permission doc.

University of Utah Reading Clinic: 6/10 UB

Dear Parents and Guardians,

Elementary is excited to offer your child a small-group

reading tutorial program called Next Steps Triads. Next Steps Triads is a research-based

intervention that helps students who are at-risk for reading difficulties.

Your child will be tutored twice weekly at school with each tutoring session lasting forty-

five minutes. Next Steps Triads will be taught in addition to the regular reading program. Your

child will not be out of the classroom during that important time. Tutoring will take place during

rotating times, and will continue for much of the school year.

Next Steps Triads focuses on three essential areas of literacy development which support

and strengthen what is being taught in the classroom. The program helps children with word

study where they learn phonetic strategies for word identification. The program also engages

children in assisted reading and repeated reading of books on their ability level.

Two ways you can help us help your child are to make sure your child attends school

every day, and to read daily with your child.

Please contact us at Elementary if you have any

questions about the Next Steps Triads tutoring program. Let’s work together to help your child

become a life-long successful reader!

Sincerely,

Β------------------------------------------------------------------------------------------------------------------

PLEASE RETURN THIS PORTION WITH YOUR CHILD TOMORROW!

□ I give permission for my child to participate in the Next Steps Triads Tutoring Program.

□ I give consent for my child to be photographed or filmed for teacher education and

training.

□ I give permission for my child’s work to be used for research purposes.

Parent Signature Child’s Name

University of Utah Reading Clinic: 10/16

Estimados padres y representantes,

La escuela se complace en ofrecerle a su hijo/hija un programa tutorial de lectura en grupo llamado Next Steps Triads. Next Steps Triads es una intervención basada en estudios, que ayuda a estudiantes que están a riesgo de dificultades de lectura.

Su hijo/hija recibirá tutoría dos veces por semana en la escuela, cada sesión de

tutoría durará cuarenta y cinco minutos. La tutoría Next Steps Triads es adicional al programa de lectura regular. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuará durante la mayoría del año escolar.

Next Steps Triads pone enfoque en tres áreas esenciales para el desarrollo de la

alfabetización que apoyan y fortalecen lo que se está enseñando en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. El programa también involucra a los niños en lectura asistida y lectura repetida de libros a su nivel de habilidad.

Dos maneras en las que usted puede ayudarnos a ayudarle a su hijo/hija es asegurándose

de que asista a la escuela todos los días, y leyendo diariamente con su hijo/hija.

Por favor póngase en contacto con nosotros en la escuela si tiene preguntas acerca del programa de tutoría Next Steps Triads. ¡Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso de por vida!

Sinceramente

Por favor devuelva esta parte con su hijo/hija mañana

Yo doy permiso para que mi hijo/hija participe en el programa de tutoría Next Steps Triads.

Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el propósito de educar y entrenar a los maestros.

Yo doy permiso para que se utilice el trabajo de mi hijo/hija con el propósito de estudios educacionales.

Firma del Padre/representante Nombre del niño/niña

Spanish NS beginning of year parental permission doc. University of Utah Reading Clinic:10/14 SH

Dear parents, We are pleased to report that reading intervention has helped your son/daughter make progress in his/her reading ability during this school year. It is important for your child to continue to practice his/her reading skills daily for 15 to 30 minutes by reading out loud to someone. Suggestions for effective reading:

1. Take your child to the library on a regular basis. The librarian can assist you in selecting appropriate books for your child.

2. If your child’s school uses the Accelerated Reader program, your local library should have a list of the books, by reading levels, available in your school.

3. Choose books that are on your child’s reading level. Your child’s tutor can tell you his/her current reading level.

4. One easy way to tell if a book is on an appropriate level is to ask your child to read a section of the book out loud. If he/she makes 2 or more errors out of 20 words, the book is too difficult.

5. Find books that interest your child. 6. The following are suggestions for error correction:

When your child makes an error, wait to the end of the sentence, point to the tricky word and say, “This word tricked you; try the sentence again”.

Then, if the child gets stuck or makes another error, simply tell the child the word and let the reading continue.

7. While you are reading with your child, have conversation about the story that you are reading together. Ask: Who is the main character in the story? What is the problem? What just happened? Ask who, what, when where, why, etc.

8. Encourage your child to write daily. This can be creative writing, such as stories, poems, or journal writing where your child writes about his daily experiences.

Happy summer reading! University of Utah Reading Cinic. 5/07 UB

General Summer reading doc.

Estimados Padres y Representantes, Nos complacemos en reportarle que la intervención ayudo a su hijo/hija a progresar en su habilidad de lectura durante este año escolar. Es importante que su hijo/hija practique sus habilidades de lectura a diario leyéndole a alguien en voz alta por 15 a 30 minutos. Sugerencias para la lectura eficaz:

1. Lleve a su hijo/hija a la biblioteca con regularidad. La bibliotecaria puede ayudarle a seleccionar libros apropiados para su hijo/hija.

2. Si la escuela de su hijo/hija usa el programa Accelerated Reader, la biblioteca pública local debe tener una lista de los libros, organizados en orden de niveles de lectura, disponibles en la escuela.

3. Seleccione libros que estén al nivel de lectura de su hijo/hija. Consulte con el tutor de lectura para saber el nivel de lectura actual.

4. Una manera sencilla para determinar el nivel de lectura apropiado de un libro es que su hijo/hija lea un trozo del libro en voz alta. Si el/ella comete 1 o mas errores en 10 palabras que leyó, el libro es demasiado difícil.

5. Seleccione libros acerca de cosas que le interesen a su hijo/hija. 6. A continuación le ofrecemos algunas sugerencias para corregir errores:

Cuando su hijo/hija comete un error, espere que termine de leer la oración, señale la palabra dificultosa y dígale “ésta palabra te fue difícil, lee la oración de nuevo”.

Entonces, si su hijo/hija se estanca o comete otro error, simplemente dígale la palabra y continúen leyendo.

7. Mientras lee con su hijo/hija, converse acerca de la historia que están leyendo juntos. ¿Quién es el personaje principal? ¿Cuál es el problema? ¿Qué acaba de pasar? Pregunte ¿quién, que, cuando, donde, porqué? etc.

8. Anime a su hijo/hija a que escriba diariamente. Esto puede ser escritura creativa como por ejemplo un cuento, poema, o escritura en un diario donde su hijo/hija escribe sobre sus experiencias diarias.

¡Feliz Lectura de verano!

University of Utah Reading Clinic General Spanish summer reading doc.

Updated 5-31-2011

Insert Tab at this point TAB: Graduation & Certificates

UURC 08/08/12 KJB

Next Steps Graduation Requirements 2nd Graders Ready to Graduate Must Have:

- completed a,i, and o vowel patterns - strong, advanced 2.1 by end of January - this means 93% acc & at least 70wpm - in the top or second from top group

These students’ strong progress MUST be maintained! Not likely? Continue NS! For Any NS Student Continuing:

- should have 50+ sessions by year end - should have 25+ sessions by now - move students as fast as possible - student reads as much as possible - BUT! Provide support when needed!

Working in Text: Moving Up a Book Level:

- use Rate & Acc. criteria to judge - must be collected on “cold reading”

Moving Up in Word Study:

- do a Word Study Check to test for mastery - goal= > 35 in 1 min. w/no > 3 errors - meet goal? Move to next pattern. - Be strategic! Know whether the student needs

intro/direct teaching, accuracy work, or fluency work.

Fluency Activities: - repeated readings w/200 words - must be done at least every other week - can be done every session

Next Steps Reading Tutoring Graduate _________________

______________________________________ _____________________ Reading Tutor’s Signature Date of Graduation

Student

Principal

Next Steps

Insert Tab at this point TAB: Seminar Notes

7/29/2010

1

Foundations for Reading Success: Research & Common Sense

Early Steps/Next Steps Seminar #1

Dr. Kathleen J. Brown


[email protected]

801-265-3951

www.ed.utah.edu/uurc/

Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620)

• Seminar #1 Date Video Shown

• School Name(s) & District Name

• Participants’ Names & whether they are taking Early or Next Steps at this time.

• Granite folks who report to Stacey Lowe, please send your information to her.

• Attendance at all 5 seminars is required for ES/NS certification and university credit.

Top Predictors of G1 Reading Success

• health

• IQ

• knowledge of letter names

• oral language ability

• socio-economic status (SES)

• phonemic awareness

• gender

• print awareness

• amount of time parents read to child

(see Adams, 1990, Moats, 2003 for extensive reviews)

7/29/2010

2

What Does Research Suggest About:

• Modality Preferences/Learning Styles

• Perceptual Skills (e.g., visual discrimination)

M Skill ( hi li h i f )• Motor Skills (e.g., marching, crawling, hopping on one foot)

• Mental Age/IQ

• Logical & Analytical Abilities

• Home Literacy Experiences

When Should Reading Instruction Begin?

• Maturation Position:

• Reading instruction in K is….– developmentally inappropriate (most kids aren’t really ready)

– confusing, boring

– will “burn kids out” & “turn them off” to readingg

• “Reading is Natural” Position:

• Reading instruction in K…– isn’t necessary...just “immerse kids in print rich experiences” and they

will learn to read just like they learned to talk

When Should Reading Instruction Begin?

• Research-Based Position:

• Reading instruction in K has…– a positive effect on students’ achievement & attitude toward

reading (see Hanson & Farrell, 1995)

M k d b d !• Make a data-based argument!– There is not a shred of empirical evidence to suggest that learning

to read before entering G1 is harmful--cognitively or affectively

– The probability of poor G1 readers remaining poor readers is .88 if they do not receive intervention (Juel, 1988)

For these children, there is not an instructional moment to waste!!--even and especially in Kindergarten

7/29/2010

3

“Top 3” Predictor: Phonemic Awareness

• phonemic awareness = ability to attend to and manipulate the smallest sounds in speech e.g., /f/ /i/ /th/

• In particular, the ability to segment phonemes in words tells us a great deal about a child’s chances for success as a G1 reader

• Approximately 1/3 of middle class children fail to develop this insight sufficiently during G1

• Problems here form the core deficit in dyslexia

(Bradley & Bryant, 1983; Juel, Griffith, & Gough, 1986; Lomax & McGee, 1987; Share, Jorm, MacLean, & Matthews, 1984, Tunmer & Nesdale, 1985; Troia, 1999; Yopp, 1992)

Understanding the “phon” (sound) terms

• “phonological” is a subcategory of auditory, referring specifically to speech sounds

• phonology = the rules of how speech sounds go together in a language (e.g., English vs. Swahili)

• phoneme = the smallest sounds in speech (e.g., /b/, /ch/, /a/; there are 40-44 phonemes in English)

• orthography = the writing system in a a language…in an alphabetic system, how letters represent sounds

• phonological awareness = one’s ability to “penetrate” speech and do things w/sounds.

Why Do Some Children Have Difficulty Developing Phonemic Awareness?

• Children think about what words mean. Phonemes carry no meaning on their own. Phonemes are merely sounds.

• Phonemes cannot truly be isolated. ‘Cat’ is not made up of /c/ - /a/ - /t/ unless you have learned that it is!/c/ /a/ /t/ unless you have learned that it is!

• Individuals differ in ability on all kinds of cognitive and linguistic tasks. Genetic and environmental factors can put some individuals at-risk for phonological difficulties.

• Children with low p.a. are unlikely to benefit fully from phonics instruction w/out simultaneous p.a. instruction.

7/29/2010

4

Phonological Awareness: Easiest Levels

• Rhyming Awareness– example: bat, cat, scat, flat, mat, pat

– activities: nursery rhymes, chants, raps

• Syllable Awareness– example: play-ground, hop, cal-li-o-pe

– activities: clapping/stamping/dancing beats (add a puppet!)

Note: letter-name instruction needs to begin at this point! It seems to be a pre-requisite for the next level of phonological awareness.

Phonological Awareness: Mid-Levels

• Onset-Rime Awareness– example: b-at, sc-at, -at, ch-at

– activities: What did Charlie Chicken forget?

• First Phoneme Awareness– example: Which word starts like ‘leg?’ fox, cup, lamb

– activities: Picture Sorts

Phonological Awareness: Advanced Levels

• Blending phonemes– example: /b/-/a/-/t/ = bat

i i i h S G

Note: These tasks usually can be done only by children who can already read a little bit.

– activities: The Secret Language Game

• Segmenting phonemes (This is NOT stretching sounds, but rather segmenting/isolating sounds!)– example: bat = /b/-/a/-/t/

– activities: Tap the Sounds, Elkonin boxes, Writing for sounds

7/29/2010

5

Recommendations for Phonological Awareness Instruction

• Must involve oral production.

• Coincide alphabet instruction, and then word recognition instruction with p.a. instruction.

• Keep pacing brisk! Make activities motivating!Keep pacing brisk! Make activities motivating!

• Strive for “every student responds”

• Strive for 85% success rate for each task. Rachet up & down as indicated.

• Tell students “This helps us be good readers!” and gesture to skills during encounters with meaningful text (e.g., journal writing)

“Top 3” Predictor: Alphabet Knowledge

• All 26 upper and lower case, plus sounds

• need to over learned (accurate & fast)• need to over learned (accurate & fast)

• can’t learn to blend or chunk w/o letter name & sound mastery

What Is Difficult About Learning Letter

Names, Sounds, and Production?

• Minimal & abstract visual features-->highly confusable

M lti l f t & h d• Multiple fonts & hands

• Learning requires:– time

– attention

– practice

– motivation

Exposure via “letter-of-the-week” or immersion is not enough for at-risk children!

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“Top 3” Predictor: Print Awareness

• understand that print has meaning

• directionality (front to back, left to right, top to bottom, return sweep)

• develop working knowledge of concepts of letter, word, page, sentence, upper case, lower case, and punctuation

• Note: concept of word = most critical for reading development

Print Awareness Activities

• Explicit instruction & immersion with:

– predictable big and little books

looking at book while listening to an adult who reads aloud and– looking at book while listening to an adult who reads aloud and tracks print with finger (story time)

– wall rhymes

– dictating LEA stories

– echo reading

– re-arrange cut-up, familiar sentence

Using Predicable Text to Develop Concept of Word

• What aspects of the text are present in the child’s mind? What does he see when he looks at text?

X X• Xxx xxx xxxx xxx xxxxxX

• Cxx xxx fxxx txx cxxxx?

• Cxn yxx fxxd the cxxxl?

• Can you fxxd the camxl?

• Can you find the camel?

(Morris, 1981, 1999)

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Why is Concept of Word So Important for Reading Development?

• Children who can point accurately have a “rudder” by which they can steer through a “sea of text.”

• When they know where they are in text, they can use 1st sound + picture + memorysound + picture + memory

• This is the most rudimentary of decoding strategies. It sends the message: “I need to look closely at the words!”

• Children who don’t point, or don’t point precisely, aren’t sure where they are in that sea of text.

• Thus, opportunities to look closely at words are lost.

• pictures + repetition + memory + 1st sound--> recite reading

Final Conclusions

• Print Awareness

• Alphabet Knowledge

• Phonological Awareness

• Word Knowledge

• Oral Language………………all “bootstrap” on each other. That is, growth in one area stimulates growth in the other and vice versa. They are “reciprocally causal.”

(Barron, 1991; Perfetti, Beck, Bell, & Hughes, 1987; Stahl & Murray, 1994)

Final Conclusions

• Specifically, it is not clear how either letter recognition or phonemic segmentation skills could be acquired except through their instruction and exercise. When, then, do they tell us about reading readiness? One irrepressible interpretation is that the likelihood that a child will succeed in first grade depends most of all on how much she or he has g palready learned about reading before getting there--and this interpretation seems soberingly correct (p. 82).

• In the end, the great value of research on prereaders may lie in the clues it gives us toward determining what the less prepared prereader needs most to learn. For these children, we have not a classroom moment to waste (p. 90).

(Adams, 1990)

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Leading Reading Development: Text & Word Study Instruction




[email protected]

801-265-3951


Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620)

• Seminar #2 Date Video Shown

• School Name(s) & District Name

• Participants’ Names & whether they are taking Early or Next Steps at this time.

• Granite folks who report to Stacey Lowe, please send your information to her.

• Attendance at all 5 seminars is required for ES/NS certification and university credit.

Reading = Decoding X Comprehension

• Decoding for Expert Readers is Automatic

• Comprehension for Expert Readers is both A t ti & St t i

– accurate

– fast

– effortless

Automatic & Strategic

– knowledgeable

– flexible

– persistent

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What is Effective Beginning Reading Instruction?

• Phonological awareness• Word Recognition (high frequency &

decoding) a.k.a. phonicsg) p• Comprehension (reading & listening)• Print Appreciation• Print Awareness• Oral Language Development• Process Writing

How Important is Word Recognition Instruction?

• For most beginning readers—critical!!• Many struggle to “break the code” w/out

explicit/direct instructionp• Lack of successnegative spiral

(Stanovich, 1986)• The goal is not “balance” a.k.a “equal time”• The goal is give children what they need at

different points in reading development

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How Important is Word Recognition Instruction?

• For beginners, the challenge is to “access the print,” thus, word rec needs to be a big part of the curriculum.

• This means other components get less• This means other components get less.

• As automaticity w/words increases, other components get more.

• Word rec instruction requires careful crafting (preparation & practice)

• Wing it? slipshod at-risk kids suffer

Misconception:

Learning to read is “natural,” just like learning to speak. We should immerse readers in

authentic text, just like we immerse babies in authentic speech.

WRONG!!!

Rebuttal: • Speech is biologically hard-wired; written

language is a cultural invention (Liberman & Liberman, 1992).

• Learning to speak is natural; all non-disabled humans learn to speak.p

• Learning to read is not natural; many people who learn to speak do not learn to read—even when instructed and/or immersed.

• This especially true for at-risk children.• Research supports explicits phonics

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Who is At-Risk? Children Who:

• are from Low SES backgrounds

• are English Language Learners

• have cognitive limitations• have cognitive limitations

• have hearing impairments

• have delays in language development

• have limited experiences with literacy

Misconception:

Good readers “sample the print” and predict the identity of words from context

(Goodman, 1976, 1986; Smith, 1980).

WRONG!!!

Rebuttal:

• Good readers visually and cognitively take in almost every word on the page. They recognize most words automatically at sight. When they encounter an unfamiliar word, they use their knowledge of spelling patterns to quickly chunk the word.

• Poor readers rely on context.

Adams, 1990, Perfetti & Lesgold, 1979; Rayner & Pollatsek, 1987; Stanovich & Stanovich, 1995

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He had never seen dogs fight as these wxxxish cxxxxxxxx fxxxxt, and his first exxxxxxxxx txxxxt him an unfxxxxxxxble lxxxxx. It is true, it was a vixxxxxxx exxxxxxxxx, else he would not have lived to prxxit by it. Cxxxx was the vxxxxx. They were camped near the log store, where she, y p g , ,in her friendxx way, made adxxxxxx to a husky dog the size of a full-xxxxx wolf, thxxxx not half so large as xhe. Thxxx was no wxxxing, only a leap in like a flash, a metxx clip of teeth, a leap out exxxxly swift, and Cxxxx’s face was ripped open from eye to jaw.

When I walked into the Hall of Mirrors, I saw phantasmagoria happen with my own body.

“Kathleen,” my husband said, “No one would ever accuse you of being breviloquent!”

When discussing the use of context, we need to consider these issues separately:

1. What do good readers do to identify the d?word?

2. What do good readers do to figure out the meaning of the word?

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black green black

green red green

black black red

red red blue

blue blueblue blue

red black

black green

green blue

red green

Word Recognition Goals for Young Readers:

• 1. Identify an increasing number of words automatically—at sight.

• 2. Decode unfamiliar words by analogy y gy(using “chunks” and “chunks with meaning”) from words and patterns they know automatically.

• 3. Check to see if the word they generated makes sense. Adjust if necessary.

7/29/2010

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Leading Reading Development: Text & Word Study Instruction



[email protected]

801-265-3951



Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620) Seminar #3 Date Video Shown

School Name(s) & District Name

Participants’ Names & whether they are p ytaking Early or Next Steps at this time.

Granite folks who report to Stacey Lowe, please send your information to her.

Attendance at all 5 seminars is required for ES/NS certification and university credit.

Reading = Decoding X Comprehension

Decoding for Expert Readers is Automatic

Comprehension for Expert Readers is both Automatic & StrategicAutomatic

accurate

fast

effortless

Automatic & Strategic

knowledgeable

flexible

persistent

7/29/2010

2

30 Years of Empirical Research

Chall, 1967, 1983

Biemiller, 1970

Masonheimer, Drum, & Ehri, 1984

Ehri & Wilce, 1985Ehri & Wilce, 1985

Bryne & Fielding-Barnsley, 1989, 1990

Adams, 1990

Gough, Juel, & Griffith, 1992

Ehri, 1999

Focus: The Nature of Word Representation in Memory and How It DevelopsHow It Develops

Also known as:

What is in the child’s head and how does it change as the child learns to read?

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Representation = A Card in the File Box

Phonological representation = sound Phonological representation sound

Semantic representation = meaning

Orthographic representation = spelling

What Is In the Pre-Alphabetic Reader’s Memory?

Can you find the camel?Xxx xxx xxxx xxx xxxxxX

Phase 1: Pre-Alphabetic (Try Anything!)

-there are no representations—even alphabet

-so, uses word or letter shape and environment

camelhome camp some smell

NOT RELIABLE!!!

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How Can We Move Them Toward Partial Alphabetic?

Predictable text to develop concept of word (voice-to-print, 1-to-1 match via finger)

To help i.d. unfamiliar words, uses initial consonant

Picture sorts

Sentence word

ES levels 1-3 = predictable w/ lots of echo reading

Push for “first sound”

What Is In the Partial-Alphabetic Reader’s Memory?

Can you find the camel?Cxx xxx fxxx xxx cxxxxXCxx xxx fxxx the cxxxlX

Phase 2: Partial-Alphabetic (It’s a Start!)

-uses some letter-sound connections, then guesses

-vowels usually ignored because reps aren’t there

boatboot beat beast boast

BETTER! BUT STILL NOT RELIABLE!

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How Can We Move Them Toward Full Alphabetic?

text with slightly diminished predictability - still memory support

BUT! some easy “cold reading” to reinforce: high frequency words (the, you, said) short vowels blends digraphs short vowels, blends, digraphs blending strategy for short vowel words use of initial phoneme for big words

rhyming short vowel word study ES levels 4-6 = less predictable/lots of high freq. word bank for high frequency words

What Is In the Full Alphabetic Reader’s Memory?

Can you find the camel?Can you fxxd the caxxx?Can you find the caxxx?

Phase 3: Full Alphabetic (Moving Across a Whole Word)

- has all individual letters and sounds, even vowels! - now can blend to form words /c/-/u/-/p/ /cup/

-repetition –> better representations–> more sightrepetition > better representations > more sight words –> beginning of automaticity -/c/-/up/ /cup/

- result: sight word corpus grows

MORE RELIABLE! BUT SLOW!

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What Is In the Consolidated Alphabetic Reader’s Memory?

Can you find the camel?

How Can We Push Them Toward Consolidated Alphabetic? text with cold reading at instructional level (healthy

amount of decodable words & high freq. words)

text may/may not have some predictability

encourage blending and/or chunking for new words

mixed nonrhyming short vowel vowel pattern word study

ES levels 7-10 = instructional level cold reading

Word bank includes more difficult high frequency words (could, they, because)

Phase 4: Consolidated Alphabetic- more spellings amalgamated together with pronunciations in memory, so more and more words are true sight words (automaticity!)

school = /school/But! transportation = transpxxtxxxxxBut! transportation transpxxtxxxxx

- larger and larger chunks available for chunking strategy

ALL THE PIECES ARE IN PLACE!NOW, IT’S JUST A MATTER OF TIME AND EXPERIENCE!

Phase Partial Alphabetic Full Alphabetic Consolidated Alphabetic

Characterization Learning about Print Breaking the Code Going For Fluency

Reading Goals match 1:1 voice to print, 1st sound + picture for decoding, easiest high frequency in sight vocabulary, construction of meaning

additional high frequency in sight vocabulary, blend CVCs, some fluency but may sound “glued to print,” construction of meaning

Increasing sight vocabulary, chunk unfamiliar words by pattern, beging to analyze syllable spelling & morphemic structure of big words, increasing fluency, construction of meaning

Text Early Steps 1 – 4 (predictable)

Early Steps 4 – 9 (decodables, mixed text + high frequency text)

Early Steps 9 – 12+ (easy readers)

Word Study picture sorts & alphabet review → onset + vowel (●)

Finish onset + vowel and move to mixed short vowels (●●)

Vowel patterns (●●●)

* Developmental progression above draws upon Ehri (1998), Morris (2005), and Brown (1999-2000) Handout: Seminar #3

7/29/2010

1

Struggling Readers: Who Are They and What Do They Need?Need?



[email protected]

801-265-3951



Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620) Seminar #4 Date Video Shown

School Name(s) & District Name

Participants’ Names & whether they are p ytaking Early or Next Steps at this time.

Granite folks who report to Stacey Lowe, please send your information to her.

Attendance at all 5 seminars is required for ES/NS certification and university credit.

Growing Body of Research

Scanlon & Velluntino, 1997; Velluntino et al., (1996). Journal of Educational Psychology.

Shankweiler et al (1999) Scientific Studies Shankweiler et al., (1999). Scientific Studies of Reading.

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Disability Defined (Up To Now!)

Specific reading disability = at least average intelligence - no physiological or emotional impairments but…..

.....severe difficulty in learning to read

identified by establishing a discrepancy: reading performance approx 1.5 s.d. below general cognitive ability (accounts for approx 9% of pop.)

e.g., IQ = 100 WRMT = 78

What Causes This Discrepancy? Assumption: caused by constitutional limitation

(genetic or organic) difficulty learning to read.

However, establishing discrepancy does not take into account the student’s educational history!

Intervention studies suggest many reading difficulties are not true disabilities, but rather indicative of a need for more/better instruction.

Some struggling readers are “curriculum casualties!”

Reading Difficulties on a Continuum

Reading Difficulties<---------------------------------------------->Constitutional Environmental(in the kid) (outside the kid)-harder to fix -easier to fix

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Research Question:

Can we distinguish between children whose reading difficulties are constitutional in origin….

…from those whose difficulties are…from those whose difficulties are environmental in origin?

The answer has implications for type & duration of intervention!

Methods

N = 1,407 students

middle and upper-middle class schools

“kit h i k” measures = “kitchen sink”

poor readers tutored in 1st grade

Intervention = 30 minutes, 1-on-1, daily for 15 weeks; 8-10 additional weeks if needed

Results

Phonological awareness, short term memory, and rapid naming deficits show up in K (and perhaps earlier)

These abilities distinguish between: These abilities distinguish between: normal and “harder to fix” kids

“easier to fix” kids and “harder to fix” kids

These are the constitutionaldeficits, and are often inherited!

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Results

Intervention can make a difference. After 2 years of tutoring, only 1.5% of students fell

below 15%ile and only 3% below the 30%ile on the WRMT

Note this is fewer than 9% estimates that don’t take educational history into account

Environmental deficits (more & better curriculum) can be fixed!

Take-Home Message for Educators

We can’t assume a child has a" disability” w/out trying early, intensive intervention.

Constitutional deficits show up early. Assess & intervene in Kindergarten!!& intervene in Kindergarten!!

The discrepancy formula is not enough. We also need more sensitive reading tests.

Intervention can reduce the “LD” population!

Research Questions:

Are there profiles of struggling readers? Word Callers

BK Compensators BK Compensators

Both

Are any profiles more prevalent than others?

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Methods

Call went out for “kids with learning problems”

N = 361 students ages 7.5-9.5 w/IQ >80

Measures = reading comp, word id, pseudo word id, listening comp, etc

plotted composite reading scores on scattergram

Results n = 114 students = average or above readers

n = 71 students = too close to call (buffer zone)

Remaining students = poor readers

n = 127 n = 32 n = 17

Where do they fit?

Results

n = 127 = equally poor at decoding & comp

n = 32 = better at comp than at decoding (BK Compensators)p )

n = 17 = better at decoding than at comp (Word Callers)

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Most children are equally good or poor at both decoding & comp (n = 241 of 361 or 67%).

Word skills correlate more strongly with reading comp than with listening comp; thus, word skills drive the reading process heavily at lower levels.


There are a few “discrepant readers” (n = 49 of 361 or 14% of total population).

There are very few Word Callers (n = 17 of y (176 or 10% of total poor readers)

It is a stretch to label these students Word Callers. Even though they are relatively better at decoding than at comp, they are still lower on average than good readers at either.


The vast majority of poor readers demonstrate deficits in decoding skills (159 of 176 or 90% of poor readers)

High quality decoding instruction is necessary in regular curriculum to prevent reading difficulties. It is necessary in interventions for struggling readers--even most of the so-called Word Callers.

7/29/2010

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The Virginia Intervention Model Expands in the West

What Have We Learned?

What Do We Still Need to Know?

University of Utah Reading Clinic Appalachian State University

Kathleen Brown, Darrell Morris, Matt Fields,

Stacey Lowe, Julie Robertson, Veronica Reynolds, Debbie Skidmore,

Debra Van Gorder,Connie Weinstein

Theoretical Framework Virginia Model of Intervention:

– guided reading @ instructional level

– systematic, isolated code instruction

– fluency work

– 1-on-1 format

(Brown, Morris, & Fields, 2004; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien, 1999)

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Historical Background

• 1999 - creation of UURC• 1999/2000 - Early Steps pilot (n=3)

2000/01 - Early Steps follow-up (n=9) - Next Steps pilot (n=3) - Next Steps pilot (n=3)

2001/02 - Early/Next Steps w/ ELL (n=18) 2002/03 – Early/Next Steps (n=28) 2004/05 - Early/Next Steps (n=35) 2005/06 - Early/Next Steps (n=41 and no end

in sight!)

Research Questions

Is Virginia (Early-Next Steps) Intervention effective for

- at-risk and struggling readersat risk and struggling readers

- who receive 90 minutes of an SBRR program daily?

Is it more effective than SBRR small group intervention?

Method

Early/Next Steps Intervention (Tx)– 1-on-1 30/45 min. Daily/2x per week

– guided reading at instructional level

word study/phonological awareness– word study/phonological awareness

– fluency training

Title 1 Intervention (Control)– 30-45 min. daily small group,

– reinforce Open Court

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Passage Reading Level Coding

Pre-PrimerReading Level

Primer12

Code #

Primer1.2 (late G1)

2.1 (early G2)

2.2 (late G2)

3.0

23456

12

Early Steps Students vs. Controls: Year 1

2.5

3

3.5

4

EARLY STEPS

F(1,79) = 19.9, p < .01, d = .86

2.6 = primer - late G1

0

0.5

1

1.5

2

Beginning 1st Grade End 1st Grade

0 = Non-Reader

1.0 = preprimer

CONTROL

EARLY STEPS

Next Steps Students vs. Controls

3.5

4

4.5

5

3 3 = late G1+

4.1 = early G2

NEXT STEPS

F(1,80) = 10.8, p < .01, d = .72

1

1.5

2

2.5

3

September May

1.9 = primer

2.2 = primer

3.3 = late G1+

CONTROL

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ELL Next Steps Students vs. ELL Controls

2 5

3

3.5

4

4.5

5

3.9 = early G2

4.7 = mid G2

ELL NEXT STEPS

F(1,108) = 8.6, p < .05, d = .56

1

1.5

2

2.5

September May


2.6 = primer - late G1ELL CONTROL

Research Question

Can non-certified educators (i.e, teacher’s aides) deliver Next Steps effectively?

- when supervised by an intervention specialist

Results: NS-Aides vs. Controls

3

3.5

4

4.5

5

3.9 = early G2

4.5 = mid G2

Controls

NS-Aides

F(1,92) = 7.4, p < .01, d = .59

1

1.5

2

2.5

3

September May

2.3 = primer

2.6 = primer - late G1Controls

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Results: NS-Teachers vs. NS Aides

3

3.5

4

4.5

5

2.9 = late G1

4.5 = mid G2

4.9 = late G2

NS-Teachers

F(1,46) = 8.6, p = .89, n.s.

1

1.5

2

2.5

3

September May

2.3 = primer

NS-Aides

Research Question: Follow-up Study

What happens in 2nd grade when

- Virginia Model intervention is discontinued andand

- both Early Steps & Control students receive Open Court intervention in a small group format?

Early Steps Students vs. Controls: Year 2

2

2.5

3

3.5

4

2.6 = primer – late G1

3.9 = early G2

EARLY STEPS

F(1,51) = 9.6, p < .01, d = .60


0

0.5

1

1.5

2

Beginning 1stGrade

End 1st Grade March, 2nd Grade

0 = non-reader 1.0 = preprimer

CONTROL

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What We’ve Learned The Virginia Model is more effective at

boosting at-risk and struggling readers’ progress than small group Open Court intervention…

this finding extends to ELL readers …this finding extends to ELL readers

Teachers’ aides can deliver the Virginia Model effectively—with supervision from an intervention specialist

What We’ve Learned

Early Steps will not be sufficient for some at-risk readers to reach grade level. To “finish the job,” additional—albeit less intensive--tutoring may be necessary

Some students who reach grade level after a year of the Early or Next Steps may need subsequent “booster shots” to continue the trajectory at desired levels (i.e.,maintain grade level performance).

What We Still Need to Know Does performance trajectory continue at

desired levels when Early Steps is followed by Next Steps in grade 2?

How does the “size of the group” impact the effectiveness of the Virginia Model? To whateffectiveness of the Virginia Model? To what extent is it effective in pairs? small group?

Does group size interact with severity of reading difficulty? Who really needs 1-on-1 and who can “make it” with pair or even small group instruction?

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What We Still Need to Know How does the Virginia Model compare to

other 1-on-1 intervention models (e.g., Reading Recovery, Success for All tutoring, America Reads)

How does participation in a Virginia Model How does participation in a Virginia Model practicum affect educators’ knowledge of reading development and instruction?

What will it take to help teachers apply what they’ve learned from the practicum in their classroom small groups?– follow-up 1-to-1 with classroom practicum?

What We Still Need to Know Can cross-age peer tutors effectively

implement a “modified” Virginia model when supervised by an intervention specialist?

Can the Virginia Model be extended for gstudents who can read at a 3rd grade level or above, but who are still below grade level?– pilot Upper Steps?

Insert Tab at this point TAB: Appendix: Additional Assessments

University of Utah Reading Clinic EXTENDED READING ASSESSMENT

SUMMARY OF STUDENT’S PERFORMANCE

©University of Utah Reading Clinic, Revised 9-1-20 MKF

Name Date

Grade Age Examiner

School Test RLA

WORD RECOGNITION

TEST ORAL READING

FLASH (%)

UNTIMED (%)

ACCURACY (%)

RATE (WPM)

COMP (%)

SPELLING (%)

G1-Oct X

G1-Mar

G1-End

G2

G3

G4

G5

G6

G7

G8

FUNCTIONAL READING LEVELS 1-on-1

Tutorial Level Beginning

Word Study

Findings & Recommendations:

NOTE: Administrators of this instrument are required to purchase the following books:

Lobell, A. (1972). Mouse Tales. New York: HarperCollins (ISBN: 0-06-444013-3)

Lobell, A. (1979). Days with Frog and Toad. New York: HarperCollins (ISBN: 0-06-444058-3)

Morris, D (2015). Morris Informal Reading Inventory: Preprimer through Grade 8. New York:

The Guilford Press (ISBN: 978-1462517572)

Randall, B. (1994). Baby bear goes fishing. Barrington, IL: Rigby PM (ISBN: 0-4350-6697-8)

Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory (8th ed.). Upper Saddle River,

New Jersey: Merrill, Pearson Prentice-Hall (ISBN: 0-13-172343-X or 0-13-156808-6)

University of Utah Reading Clinic Spelling Scoring Sheet

University of Utah Reading Clinic: Revised 4/24/07 MKF Adapted from Qualitative Inventory of Word Knowledge (Short Form) © 2003 Robert Schlagal

Student’s Name _____________________ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6

trap train scream popped explosion mental bed thick noise plastic justice commotion when chase stepping cable compare declaration wish trapped count gazed settlement musician sister dress careful cozy measure dredge girl queen chasing scurry suffering violence drop cloud batter preparing needle wreckage bump short caught stared preserve decision drive year thirsty slammed honorable impolite plane shopping trust cabbage lunar acknowledge ship cool knock gravel offered conceive bike stuff send sudden normal introduction /12 /12 /12 /12 /12 /12 /100% /100% /100% /100% /100% /100%

Level 7 Level 8 Note: Spelling Inventory not administered as part of the RLA. Inventory may be used to find spelling grade level. Directions: Start one grade level below instructional passage reading level. Mark word if misspelled. (All words are scored correct/incorrect.) Count number correct (out of 12). If less than 8 errors, continue to next Level. Use the table below to convert to percentage correct.

tomatoes knuckle solemn newsstand device permissible necessary transparent analyze wooden monopoly respiration patience subtle miniature bookkeeping dissolve fictional succeed granular exhibition insistent subscription recession /12 /12 /100% /100%

Number Missed

Number Correct Percentage

Number Correct

Number Missed Percentage

0 12 100 4 8 33 1 11 92 3 9 25 2 10 83 2 10 17 3 9 75 1 11 8 4 8 67 0 12 0 5 7 58 6 6 50 7 5 42

University of Utah Reading Clinic Student Spelling Sheet


Student’s Name _____________________

Level ___ Level ___

1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10. 11. 11. 12. 12.

Flash Instrument

University of Utah Reading Clinic 5/30/14 MKF

Guidelines For Assessing Word Recognition Automaticity: “The Flash Instrument”

The word lists are “graded” and range from October of Grade 1 to grade 8. The words are those used in Morris, D. (1999) The Howard Street Tutoring Manual: Teaching At-Risk Readers in the Primary Grades. New York: Guilford Press. The original and complete word list is found in Harris, A.& Jacobson, M. (1982). Basic Reading Vocabularies. New York: Macmillan. Criteria: -independent level = 80% on the flash presentation -instructional level = 60% on the flash presentation For example, a 4th grade student who scores 50% on the 3rd grade flash list and 65% on the 2nd grade flash list has a word recognition instructional level of 2nd grade. Pacing: the goal is to mimic an eye fixation—250 milliseconds (a quarter of a second). It may be helpful to say to yourself, “Slide—(slight pause)—Close.” DO NOT WAIT FOR THE CHILD’S RESPONSE TO CLOSE THE SHUTTER!!! Coding:

1. Correct answer? Leave blank. 2. Hesitation? Mark ‘h’ in the flash column. Put a check in the untimed column. 3. Incorrect answer on the flash? Write what the child said in the flash column, open the shutter and say, “Take another look.” Depending on what child says, in the untimed column, put a checkmark (indicating self-correct), a zero (no answer), or write in the erroneous substitution. Scoring:

1. Flash Score – count number of errors in flash column. Multiply by 5. Subtract from 100. The answer is the percentage correct for the flash presentation. Enter this score at the bottom of the flash column.

2. Untimed score – Start with the flash percentage. Add 5 points for every self- correction in the untimed column. Record this score at the bottom of the untimed column. 3. Checking – Add 5 points to the untimed score for each error in the untimed column. If you reach 100, you know you have computed the scores correctly.

Notes: When a student misses 9 words on the flash list, stop!

Be sure to use the shutter and your arm and hand to hide the list. If you’re lax in this regard, and the student gets a look at the words, you’ve lost the advantage of the flash. Be sure that the student is looking at the instrument before you start. It is likely you will have to do this several times, as you “take breaks” to score. A good prompt is, “Ready for #17?” which seems to initiate focus.

Flash Word Recognition

Assessment

Student Word Lists &

Examiner Score Sheets

University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT

Examiner Score Sheet

*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 11/29/13 MKF

Level: G1-Oct Flash Untimed Level: G1-Mar Flash Untimed

1.* and 1. back

2.* cat 2. eat

3.* me 3. sun # of

Errors %

4.* is 4. bird 0

1 100% 95%

5. go 5. pat 2

3 90% 85%

6. play 6. saw 4

5 80% 75%

7. where 7. feet 6

7 70% 65%

8. like 8. lake 8

60%

9. thing 9. hid

10. old 10. cut # of

Errors %

11. your 11. about 9

10 55% 50%

12. up 12. one 11

12 45% 40%

13. said 13. rain 13

14 35% 30%

14. big 14. water 15

16 25% 20%

15. for 15. two 17

18 15% 10%

16. by 16. how 19

20 5% 0%

17. dog 17. window

18. not 18. need

19. who 19. that's

20. here 20. mother

Percent Correct Percent Correct

* If the student cannot read any of the first 4 words in the G1-Oct list automatically, discontinue the test and score 0% Flash | N/A Untimed




Level: G1-End Flash Untimed Level: 2 Flash Untimed

1. leg 1. able

2. black 2. break

3. smile 3. pull # of

Errors %

4. hurt 4. week 0

1 100% 95%

5. dark 5. gate 2

3 90% 85%

6. white 6. felt 4

5 80% 75%

7. couldn’t 7. north 6

7 70% 65%

8. seen 8. rush 8

60%

9. until 9. wrote

10. because 10. perfect # of

Errors %

11. men 11. change 9

10 55% 50%

12. winter 12. basket 11

12 45% 40%

13. shout 13. shoot 13

14 35% 30%

14. glass 14. hospital 15

16 25% 20%

15. paint 15. spill 17

18 15% 10%

16. children 16. dug 19

20 5% 0%

17. table 17. crayon

18. stand 18. third

19. head 19. taken

20. drove 20. prize





Level: 3 Flash Untimed Level: 4 Flash Untimed

1. accept 1. average

2. favor 2. hamster

3. seal 3. select # of

Errors %

4. buffalo 4. tobacco 0

1 100% 95%

5. slipper 5. brilliant 2

3 90% 85%

6. receive 6. liberty 4

5 80% 75%

7. legend 7. prance 6

7 70% 65%

8. haircut 8. solemn 8

60%

9. dresser 9. disease

10. icy 10. impress # of

Errors %

11. customer 11. miracle 9

10 55% 50%

12. thread 12. wrestle 11

12 45% 40%

13. plop 13. coward 13

14 35% 30%

14. bandage 14. explode 15

16 25% 20%

15. further 15. opinion 17

18 15% 10%

16. moat 16. suffer 19

20 5% 0%

17. closet 17. vast

18. unroll 18. relationship

19. storyteller 19. furnace

20. yarn 20. clan






1. labor 1. elevate

2. cripple 2. conservation

3. hasten 3. tenderness # of

Errors %

4. frontier 4. barrier 0

1 100% 95%

5. riverbed 5. adulthood 2

3 90% 85%

6. settlement 6. kennel 4

5 80% 75%

7. absent 7. humiliated 6

7 70% 65%

8. dissolve 8. nonfiction 8

60%

9. plea 9. revive

10. surrender 10. wallet # of

Errors %

11. organization 11. depression 9

10 55% 50%

12. evidence 12. carvings 11

12 45% 40%

13. width 13. similarity 13

14 35% 30%

14. rampaging 14. unanswered 15

16 25% 20%

15. horseshoe 15. fingernail 17

18 15% 10%

16. grammar 16. breed 19

20 5% 0%

17. assorted 17. marrow

18. soybean 18. starter

19. troublesome 19. pedestrian

20. circumstance 20. quantity






1. civic 1. administration

2. shirttail 2. federation

3. nominated 3. militia # of

Errors %

4. gruesome 4. shambles 0

1 100%95%

5. disadvantage 5. bankrupt 2

3 90% 85%

6. goldenrod 6. architecture 4

5 80%75%

7. perishable 7. tonic 6

7 70%65%

8. straightforward 8. toddler 8

60%

9. warrant 9. cavernous

10. unthinkable 10. imperative # of

Errors %

11. ridicule 11. notorious 9

10 55% 50%

12. engulf 12. subconscious 11

12 45%40%

13. kindhearted 13. corps 13

14 35%30%

14. maturity 14. laborious 15

16 25% 20%

15. impassable 15. rivet 17

18 15% 10%

16. bolster 16. unimaginable 19

20 5% 0%

17. copyright 17. dizzily

18. foliage 18. irritability

19. prune 19. puncture

20. persecution 20. wholehearted


1. and 1. back

2. cat 2. eat

3. me 3. sun

4. is 4. bird

5. go 5. pat

6. play 6. saw

7. where 7. feet

8. like 8. lake

9. thing 9. hid

10. old 10. cut

11. your 11. about

12. up 12. one

13. said 13. rain

14. big 14. water

15. for 15. two

16. by 16. how

17. dog 17. window

18. not 18. need

19. who 19. that's

20. here 20. mother

Oct1 Mar1

1. leg 1. able

2. black 2. break

3. smile 3. pull

4. hurt 4. week

5. dark 5. gate

6. white 6. felt

7. couldn’t 7. north

8. seen 8. rush

9. until 9. wrote

10. because 10. perfect

11. men 11. change

12. winter 12. basket

13. shout 13. shoot

14. glass 14. hospital

15. paint 15. spill

16. children 16. dug

17. table 17. crayon

18. stand 18. third

19. head 19. taken

20. drove 20. prize

End1 2

1. accept 1. average

2. favor 2. hamster

3. seal 3. select

4. buffalo 4. tobacco

5. slipper 5. brilliant

6. receive 6. liberty

7. legend 7. prance

8. haircut 8. solemn

9. dresser 9. disease

10. icy 10. impress

11. customer 11. miracle

12. thread 12. wrestle

13. plop 13. coward

14. bandage 14. explode

15. further 15. opinion

16. moat 16. suffer

17. closet 17. vast

18. unroll 18. relationship

19. storyteller 19. furnace

20. yarn 20. clan

3 4

1. labor 1. elevate

2. cripple 2. conservation

3. hasten 3. tenderness

4. frontier 4. barrier

5. riverbed 5. adulthood

6. settlement 6. kennel

7. absent 7. humiliated

8. dissolve 8. nonfiction

9. plea 9. revive

10. surrender 10. wallet

11. organization 11. depression

12. evidence 12. carvings

13. width 13. similarity

14. rampaging 14. unanswered

15. horseshoe 15. fingernail

16. grammar 16. breed

17. assorted 17. marrow

18. soybean 18. starter

19. troublesome 19. pedestrian

20. circumstance 20. quantity

5 6

1. civic 1. administration

2. shirttail 2. federation

3. nominated 3. militia

4. gruesome 4. shambles

5. disadvantage 5. bankrupt

6. goldenrod 6. architecture

7. perishable 7. tonic

8. straightforward 8. toddler

9. warrant 9. cavernous

10. unthinkable 10. imperative

11. ridicule 11. notorious

12. engulf 12. subconscious

13. kindhearted 13. corps

14. maturity 14. laborious

15. impassable 15. rivet

16. bolster 16. unimaginable

17. copyright 17. dizzily

18. foliage 18. irritability

19. prune 19. puncture

20. persecution 20. wholehearted

7 8

Insert Tab at this point TAB: Appendix: Additional Repeated Readings

Date Date Date

170 170 170

160 160 160

150 150 150

140 140 140

130 130 130

120 120 120

110 110 110

100 100 100

90 90 90Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story



TIMED REPEATED READINGS(EARLY STEPS TRANSITION) TWO MINUTES / 150 WORDS

7

6

5

4

3

1

7

6

5

4

3

2

5

4

3

22

0 0

1 1

Errors

0

Errors Errors Errors Errors Errors7

6


Date Date Date

270 270 270

260 260 260

250 250 250

240 240 240

230 230 230

220 220 220

210 210 210

200 200 200

190 190 190Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story



3

TIMED REPEATED READINGS(NEXT STEPS FLUENCY) TWO MINUTES / 250 WORDS

7Errors

7

2

6

5

4

3

1

Errors

2

5

4

3

2

7

6

5

4

6

0 0

1 1

Errors

0

Errors Errors Errors


Date Date Date

320 320 320

310 310 310

300 300 300

290 290 290

280 280 280

270 270 270

260 260 260

250 250 250

240 240 240Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story



3

TIMED REPEATED READINGS(NEXT STEPS FLUENCY / HIGHER STEPS) TWO MINUTES / 300 WORDS

7Errors

7

2

6

5

4

3

1

Errors

2

5

4

3

2

7

6

5

4

6

0 0

1 1

Errors

0



Date Date Date

370 370 370

360 360 360

350 350 350

340 340 340

330 330 330

320 320 320

310 310 310

300 300 300

290 290 290Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4




Title of book/story

Title of book/story

Title of book/story



0 0

1 1

Errors

0


2

5

4

3

2

7

6

5

4

6

2

6

5

4

3

1

3

TIMED REPEATED READINGS(HIGHER STEPS) TWO MINUTES / 350 WORDS

7Errors

7Errors


Insert Tab at this point TAB: Appendix: Repeated Readings (Accuracy)

Date Date Date

13 13 13

12 12 12

11 11 11

10 10 10

9 9 9

8 8 8

7 7 7

6 6 6

5 5 5

4 4 4

3 3 3

2 2 2

1 1 1

0 0 0Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4Timing

1Timing

2Timing

3Timing

4


Title of book/story

Title of book/story

Title of book/story


NEXT STEPS **ACCURACY**TIMED REPEATED READINGSTWO MINUTES / 250 WORDS

University of Utah Reading Clinic: Revised 2/20/08 MKF-MB

Insert Tab at this point TAB: Appendix: Additional Lesson Helps

Tutor________________________ Next Steps Fluency Lesson Plan

Student_________________________________ Date______________

Student Grade Level_______ Lesson #______

Fluency Work: Repeated Reading (at student’s instructional level) (7 minutes) □ (Timings #3 & #4)

Title_________________________ p. _______

Level_____________

Comments:

Repeated Reading: Passage is the same one that was used in step #4 in previous lesson.

□ Word Bank: (2 minutes)

Comments:

High frequency words that present difficulty

Assisted Reading of New Material (16 minutes)

Title_________________________ p. _______

Publisher________________Level_________ □Preview Text □Echo Read □Solo Read □Comprehension Work

□ Rate & Accuracy Check (100 Words) p._________ Rate: ______min. ______ sec. = ________ wpm Accuracy: ________%

□ Continue Solo Reading & Comprehension Work

BUMP-UP in text 1. Mark a 100 word passage in the text you plan to use for assisted reading. Do not use echo pages. 2. Time how long it takes focus student to read that portion. Count errors. 3. Calculate wpm. Total the number of errors made. (Beginning at G2-Mid Self Corrections DO count as errors.) 4. Use criteria below. 5. To BUMP-UP a singleton student, the student must meet this criteria 2 out of 3 trials from stories at the end of the basal or 2 different trade books from the same level. 6. To BUMP-UP a group, at least 2 of 3 students must meet criteria. If 1 student does not, that student must score 90% accuracy and within 5 wpm of the rate criterion for that level.

Text Level Accuracy Rate

Basal: G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm G2-End……...……… 93% at least 80 wpm Trade Books: 2E, 2M, 2D………...

93%

at least 80 wpm

3E………………….. 93% at least 80 wpm 3M…………………. 93% at least 90 wpm 3D…………………. 93% at least 100 wpm 4E…………………. 93% at least 95 wpm 4M………………… 95% at least 105 wpm 4D…………………. 95% at least 110 wpm

☞Remember: When student(s) exit G2-End Basal, move to 2E, then 2M, then 2D Trade Books.

(1:1 – 13 minutes) (Group – 13 minutes) Word Study

□ Sort:__________________________ Anchors: ______ ______ ______ _______ # of Sessions in this Sort:______ □ Intro lesson □ Random Check

□ Memory

□ Spelling (5 words):

□ Say It – Match It – Check It

Word Study √ Data # correct ________ # errors ________ (Record the words missed below)

BUMP-UP in word study 1. Word Study √s begin with Mixed Short Vowels and continue through Vowel Patterns. 2. Word Study √s must be cold. 3. Randomize a deck of at least 40 words, sampling all current patterns. 4. Set timer for 1 minute. 5. Student must read “off the deck.” 6. Sort into 2 piles: Automatic / Incorrect or Hesitation 7. Criteria: At least 35 words correct in 1 minute with no more than 3 errors. 8. When all students meet the criteria....BUMP UP☺

□ Sentence Stem

Fluency Work: Repeated Reading (at student’s instructional level) (7 minutes) □ (Timings #1& #2)

Title________________________ p._______

Level_____________

Repeated Reading: Count out 200 words in a story you have previously read. Have your student read to you for 2 minutes. Count words read and errors made. Record on graph. Student rereads passage twice. Retire passage after 4 timings. (Timings #3 & #4 to be done at beginning of next session)


Next Steps Word Study – Cue Card Day 1 ••Mixed Shorts Day 1

University of Utah Reading Clinic 5/24/16 hd

On the first day of a new pattern only, T. will explicitly model with the anchors. Display anchors, point with pencil and say,

This word is hat, what word? T. Point to ‘a’ in ‘hat’ and say, The letter ‘a’ is a vowel. It says /ă/. What does it say? T. Repeat for ‘i’, ‘o’, and ‘e’. T. Show ‘job’ word card to students and ask,

What vowel do you see in this word? Pause, Everybody? Does this go under hat, pig, mom or red? Pause,

Everybody? T. Place card under ‘mom’ and say, Your turn. Voices together. T. Points as S. chorally read down column. To finish the matrix, the prompt is, Where does it go? S. chorally identify anchor for placement. T. Places card, then, Your turn. Voices together. T. Points as S. chorally read down column

Repeat until 4 x 4 is built. Upon completion of the sort… T. Touch pencil to the vowel and the ending consonant in ‘hat’ and say, Watch my pencil. This vowel pattern is a-consonant. Say it with me: a-consonant.. a-consonant.. a-consonant. T. Go back and pencil point to the anchor ‘hat’ and say, Watch my pencil. The vowel sound is /ă/. Say it with me: /ă/… /ă/ … /ă/. Repeat with ‘pig’, ‘mom’, and ‘red’. Continue with Fast Pencil

Next Steps Word Study - Cue Card Day 2 + ••Mixed Shorts Day 2+


This is the routine for each lesson following the introduction (Day 1) of a new vowel pattern.

T. Display anchors, point with pencil and say, Watch my pencil. Voices together S. Read anchors as you move from ‘hat’ to ‘pig’ to ‘mom’, and ‘red’.

T. Show first word card* for today and ask, Where does this go? Pause, Everyone? S. Chorally name the anchor under which the word card belongs. *Students do NOT read the word card until it has been placed in the column. T. Place card under appropriate anchor and say, Your turn. Voices together. T. Point down column. S. Chorally read the words as you point with pencil down the column. To finish the matrix, the prompt is, Where does it go? S. chorally identify anchor for placement. T. Places card, then, Your turn. Voices together. T. Points as S. chorally read down column. Repeat until 4 x 4 is built.

Upon completion of the sort… T. point with pencil moving up and down over each column and ask, What is the vowel pattern here? Pause, Everyone? S. Chorally respond with the appropriate vowel pattern…. a-consonant. T. Point with pencil moving up and down over each column and ask, What is the vowel sound? S. Chorally respond with appropriate vowel sound…. /ă/ Repeat this step for...i consonant says / ῐ/, …o consonant says / ŏ/,

and ...e consonant says / ӗ/.

Continue with Fast Pencil

Next Steps Word Study – Cue Card Day 1 ••• Core Vowel Patterns Day 1


On the first day of a new pattern only, teacher will explicitly model with the anchors. Display anchors, point with pencil and say,

These words all use the vowel ‘a’ but ‘a’ makes different sounds. This word is hat. What word? Elbows up! T. leads students in tapping. Tap whole word, then tap it again, but stop on ‘a’ and bounce your finger while saying /ă/. Yes, ‘a’ is saying /ă/.

This word is cake. What word? Let’s see what happens here because of the silent ‘e.’ Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /ā/. Now, ‘a’ says /ā/. This word is farm. What word? Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /r/. Now, ‘a’ says /ar/ because the ‘r’ is bossy.

This word is rain. What word? Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /ā/. Now, ‘a’ says /ā/ because it is followed by a silent ‘i’.

T. show ‘jam’. Does this go under ‘hat,’ ‘cake,’ ‘farm,’ or ‘rain’? Pause, Everybody? T. places card, then Voices together. T. points as S. chorally read down column. To finish matrix the prompt is, Where does it go? S. chorally identify anchor for placement. T. places card, then Your turn, voices together. T. points as S. chorally read down column.

Repeat until 4 x 4 is built

\

Next Steps Word Study – Cue Card Day 1 ••• Core Vowel Patterns Day 1


Day 1 Continued…

Upon completion of the sort… T. Touch pencil to the vowel and the consonants in the vowel pattern and say,

Watch my pencil. The vowel pattern in ‘hat’ is a-consonant. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the a-consonant column. a-consonant…. a-consonant… a -consonant. T. Point pencil back to anchor and say, The vowel sound is /ă/. Say it with me: /ă /... /ă/…. /ă/.

Watch my pencil. The vowel pattern in ‘cake’ is a-consonant-e. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the v-consonant-e column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ā/ then, Say it with me: working down the column for the remaining words. Watch my pencil. The vowel pattern in ‘farm’ is a-r. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the r-controlled column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ar/ then, Say it with me: working down the column for the remaining words. Watch my pencil. The vowel pattern in ‘rain’ is a-i. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the vowel team column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ā / then, Say it with me: working down the column for the remaining words. Continue with Fast Pencil

Next Steps Word Study – Cue Card Day 2+ ••• Core Vowel Patterns Day 2+


This is the routine for each lesson following the introduction (Day 1) of a new vowel pattern.

T. Display anchors, point with pencil and say, Watch my pencil. Voices together. S. Chorally read anchors as you move across the word cards. T. Show first word card* for today and ask, Where does it go? Pause, Everybody? S. Chorally name the anchor under which the word card belongs. *Students do NOT read the word card until it has been placed in the column. Then, they read in order as you move your pencil down that column. T. Place card under the appropriate anchor and say, Your turn. Voices together. S. Chorally read the words as you point with pencil down the column.

Repeat until 4 x 4 is built. Upon completion of the sort…

T. Point with pencil moving up and down over each column and ask, What is the vowel pattern here? Pause, Everybody? S. Chorally respond with appropriate vowel pattern. T. Point with pencil moving up and down over each column as you ask, What is the vowel sound? Pause, Everybody? S. Chorally respond with appropriate vowel sound.

Continue with Fast Pencil

Early Steps Word Study Sequence

1. Beginning Consonant Picture Sorts B M R S T G N P C H F D L K J W Y Z V Q

• Conduct Letter/Sound Assessment (LSA) -- Found within the ERI Assessment --

• Use results to finish alphabet work until alphabet is firm. • Start onset sorts immediately. ⇨Starting At Onset + Vowel, (cv+c) -

Teach students to blend by tapping.

2. Onset +Vowel * Begin with a 2 x 1 sort. Add more cards to the columns ASAP. ●ma__, sa__ ●ma__, sa__, ca__ ●pa__, ba__, ra__ ****** ●si__, li__, fi__

●ki__, hi__, pi__ ****** ●mo__, ro__, do__ ****** ●be__, we__, pe__ ****** ●ru__, bu__, gu__

⇨Starting At Mixed Short Vowels,

students must pass WORD STUDY √ where indicated to move on.

3. Mixed Short Vowels ●●A I O

●●I O E ●●O E U (WORD STUDY √ using all 5 vowels)

4. Vowel Patterns a. Start with a 2 x 6 sort: ●●●a__, a_e

(WORD STUDY √) ●●●i__, i_e

(WORD STUDY √) ●●●o__, o_e (WORD STUDY √) ●●●e__, ee

(WORD STUDY √)

●●●u__, u_e (WORD STUDY √)

b. Next do a 3 x 4 sort including “r” controlled patterns: ●●●a__, a_e, ar

(WORD STUDY √) ●●●i__, i_e, ir

(WORD STUDY √) ●●●o__, o_e, or (WORD STUDY √) ●●●e__, ee, er

(WORD STUDY √)

●●●u__, u_e, ur (WORD STUDY √)

Review #1 Review by combining “a” & “i” patterns as needed. Examples: ●●●a__, i__, a_e ●●●a__, ar, ir ●●●i_, i_e, a_e

Review #2 Review by combining “i” & “o” patterns as needed. Examples: ●●●i__, o__, i_e ●●●o__, o_e, i_e ●●●i__, or, ir Review #3 Review by combining “o” & “e” patterns as needed. Examples: ●●●o__, e__, ee ●●●e__, ee, o_e ●●●o__, er, or

Review #4 Review by combining “u” & “e” patterns as needed. Examples: ●●●e__, u__, ee ●●●u__, u_e, ee ●●●u__, ur, er

NO WORD STUDY √ done after a REVIEW

University of Utah Reading Clinic 8/3//2012 MB

The Resistant Student

Working in Text:

Students with severe reading difficulties

usually struggle with fluency. Often, this

struggle is based in a lack of automaticity

for identifying words.

Lack of automaticity is based in difficulty

attacking unfamiliar words.

Problem: slowness and inaccuracy may

negatively impact comprehension.

These students don’t look closely at words.

They don’t know what to do, so they guess.

Problem: if they continue to guess, how will

those words ever become automatic?

Partial Solutions:

1. Quit guessing! Blend & use syllable

chunks.

University of Utah Reading Clinic 5/30/2014 KJB

2. Read a lot to get enough successful

repetitions to get words into memory

(automatic)

Comprehension Goal: students will make sense

of text and keep track of important information.

What is important in stories/fiction?

- main character, problem, resolution

What is important in nonfiction/expository?

- main idea, supporting details

Ask questions about the “problem” or the “main

idea.” When in doubt, ask, “What just

happened?” or “What does the author want us to

know?”

Why re-invent the wheel? Use prompts on

UURC book marks.


Continue to collect data during guided reading.

Watch to see if the student meets criteria on at

least 2 - 3 trials on sections from end of basal:

- 93% or better accuracy w/ good rate:

- G1 March = 30wpm - G1 End = 50wpm

- G2 Mid = 60wpm - G2 End = 80wpm

- G3E = 80wpm

Use repeated readings for fluency work.

- count 200 word section; set timer 2 min.

- count errors (sloppy? Go back!)

- graph info on chart Do every day!!!

- do “double fluency” if needed (see alternative

fluency lesson plan)

Remember to help students attribute reading

progress to Next Steps skills/strategies.

“When reading doesn’t make sense and I

back up and reread more carefully, I can usually

find the problem and fix it. This is better than

just plowing ahead.”


Working in Word Study

Be strategic. What kind of focus is needed?

Focus: Introduction/Direct Teaching

1. Sort ➞Random✓➞Memory ➞Spelling*

Focus: Accuracy

2. Black-out Bingo➞Random✓➞ Spelling

3. Match+1(3x)➞Spelling

4. Sort➞Random✓➞Go Fish➞Spelling

5. Sort➞Random✓➞Tap the Sort➞Spelling

6. Shazam (2 or 3x)➞Spelling

7. Be a Mind Reader (8-10 words)➞Spelling

Focus: Fluency

8. Word Study✓(2 or 3x)➞Slap➞Spelling Only the first time counts as “real data.” Subsequent times are just practice.

9. Oops (2 or 3x)➞Spelling

10. Poison Star (2 or 3x)➞Spelling

11. Matrix (1 or 2x)➞Spelling

12. Lucky Star (1 or 2x)➞Spelling

13. Tap the Deck➞Slap➞Spelling Note: Not all games start with a sort. Be sure to follow the sequence as written.


For LD students who really struggle with mixed

short vowels or ‘A’ core patterns, try a “reduce

and review” approach:

- decide if blends & digraphs are appropriate yet

- do a 2x6 sort with closed & v-c-e for a, then i,

then o, and so on

- word study check after each vowel

- proceed as such thru all 5 vowels

- then go back and do a 3x6 sort with closed,

v-c-e, and r-controlled for a, then i, then o, and

so on

- word study check after each vowel

- proceed as such thru all 5 vowels

Difference Between Vowels & Consonants

May use checked spelling words to explicate

which letters are vowels and which are

consonants, if students are still unsure:

1. Tell me the names of the 5 vowels. Write

them. Name other letters---all of those are

consonants; they can’t be vowels.


2. Look at this word. Point to all of the vowels

and tell me their names. Now point to all of the

consonants and tell me their names. Repeat with

all spelling words.

3. Point to different letters and question: Is this a

consonant or a vowel?

4. Use “stretch cards” for students who have

trouble hearing/saying vowel sounds clearly.

5. Teach tapping with fingers. Use nonsense

words for each vowel with consonant blends and

digraphs to show the utility (e.g., sep, lit, bram,

chon). Include nonsense words in word bank

drill. Teach: TAP! DON’T GUESS!!!

6. Use questioning to teach “closed syllable”

structure.

- How many vowels? (1)

- Is it closed in by 1 or more

consonants? (yes)

- Then, the vowel makes a short sound.


7. When student makes a vowel error,

prompt with: “What do we say for ‘o’?”

The student should reply: “o-octopus-/ŏ/

8. Use questioning to teach “open syllable”

structure

- How many vowels (1)

- Is it closed in by a consonant? (no)

- Then, the vowel makes a long sound.

9. Help student learn to use syllable types to

attack unfamiliar polysyllabic words:

- identify vowels,

- identify the number of consonants

between each vowel,

- scoop syllables, and flexibly try out the

syllable types:

content bashful locate clever

develop discriminate


edu 5634-030 or 6634-030 basic assessment and intervention

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