Grade 1 RtI -Tier One Best Practices: Area: Vocabulary

Name of practice:

District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Frayer Model Regional Graphic Organizer, in which students learn the attributes, chooses examples and non-examples of a concept. Variations include drawing a picture, giving the teacher or dictionary definition, giving the definition in a student’s own words, using the word in a sentence, creating a metaphor or simile with the word.

Frayer _ Model _ Diagram

www . readinga - z . com / vocab / graphicorg . html .

Frederick Frayer, 1969, A schema for testing the level of cognitive mastery. Wisconsin Center for Educational Research

CARS Series II Supporting Research

Marie Clay (1993) An Observation Survey of Early Literacy Achievement.Writing Vocabulary Observation Sheet(number of words written in 10 minutes for example)F&P Word Matters p. 121 Error Analysis

CARS Series II Book – general reading comp. assessmenttests some vocabulary in the same manner as state testsReading A-ZLearning Focused Strategies tool box graphic organizers by Max and Julia Thompson

Regular Instruction

Sight words Regional Locate, Highlight, Identify sight words (Dolch gr. 1 list) in printUse words in writing.

Some words are not likely to become part of one’s vocabulary without direct instruction. In addition, effective vocabulary instruction helps students understand what they must do and know in order to learn new words on their own.

http :// www . kidzone . ws / dolch / grade 1. htm

Practicing sight words: researcher: Harris and Sipay, 1990, Intervention Strategies to Follow

Researchers: Stahl and Kapinus, 2001

District Made Dolch / Basal Sight Word Checklists ( Canastota , Camden , & Madison )

Directions: Practicing Sight words in isolation: p.82Intervention Strategies to Follow

Word Cards and Word Sorts:

Reading Racetrack is an example of a program which uses error correction, timing, drill, and practice procedures to help build sight word acquisition and reading fluency

Word Power what every Educator needs to know about Teaching Vocabulary, 2001, Stahl and Kapinusphic

Both

Word Study Regional Working with Words Use words on cards etc. to form meaningful sentences.

4 BlocksThe Four-Blocks® framework (Cunningham, P. M., Hall, D. P. & Defee, M, 1991.

Word-Building and Phonics: Teaching Reading, part 44 Blocks

Both

Area: Vocabulary Continued

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 1

Grade 1 RtI -Tier One Best Practices:

Name of practice:

District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Word families Regional Use word parts - morphology- to form meaningful words.Use word cards - For example match a consonant with ap to form words such as cap, map, etc.

http :// www . readinga - z . com

Word Matters F&P, Appendix 15, description: Names several pages of word parts such as cab, dab, tab, etc.

Rubric or check list based on word parts instructed. Reading A-ZPhonics program Fountas and Pinnell

Both

Word book reference

Regional Use the alphabet as an ordering system, making a spelling estimate of a word

Word Matters Fountas & Pinnell , p . 163-167 Quick Word Book: published dictionary type of book that lists common words and leaves spaces to add words.

Teacher made check list quiz based on words that the teacher has taught.

Both

Word walls Regional Designated section of a classroom wall devoted to the display and study of words

Word Matters Fountas & Pinnell , p . 38 Appendix 38 http :// www . mrsperkins . com / dolch . htm (lists Dolch words for word wall.Word Wall InstructionWord Wall ChantWord Wall talking dots

Gr. 1 word wall ideas

http :// www . teachingfirst . net / wordwall . htm

Vocabulary check list,

See Word Wall Rubric- Learner Focused Solutions

Both

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 2

Grade 1 RtI -Tier One Best Practices: Area: Vocabulary Continued

Name of practice:

District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Teach receptive, productive and sight vocabulary explicitly although much vocabulary is learned through exposure

Elaborate, rich instruction

Regional Receptive is vocabulary exposure that we hear, productive is vocabulary we use, and sight is vocabulary that is memorized.

Students learn to identify the relationship between words, respond to words both affectively and cognitively, and apply words to various contexts. Promotes a student’s use of words outside of vocabulary lessons and elicits prior knowledge

Vocabulary needs to be taught explicitly and much is taught within the school day through listening, reading, writing, etc.

Have a vocabulary rich learning environment that exposes students to a varied and challenging vocabulary.

National Reading Panel 2000 p. 4-26, 4-33. McKeown, Beck, Omanson and Pople, 1985, Stanley and Ginther, 1991, Stahl, 1983.

Reading Level as taken from Rigby, DRA or Fountas and Pinnell. Consider rate of movement from level to level.

Activity: Find someone who can tell: Students interview other students about what they know about a word, subject or topic. For example, animals with fur, animals in the water, etc. (Use of vocabulary in context)

Activity: What do you think about when you hear: Students ask other students what do you think about when you hear the word volcano?Students may record answers. (Use of vocabulary in context)

Activity: Use an ACROSTIC: such as this example:

F frostA autumnL leavesL late in the year

Scholastic Leveled Readers word walls,labeling of room,Listening to rich vocabulary, vary texts, varied usages of language etc.Reading A-Z

Researched- Based Methods of Reading Instruction, Gr. K-3 by Sharon Vaughn

Regular Instruction

Labeling Regional One or a few words on a card placed on or below an object or spot in the classroom

Word Matters p . 36 (directions)Label furniture, supplies, work areas, wall murals, artwork, job charts, journals, notebooks, supplies, materials, etc.Researcher: Dole, Sloan, and Trathen(1995), Page 4-24, National Reading Panel (available online) http://www.senteacher.org/Worksheet/4/ClassroomLabels.xhtml

Vocabulary check list.

Read labels around the room. Score percentage of labels read correctly

Regular Instruction

Area: Vocabulary Continued

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 3

Grade 1 RtI -Tier One Best Practices:

Name of practice:

District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Wide Reading Regional Listening/reading stories with or without pre explanation of target words. Increase the number of exposures to words, frequency of book readings, word redundancy

National Reading Panel 2000 p.4-33 Anderson and Nagy, 1992, Riddell, 1988, Elley, 1988: Krashen, 1989

Accelerated Reader Both

Pre-teaching - pre-instruction of vocabulary words

Regional Vocabulary is best learned if taught with direct instruction as a preview and THEN re-taught in the context of the lesson.

Students are taught or exposed to the definitions of relevant vocabulary words before reading them in context.

LFS – Acquisition Lessons – Vocabulary StrategiesPreviewing, linking/building prior knowledge, activating thinking, and having a focus or purpose

Catching Kids Up by Learning Focused - a book that teaches how to pre teach, preview, etc.

Researched Based Methods of Reading Instruction Grades K-3 by Vaughn/ Thompson. Pg 105 Graves, Juel & Graves (2001) Also, Graves, Prenn & Cook, 1985,

Check list to include knowledge of vocabulary word, definition, or a matching of these.Consider responses with and without pre-teaching.

Kid Biz is a computer program from Scholastic that gives non-fiction passages on their reading level to students. This could be used as a tool to preview or give experiential background. For informationhttp://www.kidbiz3000.com/

Both

sign language

or see/create a picture that matches the vocabulary word

Regional Enrichment of curriculum with sign language for pre-kindergarten hearing children to improve their receptive English vocabulary

sign language chart Daniels, 1994,1998 National Reading Panel 2000 p.4-33

This could be expanded to unique sign language or to distinct verbal readings of words.

Research Results for Nonlinguistic Representation- Marzano’s research- Classroom Instruction that Works, p. 74

www . signingtime . com for more informationhttp://lifeprint.com/asl101/topics/wallpaper1.htm

Draw a picture/diagram: draw a picture, map, or diagram that illustrates the vocabulary word

Regular

TOASTMethod

National Test, organize, anchor, say, test, method of vocabulary learning

National Reading Panel 2000 p. 4-24, Observation Regular

Area: Vocabulary Continued

Name of practice:

District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 4

Grade 1 RtI -Tier One Best Practices:

Intervention

Synonyms/ antonyms

(Association method)

Regional Categorizing words - meaning the same or opposite

Pairs unknown word with familiar synonym. Students must memorize the pairings to rewrite the original pairs.

Word Matters-pg. 97- Synonyms & Antonyms McGraw-MacMillan Basal Assessment

National Reading Panel 2000 p. 4-35

Scott Foresman Basal AssessmentWord Matters - Appendixes 23 and 24 .

use as a teacher made matching assessment:Graphic organizer Double Bubble p. 77, ASCD book entitled: Building Academic Vocabulary by Marzano and Pickering.freeteach . com search double bubblehttp://www.mapthemind.com/thinkingmaps/themaps/dbubble/index.html

Both

Immerse students in words

Decide on number of words to teach each year..recommend 150

Regional exposure to many contexts, active discussion of a word, use the word in matching and in writing, use the word in a sentence that demonstrates the meaning of the word

Vocabulary instruction is intentional and direct.

Interventions by Caldwell and Leslie (Pearson) p. 132Learn word meanings through context Researched based methods of teaching reading chart of Types of Words in Print- Researched- Based Methods of Reading Instruction, Gr. K-3 by Sharon Vaughn Marzano and Pickering Buidling Academic Vocabulary -see power point National Reading Panel 2000

Paribakht and Wesche (1997)

Match words to word meanings

Comprehension tests focused on vocabulary meaning in context

Regular Instruction

Use examples and non-examples

Regional See directions Examples and non examples

Double Bubble Template organizer from Marzano and Pickering Building Academic Vocabulary p. 77

Research-Based Methods of reading Instruction by Sharon Vaughn & Sylvia Linan-Thompson, p.81 & 82 University of Texas Center for Reading and Language Arts (2002) Marzano’s Nine: Classroom instruction that works

Building Academic Vocabulary by Marzano and Pickering ( research of Marzano supports this)

Use the Frayer model to assess, labeling two of the boxes as example and non example.

Four Square Vocabulary Map

Researched Based Methods of Reading Instruction, Grades K-3, Sharon Vaughn, Pg. 87http://www.tantasqua.org/superintendent/profdevelopment/etfrayermodel.html

Both

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 5

Grade 1 RtI -Tier One Best Practices: Area: Vocabulary Continued

Name of practice: District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities

Regular Instruction or Tier 1 Intervention

Preteaching words and repeated exposure

Regional Teach three levels of learning a word: lowest level is is the definition or rote memorization, next level is comprehension, showing understanding of the word, the highest level is generation, student can restate its definition in his or her own words or produce an original sentence.

Researcher Stahl and Fairbanks (1986)National Reading Panel (2000)

Book reference: Intervention Strategies by Caldwell and Leslie, (Pearson) Building Academic Vocabulary by Marzano and Pickering

Matching word to meaninghttp://www.onestopenglish.com/support/ask-the-experts/vocabulary-questions/vocabulary-pre-teaching-vocabulary/146418.article

Use the Frayer model as a test for various words

Reading comprehension test that focuses on vocabularyCatching Kids Up, Learning Focused.com

Teacher Made Vocabulary Quiz

Both

Choose meaningful words for vocabulary instruction

Regional “Words that are related to the selection, the content, or to a thematic unit have learning potential and should be considered high on the list for explicit instruction.”

Words should be useful and frequently seen in the student’s reading

Researchers Harmon, Hedrick, Soares, and Gress, 2007,

Kamil and Hiebert, 2005,

Beck, McKeown, and KUCAN (2002

Use a comprehension test where the student reads a paragraph with the words selected. Test the understanding of the words through follow up questions on vocabulary.

Regular

Use word parts to teach vocabulary(morphological analysis to Expand vocabulary by teaching word parts, prefix, suffix, and different root words.

Regional Use prefix, suffix, or root meanings to teach the meaning of many words. Students could know that aqua means water, or ed means past, which will help the student learn the current vocabulary word and many future vocabulary words.

Interventions by Caldwall and Leslie (Pearson) p. 133

Nagy and Scott(2000)

Prefix-Suffix-Root List by Grade Level

Matching word part to meaning quiz Regular

Basic Mnemonic Techniques

Regional Use of traditional memory techniques, including vocabulary drills, flash cards, vocabulary games, notebooks, repetitions, and recall tests, lettered lists.

Marzano, What works in Instruction http://webus.com/memory/mnemonic_techniques.htm

Assess number of times student can recall information in this format

Both

Area: Vocabulary Continued

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Grade 1 RtI -Tier One Best Practices:

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Explicit Instruction of words and meanings prior to reading them in text

Regional Students need to be taught vocabulary explicitly and provided with opportunities to link the meanings of these words to the texts they read. Teachers should select key words, provide their meaning, and link them to the text prior to reading.

p. 78, Research Based Methods of Reading Instruction by Vaugn and Thompson

National Reading Panel 2000

Reading Comprehension tests that focus on vocabulary in context

.Matching word meaning to the word

Correctly using the words in writing assignments

Both

New word notebook

Regional Students need to be encouraged to develop vocabularies indirectly. Teachers should ask them to keep a new word notebook in which they record new words they are exposed to through listening or reading. The meanings of these new words can be recorded and elaborated on as they are encountered later. Students can share or exchange notebooks

p. 78, Research Based Methods of Reading Instruction by Vaugn and Thompson

National Reading Panel 2000

Count the number of words in the book to see if the student is using the method.

Matching word meaning to the word

Is the student correctly using the words in writing assignments, use a rubric to assess.Mini Books Scholastic

Both

Computer programs that enhance vocabulary knowledge,

Regional Program should integrate words and word meanings.

p. 78, Research Based Methods of Reading Instruction by Vaugn and Thompson

National Reading Panel 2000

Kid biz, Read 180, http://minibooks.scholastic.com/minibooks/search/?query=vocabulary+p http://minibooks.scholastic.com/minibooks/search/?query=vocabulary+

Both

Teach synonyms and antonyms.

Regional Practice using synonyms and antonyms in sentences, recognizing these words in text.

p. 78, Research Based Methods of Reading Instruction by Vaugn and ThompsonNational Reading Panel 2000

http://minibooks.scholastic.com/minibooks/search/?query=vocabulary+ Both

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Grade 1 RtI -Tier One Best Practices: Area: Writing

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Writers Notebook/Folders

Regional Sets up students to generate ideas, work on pieces for more than one day, and to have an opportunity to revisit pieces

Launching the Writers Workshop by Lucy Calkins, Heinemann Company Writers notebook

Scholastic 6 traits book

CARS Series II Supporting Research

LFS - Editing Checklist - District Writing Assessment6+1 Trait Writing Rubric for 1 st Grade And With a Light TouchLearning about Reading, Writing, and Teaching with First Graders by Carol AveryAnecdotal Writing Records

TeacherVisionThe Reading Teacher’s Book of Lists, 4th Edition (2000)Rubrics for Writing – Primary

F&P When Readers Struggle Checklist Analyzing Early Writing Strategies p. 322

CARS Series II Book – general reading comp. assessment6+1 Trait Writing Program

Regular Instruction

Personal Narrative

Regional Taking a small moment and turning it into a story, zooming in on a focused topic

Small Moments: Personal Narrative Writing by Lucy Calkins

Effective Communicator RubricEffective Communicator

Both

Informational (How to)

Regional Student recalls a procedure and lays out the directions for that procedure- step by step sequence

Nonfiction Writing: Procedures and Reports by Lucy Calkins

Effective Communicator RubricEffective Communicator

Both

Editing Checklist Regional Step by step list of writing conventions http://webinstituteforteachers.org/~mmanning/2001/chklist.htmEffective Communicator6 plus one Program

Both

Compare/ Contrast

Regional ● Venn Diagrams● T-Charts

Venn Diagram Examples Effective Communicator Rubric

Learning Focused Tool Box Learning focused.com

Both

Name of District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 8

Grade 1 RtI -Tier One Best Practices:

practice: Instruction or Tier 1 Intervention

Writing process Regional Lucy Calkins methods of writing as illustrated in her series listed in resources.

Lucy Calkins series for writng (Heinemann).

Video Lucy Calkins writing

National Reading Panel 2000

District Writing Rubric Both

6 plus one Regional Writing system that uses 6 plus one elements for instruction

http://educationnorthwest.org/traits/research (researchers)National Reading Panel 2000

6 plus 1 traits of writing by Ruth Culham, Scholastic Both

Elkonin Boxes Canastota Teaches phonemic awareness when students are writing independently

When Readers Struggle F& P, p. 244-247 Link these pages http://www.hisd.k12.mi.us/ftp/pub/SAM/Writing/Elkonin.pdf (directions, sample and researcher

Check list – teacher madeTier 1

Mini-lesson/Charts

Regional Teaches skills and strategies. This is a teaching strategy and structure that has evidence of impacting student learning positively

“Tips for Minilessons”, L. Calkins The Nuts and Bolts of Teaching Writing, p. 60.

Observation Both

Conferencing Regional Encourages the student to show you what he knows and gain a clearer picture of what he will write next – teaches the student flow

Donald Graves A Fresh Look at Writing, p. 47-62 provides scripts and examples“The Management That Makes One-to-One Conferences Possible”, Calkins, Lucy The Nuts and Bolts of Teaching Writing, p. 41, The Variety of Conferences, p. 62

District Writing Rubric Both

Revising Regional Teaching students to re-see, reform, and strengthen their writing

The Craft of Revision p. VI, p. 27, p. 101 Lucy Calkins

District Writing Rubric Regular Instruction

Area: Fluency

Name of District Description of practice Documentation/ Examples/ Assessments/Rubric/ Resources /Programs/ Activities Regular

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 9

Grade 1 RtI -Tier One Best Practices:

practice: Researchers Instruction or Tier 1 Intervention

Overview of Fluency

Regional 5 Strategies for Developing Fluency, model, repeat readings, phrase reading, readers theater, tutoring

Scholastic (Five strategies for increasing fluency)

National Reading Panel 2000

CARS Series II Supporting Research

http :// www . readinga - z . com / assess / fluency - passage . html (Fluency assessment forms) Fluency Standard WPM ( for teacher reference ) http :// sw 031. k 12. sd . us / fluency _ assessment _ and _ fluency _ r . htm

DIBELS

F&P Benchmark Assessment Rubric

Assessing fluency begins at: F&P Level DReadinga-z.com = Level F

CARS Series II Book – general reading comp. assessmentSilent Reading Rates Fluency Rubric Fountas and PinnellRigby AssessmentDRADIBELSReading A-Z.com

Both

Modeling Regional By listening to fluent reading, students understand expression, punctuation, etc.Deepens thinking, expands oral language

Interactive Read- Alouds K-1, by Linda HoytNational Reading Panel 2000

Observational Checklist Both

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 10

Grade 1 RtI -Tier One Best Practices:

Area: Fluency Continued

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Back- Up Reading Level

Regional Materials should be appropriate in difficulty and of interest to studentsMatch students with reading materials that they can actually read with a high level of accuracy, fluency, and comprehension (Allington, 2009, p. 45)

http :// www . readinga - z . com Fluency (4th Edition) pg. 18 Jerry L. Johns/Roberta L. Berglund

Running Record Tier 1

Readers Theaters

Regional Text read aloud expressively and dramatically by two or more readers to an audience

http :// www . readinga - z . com Fluency (4th Edition) pg. 109 Jerry L. Johns/Roberta L. Berglund

Fluency Assessment Both

Choral Reading

Regional Students read text in unison to increase students’ confidence

Fluency (4th Edition) pg. 61 Jerry L. Johns/Roberta L. Berglund http://www.scribd.com/doc/138306/Choral-Reading

National Reading Panel 2000

Fluency (4th Edition) pg. 143 Jerry L. Johns – “Reading Miscue Error Passage”Dibels https :// dibels . uoregon . edu /

Tier 1

Poetry repeated reading

Regional Reading aloud poetry (short text) provides a model of fluent, phrased readingUses repetitive consonant soundsRecommends repeated readingsSing a song of Poetry Fountas & Pinnell (p. 13)

Sing a Song of Poetry Fountas & PinnellNursery Rhymes p. 16Rhymed Verse p. 16 National Reading Panel 2000

Measuring words per minute either silently or reading aloud (wpm) Both

Cloze reading (text, poetry)

Regional Poetry: Read text/poem, asking children to join in only on the rhyming words. Put highlighter tape on the rhyming words

Sing a song of Poetry Fountas & Pinnell, p. 24National Reading Panel 2000

Fluency or Vocabulary Assessment Both

Phrasing Regional Sight words in contextClustering reading into appropriate phrases

Fluency (4th Edition) pg. 67 Jerry L. Johns National Reading Panel 2000

Observational checklist Tier 1

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 11

Grade 1 RtI -Tier One Best Practices: Area: Fluency Continued

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Repeated Reading

Regional Rereading texts as an intervention develops fluency and accuracy (Allington, 2009)

Fluency (4th Edition) pg. 82-93 Jerry L. Johns

Fluency Assessment Tier1

Enlisting Tutors

Regional Providing a listener for the students as they complete repeated readings

Fluency (4th Edition) pg. 82-93 Jerry L. Johns

Assessment directed at Tutoring activity Tier 1

Guided Reading

Regional Small group instructions where students read at their level F & P - Guided Reading: Good First Teaching for All ChildrenNational Reading Panel 2000

Running Record (p.89) Both

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 12

Grade 1 RtI -Tier One Best Practices: Area: Phonemic Awareness

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Reading aloud

Regional Daily practice of reading aloud 3 pieces, one chosen as the interactive read-aloudDeepens thinking, expanding oral language, highlighting essential standards

Daily: One fiction, one nonfiction and one for the “art” of it (poem, paragraph or lead from a picture book) Guide to Interactive Read-Alouds for K-1, by Linda Hoyt

CARS Series II Supporting Research

F&P Phonics Lessons Grade 1 p. 14 Literacy Concepts Every 1st Grader Should Know

p. 32-33 Grade 1-Lesson Selection Mapwww . readinga - z . com / assess / phonological - awareness . html

Word Study Notebook – Words Their WayCelebration Press (Pearson Learning Group)

F&P Phonics LessonsLetter/Sound Knowledge Assessment – Individual Recordsp.13, 31, 47, 49, 64, 73-74, 93-94

Modern Curriculum Press Phonics Level A, B

CARS Series II Book – general reading comp. assessment

Both

Shared reading

Regional Teacher and children read a text in unison, talk about the meaning, and attend to aspects of text such as directionality, voice-print match, punctuation, letter-sound relationships, or parts within words

When Readers Struggle F&P p. 8Screening Assessment

Tier 1

Word Families

Regional A term used to designate work connected by phonograms or rimes- spelling patterns

www . readinga - z . com Word Matters Appendix 15

Spelling Tests - Basal, F&P, Words Their Way Both

Songs, Rhymes and Poetry

Regional Rhythmic language provides opportunities for children to hear similarities and differences in sound patterns (Word Matters, p. 143)

Word Matters Appendix 15 Sing a Song of Poetry Both

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 13

Grade 1 RtI -Tier One Best Practices: Area: Phonemic Awareness Continued

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Word Sort Regional compare, contrast, and sort words according to specific features i.e. sound, pattern, meaning

http :// www . eduplace . com / kids / sv / books / content / wordsort /? g =1# grade 1 Reading Instruction Gr. K-3 Sharon Vaughn & Sylvia Linan- Thompson Pg. 89 Word Matters p. 155-158Literacy Work Stations: Making Centers Work by Debbie Diller

Workstations Both

Spelling Patterns

Regional Knowing spelling patterns (word families, word parts) enables students to notice and use larger parts of words

Phonics Lessons, Letters, Words and How They Work F&P, p. 281Word Matters F&P, Related pages: 65, 82, 95, 236.Words Their Way: Word Study for Phonics, Vocabulary, and Spelling Instruction by Donald Baer

Weekly Spelling Test● Basal● F & P (Phonics Lessons)● Words Their Way

Both

Phoneme segmentation

Regional Dividing sounds apart within words Elkonin Boxes, F& P Phonics Lessons Gr. 1 Pg. 125 Dibels https :// dibels . uoregon . edu /

DIBELS – Phoneme Segmentation Fluency

AIMs Web- Phoneme Segmentation Fluency

Both

Phonemic awareness

Regional The ability to hear individual sounds in words and to identify particular sounds

Fountas & Pinnell Continuum of Literacy Learning Pg. 360Between the Lions http :// pbskids . org / lions / Phonics Lessons, Letters, Words and How They Work F&P

DIBELS – Phoneme Segmentation Fluency

AIMs Web- Phoneme Segmentation Fluency

Both

Letter Minibooks

Camden F& P –When readers struggle pg. 215 DIBELS – Letter Naming Fluency

Letter Name/Sound Checklist (Camden)

Tier 1

Syllables Regional Students can hear and segment words orally and on paper Intervention Strategies by Pearson, p.46 Basal Assessment Both

Area: Phonemic Awareness Continued

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 14

Grade 1 RtI -Tier One Best Practices:

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Vowel rules

Regional Children learn that vowel combinations are highly predictable and they can apply this information to reading text and spelling words.Example: When there are two vowels, they usually make the sound of the name of the first vowel.During word work, have the students use magnetic letters to make two or three words containing vowel combinations

Phonics Lessons, Letters, Words and How They Work by Gay Su Pinnell and Irene C. Fountas – Examples on pages 131-134, 135-138. Other examples found in book

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment F&P

Both

Chunking Regional A decoding strategy where students learn to decode parts of a word. For example: inflectional endings (-ed, -es), prefixes and suffixes.Taught during guided reading. Students pick out parts of words they know to decode unknown multisyllabic words.

Research-Based Methods of Reading Instruction – Grades K-3 by Sharon Vaughn and Sylvia Linan-Thompson – page 34

Essential Reading Strategies for the Struggling Reader:http :// www . meadowscenter . org / vgc / downloads / primary / booklets / Essential _ Strategies . pdf - page 52 - Chunking

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment

Both

Property of Madison Oneida BOCES Regional Collaboration Team 5/6/2023 7:21 AM 15

Grade 1 RtI -Tier One Best Practices: Area: Comprehension

Name of practice:

District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Identifying Main Idea/Details

Regional What is the passage mostly about? Inductive reasoning, use details, signal words

http://www2.scholastic.com/browse/article.jsp?id=2985

http://cia.indiana.edu/files/ITRI_3_GOs.pdf

http://www.eduplace.com/graphicorganizer/

CARS Series II Supporting Research

CARS Series II Book – general reading comp. assessment

Checklist to be developed from Questions on Reading Strategy Assignments for Grades K-5 – LFS. See first 2-3 bullets for questions to ask.

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies comprehension book/ flip chart

Both

Sequencing Regional Tells what comes first, next and last, beginning, middle, end & events

Learning Focused comprehension Flip Chart #3 Learning Focused websiteGraphic organizer #2 under sequencing http://www.eduplace.com/graphicorganizer/pdf/sequence.pdf

Have a child read a reading a-z book at the child’s independent level. Student fills out graphic organizer (LFS flip chart #2.)

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

Identifying Story Elements (text, literary)

Regional Character, setting, Plot, Problem/ Solution www . readinga - z . com story map “primary” http://www.eduplace.com/graphicorganizer/

Fiction/Nonfiction Retelling Scoring Formwww . readinga - z . com / assess / rubrics . html ? context = guided - reading

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

Cause/Effect Regional A cause leads to an event, the event leads to a consequence or effect

www . readinga - z . com graphic organizer cause/effect primary Learning Focused comprehension Flip Chart

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

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Grade 1 RtI -Tier One Best Practices: Area: Comprehension Continued

Name of practice: District Description of practice Documentation/ Examples/ Researchers Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Inferencing Regional Predictions, conclusions or interpretations we make from combining what we know and what we learn

Learning Focused comprehension Flip Chart www . readinga - z . com / more / graphic _ org . html # primary Just introduced, not assessed.

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

Summarizing Regional Students combine similar ideas and come up with the “big idea” in 1-2 sentences

Comprehension Intervention Small group lessons K-2 (Harvey, Goudvis Wallis 2010), p. 173-188

F&P Reading Assessment District June Assessment McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

Compare/Contrast Regional Tells how things are alike/different Venn Diagram (attributes, like characteristics)www . readinga - z . com Building Reading Comprehension by Gail Blasser RileyComprehension Plus by Dr. Dian Lapp and Dr. James Flood Marzano’s 9 research Identifying Similarities & Differences, Marzano, pg. 15

Identifying signal words.District Reading Assessmentwww . readinga - z . com / more / graphic _ org . html # primary

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies Venn Diagram

Both

Graphic organizers Regional Provide a framework for remembering and retelling, identifying important themes in text

Learning Focused comprehension Flip ChartIntervention Strategies to Follow Informal Reading Inventory Assessment, Caldwell & Leslie, pp. 186-192

McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

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Grade 1 RtI -Tier One Best Practices:

Area: Comprehension Continued

Name of practice:

District Description of practice Documentation/ Examples/ Researchers

Assessments/Rubric/ Resources /Programs/ Activities Regular Instruction or Tier 1 Intervention

Fact/Opinion Regional Fact is true/Opinion is what someone thinks or feels Reading Comprehension Flip Charts - LFSComprehension Plus by Dr. Dian Lapp and Dr. James FloodCARS Series II Supporting Research

CARS Series II Book – general reading comp. assessment McGraw-MacMillan Basal Assessment Scott Foresman Basal Assessment Learning Focused Strategies

Both

Text Features Regional ● reading diagrams● picture captions● interpreting graphs● flow charts

McGraw-MacMillan Basal Assessment

Scott Foresman Basal Assessment

Weekly ReadersScholastic NewsTime for Kids

Weekly & Unit Basal Assessments McGraw-MacMillan Basal Scott Foresman Basal

Both

Literary Elements

Regional Literary Elements are what make up a story. These elements include author, setting, character, plot, mood, theme, style and illustrations.Literary elements can be taught during guided reading through discussion or with the use of graphic organizers.

Reading Comprehension Strategies flip chart by Max Thompson

Rhonda Graff Silver – Scholastic First Graphic Organizers: Reading pages 36-37

McGraw-MacMillan Basal Assessments Scott Foresman Basal Assessment F&P Retell Reading A-Z

Both

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