Minooka School District 201 Literacy Interventions Core Plus Reading A-Z www.readinga-z.com Focus: Phonemic awareness Phonics Vocabulary and Sight Words Fluency Comprehension Reading A-Z offers thousands of printable teacher materials to teach guided reading, phonemic awareness, reading comprehension, reading fluency, alphabet, and vocabulary. The teaching resources include professionally developed downloadable-leveled books, lesson plans, worksheets, and reading assessments. These resources are designed for use in various reading settings from whole class to small group to individual work whether with core, ESL, special education, RtI (Response to Intervention), bilingual and other such programs. All materials are research-based, standards-based, and results oriented. A password is needed for this program. If you do not have one, contact Dr. Palaniuk Systematic Sequential Phonics They Use Focus: Phonics Systematic Sequential Phonics allows teachers to provide hands- on, minds-on activities in which children discover how words work, while still meeting the requirements of systematic sequential phonics instruction. Within each cycle, the first four lessons are Making Words lessons, while the fifth lesson reviews some of the words made and adds five of the words to a Word Wall. Included in the Word Wall are high-frequency words and an example for each phonics element taught. Road to the Code Focus: Phonemic Awareness Phonics For students who need extra work on their early literacy skills, this proven plan for teaching phonemic awareness and letter-sound correspondence is a teacher's best friend. Expert researchers created this developmentally sequenced, 11-week program in order to give students repeated opportunities to practice and enhance their beginning reading and spelling abilities. Each of the 44, 15 to 20 minute lessons features a "say-it-and-move-it" activity, a letter name and sound instruction exercise, and phonological awareness practice. Perfect for small groups or individual instruction, this program is easy for teachers to use and understand because detailed scripted instructions and reproducible materials - such as picture cards, letter cards, and games - are provided. Teachers have the flexibility to shorten or extend the amount of time it takes for a student to complete the program. Responsive Reading Instruction Focus: Phonemic awareness Phonics Fluency Comprehension This dynamic, adaptable supplemental reading program focuses on the practice of phonemic awareness and phonemic decoding in the context of reading and writing, with less emphasis on isolated skill practice. Students receive explicit, systematic instruction in phonics, phonemic awareness, fluency, and comprehension, along with daily opportunities to apply skills and strategies they are learning in text reading and writing. Student assessments and daily recorded observations help determine which instructional activities teachers select for each lesson's five components— fluency building, assessment, word work, supported reading, and supported writing. Six-Minute Solutions Focus: Fluency The goal of the program is to help teachers provide students in grades K-9 with concentrated practice on phonetic elements, sight word vocabulary, and expository passage reading in order to build overall reading fluency and boost achievement. Six Minute Solution is based on the research of repeated readings, peer-assisted learning strategies, and partner reading is the primary activity of the program. Once an instructional reading level is determined by assessment and teachers have trained students in the partner reading procedure, it takes only six minutes of instructional time per day. Fluency lessons are easily extended and adapted to incorporate extra work in phonics and comprehension. Six Minute Solution lends itself to flexible use in a variety of settings and can be used with the entire classroom where students work in pairs, during small group teacher-led instruction, with cross-age pairs, and with students working individually. Assessments of letter sound knowledge, phonetic elements, high frequency words, and graded oral reading fluency passages are included in the instructional manuals of Six Minute Solution. Teachers use the assessments to determine the oral reading fluency rate and instructional reading level of each student in order to form appropriate, closely matched pairs. Michael Heggerty Blue Book and Yellow Book Focus: Phonemic awareness These curricula are suited for kindergarten and primary classrooms. The original version (yellow book), which is typically used in first and second grade classrooms, can easily be adapted for a kindergarten classroom by simply doing half of each lesson per day. As a result, two weeks should be spent on each lesson and will cover through week 17. The kindergarten version of these lessons (blue book) spends more time on each skill. The kindergarten curriculum covers all consonants, short vowels, digraphs, blends, and rime patterns. By comparison, the yellow book also goes into long vowels, R- controlled, special vowel sounds, and multi-syllabic words. Prefixes and Suffixes: Systematic Sequential Phonics and Spelling Focus: Phonics Vocabulary This book provides teachers with hands-on, minds-on, manipulative activities in which students learn to decode words and properly use common prefixes, suffixes, and spelling changes. It includes 120 lessons, arranged in five-lesson cycles. Peer-Assisted K-PALS Focus: Phonemic Awareness Phonics K-PALS consists of two types of activities. The Sound Play activities promote phonological skills. The Decoding activities aim to strengthen decoding and word recognition skills. Each Sound Play lesson corresponds with a Decoding lesson, and they should be presented during the same session. During Sound Play activities, students practice four phonological skills: sound identification, rhyming, blending, and segmenting. Lessons are presented in a game format. They should be conducted at least three times per week. Lessons take about 5- 10 minutes. Each lesson consists of a teacher-led presentation of the activity. During Decoding activities, students practice letter/sound associations, non-decodable sight words and decodable words. Students do Decoding lessons at least three times per week. Each lesson takes approximately 20 minutes. Lessons are preceded by a brief teacher-led presentation. Peer-Assisted 1st Grade PALS Focus: Phonemic Awareness Phonics/Decoding Fluency After the first two weeks of the training period, PALS is conducted three days each week. The teacher conducts a brief teacher-directed lesson at the beginning of each PALS session. Students work in pairs. The Sounds and Words activities focus on phonological awareness and decoding skills. To increase fluency and word recognition through timed reading and self-monitoring, the pairs will play the Speed Game at the end of each Sounds and Words lesson. Students also partner read to increase reading fluency and word recognition for 10 minutes. Peer-Assisted PALS 2-6 Focus: Fluency Comprehension In grades 2-6, PALS promotes reading fluency and comprehension. Activities include Partner Reading, Paragraph Shrinking (identifying the main idea), and Prediction Relay (predicting what will be learned next, reading aloud, determining if the prediction was accurate, and summarizing the main idea). Companion Reading Focus: Phonics Comprehension Vocabulary Writing Companion Reading integrates reading, writing, reading comprehension, phonics instruction, whole language - life applications, spelling, and the reading of controlled and uncontrolled vocabulary, into one sequentially taught unit. The teacher's lesson manual is completely detailed and outlined, with all the student worksheets and reading exercises already prepared for you. Ample literacy supplemental materials, like comprehension and vocabulary development strategies, are also ready and waiting. COMPANION READING SCOPE CHART KINDERGARTEN: short vowel sounds, consonant sounds, diagraphs (qu, sh, th), 35 sight words, learn to read words, sentences, and stories, and learn to decode words using phonetic skills FIRST GRADE: short vowel sounds, consonant sounds, digraphs, diphthongs, word endings, 230 sight words, initial & final consonant blends, suffixes, contractions, eleven reading rules, plurals, compound words, syllabication, punctuation, printing, possessives, spelling, types of sentences, writing stories & publishing, choral reading, fairy tales, poetry & plays, oral & silent reading, letter writing, biographical writing, mythical writing, contextual reading, how to take notes, summarizing, use of reference books & dictionary, and read over 100 books and stories SECOND GRADE: NOTE- All the Language Arts concepts introduced in the First Grade are covered in the Second Grade in greater depth and detail. PLUS inflection, gathering facts, editing, writing reports, sentence structure, summarizing, letter writing, public service, art, music, and poetry THIRD GRADE: NOTE-Advanced work on concepts introduced in the Second Grade. PLUS inference, cloze exercises, writing cartoon strips, abbreviations, map reading, road signs, literal vs. figurative, graph & chart reading, fact vs. opinion, author's purpose, study newspapers & magazines, writing poetry, report writing, vocabulary development, spelling, paraphrase, punctuation, quotations, critiquing, inference in humor, assumptions, book reports, main ideas, retelling stories, figurative expressions, recollection, prefixes, acronyms, synonyms, mapping & charting, and summary Minooka School District 201 Literacy Interventions Tier II Tier II Teacher-Directed PALS Focus: Phonemic Awareness Phonics Fluency Comprehension ( covered but not the focus) Teacher-Directed PALS is a supplemental program to be used with beginning or struggling readers. Through explicit instructional content, the program focuses on the critical elements and skills students need to increase their reading abilities. The program uses two simple routines- sounds and words and story sharing- that help students apply newly learned skills to reading connected text. The 57 sounds and words lessons consist of fast-paced activities like letter sounds, hearing sounds, sounding out, sight-word reading, and passage reading. Using three basic activities- pretend reading, reading aloud, and retelling- story sharing teaches students how to strategically approach text. Within each session, students practice phonemic awareness, letter-sound recognition, and phonological decoding and apply these skills in connected text; and read a trade book along with the teacher by making predictions, reading the text multiple times, and summarizing the text through retelling. Get Ready, Get Set, Go for the Code Focus: Phonemic Awareness Phonics Get Ready for The Code Book A introduces students to the sounds of initial consonants. It also prepares students for reading and writing through letter formation, tracking skills, and phonemic awareness activities. Skills Addressed: consonant sounds (b, f, k, m, r, t), letter formation, fine-motor skills including left-to-right tracking, phonemic awareness Get Set for The Code Book B introduces students to the sounds of initial consonants. It also prepares students for reading and writing through letter formation, tracking skills, and phonemic awareness activities. Skills Addressed: consonant sounds (d, h, j, n, p, s), letter formation, fine-motor skills including left-to-right tracking, phonemic awareness Go for The Code Book C introduces students to the sounds of initial and final consonants. This book prepares students for reading and writing through letter formation, tracking skills, and phonemic awareness activities. Skills Addressed: consonant sounds (c, g, l, q, v, w, y, z, x), letter formation, fine-motor skills including left-to-right tracking, phonemic awareness Explode the Code Focus: Phonics Explode The Code Book 1 introduces students to the sounds of short vowels. The exercises begin with short a and then follow with short i, short u, short e, and short o. Students practice blending sounds to read and write CVC words. In addition, several review lessons are included. Explode The Code Book 2 introduces students to the sounds of initial and final consonant blends. The exercises begin with beginning l blends and progress through to ending blends. Students practice blending sounds to read and write one-syllable words. In addition, several review lessons are included. Explode The Code Book 3 begins with words that present y as a vowel, then progresses to long vowels with silent-e, and finally to consonant and vowel digraphs. Students practice blending sounds to read and write one-syllable words that include digraphs and long vowel sounds. In addition, several review lessons are included. Explode The Code Book 4 introduces students to compound words, common word endings, and syllabication. Students practice blending sounds to read and write multisyllabic words. The exercises also introduce students to syllable types and the rules of syllabication. In addition, several review lessons are included. Explode The Code Book 5 introduces students to the word endings -ed and -ey, word families including –all, -alk, -old, -olt, -oll, - ild, -ind, the digraph qu, and 3-letter blends. Students practice blending sounds to read and write multi-syllabic words. In addition, several review lessons are included. Explode The Code Book 6 introduces students to the r-controlled vowels, silent letters (-igh), and vowel diphthongs. Students practice blending sounds to read and write multisyllabic words. In addition, several review lessons are included. Explode The Code Book 7 introduces students to the sounds of soft c and g, silent consonant patterns such as -dge, -mb, kn, wr, silent t, and silent h words. In addition, this book teaches the sounds of -ear, -ei, -eigh, and ph words. Students practice blending sounds to read and write multisyllabic words and phrases. Several review lessons are included along with a posttest. Explode The Code Book 8 introduces students to more complex morphemic units including suffixes and irregular endings. Students combine word parts to create multisyllabic words and increase their vocabulary by learning the meanings of common suffixes and endings. Several review lessons are included along with a posttest. Explode the Code “Half” Books provide additional practice for every skill taught in books 1-6. Beyond the Code Focus: Comprehension Vocabulary (covered but not the focus) Phonics (covered but not the focus) This series develops important comprehension and thinking skills at the earliest level. The books contain stories with exercises that follow the same phonetic structure as the Explode The Code series. Each story is preceded by writing and spelling activities that introduce new sight words and teach phonetic patterns. The stories are followed by questions and exercises that develop comprehension as well as critical thinking. Skills Addressed: spelling patterns, sight words, vocabulary development, sequencing, categorizing, following directions, critical thinking, story recall, inferential thinking, rhyming words, multi-syllabic words, and matching sentences to pictures Text Talk Focus: Vocabulary Comprehension Text Talk provides educators with a resource to accomplish the complex and demanding task of developing children’s literacy using read-alouds. The ultimate goal of a Text Talk lesson is twofold: getting children to talk about the text, considering ideas using decontextualized language to improve comprehension, and the acquisition of vocabulary. In order to increase comprehension, teachers are reading while adding interspersed discussion to focus, monitor, and scaffold learning; helping the children to respond to the text rather than the illustrations. Discussions are based on the actual text instead of permitting students’ responses to rely strictly on their background knowledge. Using explicit instruction, vocabulary words are taught after the story has been read. Each level of Text Talk includes: 20 Read-Aloud Trade Books, Adhesive Text Talk Notes for each title, Professional Guide including lesson plans, assessments, author research summary, and embedded professional development content, Word Winner write-on Chart and marker, Lending Library including one set of 20 Trade Books (same titles as read-alouds) and Lending Chart, Classroom Display/Storage Case, and Implementation DVD including video segments Read Naturally Focus: Fluency Comprehension (covered but not the focus) Students read along to a recording of the story (teacher modeling) and then practice reading the story on their own, timing themselves until they can read it at a predetermined goal rate (repeated reading). They graph their initial and final scores. The graphs show the students’ progress over successive stories, which provides positive reinforcement, boosting their confidence and motivating them to continue reading. Key features of blackline masters: -Stories with line-by-line word counts to easily determine how many words the students read -Definitions of key words to enhance students' vocabulary -Prediction step in which students write a brief prediction of what they think the story is about, preparing them to read by having the students think about the topic in advance -Quiz questions to test the students' comprehension of the story; questions in the sequenced levels follow a specific format to help identify problem areas in comprehension (e.g., main idea, vocabulary, inference) -Retell step in which students retell what they remember about the story to help assess comprehension level Focus: Phonics Fluency Comprehension Reading Intervention for EARLY SUCCESS™ is a research-based reading intervention program for students in grades 1and 2 who need extra support to become proficient, grade-level readers. It is a small group model (5-7 students) that provides 30 minutes of daily instruction that is in addition to the core reading/language arts program. The daily lesson plan provides explicit, direct instruction in a three part lesson plan: Rereading for Fluency, Reading the Books of the Week and Working with Words/Writing Sentences. Soar to Success Focus: Phonics Comprehension Soar to Success is a research-based reading intervention program for students in grades 3-8 who are reading significantly below grade level. It is a small-group model that uses motivating literature, reciprocal teaching, and graphic organizers in fast- paced lessons to help students in grades 3-8 accelerate their reading growth. REWARDS Intermediate Focus: Phonics (strategies for decoding) Fluency REWARDS is designed for students in grades 4, 5 and 6 who read at or above a 2.5 grade level and have difficulty reading long words. REWARDS is designed to teach students a flexible strategy for decoding long words and to increase their oral and silent reading fluency. REWARDS teaches students to: Break words into manageable, decodable chunks Read long words in content-area textbooks Read accurately, quickly and with confidence Increase oral and silent reading fluency Improve comprehension as decoding and fluency increases Be A Better Reader Focus: Comprehension Be A Better Reader (BABR) consists of high-interest, content-area reading selections and skill instruction in literature, social studies, science, and mathematics that introduces and reinforces content-specific reading skills. BABR consists of eight levels that correspond to reading levels 3-10. Each level introduces key reading, comprehension, and study skills, and provides practice to apply these skills. BABR Level Reading Level Lexile Level Starting Out 3-4 660 Level A 4 770 Level B 5 820 Level C 6 860 Level D 7 930 Level E 8 950 Level F 9 970 Level G 10 1020 Minooka School District 201 Literacy Interventions Tier III Tier III Fundations Focus: Phonemic Awareness Phonics Vocabulary Fluency Wilson Fundations for K-3 is a phonological/phonemic awareness, phonics and spelling program. Fundations lessons (30 minutes daily) focus on carefully sequenced skills that include print knowledge, alphabet awareness, phonological awareness, phonemic awareness, decoding, vocabulary, fluency, and spelling. Critical thinking, speaking and listening skills are practiced during Storytime activities. Wilson Reading Focus: Phonemic Awareness Phonics Fluency Vocabulary Comprehension Writing The Wilson Reading System is a research-based reading and writing program. The basic purpose of the Wilson Reading System is to teach students fluent decoding and encoding skills to the level of mastery. From the beginning steps of the program, it also includes sight word instruction, fluency, vocabulary, oral expressive language development and comprehension. Throughout the program, a ten part lesson plan, designed to be very interactive between teacher and student, is followed. The lessons progress from easier to more challenging tasks for decoding and then spelling.
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