Fact Vs Opinion Printable Worksheets by gad15170

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									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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