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Phonercise - Exercise Your Body and Brain - Phonercise

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Teaching Sight Words to Students with Austism

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Teaching Sight Words to Students with Austism

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Fun Ideas for Teaching Sight Words to Students With Autism

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Reading Nonsense Words: Overall Phonics Assessment

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Reading Nonsense Words: Overall Phonics Assessment

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ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you.

Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

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Home › Classroom Resources › Lesson Plans

Lesson Plan

Grades

K - 2

Lesson Plan Type

Standard Lesson

Estimated Time

Two 30-minute sessions

Lesson Author

Publisher

Student Objectives Instruction and Activities Extensions Student Assessment/Reflections
STUDENT OBJECTIVES

Students will

Distinguish the onset and rime in spoken and written words

Identify words that belong to the /-ill/ family using onset-rime analogy

Substitute consonant sounds in context to form new words in a given word family

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Instruction and Activities
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1.

Let the class listen to and become familiar with the tune and rhyme of Jack and Jill.

2.

Present a Big Book copy of the rhyme or use a computer-assisted presentation to display the words from the rhyme. Highlight the words Jill and hill.

3.

Ask students to read-a-long and then sing-a-long as you point to each word in the rhyme. Initially, this can be done by the whole class and then within small groups.

4.

Point out the two highlighted words and ask someone in the class to say or read the words aloud.

5.

Ask students to repeat the words Jill and hill, and focus students' attention on the final sound and spelling of the two words.

6.

Encourage students to identify words that have the final /-ill/ sound. You may show several Flashcards to assist students in giving and spelling words that belong in the /-ill/ family and present other text-related materials to assist students in recognizing words in context.

7.

Guide students in compiling a list of new /-ill/ words and assist them in reading each word correctly. Make sure that students' identify the words will, fill, pill, dill, bill, mill, sill, till, hill, Jill, Bill, drill, grill, and ill.

8.

Conduct a group and individual drill by asking students to read the following sentences. Have the whole class read the sentences together first, and then invite individual students to read some of the sentences on their own.

Have students substitute the /-ill/ words in the sentences to fully practice word and sound recognition in context. Magnetic letters or an overhead projector with letter tiles can be used for this task.

9.

Ask students to complete the Copy-Change Worksheet using the original Jack and Jill rhyme. The associated picture guide may assist students in creating their adapted versions.

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EXTENSIONS
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Challenge students to create their own Copy-Change Worksheet by changing the original pattern of the Jack and Jill rhyme. Present more /-ill/ words for this activity such as skill, still, chill, grill, and thrill.

Present students with computer-assisted programs, such as the interactive Construct-a-Word, which focus on onset-rime analogies.

Have students access the interactive Picture Match for practice with beginning-letter sounds or the Word Family Sort for additional practice with onset and rime. The lesson "Word Sorts for Beginning and Struggling Readers" can also be used for follow-up lesson planning.

STUDENT ASSESSMENT/REFLECTIONS

Have students present their Copy-Change Worksheet to the class and observe students' ability to use words from the /–ill/ family in context.

Challenge students to use their writing journal to write sentences or compose a story using words from the /–ill. family.

Provide a teacher-made test to evaluate mastery of content and whether the skill has been learned.

Ask students to write in their reflective journal what they have learned or have not learned during this lesson. Also, ask them to express what they wish they had learned or what they would like to do to master this lesson.

Record or note those students who need more assistance in recognizing words from whole-to-parts. Engage them in activities that offer further practice.

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ReadWriteThink couldn't publish all of this great content without literacy experts to write and review for us. If you've got lessons plans, videos, activities, or other ideas you'd like to contribute, we'd love to hear from you. Find the latest in professional publications, learn new techniques and strategies, and find out how you can connect with other literacy professionals.

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Genki Phonics: Emphasizing the Sound of a Letter Rather Than the Name of a Letter

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Genki Phonics: Emphasizing the Sound of a Letter Rather Than the Name of a Letter

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Genki Phonics : How to Teach Your Child to Read Using Phonics

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ABCya! * Monster Mansion Match - Match Sounds to the Alphabet

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Monster Mansion Match - Alphabet Match is a fun educational activity where children must match letter sounds to beginning word sounds, for example "A" = "Apple". Click on the windows of the Monster Mansion to reveal the friendly monsters inside and match the letters to the appropriate words.

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Consonant Blends is a great activity for young children to work with consonant digraphs and the different words they create.

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Beginning of the Year Whole Class Assessment

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Beginning of the Year Whole Class Assessment

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Structured Phonics Texts | UDL Strategies

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Structured Phonics Texts: Structured Phonics Texts are specific texts that contain consistent phonics patterns and do not contains other textual supports (e.g., pictures clues, repetition, predictive text) in order to make sure that students develop their ability to correctly decode words when reading a text.

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Phonemic Word Wall: A Phonemic Word Wall is a bulletin board or chart displaying words that are categorized by phonemes (sounds) or vowel patterns. Phonemic Word Walls are used to support emerging readers in recognizing spelling patterns and building phonics skills (i.e., the connection between printed letters and sounds).

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Phonics Phone: The Phonics Phone is a curved c-shaped tube that students place to their ear and mouth while they quietly read, or whisper read, a text out loud. As they read into the phone, their voice travels up the tube to to their ear and students experience the magnification of their voice as they read out loud.

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EW UE UI is a difficult phonics sound to teach so I wanted to show you guys some fun activities you can use for this set of long U vowel pairs to make your lessons and literacy centers more fun!

All of the activities and ideas I'm about to show you can be used for any phonics sound so if you don't teach EW UE UI, you can still get some fun phonics ideas out of this hopefully!

As far as the activities go, I have the same resources for almost all of the sounds so if you're thinking, "Oooh I want that but I need it for EE EA or OA OW" or whatever sound you're teaching next week - never fear, I probably have it already made for you... I'm obsessed with making phonics activities so I've probably already done the work :)

My favorite phonics activities are usually sorts that involve pictures! It really gives the words students are trying to read a "real life" connection.

I LOVE these little trash bins from the dollar store for sorts. You can use them to sort anything!
Kids love putting things in the trash can. Simply label the front (I shrunk down my chevron Alphabet & Phonics Sound Classroom Posters) and have them put it through the slot!
They're plastic so you can even just write on the front of them with a dry erase marker if you want.

The word/picture cards are my EW UE UI pocket chart cards and I use them for a ton of different things! I have them for all the phonics sounds in a bundle as well.

Sorting EW UE UI words is hard since there's not really a rule for when you use each sound (or if there is, please tell me!) so it's nice to have the words on the cards to help.

Spelling out the words is also great for practice since repetition with these sounds will really help students learn how to spell them.

I recommend doing the sounds individually so they get a lot of practice with each individual phonics sound so, for spelling out the words, have them do EW words only, UE words only, UI words only as separate activities.

You can also have students take a card or two at a time to write sentences with.

I also like to laminate a set of cards, punch a hole in the corner, and put a binder ring through them to make a set of cards that you can just grab to practice reading the words, use in your writing, whatever! They're great for small groups, the writing center, etc.

Speaking of binder rings, if you don't do this - you need to start ASAP!

Print fun worksheets for a given concept double sided, put them in sheet protectors, and put a binder ring through the top hole to make an awesome center for ANYTHING that kids can just grab and go. All kids need is a dry erase marker and they have so many practice activities for any concept.

They make an awesome activity fast finishers can just grab and take back to their seats. It's also great to give a student who may be struggling with a certain skill to practice. The beauty is it all just wipes away to be reused over and over again!! Plus, for some reason, a dry erase marker makes a worksheet seem 10x more fun so students are motivated to do a whole packet in one sitting and will even pick these during free choice!

Like I said, they just grab a dry erase marker and flip to the page they want to do. I just printed my entire EW UE UI no prep pack of these worksheets double sided, threw them in sheet protectors, and it's an instant review center. You can even put many of the cut and paste activities in there - they can just write in the answers and cross out the word they would've pasted to show they've used it.

Seriously, try this. You can do it with math concepts (make an addition ring, a fractions ring, etc.) too!

I have a ton of no prep worksheets for EW UE UI that are like the phonics worksheets and activities I have for other sounds (check all the packs out HERE) so that activities are consistent... all kiddos have to focus on is the new sound being learned, not how to do the activity. There is so much more instructional time (and sanity!) available when you don't have to give directions!

I try to make phonics as fun as possible because students loving reading is just as important to me as students being able to read. Kids love to cut and paste so I try to provide a ton of those. I'm also all about differentiating so for students who need extra help, instead of the sentences like above, you could practice just matching words with pictures like this example:

Have them do one for each sound (above is UI... also do UE and EW) then give them a mixed version to practice all 3 sounds when you think they're ready:

Some students may need a lot of practice matching pictures to words before they are comfortable reading the words in sentences.

For students who really struggle, you can give them prewritten sentences to trace and write that have a picture cue to help them.

I like these because it gives struggling students the confidence to be writing sentences (and using the focus sound in those sentences), especially if they struggle to come up with their own.

If you think they're ready to come up with their own, this is a nice next step:

The student can use the pictures on the side to help them think of sentences as well as have the spelling for that picture with it so they can use it correctly. These are so helpful for reluctant writers who have a hard time coming up with sentences on their own AND the students who are perfectionists and don't want to spell words wrong.

They also aren't overwhelming since there are 3 separate sentences where they choose a word and illustrate what they wrote.

You can also have them write their own story using words with the phonics focus for that week with the 1 box writing sheets like this one:

These work for ALL levels. You can challenge your higher students by having them underline the words they used with the focus sound and challenge them to use as many as they can. These writing sheets are included in the EW UE UI pack but I also have a year set of these for all the phonics sounds if you don't get the individual packs they're in.

Speaking of challenging your high kids, I love to provide a ton of phonics practice differentiated for the higher kiddos as well where they are practicing the same skill but in a more puzzle-y sort of way to keep their engagement.

A-maze-ing Sentences are a favorite because they have a ton of reading practice packed in a puzzle. In the above example, they have to read a bunch of UE words to color their way through the puzzle.

Another favorite are phonics crossword puzzles. You may think your first graders or whatever grade you teach are too little for crosswords or wouldn't be interested - no way! Kids LOVE crosswords and are super capable!

They just look at the picture and write the word that it is. It's really only just as hard as a Write the Word worksheet (see right below this) but it is represented in a fun, puzzle-y way so it really keeps students enjoying the work they're doing with words.

These are from my Vowel Teams Clip Cards bundle which are also in an even bigger bundle with a lot of different phonics sounds.

Alright so now that your kids have a lot of practice with the actual words, let's move on to sorting those words like we started the post with.

This cutting and pasting activity from my EW UE UI pack is a good transition since it uses pictures and words to sort the words like the pocket chart center did for them.

For students who don't need the picture help, you can have them simply sort words like this...

Once they can sort the words by sound, have them do it IN SENTENCES.
Say what?!
Yes, in sentences!

It is SO important for them to recognize the vowel team within words within sentences so they can remember to use the sound when they see it in sentences. For this activity, give them 2 different colored markers or crayons or colored pencils.. have them read each sentence and look for the focus sounds. Have them circle each one in a different color and write the words below. This is great practice for finding them in sentences and will help them so much in reading the sentence!

I think highlighting the sound you're practicing in the word helps SO MUCH when they're trying to read words, especially within sentences. I recommend doing it as much as possible to scaffold their reading!

A few pages of ABC order practice! I include these in all the phonics packs so they get ABC order practice EVERY. WEEK. because, seriously is it just me or do they completely forget how to do it if they didn't just practice it? So this is an easy way to practice it every single week that involves them reading the words for the week - sneaky sneaky :)

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EW UE UI is a difficult phonics sound to teach so I wanted to show you guys some fun activities you can use for this set of long U vowel pairs to make your lessons and literacy centers more fun!

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I recently saw this great idea on PINTEREST.....I knew I wanted to make my own. This is such a fun, cheap and easy center to make for word work. Here is a sample of my version....

This center is easy to change depending on your word list AND it is very cheap. I got a box of 24 gold spoons for 3 dollars at Party City! :) The site TEACHER BITS AND BOB :

Click here to go there has 3 free pages of printables!!!! Thanks so much for sharing your amazing idea! :)

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I recently saw this great idea on PINTEREST.....I knew I wanted to make my own. This is such a fun, cheap and easy center to make for word work. Here is a sample of my version.... This center is easy to change depending on your word list AND it is very cheap.

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Most of the assessments here should be given one-on-one. It is important that you have a non-distracting, comfortable testing environment for students, and that the rest of the class is engaged in a task or assignment and working quietly. It's even better if you can arrange for another teacher to be present while you are performing assessments.

This list of informal assessments is not all-inclusive; there are components of reading that these tools do not assess. This information is also available in chart form.

Letter/sound recognition

About this assessment

Familiarity with the letters of the alphabet is essential to the development of reading skills. Instruction should be geared towards unknown letters and their sounds. Students should be able to recognize the letters in both uppercase and lowercase forms.

What it measures

Ability to recognize letters and sounds.

Examples of assessment questions

Show student one letter at a time and ask:

Can you tell me what letter this is? (Record the student's response)

Can you tell me what sound it makes? (Record the student's response)

Age or grade typically mastered

Many students enter kindergarten with the ability to recognize letters. Fewer students recognize the letter sounds. Both are taught in kindergarten.

When should it be assessed?

Assess letter/sound recognition three times during kindergarten, at the start of school, at mid-year, and at the end of the year.

Concepts of print awareness

About this assessment

Concepts of print are usually learned incidentally as children are exposed to books and story readings at home and at school. Concepts of print include an understanding that: print carries meaning, that books contain letters, words, sentences, and spaces. It also includes understanding what books are used for, and that books have parts such as a front cover, back cover and a spine. Eventually, students learn more sophisticated ideas such as understanding that we begin reading on the left and read across the page to the last word on the right, and then we got to the next line, begin reading on the left, and so on.

What it measures

If a student understands:

That print has meaning

That print can be used for different purposes

The relationship between print and speech

There is a difference between letters and words

That words are separated by spaces

There is a difference between words and sentences

That there are (punctuation) marks that signal the end of a sentence

That books have parts such as a front and back cover, title page, and spine

That stories have a beginning, middle, and end

That text is read from left to right and from top to bottom

Examples of assessment questions

Give the student a book and ask the following questions. "Can you show me:"

a letter?

a word?

a sentence?

the end of a sentence (punctuation mark)?

the front of the book?

the back of the book?

where I should start reading the story?

a space?

how I should hold the book?

the title of the book?

how many words are in this sentence?

Age or grade typically mastered

Some students enter kindergarten with an understanding of print concepts, but other will master it as the school year goes on.

When should it be assessed?

Assess concepts of print twice during kindergarten, at the start of school and at mid-year. In addition, as you model story reading techniques to help guide instruction, identify students who need additional support, and determine if the pace of instruction should be increased, decreased, or remain the same.

Phonological awareness

About this assessment

Phonological awareness is a necessary part of reading instruction. Children can show you they have phonological awareness in several ways. It is necessary as the classroom teacher to determine strengths and weaknesses to plan instruction.

What it measures

Recognizing a word in a sentence shows the ability to segment a sentence

Recognizing a rhyme shows the ability to identify words that have the same ending sounds

Recognizing a syllable shows the ability to separate or blend words the way that they are pronounced

Understanding onset-rime shows the ability to blend the first sound in the word (onset) and the rest of the word (rime)

Examples of assessment questions

Word
How many words are in this sentence? "I am happy." (Correct response: 3)

Rhyme
Do these words rhyme? big, fig(Correct response: Yes)

What about key, tree? (Correct response: Yes)

Syllable blending
I am going to say a word in parts. Listen: o...pen What word did I say? (Correct response: open)

Syllable segmentation
Can you tell me the two word parts in open? (Correct response: o...pen)

Syllable deletion
Say open without the -pen. (Correct response: o)

Onset-rime
What word do these sounds make? /s/ – /ee/ (Correct response: see)

How about /h/ – /op/? (Correct response: hop)

Age or grade typically mastered

Word: Age 3

Rhyme: Age 4

Syllable blending: Age 4

Syllable segmentation: Kindergarten

Syllable deletion: Kindergarten

Onset-rime: The middle of kindergarten

When should it be assessed?

Typically, phonological awareness is assessed during kindergarten and throughout first grade. During the beginning of kindergarten, assessment should be limited to recognizing words, rhyme, syllable blending, and segmentation to help guide instruction.

Phonemic awareness

What it measures

Phoneme matching is the ability to identify words that begin with the same sound.

Phoneme isolation is the ability to isolate a single sound from within a word.

Phoneme blending is the ability to blend individual sounds into a word.

Phoneme segmentation is the ability to break a word into individual sounds.

Phoneme manipulation is the ability to modify, change, or move the individual sounds in a word.

Examples of assessment questions

Remember, when a letter appears between slash marks, you should say the letter sound, and not the letter name.

Phoneme matching
Which words sound alike? man, sat, sip (Correct response: sat, sip)

Phoneme isolation – initial (first) sound
What's the first sound in sat? (Correct response: /s/)

Phoneme isolation – final (last) sound
What's the last sound in sat? (Correct response: /t/)

Phoneme isolation – medial (middle) sound
What's the middle sound in sat? (Correct response: /a/)

Phoneme blending
What word do these sounds make? /h/ – /o/ – /t/ (Correct response: hot)

Phoneme segmentation
What sounds do you hear in hot? (Correct response: /h/ – /o/ – /t/)

Phoneme manipulation – initial (first) sound
Say mat without the /m/ sound. (Correct response: at)

Phoneme manipulation – final (last) sound
Say mat without the /t/ sound. (Correct response: ma)

Phoneme manipulation – substitution
Say pig. (Correct response: pig)

Now change the /p/ in pig to /f/. (Correct response: fig)

Age or grade typically mastered

Phoneme matching: The middle of kindergarten

Phoneme isolation – initial (first) sound: The middle of kindergarten

Phoneme isolation – final (last) sound: Late kindergarten or early first grade

Phoneme isolation – medial (middle) sound: Late kindergarten or early first grade

Phoneme blending: Late kindergarten or early first grade

Phoneme segmentation: First grade

Phoneme manipulation – initial (first) sound: First grade

Phoneme manipulation – final (last) sound: First grade

Phoneme manipulation – substitution: Middle to end of first grade or early second grade

When should it be assessed?

Phonemic awareness assessments should be done three times during the kindergarten and first grade years to help guide instruction.

Informal (qualitative) reading inventory

What it measures

Grade level reading

Fluency

Comprehension

Vocabulary

Oral reading accuracy

Examples of assessment questions

Choose a grade level passage for the student to read. As the student is reading complete the oral reading accuracy and reading fluency assessments. After the student finishes the passage, check for understanding through explicit and implicit questions. Also, ask open-ended questions about the vocabulary found in the passage.

Age or grade typically mastered

This assessment can be given to students in grades one through twelve. Students should be expected to master age-appropriate material.

When should it be assessed

The informal reading inventory is an on-going assessment, and should be completed several times throughout the child's schooling. In kindergarten, perform the informal reading inventory twice per year, at mid-year and at the end of school. In first and second grades, it should be done three times, at the beginning of the school year, at mid-year, and at the end of the year. If a child is struggling, the inventory should be done more often in order to have an accurate picture of the child's progress.

Reading comprehension

About this assessment

Reading comprehension assessments are the most common type of published reading test that is available. The typical type of reading comprehension assessment involves asking a child to read a passage of text that is leveled appropriately for the child's age or grade, and then asking explicit, detailed questions about the content of the text. An example of a common reading comprehension assessment is the Informal Reading Inventory (IRI), also known as the Qualitative Reading Inventory (QRI).

There are variations on the basic reading comprehension assessments. For example, instead of questions about facts found directly in the text, the child could be asked to answer questions about information that is implied in the text, or the child might be asked to retell the story in the child's own words.

Oral reading accuracy

About this assessment

This assessment provides a measure of a student's oral reading accuracy by giving teachers insight into a student's individual reading level. It allows the teacher to listen and record reading behaviors such as the number of errors a student makes, if the student substitutes words, or if the student needs prompting from the teacher.

The information offered by this assessment is limited. For example, it does not measure phonological ability, vocabulary, or comprehension. This is why it is often given in conjunction with other assessments such as the informal reading inventory. It should never be used in isolation.

Note: When children read orally, they usually concentrate on reading accurately and do not pay as much attention to comprehension of the content. It is also important to remember that if this assessment is used with students who are new to learning English, it should be given both in English and the child's primary language.

What it measures

Oral reading accuracy. It also provides the teacher with insight into a student's ability to use strategies to decode unfamiliar words.

Examples of assessment questions

Choose a passage for the child to read aloud. As the child reads, take notes on words read correctly and incorrectly.

Age or grade typically mastered

First through third grade.

When should it be assessed?

Reading accuracy assessments can be given as part of an informal reading inventory or combined with a comprehension assessment to yield more information. Reading accuracy should be assessed several times throughout the year to help you plan on-going instruction. Are students reading on grade level? Do some students require additional support? Do your students have rich vocabularies? Are your students able to read age-appropriate material?

Steps in administering this assessment

1. Choose a book that is age appropriate, but unfamiliar to your student. (This gives a more accurate picture of a child's ability in handling texts.)

2. Ask the student to read the story aloud to you and then at the end tell you what the story was about.

3. You should familiarize yourself with the following scoring information prior to administering this assessment:

Reading behavior

How to score

Read correctly (no error)

Check mark over word

Omission (one error)

Long dash over word omitted

Insertion (one error)

^ at point of insertion with the inserted word written above it

Repetition of a word (no error)

Mark above word with a capital R

Repetition of a phrase (no error)

Capital R with a line and an arrow stretching across phrase repeated

Self correction (no error)

Capital SC above the word to indicate child has self-corrected

Unable to read word (one error)

T for Teacher prompt

Decodes a word in an obvious manner (no error)

Mark individual sounds read within the word followed by a check mark if eventually read correctly or a circle if read incorrectly

Read incorrectly (one error)

Circle word

What should you count as an error when giving this assessment?

Substituting a word

Passage reads: The tall fir tree.

Omitting a word

Passage reads: The tall fir tree.

Inserting a word

Passage reads: A dark and stormy night.

Needs prompting (if the student has to be told a word by the person administering the running record)

Passage reads: I wish that people...

4. As the student reads, mark each word on the form by using the symbols above. Place a check mark above the words read correctly.

5. If the student reads a word incorrectly or substitutes a word, record what is said above the actual word.

6. As the student reads, pay attention to his or her behavior. Is the student using context clues (from the sentence or pictures), structure (language sounds correct) and visual cues (using beginning sounds, familiar word chunks, etc.) to read words and gather meaning?

7. Intervene as little as possible when a student is reading.

8. If the student is stuck on a word, wait 5-10 seconds before you tell him or her the word.

9. After the reading, ask the student to tell you about what he or she has just read. Make notes on the following:

Can the student tell you what happened in the story in his or her own words?

Does the student include the different parts of a story (the characters, setting, events, problem and resolution)?

Can the student identify the main idea and supporting details?

Does the student use some of the vocabulary found in the text?

Is the student's retelling minimal, adequate or very complete?

What do I do with the information obtained from this assessment?

The information gathered while completing an oral reading accuracy assessment can be used to determine error, accuracy, and self-correction rates. To calculate a student's reading accuracy rate, divide the total words read correctly by the total words read. For example, if a student read a passage containing 100 words and made 5 errors:

95 (total words read correctly) / 100 (total words read) = 95% word accuracy

Use the accuracy rate along with the information gained in the student's story retelling to determine whether the text the student read was too easy, just right, or too difficult for the reader. Below is a general breakdown to use to help guide you when choosing texts for students:

Oral reading accuracy

What this says about the text

95-100%

Too easy; the text does not present a challenge

90-94%

Just right; the text is challenging but manageable

89% and below

Too difficult; the text is frustrating for the reader

If a student can read a book with 100% word accuracy but can only give a minimal retelling of the story, do not choose a higher leveled book. We read to get meaning; if a child is not getting meaning from a text they must be instructed on comprehension strategies. Word accuracy without comprehension is not acceptable.

What should I be looking for when I give an oral reading accuracy assessment?

Giving an oral reading accuracy assessment and asking a child to retell reveals many things about a child's reading ability. There are other things to be on the look out for and can be taught in the moments following this assessment:

Has the student mastered directionality, letter-sound correspondence, return sweep, etc?

Did the student make "good errors" when phonetically reading a word (i.e., reading island as "is land" instead of "eye land")?

Was there an attempt to self-correct errors?

Did the student attempt to decode an unknown word?

Was the student's reading slow and labored, or fluent?

Did the student use expression while reading?

Reading fluency

What it measures

How many words a child reads correctly in one minute.

Examples of assessment questions

Choose an appropriate passage for the student to read aloud. As the student reads, complete a record for one minute.

Age or grade typically mastered

Students should be expected to master age-appropriate material.

When should it be assessed?

Fluency assessments should be completed throughout the year to help guide instruction.

Word recognition

What it measures

Sight word vocabulary at a given grade level.

Examples of assessment questions

Ask a child to read from a list of words.

Age or grade typically mastered

Students should be expected to master age-appropriate material.

When should it be assessed?

Word recognition should be assessed three times during the year for students in kindergarten through second grade to help guide instruction.

Phonic elements

What it measures

Phonic elements at a given grade level.

Examples of assessment questions

What sound do the letters 's' 'h' make? (Correct response: /sh/)

How can I turn cap into cape? (Correct response: Add an 'e' to the end of the word.

Age or grade typically mastered

Students should be expected to master age-appropriate material.

When should it be assessed?

Phonic elements should be assessed several times throughout the year in grades one through three to help guide instruction.

Portfolios

About this assessment

Portfolios can be used to document students' achievement and progress. Portfolios give an accurate picture of an individual's strengths and weaknesses. Instruction on how to pick a piece of work to place in a portfolio (does it show a concept that was struggled with then understood, does it demonstrate an understanding of a concept? Is it something you are proud of?) is beneficial for students. This type of instruction engages the student to reflect on his or her own work. Portfolios encourage students to take an active role in learning information they feel they have not yet mastered.

Portfolios can help guide instruction. Through looking at a piece of child's work, a teacher can quickly see what lessons are further needed. For example, by looking at a student's writing a teacher may determine lessons in using commas correctly need to be revisited.

Types of portfolios

Collection
The collection may consist of a folder that holds samples of a student's work. The collection should include representative examples of the various types of student work, such as tests, writing samples, and homework assignments.

Display portfolio
A container or box containing a selection of work documenting a student's progress may hold work in this type of portfolio. This type of portfolio may be used to share with parents at conferences. Pieces of work are carefully selected by both teachers and students to show and share with parents/guardians during conferences.

Teacher/student assessment portfolio
A collection of documentation including copies of work in the student's display portfolio, tests, anecdotal notes, conference summaries, contacts made with parents, etc. This portfolio is used by the teacher to aid in discussions with administrators, other teachers, parents, etc about a particular child.

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Types of Informal Classroom-Based Assessment

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Most of the assessments here should be given one-on-one. It is important that you have a non-distracting, comfortable testing environment for students, and that the rest of the class is engaged in a task or assignment and working quietly. It's even better if you can arrange for another teacher to be present while you are performing assessments.

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Complete the Word with the Correct Diphthong: oi, oy, ou, ow

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Complete the Word with the Correct Diphthong: oi, oy, ou, ow

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IXL | Complete the word with the right diphthong: oi, oy, ou, ow | 1st grade language arts

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Improve your language arts knowledge with free questions in “Complete the word with the right diphthong: oi, oy, ou, ow” and thousands of other language arts skills.

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I'm adding a free template that goes with my previous post - the Read It, Build It, Write It Center. I've been using this same center for our weekly SPELLING words, in addition to using it for sight words. With this template you can type in your own spelling words to make cards for this center. If you have this center from Teachers Pay Teachers,

just click on the template below to download from Google Docs.

Once you have DOWNLOADED this (make sure you hit the arrow to download or go to File -> Download to actually download it), click to open the download at the bottom left corner of your screen and it will will open in Word. You may need to click on "Enable Editing" at the top of the page to enter your own spelling words.

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Read It, Build It, Write It for SPELLING Words - Template Freebie

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I'm adding a free template that goes with my previous post - the Read It, Build It, Write It Center. I've been using this same center for our weekly SPELLING words, in addition to using it for sight words. With this template you can type in your own spelling words to make cards for this center.