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Reading Big Words Instructional Routine Handout.pdf

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Lane, H. B., Gutlohn, L., & van Dijk, W. (2019). Morpheme frequency in academic words: Identifying high-utility morphemes for instruction. Literacy Research and Instruction, 58(3), 184-209.

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Lane, H. B., Gutlohn, L., & van Dijk, W. (2019). Morpheme frequency in academic words: Identifying high-utility morphemes for instruction. Literacy Research and Instruction, 58(3), 184-209.

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Keys to Literacy

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Morpheme Magic – Lessons to Build Morphological Awareness

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Teachers and students alike, will become captivated by words as they explore together the world of language and morphology, and build awareness of morphemes, the meaningful parts in words.

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Complimentary Beginning and Advanced Diagnostic Decoding Surveys

Our complimentary Diagnostic Decoding Surveys are an easy and efficient way to detect when students are having word-level reading difficulties, and pinpoint their specific decoding weaknesses.

Our two most popular surveys are the Beginning and Advanced Decoding Surveys:

The Beginning Decoding Survey assesses how well students are reading words they should have mastered by the end of first grade:

High frequency words

Single syllable words with short vowels, digraphs, and two-sound blends

The Advanced Decoding Survey assesses the decoding skills students should have mastered by the end of third grade:

Single syllable words with short vowels and more advanced phonics patterns (e.g. trigraphs, three-sound blends)

Single syllable words with advanced vowel patterns

Multisyllable words (real and nonsense)

The complimentary packet contains everything you'll need for initial assessment of an unlimited number of students. The packet also provides an explanation of how the survey results can be used to group students, and it offers guidance on how to plan effective and efficient instruction.
Download now

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Diagnostic Decoding Surveys - Beginning and Advanced

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row][oneHalf][/oneHalf][oneHalf]Complimentary Beginning and Advanced Diagnostic Decoding SurveysOur complimentary Diagnostic Decoding Surveys are an easy and efficient way to detect when students are having word-level reading difficulties, and pinpoint their specific decoding weaknesses.Our two most popular surveys are the Beginning and Advanced Decoding Surveys:The Beginning

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Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Adoption

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Publisher Approved Professional Learning

Online Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Adoption

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academy

Onsite Math Academy

Teaching Reading Sourcebook 3rd Edition

Curriculum Adoption

Curriculum Implementation

Literacy Coaching & Site Implementation Support

Early Literacy Planning & Implementation Collaboration

Publisher Approved Professional Learning

Online Elementary Reading Academy

Adolescent Literacy Solutions

Curriculum Adoption

Curriculum Implementation

Rise in Math

Math Coaching

Online Math Academy

Onsite Math Academy

Teaching Reading Sourcebook 3rd Edition

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Assessing Reading: Multiple Measures, 2nd Edition - Teacher Professional Learning | Literacy, Math | MTSS

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Curriculum Adoption Curriculum Implementation Literacy Coaching & Site Implementation Support Early Literacy Planning & Implementation Collaboration Publisher Approved Professional Learning Online Elementary Reading Academy Adolescent Literacy Solutions Curriculum Adoption Curriculum Implementation Rise in Math Math Coaching Online Math Academy Onsite Math Academy Teaching Reading Sourcebook 3rd Edition Curriculum Adoption Curriculum Implementation Literacy Coaching & Site Implementation Support Early Literacy Planning & Implementation Collaboration Publisher Approved Professional Learning Online Elementary Reading Academy Adolescent Literacy Solutions Curriculum Adoption Curriculum Implementation Rise in Math Math Coaching Online Math Academy Onsite Math Academy Teaching Reading Sourcebook 3rd Edition

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Using these discipline-specific formative assessments, middle and high school teachers can identify students who would benefit from instruction in multisyllabic word identification-a skill that is critical for reading and understanding English Language Arts (ELA), Math, Science, and Social Studies academic texts.
For each content area there are three uniquely constructed formative assessments: a Maze Measure, a 20/20 Screener, and a 360° Diagnostic Exam. Beginning with the Maze Measure, these consecutively administered assessments systematically identify or verify students who have gaps in multisyllabic word identification skills. While all 12 assessments align with the same Scope & Sequence, the multisyllabic content area words tested in the four sets of assessments vary by academic discipline.

Word ID Features

Assessment Plans with user-friendly instructions for preparing, administering, scoring, and interpreting the results

Tools and Resources for data-based instructional decision making

Student and Class Profile Forms for collecting and sharing assessment information

MorphoGraphic Tables that display frequent affixes and Greek combining forms within each content area

Word Search Puzzles that keep students engaged while their peers are assessed

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Using these discipline-specific formative assessments, middle and high school teachers can identify students who would benefit from instruction in multisyllabic word identification-a skill that is critical for reading and understanding English Language Arts (ELA), Math, Science, and Social Studies academic texts.

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Used with permission from Judi Dodson

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by Marcia Henry

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Top reviews from the United States

There was a problem filtering reviews right now. Please try again later.

Reviewed in the United States on January 22, 2019

The book is great but came with no cd rom making book somewhat useless. There are no student pages in the book. The publisher says it’s out of print and there’s no where to get access to student material and other resources. Tried finding a contact information for the author to no avail. I would not have purchased if I knew I couldn’t get the student materials.

Reviewed in the United States on July 17, 2011

This book consists of a structured reading and spelling programme for older children and adults. Aimed at non-specialist teachers (ie not necessarily SpLD-trained), it provides specific scripts for the teacher to follow for remedial lessons in classroom, small group or individual situations. However the teacher is encouraged to use terminology with which he or she is familiar and thus the script does not detract from the usefulness of this book for older students by the Specialist.
The emphasis is on "decoding and spelling instruction based on word origin and word structure."
The chapters cover the following areas:
' Letter/ sound correspondences;
' Syllable patterns;
' Layers of Language: Anglo-Saxon; Latin; Greek;
' Morpheme patterns (prefixes; suffixes; root words);
' Strategies for decoding and spelling long unfamiliar words.
There are also:
' pre-tests and post-tests;
' assorted word lists including some subject-specific lists;
' lists of spelling Rules in the English Language.

Finally the enclosed CD-ROM contains printable versions of all the tests, worksheets, quizzes and other activities.

Highly recommended for the new remedial teacher or anyone working with older students and wanting to incorporate more structure to their tuition.

Reviewed in the United States on February 21, 2019

Thanks to Amazon and the publisher I finally got a code that gave me access to the student materials that go with the book. It was worth the extra time spend to get the materials.

Reviewed in the United States on January 30, 2017

item was purchased for one of our schools.

Reviewed in the United States on August 21, 2019

Reviewed in the United States on September 2, 2013

I like the structure, and the answer guide. Some of the terminology seems to me to be outdated and sometimes a little confusing. It is slow going so we haven't done too much of the book. Overall I think it will be useful to us. I wasn't able to find a tutor familiar with the book, so I am teaching it to my own son. Due to the specialized vocab I need to prelearn it, and if he gets ahead with the exercises, sometimes we find that there is some detail in the terminology, etc that he had to have known first.

Reviewed in the United States on September 11, 2014

Purchased for school district. Since I didn't hear any complaints (which I would), I can only assume that teacher was happy with the item.

Reviewed in the United States on September 26, 2021

Someone told me there is a placement test for this, however it is more of a "pre-test" and there is no way to give credit or differentiate for specifically what a student needs. Luckily the lessons can move quick, and most kids needing intervention at the age group this is for ( above "3rd grade" level) should be able to pick up on things unless there is some kind of language/vocab disorder as there is a lot of terminology and rules which is not always the best for every kid.

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Words: Integrated Decoding and Spelling Instruction Based on Word Origin and Word Structure Kit

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Words: Integrated Decoding and Spelling Instruction Based on Word Origin and Word Structure Kit: 9781416404415: Medicine & Health Science Books @ Amazon.com

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In Brainspring's Phonics First® and Stuctures® programs, syllabication is one of the main components of the Five-Part Lesson Plan. The eight different syllable types are introduced one-at-a-time over a period of many, many lessons. Although students may use the Syllable Division Cards when identifying and labeling the different syllable types in the syllabication lessons, it is helpful for students to be able to quickly identify syllable types. This syllable sort activity provides hands-on practice for students working to learn the different syllable types. Making one is simple and quick.

Syllable Sort Activity

Download the Syllable Cards at the end of the post. Cut apart the individual word cards (alternately, teachers may make their own word cards). Consonant-LE and Schwa syllable types are not included because the focus of this game is on single syllables and both Consonant-LE and schwa syllables occur in multisyllabic words.

Next, write the known syllable types in columns or boxes on a large sheet of paper or whiteboard.

Finally, Students should select a word card, identify the syllable type, read the word, and then sort it into the correct syllable column or box.

Be sure to only use the introduced syllable types. For example, if you have taught only Open and Closed syllables, only give students the word cards with Open and Closed syllables.

Use the included Pseudowords at your discretion.

For students who have learned Magic-E, include the Magic-E word cards.

For students who have learned through the Vowel Team AI, provide Open, Closed, Magic-E. However, only include the Vowel Teams EA and AI. Because students would not have learned the other Vowel Teams (OA, EE, AY, OE), do not include those word cards in the Syllable Sort.

This makes a quick and easy review activity, intensive activity, or re-teaching tool. Students of all ages enjoy it, and it helps students to focus on the unique vowel sounds of each syllable type. Also, teachers or tutors can easily customize the activity to meet individual student needs while targeting specific skills.

Tammi Brandon, M.Ed., CDP

Tammi Brandon is a Master Instructor and Education Consultant with Brainspring Educator Academy.
Bring Brainspring Orton-Gillingham multisensory instruction to your classrooms, transforming struggling K-12 readers into skilled learners through our effective, evidence-based approach. For more information please visit brainspring.com or call 1-8007323211

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syllable types Archives - Orton-Gillingham Weekly

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In Brainspring's Phonics First® and Stuctures® programs, syllabication is one of the main components of the Five-Part Lesson Plan. The eight different syllable types are introduced one-at-a-time over a period of many, many lessons.

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Mastering Multisyllabic Words

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IES Practice Guide Grades 4-9 Kansas 2023

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This is a MUST WATCH resource.  Shanahan debunks the myth of using "just right" texts. (Skip ahead to minute 28:00 for that.)

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Ohio Department of Education and Workforce Server

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ODE  Teaching Students to Read Complex Text

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Leveled Reading, the Making of a Literacy Myth

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Leveled Reading, the Making of a Literacy Myth

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Will Challenging Texts Put a Crimp on Motivation?

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Will Challenging Texts Put a Crimp on Motivation?

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I know you advocate the idea of teaching reading with more complex text. But what about motivation? Won't this approach discourage students?
Shanahan response:

I do support the idea of teaching reading with grade level texts. The theory that there is a magical way to match kids to books that will increase learning simply hasn't panned out. Studies of the instructional level find that it at best makes no difference - that is, kids learn as much from grade level text as they do from instructional level ones. And, in the worst cases, the studies show that those easier text placements actually hold kids back and severely limit their learning.

Within-class grouping in reading is usually driven by the idea of trying to match kids to instructional level books. Studies show that those most likely to end up in the below grade level groups are racial or linguistic minorities, kids with disabilities, and high poverty kids (Hallinan & Sorenson, 1983). Groups who certainly don't need to have their learning depressed by a flawed and out-of-date theory.

I recognize that when kids are starting out in kindergarten or first-grade, it is helpful to limit text difficulty since those kids need to master basic decoding. Having texts that repeat words and spelling patterns frequently is beneficial. Instructional level is fine in kindergarten and grade one, but by the time kids can read at a second-grade level, research champions more complex text.

The instructional level scheme was first articulated in the 1940s, and part of the idea behind it was that it would limit students' frustration. That's why texts more challenging than instructional level are labeled "frustration level." But that was the 1940s, when Freud was all the rage. Frustration then was something to be avoided at almost any cost.

The claim was that if students struggled with a text, that would cause frustration which would not only interrupt learning but would upset the child. As a result, he/she would be more likely to act out in class and have other psychological maladies.

Interesting theory... but it is consistent with data from real kids. Several years ago, Linda Gambrell and colleagues did a cool study. They determined which kids were placed in frustration level texts and observed their behavior in class. Sure enough, as expected, it was the kids in frustration level books who misbehaved.

So far so good.

Then they intervened. They changed the book placements so these students wouldn't be psychologically frustrated anymore. The changes in book placements did nothing to improve these kids' behavior.

The lowest kids almost always will be placed in relatively harder books than the better readers. Those are also the kids most likely to act out in your class. The mistake is to think that those two facts are connected. We imagine a causal link when none exists.

Roberts found that kids motivation for reading wasn't related to the degree to which the books matched their abilities; in other words, kids at "frustration level" were as interested in reading as their supposedly more aptly placed peers. Even studies that measure changes in motivation during reading tasks finds no connection between the two (Fulmer & Tullis, 2013).

I suspect this whole theory is buggy. Theories of motivation usually tout the motivating power of challenge, not comfort and ease. It is only the reading educator who dedicates himself/ herself to making sure there are no challenges to promote motivation.

Recent studies of the relationship of text difficulty on motivation suggest either no relationship or a markedly more complicated one than we have been operating under (e.g., Rosenzweig & Wigfield, 2017).

I suggest telling your students how demanding the instructional texts are going to be. Explain to them that you'll be teaching them to books harder than anything they've ever tried in the past. Tell them that you will teach them with harder texts than anything you would have attempted with their older brothers and sisters.

Don't get me wrong. No one wants to fail. It is not enough to tell kids how hard the books will be. You then have to make them successful with those books.

That's where the teaching comes in. These days my goal is to start with a text that kids can't read well already. But by the end of a series of lessons they should be able to. They should have command of the content and the vocabulary. They should be able to read it with fluency. Instead of placing kids at their instructional level, move on when they reach that level of proficiency.

When kids are challenged and their learning is obvious, you won't need to worry about discouragement or a lack of motivation.

References

Fulmer, S. M., & Tulis, M. (2013). Changes in interest and affect during a difficult reading task: Relationships with perceived difficulty and reading fluency. Learning and Instruction, 27, 11-20.

Gambrell, L. B., Wilson, R. M., & Gantt, W. N. (1981). Classroom observations of task-attending behaviors of good and poor readers. Journal of Educational Research, 74, 400-404.

Hallinan, M. T., and A. B. Sorensen. (1983). "The Formation and Stability of Instructional Groups." American Sociological Review 48, 838-851.

Hunt, L.C. (1970/1997). The effect of self-selection, interest, and motivation upon independent, instructional, and frustration levels. Reading Teacher, 50(4), 278-282.

Killeen, P.R. (1994). Frustration: Theory and practice. Psychonomic Bulletin & Review, 1, 323-326.

Roberts, T. (1976). 'Frustration level' reading in the infant school. Educational Research, 9, 41-44.

Rosenzweig, E.Q., & Wigfield, A. (2017). What if reading is easy but unimportant? How students' patterns of affirming and undermining motivation for reading information texts predict different reading outcomes. Contemporary Educational Psychology, 48, 133-148.

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Will Challenging Text Put a Crimp in Students' Motivation?

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I know you advocate the idea of teaching reading with more complex text. But what about motivation? Won't this approach discourage students? Shanahan response: I do support the idea of teaching reading with grade level texts. The theory that there is a magical way to match kids to books that will increase learning simply hasn't panned out.

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Routinely use a set of comprehension-building practices to help students make sense of the text

Part 3A. Build students' world and word knowledge so they can make sense of the text

Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read

Part 3C. Teach students a routine for determining the gist of a short section of text

Part 3D. Teach students to monitor their comprehension as they read

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reading intervention; reading instruction; literacy; reading difficulties; reading disabilities; comprehension; fluency; decoding; comprehension monitoring; world knowledge; word knowledge; vocabulary; stretch text; grade 4; grade 5; grade 6; grade 7; grade 8; grade 9

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WWC | Providing Reading Interventions for Students in Grades 4-9

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Routinely use a set of comprehension-building practices to help students make sense of the text Part 3A. Build students' world and word knowledge so they can make sense of the text Part 3B. Consistently provide students with opportunities to ask and answer questions to better understand the text they read Part 3C.

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Webinar: Practice Guide Interventions Grades 4-9

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Webinar: Practice Guide Interventions Grades 4-9

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Dr. St. Martin Present IES Practice Guide: Comprehension Intervention Grades 4-9