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ABC, easy as Mama and Me! 
(Annie Sampogna - ESE 450)

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ABC, easy as Mama and Me! 
(Annie Sampogna - ESE 450)

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This strategy is asking students to help the Mama animals find their baby animals. This game is all about matching! The students will match the uppercase letters (Mama animals) with their lowercase letters (baby animals).

A fun way to scaffold this strategy for the students who are getting it quickly is to have the cards flipped over and matching them by flipping two cards at a time and seeing if they get a pair. They would keep going until all their cards are flipped with the animals showing.

A way to modify this activity for students with HI is giving them four cards and having them match them. Once the students are able to match the four cards the teacher gives them with 100% accuracy the teacher can increase the number of cards given.

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Within this strategy, the children will practice writing their ABC's, work in collaborative groups, find their ABC's with a flashlight, and actively work on phonemic awareness in which focuses on and begin to manipulate individual sounds.

HI Modifications:  This strategy would engage the learner in the classroom I am in currently.  This would be a way to scaffold their learning, meet their IEP goals and expose them to a different technique of phonemic awareness.

Fluency
Objective
The student will gain speed and accuracy in letter recognition.
Materials
Large box
Black bulletin board paper
Line the box with the black paper.
Glow-in-the-dark chalk
Write upper and lowercase letters on the back wall of the box.
Flashlight
Black construction paper
For student use
White chalk
Activity
Students use a flashlight to quickly identify letters of the alphabet.
1. Place box (turned on its side) and flashlight at the center. Provide each student with
black paper and chalk.
2. Working in pairs, student one shines the light on a letter.
3. Student two quickly names the letter.
4. Continue the activity naming all the letters.
5. Reverse roles and repeat the activity.
6. Practice writing the letters with chalk on a piece of black paper.
7. Peer evaluation
F.003 Letter Recognition
Glow Go

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Alphabet In My Mouth!: Reviewing Alphabet Letter-Sounds with a Fun Song

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Oral and Partner Cloze: Effective Fluency Strategies | Scholastic

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Use these two strategies to help students gain confidence and increase fluency as they prepare for and practice reading out loud in the classroom.

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As much as I love to read, sometimes I dreaded teaching reading. I was reading by four and everything in language arts came easily to me - it just clicked. When I had students that didn't improve their reading with my strategies, I didn't understand why. Now that I am working with my son, I am understanding why many of those strategies just don't help him.

Don't Read the ENTIRE Reading Passage

Oh boy. I learned straight off the bat to stop my son from doing this. What a nightmare! Students who struggle with reading don't like to read. All he did was keep reading no matter what happened. He would skip words and entire lines, misread words, and make all kinds of errors. His goal was to get done with reading as soon as possible.

Instead Read One Paragraph at a Time

A poor reader gets overwhelmed easily. Looking at a whole page of reading causes panic and frustration. Instead, tell your students that you are only focusing on one paragraph. Stress the importance of identifying the key ideas in each paragraph before moving on.

While reading the paragraph, highlight any unknown words, then identify the main idea of the paragraph. Identify the support for or any example of the main idea.

Don't Pre-read the Test Questions

I remember being taught in a PD session to have students read the questions first, then read the passage. I faithfully taught students to do that for a number of years. I watched my son use that strategy and soon realized why he didn't pass reading comprehension tests. Instead of trying to comprehend what he was reading, my son looked for the key words in each question. If - and I mean IF - he found the section that answered the question, he had no idea what it meant and just copied the sentence with the key word in it.

What I realized is he couldn't answer the questions because he didn't understand the text. As a strong reader, I can search for the keyword, read that section, and know how to answer the question. A student that struggles with reading comprehension needs to focus on understanding the reading first.

Instead Focus on Reading Comprehension

Just focus on comprehension of the article. If the student understands the article, he will be able to answer the questions.

Don't Tell Students to Look Back in the Text

Again, this is a great strategy for kids who are strong readers. I know I always felt that having an open book test made it "easy" for kids. However, some kids can have an open book and never find the answers. My son has poor reading stamina, so after the first question he will just stop looking in the text and guess. It is too much text for him to focus on and look through.

Instead Take Notes

For struggling readers, as much as they may hate it, they need a good note system. For a reading passage, I use a small sticky note for each paragraph. On each one, we write the main idea of the paragraph and jot the support at the bottom. Since it is so hard for low readers to scan the text, I want the key ideas to be on the notes.

Once students know how to do that, teach them how to use the sticky notes to help answer the comprehension questions. We read the question and check the main ideas notes. Many times the answers are related to the main idea. If it isn't, we use the main ideas to determine which paragraph most likely answers the question.

For textbook comprehension, such as in science or social studies, I personally like to use interactive notebooks. It is important that the key ideas be easy to find. Like many kids with processing issues, my son's fine motor skills are a work in progress. In his interactive notes, the main topics and questions are printed so it cuts down on how much he has to write. (I do cut the interactivities out and glue them. When I taught, I had my artsy students help other students.)

If you would like to keep these tips in your planner, here is a free printable for you to download and print.

**I would like to clarify that my son is considered a low reader, but he isn't really low. He is on grade level but struggles. I have started homeschooling him because of a vision processing issue. The problems caused by processing issues are very similar to ADHD and other development issues. This article is based on my work with him.**

The article I used in the example is from my resource Paired Passages: The 13 Colonies.

You might also be interested in this post, 5 Overlooked Signs of a Struggling Reader.

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As much as I love to read, sometimes I dreaded teaching reading. I was reading by four and everything in language arts came easily to me - it just clicked. When I had students that didn't improve their reading with my strategies, I didn't understand why.

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Procedure:  Put students in a “home group” of 3-5. Assign each student within the group a different reading selection. From there, each student will go to their “expert group” with the same passage as them. That group becomes an “expert” on that topic/reading passage. Then, they return to their home group to teach that content to other students in the home group.

HI:

Provide visuals such as graphic organizers that the students can use to collect information on their own topics and the topics from the rest of their home group.

Can help students translate auditory information into visual in a way that makes more sense

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These are the partner roles!

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This strategy can be used to help students with their reading comprehension. Students are partnered up with an assigned person. They take turns reading and summarizing, while providing each other with feedback. There are general questions that students should answer and will earn points for. Students who may need help with specific skills can be partnered with individuals who can help and work with them on the paragraph, as well as have reduced portions to read.

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Fuchs, D., Fuchs, L., & Burish, P. (2000). Peer-Assisted Learning Strategies: An Evidence-Based Practice to Promote Reading Achievement. Learning Disabilities Research and Practice, 15(2), 85-91.

Fuchs, L., Fuchs, D., & Kazdan, S. (1999). Effects of peer-assisted learning strategies on high school students with serious reading problems. Remedial and Special Education, 20(5), 309-318.

Saenz, L., Fuchs, L., & Fuchs, D. (2005) Peer-Assisted Learning Strategies for English Language Learners with Learning Disabilities. Exceptional Children, (71).

Vanderbilt Kennedy Center for Research on Human Development. (n.d.). Peer-Assisted Learning Strategies. Retrieved 2008, January 21, from http://kc.vanderbilt.edu/pals/

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Paragraph shrinking is an activity developed as part of the Peer-Assisted Learning Strategies (PALS). The paragraph shrinking strategy allows each student to take turns reading, pausing, and summarizing the main points of each paragraph. Students provide each other with feedback as a way to monitor comprehension.

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Cloze reading is an instructional strategy where users are required to fill in the blanks within a passage with correct words from a word bank. Cloze reading is used to assess a student's understanding of vocabulary. STAR Reading is an online assessment program that embraces cloze reading passages.
Teachers can also have students create their own cloze reading passages as they read a story. This makes the learning more authentic. It also helps students find and make connections between key vocabulary within in the story and how their meaning enhances the story. Finally, students can exchange their cloze reading passages with other classmates. This naturally reinforces the critical components of the story including key vocabulary as students interact with each other and share what they created. This gives students ownership in the learning process.

Example: without word bank. Sometimes a word back is provided.

Gwendolyn and Sharrie were about to take the _______ test of their lives. It was a long ____________ test and they had to be able to divide a 4 digit by 1 digit number. __________ of them had been working hard on this skill. Gwendolyn was __________ in Math and Sharrie was __________ at reading and writing skills.

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What is the Cloze Strategy?

The word cloze is a shortened form of closure, and was first introduced to the academic field in 1953. The procedure of reading a cloze passage is simple; a reading passage is provided with words intentionally deleted. For example: The farmer uses a (blank) to prepare the fields for planting. The student uses knowledge, experiences, and cues from surrounding text to fill in the blanks. The proper use of the cloze procedure requires the teacher to be selective when deleting words depending on the intent. It also requires the reader to use varying strategies that have been previously taught. Students using cloze need to consider things such as knowledge and the understanding of words, phonics cues, vocabulary, prediction, inferring and logic. Using cloze passages can increase a student's understanding of language structure, ability to understand and apply context cues, vocabulary, and subject fluency.

Many teachers use the cloze method successfully in their classrooms. However, without specific intention, the cloze procedure may not be effective. Cloze is not meant to be a simple fill in the blank exercise but a purposeful technique for practicing and putting to use previously taught reading skills.

Create Effective Cloze Passages

To create an effective cloze passage, you must first:

1) Determine the purpose.

Deletions can fall into several categories depending on the purpose of the exercise. A teacher may be teaching content (such as geography), or text structure (including nouns, verbs). Teachers could also be teaching students on predicting and inferring (or what would make sense). The intention of the lesson depends on the words being deleted. However, many cloze passages are a combination of all three, particularly in more advanced student work.

Next:

2) Select an appropriate text.

Two main thoughts should be present when selecting text for use for cloze passages. The text should be meaningful and interesting to the students. And the passage needs to be at an independent reading level. If the text is too difficult or too simple, the exercise won't be useful. The length of the text is also dependent on the ability level of the child, shorter passages for younger students or English Language Learners and longer for more proficient ones.

Third, be sure to:

3) Chose the correct number of words to delete.

When determining the number of words to omit from a passage it is important for a teacher to consider the students and purpose of the particular cloze exercise. There is no standard or set number of words to delete, but a general guideline to be used is determined by reading level. For beginning readers, delete one word for every 8-10; developing readers, delete one word for every 10-15; and emergent readers, delete one word for every 15-20.

The Cloze Cycle

When teaching students how to determine the appropriate word in cloze reading passages, let them know there is a predictable structure or cycle to be followed: guess, defend, compare, discuss.

First students guess the correct word. Some cloze passages offer a few choices, perhaps in parentheses or multiple choice formats, while others do not. When a choice is made, the student next defends or explains the choice. Doing this makes the readers' thinking visible as well as holds accountability for the choice. The reader should compare the choices, when multiple choice is given, to make sure the selected word sounds best. Finally, the student and teacher discuss to see if opinions differ.

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applying the cloze procedure to reading passages - video & lesson transcript | study.com

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Applying the Cloze Procedure to Reading Passages - Video & Lesson Transcript | Study.com

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The word cloze is a shortened form of closure, and was first introduced to the academic field in 1953. The procedure of reading a cloze passage is simple; a reading passage is provided with words intentionally deleted. For example: The farmer uses a (blank) to prepare the fields for planting.

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Sydney Singer
https://www.youtube.com/watch?v=wW87rihT38I
As far as the students with HI disabilities, I would begin by showing a short clip imitating the activity we are working on in class. I would also make sure the group they are in is successful for the students learning. A good strategy would be to pose a simpler question that I know all students have potential of answering.

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Shared reading is an interactive read aloud where the students join in or share the reading of a book while guided by a teacher. The shared reading model often uses oversized books (referred to as big books) with enlarged print and illustrations.

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I will use the anticipation guide with my future class before we begin reading a book. The anticipation guide allows students to activate their prior knowledge and become curious about a new topic.

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Students will identify and manipulate syllables. They will be given cards with words on them containing two, three, or four syllables and scissors. Students will have to identify the syllables and separate them by cutting them out for each word. They will then move the syllables around fore each word creating silly words. For example, pencil will become cilpen. I would use easy compound words for children with HI disabilities. I would also show this video before the activity and help them to clap, stomp, or use alligator jaws to determine the syllables in each word.

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Learn Syllables | Syllable Song for Kids | Clap, Stomp and Chomp | Jack Hartmann

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Caley- thorough powerpoint describing QAR and many classroom activities associated

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Caley- Comprehension

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Question-Answer Relationship (QAR) | Classroom Strategy | Reading Rockets

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The question-answer relationship (QAR) strategy helps students understand the different types of questions. By learning that the answers to some questions are "Right There" in the text, that some answers require a reader to "Think and Search," and that some answers can only be answered "On My Own," students recognize that they must first consider the question before developing an answer.

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The teacher should begin the anticipation guide by writing four to six statements about key ideas in the text; some true and some false. Include columns following each statement, which can be left blank or can be labeled Yes, or No (Maybe can also be used). Introduce the text or reading material and share the guide with the students. Model the process of responding to the statements and marking the columns. Read each of the statements and ask the students if they agree or disagree with it. Provide the opportunity for discussion. The emphasis is not on right answers but to share what they know and to make predictions. Read the text aloud or have students read the selection individually. If reading aloud, teachers should read slowly and stop at places in the text that correspond to each of the statements. Bring closure to the reading by revisiting each of the statements.

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Reciprocal Teaching - An Introduction for Students

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I will use this strategy to modify my reader's theater activity.

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Language Arts

This planning checklist for a choral reading lesson uses the poem "One Sister for Sale" by Shel Silverstein. See example ›

This PDF includes dozens of poems for shared, choral, paired, and echo reading. See example ›

The website below offers teachers several poetry options conducive to the Choral Reading strategy along with some interesting tips on reading and language development. See example ›

The example of choral reading found on this site uses the children's book James and the Giant Peach. See example ›

Science

This lesson plan includes examples of choral reading activities that correspond to introductory science concepts. See example ›

Social Studies

This website includes a script for the choral reading of the children's book Bringing the Rain to Kapiti Plain. See example ›

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Choral reading is reading aloud in unison with a whole class or group of students. Choral reading helps build students' fluency, self-confidence, and motivation. Because students are reading aloud together, students who may ordinarily feel self-conscious or nervous about reading aloud have built-in support.

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This is my activity.

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ZOOM . activities . playhouse . Remind Me Please | PBS Kids

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Reader's Theater Classroom Resources (Anna)

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Reader's Theater Classroom Resources (Anna)

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Results on ReadWriteThink - ReadWriteThink

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Classroom Resources | Grades 9 - 12 | Lesson Plan | Standard Lesson Novel News: Broadcast Coverage of Character, Conflict, Resolution, and Setting This twist on readers theater has students prepare original news programs based on incidents in a recent reading, as they explore standard literary elements of character, conflict, resolution, and setting.

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More Tips for Reader's Theater Strategy in Classroom (Anna)

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More Tips for Reader's Theater Strategy in Classroom (Anna)

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8 Steps to Successful Classroom Readers Theater - We Are Teachers

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Contributed by Dana Truby Readers Theater is a great way to enrich your students’ reading practice and bring joy to[…]Continue Reading

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Example of Reader's Theater Lesson Plan (Anna)

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Example of Reader's Theater Lesson Plan (Anna)

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I thought this was interesting to share! children love to engage in a Play. They learn and have fun at the same time, while other than academic, they build social skills.

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It involves children to read aloud scripts. It promotes fluency,  read with expression and confidence. For students with HI disabilities, I would give the script in advance to practice. I, also would model expressive reading, and practice Choral reading together as a group, to develop tonality, timing, confidence and fluency. Then I would give roles and students will highlight their part. Plus, I would give more time if needed.

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Reader's theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include lots of dialogue.

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Reader's theater is a strategy for developing reading fluency. It involves children in oral reading through reading parts in scripts. In using this strategy, students do not need to memorize their part; they need only to reread it several times, thus developing their fluency skills. The best reader's theater scripts include lots of dialogue.

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Differentiation Strategies included in link!

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Timed Repeated Readings | Classroom Strategy | Reading Rockets

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Timed repeated readings are an instructional practice for monitoring students' fluency development. Repeated readings, under timed conditions, of familiar instructional level text can increase students' reading speed which can improve comprehension.

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Close Reading Plan

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If you look around Pinterest at anchor charts about close reading, it gets really overwhelming really fast! It seems like it's about every reading strategy you've ever seen all put together at the same time. How the heck do you craft a lesson around that? It's time to take the rocket science out of close reading!

After reading anchor charts and articles, these were my main take-aways:

Close reading is:
*an instructional approach
*students adding knowledge gained from text to their schema
*building habits of successful readers
*building stamina and persistence with complex text
*integrating several reading strategies

Close Reading Is Not:
*a complete reading program
*a time for lots of front-loading
*for easy, short texts
*time to work on fluency or decoding

Close Reading Looks Like:
*repeated readings of the same text
*teacher setting a purpose for each reading
*annotating text
*answering of text-dependant questions
*using text evidence to defend ideas

Close Reading Includes:
*a short text or part of a longer text
*some front-loading when background cannot be built from text
*students reading or teacher reading as appropriate

It's important to realize that while lots of skills and strategies can be used within close reading, you only want to choose a few (I go with 3) skills per close reading lesson. Here's a lesson planner to help you choose skills, set a purpose for each reading, and follow up with text-dependent questions:

Follow Hannah @ The Classroom Key's board Literacy on Pinterest.

Author: Hannah Braun

https://www.theclassroomkey.com

Hannah Braun is a former teacher with 8 years of experience in the classroom and a master's degree in early childhood education. She designs engaging, organized classroom resources for 1st-3rd grade teachers.

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Taking the Rocket Science out of Close Reading

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If you look around Pinterest at anchor charts about close reading, it gets really overwhelming really fast! It seems like it's about every reading strategy you've ever seen all put together at the same time. How the heck do you craft a lesson around that?

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How to use think-alouds

1. Begin by modeling this strategy. Model your thinking as you read. Do this at points in the text that may be confusing for students (new vocabulary, unusual sentence construction).

2. Introduce the assigned text and discuss the purpose of the Think-Aloud strategy. Develop the set of questions to support thinking aloud (see examples below).

What do I know about this topic?

What do I think I will learn about this topic?

Do I understand what I just read?

Do I have a clear picture in my head about this information?

What more can I do to understand this?

What were the most important points in this reading?

What new information did I learn?

How does it fit in with what I already know?

3. Give students opportunities to practice the technique, and offer structured feedback to students.

4. Read the selected passage aloud as the students read the same text silently. At certain points stop and " think="" aloud"="" the="" answers="" to="" some="" of="" pre-selected="" questions.

5. Demonstrate how good readers monitor their understanding by rereading a sentence, reading ahead to clarify, and/or looking for context clues. Students then learn to offer answers to the questions as the teacher leads the think-aloud.

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The teacher write a word on the board with the spacing far apart so that as the car "drive by" the students say the sound for each letter in that word. The car then goes faster and faster by the letters until they blend the word correctly. Then students do a few on their own with a white board, dry erase marker, tissue and car teacher lead. This is a fun and different way to teach students how to decode words when beginning to read.

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Drive-Thru Blending in Kindergarten: Practicing Early Decoding Skills

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Interactive Notebooks for a Novel Study 

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Interactive Notebooks for a Novel Study 

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Do you love the idea of Interactive Notebooks but are unsure of how to use them to teach class novels? Here are my best tips and tricks for designing rigorous and engaging class novel units.

I am a huge proponent of using Interactive Student Notebooks (ISNs, INBs, INs) in high school. I love them for the ease of structuring a lesson, keeping everyone organized, and helping students create a yearlong learning tool. Once your students get on board, it can even be a relaxing addition to your classroom since there can be some coloring or crafty elements. And whereas people find it easy to set up a spread for a single lesson, I often get asked how to set up an notebook for an entire class novel.

Well, I'm here today to share my planning tools, tips, and tricks for using Interactive Notebooks as you read a novel as a class. The focus is on designating spreads to be developed and completed over the course of the class novel. I'm a very visual learner, but I'll share ways to adapt each step of my planning for the rest of you.

Step 1: The Basic Concepts & Spreads

If you've read my post on teaching symbolism & allegory, you know most of my spreads (two-facing pages) follow a simple IN-THROUGH-OUT design. I have a few more spreads that I use for whole units. I keep these possibilities in mind as I develop my unit, adapting as necessary.

Background Spread

I usually start each unit with some sort of background. I design each spread based on my needs, but this is where I put self-designed reference materials or fabulous resources from Teachers Pay Teachers like a map of Odysseus' travels, or a web of character relationships from A Midsummer Night's Dream.

Vocabulary Spread

Sometimes, I have students learn specific vocabulary words, divided into sections or chapters. I do this as a foldable or have students create Frayer Models (2/pg) for selected vocabulary.

Quickwrites/Bellringers Spread

This is simply a set of pages waiting to be filled with writing prompts. I usually set aside one or two spreads (2 or 4 pages) per novel, depending on how often I want students to write. I also use the Bellringer phase of class for students to work on their Character Charts or Vocabulary.

Character Chart

This is a spread that is set up at the beginning of the novel, but filled in over the course of reading. I will tell students exactly how many rows to create and which characters to put on each row, but the grid will probably be blank for the first few days of reading.

One-Pagers

Students demonstrate understanding of certain themes, characters, or symbols over the course of the novel. A "one-pager" is any collection of elements assigned by you, but designed by the student on the page. You can assign topics for One-Pagers, or have students choose. I sometimes assign these after specific sections (ex: Chapters 1-3) in the novel. I also like to assign broad topics (ex: "Pg. 42 will be a Theme of your choice") to make sure that I see a variety of student work.

One-Pagers are meant to be a synthesis of several elements. Here are some elements to choose from:

*An analytical overview of your topic in the novel
*A drawing
*2 quotes reflecting your topic
*2 discussion questions
*2 text-to-text connections (ex. Connect to another book or TV show)
*2 text-to-world connections

Close-Reading or Constructed Response

I have students complete constructed responses in their journals, and then self- or peer-grade, according to where we are in the learning process. These practices are only for participation points. Then, we'll do a similar constructed response as a quiz in class.

Step 2: Map Out Your Class Novel

Next, I map out my class novel unit on scratch paper, based on my learning targets.

When I first drafted my unit for The Pearl, I put together some of the basic spreads that I listed above. At this point, it's all ideas, and it's okay to move stuff around.

However, mapping out my unit helps me figure out the gaps I want to fill. For this unit, I knew that I wanted some nonfiction texts and a video or two. I decided to create Background Activities for my students, and I designed these doodle notes:

I also figured that I wanted my students to do One-Pagers on two themes that I chose, namely Heritage & Society. The mapping process allows me to develop my ideas for each unit.

Step 3: Order Your Lessons

Once I'm finished mapping out the interactive notebook spreads, it really helps me to solidify the order of my lessons. I like to give students a copy of the spreads as a Unit Overview sheet.

It's great if you can stick to this throughout your unit, but it's not a huge deal if you can't. I've added and subtracted spreads here and there to reinforce skills students needed to work on or move a unit along when a surprise school event lost me a day of class. Students will roll with these punches. Still, the Unit Overview is a wonderful tool to help students (and you!) see the end goals of the unit.

Hint: I like to print these on bright copy paper so that students can locate them quickly and easily in a binder (or in the pocket of their interactive notebook).

Step 4: Mock-up Your Pages

You will have better results with Interactive Notebooks if you mock-up your pages. This will help you know exactly how long it takes to cut and glue any foldables you use, or how much space students will need to take notes on a PowerPoint.

I like to have a notebook for each course I'm teaching. I also like to streamline my color-coding by having these match other things in my classroom.

Step 5: Rock the Class Novel Unit!

Now, you're ready to teach! You can get all of my resources for designing a Novel Unit for Interactive Notebooks in my TpT store, and you can always reach out with any questions you have. I love seeing success stories on social media, so let's connect!

***

Danielle at Nouvelle ELA is an 8th & 9th grade English teacher and a military spouse, currently living in Pensacola, Florida. She uses a combination of project-based learning and interactive notebooks to keep students engaged and organized, and loves incorporating breakout games in the ELA classroom! Danielle spends her spare time drinking coffee, running, and snuggling her cat and dog (Crookshanks and Padfoot). She blogs at TeachNouvelle and The Secondary English Coffee Shop and you can follow her on Instagram and Twitter @nouvelle_ela to keep in touch. Happy teaching!

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Tips for Teaching Class Novels with Interactive Notebooks | The TpT Blog

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Do you love the idea of Interactive Notebooks but are unsure of how to use them to teach class novels? Here are my best tips and tricks for designing rigorous and engaging class novel units. I am a huge proponent of using Interactive Student Notebooks (ISNs, INBs, INs) in high school.

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Phonics Assessment

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Affiliate links may have been used in this post. To read our full disclaimer, click here.

FREE offers are often time-sensitive. Although they are FREE at the time of posting, please be sure to verify the offer is still free before claiming or purchasing it. (We are not responsible for price changes.) Thank you!

This quick and simple phonics assessment can help you, as the teacher, to quickly find the phonics skills your K-3rd grader needs to work on.

This quick phonics assessment includes a teacher recording sheet and 3 student assessment pages with simple word lists, based on their phonics patterns.

The pages start off with a word family assessment, where the student has to created different real and silly words. Then it moves to more difficult phonics patterns, such as CVCe, CVVC, and even open and closed syllable patterns.

Grab this free, quick and simple phonics assessment HERE.

Need An Affordable Approach to Learning?

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