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1. Segmenting

2. Successive Blending

3. Continuous blending

4. Onset-rime

5. Backward blending

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Prior to reading a text, preteach words that demonstrate a specific phonics concept, syllable division rule, or important characteristic for all grade-level texts that require students to read.

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1. Pull off the morphology

2. Look to special situations (digraphs, vowel teams, r-controlled vowel patterns_

3. Look to vowels to be sounded

4. Syllable division

5. Read the Word

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Student is directed to follow along silently and track the place in the text with a finger while the teacher reads the passage aloud.

Then the student is prompted to read the passage aloud as the teacher follows along silently.

Whenever the student commits a reading error or hesitates for 3 seconds or longer, the teacher stops the student, points to and says the error word, has the student read the surrounding phrase that includes the error word, and then directs the student to continue reading.

Optional: Have student read passage again (repeated reading) up to two more times as teacher continues to silently monitor and correct any errors or hesistations.

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Teacher reads aloud from a passage while students follow along silently and tracks the place in the text with a finger.

Intermittently, the teacher pauses and is expected to read aloud the next word in passage and then the teacher will continue reading.

The process continues until the entire passage has been read.

Then the student is directed to read the text aloud while the teacher follows along silently.

Whenever a student commits a reading error or hesitates for 3 seconds or longer, the teacher stops the student, points to and says the error word, has the student read the word aloud correctly, has the student read the surrounding phrase that includes the error word, and then continues the current reading activity.

Optional: May have the student read the passage again (repeated reading) up to two more times as the teacher silently monitors and correct any errors or hesistations.

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Note errors of students and review words to whole group

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Instructional or test adaptations. Allow students to demonstrate what he or she knows without fundamentally changing the target skill being taught in the classroom or measured in testing situations. Accommodations do not reduce learning or performance expectations.

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Read aloud classic texts in unison, as a class. Those who are usually shy or self-conscious about reading aloud will feel supported by having classmates reading right along with them. Feedback is "built-in" as students hear other students around them reading and try to mirror the reading in unison.

Recommendation:

[Use CKLA Fluency Supplemental Packets]

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Instructional or test adaptions that allow a student to demonstrate what he knows or can do, but the target skill is also reduced in some way. Modifications usually lower performance expectations.

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A teacher first models the reading of a text. Students then chorally read the same part of the text, either as a group or with a partner.

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Improving automaticity at the letter, word, and text level and increases reading comprehension is called Repeated Reading.

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Use phrase lists that were created using high-frequency words, students read in phrases, or in chunks, rather than word-by-word, one list at a time.

Students can partner up that are close in reading ability to read aloud together.

[see page 94-99] -Megabook of Fluency

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Select key words that demonstrate a specific concept for students to write using their sound-spelling knowledge with correct handwriting.

Sentence dictation can be used to review taught concepts and/or preview text to be read.

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Differentiation refers to student-specific efforts that teachers take to foster grade-level annual growth. Differentiation is what you do everyday in the classroom to help students get or stay on track to read end of year learning goals.

Intervention is an additional instructional resource or support beyond the high-quality classroom instruction all students receive that is aligned to a student's needs. It is a student-specific effort designed to foster grade-level catch-up growth.

Differentiation focuses on day to day practices for helping all students to reach grade-level annual learning goals. In contrast, intervention focuses on helping students catch up so they can get back on track.

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Many words on the Dolch and Fry lists can be decoded by learning their spelling pattern and this is how CKLA will approach these words. Other words that are irregular are taught as tricky words.

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Allow students to access instructional materials in ways that do not require them to read standard print presented in a standard visual format.

*Verbal Instructions

*Repetition of instructions

*Text/Instructions in audio-format

*Larger Print

*Fewer items per page.

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Allow students alternatives for completion of activities, assignments, and test. May be permitted to demonstrate their knowledge and skills in alternate ways, or to solve or organize their work using an organizer.

*Mark answers on separate answer sheet

*Dictate or record oral responses

*Point to response choices

*Type keyboard response

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Change the location in which a test or assignment is given or the conditions of the assessment setting.

*Individual or small group

*Reduce visual and/or auditory distractions

*Distraction-free setting

*Alternative furniture arrangement

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Change the length of time allowed for completion of a test, project, or assignment and may also change the way the time is organized.

*Flexible scheduling

*Extended time

*Allowing for more frequent breaks

*Changing order of tasks or subtests

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The instruction or item described is based on reliable, trustworthy, and valid evidence and has demonstrated a record of success in increasing students' reading competency in the areas of phonemic awareness, phonics, vocabulary, fluency, comprehension, and oral language.