Literacy Teaching Toolkit by Toni Gumm https://padlet.com/tonigummees/wje2uld7vnqk3qcr Toni Gumm, 2nd Grade Teacher at Eureka Elementary School, tgumm@eureka.k12.nv.us en-us 2021-04-03 16:30:53 UTC 2026-03-12 13:38:41 UTC hello@padlet.com https://padlet.net/icons/png/1f9e9.png What is Phonological and Phonemic Awareness? tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1404432835 Phonological and phonemic awareness involve helping children understand that spoken language may be broken down from larger units into smaller units such as sentences, phrases, words, syllables, onsets, rimes, and phonemes (individual speech sounds).
Learning these skills will help children perform better in reading, writing, spelling and overall learning. These skills are the necessary foundation for creating proficient readers and writers. Both phonological awareness and phonemic awareness are oral and auditory, and the focus is on the sounds in words. However, there are differences between these two skills, which I will explain in the sections below.
Reference:
Reutzel and Cooter, Jr. (2019). Early Literacy Skills: Phonological and Phonemic Awareness, Letter Name Knowledge, and Concepts about Print. (pp. 68–116). Strategies for Reading Assessment and Instruction Helping Every Child Succeed (Sixth ed.) Pearson.]]> 2021-04-11 15:56:28 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1404432835 Phonological Awareness tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1404469481 Phonological Awareness includes identifying and manipulating the larger parts of spoken language such as sentences, phrases, and individual words (Armbruster, Lehr, & Osborn, 2001; NRP, 2000; Snow, Burns, & Griffin, 1998).
Phonological awareness is important for understanding language and how words come together. It is the foundation to reading. By developing phonemic awareness skills, children are able to learn the meaning of sounds and words. The ability to recognize the different sounds and syllables in words has a huge influence on reading and spelling. Phonological awareness allows children to learn the meaning and pronunciation of new words more quickly by comparing them to similar words they already know. This awareness increases reading comprehension and vocabulary. Phonological awareness also helps spelling by making words easier to break down into common syllables and speech sounds. Activities that build sound skills — reading stories or singing songs with rhymes, practicing the alphabet by pointing out letters wherever you see them, playing word games — will help grow their phonological awareness. Children with phonological awareness can recognize words with similar sounds, identify and create rhymes and clap out the number of syllables in a word.
With improved phonological awareness, children can perform better in reading, writing and overall learning.
Reference: http://www.readingrockets.org/article/why-phonological-awareness-important-reading-and-spelling]]> 2021-04-11 16:17:00 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1404469481 Phonemic Awareness tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1404510209 Phonemic Awareness refers to the ability to focus on and manipulate individual sounds in spoken words or phonemes (individual sounds) (NRP, 2000).
Phonemic awareness teaches students to both hear and manipulate sounds, and to understand that spoken words are made up of sequences of speech sounds. Students who are able to identify phonemes rapidly are able to read more fluently because of this rapid processing. Fluent reading relies on students developing their phonemic awareness to the point of automatically freeing up their brain energy to easily comprehend what they’re reading.
In their book, “Know Better, Do Better”, David and Meredith Liben state “It is not an option to skip or shortchange phonemic awareness! Children without mastery of it will inevitably struggle.” While decades of research support this statement, phonemic awareness is still the most common reason students struggle with word reading. It is essential for students to understand that words are made up of individual sounds, and they can blend, segment, and manipulate those sounds. If students can do this work through the air, we can transfer these skills to print, so they can read and spell more words.

Phonemic awareness is one of the best predictors of a student’s ability to read fluently. This ability to hear speech sounds clearly, and to differentiate them, is what allows children to acquire language easily, and this knowledge of language is key to their understanding of what they read.
Reference:

National Reading Panel. (2000). Teaching Children to Read: An Evidence-Based Assessment of the Scientific Research on Reading and Its Implications for Reading Instruction. Reports of the Subgroups. Author. 2.1-2.8

]]> 2021-04-11 16:40:47 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1404510209 Phonological Awareness Activities tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428384161
Activity 1: Game to Play While Lined Up
Here is an idea for a simple game to play while students wait in line:

Sentence game: say a sentence, “The cat is fat”. Tap the first 4 children on the head as you say each word of the sentence. Ask, “How many words?”, four! Repeat the sentence, or say a different sentence, as you go down the line of children.
Rhyme game: Say a few words that rhyme, “cat, fat, bat”. Prompt children to join in the game. You may need to prompt by saying some initial sounds: /p/ - at, /s/ - at, etc. Include silly words (/z/ - at) and blends (/th/ - at)!
My Turn/Your Turn syllable count game: (My Turn) Model clapping/stomping/tapping the syllables for objects you see in the classroom (Ceil-ing, floor, ta-ble, com-pu-ter). (Your Turn) Prompt children to imitate you. Ask after each word, “How many syllables?”
Repeat the beginning sound game: /c/ - /c/ - cat, /c/ - /c/ - cake, /c/ - /c/ - car. Prompt children to join in with other words.

Activity 2: Compare and Match

The students will match the very first sounds in words and then the final sounds. It is helpful to have a set of cards with the pictures of everyday objects (man, boy, girl, cat, dog, house, book, etc.) You can also cut out pictures from magazines and use those.

Begin by asking the students to identify the first sound in a word such as man. Show your students the picture and say, “What is the first sound you hear in the word man. Yes, you hear the mmm sound.” Then lay out five or six pictures and ask your students to say the names of each of the pictures and then to group together all the objects that begin with the mmm sound. You can also lay out 3 pictures and ask your students to name each picture. Then ask, “Can you show me which one of these pictures begins with the mmm sound?” You can also go outside on a nature walk and look for as many things as possible that have the mmm sound. Once your students are successful at matching beginning sounds, work on ending sounds. “Say the word ham. What is the last sound you hear in the word ham?”

Materials: picture cards
Activity 3: Identify and Practice Rhymes

You can teach rhyming by asking your students to identify and practice rhymes by manipulating, adding, deleting or substituting sounds in words. Some examples of doing this are:

“Tell me all the words that rhyme with the word “hat.”

“Close your eyes. I am going to say 2 words. If they rhyme, raise your hand. If they don’t, shake your head.”

“Listen to these words – mop, plop, flop, tag. Which of these does not rhyme?”

“Can you finish my sentence for me? The dog sat on the ____.”

Standards Met:
ELA-Literacy.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELA-Literacy.RF.K.2a: Recognize and produce rhyming words.
ELA-Literacy.RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.
ELA-Literacy.RF.K.2c: Blend and segment onsets and rimes of single-syllable spoken words.
ELA-Literacy.RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
ELA-Literacy.RF.K.2e: Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
ELA-Literacy.RF.1.2b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA-Literacy.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
ELA-Literacy.RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

]]> 2021-04-17 15:47:48 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428384161 Phonemic Awareness Activities tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428384918 Activity 1: In My Box

How to play: Get a small box and place some pictures in it with pairs of familiar words that rhyme (like box/socks, cat/hat, or chair/bear). Use enough pictures so that everyone in your class has a turn. Sit in a circle with your students. Start with a child you know is strong in rhyming. Hold the box and choose a picture. If the picture shows a cat, say “In my box, there’s a cat”. Call on him or her to come up with a rhyming word. The child might say, “In my box, there’s a hat” (or some other rhyming word). After he or she answers with a rhyming word, hand him or her the box. Now he or she gets to choose a card and continue the play.
Materials: small box, pictures
Activity 2: Old MacDonald

How to play: The teacher begins by telling the students they are going to learn a new game – it’s a different version of Old MacDonald, and it’s kind of a silly version. The teacher begins singing, “Old MacDonald had a farm, E-I-E-I-O. And on that farm he had a /ti/ /ger/, E-I-E-I-O”. Of course, the kids think the introduction of the tiger is wildly funny, but notice what they have actually done: Without being told, they have mentally combined the syllables /ti/ and /ger/ to realize what the animal was! It’s huge! Then I show the children a picture of a tiger and they feel proud that they figured out the animal – and they think it’s too funny! Again it’s lots of fun, and they really think we are just playing a game.
Activity 3: Elkonin Boxes
Here is an activity where the focus is segmenting words and blending words.
Materials: Elkonin Boxes, Unifix Cubes
Resource: Mrs. Richardson's Class
https://www.mrsrichardsonsclass.com/

Standards Met:
ELA-Literacy.RF.K.2: Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
ELA-Literacy.RF.K.2a: Recognize and produce rhyming words.
ELA-Literacy.RF.K.2b: Count, pronounce, blend, and segment syllables in spoken words.
ELA-Literacy.RF.K.2c: Blend and segment onsets and rimes of single-syllable spoken words.
ELA-Literacy.RF.K.2d: Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words.* (This does not include CVCs ending with /l/, /r/, or /x/.)
ELA-Literacy.RF.K.2e: Add or substitute individual sounds (phonemes) in simple, one syllable words to make new words.
ELA-Literacy.RF.1.2b: Orally produce single-syllable words by blending sounds (phonemes), including consonant blends.
ELA-Literacy.RF.1.2c: Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words.
ELA-Literacy.RF.1.2d: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

]]> 2021-04-17 15:48:28 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428384918 Assessments tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428725620 Assessing Phonological Awareness
1. Same-Different Word Pair Task
This task measures children's development of syllable, onset and rime, and phoneme awareness. Same-different tasks require that students say whether two words or two pictures share the same beginning syllable or sound. Typically, children listen to (or say from pictures) a pair of spoken words and then say whether the word pair is the same or different.
Reference: Treiman and Zukowski (1991)
2. Syllable and Sound Counting Task
The counting task is designed to measure children's development of syllable and phoneme awareness. Counting tasks require that students count the number of syllable or sounds in a word that is spoken or shown in a picture. Typically, children listen to (or say from a picture) a word and then they count the number of syllables or sounds. Counting tasks can focus on beginning, ending, and middle syllables and sounds of words.
Reference: Liberman and colleagues (1977)

Assessing Phonemic Awareness
1. Initial Consonant Sounds Assessment
This task measures a student's awareness of beginning sounds in spoken words. It is an "oddity task" in that this type of assessment asks the child to identify the word that is not like the others (i.e., the word that begins with a different sound/phoneme).
Reference: The Phonemic Awareness Assessment System* (K.S. Cooter & R.B. Cooter, 2017)
2. Blending Sounds Assessment
This task measures the student’s current ability to blend sounds and words.
In this assessment, children are asked to listen to a word wherein the phonemes are separated orally, and then combine the phonemes together to make a word. There are two parts in this assessment. One part has students blend onsets and rimes. The second part has students blend several individual sounds to form words.
Reference: The Phonemic Awareness Assessment System* (K.S. Cooter & R.B. Cooter, 2017) ]]> 2021-04-17 20:04:38 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428725620 What is Phonics? tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428856841 Phonics is a very important element of reading instruction that emphasizes how spellings are related to speech sounds in systematic ways (letter-sound relationships), and how readers use this knowledge to blend sounds represented by letters (Bowers & Bowers, 2017; Leu & Kinzer, 2017; National Institute for Literacy, 2008; National Institute of Child Health and Human Development, 2000). The main focus of phonics instruction is understanding how letters are linked to sounds (phonemes) to form letter-sound correspondences and spelling patterns and how to apply this knowledge in reading. To become skilled readers, children must be able to identify words quickly and accurately. To do so, they must be proficient at decoding words. Good phonics instruction will improve children's' reading accuracy as well as the speed at which they can read. Also, as the phonics skills of children develop so will their reading comprehension. Most importantly, systematic and explicit phonics instruction delivered by a skillful teacher can help children become enthusiastic lifelong readers (J. Cunningham, 2017).

Referencea:
Reutzel & Cooter, 2019.

Strategies for Reading Assessment and Instruction

Helping Every Child Succeed:
6th Edition.

Pearson. ISBN: 978013496883

Bonnie Terry @ bonnieterrylearning.com

]]> 2021-04-17 22:27:59 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428856841 Phonics Activity #2 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428880606 JUST SWAP SPELLING GAME

The idea is to start at the top and spell the first word with letter tiles. Each time you “move” on the game board, you only swap out one letter, such as cat to can.

Sometimes swap the first letter and sometimes you swap the last letter. Learners have to really pay attention to know which letter gets swapped. The vowel stays constant for each board. Again, the children will blend, merge individual phonemes, (represented by letters and letter combinations) to produce a whole word.

Standards Met:
ELA-Literacy.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-Literacy.RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
ELA-Literacy.RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELA-Literacy.RF.1.3b: Decode regularly spelled one-syllable words.

]]> 2021-04-17 22:58:34 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428880606 Phonics Activity #1 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428885694 Toss and Blend with Plastic Cups
You need a stack of plastic cups and some ping pong balls for this fun phonics game. Label the cups with different letter blends and set them out (tape them down if they tend to fall over). Children toss a ball into a cup, then come up with a word that uses that letter blend to earn a point. The children will blend, merge individual phonemes, (represented by letters and letter combinations) to produce a whole word.
Materials: plastic cups, ping pong balls, and a black Sharpie. Optional: tape

Standards Met:
ELA-Literacy.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-Literacy.RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
ELA-Literacy.RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELA-Literacy.RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
ELA-Literacy.RF.1.3b: Decode regularly spelled one-syllable words. ]]> 2021-04-17 23:05:36 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428885694 Phonics Activity #3 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428886791 Pull Outs
These phonics tools are easy to make using paint stirrer sticks and paper towel tubes. Simply slide the stick in and out to make new words.
The game is played by letting the child pull out the inside and create words by using a different beginning sound (onset) with a similar ending sound (rime). Words that have the same ending sound (rime) rhyme. Once again, the children will blend, merge individual phonemes, (represented by letters and letter combinations) to produce a whole word.
Materials: paper towel rolls (flattened), paint stirrer sticks (they give them out for free at home improvement stores), scrapbook paper, yarn, white cardstock, a glue stick, and a marker. Optional: laminator and hot glue gun.

Standards Met:
ELA-Literacy.RF.3: Know and apply grade-level phonics and word analysis skills in decoding words.
ELA-Literacy.RF.K.3a: Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary sound or many of the most frequent sounds for each consonant.
ELA-Literacy.RF.K.3d: Distinguish between similarly spelled words by identifying the sounds of the letters that differ.
ELA-Literacy.RF.1.3a: Know the spelling-sound correspondences for common consonant digraphs.
ELA-Literacy.RF.1.3b: Decode regularly spelled one-syllable words. ]]> 2021-04-17 23:07:13 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428886791 Phonics Assessments tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428904850 The Starpoint Phonics Assessment (SPA)
Age Range: 5-8
The SPA (Williams, K. Cooter, & R. Cooter, 2003) was designed as a beginning of the year quick assessment for children to determine students' knowledge of English -spelling -patterns. Nonsense words are read in a list and the teacher records any miscues. It forces the student to use only the phonics skills that he or she has internalized. This assessment may shed some light on a student's phonics skills development. Areas of special focus include initial consonant sounds (onsets), correct pronunciation of common rimes, syllabication, affixes (prefixes/suffixes), and r-controlled vowels. These phonics features are embedded within the nonsense words that students are asked to read.
Materials: flash cards showing each row of nonsense words, a copy of the SPA Analysis Grid Form for each student to be assessed, and an audio recorder.

The Early Names Test
Age Range: 5-8
The Early Names Test (Mather and colleagues, 2006) was developed as a quick and easy tool for teachers to use in gathering information about students' emerging decoding skills. This test is administered to individual students and this survey assessment will assist teachers in assessing learners' abilities to recognize and decode many -grapheme--phoneme patterns found in single-syllable word patterns. It correlates well with many of the benchmark standards for grades 1 and 2.
Materials: a copy of the Early Names Test, administration instructions and scoring sheet: Early Names Test, and a scoring matrix for Early Names Test ]]> 2021-04-17 23:31:48 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1428904850 What is fluency? tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430129111 Fluency involves reading accurately, automatically and effortlessly when decoding. Reading accurately means children are reading each word correctly. Reading automatically means the ability to recognize words immediately, without have to “sound them out” or ask for help. When children can read automatically, they can read through a complete sentence smoothly and without choppy-sounding stops and starts. And, reading effortlessly means your child is reading with the appropriate intonation and phrasing, giving listeners the clues they need for understanding. This is the “expression” mentioned before.

Fluency is important because it is the bridge between sounding out individual words and truly understanding them, which contributes to good comprehension, or understanding. When children can read fluently, they no longer have to focus on decoding each and every word. Instead, they can concentrate on what the words they are reading really mean. Being able to read smoothly and quickly from beginning to end allows children to “hear” all of the words and understand what they are reading.

Reutzel & Cooter, 2019.

Strategies for Reading Assessment and Instruction

Helping Every Child Succeed:
6th Edition.

Pearson. ISBN: 978013496883

]]> 2021-04-18 16:00:59 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430129111 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430165331 2021-04-18 16:22:54 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430165331 Fluency Activity #1 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430172036 Fluency Anchor Chart
Introduce the basics of reading fluency with an anchor chart you can hang in the classroom. It’s a good reference for children throughout the year. Here is a fluency anchor chart that you can use as a model to build with your students as they learn about each element of a fluent reader. Create this fluency anchor chart with your students. That way, they will know exactly what it says and know when to reference it.
Materials: chart paper and colorful markers
Reference: teachingwithamountainview.com

Standards Met:
ELA-Literacy.RF.1and2.4: Read with sufficient accuracy and fluency to support comprehension.
ELA-Literacy.RF.1and2.4a: Read grade-level text with purpose and understanding.
ELA-Literacy.RF.1and2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELA-Literacy.RF.1and2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.]]> 2021-04-18 16:26:56 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430172036 Fluency Activity #2 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430181810 Sight Word Sentence Trees
Sentence trees are effective for building fluency in younger readers. They allow students to focus on each word, improving accuracy and speed along the way. These cards can be laminated and placed on a metal ring. Early finishers will be able to grab these to practice. They can also be placed in a center for independent practice. These Sight Word Sentence Trees will also be perfect if you have a parent volunteer or classroom aide that can work with students.
Materials: sentence tree cards, laminator, metal rings
Reference: funinfirst.com

Standards Met:
ELA-Literacy.RF.1and2.4: Read with sufficient accuracy and fluency to support comprehension.
ELA-Literacy.RF.1and2.4a: Read grade-level text with purpose and understanding.
ELA-Literacy.RF.1and2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELA-Literacy.RF.1and2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.]]> 2021-04-18 16:32:49 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430181810 Fluency Activity #3 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430191621 Add a Timer to Re-Reading
Combine repeated reading with a timer. Students read a passage for one minute, working to increase the number of words they read correctly each time. This is an effective tool for working on speed and accuracy. This is one way to get them to increase their fluency or rate of speed when reading is to do repeated timed readings. They read 2-4 times with repeated one-minute timings, increasing the amount of text read with each timing. Use a small kitchen timer during small groups.
Materials: text and sand timers
Reference: weareteachers.com

Standards Met:
ELA-Literacy.RF.1and2.4: Read with sufficient accuracy and fluency to support comprehension.
ELA-Literacy.RF.1and2.4a: Read grade-level text with purpose and understanding.
ELA-Literacy.RF.1and2.4b: Read grade-level text orally with accuracy, appropriate rate, and expression on successive readings.
ELA-Literacy.RF.1and2.4c: Use context to confirm or self-correct word recognition and understanding, rereading as necessary.]]> 2021-04-18 16:39:03 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430191621 Fluency Assessments tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430242046 DIBELS Oral Reading Fluency (DORF) Test (Grades 1.5 and Up)
The DIBELS Oral Reading Fluency (DORF) is a measure of advanced phonics and word attack skills, accurate and fluent reading of connected text, and reading comprehension. The DORF passages and procedures are based on the program of research and development of Curriculum-Based Measurement of reading by Stan Deno and colleagues at the University of Minnesota (Deno, 1989). There are two components to DORF: oral reading fluency and passage retell. For the oral reading fluency component, students are given an unfamiliar, grade[1]level passage of text and asked to read for 1 minute. Errors such as substitutions, omissions, and hesitations for more than 3 seconds are marked while listening to the student read aloud. For benchmark assessment, students are asked to read three different grade-level passages for 1 minute each. The score is the median number of words read correctly and the median number of errors across the three passages. Using the median score from three passages gives the best indicator of student performance over a range of different text and content. The oral reading fluency component can be used winter of first grade through spring of sixth grade. The passage retell component follows the reading of each passage, provided that the student has read at least 40 words correct per minute on a given passage. Passage retell is intended to provide a comprehension check for the DORF assessment, and provides an indication that the student is reading for meaning. With a prompted passage retell, the student is instructed to read for meaning. Speed-reading without attending to text comprehension is undesirable and will be readily apparent in the student's retell. During retell, the student is asked to tell about what he/she has read. Passage retell provides a valuable indicator of reading comprehension. The assessor indicates the number of words in the retell that are related to the passage by drawing through a· box of numbers. Following a hesitation of 3 seconds, students are prompted to tell as much as they can about the passage. If the student hesitates again for 5 seconds or longer, or if the student is clearly responding for 5 seconds in a way that is not relevant to the passage, the task is discontinued. The assessor must make a judgment about the relevance of the retell to the passage. Retell can be used from the middle of first grade through the spring of sixth grade. A quality of response rating allows the assessor to make a qualitative rating of the quality of the student's response. The rating should be based on how well the student retold the portion of the passage that he/she read. Materials: Scoring Booklet, pencil or pen, stopwatch, student materials and clipboard

One-Minute of Reading Test Plus Prosody
The 1 minute of reading test plus prosody is similar to the oral reading fluency test (ORF) with three exceptions:
1. Teachers use their own graded classroom passages from the adopted core reading program or leveled books.
2. Teachers use a norm-referenced table established by Hasbrouck and Tindal (2006) to determine student progress in terms of wcpm.
3. Teachers consider prosody in determining students' overall reading fluency development based on the work on Benjamin colleagues (2013). The purpose for assessing oral reading fluency are varied. Some reasons include screening students for special program eligibility, setting instructional goals and objectives, assigning students to specific groups for instruction, monitoring academic progress toward established goals, and diagnosing special needs for assistance or instruction.
Materials: a teacher-selected passage of 200 to 300 words, a curriculum-based measurement procedures for assessing and scoring oral reading fluency, an audio recorder, and an oral reading fluency norms for Grades 1-8. ]]> 2021-04-18 17:09:39 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1430242046 What is Reading Vocabulary? tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454655669 Reading vocabulary refers to word meanings people need to know to communicate effectively in reading, writing, listening and speaking (Armbruster, Lehr, & Osborne, 2008). Educators often consider four types of vocabulary: listening, speaking, reading, and writing. Listening vocabulary refers to the words we need to know to understand what we hear. Speaking vocabulary consists of the words we use when we speak. Reading vocabulary refers to the words we need to know to understand what we read. Writing vocabulary consists of the words we use in writing. Reading vocabulary is important to reading comprehension. Readers cannot understand what they are reading without knowing what most of the words mean. As children learn to read more advanced texts, they must learn the meaning of new words that are not part of their oral vocabulary. And, explicit instruction of some vocabulary is required to insure student success in academic subject reading, understanding the correct meaning of words spoken to them, and appropriate usage of words in their speech (Kelley, 2017).
Reference:
Reutzel and Cooter, Jr. (2019). Early Literacy Skills: Phonological and Phonemic Awareness, Letter Name Knowledge, and Concepts about Print. (pp. 68–116). Strategies for Reading Assessment and Instruction Helping Every Child Succeed (Sixth ed.) Pearson. ]]> 2021-04-24 13:54:40 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454655669 Reading Vocabulary Activity #1 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454666756 Ten Important Words

Materials:

10 sticky notes for each group
Class reading assignment

What to Do

Use this group activity to help students put vocabulary words in context. Place students in teams of four and give each group 10 sticky notes. Have teams read an assigned text together and place sticky notes near the 10 words they think are the most important. Encourage students to move the notes around as they narrow down their choices, while also discussing which words are most crucial to the text and why.
Ask teams to share their final 10 words with the class. Tally how many other groups selected each word. Then focus on the 10 words with the most tallies as you analyze the selected text; they are most likely key words students need to understand the content.

Adapted From Yopp, R. H., & Yopp, H. K. (2007). “Ten important words plus: A strategy for building word knowledge.” The Reading Teacher, 61, 157–60.

Standards Met:
ELA-Literacy.L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases
L.2.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

Reference:
Adapted From Yopp, R. H., & Yopp, H. K. (2007). “Ten important words plus: A strategy for building word knowledge.” The Reading Teacher, 61, 157–60.

]]> 2021-04-24 14:03:14 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454666756 Reading Vocabulary Activity #2 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454773521 Interview a Word

What You Need

Container
Slips of paper
Interview a Word printable

What to Do

Put your vocabulary words in the hot seat! This activity will help students think deeply about a word’s meaning and relationship to other words. Begin by introducing the questions on the Interview a Word printable, and then select key words from a unit of study.
Create small teams of students. Give each team a copy of the printable and one key word — without revealing the word to other teams.
Have each team “become” the word and answer the questions on the printable. Encourage students to add humor or drama to their responses.
Rejoin as a class. Serve as the interviewer and pose the questions to each team. Team members should take turns reading their answers from the word’s point of view. Have the other teams guess the word.

Standards Met:
ELA-Literacy.L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

]]> 2021-04-24 15:26:05 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454773521 Reading Vocabulary Activity #3 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454790479 Book Jackdaw

What You Need

3-by-5-inch index cards
Markers
Container

What to Do

Similar to the jackdaw bird that collects bright objects in its nest, a book jackdaw is a collection of items that reflects the content of a book.

Make a jackdaw for a book you plan to read with the class. For example, if you’re reading Maniac Magee by Jerry Spinelli, you might include a shoelace (to represent running), a baseball or baseball cap (to represent an important sport in the story), and a bag of M&M’s (to represent Maniac’s initials). The objects could be contained in a shoebox (to represent Maniac’s penchant for running).
Attach an index card to each object and write a short explanation of how it relates to the book. Share the book jackdaw with students, telling about each item and how it fits into the story — without giving too much away, of course.
Invite students to create a jackdaw for a book they have read and share it with the class. It’s a great alternative to traditional book reports! Display jackdaws on any flat space so that students can examine them, learning new words and noting new books to read.

Standards Met:
ELA-Literacy.L.2.4: Determine or clarify the meaning of unknown and multiple-meaning words and phrases based on grade 2 reading and content, choosing flexibly from an array of strategies.
L.2.4a: Use sentence-level context as a clue to the meaning of a word or phrase.
L.2.4b: Determine the meaning of the new word formed when a known prefix is added to a known word (e.g., happy/unhappy, tell/retell).
L.2.4c: Use a known root word as a clue to the meaning of an unknown word with the same root (e.g., addition, additional).
L.2.4d: Use knowledge of the meaning of individual words to predict the meaning of compound words (e.g., birdhouse, lighthouse, housefly; bookshelf, notebook, bookmark).
L.2.4e: Use glossaries and beginning dictionaries, both print and digital, to determine or clarify the meaning of words and phrases.
L.2.5: Demonstrate understanding of word relationships and nuances in word meanings.
L.2.5a: Identify real-life connections between words and their use (e.g., describe foods that are spicy or juicy).
L.2.5b: Distinguish shades of meaning among closely related verbs (e.g., toss, throw, hurl) and closely related adjectives (e.g., thin, slender, skinny, scrawny).
L.2.6: Use words and phrases acquired through conversations, reading and being read to, and responding to texts, including using adjectives and adverbs to describe (e.g., When other kids are happy that makes me happy).

]]> 2021-04-24 15:39:13 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454790479 Reading Vocabulary Assessments tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454858905 Oral Reading Assessment
Age Range: 6-17
Oral reading assessments are used for identifying vocabulary problem areas in a quick and efficient manner. It has its roots in the running record style of assessment frequently used to note reading miscues. Ideally, the passages used should be sufficiently challenging so that students will have trouble with about 5 to 10% of the words. It will be necessary for you to do a quick word count to determine whether the passages are appropriate once the student has read them. It is also essential that you have passages that range in difficulty to account for the vast differences among students' reading abilities.
Materials: Photocopies of three or four passages drawn from reading materials (fiction or nonfiction) commonly used in your classroom curriculum that you believe to be at the student's instructional or frustration reading level (two copies each).

Vocabulary Definition
Age Range: 6-17
Vocabulary definition (Beck, McKeown, & Kucan, 2013; Gomes-Koban, Simpson, Valle, & Defior, 2017) can be used either as whole-group screening assessment or for individual (one-on-one teacher and student) assessment. The idea is to identify key words to be learned and then ask students to complete an assessment grid, in which they describe their knowledge of each word. Once students have completed this quick self-assessment, teachers can plot each student's results. Based on the profile, small-group instruction can be planned based on student needs.
Materials: a narrative or expository text to be read by the student(s) and a list of new key words selected from your target passage.
Resource:
Adapted from Beck, I.L., McKeown, M.G., & Kucan, L. (2002). Bringing Words to Life: Robust Vocabulary Instruction, New York, NY: Guilford Press]]> 2021-04-24 16:30:56 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1454858905 What is Comprehension? tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455097568 Reading comprehension is the act of understanding what you are reading. It's an intentional, active, interactive process that occurs before, during and after a person reads a particular piece of writing. Comprehension has for many decades been regarded the "essence" of reading (Durkin, 1993; Shapiro, Gebhardt, Flatley, Guard, Qiong, et al.,2017). Comprehension is the main purpose of reading, whether that reading is of narrative or informational text.
Narrative text comprehension is understanding the elements of a story—setting, characterization, plot, theme, point-of-view, and tone. Readers must also understand the differences among genres—realistic fiction, historical fiction, autobiographies, biographies, science fiction, fantasy, legends, and fairy tales. It requires many skills that are connected together. Some of the skills that students need to develop include predicting, making inferences, drawing conclusions, visualizing, and connecting new information to background knowledge.
Informational text comprehension is understanding a piece of nonfiction that serves to inform you about something. There are several strategies you can use to help students comprehend informational texts. These are different from other reading comprehension strategies because informational texts can be technical and use more specific vocabulary than you might not find in other kinds of text.
Comprehending a text goes beyond the literal level. It includes being able to read critically. Readers must learn how to analyze the author’s perspective, understand the use of figurative language and make connections. ]]> 2021-04-24 19:32:40 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455097568 Informational Text Activity tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455160345 Apples
The teacher reads aloud the children's book Apples by Gail Gibbons, pointing out the characteristics of the writing that indicate the text is informational. Children then work in small groups sorting through books from the class library, separating the entertaining, fictional stories from the pieces of nonfiction writing. This is a great lesson to familiarize children the different features of informational texts that they'll be encountering throughout their education.
Materials:

A list of key vocabulary terms to support a reading of the book Apples
A graphic organizer that describes the characteristics of informational writing
A copy of the book Apples by Gail Gibbons

Standards Met:
ELA-Literacy.RI.2.6: Identify the main purpose of a text, including what the author wants to answer, explain, or describe.
ELA-Literacy.RI.2.8: Describe how reasons support specific points the author makes in a text.

]]> 2021-04-24 20:29:23 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455160345 Narrative Text Activity tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455176287

Tall Tales: Story Mapping & Literature Circles

During this activity, the students will use close reading strategies to identify a purpose for reading. Then, they will be given a task during literature centers to collect evidence and events from the tale to take back to a group. As the group members report, the students will create a story map for five different tall tale heroes. The first tall tall hero will be Pecos Bill. Once I introduce Pecos Bill, the students will read some tales about this cowboy. During the first reading, the students read the tale to access information, tap into their schema, and get a basic idea of what the text is about. Then, during the next reading, I will provided each student with a purpose for reading {literature circles}. I will give each student a different “focus” for the literature circle by having them focus on one story element {character, setting, plot, exaggerations unique to tall tales}. During this second reading, the students will highlight clues/evidence that will help support their element. Once the students finish highlighting their evidence/information to help describe their element, they will read the piece a third time. This time, they will record details to help describe their element on sticky notes. By this point, the students will have read the piece three times, driven by a purpose, and should be able to effectively explain the details found within the tale. During the final step, I will group my students into story mapping groups {one of each element in a group}. The students will use their sticky notes to explain their details found within the text to the group. Together, the students will create a story map to identify the most important details in the tall tale. I will continue this same practice throughout our tall tale study.
After the students have completed their maps, I will create a class map of story details. As we discuss the tall tale, students will be able to add additional information to their individual story maps to further support/describe each element.
Materials:
tall tale books
character profile printables
sticky notes
Resource:
Hope King Second Grade Shenanigans

Standards Met:
RL.2.1: Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.
RL.2.2: Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.
RL.2.3: Describe how characters in a story respond to major events and challenges.

RL.2.5: Describe the overall structure of a story, including describing how the beginning introduces the story and the ending concludes the action.

RL.2.6: Acknowledge differences in the points of view of characters, including by speaking in a different voice for each character when reading dialogue aloud.
RL.2.7: Use information gained from the illustrations and words in a print or digital text to demonstrate understanding of its characters, setting, or plot.

]]> 2021-04-24 20:44:24 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455176287 Narrative Text Graphic Organizer tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455263581 Character Map
The character maps (which will go with my tall tale lesson) will help the teacher determine whether students are able to analyze a character by examining the character’s actions, thoughts, words, and appearance. The teacher can determine if students have an understanding about the characters in a story. It’s a useful tool that teachers can integrate into the lesson to improve students’ comprehension. This graphic organizer will help students learn about a character and how the character impacts and is impacted by setting, other characters, and plot. It is used during and after reading a text. It also will help students use evidence based teaching strategies. This strategy supports students’ comprehension by providing students with a framework for identifying and organizing details about a character. Taking the time to create deep and meaningful characters encourages the students to use their critical thinking skills to determine which information they feel is relevant. This graphic organizer will help provide students with space to dive deeper into character creation.
Resource:
teacherspayteachers.com]]> 2021-04-24 22:15:39 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455263581 Informational Text Graphic Organizer tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455272309 Word Detective Map
This graphic organizer can be used as a classroom assessment for learning because a teacher can immediately tell if a student can understand and create a definition based on how a word is used in a sentence. Students must know the word meaning that make up written texts in order to understand them, especially as the vocabulary demands of informational texts increase in the upper grades and into secondary schools. Numerous studies (Beck & McKowen, 2007; Stanovich & Cunningham, 1992) have documented that the size of a person's vocabulary is strongly predictive of how well that person will understand what he or she reads.
Reference:
Reutzel and Cooter, Jr. (2019). Early Literacy Skills: Phonological and Phonemic Awareness, Letter Name Knowledge, and Concepts about Print. (pp. 68–116). Strategies for Reading Assessment and Instruction Helping Every Child Succeed (Sixth ed.) Pearson. ]]> 2021-04-24 22:25:49 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455272309 Classroom Management Strategy #1 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455357308 Develop Clear Procedures and Expectations
Giving students clear, simple routines, directions and procedures to follow is the key to great behavior. If students know what the teacher’s expectations and procedures are and how to reach them, students are working, producing, learning and achieving. Procedures organize the classroom, so the plethora of activities that take place can function smoothly in a stress-free manner. Students perform better when they know what the teacher expects them to do.
Reference:
THE Classroom Management Book: Harry K. Wong, Rosemary T. Wong, Sarah F. Jondahl, Oretha F. Ferguson, Various, N/A: ISBN: 8601418270096 ]]> 2021-04-25 00:14:50 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455357308 Classroom Management Strategy #2 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455372094 Classroom design
Be intentional about how you set up your classroom. Thoughtful classroom design can help create a safe and welcoming learning environment. This involves the selection of materials that will facilitate language and literacy opportunities. A recent study from the University of Salford, Manchester, found that the overall aesthetic of a learning space, including furniture style and layout, natural light and color, affects students’ literacy achievement. Additionally, a well-designed collection of literature in the classroom can make a big impact on literacy development.

Resource:
Global Educator Institute]]> 2021-04-25 00:35:24 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455372094 Classroom Management Strategy #3 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455384412 Positive Discipline
To create a safe and caring school community, develop classroom rules your students understand and respect. Be sure to communicate that breaking classroom rules will have concrete yet fair consequences. Have strong expectations of appropriate behavior, clear understandings of why certain behaviors are acceptable and others not acceptable, and develop warm student-teacher relationships. Positive discipline techniques along with effective classroom rules create an environment of engaged learning.
Reference: theclassroom.com]]> 2021-04-25 00:52:01 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455384412 Why is classroom management so important? tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455385769 When done effectively, classroom management is important for three main reasons. One, It creates and sustains an orderly learning environment in the classroom. Next, it improves meaningful academic learning and fosters social-emotional growth. Last, it increases students' academic engagement and lowers negative classroom behavior.]]> 2021-04-25 00:54:02 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455385769 Classroom Management Strategy #4 tonigummees https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455397730 Relationships and Connections
One of the most effective and positive classroom management techniques is to have personal relationships and connections with the students. Students are more engaged and compliant when they like and admire their teacher, and the classroom environment is more pleasant for everyone when both the teachers and the students feel that they can trust each other. When kids feel that their teacher cares for them and wants them to succeed, they work harder, pay better attention, and persist through challenges. If the opposite occurs, students shut down, are unwilling to try, give up easily, and do only the bare minimum

Resource: Clint Pulver - He came to Eureka County School District this past fall and gave an inspirational presentation about connecting and building relationships with our students. He was so inspiring!]]> 2021-04-25 01:10:12 UTC https://padlet.com/tonigummees/wje2uld7vnqk3qcr/wish/1455397730