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Assessment and Remediation Guide
Transcript of Assessment and Remediation Guide
Skills 1
Assessment and Remediation Guide
Grade 1
Grade 1 | Introduction to the Assessment and Remediation Guide lvii
Phonics
Content (Sound-Spellings) Skill
Location in the Assessment and
Remediation Guide
Review of Code Knowledge from Kindergarten Units 3—8
Phonological Awareness (Observational Chart)
Skills 1
Section IWord and Pseudo Word Reading
‘ee’>/ee/, ‘a_e’>/ae/, ‘i_e’>/ie/, ‘o_e’>/oe/, and ‘u_e’>/ue/
Word ReadingUnit 2
Section I
‘oo’>/oo/, ‘oo’>/oo/, ‘ou’>/ou/, ‘oi’>/oi/, and ‘aw’>/aw/
Word ReadingUnit 3
Section I
‘er’>/er/, ‘ar’>/ar/, and ‘or’>/or/ Word ReadingUnit 4
Section I
‘tch’>/ch/, ‘g’ and ‘ge’>/j/, ‘ve’>/v/, and ‘wr’>/r/ with review of other previously taught alternate spellings
Word ReadingUnit 5
Section I
‘c’, ‘ce’, and ‘se’> /s/, ‘kn’>/n/, ‘n’>/ng/, and ‘wh’>/w/ with review of other previously taught alternate spellings
Word ReadingUnit 6
Section I
Fluency and Comprehension (Connected Text with Target Sound-Spellings)
Content Skill
Location in the Assessment and
Remediation GuideReview of Code Knowledge from Kindergarten Units 3—9
Understanding: Literal , Inferential, and Evaluative Questions
Skills 1 Section II
‘ee’>/ee/, ‘a_e’>/ae/, ‘i_e’>/ie/, ‘o_e’>/oe/, and ‘u_e’>/ue/
Understanding: Literal , Inferential, and Evaluative Questions
Unit 2 Section II
‘oo’>/oo/, ‘oo’>/oo/, ‘ou’>/ou/, ‘oi’>/oi/, and ‘aw’>/aw/
Understanding: Literal , Inferential, and Evaluative Questions
Unit 3 Section II
‘er’>/er/, ‘ar’>/ar/, and ‘or’>/or/Understanding: Literal , Inferential,
and Evaluative QuestionsUnit 4
Section II
‘tch’>/ch/, ‘g’ and ‘ge’>/j/, ‘ve’>/v/, and ‘wr’>/r/ with review of other previously taught alternate spellings and Tricky Words (how, stagecoach, and picture)
Understanding: Literal , Inferential, and Evaluative Questions
Unit 5 Section II
‘c’, ‘ce’, and ‘se’> /s/, ‘kn’>/n/, ‘n’>/ng/, and ‘wh’>/w/ with review of other previously taught alternate spellings and Tricky Words (cow)
Understanding: Literal , Inferential, and Evaluative Questions
Unit 6 Section II
lviii Grade 1 | Introduction to the Assessment and Remediation Guide
Fluency and Comprehension: Tricky Words
Content Skill
Location in the Assessment and
Remediation GuideReview of Tricky Words from Kindergarten Units 3—9
Tricky Words Word ReadingSkills 1
Section II
be, he, me, she, we, their, they, by, my, you, and your
Tricky Words Word ReadingUnit 2
Section II
should, would, could, down, and because Tricky Words Word ReadingUnit 3
Section II
Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, today, yesterday, and tomorrow
Tricky Words Word ReadingUnit 4
Section II
Fluency and Comprehension: Grammar
Content Skill
Location in the Assessment and
Remediation Guide
nouns and punctuation Grammar (Observational Chart)Skills 1
Section II
proper nouns Grammar (Observational Chart)Unit 2
Section II
present- and past-tense verbs Grammar (Observational Chart)Unit 3
Section II
contractions, past-tense marker –ed, adjectives
Grammar (Observational Chart)Unit 4
Section II
plural nouns, suffix –ing, sentence types, parts of sentences, and sentence building
Grammar (Observational Chart)Unit 5
Section II
pronouns: he, she, it, we, they, I, and you Grammar (Observational Chart)Unit 6
Section II
Table of Contents
Skills 1Assessment and Remediation Guide
Section I, Phonics 5
Steps for Determining Student Need 7
Establish areas of weakness within the phonics component 7
Confirm the earliest point of code knowledge weakness 10
Plan for instruction according to the level of instructional need 11
Planning for Instruction 12
Lesson Template Section Descriptions 12
Dimensions of Difficulty 14
Lesson Templates and Sample Remedial Lessons 15
Guided Reinforcement 15
Explicit Reteaching 17
Comprehensive Reteaching 19
Phonics Exercises 22
Warm-Up: Match Me 22
Warm-Up: Blending and Segmenting 22
Explicit Instruction: Review the Sound-Spelling 23
Guided Practice: Chaining 24
Other Guided Practice for Phonological Awareness 25
Push & Say (for Blending or Segmenting Practice) 25
Find My Word (for Blending Practice)/Silly Monster Talk (for Segmenting Practice) 27
Oh Nuts! Game for Segmenting Practice 28
Flip Your Lid! Game for Segmenting Practice 29
Construction Time! Game for Segmenting Practice 30
Other Guided Practice for Sound-Spellings 30
Push & Say 30
Making Words 32
BINGO 33
Race to the Top 34
Memory 35
Phonics Progress Monitoring 36
Phonological Awareness Observational Chart 37
Sound-Spellings Word Recognition Assessments 41
Materials for Phonics Lessons 59
Section II, Fluency and Comprehension 151
Steps for Determining Student Need 153
Establish areas of weakness within the fluency and comprehension component 153
Plan for instruction according to the level of instructional need 155
Planning for Instruction 156
Lesson Template Section Descriptions 156
Dimensions of Difficulty 158
Lesson Templates and Sample Remedial Lessons 159
Guided Reinforcement 159
Explicit Reteaching 160
Comprehensive Reteaching 162
Fluency and Comprehension Exercises 165
Fluency 165
Warm-Up: Silly Voices 165
Warm-Up: Two Voices 166
Comprehension 167
Explicit Instruction: Address Prior Knowledge and Set a Purpose 167
Guided Practice: Model Thinking with Reading 168
Guided Practice: Read with Purpose and Understanding 168
Tricky Words 170
Explicit Instruction: Review the Sound-Spelling 170
Other Guided Practice for Tricky Words 170
Tricky Word Sorts 174
BINGO 175
Race to the Top 175
Memory 176
Other Guided Practice for Grammar 177
Noun Song 177
Noun Game 177
Punctuation Game 178
Grammar Practice 179
Fluency and Comprehension Progress Monitoring 180
Fluency and Comprehension Passage Readings 183
Tricky Words Word Recognition Assessments 198
Grammar Observational Chart 202
Materials for Fluency and Comprehension Lessons 204
Acknowledgments 280
Grade 1 | Skills 1 Assessment and Remediation Guide 7
Steps for Determining Student Need
Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 6–10), and/or continued to be challenged with Pausing Points used for review. Columns with significant highlighting will indicate:
• which Skills 1 objectives (top row) are in need of reinforcement or remediation.
• the corresponding Assessment and Remediation Guide section (bottom row) in which you will find appropriate instructional resources.
8 Grade 1 | Skills 1 Assessment and Remediation Guide
IF s
tude
nt s
trug
gles
w
ith…
Phon
olog
ical
Aw
aren
ess
Soun
d-Sp
ellin
gs (S
ingl
e Le
tter
, Con
sona
nt C
lust
ers,
Dig
raph
s, a
nd/o
r Dou
ble
Lett
er)
As
obse
rved
dur
ing
rela
ted
inst
ruct
iona
l ta
sks:
• B
lend
ing
and
Seg
men
ting
(Ski
lls 1
Les
sons
1, 3
, 4, 1
1, 1
2,
14–1
8, 2
0–2
2, 2
7–32
)
• W
ritin
g an
d R
ead
ing
Ove
rvie
w
(Seg
men
ting
and
Ble
ndin
g fr
om
Ski
lls 1
Les
son
1)
• M
irro
r, M
irro
r (S
kills
1 L
esso
ns
21, 2
2)
• W
ord
Box
(Ski
lls 1
Les
sons
1–3
, 5, 1
1, 1
4)
• P
ock
et C
hart
Cha
inin
g fo
r R
ead
ing
(Ski
lls 1
Les
sons
1, 2
, 4, 1
6–1
8)
• C
od
e Fl
ip B
ook
Rev
iew
(Ski
lls 1
Les
sons
2–5
, 11–
13, 1
5–1
8, 2
0, 2
5, 2
6)
• P
hras
e B
ox (S
kills
1 L
esso
n 4)
• La
rge
Car
d C
hain
ing
(Ski
lls 1
Les
sons
5, 1
1, 1
3, 1
6)
• P
hras
es (S
kills
1 L
esso
ns 5
, 14,
15)
• S
iste
r S
ound
s (S
kills
1 L
esso
ns 1
1, 1
8, 2
5)
• La
bel
the
Pic
ture
(Ski
lls 1
Les
sons
12,
15,
16,
20)
• P
ock
et C
hart
Cha
inin
g fo
r S
pel
ling
(Ski
lls 1
Les
sons
12,
15)
• D
igra
phs
(Ski
lls 1
Les
sons
17,
18,
20)
• P
hras
es a
nd S
ente
nces
(Ski
lls 1
Les
son
18)
• Vo
wel
Dis
crim
inat
ion
Gam
e (S
kills
1 L
esso
ns 2
1, 2
2)
• S
ound
-Sp
ellin
g R
evie
w (S
kills
1 L
esso
ns 2
3, 2
8–3
0)
• C
ons
ona
nt S
ound
s (S
kills
1 L
esso
n 23
)
• D
oub
le L
ette
r S
pel
ling
s (S
kills
1 L
esso
ns 2
3, 2
4)
• T
he S
ound
/k/
Sp
elle
d ‘c
k’ (S
kills
1 L
esso
ns 2
3, 2
4)
• W
ord
So
rt w
ith ‘c
’, ‘k
’, an
d ‘c
k’ (S
kills
1 L
esso
ns 2
4, 2
5)
• T
he S
ound
/z/
Sp
elle
d ‘s
’ (S
kills
1 L
esso
n 25
)
• D
icta
tion
with
Wo
rds
(Ski
lls 1
Les
sons
29,
30)
Or a
s ev
iden
ced
by p
erfo
rman
ce
on a
sses
smen
t co
mpo
nent
s fr
om
Less
ons
6–10
:
N/A
Sin
gle
Lett
er S
ound
-Sp
ellin
gs
(Incl
udin
g C
ons
ona
nt C
lust
ers)
• W
ord
Rec
ogn
itio
n A
sses
smen
t (it
ems
1–10
)
• P
seud
owo
rd R
ead
ing
Test
(lin
es
1–4)
• C
od
e K
now
led
ge
Dia
gno
stic
A
sses
smen
t (li
nes
1–5)
Dig
rap
h an
d D
oub
le L
ette
r S
oun
d-S
pel
ling
s
• W
ord
Rec
og
nitio
n A
sses
smen
t (it
ems
11–2
0)
• P
seud
owo
rd R
ead
ing
Test
(lin
es 5
and
6)
• C
od
e K
now
led
ge
Dia
gno
stic
Ass
essm
ent
(line
s 6
and
7)
Grade 1 | Skills 1 Assessment and Remediation Guide 9
IF s
tude
nt s
trug
gles
w
ith…
Phon
olog
ical
Aw
aren
ess
Soun
d-Sp
ellin
gs (S
ingl
e Le
tter
, Con
sona
nt C
lust
ers,
Dig
raph
s, a
nd/o
r Dou
ble
Lett
er)
AN
D IF
revi
ew w
ith
rela
ted
Paus
ing
Poin
ts is
not
eno
ugh:
• B
lend
and
seg
men
t w
ord
s
• D
istin
guis
h si
mila
r so
und
s
• R
eco
gniz
e an
d is
olat
e th
e so
und
s re
view
ed in
Ski
lls 1
• R
eco
gni
ze t
he s
pel
ling
s re
view
ed in
Ski
lls 1
• W
rite
the
spel
ling
s re
view
ed in
Ski
lls 1
• D
istin
guis
h th
e sp
ellin
gs
‘c’,
‘k’,
and
‘ck’
for
the
soun
d /
k/
• R
ead
one
-syl
lab
le w
ord
s
• S
pel
l one
-syl
lab
le w
ord
s
• W
rite
one
-syl
lab
le w
ord
s
• W
rite
phr
ases
• W
rite
sent
ence
s
Then
use
Gra
de 1
Sk
ills
1 A
sses
smen
t an
d Re
med
iati
on
Gui
de re
sour
ces
from
…
Sec
tion
I, P
honi
cs: P
hono
logi
cal
Aw
aren
ess
Sec
tion
I, P
honi
cs: S
ound
-Sp
ellin
gs
10 Grade 1 | Skills 1 Assessment and Remediation Guide
Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Skills 1 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. This is critical because the content of the Assessment and Remediation Guide builds on previously taught skills. If code knowledge is not a target for remediation, then move on to Step 3.
Skills 1 Phonics Scope and Sequence
Skills 1 Lesson
Digraph and Double Letter Sound-Spellings
17/ch/ (chin) spelled ‘ch’
/sh/ (shop) spelled ‘sh’
18Sister Sounds
/th/ (thin) spelled ‘th’
/th/ (them) spelled ‘th’
20/ng/ (sing) spelled ‘ng’
/qu/ (quit) spelled ‘qu’
23
Instructional Focus on the Most Common Double Letter Sound-Spellings in Single Syllable Words:
/k/ (black) spelled ‘ck’
/f/ (stuff ) spelled ‘ff’
/l/ (bell) spelled ‘ll’
/s/ (dress) spelled ‘ss’
Other Double Letter Sound-Spelling Introduced in Skills Strand Lessons to Promote Awareness:
/b/ (rubbing) spelled ‘bb’
/d/ (add) spelled ‘dd’
/g/ (egg) spelled ‘gg’
/m/ (swimming) spelled ‘mm’
24
Other Double Letter Sound-Spellings:
/k/ (hiccup) spelled ‘cc’
/n/ (running) spelled ‘nn’
/p/ (napping) spelled ‘pp’
/r/ (ferret) spelled ‘rr’
/t/ (sitting) spelled ‘tt’
/z/ (buzz) spelled ‘zz’
The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’
Skills 1 Lesson
Single Letter Sound-Spellings
(includes consonant clusters)
1
/p/ (pot) spelled ‘p’—‘P’
/k/ (cat) spelled ‘c’—‘C’
/g/ (gift) spelled ‘g’—‘G’
/n/ (net) spelled ‘n’—‘N’
/a/ (bat) spelled ‘a’—‘A’
2
/i/ (hit) spelled ‘i’—‘I’
/o/ (hot) spelled ‘o’—‘O’
/t/ (top) spelled ‘t’—‘T’
/d/ (dot) spelled ‘d’—‘D’
4/m/ (mad) spelled ‘m’—‘M’
/f/ (fit) spelled ‘f’—‘F’
/v/ (vet) spelled ‘v’—‘V’
5/s/ (sun) spelled ‘s’—‘S’
/z/ (zip) spelled ‘z’—‘Z’
/h/ (hat) spelled ‘h’—‘H’
11 Sister Sounds /s/ and /z/, /f/ and /v/
12/b/ (bat) spelled ‘b’—‘B’
/l/ (lip) spelled ‘l’—‘L’
/r/ (red) spelled ‘r’—‘R’
13/w/ (wet) spelled ‘w’—‘W’
/e/ (bed) spelled ‘e’—‘E’
/u/ (but) spelled ‘u’—‘U’
15/j/ ( jump) spelled ‘j’—‘J’
/y/ (yes) spelled ‘y’—‘Y’
16/x/ (tax) spelled ‘x’—‘X’
/k/ (kid) spelled ‘k’—‘K’
Skills 2
Assessment and Remediation Guide
Grade 1
Table of Contents
Skills 2Assessment and Remediation Guide
Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7
Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Phonics Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
My Magic ‘e’ Strips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Phrase and Sentence Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Phrase and Sentence Read, Write, Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27
Phonics Progress Monitoring: Sound-Spellings Word Recognition Assessments . . . . . . . . . . . . . . . . . . . . . . 28
Materials for Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Section II, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Establish areas of weakness within the fluency and comprehension component . . . . . . . . . . . . . . . . . . 91
Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96
Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97
Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99
Fluency and Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Warm-Up: Silly Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102
Warm-Up: Two Voices or Play Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104
Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . 104
Guided Practice: Model Thinking with Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105
Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Other Guided Practice for Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Tricky Word Sorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Grammar (Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Noun Games (Extended for Common and Proper Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112
Fluency and Comprehension Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114
Fluency and Comprehension Passage Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Tricky Words Recognition Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133
Grammar Observational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135
Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137
Grade 1 | Skills 2 Assessment and Remediation Guide 7
Steps for Determining Student Need
Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 18 and 19), and/ or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:
• the Skills 2 objective (top row) in need of reinforcement or remediation.
• the corresponding Assessment and Remediation Guide section (bottom row) where you will find appropriate instructional resources.
IF student struggles with… Sound-Spellings (Vowel Digraphs)
As observed during related instructional tasks:
• Flip Book Review (Skills 2 Lesson 1)
• Hearing Medial Sounds (Skills 2 Lessons 1, 6, 8, 12)
• Teacher Modeling (Skills 2 Lessons 1, 3, 6, 8, 12)
• Writing the Spellings and Word Box (Skills 2 Lesson 1)
• Sound-Spelling Review (Skills 2 Lessons 2, 15, 16, 17)
• Teacher Chaining (Skills 2 Lesson 2)
• The New Sound (Skills 2 Lesson 3)
• Digraph Dictation (Skills 2 Lessons 3, 6, 8, 12, 13)
• Pop-Out Chaining (Skills 2 Lessons 4, 5, 8, 9, 11)
• Wiggle Cards (Skills 2 Lessons 7, 14, 17, 18)
• Individual Code Chart (Skills 2 Lesson 8)
• Speedy Sound Hunt (Skills 2 Lesson 10)
• Word Sort (Skills 2 Lesson 11)
• Reading and Writing Words with Separated Digraphs (Skills 2 Lesson 13)
Or as evidenced by performance on assessment components: Word Recognition Assessment (Skills 2 Lesson 18)
AND IF review with related Pausing Points is not enough:
• Blend and Segment Words
• Recognize and Isolate the Sounds Reviewed in Skills 2
• Recognize the Spellings Reviewed in Skills 2
• Write the Spellings Reviewed in Skills 2
• Read One-Syllable Words That Contain Vowel Digraphs
• Read Phrases
• Spell One-Syllable Words with Vowel Digraphs
• Write Words That Contain Vowel Digraphs
• Write Phrases
• Write Sentences
Then use Grade 1 Skills 2 Assessment and Remediation Guide resources from…
Section I, Phonics
8 Grade 1 | Skills 2 Assessment and Remediation Guide
Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Units 1 and 2 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. Remediation may need to begin in an earlier unit. This consideration is critical because the content of the Assessment and Remediation Guide builds on previously taught skills.
Units 1 and 2 Phonics Scope and Sequence
Unit 1 Lessons Code Knowledge
1–16 Single-Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant clusters)
17–20 Digraph Sound-Spellings
23–24 Double-Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/)
Skills 2 Lessons Code Knowledge
1 /ee/ spelled ‘ee’ as in seed
3 /ae/ spelled ‘a_e’ as in cake
6 /ie/ spelled ‘i_e’ as in line
8 /oe/ spelled ‘o_e’ as in hope
12 /ue/ spelled ‘u_e’ as in cube
Step 3: Plan for instruction according to the level of instructional needFor a description of each level, see Levels of Instructional Need in the Introduction for the Grade 1 Assessment and Remediation Guide. If the student is in need of:
• guided reinforcement with the Phonics (Section I) component, then you are ready to plan using the Guided Reinforcement Lesson Template.
• explicit reteaching with the Phonics (Section I) component, then you are ready to plan using the Explicit Reteaching Lesson Template.
• comprehensive reteaching, including instruction with Fluency and Comprehension (Section II), additionally follow the steps for determining student need in the Fluency and Comprehension section. Determining student need across the sections will then inform planning using the Comprehensive Reteaching Lesson Template.
Skills 3
Assessment and Remediation Guide
Grade 1
Table of Contents
Skills 3Assessment and Remediation Guide
Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Phonics Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Phrase and Sentence Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Phrase and Sentence Read, Write, Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Phonics Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Monitoring: Sound-Spellings Word Recognition Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Materials for Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Section II, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Establish areas of weakness within the fluency and comprehension component . . . . . . . . . . . . . . . . . . . 71
Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79
Fluency and Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Warm-Up: Silly Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Warm-Up: Two Voices or Play Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 84
Guided Practice: Model Thinking with Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85
Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86
Other Guided Practice for Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Tricky Word Sorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Grammar (Verbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Wiggle Card Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Noun or Verb Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Fluency and Comprehension Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Monitoring: Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Monitoring: Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Monitoring: Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117
Grade 1 | Skills 3 Assessment and Remediation Guide 9
Steps for Determining Student Need
Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, and 19), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:
• the Skills 3 objective (top row) in need of reinforcement or remediation.
• the corresponding Assessment and Remediation Guide section (bottom row) where you will find appropriate instructional resources.
IF student struggles with… Sound-Spellings (Vowel Digraphs)
As observed during related instructional tasks:
• Introduce Spelling Words (Skills 3 Lessons 1, 6, 11)• Minimal Pairs (Skills 3 Lessons 1, 15)• Teacher Modeling (Skills 3 Lessons 1, 5, 9, 12, 15)• Writing the Spelling/Word Box (Skills 3 Lessons 1, 5, 12)• Spelling Review (Skills 3 Lesson 2)• Dictation with Words (Skills 3 Lesson 2) • Sound Off (Skills 3 Lessons 3, 9, 12)• The Short Vowel Sounds (Skills 3 Lesson 4)• I’m Thinking of Something (Skills 3 Lesson 5) • Spelling Word Review (Skills 3 Lesson 7)• The Tricky Spelling ‘oo’ (Skills 3 Lesson 7)• Speedy Sound Hunt (Skills 3 Lessons 9, 18)• Writing the Spellings/Matching Words and Pictures (Skills 3 Lesson 9)• Teacher Chaining (Skills 3 Lessons 10, 11, 18)• Wiggle Cards (Skills 3 Lessons 11, 14, 15, 19)• Yes or No?/Fill in the Blank (Skills 3 Lesson 11)• Vowel Spellings Review (Skills 3 Lesson 12)• Sound Riddles (Skills 3 Lesson 13)• Large Card Chaining (Skills 3 Lessons 13, 14, 17)• How Many Sounds? (Skills 3 Lessons 14, 17)• Writing the Sounds/Matching (Skills 3 Lesson 15)• Complete the Sentence (Skills 3 Lesson 17)
Or as evidenced by performance on assessment components:
Weekly Spelling Assessments (Skills 3 Lessons 5, 10, 15)Word Recognition Assessment (Skills 3 Lesson 19)
AND IF review with related Pausing Points is not enough:
• Recognize and Isolate the Sounds Taught in Skills 3• Distinguish Similar Sounds• Recognize and Write the Digraphs Taught in Skills 3• Read Words That Contain Vowel Digraphs Taught in Skills 3• Write Words That Contain Vowel Digraphs Taught in Skills 3• Spell Words That Contain Vowel Digraphs Taught in Skills 3• Read and/or Write Phrases or Sentences
Then use Grade 1 Skills 3 Assessment and Remediation Guide resources from… Section I, Phonics
Skills 4
Assessment and Remediation Guide
Grade 1
Table of Contents
Skills 4Assessment and Remediation Guide
Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9
Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Phonics Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23
BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25
Phrase and Sentence Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Phrase and Sentence Read, Write, Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26
Phonics Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Monitoring: Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28
Materials for Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33
Section II, Fluency and Comprehension 67
Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 69
Establish areas of weakness within the fluency and comprehension component . . . . . . . . . . . . . . . . . . . 69
Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 70
Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 72
Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 74
Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 75
Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Fluency and Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Warm-Up: Silly Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80
Warm-Up: Two Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81
Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82
Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 82
Guided Practice: Model Thinking with Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83
Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84
Other Guided Practice for Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
Tricky Word Card Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87
BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88
Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Grammar (Verb Tense and Adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89
Adjective Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90
Spicy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
Grammar Practice (Verb Tense) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92
Grade 1 | Skills 4 Assessment and Remediation Guide 5
Fluency and Comprehension Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93
Monitoring: Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95
Monitoring: Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107
Monitoring: Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109
Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111
Grade 1 | Skills 4 Assessment and Remediation Guide 9
Steps for Determining Student Need
Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, 20, 25, and 26–28), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:
• the Skills 4 objective (top row) in need of reinforcement or remediation.
• the corresponding Assessment and Remediation Guide section (bottom row)where you will find appropriate instructional resources.
IF student struggles with… Sound-Spellings (r-Controlled Vowels)
As observed during related instructional tasks:
• Introduce Spelling Words (Skills 4 Lessons 1, 6, 11, 16)
• Sound Riddles (Skills 4 Lesson 1)
• Teacher Modeling (Skills 4 Lessons 1, 4, 7)
• Writing the Spellings (Skills 4 Lessons 1, 3, 4, 6, 7)
• Vowel Spellings Review (Skills 4 Lessons 2, 6, 12)
• Tongue Twister (Skills 4 Lesson 2)
• Word Sort (Skills 4 Lesson 2)
• Speedy Sound Hunt (Skills 4 Lesson 3)
• Hearing Medial Sounds (Skills 4 Lessons 4, 5)
• Dictation (Skills 4 Lessons 5, 9, 11)
• Wiggle Cards (Skills 4 Lessons 6, 7, 11, 12, 14)
• Two-Syllable Words (Skills 4 Lessons 7, 8, 9, 14)
• Minimal Pairs (Skills 4 Lesson 7)
• Teacher Chaining (Skills 4 Lessons 10, 11, 18)
• Vowel Sounds/Yes or No? (Skills 4 Lesson 14)
• Large Card Chaining (Skills 4 Lessons 15, 18)
• Vowel Discrimination (Skills 4 Lesson 20)
• Word Box (Skills 4 Lesson 20)
• Baseball Game (Skills 4 Lesson 24)
Or as evidenced by performance on assessment components:
Weekly Spelling Assessments (Skills 4 Lessons 5, 10, 15, 20)
Dictation Assessment (Skills 4 Lesson 25)
Word Reading Assessment (Skills 4 Lessons 26–28)
10 Grade 1 | Skills 4 Assessment and Remediation Guide
IF student struggles with… Sound-Spellings (r-Controlled Vowels)
AND IF review with related Pausing Points is not enough:
• Recognize and Isolate the Sounds Taught in Skills 4
• Recognize and Write the Vowel Digraphs Taught in Skills 4
• Distinguish Similar Sounds
• Read Words that Contain Vowel Digraphs
• Write Words that Contain Vowel Digraphs
• Spell Words with Large Cards
• Read and/or Write Two-Syllable Words
• Read and/or Write Phrases or Sentences
• Understand that the Sounds /t/ and /d/ Have Spelling Alternatives
Then use Grade 1 Skills 4 Assessment and Remediation Guide resources from… Section I, Phonics
Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Units 1–4 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. Remediation may need to begin in an earlier unit. This consideration is critical because the content of the Assessment and Remediation Guide builds on previously taught skills.
Units 1–4 Phonics Scope and Sequence
Unit 1 Lessons Code Knowledge
1–16 Single Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant clusters)
17–20 Digraph Sound-Spellings
23–24 Double Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/ )
Unit 2 Lessons Code Knowledge
1 • /ee/ spelled ‘ee’ as in seed
3 • /ae/ spelled ‘a_e’ as in cake
6 • /ie/ spelled ‘i_e’ as in line
8 • /oe/ spelled ‘o_e’ as in hope
12 • /ue/ spelled ‘u_e’ as in cube
Skills 5
Assessment and Remediation Guide
Grade 1
Table of Contents
Skills 5Assessment and Remediation Guide
Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Steps for Determining Student Need 6
Establish areas of weakness within the phonics component 6
Confirm the earliest point of code knowledge weakness 7
Plan for instruction according to the level of instructional need 8
Planning for Instruction 8
Lesson Template Section Descriptions 8
Dimensions of Difficulty 10
Lesson Templates and Sample Remedial Lessons 10
Guided Reinforcement 10
Explicit Reteaching 11
Comprehensive Reteaching 13
Phonics Exercises 15
Warm-Up: Match Me 15
Explicit Instruction: Review the Sound-Spelling 16
Guided Practice: Chaining 16
Other Guided Practice for Sound-Spellings 18
Push & Say 18
BINGO 19
Race to the Top 20
Memory 21
Phrase and Sentence Baseball 21
Phrase and Sentence Read, Write, Share 22
Phonics Progress Monitoring 23
Monitoring: Sound-Spellings 23
Materials for Phonics Lessons 29
Section II, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
Steps for Determining Student Need 72
Establish areas of weakness within the fluency and comprehension component 72
Plan for instruction according to the level of instructional need 73
Planning for Instruction 73
Lesson Template Section Descriptions 73
Dimensions of Difficulty 75
Lesson Templates and Sample Remedial Lessons 76
Guided Reinforcement 76
Explicit Reteaching 78
Comprehensive Reteaching 80
Fluency and Comprehension Exercises 82
Fluency 82
Warm-Up: Silly Voices 82
Warm-Up: Two Voices or Play Parts 83
Comprehension 84
Explicit Instruction: Address Prior Knowledge and Set a Purpose 84
Guided Practice: Model Thinking with Reading 85
Guided Practice: Read with Purpose and Understanding 85
Grammar 86
Say a Sentence with ! or ? 87
Grammar Practice 87
Nouns, Verbs, and Adjectives 87
Punctuation ( ! and ?) 87
Plurals (–s and –es) 88
Endings (–ed and –ing) 88
Fluency and Comprehension Progress Monitoring 89
Monitoring: Fluency and Comprehension 91
Monitoring: Grammar 103
Materials for Fluency and Comprehension Lessons 105
6 Grade 1 | Skills 5 Assessment and Remediation Guide
Steps for Determining Student Need
Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, 20, and 22), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:
• the Skills 5 objective (top row) in need of reinforcement or remediation.
• the corresponding Assessment and Remediation Guide section (bottom row)where you will find appropriate instructional resources.
IF student struggles with… Sound-Spellings (Consonant Spelling Alternatives)
As observed during related instructional tasks:
• Introduce Spelling Words (Skills 5 Lessons 1, 6, 11, 16)
• Complete the Sentence; Sound Riddles; Tongue Twister; Hearing Initial Sounds; I’m Thinking of Something; Sound Discrimination Game (Skills 5 Lessons 1, 4, 6, 11, 13, 16, 19)
• Spelling Alternatives; Spellings for…; The Tricky Spelling (Skills 5 Lessons 1, 3, 4, 5, 7, 9, 11, 12, 13, 14, 16, 19)
• Root Words (Skills 5 Lessons 1, 3, 5)
• Segmenting and Blending Two-Syllable Words (Skills 5 Lessons 2, 7, 21)
• Sound Dictation (Skills 5 Lessons 3, 18, 21)
• Sister Sounds; Minimal Pairs (Skills 5 Lessons 3, 12, 14)
• Spelling Tree (Skills 5 Lessons 4, 8, 10, 16, 17)
• Teacher Modeling (Skills 5 Lessons 6, 8)
• Fill in the Blank; Tricky Spelling Practice; Count the /r/ Sounds; Practice (Skills 5 Lessons 6, 9, 13, 14, 16, 21)
• Baseball Game (Skills 5 Lesson 10)
• Word Sort (Skills 5 Lessons 11, 12, 19)
• Wiggle Cards (Skills 5 Lesson 20)
Or as evidenced by performance on assessment components:
Weekly Spelling Assessments (Skills 5 Lessons 5, 10, 15, 20)
Word Recognition Assessment (Skills 5 Lessons 22)
AND IF review with related Pausing Points is not enough:
• Segment and Blend Two-Syllable Words
• Distinguish Similar Sounds
• Recognize and/or Write the Spellings Taught in Skills 5
• Understand That Some Sounds Have Spelling Alternatives
• Read and/or Write Words with the Tricky Spellings ‘g’ and ‘ed’
• Read Words That Contain Spelling Alternatives
• Read Phrases
• Read and Write Sentences
Then use Grade 1Skills 5 Assessmentand RemediationGuide resources from…
Section I, Phonics
Skills 6
Assessment and Remediation Guide
Grade 1
Table of Contents
Skills 6Assessment and Remediation Guide
Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Steps for Determining Student Need 6
Establish areas of weakness within the phonics component 6
Confirm the earliest point of code knowledge weakness 7
Plan for instruction according to the level of instructional need 8
Planning for Instruction 8
Lesson Template Section Descriptions 8
Dimensions of Difficulty 10
Lesson Templates and Sample Remedial Lessons 11
Guided Reinforcement 11
Explicit Reteaching 12
Comprehensive Reteaching 14
Phonics Exercises 16
Warm-Up: Match Me 16
Explicit Instruction: Review the Sound-Spelling 17
Guided Practice: Chaining 17
Other Guided Practice for Sound-Spellings 18
Push & Say 19
BINGO 20
Race to the Top 21
Memory 22
Phrase and Sentence Baseball 22
Phrase and Sentence Read, Write, Share 23
Phonics Progress Monitoring 24
Monitoring: Sound-Spellings 24
Materials for Phonics Lessons 29
Section II, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 77
Steps for Determining Student Need 78
Establish areas of weakness within the fluency and comprehension component 78
Plan for instruction according to the level of instructional need 79
Planning for Instruction 79
Lesson Template Section Descriptions 79
Dimensions of Difficulty 81
Lesson Templates and Sample Remedial Lessons 82
Guided Reinforcement 82
Explicit Reteaching 84
Comprehensive Reteaching 86
Fluency and Comprehension Exercises 88
Fluency 88
Warm-Up: Silly Voices 88
Warm-Up: Two Voices or Play Parts 89
Comprehension 90
Explicit Instruction: Address Prior Knowledge and Set a Purpose 90
Guided Practice: Model Thinking with Reading 91
Guided Practice: Read with Purpose and Understanding 91
Grammar (Pronouns) 92
Pronoun Link 92
Use a Pronoun 93
Fluency and Comprehension Progress Monitoring 95
Monitoring: Fluency and Comprehension 95
Monitoring: Grammar 105
Materials for Fluency and Comprehension Lessons 107
6 Grade 1 | Skills 6 Assessment and Remediation Guide
Steps for Determining Student Need
Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, 20, and 24), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:
• the Skills 6 objective (top row) in need of reinforcement or remediation.
• the corresponding Assessment and Remediation Guide section (bottom row)where you will find appropriate instructional resources.
IF student struggles with… Sound-Spellings (Consonant Spelling Alternatives)
As observed during related instructional tasks:
• Introduce Spelling Words (Skills 6 Lessons 1, 6, 11, 16)
• Tricky Spelling Practice (Skills 6 Lessons 2, 19)
• Spelling Alternatives; Spellings for …; The Tricky Spelling (Skills 6 Lessons 1, 2, 4, 6, 8, 10, 16, 18, 19)
• Spelling Tree; Leaf Sort (Skills 6 Lessons 1, 4, 10, 16, 18)
• Speedy Sound Hunt (Skills 6 Lessons 3, 18)
• Word Sort (Skills 6 Lessons 3, 11)
• Segmenting and Blending Two-Syllable Words (Skills 6 Lessons 7, 13, 14, 22)
• Sound Dictation (Skills 6 Lessons 17, 22)
• Wiggle Cards (Skills 6 Lessons 24, 25)
• Label the Picture/Count the Sounds (Skills 6 Lesson 23)
Or as evidenced by performance on assessment components:
Weekly Spelling Assessments (Skills 6 Lessons 5, 10, 15, 20)
Word Recognition Assessment (Skills 6 Lesson 24)
AND IF review with related Pausing Points is not enough:
• Distinguish Similar Sounds
• Recognize and/or Write the Spellings Taught in Skills 6
• Read and/or Write Words with the Tricky Spellings ‘c’ and ‘n’
• Read Words That Contain Spelling Alternatives
• Write Words That Contain Spelling Alternatives
• Read Phrases
• Read and Write Sentences
Then use Grade 1Skills 6 Assessmentand RemediationGuide resources from…
Section I, Phonics
Grade 1 | Skills 6 Assessment and Remediation Guide 7
Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Units 1–6 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. Remediation may need to begin in an earlier unit. This consideration is critical because the content of the Assessment and Remediation Guide builds on previously taught skills.
Units 1–6 Phonics Scope and Sequence
Unit 1 Lessons Code Knowledge
1–16 Single-Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant clusters)
17–20 Digraph Sound-Spellings
23–24 Double-Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/ )
Unit 2 Lessons Code Knowledge
1 /ee/ spelled ‘ee’ as in seed
3 /ae/ spelled ‘a_e’ as in cake
6 /ie/ spelled ‘i_e’ as in line
8 /oe/ spelled ‘o_e’ as in hope
12 /ue/ spelled ‘u_e’ as in cube
Unit 3 Lessons Code Knowledge
1 /oo/ spelled ‘oo’ as in soon
5 /oo/ spelled ‘oo’ as in look
9 /ou/ spelled ‘ou’ as in shout
12 /oi/ spelled ‘oi’ as in oil
15 /aw/ spelled ‘aw’ as in paw
Unit 4 Lessons Code Knowledge
1 /er/ spelled ‘er’ as in her
4 /ar/ spelled ‘ar’ as in car
7 /or/ spelled ‘or’ as in for
Unit 5 Lessons Code Knowledge
6 /ch/ spelled ‘tch’ as in patch
8 /j/ spelled ‘g’ or ‘ge’ as in gem or stage
14 /v/ spelled ‘ve’ as in sleeve
16 /r/ spelled ‘wr’ as in wrench
Skills 6 Lessons Code Knowledge
1, 2, and 4 /s/ spelled ‘c’, ‘ce’, or ‘se’ as in cent, dance, or horse
10 /n/ spelled ‘kn’ as in knot
16 /w/ spelled ‘wh’ as in whale
18 and 19 /ng/ spelled ‘n’ as in pink