EDU 5634-030 or 6634-030 Basic Assessment and Intervention ...
Transcript of EDU 5634-030 or 6634-030 Basic Assessment and Intervention ...
EDU 5316 or 6316 Reading Practicum K-3: Next StepsSM
SM & © 2015/2016 University of Utah
EDU 5634-030 or 6634-030 Basic Assessment and Intervention for Struggling Readers: Next Steps PracticumSM
EDU 5640-030 or 6640-030
Maintaining the Power of 1-on-1 Basic Intervention in Small Groups: Next Steps Triads PracticumSM
EDU 5632-030 or 6632-030 EDU 5632-040 or 6632-040
Introduction to Next Steps Intervention: Basic Instruction for Primary Grade Struggling ReadersSM
Introduction to Next Steps Intervention: Basic Instruction for Primary Grade Struggling ReadersSM
© University of Utah Reading Clinic
UNIVERSITY OF UTAH READING CLINIC NEXT STEPSSM COMPLETE BINDER UPDATES LIST
9/15/21 RLA now located at
https://uurc.utah.edu/Educators/Resources/UURC%20RLA.php 9/3/21 Corrected Bump Up Criteria (p. 77) 8/5/21 Corrected RLA G6/7/8 (p. 214 & p. 218)
Updated RLA Fluency Criteria (pp. 221-222) 4/14/21 Added ABC Handwriting Guide (p. 82) Updated -ed Instruction Cue Cards (pp. 174-177) 9/28/20 Corrected RLA G6 (p. 211 & 215) 9/17/20 Updated RLA Cover Sheet (p. 204) 9/10/20 Updated Word Sort & Book Logs (pp. 84-87) 9/2/20 Corrected RLA G2+ (pp. 208-211) 9/1/20 Updated RLA (pp. 200-218) Updated RLA Extended Summary Sheet (p. 271) 8/17/20 Updated Coaching Form (p. 76) 5/21/20 Corrected U-E Word Sort Cards (p. 150) 5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 112) 4/15/20 Updated Text Level Correspondence Chart (p. 9) 3/10/20 Updated Lesson Plan (p. 75) Updated Vowel, Blend & Digraph Keywords (p. 112) 11/26/19 Added Group Data Summary Sheet (pp. 227-230) 11/6/18 Added Spelling Book Cover & Page Masters (pp. 79-80) 7/5/18 Updated G1-Oct Form (p. 203)
UURC 12-2-13 KJB
Empirical Evidence for UURC Intervention Models:
Peer-Reviewed Journals Brown, K.J., Morris, D., & Fields, M.K. (2005). Intervention after grade one:
Serving increased numbers of struggling readers effectively. Journal of Literacy Research, 37, 61-94.
Invernizzi, M., Rosemary, C., Juel, C., & Richards, H. (1997). At-risk readers
and community volunteers: A three-year perspective. Scientific Studies in Reading, 1, 277-300.
Mathes, P.G., Denton, C.A., Fletcher, J.M., Anthony, J.L., Francis, D.J. &
Schatschneider, C. (2005). The effects of theoretically different instruction and student characteristics on the skills of struggling readers. Reading Research Quarterly, 40, 148-182.
Morris, D. (2006). Using noncertified tutors to work with at-risk readers: An evidence-based model. Elementary School Journal. 106, 351-362.
Morris, D., Shaw, B., & Perney, J. (1990). Helping low readers in grades 2 and 3:
An after-school volunteer tutoring program. Elementary School Journal, 91, 133-150.
Morris, D., Tyner, B., & Perney, J. (2000). Early Steps: Replicating the effects of a first-grade reading intervention program. Journal of Educational Psychology, 92, 681-693. Santa, C., & Hoien, T. (1999). An assessment of Early Steps: A program for early intervention of reading problems. Reading Research Quarterly, 34, 54-79.
Empirical Evidence for UURC Intervention Models: Peer-Reviewed Conferences
Brown, K.J., Fields, M.K., Craig, G., & Morris, R.D. (2008). Maintaining the power of one-to-one in a group of three: Next Steps Triads. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Asheville, NC.
Brown, K.J., Fields, M.K., & Morris, D. (2006, December). Valid, reliable and efficient: A psychometric evaluation of “flash” word recognition and passage reading measures. Paper presented at the Annual Meeting of the American Reading Forum, Sanibel Island, FL.
Brown, K.J., Morris, D., Fields, M., Lowe, S., Skidmore, D. Van Gorder, D.,
Weinstein, C., Robertson, J., & Brock,U. (2003, June). The Virginia Intervention Model: Evaluating its effectiveness for struggling readers who speak English as a second language. Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO.
UURC 12-2-13 KJB
Frye, B., Trathen, W., Olson, G., & Schalgal, R. (2002, December). Reliability measuring students’ independent and instructional reading levels: A case for automaticity of word recognition (WRI word flash). Paper presented at the annual meeting of the American Reading Forum.
Brown, K.J., Fields, M., Lowe, S., Skidmore, D. Van Gorder, D., & Weinstein, C.
(2001, June). The benefits of intervention for at-risk 1st graders: What happens in 2nd grade? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Boulder, CO.
Brown, K.J., Reynolds, V., Lowe, S., Skidmore, D., Van Gorder, D., Patillo, S.,
Weinstein, C., World, J., & Morris, A. (2000, July). Early Steps intervention in schools with explicit code instruction: Is it effective? Does isolated phonological awareness instruction increase effectiveness? Paper presented at the Annual Meeting of the Society for the Scientific Study of Reading, Stockholm, Sweden.
Craig, G.T., Brown, K.J., Fields, M.K., & Morris, R.D. (2009, June). Reliability and Validity of the Reading Level Assessment and the “Flash” Word Recognition Automaticity Measure. Poster presented at the annual meeting of the Society for the Scientific Study of Reading, Boston, MA.
Next Steps Supply List
I. Site (School) Supplies:
ITEM QUANTITY PURPOSE 1
The Howard Street Tutoring Manual (Morris, D.2005) Guilford Press, ISBN 1-59385-124-3, amazon.com
At least 2 per site (Preferably one for each tutor)
Reference / additional support for tutors and site facilitator
2
Woods & Moe Informal Reading Inventory: Analytical Reading Inventory (8th ed.) (Moe, A.J; Woods M. 2007), Merrill, Pearson Prentice-Hall ISBN 0-13-172343-X
At least 1 per site
Reference / additional support for tutors and site facilitator
3 Colored Dots 8-10 packages Leveling Books 4
Copy Paper, White 3 Cases Copying lesson plans, pages for student binders, etc.
5 Plastic Boxes or Baskets 8-10 Organize Leveled Books
6
White Boards 4-5 per site Word Study Activities
7
White Board Cleaner 1-2 bottles Clean White Boards
II. Supplies Needed for Student Binder and Tutoring Box:
ITEM QUANTITY PURPOSE 1
1" Presentation Binder (with clear view front cover) 1 per student Student Binder
2
3x5 Index Cards 2 packages (white) + 5 single colored
3x5 cards (per student) Word Bank Flash Cards
3
Composition Books 1 per student Spelling Activities
4
Overhead Projector Markers (water-based pens) 1-2 per tutor Repeated Reading Activities
5
Plastic Page Protectors 1-2 per tutor Repeated Reading Activities
6
Pencils 3-4 per student Spelling Activities
7
Plastic Box or Basket 1 per student
Organize and contain all student tutoring materials
8
Self-Adhesive Labels Avery 8195 (see Word Study Kit for Labels template)
3-4 labels per student Label student tutoring box, binder, & composition book
9
Sharpie Pens (Black) 2 per tutor Word Bank Activity
10
Timer (Kitchen Type: Can Count Up & Down) 1 per tutor Assisted Reading and Repeated
Reading Activities
11 White Board Markers 1 per tutor Word Study Activities
III. Supplies Needed to Make and Assemble *Word Study Kit:
ITEM QUANTITY PURPOSE 1
Cardstock (for small groups be sure to make 2 separate kits per tutor: 1 in white and 1 in buff)
6 reams Word Study Cards
2
Laminating Film 4-6 rolls Laminate Word Study Cards
3
Non-Adhesive Library Pockets, Money Envelopes, or Snack size zipper seal bags.
Approximately 100 (varies based on personal organization of tutoring kit)
Organize Word Study Cards
4
Plastic Box, Basket, Shoe Box, etc.
1 per tutor Organize and Contain Word Study Kit
*Word Study Kits (with labels, library pockets, tabs and pre-cut/laminated word cards) can be purchased from University Printing and Mail Services University Service Building, room 135 Phone 801-581-6171 Fax 801-581-4359 [email protected]
University of Utah Reading Clinic: 5/9/2014 MB
Next Steps
Recommendations for Basals Suitable for Assisted Reading and Intervention
Basals Organized
By Text Level
Text Level Correspondences
1 Metametrics (2020). Lexile Grade Level Charts. University of Utah Reading Clinic: Revised 3/25/20 MKF
Grade Phase Early Steps Next Steps
Higher Steps
Word Study
(roughly)
Accel. Reader
Lexile1 Guided Reading
Reading For All Learners
K Emergent Readers (Learning
about Print)
ES 1-2 (K-Mid) 1st Phoneme
Pictures
BR 100 to
165L
A B
C
1.1→1.3 (Set 1, Book 1 → Set 1, Book 3)
ES 3 (K-End / G1-Aug) 1.4→1.5
1
Beginning Readers
(Breaking the Code)
ES 4 (G1-Sept) D 1.6→1.20
ES 5 (G1-Oct) Onset-Vowel
1.0 E
1.21→1.27 2.1→2.12 ES 6 (G1-Nov) 2.13→2.20 3.1→3.5 ES 7 (G1-Dec)
Mixed Shorts
F
2.21→2.27 3.6→3.22 ES 8 (G1-Jan) to
ES 9 / NS G1-Feb G 4.1→4.7
ES 10 / NS G1-Mar
Vowel
Patterns
H
Transitional Readers (Going for Fluency)
ES 11/ NS G1-April 1.9 I 4.8→4.15
ES 12 / NS G1-End J
2
NS G2-Beg-Mid
2.0 165L K - M
5.1→5.14 2.5 to 6.1→6.14
NS G2-End 2.9 425L 7.1→7.12
3
Reading to Learn
HS 3E – 3M – 3D
Syllables & Basic
Morphology
3.0 425L to
645L N - P 8.1→8.10
3.9
4 HS 4E – 4M – 4D
Advanced Morphology
4.0 645L to
850L Q - S
4.9 T - V 5 HS
5E – 5M – 5D 5.0 850L
to 950L 5.9
6 HS 6E – 6M – 6D
6.0
6.9
950L to
1030L W - X
7 HS 7 1030L
to 1095L
8 HS 8 1095L
to 1155L
9 HS 9 1155L
to 1205L
10 HS 10 1205L
to 1250L
11 HS 11 1250L
to 1295L
Next Steps Assisted Reading Texts
Next Steps intervention relies on three types of text for assisted reading: selected basals, controlled texts from a remedial series, and tradebooks. From G1 March through G2 End levels, Next Steps relies heavily on selected basal stories. These stories—published before 1989--offer struggling readers meaningful, controlled (but not strangled!) experience with text.
Each series offers repeated practice with a corpus of frequent words and a gradual increase in textual difficulty both within and across texts. These qualities can be difficult to achieve with trade books. It is important to note that we do not recommend reading an entire hardbound basal text from front to back. (If reading Davis books, read the text from front to back.) Rather, we have chosen particular stories that we believe offer support along with a meaningful, interesting story (see suggested list). Davis prints the best selection that the UURC has either obtained copyright, copyright has expired, or are public domain.
Once students demonstrate proficiency in the G2 End basal, we recommend that tutors shift to trade books. This transition is based on our belief that once readers reach a late 2nd grade level, they can cope with the lack of controlled vocabulary in these variable texts. Also, the opportunity for variety in these materials can be extremely helpful in piquing a young reader’s interest and motivation.
In 2005, the UURC began integrating controlled texts from a remedial series entitled, Reading For All Learners. These texts offer controlled vocabulary, reasonably interesting stories, and economical pricing. They are especially helpful for students who have severe difficulty “breaking the code.” Soft covers and black/white illustrations make these texts an affordable way to expand a tutoring library.
Level
Laidlaw Reading
Holt Basic Reading
Houghton Mifflin Reading
Laidlaw Reading Co-Basals
Reading For All Learners
G1 Oct
Tales to Read
1.1→1.3 (Set 1, Book 1 → Set 1, Book 3)
1.4→1.51.6→1.20
1.21→1.27 2.1→2.12 2.13→2.20 3.1→3.5 2.21→2.27 3.6→3.22
G1 Mar
Blue-Tailed Horse
A Place for Me
Parades
Stories To Remember
4.1→4.7
G1 End
Toothless Dragon
A Time for Friends
Carousels
Storyland Favorites
4.8→4.15
G2 Mid
Tricky Troll
People Need People
Adventures
Doorways to Adventure (begins at 2-1 ends at 2-2)
5.1→5.14
6.1→6.14
G2 End
Wide-Eyed Detectives
The Way of the World
Discoveries 7.1→7.6
3
Magic & Laughter (3E/3M/3D)
8.1→8.10
G3 Mid Whispering Ghosts
Never Give Up
G3 End Thundering Giants
Preparing to Use the Basals 1. Prepare from each hardbound basal by clearly identifying the stories to be read. DO NOT read the hardbound basals from cover to cover. Selected stories have already been chosen for use in Next Steps tutoring. We have found that labels placed on the front cover of the books with the recommended stories and their page numbers listed works very well. Or you could highlight the suggested selected stories in the front of each basal. From the purchased Davis printing books, read from cover to cover. 2. Prepare the comprehension questions.
Copy and laminate the comprehension questions queries bookmark back to back. Include a queries bookmark with each basal.
University of Utah Reading Clinic: 7/16/15 JJ
University of Utah Reading Clinic: 7/16/15 JJ
Next Steps Book Ordering
PLEASE ORDER EACH LEVEL IN THE SERIES (e.g. G1 Mar through G2 End) and ORDER AT LEAST 4 COPIES OF EACH LEVEL WITHIN 1 SERIES. It might be wise to invest in more than one series for movement flexibility. Next Steps Basal Book Supplier
Owner/Operator Address
Phone #
Davis School District Printing Services
45 E. State St.
Farmington, UT 84025 Davis School District Next
Steps Order Form
(801) 402-5228 (801) 402-5230
Lori Todd [email protected]
Reading for All Learners
(Original Edition)
Alan Hofmeister Published by Academic
Success For All Learners
Amazon.com iseesam.com
Follett Educational Services
Basal Vendor Contact: UURC for current contact person regarding a potential educator discount
5563 South Archer Ave. Chicago, IL 60638 www.follett.com
1-800-621-4272
Academic Book Services Basal Vendor 1-800-652-3056
Abebooks New & Used Textbooks, Rare & Out of Print
Abebooks.com
Alibris As Good As New Books Alibris.com
Tales of Wonder Contact: Barbara Saylor (801) 943-1848 (801) 947-1057
University of Utah Reading Clinic 8/8/2017 GC - MB
Queries - Narrative Text Plot-oriented questions: What is the main problem so far? Has the problem changed? How? Who is the main character? (gets most “page time” and faces main problem) How will this (insert event) affect the problem or the main character? Did the main problem get solved? How? Were there any smaller problems in the story? What were they? What “message” is the author trying to tell us about life? Generic questions, prompts, and probes for narrative text: What just happened? What’s happened so far? Tell me more about that. Why do you think that? What does the author want us to think here? What might happen now? (Beck, I.L., McKeown, M.G. (2001) “Inviting students into the pursuit of meaning”, Educational Psychology Review.)
Produced by the University of Utah Reading Clinic
www.uurc.org
Queries – Expository Text
Text Structure-oriented questions: Description: What does the author want us to know about ______ ? What is the main idea the author wants us to learn about ______ ? Compare/Contrast: How does the author show us that ________ and ________ are alike? How does the author show us that _______ and _________ are different? Cause/Effect: What happened to/with ___________? What caused __________ to happen? What result or effect did ____________ have? Generic questions, prompts, and probes for expository text: What is the author telling us here? What is the author talking about? What new information is the author giving us here? How does that fit in with what we already know about _________ ? What is the main idea for this (paragraph, page, selection) that the author wants us to learn? What are 3 supporting details (pieces of evidence) the author gives us to support that main idea? Summarize what the author told us about _______________. Did the author explain that clearly? What else do we need to find out? (Beck, I.L., McKeown, M.G. (2001) “Inviting students into the pursuit of meaning”, Educational Psychology Review.)
University of Utah Reading Clinic 7/16/15 JJ
Suggested Stories from the Hardbound Basals (Davis Printing Versions: Read every story – cover to cover)
Level: G1 Oct Publisher: Laidlaw Co-Basal Title: Tales To Read Date Published: 1966 ISBN: NA
1. Little Red Riding Hood 2. The Fox And The Grapes 3. The Man And The Lion 4. Puppycat And The Christmas Star 5. The Gingerbread Man 6. The Bell On The Cat 7. The Wolf And The Cat
Level: G1 Mar Publisher: Laidlaw Title: Blue-Tailed Horse Date Published: 1980 ISBN: 0-8445-3146-4
1. A Big Day For Charly 2. Chester 3. The Run Away 4. One Cold Day 5. The Talking Crow 6. The Horse With The Blue Tail 7. Tim Turtle 8. The Turnip 9. Teeny-Tiny
Publisher: Houghton Mifflin Title: Parades Date Published: 1986, 1989 ISBN: 0-395-37603-3
1. The Little Red Hen 2. One More Thing, Dad 3. Doghouse For Sale 4. Tooley! Tooley! 5. Hungry Fox 6. My Dog and the Key 7. Willaby 8. Ira Sleeps Over
Publisher: Laidlaw Title: Dots & Polka Dots Date Published: 1976, 1984 ISBN: 0-8445-0601-x
1. The Car That Talked Too Much 2. Head Over Tail 3. Midnight 4. The Ocean 5. Katy-Did-It 6. Sometimes Things Happen
Publisher: Laidlaw Co-Basal Title: Stories To Remember Date Published: 1964, 1966 ISBN: NA
1. The Three Bears 2. How Me Too Came To Be An Easter Rabbit 3. How The Wren Came To Be King 4. The Dog And His Shadow 5. A Teeny-Tiny Bone 6. The Fox And The Kitten 7. Little Red Fox
Publisher: Holt Title: A Place For Me Date Published: 1980, 1983, 1986 ISBN: 0-03-002334-3
1. Teddy’s Window 2. Not Yet, Clarita 3. The Grumpiest Man 4. A Place For Fred 5. Amy 6. Too Much Noise 7. The Flower Kitten
University of Utah Reading Clinic 7/16/15 JJ
Level: G1 End Publisher: Laidlaw Title: Toothless Dragon Date Published: 1980 ISBN: 0-8445-3418-8
1. Georgie 2. Little Pocket Mouse 3. Tom’s Surprise 4. Robber In The Woods 5. Kim And Gus 6. Just For Manuel 7. Lee’s Birthday 8. Little Ben
Publisher: Houghton Mifflin Title: Carousels Date Published: 1986, 1989 ISBN: 0-395-37604-1
1. The Big Mile Race 2. Sports Day 3. Harriet And The Garden 4. Nate The Great And The Lost Stamp 5. What Mary Jo Shared 6. Clyde Monster 7. Good As New 8. The Man And His Caps
Publisher: Laidlaw Co-Basal Title: Storyland Favorites Date Published: 1966 ISBN: NA
1. The Elves And The Shoemaker 2. The Rabbit And The Turtle 3. The Boy And The North Wind 4. Gudbrand On The Hill 5. The Cat And The Milk 6. The Bear, The Man, And The Fox 7. Snow-White And Rose-Red 8. The Wind And The Sun
Publisher: Holt Title: A Time For Friends Date Published: 1973, 1977, 1980 ISBN: 0-03-047806-5
1. Kim And Rosa 2. Two Friends 3. That’s What Friends Are For 4. Maggie In The Middle 5. All The Lassies 6. Bert’s Berries 7. A Place For Carmen 8. The Browns Say Good-by
Level: G2 Mid Publisher: Laidlaw Title: Tricky Troll Date Published: 1980, 1984 ISBN: 0-8445-3148-0
1. The O’Learys Make Friends 2. A Pet In A Bowl 3. The Farmer And The Troll 4. Sing, Sack, Sing 5. Jackal And The Tiger 6. The Fisherman And His Wife 7. Tikki Tikki Tembo 8. Kay Keeps A Secret 9. Help In The Night 10. Dark Sky For Ana
Publisher: Holt Title: People Need People Date Published: 1973, 1977, 1980, 1983 ISBN: 0-03-047816-2
1. Freddy Found A Frog 2. Rumpelstiltskin 3. Junk Day On Juniper Street 4. Marvin’s Manhole 5. Something Strange At The Toy Store 6. Tammy Camps In The Rocky Mountains 7. The Potter And The Tiger 8. Please Call Her Do-Re-Mi
Publisher: Laidlaw Co-Basal Title: Doorways To Adventure Date Published: 1960, 1966 ISBN: NA
1. The Princess On The Glass Hill 2. The Magic Tinderbox 3. Waukewa’s Eagle 4. Chi-Wee Runs A Race 5. How Master Till Painted A Picture For The
Prince 6. Doctor Dean & The Indian Chief 7. The Golden Touch 8. Johnny Appleseed
Publisher: Houghton Mifflin Title: Adventures Date Published: 1986 ISBN: 0-395-37605-x
1. The New Girl At School 2. Gregory, The Terrible Eater 3. The Garden 4. A Thousand Pails Of Water 5. The Rabbit And The Turnip 6. Jasper And The Hero Business 7. The Shoemakers And The Elves 8. Penelope Gets Wheels 9. The Great Hamster Hunt 10. Katy No-Pocket
University of Utah Reading Clinic 7/16/15 JJ
Level: G2 End Publisher: Laidlaw Title: Wide-Eyed Detectives Date Published: 1980, 1984 ISBN: 0-8445-3149-9
1. Benjie 2. All Champs Wear Lucky Sneakers 3. A Real Woodsman 4. The Sunflower Garden 5. Richard Brown And The Dragon 6. Picture Of A Winner 7. Adventure On Tiger Island
Publisher: Houghton Mifflin Title: Discoveries Date Published: 1986, 1989 ISBN: 0-395-37606-8
1. Say Hello, Vanessa 2. A Special Trade 3. Birthdays 4. Nannabah’s Friend 5. One Big Wish 6. The Giant Who Threw Tantrums 7. Daniel’s Duck
Publisher: Holt Title: Way of the World Date Published: 1973, 1980, 1983 ISBN: 0-03-061392-2
1. Such Is The Way Of The World 2. Mary Jo’s Grandmother 3. Martin For Mayor 4. The Shell Collection 5. A Home In The Desert 6. The Flying Patchwork Quilt 7. Granny’s Fish Story 8. Amy’s Goose
Level: G3 Mid Publisher: Laidlaw Title: Whispering Ghosts Date Published: 1980, 1984 ISBN: 0-8445-3818-3
1. No, No Rosina 2. One More Chance 3. The Trouble With Horses 4. The Friendly Ghost 5. Jimmy Takes Vanishing Lessons 6. Kiya, The Gull 7. Steve’s Clue 8. Adventure At The Old Mill
Publisher: Laidlaw Co-Basal Title: Magic and Laughter Date Published: 1962 No ISBN
1. Strawberry And The Thousand Buffaloes 2. Gold Of Norway 3. Archimedes And The Golden Crown 4. Gifts For The Gods 5. How Arthur Became King Of England 6. The Talking Tree 7. The Knights Of The Silver Shield 8. The Twelve Months
Level: G3 End Publisher: Laidlaw Title: Thundering Giants Date Published: 1976, 1980, 1984 ISBN: 0-8445-3819-1
1. Kumi And The Pearl 2. Scat! 3. Igloos Are For Tourists 4. The Tsar’s Riddles 5. Beware The Man Without A Beard 6. Penny’s Good Fortune 7. Bertram And His Giraffe 8. The Man Who Didn’t Wash His Dishes
Next Steps
Recommendations for Trade Books— Suitable for Assisted Reading and Intervention
Trade Books Organized
By Text Level
Trade Books (Organized by Level)
Abby's Asthma and the Big Race
2D 2.9 D Golding, T.M.Albert Whitman & Company
Abe Lincoln’s Hat 2M 2.6 E Brenner, M. Random House
Abigal Takes the Wheel 2D 2.9 D Avi Houghton Mifflin
Abraham Lincoln: A Great President, A Great American
2D 2.9 D Findley, V. Scholastic
Africa 2D 2.9 D Donaldson, Madeline Lerner Classroom
Alamo, The 2D 2.9 D Olliges, Rob Fitzgerald Books
All Fall Down 2D 2.9 D Conrad, DavidCompass Point Books
All For One 2D 2.9 D Murphy, JillWalker Children's Paperbacks
An American Army of Two 2D 2.9 D Greeson, JanetFirst Avenue Editions
Amelia Bedelia Bakes Off 2D 2.9 D Parish, Herman Greenwillow Books
Amelia Earhart 2D 2.9 D Mara, Wil Childrens Press
Beast in Ms. Rooney’s Room, The
2D 2.9 D Giff, P. Yearling
Betsy Ross: The Story of Our Flag
2D 2.9 D Chanko, Pamela Scholastic
Black Velvet Mystery, The 2D 2.9 D Keene, Carolyn Aladdin
Bravest Dog Ever, The True Story of Balto
2M 2.5 E Standiford, N. Random House
Case of the Missing Emerald, The
2D 2.9 D Francis, Dorothy Perfection Learning
Chang's Paper Pony 2M 2.8 M Coerr, E. Harper
Christopher Columbus 2M 2.7 M Krensky, S Random House
Dinosaur Days 2M 2.6 E Milton, J. Random House
Dolphins 2D 2.8 M Standiford, N. Random House
First Flight: the Story of Tom tate and the Wright Brothers
2D 2.9 D Shea, G. HarperCollins
Five True Dog Stories 2D 2.9 D Davidson, M. Scholastic
TITLE PUBLISHERAUTHOR OR
SERIES E-M-D LEVEL
AR LEVEL
LEVEL
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Five True Horse Stories 2D 2.9 D Davidson, M. Scholastic
George Washington's Mother 2M 2.5 E Fritz, J. Grosset & Dunlap
Girl Named Helen Keller, A 2M 2.5 E Lundell, M. Scholastic
Grasshopper on the Road 2D 2.9 D Lobel, A HarperCollins
Headless Horseman 2D 2.8 M Standiford, N. Random House
Hill of Fire 2D 2.9 D Lewis, T. Harper
Horrible Harry Goes to the Moon
2D 2.9 D Kline, S. Puffin Books
Horrible Harry & the Kickball Wedding
2D 2.9 D Kline, S. Puffin Books
Hungry, Hungry, Sharks 2D 2.8 M Cole, J. Random House
I Am Not Afraid 2M 2.5 E Mann, K. Bantam
Josefina Story Quilt, The 2D 2.7 M Coerr, E. Harper
Kate Shelley and the Midnight Express
2D 2.9 D Wetterer, M. Lerner Publishing
Kidnapped at Birth? (Marvin Redpost #1)
2D 2.8 M Sachar, L. Random House
King Arthur’s Courage 2D 2.9 D Spinner, S. Random House
Lion vs. Gazelle 2D 2.9 D Meinking, M. Heinemann Raintree
Long Way to a New Land, The 2D 2.7 M Sandin, J. Harper
Magic Tree House #2: Night At Dawn, The
2D 2.9 D Osborn, J. Scholastic
Magic Tree House #3: Mummies in the Morning
2D 2.7 M Osborn, J. Scholastic
Mare for Young Wolf, A 2M 2.6 E Shelfelman, J. Random House
More Perfect than the Moon 2D 2.8 M Maclachlan, P. HarperCollins
More Stories Julian Tells 2D 2.9 D Cameron, A. Yearling Books
Mr. Putter & Tabby Bake the Cake
2D 2.8 M Rylant, C. Harcourt
Peach Boy 2D 2.7 M Hooks, W. Bantam
Pig on the Titanic: A True Story
2M 2.5 E Crew, G. HarperCollins
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Pompeii Buried Alive 2D 2.9 D Kunhardt, E. Random House
Second Grade Rules, Amber Brown
2D 2.7 M Danziger, P.G. P. Putnum’s Sons
Sitting Bull 2D 2.7 M Penner, L. Grosset & Dunlap
Shoeshine Girl 2D 2.7 M Bulla, C.R. Harper
True Story of Pocahontas, The 2D 2.7 M Penner, L. Random House
Uncle Elephant 2M 2.6 E Lobel, A. HarperCollins
Uno: Blue-Ribbon Beagle 2D 2.9 D Spinner, S. Random House
Volcanoes: Mountains That Blow Their Tops
2D 2.7 M Nirgiotis, N. Grosset & Dunlap
Whales: The Gentle Giants 2M 2.5 E Milton, J. Random House
Why Pick On Me? (Marvin Redpost #2)
2D 2.7 M Sachar, L. Random House
Young Cam Jansen and the Double Beach Mystery
2M 2.5 E Adler, D. Puffin
Young Cam Jansen and the Library Mystery
2D 2.9 D Alder, D. Puffin
Young Cam Jansen and the Spotted Cat Mystery
2D 2.7 M Alder, D. Puffin
Young Cam Jansen and the Zoo Note Mystery
2D 2.6 E Alder, D. Puffin
Abe Lincoln: The Boy Who Loved Books
3M 3.6 M Winters, K. Aladdin
Abraham Lincoln: A Life of Honesty
3D 3.9 D Leslie, T. Bellwether Media
Adoration of Jenna Fox, The 3D 3.8 D Pearson, M. Square Fish
Aliens For Dinner 3M 3.4 M Spinner, S. Random House
All the Places to Love 3D 3.9 D MacLachlan, P. HarperCollins
Always Inventing: The True Story of Thomas Alva Edison
3E 3.3 E Murphy, Frank Cartwheel Books
Amazing Armadillos 3E 3.2 EMcKerley, Jennifer Guess
Random House
Amazing Civil War Nurse Clara Barton Wade
3E 3.3 E Dodson, Mary Enslow
Amazing Crickets 3E 3.3 E Jacobs, DanielNewbridge Educational
Amazing Rescues 3E 3.0 E Shea, G. Random House
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Amazing Sharks 3E 3.1 E Thompson, Sarah L. HarperCollins
Amber Brown 3M 3.7 M Danziger, P. Little Apple
Amber Brown is Not a Crayon 3M 3.7 M Danziger, P. Scholastic
Amber Brown Wants Extra Credit
3M 3.7 M Danziger, P. Scholastic
As Big As A Whale 3M 3.5 M Newbridge
Baby-sitters' Island Adventure 3D 3.8 D Martin, A.M. Scholastic
Bats! 3M 3.5 M Newbridge
Baseball Flyhawk 3M 3.6 M Christopher, M.Little Brown & Company
Beaver at Long Pond 3E 3.0 E George, William Greenwillow Books
Because of Winn Dixie 3D 3.9 D DiCamillo, K. Candlewick Press
Ben Franklin's Big Shock 3D 3.8 D Jango-Cohen, J. Millbrook Press
Big-Enough Anna: The Little Sled Dog Who Braved the
3D 3.8 D Flowers, P.Alaska Northwest Books
Bigfoot and Other Mysterious Creatures
3D 3.8 D Townsend, John Crabtree Publishing
Birds Of Prey 3M 3.5 M Newbridge
Born to Be Wild 3M 3.7 M Spinner, S. Random House
Boxcar Children 3E 3.2 E Warner, G.C. Scholastic
Buddy, The First Seeing Eye Dog
3D 3.8 D Moore, E. Scholastic
Busy as a Bee 3M 3.5 M Newbridge
Cam Jansen: And the Mystery of the Babe Ruth Baseball
3D 3.8 D Adler, D. Scholastic
Cam Jansen: And the Chocolate Fudge Mystery
3M 3.7 M Adler, D. Puffin
Captive 3D 3.7 D Paulsen, GaryBantam Doubleday Dell
Chalk Box Kid, The 3E 3.2 E Clyde Robert Bulla Scholastic
Commander Toad and the Space Pirates
3M 3.5 M Yolen, J. Paperstar
Composer is Dead, The 3D 3.9 D Snicket, Lemony Harper & Collins
Cougars 3D 3.9 D Newbridge
Dave at Night 3M 3.6 M Carson, G. C. HarperTrophy
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Don’t You Know There’s a War On?
3M 3.6 M Avi HarperTrophy
Drinking Gourd, The 3E 3.0 E Monjo, F.N. Harper
Earth Dragon Awakes, The 3D 3.7 D Yep, Lawrence Harper & Collins
Edge of Extinction, The 3M 3.5 M Newbridge
Emperor's Birthday Suit, The 3E 3.0 E Wheele, C. Random House
Fig Pudding 3D 3.9 D Fletcher,R. Yearling Books
Freckle Juice 3E 3.1 E Blume,J. Yearling Books
Fudge‑A Mania 3E 3.3 E Blume,J. Yearling Books
Giant Pandas 3M 3.5 M Newbridge
Good Dog, The 3M 3.7 M Avi Aladdin
Gracie the Lighthouse Cat 3D 3.9 D Brown, R.Andersen Press USA
Helen Keller 3D 3.9 D Davidson, M. Scholastic
How to Eat Fried Worms 3M 3.5 M Rockwell, T. Yearling
Hundred Penny Box, The 3D 3.9 D Mathis, Sharon Bell Puffin
If you Grew Up with Abraham Lincoln
3M 3.5 M McGovern, A. Scholastic
I Survived: The Sinking of the Titanic, 1912
3D 3.9 D Tarshis, L. Scholastic
I’m a Manatee 3M 3.4 M Lithgow, J. Simon & Schuster
In the Deep 3M 3.5 M Newbridge
Insect Lives 3D 3.9 D Newbridge
Insects 3M 3.5 M Newbridge
Invisible Dog, The 3M 3.5 M King-Smith, D. Dell Yearling
Island Animals 3M 3.5 M Newbridge
Jake Drake, Bully Buster 3M 3.5 M Clements, A. Aladdin
Jake Drake, Class Clown 3M 3.4 M Clements, A. Aladdin
Kid in the Red Jacket, The 3M 3.7 M Park, B. Random House
Kidnap at the Catfish Café 3M 3.5 M Giff, P. Puffin
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Life on the Mayflower 3D 3.8 D Gunderson, J. S.Picture Window Books
Little Sure Shot: The Story of Annie Oakley
3E 3.3 E Spinner, S Random House
Littles, The 3E 3.3 E Peterson, John Scholastic
Louis Braille the Boy Who Invented Books for the Blind
3D 3.8 D Davidson, M. Scholastic
Magic and the Mummy, The 3M 3,5 M Deary, T.Picture Window Books
Magic of Merlin, The 3E 3.1 E Spinner, S. Random House
Magic Tree House #15: Viking Ships at Sunrise
3E 3.3 E Osborn, M. Scholastic
Magic Tree House #17: Tonight on the Titanic
3E 3.1 E Osborn, M. Scholastic
Magic Tree House #18: Buffalo Before Breakfast
3E 3.3 E Osborn, M. Scholastic
Magic Tree House #19: Tigers at Twilight
3E 3.0 E Osborn, M. Random House
Magic Tree House #20: Dingoes at Dinnertime
3E 3.2 E Osborn, M. Scholastic
Magic Tree House #21: Civil War on Sunday
3M 3.4 M Osborn, M. Scholastic
Magic Tree House #22: Revolutionary War on
3M 3.5 M Osborn, M. Scholastic
Magic Tree House #23: Twister on Tuesday
3E 3.2 E Osborne, M. Random House
Magic Tree House #24: Earthquake in the Early
3E 3.3 E Osborne, M. Random House
Magic Tree House #25: Stage Fright on a Summer Night
3E 3.3 E Osborne, M. Random House
Magic Tree House #26: Good Morning, Gorillas
3E 3.3 E Osborne, M. Random House
Magic Tree House#27 Thanksgiving on Thursday
3E 3.3 E Osborne, M. Random House
Magic Tree House #28: High Tide in Hawaii
3M 3.4 M Osborne, M. Random House
Marco? Polo! 3M 3.5 M Scieszka, J. Viking
Marsupial Sue 3E 3.0 E Lithgow, J. Simon & Schuster
Marsupial Sue Presents: “The Runaway Pancake”
3E 3.1 E Lithgow, J. Simon & Schuster
Missing in Action 3D 3.9 D Hughes, Dean Atheneum
Molly's Pilgrim 3E 3.0 E Cohen, B. Dell
Moira's Birthday 3D 3.8 D Munsch, Robert N. Annick Press
Ms Coco is Loco 3E 3.9 E Dan Gutman Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Music of the Dolphins 3M 3.4 M Hess, K. Apple
Mystery on October Road 3E 3.0 E Herzig, A. Scholastic
Nightmares of Nature 3M 3.5 M Newbridge
Otherwise Known As Sheila the Great
3M 3.4 M Blume,J. Yearling Books
Penguins 3E 3.1 E Fromental, Jean-Luc Abrams Books
Picture Book of Helen Keller, A
3D 3.8 D Adler, D. Trumpet Club
Pinky and Rex 3E 3.1 E Howe, J. Simon & Schuster
Rachel Carson, Friend of Nature
3M 3.4 M Greene, C. Children's Press
Reptiles 3D 3.9 D Newbridge
Sarah, Plain and Tall 3D 3.9 D MacLachlan, P. Harper
Scorpions 3D 3.7 D Walter, D. Harper Collins
Shipwreck! A Survive! Story 3E 3.3 E Maddox, J. Stone Arch Books
Sideways Stories From Wayside School
3E 3.3 E Sachar, L. Avon
Sinking of the Titanic, The 3D 3.8 D Doeden, M. Capstone Press
Skylark 3E 3.2 E MacLachlan, P. Scholastic
Sleeping Ugly 3M 3.5 M Yolen, J. Putnam & Grosset
Snow Dog's Journey 3D 3.8 D Krupinski, L. Dutton Juvenile
S.O.R. Losers 3M 3.6 M Avi Avon
Spotlight for Harry, A 3M 3.5 M Kimmel, E. Random House
Squanto Friend of the Pilgrims 3E 3.0 E Bulla, C. Scholastic
Stories Julian Tells 3D 3.8 D Cameron, A. Yearling Books
Storms 3D 3.9 D O'Hare, T.Rourke Publishing LLC.
Superfudge 3M 3.5 M Blume,J. Yearling Books
Tales of a Fourth Grade Nothing
3E 3.3 E Blume,J. Yearling Books
Terracotta Girl, The: A Story of Ancient China
3M 3.5 M Gunderson, J. S.Picture Window Books
There's a Boy in the Girls' Bathroom
3M 3.4 M Sachar L. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
There’s a Girl in My Hammerlock
3D 3.8 D Spinelli, J. Aladdin
Thy Friend Obadiah 3M 3.4 M Turkle, B. Viking
Trojan Horse, The 3M 3.4 M Little, E. Random House
Tut's Mummy 3E 3.1 E Donnelly, J. Random House
Twisters 3M 3.6 M Penner, L. Random House
Wanted Dead or Alive: The True Story of Harriet Tubman
3D 3.8 D McGovern, A. Scholastic
War With Grandpa, The 3D 3.9 D Smith, R. Yearling Books
Way Down Deep: Strange Ocean Creatures
3E 3.0 E Demuth, P. Grosset & Dunlap
Wayside School Gets a Little Stranger
3E 3.3 E Sachar, L. Camelot
Wayside School is Falling Down
3M 3.4 M Sachar, L. Avon
Whales 3D 3.9 D Newbridge
What's Alive 3E 3.0 E Zoehfeld, K. W. Harper
What Happened to the Dinosaurs? A Book About
3D 3.0 D Olien, R. Capstone Press
White Water 3D 3.9 D Petersen, P.J. Simon & Schuster
Who Eats What? Food Chains 3D 3.8 D Lauber, P. Harper
Who Put That Hair in My Toothbrush
3M 3.5 M Spinelli, J.Little Brown & Company
Wild River 3M 3.4 M Petersen, P.J. Delacorte Press
Wiley and the Hairy Man 3E 3.1 E Bang, M Aladdin
Year of the Panda 3M 3.4 M Schlien, M. Harper
Young Martin's Promise 3M 3.6 M Myers, W.D. Steck‑Vaughn
13 Scary Ghost Stories 4D 4.8 D Carus, M. Scholastic
14 Cows for America 4E 4.1 E Deedy, C. A. Peachtree
39 Clues: The Maze of Bones 4E 4.3 E Riordan, R. Scholastic
39 Clues: One False Note 4D 4.9 D Riordan, R. Scholastic
39 Clues: The Sword Thief 4M 4.4 M Riordan, R. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
39 Clues: Beyond the Grave 4E 4.0 E Riordan, R. Scholastic
39 Clues: The Black Circle 4M 4.7 M Riordan, R. Scholastic
39 Clues: In Too Deep 4E 4.0 E Riordan, R. Scholastic
39 Clues: The Viper's Nest 4E 4.1 E Riordan, R. Scholastic
39 Clues: Storm Warning 4M 4.6 M Riordan, R. Scholastic
39 Clues: Into the Gauntlet 4M 4.6 M Riordan, R. Scholastic
Almost Starring Skinnybones 4E 4.0 E Park, B. Yearling
American Revolution: A Nonfiction Companion to
4M 4.5 M Osborn, M.P. Random House
An Alex Rider Adventure: Point Blank
4D 4.8 D Horowitz, A. Penguin Group
An Alex Rider Adventure: Skeleton Key
4D 4.9 D Horowitz, A. Penguin Group
Ancient Greece and the Olympics: A Nonfiction
4E 4.4 M Osborn, M.P. Random House
B Magical: The Missing Magic 4E 4.3 M Connor, L. Scholastic
B Magical: The Trouble with Secrets
4M 4.5 M Connor, L. Scholastic
Barfing in the Backseat: How I Survived My Family Road Trip
4D 4.8 D Winkler, H. Grosset & Dunlap
Baseball's Greatest Pitchers 4E 4.2 E Kramer, S. Random House
Battle of the Labyrinth, The 4E 4.1 E Riordan, R. Scholastic
Be First in the Universe 4E 4.0 E Spinner, S. Random House
Betsy Ross 4D 4.8 D Wallner, A. Scholastic
Beyond the Grave 4E 4.0 E Riordan, R. Scholastic
Black Circle, The 4D 4.7 D Riordan, R. Scholastic
Boys Start the War, The 4M 4.6 M Naylor, P.R. Dell Yearling
Build It Green 4M 4.5 M Newbridge
Bunnicula 4E 4.2 E Howe, D. & J. Aladdin
Canada Geese Quilt, The 4E 4.1 E Kinsey‑Warnock,N Dell
Can't you make them Behave, King George?
4M 4.6 M Fritz, J. Scholastic
Catwings 4E 4.3 E Le Guin, U.K. Orchard Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Chocolate Fever 4E 4.2 E Smith, R.K. Yearling Books
Chocolate Touch 4M 4.5 M Patrick Skene Catling Scholastic
Contender, The 4M 4.5 M Lipstye, Robert Harper Trophy
Courage of Sarah Noble, The 4E 4.2 E Dalgliesh, A. Aladdin
Crandalls’ Castle 4M 4.6 M Ren Wright, B. Holiday House
Day of the Iguana 4E 4.1 E Winkler, H. Grosset & Dunlap
Dollhouse Murders 4E 4.3 E Ren Wright, B. Holiday House
Eclipse (Twilight Saga #3) 4M 4.5 M Meyer, S.Little Brown & Company
Encyclopedia Brown, Boy Detective
4E 4.1 E Sobol, D. Bantam Skylark
Five Brave Explorers 4M 4.4 M Hudson, W. Scholastic
Family Under the Bridge, The 4M 4.7 M Savage Carlson, N. Scholastic
Flat Stanley 4E 4.0 E Brown, J. Harper
Fourth Grade Rats 4E 4.0 E Spinelli, J. Scholastic
From the Mixed-up Files of Mrs. Basil E. Frankweiler
4M 4.7 M Konigsburg, E.L. Aladdin
Ghosts Beneath our Feet 4E 4.4 M Ren Wright, B. Scholastic
Ghosts of Mercy Manor, The 4D 4.8 D Ren Wright, B. Scholastic
Giraffe and the Pelly and Me, The
4D 4.7 M Dahl, R. Puffin
Go Fish 4D 4.7 M Stolz, M.. HarperTrophy
Great Gilly Hopkins, The 4M 4.6 M Paterson, K. Dell Publishing
Hank The Cowdog: The Original Adventures of Hank
4M 4.5 M Erickson, J. Puffin
Hank Zipzer: Niagara Falls, - or Does It?
4E 4.3 E Winkler, H. Grosset & Dunlap
Hank Zipzer: The Zippity Zinger
4E 4.4 M Winkler, H. Grosset & Dunlap
Hannah 4E 4.3 E Whelan, G. Random House
Harriet the Spy 4M 4.5 M Fitzhugh, L. Yearling Books
Hiroshima 4D 4.9 D Yep, Laurence Scholastic
Holes 4M 4.6 M Sachar, L. Laurel-Leaf
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Horowitz Horror: Stories You’ll Wish You’d Never Read
4M 4.6 M Horwitz, A. Penguin Group
I Have a Dream the Story of Martin Luther King
4E 4.2 E Davidson, M Scholastic
In Too Deep 4E 4.0 E Riordan, R. Scholastic
Into the Gauntlet 4M 4.6 M Riordan, R. Scholastic
Jackie Robinson 4E 4.1 E O'Conner, J. Random House
Jake Drake, Know-It-All 4E 4.1 E Clements, A. Aladdin
Jake Drake, Teacher’s Pet 4E 4.3 E Clements, A. Aladdin
Last of The Really Great Whangdoodles, The
4M 4.4 M Edwards, J.A. HarperCollins
Last Olympian, The 4E 4.3 E Riordan, R. Hyperion
Lightning Thief 4D 4.7 D Riordan, R. Hyperion
Martin’s Mice 4M 4.5 M King-Smith, D. Dell Yearling
Matched 4D 4.8 D Condie, A. Dutton Juvenile
Maze of Bones, The 4M 4.7 M Riordan, R. Scholastic
Me Oh Maya 4E 4.1 E Scieszka, J. Viking
Messenger 4D 4.9 D Lowry, L Random House
Miracles on Maple Hill 4D 4.9 D Sorenson, Virginia Scholastic
Missing Magic, The (B Magical #1)
4E 4.3 E Connor, L. Scholastic
Moonwalk: The First Trip to the Moon
4E 4.1 E Donnelly, J. Random House
Most Beautiful Place in the World
4M 4.6 M Cameron, A. Random House
Mummies and Pyramids: A Nonfiction Companion to
4D 4.9 D Osborn, W. Random House
New Moon (Twilight Saga #2) 4D 4.7 M Meyer, S.Little Brown & Company
Niagara Falls, or Does It? 4E 4.1 EWinkler, H. Oliver, L.
Scholastic
No Flying in the House 4M 4.5 M Brock, B. HarperCollins
Nory Ryan's Song 4D 4.9 D Reilly Giff, P. Scholastic
One False Note 4D 4.9 D Riordan, R. Scholastic
Otherwise Known as Sheila the Great
4M 4.0 M Blume,J. Yearling Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Our Water Supply 4E 4.0 E Newbridge
Outsiders, The 4M 4.7 M Hinton, S.E. Penguin Group
Percy Jackson: The Lightning Thief
4M 4.7 M Riorden, R. Hyperion
Percy Jackson:The Sea of Monsters
4M 4.6 M Riorden, R. Hyperion
Percy Jackson:The Titan's Curse
4E 4.2 E Riorden, R. Hyperion
Percy Jackson:The Battle of the Labyrinth
4E 4.1 E Riorden, R. Hyperion
Percy Jackson:The Last Olympian
4E 4.3 E Riorden, R. Hyperion
Picture Book of Anne Frank, A 4D 4.7 D Adler, D.A. Trumpet Club
Picture Book of Benjamin Franklin
4E 4.3 E Adler, D.A. Trumpet Club
Picture of Freedom - The Diary of Clotee, A Slave Girl, A
4M 4.6 MMcKissack, Patricia C.
Scholastic
Point Blank (An Alex Rider Adventure)
4D 4.8 D Horowitz, A. Penguin Group
Polar Bear and the Arctic: A Nonfiction Companion to Polar
4M 4.6 M Osborn, M.P. Random House
Rain Forests: A Nonfiction Companion to Afternoon in the
4D 4.9 D Osborn, W. Random House
Raven's Gate 4E 4.2 E Horowitz, A. Scholastic
Remarkable Farkle McBride, The
4E 4.4 M Lithgow, J. Simon & Schuster
Riding Freedom 4M 4.5 M Ryan, Pam Munoz Scholastic
Running Out of Time 4D 4.8 D Haddix, M.P. Aladdin
Skeleton Key (An Alex Rider Adventure)
4D 4.9 D Horowitz, A. Penguin Group
Search for the Mountain Gorillas
4D 4.9 D Newbridge
Secret School, The 4E 4.1 E Avi Harcourt
Sign of the Beaver 4D 4.9 DSpeare, Elizabeth George
Yearling
Silver 4E 4.0 E Whelan, G. Random House
Silverwing 4D 4.7 D Oppel, Kenneth Simon & Schuster
Soccer Hero 4E 4.4 M Christopher, M.Little Brown & Company
Strider 4D 4.8 D Cleary B. HarperCollins
Stone Fox 4E 4.0 E Gardiner, J.R. HarperTrophy
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Storm Warning 4M 4.6 M Riordan, R. Scholastic
Story of George Washington Carver, The
4D 4.7 D Moore, E. Scholastic
Stranger Next Door, The 4D 4.9 D Kehret, P. Scholastic
Summer of the Monkeys 4D 4.8 D Rawls, W. Laurel-Leaf
Summer School! What Genius Thought That Up?
4M 4.7 M Winkler, H. Grosset & Dunlap
Taking Sides 4M 4.4 M Soto, G. Harcourt
There’s an Owl in the Shower 4E 4.3 E George, J.C. HarperCollins
They Led the Way 14 American Women
4E 4.3 E Johnston, J Scholastic
Thief Lord, The 4D 4.8 D Funke, C. Chicken House
Titans Curse, The 4E 4.2 E Riordan, R. Hyperion
To the Top: Climbing the Highest Mountain
4E 4.2 E Kramer, S. Random House
Tornadoes 4E 4.1 E Hopping, L. Scholastic
Trouble with Secrets, The (B Magical #2)
4M 4.5 M Connor, L. Scholastic
Twilight (Twilight Saga #1) 4D 4.9 D Meyer, S.Little Brown & Company
Twisters and Other Terrible Storms: A Nonfiction
4D 4.8 D Osborn, W. Random House
Under the Blood Red Sun 4E 4.0 E Salisbury, Graham Delacorte Press
Viper's Nest, The 4E 4.1 E Riordan, R. Scholastic
Walk Two Moons 4D 4.9 D Creech, S. Scholastic
When My Name Was Keoko 4M 4.6 M Park, L.S. Yearling
Who Ran my Underwear up the Flagpole
4D 4.9 D Spinelli, J. Scholastic
Who Stole the Wizard of Oz? 4E 4.3 E Avi Yearling
Who was Edgar Allan Poe? 4D 4.9 D Gigliotti, Jim Penguin Group
Who was Gandhi? 4D 4.9 D Rau, Dana Meachen Penguin Group
Who was Harriet Beecher Stowe?
4D 4.9 D Rau, Dana Meachen Penguin Group
Who was Jesse Owens? 4D 4.9 D Buckley, James Penguin Group
Who was King Tut? 4D 4.9 D Edwards, Roberta Penguin Group
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Who was Marie Antoinette? 4D 4.9 D Rau, Dana Meachen Penguin Group
Who was Mother Teresa? 4D 4.9 D Gigliotti, Jim Penguin Group
Who was Sitting Bull? 4D 4.9 D Spinner, Stephanie Penguin Group
Who was Susan B. Anthony? 4D 4.9 D Pollack, Pamela D. Penguin Group
Who was Woodrow Wilson? 4D 4.9 D Frith, Margaret Penguin Group
Will you Sign Here, John Hancock?
4D 4.8 D Fritz, J. Scholastic
Wolves 4D 4.9 D Newbridge
Wrinkle in Time, A 4D 4.7 M L’Engle, M. Laurel-Leaf
39 Clues: The Emperor's Code 5E 5.3 E Riordan, R. Scholastic
101 Dalmatians, The 5E 5.4 M Smith, D Puffin
A Swiftly Tilting Planet 5E 5.2 E L’Engle, M. Laurel-Leaf
A Wind in the Door 5E 5.0 E L’Engle, M. Laurel-Leaf
Abraham Lincoln 5E 5.2 E D'Aulaire, I. & E.Beautiful Feet Books, Inc.
Adventures of Robinson Crusoe, The
5D 5.9 D Vogel, M. Playmore Inc.
Allan Pinkerton (Outlaws and Lawmen of the Wild West)
5E 5.1 E Green, C.R. Enslow
Allie Finkle's Rules for Girls, Moving Day
5M 5.6 M Cabot, M. Scholastic
Among the Hidden 5D 5.9 D Peterson Haddix, M Scholastic
Anastasia: The Last Grand Duchess
5D 5.8 D Meyer, C. Scholastic
Ballet Shoes 5D 5.8 D Streatfeild, N Random House
Best Christmas Pageant Ever, The
5E 5.1 E Robinson, B. Trumpet
BFG? 5E 5.1 E Dahl, Roald Scholastic
Big Wave, The 5E 5.2 E Buck, P. S. Harper
Black Cauldron, The (Prydain Chronicles #2)
5E 5.2 E Alexander, L. Yearling
Black Elk's Vision 5E 5.0 E Nelson, S.D. Abrams Books
Black Pearl, The 5E 5.4 M O’Dell, S. Dell Yearling
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Blood Sun 5D 5.8 D Gilman, David Delacorte
Book of Three, The (Prydain Chronicles #1)
5E 5.3 E Alexander, L. Yearling
Borrowers, The 5E 5.3 E Norton, M. The Trumpet Club
Boy Were We Wrong About Dinosaurs!
5E 5.0 E Kudinski, K. V. Dutton Juvenile
Bullyville 5D 5.8 D Prose, Francine Harper
Case of the Birthday Bracelet, The
5E 5.3 E Hunt, Angela E. Thomas Nelson Inc.
Call of the Wolves, The 5E 5.0 E Murphy, Jim Scholastic
Catching Fire-Hunger Games Tri.
5E 5.3 E Collins, S. Scholastic
Chains 5E 5.2 E Anderson, L. Simon & Schuster
Circuit, The 5E 5.3 E Jimenez, Francisco Houghton Mifflin
Coraline 5E 5.1 E Gaiman, N. HarperTrophy
Crispin: The Cross of Lead 5E 5.0 E Avi Hyperion
Cruisers, The 5E 5.3 E Myers, Walter Dean Scholastic
Crystal Cave, The 5D 5.7 M Stewart, M. Fawcett
Damosel: In Which the Lady of the Lake Renders a Frank &
5M 5.6 M Spinner, S. Random House
Dar & the Spear-Thrower 5E 5.0 E Cowley, M. Clarion
Diary of a Wimpy Kid (# 1) 5E 5.2 E Kinney, J. Amulet
Diary of A Wimpy Kid: Rodrick Rules (# 2)
5E 5.2 E Kinney, J. Amulet
Diary of A Wimpy Kid: Last Straw, The (# 3)
5M 5.4 M Kinney, J. Amulet
Diary of A Wimpy Kid: Dog Days (# 4)
5E 5.2 E Kinney, J. Amulet
Diary of A Wimpy Kid: Ugly Truth, The (# 5)
5M 5.5 M Kinney, J. Amulet
Dinosaurs: A Nonfiction Companion to Dinosaurs
5E 5.0 E Osborn, W. Random House
Dogsong 5D 5.8 D Paulsen, G. Scholastic
Dog's Life, A-The Autobiography of a Stray
5E 5.1 E Martin, A. Scholastic
Dolphins and Sharks: A Nonfiction Companion to
5E 5.1 E Osborn, M.P. Random House
Emperor's Code, The 5E 5.3 E Riordan, R. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Ender’s Game 5M 5.5 M Card, O. S.Tom Doherty Associates
Environmental Disasters 5M 5.5 M Newbridge
Esperanza Rising 5E 5.3 E Ryan, Pam Munoz Scholastic
Everything on a Waffle 5D 5.9 D Harvoth, P. Scholastic
Fear Place, The 5E 5.4 M Reynolds, P. Aladdin
Frindle 5E 5.4 M Clements, A, Aladdin
Full Tilt 5E 5.0 E Shusterman, N. Simon & Schuster
Galapagos Island Food Chain, A
5E 5.1 EWojahn, Rebecca Hogue
Lerner
Gathering Blue 5E 5.0 E Lowry, L. Laurel-Leaf
Giver, The 5D 5.7 M Lowry, L. Random House
Girls to the Rescue 1: Folk Tales from Around the World
5E 5.2 E Lansky, B. Meadowbrook
Girls to the Rescue 2: Just a Girl
5E 5.2 E Lansky, B. Meadowbrook
Going Green 5E 5.0 E Newbridge
Goose Girl, The 5D 5.9 D Hale, S. Bloomsbury
Grand Escape, The 5E 5.0 E Naylor, P. R. Atheneum
Great Brain, The 5E 5.2 E Fitzgerald, J.D. Puffin
Greenwitch, The (Dark is Rising #3)
5E 5.3 E Cooper, S. Aladdin
Happy Birthday to You!: The Mystery Behind the Most
5E 5.3 E Raven, M. T. Sleeping Bear Press
Harry Potter and the Chamber of Secrets
5D 5.8 D Rowling, J.K. Scholastic
Harry Potter and the Prisoner of Azkaban
5M 5.7 M Rowling, J.K. Scholastic
Harry Potter and the Sorcerer's Stone
5E 5.1 E Rowling, J.K. Scholastic
Hatchet 5D 5.7 D Paulsen, G. Simon & Schuster
Headless Cupid, The 5E 5.3 E Snyder, Z.K. Dell Yearling
Heat 5M 5.5 M Lupica, M. Scholastic
Hoot 5E 5.2 E Hiaasen, Carl Alfred A. Knopf
Hundred Dresses, The 5M 5.4 M Estes, E. Harcourt
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Hunger Games, The-Trilogy 5E 5.3 E Collins, S. Scholastic
I've Seen the Promised Land 5D 5.8 D Myers, Walter Dean Harper Collins
Island of the Blue Dolphins 5M 5.5 M O'Dell, S. Scholastic
Islander, The 5E 5.3 E Rylant, Cynthia Dorling Kindersley
Julie of the Wolves 5D 5.8 D George, J. C. HarperTrophy
King of the Wind-the Story of the Godolphin Arabia
5M 5.4 M Henry, M Scholastic
Knights and Castles: A Nonfiction Companion to the
5E 5.1 E Osborn, W. Random House
Leaders of the American Revolution
5D 5.9 D Wade, L. Ado
Let it Begin Here! April 19, 1775, The Day the American
5D 5.9 D Brown, D. Roaring Book Press
Lion, the Witch, & the Wardrobe, The (Narnia #1)
5D 5.8 D Lewis, C.S.Harper Entertainment
Little House in the Big Woods 5E 5.3 E Wilder, L. I. Scholastic
Long Way from Chicago 5E 5.0 E Peck, R. Puffin
Long Winter, The 5E 5.3 E Wilder, L. I. HarperCollins
Looking at Allosaursus: A Dinosaur from the Jurassic
5E 5.1 E Brown, M. Garrth Strvrns
Magicians Nephew, The (Narnia #5)
5M 5.6 M Lewis, C.S.Harper Entertainment
Maze Runner, The 5E 5.3 E Dashner, J. Random House
Mockingjay-Hunger Games Tri 5.00E+05 5.3 E Collins, S. Scholastic
Mrs. Frisby and the Rats of NIMH
5E 5.8 D O’Brien, R.C. Aladdin
Mrs. Mike 5E 5.3 E Freedman, B. Berkley Book
My Life in Dog Years 5M 5.6 M Paulsen, Gary Delacorte Press
My Side of the Mountain 5E 5.2 E George, J. C. Scholastic
Night Crossing, The 5E 5.3 E Ackerman, K. Yearling Books
Nutcracker, The 5M 5.5 M Spinner, S. Random House
Odysseus in Serpent Maze 5E 5.0 E Yolen, J. Haper Trophy
Old Man and the Sea, The 5E 5.1 E Hemmingway, E Simon & Schuster
Old Yeller 5E 5.0 E Gipson, F. Harper Trophy
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Osceola, Memories of a Sharecropper's Daughter
5E 5.2 E Govenar, A. Scholastic
Our Footprint on Earth 5E 5.0 E Newbridge
Over Sea, Under Stone (Dark is Rising #1)
5M 5.4 M Cooper, S. Aladdin
Peter and the Shadow Thieves 5E 5.3 E Barry, D. Hyperion Books
Peter and the Starcatchers 5E 5.2 E Barry, D. Hyperion Books
Picture Book of Amelia Earhart 5E 5.0 E Adler, D. A. Trumpet Club
Pilgrims: A Nonfiction Companion to Thanksgiving on
5E 5.1 E Osborn, M.P. Random House
Planet in Distress 5M 5.5 M Newbridge
Prince Caspian (Narnia #2) 5M 5.7 M Lewis, C.S.Harper Entertainment
Princess Bride, The 5D 5.8 D Goldman, W. Harcourt
Quicksilver 5M 5.3 M Spinner, S. Random House
Quiver 5E 5.0 E Spinner, S. Random House
Redwall 5D 5.8 D Jacques, B. Penguin
River, The 5M 5.5 M Paulsen, G. Yearling
Rot and Decay: Decomposing and Recycling
5M 5.5 M Newbridge
Sadako and the Ten Thousand Cranes
5E 5.2 E Coerr, E. Scholastic
Secret of the Old Clock, The (Nancy Drew #1)
5M 5.4 M Keene, C. Grosset & Dunlap
Shiloh 5D 5.7 D Reynolds Naylor, P Scholastic
Shiloh Season 5M 5.4 M Reynolds Naylor, P Aladdin
Shipwrecks 5D 5.9 D Hook, J. Heinemann Library
Snow Treasure 5E 5.3 E McSwigan, M. Puffin
Sounder 5E 5.3 E Armstrong, W. Scholastic
Space: A Nonfiction Companion to Midnight on the
5E 5.1 E Osborn, W. Random House
Star Wars, Episode I, The Phantom Menace
5E 5.1 E Wrede, P. Scholastic
Star Wars, Episode II: Attack of the Clones
5D 5.9 D Wrede, P. Scholastic
Star Wars, Episode III: Revenge of the Sith
5M 5.5 M Wrede, Patricia Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Stormbreaker (An Alex Rider Adventure)
5E 5.1 E Horowitz Penguin Group
Summer of the Swans, The 5E 5.2 E Byars, Betsy Scholastic
Tisha: The Story of a Young Teacher in the Alaskan
5E 5.1 E Specht, R. Bantam Books
Titanic 5D 5.9 D Clayborne, A. Usborne Books
Titanic: A Nonfiction Companion to Revolutionary
5E 5.1 E Osborn, M.P. Random House
To Kill A Mockingbird 5M 5.4 M Lee, H.Hachette Book Group
Tombs of Atuan, The 5D 5.9 D Le Guin, U.K. Aladdin
Touching Spirit Bear 5E 5.3 E Mikaelsen, Ben Harper Collins
Treating Earth's Trouble Spots 5E 5.0 E Newbridge
Trouble with Tuck, The 5M 5.5 M Taylor, T. Yearling
Tsunamis and Other Natural Disasters
5E 5.1 E Osborn, M.P. Random House
Unwind 5E 5.0 E Shusterman, N. Simon & Schuster
View From Saturday, The 5D 5.9 D Konigsburg, E.L. Aladdin
Who Was Annie Oakley 5D 5.8 D Spinner, S. Random House
Witches, The 5M 5.5 M Dahl, R. Scholastic
Witch of Blackbird Pond, The 5D 5.7 M Speare, E.G. Yearling
Worm World 5M 5.5 M Newbridge
Wright Brothers, The 5D 5.9 D Sullivan, G. Scholastic
Yearling, The 5E 5.0 E Rawlings, Marjorie Puffin
A Christmas Carol 6D 6.7 M Dickens, C. Bantam Classics
A Gathering of Days 6D 6.7 M Blos, J.W. Aladdin
Across Five Aprils 6M 6.6 M Hunt, Irene Prentice Hall
African Critters 6E 6.3 E Haas, RobertNational Geographic Society
Amazing Life of Benjamin Franklin
6M 6.6 M Giblin, J.C. Scholastic
Amos Fortune, Free Man 6M 6.5 M Yates, E. Puffin
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
At the Edge: Daring Acts in Desperate Times
6D 6.8 D Verstraete, Larry Scholastic
Bad Beginning, The (Snicket #1)
6E 6.4 M Snicket, L. Harper Collins
Beauty: A Retelling of the Story of Beauty & the Beast
6E 6.2 E McKinley, Robin HarperTrophy
Ben & Me 6D 6.8 D Lawson, R.Little Brown & Company
Blue Willow 6M 6.5 M Gates, D. Puffin
Call It Courage 6E 6.2 E Sperry, A. Aladdin
Castle in the Attic 6E 6.2 E Winthrop, E. Yearling
Catherine Called Birdy 6E 6.4 M Cushman, K. Trophy
Chimpanzees I Love, The 6D 6.7 D Goodall, Jane Scholastic
Corner of the Universe, A 6E 6.2 E Martin, A Scholastic
Dark Hills Divide, The (Land of Elyon #1)
6E 6.1 E Carman, Patrick Scholastic
Dark is Rising, The (Dark is Rising #2)
6E 6.2 E Cooper, Susan Aladdin
Egypt Game, The 6E 6.4 M Snyder, Z.K. Dell Yearling
Face on the Milk Carton 6E 6.2 E Cooney, C Scholastic
Fellowship of the Ring, The (LOTR #1)
6E 6.1 E Tolkein, J.R.R. Ballantine Books
Fog Magic 6E 6.1 E Sauer, J. Puffin
Forest Fire 6E 6.4 M Ganeri, Anita Arcturus Publishing
Forty Acres and Maybe a Mule 6D 6.9 D Robinet, H Scholastic
Green Book, The 6E 6.0 E Walsh, J.P. Sunburst
Grey King, The (Dark is Rising #4)
6E 6.2 E Cooper, Susan Aladdin
Harry Potter and the Deadly Hallows
6D 6.9 D Rowling, J.K. Scholastic
Harry Potter and the Goblet of Fire
6D 6.8 D Rowling, J.K. Scholastic
High King, The (Prydain Chronicles)
6E 6.1 E Alexander, L. Yearling
Hitchhiker's Guide to the Galaxy, The
6M 6.6 M Adams, D. Random House
Hobbit, The 6M 6.6 M Tolkein, J.R.R. Ballantine Books
Horse and His Boy, The (Narnia #6)
6E 6.0 E Lewis, C.S.Harper Entertainment
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Horsecatcher, The 6D 6.8 D Sandoz, M. Lincoln & London
Into the Land of the Unicorns 6E 6.0 E Coville, B. Scholastic
Joan of Arc 6D 6.9 D Stanley, D. Harper Collins
Owen and Mzee 6E 6.0 E Hatkoff, Isabella Scholastic
Rabbit Hill 6E 6.4 M Lawson, R. Puffin
Rainbow People, The 6E 6.0 E Yep, L. Harper Trophy
Return of the King, The (LOTR #3)
6E 6.2 E Tolkein, J.R.R. Ballantine Books
Roll of Thunder, Hear My Cry 6D 6.9 D Goldman, William Puffin
Silver on the Tree (Dark is Rising #5)
6E 6.0 E Cooper, Susan Aladdin
Single Shard, A 6M 6.6 M Park, Linda Sue Houghton Mifflin
Stuart Little 6E 6.0 E White, E.B. Harper Trophy
Taran the Wanderer (Prydain Chronicles)
6E 6.2 E Alexander, L. Yearling
True Confessions of Charlotte Doyle, The
6D 6.9 D Avi HarperTrophy
Twenty-One Balloons 6D 6.8 D du Bois, W.P. Puffin
Two Towers, The (LOTR #2) 6E 6.3 E Tolkein, J.R.R. Ballantine Books
Voyage on the Great Titanic: The Diary of Margaret Ann
6M 6.5 M White, E.E Scholastic
Westing Game, The 6E 6.1 E Raskin, E. Simon & Schuster
Where the Red Fern Grows 6E 6.4 M Rawls, W. Random House
White Stag, The 6M 6.6 M Seredy, K. Puffin
Wicked Day, The 6E 6.3 E Stewart, Mary Fawcett
Wizard of Earthsea 6D 6.7 M Le Guin, U.K. Bantam
Wolves of Willoughby Chase 6M 6.5 M Aiken, J. Dell Yearling
Alice in Wonderland and through the Looking Glass
7D 7.8 D Carroll, Lewis Candlewick Press
Alive 7D 7.7 D Read, Piers Paul Harper Collins
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Amelia Earhart 7E 7.4 M Stone, Tanya Lee DK Publishing
And Then There Were None 7E 7.1 E Chritie, A. St. Martin's Press
Anne of Avonlea 7D 7.9 D Montgomery, L.M. Random House
Anne of Green Gables (unabridged)
7E 7.3 E Montgomery, L.M. Franklin Watts
Anne of the Island 7M 7.5 M Montgomery, L.M. Random House
Black Boy 7E 7.4 M Wright, Richard Harper Collins
Black Like Me 7E 7.0 E Griffin, John Howard Penguin Group
Blizzard: The Storm that Changed America
7M 7.6 M Murphy, Jim Scholastic
Bridge to Terabithia 7E 7.0 E Paterson, K. Harper Collins
Captains Courageous 7D 7.9 D Kipling, Rudyard Geddes & Grosset
Cask of Amontillado, The 7E 7.3 E Poe, Edgar Allan Creative Education
Dark is Rising, The 7E 7.1 E Cooper, S. Scholastic
Door in the Hedge, The 7E 7.2 E McKinley, Robin Ace Books
Emily's Quest 7E 7.4 M Montgomery, L.M. Random House
Giant Squid 7E 7.0 E Cerullo & Roper Capstone Press
Harry Potter and the Half-Blood Prince
7E 7.2 E Rowling, J.K. Scholastic
Harry Potter and the Order of the Phoenix
7E 7.2 E Rowling, J.K. Scholastic
Hero and the Crown, The 7E 7.0 E McKinley, Robin Ace Books
Incredible Journey 7M 7.6 M Burnford, Sheila Yearling
James and the Giant Peach 7E 7.1 E Dahl, R. Penguin Group
Kid Who Invented the Popsicle, The
7E 7.4 M Wulffson Cobblehill Books
Little Princess, A 7M 7.6 M Burnett, F. Harper Collins
Man That Corrupted Hadleyburg, The
7D 7.9 D Twain, Mark Creative Education
Masque of the Red Death, The 7D 7.9 D Poe, Edgar Allan Creative Education
Miracle of Purun Bhagat, The 7M 7.6 M Kipling, Rudyard Creative Education
Once and Future King, The 7E 7.4 M White, T.H. Ace Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books (Organized by Level)
Outcasts of Poker Flat, The 7E 7.3 E Harte, Bret Creative Education
Peter Pan 7D 7.7 M Barrie, James M. Geddes & Grosset
Phantom Tollbooth, The 7E 7.4 M Juster, N. Random House
Rascal 7E 7.1 E North, S. Scholastic
Secret Garden, The 7M 7.5 M Burnett, F. Barnes and Noble
Spindle’s End 7E 7.2 E McKinley, Robin Ace Books
Sword in the Stone, The 7M 7.5 M White, T.H.Bantam Doubleday Dell
Tell-Tale Heart, The 7E 7.3 E Poe, Edgar Allan Creative Education
Through the Looking-Glass (unabridged)
7M 7.6 M Carroll, Lewis HarperFestival
Tobermorey 7M 7.6 M Saki Creative Education
Wizard of Oz, The (unabridged)
7E 7.0 E Baum, L. Frank Penguin Books
Adventures of Tom Sawyer, The
8E 8.3 E Twain, Mark Barnes and Noble
Air Raid- Pearl Harbor 8M 8.6 M Taylor, Theodore Harcourt
Animal Farm 8D 8.8 D Orwell, G Penguin Group
Call of the Wild 8E 8.0 E London, J. Scholastic
Heidi 8E 8.1 E Spyri, J. Sterling
Joy Luck Club, The 8D 8.9 D Tan, A. Penguin Group
Little Prince, The 8E 8.2 E deSaint-Exupery, A. Houghton Mifflin
Little Women 8M 8.6 M Alcott, L.M. Barnes and Noble
My Antonia 8E 8.0 E Cather, W. Barnes and Noble
O Pioneers! 8E 8.0 E Cather, W. Barnes and Noble
Red-Headed League, The 8E 8.0 E Doyle, Arthur Conan Creative Education
Tales of Cryptids: Mysterious Creatures That May…
8E 8.0 E Halls, Kelly Milner Millbrook Press
True Stories of the 2nd WW 8D 8.7 D Doswell Scholastic
We Shall Not Be Moved 8E 8.1 E Dash, Joan Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
TITLE LEVELAUTHOR OR
SERIESPUBLISHER
A & C Black Childrens
Magic and the Mummy, The 3 Deary, T.A & C Black Childrens
Abrams Books
Black Elk's Vision 5 Nelson S.D. Abrams Books
Penguins 3 Fromental, Jean-Luc Abrams Books
Ace Books
Door in the Hedge, The 7 McKinley, Robin Ace Books
Hero and the Crown, The 7 McKinley, Robin Ace Books
Once and Future King, The 7 White, T.H. Ace Books
Spindle’s End 7 McKinley, Robin Ace Books
Ado
Leaders of the American Revolution 5 Wade, L. Ado Publishing Co.
Aladdin
Abe Lincoln: The Boy Who Loved Books 3 Winters, K. Aladdin
Black Velvet Mystery, The 2 Keene, Carolyn Aladdin
Bunnicula 4 Howe, D. & J. Aladdin
Call It Courage 6 Sperry, A. Aladdin
Courage of Sarah Noble, The 4 Dalgliesh, A. Aladdin
Dark is Rising, The (Dark is Rising #2) 6 Cooper, S. Aladdin
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Fear Place, The 5 Reynolds, P. Aladdin
Frindle 5 Clements, A, Aladdin
From the Mixed-up Files of Mrs. Basil E. Frankweiler
4 Konigsburg, E.L. Aladdin
Gathering of Days, A 6 Blos, J.W. Aladdin
Good Dog, The 3 Avi Aladdin
Greenwitch, The (Dark is Rising #3) 5 Cooper, S. Aladdin
Grey King, The (Dark is Rising #4) 6 Cooper, S. Aladdin
Jake Drake, Bully Buster 3 Clements, A, Aladdin
Jake Drake, Class Clown 3 Clements, A, Aladdin
Jake Drake, Know-It-All 4 Clements, A, Aladdin
Jake Drake, Teacher’s Pet 4 Clements, A, Aladdin
Mrs. Frisby and the Rats of NIMH 5 O’Brien, R.C. Aladdin
Over Sea, Under Stone (Dark is Rising #1) 5 Cooper, S. Aladdin
Running Out of Time 4 Haddix, M.P. Aladdin
Shiloh Season 5 Reynolds, P. Aladdin
Silver on the Tree (Dark is Rising #5) 6 Cooper, S. Aladdin
There’s a Girl in My Hammerlock 3 Spinelli, J. Aladdin
Tombs of Atuan, The 5 Le Guin, U.K. Aladdin
View From Sunday, The 5 Konigsburg, E.L. Aladdin
Wiley and the Hairy Man 3 Bang, M. Aladdin
Alaska Northwest Books
Big-Enough Anna: The Little Sled Dog Who Braved the Arctic
3 Flowers, P.Alaska Northwest Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Albert Whitman & Co.
Abby's Asthma and the Big Race 2 Golding, T.M.Albert Whitman & Co.
Alfred A. Knopf
Hoot 5 Hiaasen, Carl Alfred A. Knopf
Amulet Books
Diary of A Wimpy Kid (#1) 5 Kinney, J Amulet Books
Diary of A Wimpy Kid: Rodrick Rules (#2) 5 Kinney, J Amulet Books
Diary of A Wimpy Kid: The Last Straw (# 3) 5 Kinney, J Amulet Books
Diary of A Wimpy Kid: Dog Days (# 4) 5 Kinney, J Amulet Books
Diary of A Wimpy Kid: The Ugly Truth (#5) 5 Kinney, J Amulet Books
Andersen Press USA
Gracie the Lighthouse Cat 3 Brown, R. Andersen Press USA
Annick Press
Moira's Birthday 3 Munsch, R. N. Annick Press
Apple
Music of Dolphins, The 3 Hesse, K. Apple
Arcturus Publishing
Forest Fire 6 Ganeri, Anita Arcturus Publishing
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Atheneum
Grand Escape, The 5 Naylor, Phyllis R. Atheneum
Missing in Action 3 Hughes, Dean Atheneum
Avon
Sideways Stories From Wayside School 3 Sachar, L. Avon
S.O.R. Losers 3 Avi Avon
Wayside School is Falling Down 3 Sachar, L. Avon
Ballantine Books
Fellowship of the Ring, The (LOTR #1) 6 Tolkein, J.R.R. Ballantine Books
Hobbit, The 6 Tolkein, J.R.R. Ballantine Books
Return of the King, The (LOTR #3) 6 Tolkein, J.R.R. Ballantine Books
Two Towers, The (LOTR #2) 6 Tolkein, J.R.R. Ballantine Books
Bantam
A Christmas Carol 6 Dickens, C. Bantam Classics
Encyclopedia Brown, Boy Detective 4 Sobol, D. Bantam Skylark
I Am Not Afraid 2 Mann, K. Bantam
Peach Boy 2 Hooks, W. Bantam
Tisha: The Story of a Young Teacher in the Alaskan Wilderness
5 Specht, R. Bantam Books
Wizard of Earthsea 6 Le Guin, U.K. Bantam
Bantam Doubleday Dell
Captive 3 Paulsen, GaryBantam Doubleday Dell
Sword in the Stone, The 7 White, T.H.Bantam Doubleday Dell
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Barnes and Noble
Adventures of Tom Sawyer, The 8 Twain, M. Barnes and Noble
Little Women 8 Alcott, L.M. Barnes and Noble
My Antonia 8 Cather, W. Barnes and Noble
O Pioneers! 8 Cather, W. Barnes and Noble
Secret Garden, The 7 Burnett, F. Barnes and Noble
Beautiful Feet Books
Abraham Lincoln 5 D'Aulaire, I. & E. Beautiful Feet Books
Bellwether Media
Abraham Lincoln: A Life of Honesty 3 Lelie, T. Bellwether Media
Berkley Books
Mrs. Mike 5 Freedman, B. Berkley Books
Bloomsbury
Goose Girl, The 5 Hale, S. Bloomsbury
Camelot
Wayside School Gets a Little Stranger 3 Sachar, L. Camelot
Candlewick Press
Alice in Wonderland and through the Looking Glass (unabridged)
7 Carroll, L. Candlewick Press
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Because of Winn Dixie 3 DiCamillo, K. Candlewick Press
Capstone Press
What Happened to the Dinosaurs? A Book About Extinction
3 Olien, R. Capstone Press
Sinking of the Titanic, The 3 Doeden, M. Capstone Press
Giant Squid 7 Cerullo & Roper Capstone Press
Carolrhoda Books
Kate Shelley and the Midnight Express 2 Wetterer, M. Carolrhoda Books
Cartwheel Books
Always Inventing: The True Story of Thomas Alva Edison
3 Murphy, Frank Cartwheel Books
Chicken House
Thief Lord, The 4 Funke, C. Chicken House
Children’s Press
Amelia Earhart 2 Mara, Will Children's Press
Rachel Carson, Friend of Nature 3 Greene, C. Children's Press
Clarion
Dar & the Spear-Thrower 5 Cowley, M. Clarion
Cobblehill Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Kid Who Invented the Popsicle, The 7 Wolffson Cobblehill Books
Compass Point Books
All Fall Down 2 Conrad, DavidCompass Point Books
Crabtree Publishing
Bigfoot and Other Mysterious Cratures 3 Townsend, John Crabtree Publishing
Creative Education
Masque of the Red Death, The 7 Poe, E. A. Creative Education
Miracle of Purun Bhagat, The 7 Kipling, R. Creative Education
Man That Corrupted Hadleyburg, The 7 Twain, M. Creative Education
Outcasts of Poker Flat, The 7 Harte, B. Creative Education
Red-Headed League, The 8 Doyle, A. C. Creative Education
Tell-Tale Heart, The 7 Poe, E. A. Creative Education
Tobermorey 7 Saki Creative Education
Delacorte Press
Blood Sun 5 Gilman, David Delacorte Press
My Life in Dog Years 5 Paulsen, Gary Delacorte Press
Under the Blood Red Sun 4 Salisbury, Graham Delacorte Press
Wild River 3 Petersen, P.J. Delacorte Press
Dell
Black Pearl, The 5 O’Dell, S. Dell Yearling
Boys Start the War, The 4 Naylor, P.R. Dell Yearling
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Canada Geese Quilt, The 4 Kinsey‑Warnock,N Dell Yearling
Egypt Game, The 6 Snyder, Z.K. Dell Yearling
Great Gilly Hopkins, The 4 Paterson, K Dell Yearling
Headless Cupid, The 5 Snyder, Z.K. Dell Yearling
Invisible Dog, The 3 King-Smith, D. Dell Yearling
Martin’s Mice 4 King-Smith, D. Dell Yearling
Molly's Pilgrim 3 Cohen, B. Dell Yearling
Wolves of Willoughby Chase 6 Aiken, J. Dell Yearling
DK Publishing
Amelia Earhart 7 Stone, Tanya Lee DK Publishing
Dorling Kindersley
Islander, The 5 Rylant, Cynthia Dorling Kindersley
Dutton Juvenile
Boy, Were We Wrong About Donosaurs! 5 Kudinski, K. V. Dutton Juvenile
Matched 4 Condie, A. Dutton Juvenile
Snow Dog's Journey 3 Krupinski, L. Dutton Juvenile
Enslow
Allan Pinkerton (Outlaws and Lawmen of the Wild West)
5 Green, C.R. Enslow
Amazing Civil War Nurse Clara Barton Wade
3 Dodson, Mary Enslow
Farrar, Straus, and Giroux
9 Magic Wishes 2 Jackson, S.Farrar, Straus, and Giroux
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Fawcett
Crystal Cave, The 5 Stewart, M. Fawcett
Wicked Day, The 6 Stewart, M. Fawcett
First Avenue Editions
An American Army of Two 2 Greeson, JanetFirst Avenue Editions
Ben Franklin's Big Shock 3 Jango-Cohen, J.First Avenue Editions
Fitzgerald Books
Alamo, The 2 Olliges, Rob Fitzgerald Books
Franklin Watts
Anne of Green Gables (unabridged) 7 Carroll, L. Candlewick Press
Garrth Strvrns
Looking at Allosaurus: A Dinosaur from the Jurassic Period
5 Brown, M. Garrth Strvrns
Geddes & Grosset
Captains Courageous 7 Kipling, R. Geddes & Grosset
Peter Pan 7 Barrie, J. M. Geddes & Grosset
Greenwillow Books
Amelia Bedelia Bakes Off 2 Parish, Herman Greenwillow Books
Beaver at Long Pond 3 George, William Greenwillow Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Grosset and Dunlap
Barfing in the Backseat: How I Survived My Family Road Trip
4 Winkler, H. Grosset & Dunlap
Day of the Iguana 4 Winkler, H. Grosset & Dunlap
Hank Zipzer: Niagara Falls, - or Does It? 4 Winkler, H. Grosset & Dunlap
Hank Zipzer: The Zippity Zinger 4 Winkler, H. Grosset & Dunlap
George Washington's Mother 2 Fritz, J. Grosset and Dunlap
Secret of the Old Clock, The (Nancy Drew #1)
5 Keene, C. Grosset & Dunlap
Sitting Bull 2 Penner, L. Grosset and Dunlap
Summer School! What Genius Thought That Up?
4 Winkler, H. Grosset & Dunlap
Volcanoes: Mountains That Blow Their Tops 2 Nirgiotis, N. Grosset and Dunlap
Way Down Deep: Strange Ocean Creatures 3 Demuth, P. Grosset and Dunlap
G.P. Putnum’s Sons
Second Grade Rules, Amber Brown 2 Danziger, P. G.P. Putnum’s Sons
Hachette Book
To Kill A Mockingbird 5 Lee, H.Hachette Book Group
Harper
Alive 7 Read, Piers Paul Harper Collins
All the Places to Love 3 MacLachlan, P. HarperCollins
Amazing Sharks 3 Thompson, Sarah L. HarperCollins
Bad Beginning, The (Snicket #1) 6 Snicket, L. HarperCollins
Beauty: A Retelling of the Story of Beauty & the Beast
6 McKinley, R. HarperTrophy
Best Christmas Pageant Ever, The 5 Robinson, B. HarperTrophy
Big Wave, The 5 Buck, P. S. Harper
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Black Boy 7 Wright, Richard Harper Collins
Bridge to Terabithia 7 Paterson, K. HarperCollins
Bullyville 5 Prose, Francine Harper
Chang's Paper Pony 2 Coerr, E. Harper
Composer is Dead 3 Snicket, L. HarperCollins
Contender, The 4 Lipsyte, Robert Harper Trophy
Coraline 5 Gaiman, N. Harper Trophy
Dave at Night 3 Carson, G. C. HarperTrophy
Don’t You Know There’s a War On? 3 Avi HarperTrophy
Drinking Gourd, The 3 Monjo, F.N. Harper
Earth Dragon Awakes, The 3 Yep, L. HarperCollins
First Flight: the Story of Tom Tate and the Wright Brothers
2 Shea, G. HarperCollins
Flat Stanley 4 Brown, J. Harper
Go Fish 4 Stolz, M. HarperTrophy
Grasshopper on the Road 2 Lobel, A. HarperCollins
Hill of Fire 2 Lewis, T. Harper
Horse and His Boy, The (Narnia #6) 6 Lewis, C.S.Harper Entertainment
I've Seen the Promised Land 5 Myers, Walter Dean HarperCollins
Joan of Arc 6 Stanley, D. HarperCollins
Josefina Story Quilt, The 2 Coerr, E. Harper
Julie of the Wolves 5 George, J. C. HarperTrophy
Last of The Really Great Whangdoodles, The 4 Edwards, J.A. HarperCollins
Lion, the Witch & the Wardrobe, The (Narnia #1)
5 Lewis, C.S.Harper Entertainment
Little Princess, A 7 Burnett, F. HarperCollins
Long Way to a New Land, The 2 Sandin, J. Harper
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Long Winter, The 5 Wilder, L. I. HarperCollins
Magicians Nephew, The (Narnia #5) 5 Lewis, C.S.Harper Entertainment
More Perfect than the Moon 2 Maclachlan, P. HarperCollins
No Flying in the House 4 Brock, B. HarperCollins
Odysseus in the Serpent Maze 5 Yolen, J. HarperTrophy
Old Yeller 5 Gipson, F. HarperTrophy
Pig on the Titanic: A True Story 2 Crew, G. HarperCollins
Prince Caspian (Narnia #2) 5 Lewis, C.S.Harper Entertainment
Rainbow People, The 6 Yep, L. HarperTrophy
Sarah, Plain and Tall 3 MacLachlan, P. Harper
Scorpions 3 Dean, W. HarperCollins
Shoeshine Girl 2 Bulla, C.R. Harper
Stone Fox 4 Gardiner, J.R. HarperTrophy
Strider 4 Cleary, B. HarperTrophy
Stuart Little 6 White, E.B. HarperTrophy
There's an Owl in the Shower 4 George, J. C. HarperCollins
Through the Looking-Glass (unabridged) 7 Carroll, L. HarperFestival
Touching Spirit Bear 5 Mikaelsen, Ben HarperCollins
True Confessions of Charlotte Doyle, The 5 Avi HarperTrophy
Uncle Elephant 2 Lobel, A. HarperCollins
What's Alive 3 Zoehfeld, K. W. Harper
Who Eats What? Food Chains 3 Lauber, P. Harper
Year of the Panda 3 Schlein, M. Harper
Harcourt
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Air Raid - Pearl Harbor 8 Taylor, Theodore Harcourt
Hundred Dresses, The 5 Estes, E. Harcourt
Mr. Putter & Tabby Bake the Cake 2 Rylant, C. Harcourt
Princess Bride, The 5 Goldman, W. Harcourt
Secret School, The 4 Avi Harcourt
Taking Sides 4 Soto, G. Harcourt
Heinemann
Lion vs. Gazelle 2 Meinking, Mary Heinemann Raintree
Shipwrecked 5 Hook, J. Heinemann Library
Holiday House
Crandalls’ Castle 4 Ren Wright, B. Holiday House
Dollhouse Murders 4 Ren Wright, B. Holiday House
Houghton Mifflin
Abigal Takes the Wheel 2 Avi Houghton Mifflin
Circuit, The 5 Jiminez, Francisco Houghton Mifflin
Little Prince, The 8 deSaint-Exupery, A. Houghton Mifflin
Single Shard, A 6 Park, Linda Sue Houghton Mifflin
Hyperion
Crispin: The Cross of Lead 5 Avi Hyperion Books
Peter and the Shadow Thieves 5 Barry, D. Hyperion Books
Peter and the Starcatchers 5 Barry, D. Hyperion Books
Percy Jackson: The Lightning Thief 4 Riordan, R. Hyperion Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Percy Jackson: The Sea Monsters 4 Riordan, R. Hyperion Books
Percy Jackson: The Titan's Curse 4 Riordan, R. Hyperion Books
Percy Jackson: The Battle of the Labyrinth 4 Riordan, R. Hyperion Books
Percy Jackson: The Last Olympian 4 Riordan, R. Hyperion Books
Kessinger
O Pioneers! 8 Cather, Willa Kessinger Publishing
Laurel-Leaf
Gathering Blue 5 Lowry, L. Laurel-Leaf
Holes 4 Sachar, L. Laurel-Leaf
A Swiftly Tilting Planet 5 L”Engle, M. Laurel-Leaf
A Wind in the Door 5 L”Engle, M. Laurel-Leaf
A Wrinkle in Time 4 L”Engle, M. Laurel-Leaf
Summer of the Monkeys 4 Rawls, W. Laurel-Leaf
Lerner Classroom
Africa 2 Donaldson, M. Lerner Classroom
Galapagos Island Food Chain, A 5 Wojahn, Rebecca Hogue Lerner
Kate Shelley and the Midnight Express 2 Wetterere, M. Lerner Publishing
Lincoln & London
Horsecatcher, The 6 Sandoz, M. Lincoln & London
Little Apple
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Amber Brown 3 Danziger, P. Little Apple
Little Brown & Company
Baseball Flyhawk 3 Christopher, M.Little Brown & Company
Ben & Me 6 Lawson, R.Little Brown & Company
Eclipse (Twilight Saga #3) 4 Meyer, S.Little Brown & Company
New Moon (Twilight Saga #2) 4 Meyer, S.Little Brown & Company
Soccer Hero 4 Christopher, M.Little Brown & Company
Twilight (Twilight Saga #1) 4 Meyer, S.Little Brown & Company
Who Put That Hair in My Toothbrush 3 Spinelli, J.Little Brown & Company
Meadowbrook
Girls to the Rescue 1: Folk Tales from Around the World
5 Lansky, B. Meadowbrook
Girls to the Rescue 2: Just a Girl 5 Lansky, B. Meadowbrook
Millbrook Press
Tales of Cryptids: Mysterious Creatures That May…
8 Halls, Kelly Milner Millbrook Press
National Geographic Society
African Critters 6 Haas, RobertNational Geographic Society
Newbridge Educational Publishing
Amazing Crickets 3 Jacobs, DanielNewbridge Educational
As Big As a Whale 3Newbridge Educational
Bats! 3Newbridge Educational
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Birds of Prey 3Newbridge Educational
Build It Green 4Newbridge Educational
Busy as a Bee 3Newbridge Educational
Cougars 3Newbridge Educational
Edge of Extinction, The 3Newbridge Educational
Environmental Disasters 5Newbridge Educational
Giant Pandas 3Newbridge Educational
Going Green 5Newbridge Educational
In the Deep 3Newbridge Educational
Insect Lives 3Newbridge Educational
Insects 3Newbridge Educational
Island Animals 3Newbridge Educational
Our Footprint on Earth 5Newbridge Educational
Our Water Supply 4Newbridge Educational
Planet in Distress 5Newbridge Educational
Reptiles 3Newbridge Educational
Rot and Decay: Decomposing and Recycling 5Newbridge Educational
Search for the Mountain Gorillas 4Newbridge Educational
Treating Earth's Trouble Spots 5Newbridge Educational
Whales 3Newbridge Educational
Wolves 4Newbridge Educational
Worm World 5Newbridge Educational
Orchard Books
Catwings 4 Le Guin, U.K. Orchard Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Paperstar
Commander Toad and the Space Pirates 3 Yolen, J. Paperstar
Peachtree
14 Cows for America 4 Deedy, C. A. Peachtree
Penguin
Animal Farm 8 Orwell, George Penguin Group
Black Like Me 7 Griffin, John Howard Penguin Group
James and the Giant Peach 7 Dahl, R. Penguin Group
Joy Luck Club, The 8 Tan, A. Penguin Group
Outsiders, The 4 Hinton, S.E. Penguin Group
Point Blank (An Alex Rider Adventure) 4 Horowitz, A. Penguin Group
Redwall 5 Jacques, B. Penguin Group
Skeleton Key (An Alex Rider Adventure) 4 Horowitz, A. Penguin Group
Stormbreaker (An Alex Rider Adventure) 5 Horowitz, A. Penguin Group
Horowitz Horror: Stories You’ll Wish You’d Never Read
4 Horowitz, A. Penguin Group
Wizard of Oz, The (unabridged) 7 Baum, L. F. Penguin Group
Perfection Learning
Case of the Missing Emeralds 2 Francis, Dorothy Perfection Learning
Playmore, Inc.
Adventures of Robinson Crusoe, The 5 Vogel, Malvina G. Playmore Inc.
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Picture Window Books
Life on the Mayflower 3 Gunderson, J.S.Picture Window Books
Terracotta Girl, The: A Story of Ancient China
3 Gunderson, J.S.Picture Window Books
Prentice Hall
Across Five Aprils 6 Hunt, Irene Prentice Hall
Puffin
101 Dalmatians, The 5 Smith, D Puffin
Amos Fortune, Free Man 6 Yates, E. Puffin
Blue Willow 6 Gates, D. Puffin
Cam Jansen and the Chocolate Fudge Mystery
3 Adler, D. Puffin
Fog Magic 6 Sauer, J. Puffin
Giraffe and the Pelly and Me, The 4 Dahl, R. Puffin
Great Brain, The 5 Fitzgerald, J.D. Puffin
Hank the Cowdog:the original adventures of Hank the Cowdog
4 Erickson, J. Puffin
Horrible Harry Goes to the Moon 2 Kline, S. Puffin
Horrible Harry & the Kickball Wedding 2 Kline, S. Puffin
Hundred Penny Box, The 3 Mathis, Sharon Bell Puffin
Kidnap at the Catfish Café 3 Giff, P. Puffin
Long Way From Chicago 5 Peck, R. Puffin
Rabbit Hill 6 Lawson, R. Puffin
Roll of Thunder, Hear My Cry 5 Goldman, William Puffin
Snow Treasure 5 McSwigan, M. Puffin
Twenty-One Balloons 6 du Bois, W.P. Puffin
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Westing Game, The 5 Raskin, E. Puffin
White Stag, The 6 Seredy, K. Puffin
Yearling, The 5 Rawlings, Marjorie Puffin
Young Cam Jansen and the Double Beach Mystery
2 Alder, D. Puffin
Young Cam Jansen and the Library Mystery 2 Alder, D. Puffin
Young Cam Jansen and the Spotted Cat Mystery
2 Alder, D. Puffin
Young Cam Jansen and the Zoo Note Mystery
2 Alder, D. Puffin
Putnam & Grosset
Sleeping Ugly 3 Yolen, J. Putnam & Grosset
Random House
Abe Lincoln’s Hat 2 Brenner, M. Random House
Aliens For Dinner 3 Spinner, S. Random House
Amazing Armadillos 3 McKerley, Jennifer Guess Random House
Amazing Rescues 3 Shea, G. Random House
American Revolution: A Nonfiction Companion to Revolutionary War on
4 Osborn, M.P. Random House
Ancient Greece and the Olympics: A Nonfiction Companion to Hour of the
4 Osborn, M.P. Random House
Anne of Avonlea 7 Montgomery, L.M. Random House
Anne of Green Gables 7 Montgomery, L.M. Random House
Anne of the Island 7 Montgomery, L.M. Random House
Ballet Shoes 5 Streatfeild, N. Random House
Baseball's Greatest Pitchers 4 Kramer, S. Random House
Bravest Dog Ever, The True Story of Balto 2 Standiford, N. Random House
Be First in the Universe 4 Spinner, S. Random House
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Born to Be Wild 3 Spinner, S. Random House
Christopher Columbus 2 Krensky, S Random House
Damosel: In Which the Lady of the Lake Renders a Frank & Often Startling Account
5 Spinner, S. Random House
Dinosaurs: A Nonfiction Companion to Dinosaurs Before Dark
5 Osborn, W. Random House
Dinosaur Days 2 Milton, J. Random House
Dolphins 2 Standiford, N. Random House
Dolphins and Sharks: A Nonfiction Companion to Dolphins at Daybreak
5 Osborn, M.P. Random House
Emperor's Birthday Suit, The 3 Wheele, Cindy Random House
Emily's Quest 7 Montgomery, L.M. Random House
Giver, The 5 Lowry, L. Random House
Hannah 4 Whelan, G. Random House
Headless Horseman 2 Standiford, N. Random House
Hitchhiker's Guide to the Galaxy, The 6 Adams, D. Random House
Hungry, Hungry, Sharks 2 Cole, J. Random House
Jackie Robinson 4 O'Conner, J. Random House
Kid in the Red Jacket, The 3 Park, B. Random House
Kidnapped at Birth? (Marvin Redpost #1) 2 Sachar, L. Random House
King Arthur’s Courage 2 Spinner, S. Random House
Knights and Castles: A Nonfiction Companion to the Knight the of the Dawn
5 Osborn, W. Random House
Little Sure Shot: The Story of Annie Oakley 3 Spinner, S Random House
Magic of Merlin, The 3 Spinner, S Random House
Magic Tree House #19: Tigers at Twilight 3 Osborn, M. Random House
Magic Tree House #24: Earthquake in the Early Morning
3 Osborn, M. Random House
Magic Tree House #25: Stage Fright on a Summer Night
3 Osborn, M. Random House
Magic Tree House #26: Good Morning, Gorillas
3 Osborn, M. Random House
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Magic Tree House #27: Thanksgiving on Thursday
3 Osborn, M. Random House
Magic Tree House #28: High Tide in Hawaii 3 Osborn, M. Random House
Mare for Young Wolf, A 2 Shelfelman, J. Random House
Maze Runner, The 5 Dashner, J. Random House
Messenger 4 Lowry, L. Random House
Moonwalk: The First Trip to the Moon 4 Donnelly, J. Random House
Most Beautiful Place in the World 4 Cameron, A. Random House
Mummies and Pyramids: A Nonfiction Companion to Mummies in the Morning
4 Osborn, W. Random House
Nutcracker, The 5 Spinner, S. Random House
Phantom Tollbooth, The 7 Juster, N. Random House
Pilgrims: A Nonfiction Companion to Thanksgiving on Thursday
5 Osborn, M.P. Random House
Polar Bear and the Arctic: A Nonfiction Companion to Polar Bears Past Bedtime
4 Osborn, M.P. Random House
Pompeii Buried Alive 2 Kunhardt, E. Random House
Quicksilver 5 Spinner, S. Random House
Quiver 5 Spinner, S. Random House
Rain Forests: A Nonfiction Companion to Afternoon on the Amazon
4 Osborn, W. Random House
Silver 4 Whelan, G. Random House
Space: A Nonfiction Companion to Midnight on the Moon
5 Osborn, W. Random House
Spotlight for Harry, A 3 Kimmel, E. Random House
Titanic: A Nonfiction Companion to Tonight on the Titanic
5 Osborn, W. Random House
To the Top: Climbing the Highest Mountain 4 Kramer, S. Random House
Trojan Horse, The 3 Little, E. Random House
True Story of Pocahontas, The 2 Penner, L. Random House
Tsunamis and Other Natural Disasters: A Nonfiction Companion to High Tide in
5 Osborn, M.P. Random House
Tut's Mummy 3 Donnelly, J. Random House
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Twisters 3 Penner, L. Random House
Twisters and Other Terrible Storms: A Nonfiction Companion to Twister on
4 Osborn, W. Random House
Uno: Blue-Ribbon Beagle 2 Spinner, S. Random House
Whales: The Gentle Giants 2 Milton, J. Random House
Where the Red Fern Grows 6 Wilson, R. Random House
Who Was Annie Oakley 5 Spinner, S Random House
Why Pick On Me? (Marvin Redpost #2) 2 Sachar, L. Random House
Roaring Book Press
Let it Begin Here! April 19, 1775, the Day the American Revolution Began
5 Brown, D. Roaring Book Press
Rourke Publishing LLC.
Storms 3 O'Hare, T.Rourke Publishing LLC.
Scholastic
13 Scary Ghost Stories 4 Carus, M. Scholastic
39 Clues: The Maze of Bones 4 Riordan, R. Scholastic
39 Clues: One False Note 4 Riordan, R. Scholastic
39 Clues: The Sword Thief 4 Riordan, R. Scholastic
39 Clues: Beyond the Grave 4 Riordan, R. Scholastic
39 Clues: The Black Circle 4 Riordan, R. Scholastic
39 Clues: In Too Deep 4 Riordan, R. Scholastic
39 Clues: The Viper's Nest 4 Riordan, R. Scholastic
39 Clues: The Emperor's Code 5 Riordan, R. Scholastic
39 Clues: Storm Warning 4 Riordan, R. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
39 Clues: Into the Gauntlet 4 Riordan, R. Scholastic
A Cheese-Colored Camper 3 Stilton, G. Scholastic
Abraham Lincoln: A Great President, A Great American
2 Findley, V. Scholastic
Allie Finkle's Rules for Girls, Moving Day 5 Cabot, M. Scholastic
Amazing Life of Benjamin Franklin 6 Giblin, J.C. Scholastic
Amber Brown is Not a Crayon 3 Daniziger, P. Scholastic
Amber Brown Wants Extra Credit 3 Danziger, P. Scholastic
Among the Hidden 5 Haddix, M. Peterson Scholastic
Anastasia: The Last Grand Duchess 5 Meyer, C. Scholastic
At the Edge: Daring Acts in Desperate Times 6 Verstraete, Larry Scholastic
B Magical: The Missing Magic 4 Connor, L. Scholastic
B Magical: The Trouble with Secrets 4 Connor, L. Scholastic
Baby-sitters' Island Adventure 3 Martin, A.M. Scholastic
Because of Winn-Dixie 4 DiCamillo, K. Scholastic
Betsy Ross 4 Wallner, A. Scholastic
Betsy Ross: The Story of Our Flag 2 Chanko, Pamela Scholastic
Beyond the Grave 4 Riordan, R. Scholastic
BFG? 5 Dahl, R. Scholastic
Black Circle, The 4 Riordan, R. Scholastic
Blizzard: The Storm that Changed America 7 Murphy, Jim Scholastic
Boxcar Children 3 Warner, G.C. Scholastic
Buddy, The First Seeing Eye Dog 3 Moore, E. Scholastic
Call of the Wild 8 London, J. Scholastic
Call of the Wolves, The 5 Murphy, Jim Scholastic
Cam Jansen: And the Mystery of the Babe Ruth Baseball
3 Adler, D. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Can't you make them Behave, King George? 4 Fritz, J. Scholastic
Catching Fire-Hunger Games Trilogy 5 Collins, S. Scholastic
Chalk Box Kid, The 3 Bulla, C.R. Scholastic
Chimpanzees I Love, The 6 Goodall, Jane Scholastic
Chocolate Touch 4 Catling, P. Scholastic
Corner of the Universe, A 6 Martin, A. Scholastic
Cruisers, The 5 Myers, Walter Dean Scholastic
Dark Hills Divide, The (Land of Elyon #1) 6 Carman, Patrick Scholastic
Dark is Rising, The 7 Cooper, S. Scholastic
Dog's Life, A-The Autobiography of a Stray 5 Martin, A. Scholastic
Dogsong 5 Paulsen, G. Scholastic
Esperanza Rising 5 Ryan, Pam Munoz Scholastic
Everything on a Waffle 5 Horvath, P. Scholastic
Family Under the Bridge, The 4 Carlson, N. Savage Scholastic
Face on the Milk Carton 6 Cooney, C. Scholastic
Five Brave Explorers 4 Hudson, W. Scholastic
Five True Dog Stories 2 Davidson, M. Scholastic
Five True Horse Stories 2 Davidson, M. Scholastic
Forty Acres and Maybe a Mule 6 Robinet, H. Gillem Scholastic
Four Mice Deep in the Jungle 3 Stilton, G. Scholastic
Fourth Grade Rats 4 Spinelli, J. Scholastic
Geronimo and the Gold Medal Mystery 5 Stilton, G. Scholastic
Geronimo Stilton Secret Agent 3 Stilton, G. Scholastic
Ghosts Beneath our Feet 4 Ren Wright, B. Scholastic
Ghosts of Mercy Manor, The 4 Ren Wright, B. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Girl Named Helen Keller, A 2 Lundell, M. Scholastic
Harry Potter and the Chamber of Secrests 5 Rowling, J.K. Scholastic
Harry Potter and the Deathly Hallows 6 Rowling, J.K. Scholastic
Harry Potter and the Goblet of Fire 6 Rowling, J.K. Scholastic
Harry Potter and the Half-Blood Prince 7 Rowling, J.K. Scholastic
Harry Potter and the Order of the Phoenix 7 Rowling, J.K. Scholastic
Harry Potter and the Prisoner of Azkaban 5 Rowling, J.K. Scholastic
Harry Potter and the Sorcerer's Stone 5 Rowling, J.K. Scholastic
Heat 5 Lupica, M. Scholastic
Helen Keller 3 Davidson, M. Scholastic
Hiroshima 4 Yep, Laurence Scholastic
Hunger Games, The-Hunger Games Trilogy 5 Collins, S. Scholastic
If You Grew Up with Abraham Lincoln 3 McGovern, A. Scholastic
I Have a Dream the Story of Martin Luther King
4 Davidson, M. Scholastic
I Survived: The Sinking of the Titanic, 1912 3 Tarshis, L. Scholastic
I’m Too Fond of My Fur 3 Stilton, G. Scholastic
In Too Deep 4 Riordan, R. Scholastic
Into the Land of the Unicorn 6 Coville, B. Scholastic
Island of the Blue Dolphins 5 O'Dell, S. Scholastic
Karate Mouse, The 4 Stilton, G. Scholastic
Little House in the Big Woods 5 Wilder, L. I. Scholastic
Littles, The 3 Peterson, John Scholastic
Long Way From Chicago, A 5 Peck, R. Scholastic
Louis Braille the Boy Who Invented Books for the Blind
3 Davidson, M. Scholastic
King of the Wind-the Story of the Godolphin Arabia
5 Henry, M. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Magic Tree House #2: Night At Dawn, The 2 Osborn, J. Scholastic
Magic Tree House #3: Mummies in the Morning
2 Osborn, J. Scholastic
Magic Tree House #15: Viking Ships at Sunrise
3 Osborn, M. Scholastic
Magic Tree House #18: Buffalo Before Breakfast
3 Osborn, M. Scholastic
Magic Tree House #20: Dingoes at Dinnertime
3 Osborn, M. Scholastic
Magic Tree House #21: Civil War on Sunday
3 Osborn, M. Scholastic
Magic Tree House #22: Revolutionary War on Wednesday
3 Osborn, M. Scholastic
Maze of Bones, The 4 Riordan, R. Scholastic
Miracles on Maple Hill 4 Sorenson, V. Scholastic
Mockingjay 5 Collins, S. Scholastic
Mouse Island Marathon, The 3 Stilton, G. Scholastic
Ms. Coco Is Loco 3 Gutman, D. Scholastic
My Name is Stilton, Geronimo Stilton 3 Stilton, G. Scholastic
My Side of the Mountain 5 George, J. Craighead Scholastic
Mysterious Cheese Thief, The 3 Stilton, G. Scholastic
Mystery on October Road 3 Herzig, A. Scholastic
Niagara Falls, or Does It? 4 Winkler, H. Oliver, L Scholastic
Nory Ryan's Song 4 Giff, P. Reilly Scholastic
One False Note 4 Riordan, R. Scholastic
Osceola, Memories of a Sharecropper's Daughter
5 Govenar, A. Scholastic
Owen and Mzee 6 Hatkoff, Isabella Scholastic
Paws Off, Cheddarface! 3 Stilton, G. Scholastic
Picture of Freedom - The Diary of Clotee, A Slave Girl, A
4 McKissack, Patricia C. Scholastic
Rascal 7 North, S. Scholastic
Race Across America, The 4 Stilton, G. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Raven's Gate 4 Horowitz, A. Scholastic
Riding Freedom 4 Ryan, Pam Munoz Scholastic
Sadako and the Ten Thousand Paper Cranes 5 Coerr, E. Scholastic
Shiloh 5 Naylor, P. Reynolds Scholastic
Skylark 3 MacLachlan, P. Scholastic
Sounder 5 William, A. Scholastic
Squanto Friend of the Pilgrims 3 Bulla, C.R. Scholastic
Star Wars, Episode I: The Phantom Menace 5 Wrede, P. Scholastic
Star Wars, Episode II: Attack of the Clones 5 Wrede, P. Scholastic
Star Wars, Episode III: Revenge of the Sith 5 Wrede, P. Scholastic
Storm Warning 4 Riordan, R. Scholastic
Story of George Washington Carver 4 Moore, E. Scholastic
Stranger Next Door, The 4 Kehret, P. Scholastic
Summer of the Swans 5 Byars, Betsy Scholastic
There's a Boy in the Girls' Bathroom 3 Sachar, L. Scholastic
They Led the Way 14 American Women 4 Johnston, J. Scholastic
Tornadoes 4 Hopping, L. Scholastic
True Stories of the 2nd WW 8 Doswell Scholastic
Voyage on the Great Titanic: The Diary of Margaret Ann Brady
6 White, E.E Scholastic
Wanted Dead or Alive: The True Story of Harriet Tubman
3 McGovern, A. Scholastic
Walk Two Moons 4 Creech, S. Scholastic
We Shall Not Be Moved 8 Dash, Joan Scholastic
Who Ran my Underwear up the Flagpole 4 Spinelli, J. Scholastic
Will you Sign Here, John Hancock? 4 Fritz, J. Scholastic
Witches, The 5 Dahl, R. Scholastic
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Wedding Crasher 3 Stilton, G. Scholastic
Wright Brothers, The 5 Sullivan, G. Scholastic
Simon & Schuster
Chains 5 Anderson, L. Simon & Schuster
Full Tilt 5 Shusterman, N. Simon & Schuster
Hatchet 5 Paulsen, G. Simon & Schuster
I’m a Manatee 3 Lithgow, J. Simon & Schuster
Marsupial Sue 3 Lithgow, J. Simon & Schuster
Marsupial Sue Presents: “The Runaway Pancake”
3 Lithgow, J. Simon & Schuster
Old Man and the Sea, The 5 Hemingway, E. Simon & Schuster
Pinky and Rex 3 Howe, J. Simon & Schuster
Remarkable Farkle McBride, The 4 Lithgow, J. Simon & Schuster
Silverwing 4 Oppel, Kenneth Simon & Schuster
Unwind 5 Shusterman, N. Simon & Schuster
Westing Game, The 6 Raskin, E. Simon & Schuster
White Water 3 Petersen, P.J. Simon & Schuster
Yearling, The 5 Rawlings, Marjorie Simon & Schuster
Sleeping Bear Press
Happy Birthday to You!: The Mystery Behine the Most Famous Song in the World
5 Raven, Margot Theis Sleeping Bear Press
Square Fish
The Adoration of Jenna Fox 3 Pearson, Mary Square Fish
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
St. Martin's Press
And Then There Were None 7 Christie, A. St. Martin's Press
Steck-Vaughn
Young Martin's Promise 3 Myers, W.D. Steck‑Vaughn
Sterling Publishing
Heidi 8 Spyri, J. Sterling Publishing
Stone Arch Books
Shipwreck! A Survive! Story 3 Maddox, Jake Stone Arch Books
Sunburst
Green Book, The 6 Walsh, J.P. Sunburst
Tom Doherty Associates
Ender’s Game 5 Card, O.S.Tom Doherty Associates
Thomas Nelson, Inc.
Case of the Birthday Bracelet, The 5 Hunt, Angela E. Thomas Nelson Inc.
Trophy
Catherine Called Birdy 6 Cushman, K. Trophy
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Trumpet
Best Christmas Pageant Ever 5 Robinson, B. Trumpet
Borrowers, The 5 Norton, M. Trumpet Club
Picture Book of Amelia Earhart, A 5 Adler, D. Trumpet
Picture Book of Anne Frank, A 4 Adler, D. Trumpet
Picture Book of Benjamin Franklin, A 4 Adler, D. Trumpet
Picture Book of Helen Keller, A 3 Adler, D. Trumpet
Borrowers, The 5 Norton, M. Trumpet
Usborne Books
Titanic 5 Clayborne, A. Usborne Books
Viking
Marco? Polo! 3 Scieszka, J. Viking
Me Oh Maya 3 Scieszka, J. Viking
Thy Friend Obadiah 3 Turkle, B. Viking
Walker's Childrens Paperbacks
All For One 2 Murphy, JillWalker's Childrens Paperbacks
Yearling Books
Almost Starring Skinnybones 4 Park, B. Yearling Books
Beast in Ms. Rooney’s Room, The 2 Giff, P. Yearling Books
Black Cauldron, The (Prydain Chronicles #2) 5 Alexander, L. Yearling Books
Book of Three, The (Prydain Chronicles #1) 5 Alexander, L. Yearling Books
University of Utah Reading Clinic 04/03/18 JJ
Trade Books(Organized in Alphabetical Order by Publisher)
Castle in the Attic 6 Winthrop, E. Yearling Books
Castle of Llyr, The (Prydain Chronicles #3) 5 Alexander, L. Yearling Books
Chocolate Fever 4 Smith, R.K. Yearling Books
Fig Pudding 3 Fletcher, R. Yearling Books
Freckle Juice 3 Blume,J. Yearling Books
Fudge‑A Mania 3 Blume,J. Yearling Books
Harriet the Spy 4 Fitzhugh, L. Yearling Books
High King, The (Prydain Chronicles) 6 Alexander, L. Yearling Books
How to Eat Fried Worms 3 Rockwell, T. Yearling Books
Incredible Journey 7 Burnford. S Yearling Books
More Stories Julian Tells 2 Cameron, A. Yearling Books
Night Crossing, The 5 Ackerman, K. Yearling Books
Otherwise Known as Sheila the Great 3 Blume,J. Yearling Books
River, The 5 Paulsen, G. Yearling Books
Sign of the Beaver 4 Speare, Elizabeth George Yearling
Stories Julian Tells 3 Cameron, A. Yearling Books
Superfudge 3 Blume,J. Yearling Books
Tales of a Fourth Grade Nothing 3 Blume,J. Yearling Books
Taran the Wander (Prydain Chronicles) 6 Alexander, L. Yearling Books
Trouble with Tuck, The 5 Taylor, T. Yearling Books
War With Grandpa, The 3 Smith, R.K. Yearling Books
When My Name Was Keoko 4 Park, Linda S. Yearling Books
Who Stole the Wizard of Oz? 3 Avi Yearling Books Witch of Blackbird Pond, The 5 Speare, E.G. Yearling Books
University of Utah Reading Clinic 04/03/18 JJ
Tutor _________________________________ Next Steps Lesson Plan Lesson #_______ Student(s)___________________________________________________ Date______________ Grade Level __________
(1:1 – 25 minutes) (Group – 22 minutes)
□Word Bank
Comments:
High frequency words that present difficulty
Assisted Reading Title_____________________ p. ________ Publisher________________ Level_________ □Preview Text
□Echo Read p. ______ to p. ______
□Partner Read / Solo Read p. _____ to p. _____
□Comprehension Work
□Rate & Accuracy Check (0:00 ) p._______ (100 Words) Rate: _____min. _____ sec. = ______ wpm Accuracy: _______% □Continue Partner or Solo Reading & Comprehension Work
BUMP-UP in text 1. Mark a 100 word passage in the text you plan to use for assisted reading. Do not use echo pages. 2. Time how long it takes focus student to read that portion. Count errors. 3. Calculate wpm. Total the number of errors made. (Beginning at G2-Mid Self Corrections DO count as errors.) 4. Use criteria below. 5. To BUMP-UP a singleton student, the student must meet this criteria 2 out of 3 trials from stories at the end of the basal or 2 different trade books from the same level. 6. To BUMP-UP a group, at least 2 of 3 students must meet criteria. If 1 student does not, that student must score 90% accuracy and within 5 wpm of the rate criterion for that level.
Text Level Basal:
Accuracy Rate
G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm G2-End……...……… 93% at least 80 wpm Trade Books: 2E, 2M, 2D………...
93%
at least 80 wpm
3E………………….. 93% at least 80 wpm 3M…………………. 93% at least 90 wpm 3D…………………. 93% at least 100 wpm 4E…………………. 93% at least 95 wpm 4M………………… 95% at least 105 wpm 4D…………………. 95% at least 110 wpm
☞Remember: When student(s) exit G2-End Basal, move to 2E, then 2M, then 2D Trade Books.
(1:1 – 13 minutes) (Group – 13 minutes) Word Study
□ Sort____________________________ Anchors ________ ________ ________ _________ # of Sessions in this Sort______ □ Intro lesson □ Random Check
□ Memory
□ Spelling (5 words):
□ Say It – Match It – Check It
Word Study √ Data S________________ # correct __________ # errors __________ S________________ # correct __________ # errors __________ S________________ # correct __________ # errors __________
BUMP-UP in word study
1. Word Study √s begin with Mixed Short Vowels and continue through Vowel Patterns. 2. Word Study √s must be cold. 3. Randomize a deck of at least 40 words, sampling all current patterns. 4. Set timer for 1 minute. (1:00 ) 5. Student must read “off the deck.” 6. Sort into 2 piles: Automatic / Incorrect or Hesitation 7. Criteria: At least 35 words correct in 1 minute with no more than 3 errors. 8. When all students meet the criteria....BUMP UP☺
Notes
□ Sentence Stem
(1:1 – 6 minutes) (Group – 9 minutes) Repeated Reading (2:00 ) Focus Student _____________________________ Title__________________________ p. ______ Level_____________
Repeated Reading Protocol 1. Count 200 words in previously read text. 2. Set timer(s) for 2:00. 3. Start w/ F. Student. Stagger start students every 10 sec. 4. Each student marks last word. 5. All Students repeat as above for Trial 2. 6. Focus S.: T. graphs words read & errors made. Other S. graph only words read. 7. Retire passage after 4 trials, total.
University of Utah Reading Clinic 3/6/2020 MB
NEXT STEPS COACHING FORM
Observation #______ Tutor_________________________________ School___________________________________________
Lesson #_______ Student(s) __________________________________ Grade_____ Date__________ Observer________________
ASSISTED READ (1:1 25 minutes) (Group 22 minutes) Comments: WORD BANK
READING of New Material
Title_____________________________ p._____ Level_________
RATE & ACCURACY ________min. _________ sec. = ________ wpm Accuracy: ________%
WORD BANK
PREVIEW
Text Content
Challenging Words ECHO READING
COMPRENSION QUESTIONS
Prosody Echo
Appropriate assistance for unfamiliar
words (e.g. wait time)
RATE AND ACCURACY
WORD STUDY (1:1 13 minutes) (Group 13 minutes)
Sort __________________________________ Spelling (5 words)
Sentence Writing
Generated sentence
______________________________________
Student wrote
______________________________________
SORT
Correct Anchors
T. question 1x per column (vowel
pattern? vowel sound?)
Random Check
MEMORY
Question S. justify the match
SPELLING
Monitor and Correct
Say It–Match It– Check It
USE STEM SEQUENCE
S. repeats sentence- Counts words on
finger
S. says word, writes word
Monitor and correct
S. points & rereads before
continuing to next word
S. points & rereads sentence when
sentence is complete
FLUENCY WORK (1:1 7 minutes) (Group 10 minutes)
Re-read a portion of recently read text Title_____________________________ p.______ Level_____________
2 TIMINGS – 2 MINUTES EACH
Corrective Feedback
CHARTING
LESSON EXECUTION
Feedback Only (1st Observation)
Satisfactory ( all bolded items)
To Certify: Two satisfactory observations, one of
which must be the final observation.
S. on task/engaged
LESSON PLAN PREPARED
PRIOR TO LESSON
Completed previous Lesson Plans,
available for review
Implementation of previous feedback
©University of Utah Reading Clinic Revised 08/14/2020 MB
UURC Bump Up Criteria
University of Utah Reading Clinic: Revised 9/3/21 KCP
Passage Level Bump Up Acc. (%)
Bump Up Rate (WPM)
End K N/A N/A G1-Oct (ES5) 90 ≥ 20
G1-Mar 93 ≥ 30 G1-End 93 ≥ 40 G2-Mid 93 ≥ 60G2-End 93 ≥ 80
3E 93 ≥ 803M 93 ≥ 90 3D 93 ≥ 100 4E 93 ≥ 954M 94 ≥ 100 4D 95 ≥ 105 5E 95 ≥ 1105M 96 ≥ 115 5D 97 ≥ 120 6E 94 ≥ 1106M 94 ≥ 113 6D 96 ≥ 117 7E 96 ≥ 1207M 96 ≥ 123 7D 96 ≥ 127 8E 97 ≥ 1308M 97 ≥ 135 8D 97 ≥ 140
University of Utah Reading Clinic
Spelling & Sentence Stem Book
(Student Name)
University of Utah Reading Clinic
Spelling & Sentence Stem Book
(Student Name)
Dolch Sight Word List Listed below are 220 of the most common words in children’s reading books, in alphabetical order. These words are often called “sight words” because some of them can’t be sounded out, and need to be learned by sight.
University of Utah Reading Clinic (revised) 5/30/14 Derived from: Dolch, E.W. (1936). A Basic Sight Word Vocabulary. Elementary School Journal, 36, 456-460.
October of First March of First End of First Second Third a and away big blue can come down find for funny go help here I in is it jump little look make me my not one play red run said see the three to two up we where yellow you
all am are at ate be black brown but came did do eat four get good have he into like must new no now on our out please pretty ran ride saw say she so soon that there they this too under want was well went what white who will with yes
after again an any as ask by could every fly from give going had has her him his how just know let live may of old once open over put round some stop take thank them then think walk were when
always around because been before best both buy call cold does don’t fast first five found gave goes green its made many off or pull read right sing sit sleep tell their these those upon us use very wash which why wish work would write your
about better bring carry clean cut done draw drink eight fall far full got grow hold hot hurt if keep kind laugh light long much myself never only own pick seven shall show six small start ten today together try warm
Next Steps High Frequency Sentence Stems Sequence
Pacing = move when student spells sentence stem correctly 3x without assistance.
University of Utah Reading Clinic 5/10/2013 MB
1. Here are my __________.
2. Here is your __________.
3. They are __________.
4. They saw __________.
5. They saw your _________ .
6. They said ___________.
7. Who said __________?
8. What did you __________?
9. What is your __________?
10. What will they __________?
11. Put your _________ away.
12. Put every __________ away.
13. Every __________will come.
14. She was ____________.
15. That was ___________.
16. ___________ was here.
17. Why are you ____________?
18. Why were you ___________?
19. Who does the ____________?
20. Who could _____________?
21. Where could they __________?
22. Where does Mrs. _______ live?
23. What does Ms. _______ want?
24. You don’t want to __________,
25. They don’t want ___________.
26. Does he have any __________?
27. Could she make any ________?
28. How is your ____________?
29. How should she ____________?
30. Could we ____________again?
31. We shouldn’t _________ again.
Name
NEXT STEPS Book List Record Sheet
Date
Level
Rate &
Accuracy
ASSISTED READING
Date
Level
Rate &
Accuracy
ASSISTED READING
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A.. A.
R. R.
A.. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
R. R.
A. A.
©University of Utah Reading Clinic, Revised 200530 MB
©University of Utah Reading Clinic Revised 09/09/2020 MB
NAME___________________________
WORD SORT LOG
Onset + Vowels
Sort
Date
Sort
Date
Mixed Short Vowels
Sort
Date
Sort
Date
UURC 10-29-13 KJB 1
UURC Word Study Wisdom 1. Think of Word Study as musical scales or athletic drills for reading. Your student needs to become automatic at identifying and spelling words, and you can help that happen by being well-prepared, succinct in your verbiage, consistent with your prompts, positive, and enthusiastic. 2. Some tutors worry that students will be bored by doing the same activities every day. Most won’t and those who say they are bored would issue such a criticism for any activity that included reading. Remember: Our Word Study Sequence targets your student’s instructional level and provide just the right amount of challenge. That in itself is motivating. And, if you keep your pacing brisk and enthusiastic, most students will respond in kind. 3. This is your student’s time to be immersed in high-quality, research-based instruction designed to help him/her ‘break the reading/spelling code.’ There is an inverse relationship between the amount of time you talk and the amount of time the student reads and spells words. Consciously reduce/limit the amount of ‘teacher talk’ you allow yourself. Save ‘bonding’ and ‘stories’ for before and/or after the lesson. 4. Your Word Study prompts should be succinct and consistent to let your student know exactly where you want him/her to be (location) and what you want him/her to do (behavior). Example: “Start at the top. Point and read, please.”
Example: “Watch my pencil. The vowel pattern is…?”
5. Set high expectations for good manners and academic language by modeling both for your student. Ask your student to use both as often as possible. Example: “Justify that, please!” Example: “Thank you for making our matrix.” 6. As you and your student proceed, utilize your ES Word Study Sequence to determine which anchors and cards to pull from your kits, as well as when to conduct Word Study Checks to evaluate mastery.
UURC 10-29-13 KJB 2
7. You will quickly see that we consider tapping to be a very important word identification strategy. Again, your modeling, guidance, and enthusiasm can play a large part in helping your student to adopt this reliable method for successfully reading unfamiliar words. 8. Don’t flog a tired horse! If your student is struggling with a particular concept or word, make 3 attempts (total), tell him/her the word, and try again another day!
UURC 10-29-13 KJB 3
Definitions A, e, i, o, and u are always vowels in written English. When ‘y’ begins a word or syllable, it is a consonant (e.g., yellow, backyard), but positioned at the end of a word, it is a vowel (e.g., ‘happy,’ ‘cry’). All other English letters are consonants. The acronym CVC refers to a 3 letter word that begins with a consonant, has a vowel in the middle position, and ends with a consonant (e.g., cup, sit, mom). A phoneme is the smallest sound in a language that can be spoken. For example /p/, /ch/, /m/, and /ā/ are phonemes used in spoken English. Backslashes surrounding a letter indicate sound, rather than letter name. A grapheme or letter is a symbol for a phoneme (e.g., ‘p,’ ‘ch,’ ‘m,’ and ‘a,’ ‘ay,’ ‘ai’ are graphemes. An onset comes before the vowel in a single syllable. For example,‘s’ is the onset in ‘sad’ and ‘st’ is the onset in ‘stop.’ Not all syllables have an onset (e.g., ‘at,’ ‘is,’ ‘own’). A blend refers to two consonants in sequential position with each consonant retaining its own sound (e.g., flat, bend). When tapping a blend, each sound receives its own finger tap. A digraph refers to two letters in sequential position that combine to make only 1 sound (e.g., chin, hush, soil). A digraph receives only 1 finger tap.
Vowel Patterns & Related Vowel Phonemes Core A Patterns: a-consonant says /ă/ ex.: hat, map a-consonant-e says /ā/ ex.: name, lake a-r says /r/ ex.: jar, farm a-i says / ā / ex.: rain, tail
Core I Patterns: i-consonant says /ĭ/ ex.: pig, lip i-consonant-e says /ī/ ex.: bike, five i-r says /ur/ ex.: girl, dirt i-g-h says / ī / ex.: night, light
Core O Patterns: o-consonant says /ŏ/ ex: mom, pot o-consonant-e says /ō/ o-r says /or/ o-a says /ō/
ex.: ex.: ex.:
rope, nose horn, fork soap, road
Core E Patterns: e-consonant says /ĕ/
ex.:
web, bell
e-e says /ē/ e-r says /ur/ e-a says /ē/
ex.: ex.: ex.:
feet, seed her, germ leaf, heat
Core U Patterns: u-consonant says /ŭ/
ex.:
sun, cup
u-consonant-e says /ū/ u-r says /ur/ u-e says /oo/
ex.: ex.: ex.:
cute, dude fur, burn glue, true
4
UURC 10-29-13 KJB 5
Mixed Short Vowel Work (2 dot words): Next StepsSM (NS) Word Study
Note: all Next Steps students must start with this portion of the Next Steps Word Study Sequence—even teen-agers whom you may think don’t need it. You will be surprised how confused even older students are about short vowel sounds. That said, you may only need to spend 3 or 4 days here, enough time to try the most difficult words with blends and digraphs, and to be sure that the student can articulate the vowel patterns and vowel sounds. Then, you may conduct a Word Study Check with all 5 vowels and determine if your student is ready to move onto to Vowel Pattern Word (3 dot words). Materials: - pencil for student; pencil for tutor - a, i, o, and e mixed short vowel anchors & CVC word cards. No blends (e.g.,. stop, bend) or digraphs (e.g., chop, sick) on Day 1. - student spelling notebook with lined paper Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: NS Mixed Vowel Sort 1. Place the following anchors horizontally next to one another.
2. Say, “Point and read these anchors, please.” Student responds. Difficulty? Suggest tapping.
UURC 10-29-13 KJB 6
3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “The letter ‘a’ is a vowel. It says /ă/. What does it say? Student answers. 4. Do the same for i, o, and e. 5. Place ‘job’ in front of the student. Ask, “Where does this go?” Student should place card below ‘mom.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column. Difficulty? Point out that both words contain the vowel ‘o,’ so the new card goes under ‘mom.’
6. Say, “Point and read, please.” Student points down that column while reading each word aloud. Continue with other word cards as above. The first time the student has difficulty reading a word, it is time to teach tapping. Tapping is a very important blending strategy for beginning readers. Read the directions below and practice ahead of time so that you are ready when opportunity strikes! Introduce tapping without word cards. Hold up your right hand and wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the fingers want to touch home base.” Ask the student to do the same. Show your student how you can tap each finger to the thumb individually (left to right, from forefinger to pinky), saying “Tap. Tap. Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish.
UURC 10-29-13 KJB 7
Have your student practice tapping each finger to the thumb individually (left to right, from forefinger to pinky) until s/he can do this reasonably well. 1. tap forefinger 2. then, middle finger 3. ring finger 4. then, all 3 at once Next, hold your right hand below a CVC word card (e.g., win) and show the student how you can tap each sound in the word, 1 finger at a time, and then say the whole word while joining all the fingers at once to the thumb.
1. /w/ 2. /ĭ/ 3. /n/ 4. win
From now on, when the student cannot readily identify a word during Sort, Fast Pencil, Memory, or even when reading text, instruct the student to ‘tap’ as described above. 7. If your student can read and point down the column easily, build a 4x4 matrix with just CVC (consonant-vowel-consonant) words—no words with blends or digraphs, yet.
UURC 10-29-13 KJB 8
If your student experiences difficulty, drop back to a 2x2 or 2x3 matrix with just ‘hat’ and ‘pig’ anchors. You can build a 4x4 matrix over successive lessons. 8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Repeat as above with the ‘pig,’ ‘mom,’ and ‘red’ columns. Day 2+ NS Mixed Vowel Sort Always use the same anchor cards in the order suggested by the NS Sequence . Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may be new to reflect the student’s previous success. You should introduce words with blends (e.g., glad, dust) and digraphs (e.g., when, hush) as soon as the student is quite successful with CVC words (e.g., job) in a 4x4 Sort. Difficulty? Suggest tapping!
UURC 10-29-13 KJB 9
Each day as you finish the Sort, for each column ask “What is the vowel pattern here? What is the vowel sound?” NS Mixed Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to 6-7 words in random order. 3. Suggest tapping as needed. NS Mixed Vowel Memory 1. Say, “Flip all of the cards over (including anchors) and mix them up.” 2. Arrange the cards back into a matrix. 3. Let the student play first. Say, “Pick a card and flip it over.” The student chooses a card, flips it over in its place. Say, “Read that word.” Student responds. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:
- point to the vowel, then to the ending consonant while saying “o-consonant…” - then pointing then back to the vowel a final time stating “…says /ŏ/.” Do this for both cards in the match.
UURC 10-29-13 KJB 10
7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose when you play NS Memory, but do so convincingly! Win a game occasionally to keep things “real!” NS Mixed Vowel Spelling 1. Choose 5 word cards you used in the Sort. Choose 2 easier words, and 3 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: - say the word - use the word at the end of a short sentence - ask “What word?” Student repeats word. Example: “The word is win. I hope I win. What’s the word?” Student repeats word. Say, “Write win.” 3. Continue as above for remaining 3 words. 4. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘sick’ for ‘stick’ say, “The word is stick. Say stick.” Student responds. 5. Show the tapping motion or say, “Tap.” When the student taps /s/-/t/, stop him/her at that sound and ask, “What says /t/? Student responds. Ask, “What do you need to put there?” Student responds and fixes word.
1 2
3
UURC 10-29-13 KJB 11
6. Now, use the procedures below to model for your student how to “Say It. Match It. Check It.” 7. After modeling, hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., w,w). Student finishes word using the same procedure (e.g., i,i…n,n), and then places a √ next to the word. 2. win √ 10. Repeat “Say It. Match It. Check It.” for remaining words. Moving Along in NS Mixed Short Vowel Work When your student can play Memory such that s/he is approximately 85% accurate, move to the next line in the NS Word Study Sequence (i, e, o, and u). You will need to retire 1 anchor, keep 3 anchors, and pull 1 new anchor, as well as related word cards. When your student is successful with i, o, e, and u, including some words with blends and digraphs, conduct a Word Study Check to determine if s/he is ready to move into the next phase of NS Word Study: Vowel Patterns (3 dot words). NS Word Study Check for Mixed Vowel Work 1. Randomize a deck of at least 40 words, sampling all 4 patterns, including words with blends and digraphs. Set your timer for 1 minute.
win
UURC 10-29-13 KJB 12
2. Hold cards in one hand. Start timer when student reads first card. Student reads off deck. Tapping is ok. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic No = Wrong or >3 Second Hesitation (Say correct word and move on) 4. Criteria: at least 35 words correct in 1 minute with no more than 3 errors. Meet or exceed? BUMP UP to Vowel Patterns. 5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW Mixed Short Vowel trouble areas.
UURC 10-29-13 KJB 13
Vowel Pattern Work (3 dot words): Next StepsSM Word Study
Materials: - pencil for student; pencil for tutor - a, a-e, ar, and ai vowel pattern anchors & word cards. No blends or digraphs on Day 1. - student spelling notebook with lined paper Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: NS Vowel Pattern Sort 1. Place ‘hat,’ ‘cake,’ ‘farm,’ and ‘rain’ anchors horizontally next to one another.
2. Say, “Point and read these anchors, please.” Student responds. 3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “a’ is a vowel. It says /ă/ in hat. What does it say? Student answers. 4. Point to ‘a’ in ‘hat’ and say, “In words like this, ‘a’ says /ă/ because it is the only vowel and it is closed off at the end by a consonant. 5. Continue, “But, in this word (point to the ‘a’ in ‘cake’), ‘a’ says /ā/ because it is followed by a consonant and then a silent ‘e’ (point to those letters).” 6. “And, in this word (point to the ‘a’ in ‘farm’), ‘a’ says /r/ because it is followed ‘r’ and the ‘r’ is bossy and won’t let the ‘a’ say its short or long sound (point to ‘r’).”
UURC 10-29-13 KJB 14
7. “And, in this word (point to the ‘a’ in ‘rain’), ‘a’ says /ā/ because it is followed by a silent ‘i’ (point to ‘i’).” 8. Place ‘jam’ in front of the student. Ask, “Where does this go?” Student should place ‘jam’ below ‘hat.’ Do NOT ask (or allow) the student to read the new card first. The student must place the card in the Sort and then use the support of the anchor to read down the column.
Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ have vowels followed by ‘r’ or ‘i,’ so they belong in the same column. 5. Say, “Point and read, please.” Student points and reads down that column while reading each word aloud. 6. If your student can read and point down the column easily, build a 4x4 sort with just CVC (consonant-vowel-consonant) and CVCe (consonant-vowel-consonant-silent e) words—no words with blends or digraphs, yet.
If your student experiences a good deal of difficulty, shorten the Sort to 2x2 or 2x3 and then expand to a full 4x4 matrix over successive lessons.
UURC 10-29-13 KJB 15
8. Once you have a finished the Sort, touch your pencil to the vowel in ‘hat’ and then to the ending consonant in ‘hat’ and say, “Watch my pencil. This vowel pattern is a-consonant. 9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: a-consonant… a-consonant…a-consonant.” 10. Go back up to the top of the ‘hat’ column, touch your pencil to the vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/. 11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say, “Say it with me: /ă/… /ă/…/ă/.” 12. Then, touch your pencil to the vowel, consonant, and ‘e’ in ‘cake’ and say, “Watch my pencil. This vowel pattern is a-consonant-e. 13. Repeat #12 above for the rest of the words in the ‘cake’ column. Say, “Say it with me: a-consonant-e… a-consonant-e…a-consonant-e.” 14. Go back up to the top of the ‘cake’ column, touch your pencil to the ‘a’ and then the ‘e’ in ‘cake’ and say, “Watch my pencil. The vowel sound is /ā/.” 15. Repeat #14 above for the rest of the words in the ‘cake’ column. Say, “Say it with me. /ā /… /ā/…/ā/.” 16. Then, touch your pencil to the ‘a,’ then the ‘r’ in ‘farm’ and say, “Watch my pencil. This vowel pattern is a-r. 17. Repeat #16 above for the rest of the words in the ‘farm’ column. Say, “Say it with me: a-r…a-r.” 18. Go back up to the top of the ‘farm’ column, use your pencil to circle the ‘ar’ in ‘farm’ and say, “The vowel sound is /r/. Say it with me: /r/… /r/…/r/.” 19. Finally, touch your pencil to the ‘a,’ then the ‘i’ in the ‘rain’ and say, “Watch my pencil. This vowel pattern is a-i.
UURC 10-29-13 KJB 16
20. Repeat #19 above for the rest of the words in the ‘rain’ column. Say, “Say it with me: a-i…a-i.” 21. Go back up to the top of the ‘rain’ column, use your pencil to circle the ‘ai’ in that column and say, “The vowel sound is /ā/…Say it with me: /ā/… /ā/…/ā/.” Day 2+ NS Vowel Pattern Sort Always use the same anchor cards. Ask the student to begin the Sort by pointing to and reading each anchor card. The cards you choose to fill out the Sort should reflect the student’s instructional level (i.e., 85% success – 15% challenge). Some cards may need to be re-used because the student had difficulty, or all may change daily to reflect the student’s success. You should introduce words with blends (e.g., skate) and digraphs (e.g., shake) as soon as the student is quite successful with CVC words (e.g., job) in a 4x4 Sort. Each day as you finish the Sort, for each column ask, “What is the vowel pattern here? What is the vowel sound?” Difficulty? For CVC words, suggest tapping. But, for words with other patterns, ask the student to identify the pattern first. Then ask, “So what sound is this vowel going to make?” Student responds. Say, “Remember that sound. Now tap.” After 3 tries, try again next lesson. Another option is to reduce the size of the Sort. NS Vowel Pattern Fast Pencil 1. Say, “Let’s play Fast Pencil.” 2. Point to 6-7 words in random order.
UURC 10-29-13 KJB 17
3. Suggest tapping as needed. Remember if a word has a vowel-consonant-e pattern, ask the student to tell you the main vowel sound before s/he begins tapping. NS Vowel Pattern Memory 1. Ask the student to flip the cards face down, mix them up, and arrange a matrix. 3. You or the student chooses a card, flips it over and reads it aloud, tapping if necessary. Do the same for a second card. 4. If the cards have the same vowel, the player says, “I have a match!” and takes those cards out of the matrix. If the 2 cards do not match, the player flips them over and leaves them in the matrix. Do not re-mix! 5. Whenever a match is made, the opposing player says, “Justify that, please!” 6. Model justification for your student by using a pencil to:
- point to the vowel, then to the ending consonant, then to ‘e’ while saying “a-consonant-e…” - then point back to the main vowel a final time stating “…says /ā/.” Do this for both cards in the match.
7. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. 8. A match allows the player to take another turn. The player with the most matches wins the game.
1 2
4
3
UURC 10-29-13 KJB 18
NS Vowel Pattern Spelling 1. Choose 5 word cards you used in the Sort. Choose 2 easier words, and 3 words that provide a bit of a challenge. 2. Use the following instructional prompts and procedure: “The word is name. Jean is my name. What’s the word?” 3. Student repeats word. Say, “Write name.” 4. Continue as above for remaining 4 words. 5. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes ‘lak’ for ‘lake’ say, “The word is lake. Say lake.” Student responds. 6. Show the tapping motion or say, “Tap.” When the student taps /l/-/ā/, stop him/her at that point and ask, “What says /ā/? Student responds. Ask, “What do you need at the end of the word for the vowel to say its name?” Student responds and fixes word. 7. Next, the student should “Say It. Match It. Check It.” Hand the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 8. Say, “Match it.” Student places card above spelling word in notebook. 9. Say, “Check it.” Student uses a pencil to point to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., n,n). Student finishes word using the same procedure (e.g., a,a…m,m…e,e), and then places a √ next to the word. 10. Repeat “Say It. Match It. Check It.” for remaining words.
Moving Along in NS Vowel Pattern Work When your student can play Memory such that s/he is approximately 85% accurate, including some words with blends and digraphs, conduct
UURC 10-29-13 KJB 19
a Word Study Check to determine if s/he is ready to move to the next Vowel Pattern. (e.g., i, i-e, ir, and igh). NS Word Study Check for Vowel Pattern Work 1. Randomize a deck of at least 40 words, sampling all 4 vowel patterns, including words with blends and digraphs. Set your timer for 1 minute. 2. Hold cards in one hand. Start timer when student reads first card. Student reads off deck. Tapping is ok. Data must come from a cold read (i.e., the student has not read or worked with those cards that day). 3. Sort words into 2 piles: Yes = Automatic No = Wrong or >3 Second Hesitation (Say correct word and move on) 4. Criteria: at least 35 words correct in 1 minute with no more than 3 errors. Meet or exceed? BUMP UP to next Vowel Pattern. 5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW Vowel Pattern trouble areas.
University of Utah Reading Clinic 10/17/2017 MB
Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off label template (included) onto AVERY 8195. Word cards can be sorted into library pockets or snack size zip‐lock baggies. Label each library pocket or zip‐lock baggie with the printed labels. Place word cards into the corresponding library pocket. We suggest you separate each word sort section using tabbed dividers of colored cardstock. Organize pockets behind appropriate section divider & place in a container.
Next Steps Word Study Inventory & Kit Organization
Section 1 Divider: Mixed Short Vowels (●● two dot words)
hat back, cat, clap, had, has, glad, mad, map, ran, snack, that
pig hit, his, kid, lip, sick, ship, this, win, with
mom cost, chop, doll, drop, fox, hop, job, lost, rock, stop
red bed, bend, less, let, pet, sell, sled, step, tell, then, web, when
cup bug, bus, but, cut, dust, fun, hush luck, must, nut, shut, stub, truck
Section 2 Divider: Core Vowel Patterns of A (●●● three dot words) Vowel Patterns a_ (●●● three dot words)
Vowel Patterns a_e
(●●● three dot words) Vowel Patterns ar
(●●● three dot words) Vowel Patterns ai (●●● three dot words)
hat back bag band bat bath cap cast cat clap dad fan fast flag flat glad had hand ham jam last mad map math nap ran snap trap that
cake bake base brave chase face fake flame gate gave grape lake late made make name page rake safe same shake shape skate snake space state take tape trade
farm arm art bark barn car card cart dark dart far hard harm jar march mark park part shark spark sharp smart star starch start tar tart yard yarn
rain braid brain drain mail paid pail pain paint sail stain tail train wait
Section 3 Divider: Core Vowel Patterns of I (●●● three dot words) Vowel Patterns i_ (●●● three dot words)
Vowel Patterns i_e (●●● three dot words)
Vowel Patterns ir (●●● three dot words)
Vowel Patterns igh (●●● three dot words)
pig big fin fit fix flip gift grin hid hill him hit hip kick lick lid lip list mix pin print rib sick shin slim swim trip twin win
bike bite bride dime dive drive five glide gripe grime hide hike kite like life lime mine nice ride side shine slide smile spine time wide wife wipe white
girl birch bird birth chirp dirt fir firm first flirt mirth sir shirk shirt skirt smirk stir swirl thirst third twirl whirl whir
night bright fight flight fright high light might right sigh sight tight thigh
Section 4 Divider: Core Vowel Patterns of O (●●● three dot words) Vowel Patterns o_ (●●● three dot words)
Vowel Patterns o_e (●●● three dot words)
Vowel Patterns or (●●● three dot words)
Vowel Patterns oa (●●● three dot words)
mom chop chomp clock cloth dog doll dot drop fog flock floss frog hot job jog lock log lost mob nod pot pop soft shock shop stop top trot
rope bone broke choke close drove froze hole home hope joke poke pole probe mope mole nose note robe spoke stone stroke those woke
fork born cord cork corn force form fort horn morn north port porch pork sort short sport stork storm torn torch thorn
coat coach croak float goal goat groan soap load loaf road soak toast throat
Section 5 Divider: Core Vowel Patterns of E (●●● three dot words) Vowel Patterns e_ (●●● three dot words)
Vowel Patterns ee (●●● three dot words)
Vowel Patterns er (●●● three dot words)
Vowel Patterns ea (●●● three dot words)
red bed beg bell bench bend best bet blend chest deck desk fed fled get led left let men neck shed sled spend ten test web wed wept when
feet bee beef beep beet cheek deed deep feel free green greet jeep meet queen see seed sheet sweet speed sweep teen teeth tree tweed weed wheel
jerk clerk germ fern her herd nerd per perch perk perm pert stern term verb
meat beach beak cheap clean dream eat hear heat leaf meal speak team wheat
Anchor Words =
University of Utah Reading Clinic 10/17/2017 MB
Section 6 Divider: Core Vowel Patterns of U (●●● three dot words) Vowel Patterns u_ (●●● three dot words)
Vowel Patterns u_e (●●● three dot words)
Vowel Patterns ur (●●● three dot words)
Vowel Patterns ue (●●● three dot words)
cup bump bus club crush crust cub cut drum duck fund gum hunt hut jump luck mud plug plus puff pup rug run shut strut sum sun tub thud
dude brute crude cute fluke huge June mule mute prune rude rule spruce truce tune
turn blur burst burn burp church churn curb curl curt fur hurl hurt turf spurt surf
blue clue due glue sue true
Section 7 Divider: -ed ending sorts (●●●● four dot words)
Baseword + /ed/ test tested act acted add added count counted end ended expect expected fade faded fold folded float floated hand handed hunt hunted invent invented land landed list listed melt melted need needed rent rented sort sorted skate skated trade traded twist twisted want wanted
Baseword + /d/ rain rained burn burned carry carried climb climbed copy copied cry cried film filmed hug hugged learn learned live lived move moved obey obeyed play played pray prayed smell smelled sneeze sneezed snow snowed stay stayed study studied try tried worry worried yell yelled
Baseword + /t/ look looked ask asked blink blinked camp camped crash crashed help helped hop hopped hope hoped jump jumped kick kicked lick licked like liked laugh laughed miss missed place placed push pushed stop stopped touch touched trap trapped trick tricked walk walked wish wished
Section 8 Divider: Additional Vowel Patterns of A (●●● three dot words) Vowel Patterns ay (●●● three dot words)
Vowel Patterns all (●●● three dot words)
Vowel Patterns aw (●●● three dot words)
day bay clay hay may pay play ray say spray stay stray tray way
fall all ball call gall hall mall small stall tall wall
jaw bawl claw draw flaw hawk law lawn paw raw saw straw thaw yawn
Section 9 Divider: Additional Vowel Patterns of I (●●● three dot words) Vowel Patterns ing (●●● three dot words)
Vowel Patterns Rule Breaking i (●●● three dot words)
Vowel Patterns y like /ī/ (●●● three dot words)
ring bring fling king sing sling sting swing thing wing
mind bind blind child climb find grind kind mild wild
my by cry fly fry pry shy sky sly spry try why
Section 10 Divider: Additional Vowel Patterns of O (●●● three dot words) Vowel Patterns Rule Breaking o (●●● three dot words)
Vowel Patterns oi (●●● three dot words)
Vowel Patterns oo (●●● three dot words)
Vowel Patterns ow (●●● three dot words)
gold cold colt fold folk ghost hold host jolt mold old post sold
coin boil coil foil join joint moist oil point soil spoil toil
boot boom broom hoop moon noon pool roof room scoop smooth shoot tool tooth
mow bow blow crow know flow grow low own row show snow tow throw
Vowel Patterns oy (●●● three dot words)
Vowel Patterns oo (●●● three dot words)
Vowel Patterns ow (●●● three dot words)
Vowel Patterns ou (●●● three dot words)
toy boy coy joy ploy Roy soy
book brook cook foot good hood hook, look shook stood wood
cow brown clown crowd crown down frown gown how now owl plow town wow
loud cloud couch count found mouth ouch out proud round scout shout sound south
Section 11 Divider: Additional Vowel Patterns of E (●●● three dot words)
Vowel Patterns ea (●●● three dot words)
Vowel Patterns ear (●●● three dot words)
Vowel Patterns er_e (●●● three dot words)
Vowel Patterns ew (●●● three dot words)
head bread breath dead deaf death dread leapt meant spread sweat tread thread threat
earth Earl earn heard learn pearl search
verse merge nerve serve swerve
new blew chew crew dew drew few flew grew knew news screw stew threw
Section 12 Divider: Additional Vowel Patterns of U (●●● three dot words)
Vowel Patterns ur_e (●●● three dot words)
nurse curse curve purse splurge surge urge
GAME CARDS
Core Vowel Patterns ••• ir
Core Vowel Patterns ••• ur
Additional VowelPatterns
••• Rule Breaking o
•• Mixed Short Vowels
Core Vowel Patterns ••• igh
Core Vowel Patterns ••• ue
Additional VowelPatterns
••• oi
Mixed Short Vowels •• A
••• Core Vowel Patterns of O
•••• -ed ending sorts
Additional VowelPatterns
••• oo (boot)
Mixed Short Vowels •• I
Core Vowel Patterns ••• o_
Baseword + /ed/ ••••
Additional VowelPatterns
••• ow (mow)
Mixed Short Vowels •• O
Core Vowel Patterns ••• o_e
Baseword + /d/ ••••
Additional VowelPatterns
••• oy
Mixed Short Vowels •• E
Core Vowel Patterns ••• or
Baseword + /t/ ••••
Additional Vowel Patterns
••• oo (book)
Mixed Short Vowels •• U
Core Vowel Patterns ••• oa
••• Additional Vowel Patterns of A
Additional VowelPatterns
••• ow (cow)
••• Core Vowel Patterns of A
••• Core Vowel Patterns of E
Additional VowelPatterns
••• ay
Additional VowelPatterns
••• ou
Core Vowel Patterns ••• a_
Core Vowel Patterns ••• e_
Additional VowelPatterns
••• all
••• Additional Vowel Patterns of E
Core Vowel Patterns ••• a_e
Core Vowel Patterns ••• ee
Additional VowelPatterns
••• aw
Additional VowelPatterns
••• ea (head)
Core Vowel Patterns ••• ar
Core Vowel Patterns ••• er
••• Additional Vowel Patterns of I
Additional VowelPatterns
••• ear
Core Vowel Patterns ••• ai
Core Vowel Patterns ••• ea
Additional VowelPatterns
••• ing
Additional VowelPatterns
••• er_e
••• Core Vowel Patterns of I
••• Core Vowel Patterns of U
Additional VowelPatterns
••• Rule Breaking i
Additional VowelPatterns
••• ew
Core Vowel Patterns ••• i_
Core Vowel Patterns ••• u_
Additional VowelPatterns
••• y like /ī/
••• Additional Vowel Patterns of U
Core Vowel Patterns ••• i_e
Core Vowel Patterns ••• u_e
••• Additional Vowel Patterns of O
Additional VowelPatterns
••• ur_e
Next Steps: Word Study Sequence
Note: You may spend one (1) or many days on a particular set of patterns.
Remember that students need to be able to verbalize “vowel pattern” and “vowel sound” as well as be able to meet or exceed word study check criteria before they move on to a new set of patterns.
1. Mixed Short Vowels ●●A I O E ●●I O E U (WORD STUDY √)
2. Core Vowel Patterns ●●●a_, a_e, ar, ai
(WORD STUDY √) ●●●i_, i_e, ir, igh
(WORD STUDY √) ●●●o_, o_e, or, oa
(WORD STUDY √) ●●●e_, ee, er, ea (eat)
(WORD STUDY √) ●●●u_, u_e, ur, & ue
(WORD STUDY √) 3. Additional Sorts (optional) Include only if needed. –ed Ending Sorts: ●●●●Baseword + /ed/
(WORD STUDY √) ●●●●Baseword + /t/
(WORD STUDY √) ●●●●Baseword + /d/
(WORD STUDY √) ●●●●Combination /ed/, /t/, /d/
(WORD STUDY √)
4. Additional Vowel Patterns Always include the “vowel consonant” & “vowel-consonant-e” patterns in this section.
- A - ●●●a_, a_e, ai, ay ●●●a_, a_e, ay, all ●●●a_, a_e, all, aw
(WORD STUDY √)
- I - ●●●i_, i_e, igh, ing ●●●i_, i_e, ing, rule-breaking i ●●●i_, i_e, rule-breaking i, & y like i
(WORD STUDY √)
- O -
●●●o_, o_e, oa, & rule-breaking o ●●●o_, o_e, rule-breaking o & oi ●●●o_, o_e, oi & oo(moon) ●●●o_, o_e, oo(moon), & ow (row)
●●●o_, o_e, ow (row) & oy ●●●o_, o_e, oy & oo (book) ●●●o_, o_e, oo(book) & ow (cow) ●●●o_, o_e, ow(cow) & ou
(WORD STUDY √)
- E - ●●●e_, ee, ear, ea (bread) ●●●e_, ee, ea (bread), er_e ●●●e_, ee, er_e, ew (WORD STUDY √)
- U - ●●●u_, u_e, ue, ur_e
(WORD STUDY √)
5. Review of Vowel Patterns Review #1: ●●●a_, i_, a_e, i_e ●●●a_, ar, i_e, ir,
(WORD STUDY √) Review #2: ●●●i_, o_, i_e, o_e ●●●i_, i_e, ir, or, ●●●i_e, o_e, rule-breaking i, rule-
breaking o
●●●i_e, o_e, igh, ow(row)
(WORD STUDY √) Review #3: ●●●o_, e_, o_e, ee ●●●o_, e_, or, er ●●●o_e, ee, oa, ea(eat)
(WORD STUDY √) Review #4: ●●●e_, u_, ee, u_e ●●●ee, u_e, er, ur ●●●ee, u_e, ea (eat), ur_e
(WORD STUDY √) Review #5: Review patterns that were particularly challenging to your student. Examples: a_e, i_e, o_e, u_e ai oa ea (eat) ue ar ir or ur ai oi ay oy ea (eat) ee oo(moon) oo(book)
aw ew ow (cow) ow(row)
oo(book) oo(moon) ow (cow) ow(row)
ear er_e ea (eat) ea (bread) (WORD STUDY √)
University of Utah Reading Clinic 2/14/2013 MB
UURC Vowel, Blend and Digraph Keywords When you introduce a pattern, teach the mantra:
Short Vowels: Long Vowels: short a – apple – /ă/ long a – cake – /ā/
short i – itch – /ĭ/ long i – bike – /ī/
short o – octopus – /ŏ/ long o – rope – /ō/
short e – ed – /ĕ/ long e – feet – /ē/
short u – up – /ŭ/ long u – cute – /ū/
y – my – /ī/ y – pony – /ē/
Include digraphs & blends in word bank only if necessary: Digraphs Keyword Digraphs Keyword Digraphs Keyword
wh whistle sh ship ch chin
th thumb ck sock ph phone
Blend Keyword Blend Keyword Blend Keyword
bl block gr grape sn snake
br bread pl plane sp spoon
cl clock pr prize st star
cr crab qu queen sw swing
dr dress sc scarf tr train
fl flag sk skate tw twin
fr frog sl slide
gl glove sm smile
University of Utah Reading Clinic: 5/16//2020
a
i
e
o u
Short Vowel stretch cards
A - apple - /ă/ I - itch - /ĭ/ E - ed - /ĕ/ O - octopus - /ŏ/ U - up - /ŭ/
Sequence Sample: 1. Point to letter "a" and say letter
name. 2. Point to picture and say, "apple". 3. Trace down line with finger while
Saying, /ăăăă/. 4. Point to letter again and say letter
Sound /ă/.
University of Utah Reading Clinic 4/26/2013
hat
cat
ran
map
mad
back
had
has
snack
that
clap
glad
pig
win
hit
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
University of Utah Reading Clinic 7/22/2015 MB
lip
kid
his
sick
this
ship
with
mom
fox
job
hop
doll
lost
cost rock
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●●●●
●● ●●●●
University of Utah Reading Clinic 7/22/2015 MB
chop
stop
drop
red
bed
let
pet
web
tell
less
sell
step
bend
then
when
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
University of Utah Reading Clinic 7/22/2015 MB
sled
cup
nut
but
fun
bus
bug
cut
dust
stub luck
shut
truck
must
hush
●● ●● ●●
●● ●● ●●
●● ●●
●● ●● ●●
●● ●● ●●
●●
University of Utah Reading Clinic 7/22/2015 MB
hat
cat
dad
ran
had
nap
jam
map
bat
fan
mad
bag
ham
cap
band
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●● ●●●
University of Utah Reading Clinic 7/23/2015 MB
trap
bath
that
glad
fast
flat
cast
hand
last
clap
math
snap
back
flag
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●●
●●● ●●●
●●●
●●●
University of Utah Reading Clinic 7/23/2015 MB
cake
lake
tape
name
make
gave
made
take
same
page
gate
bake
face
fake
safe
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 7/23/2015 MB
rake
late
base
shake
chase
skate
shape
state
flame
trade
snake
grape
space
brave
●●●
●●● ●●● ●●●
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 7/23/2015 MB
farm
jar
far
car
tar
art
barn
card
hard
dart
part
star
park
yard
dark
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●●
University of Utah Reading Clinic 7/23/2015 MB
cart
mark
harm
bark
tart
yarn
arm
start
sharp
march
shark
spark
smart
starch
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 7/23/2015 MB
rain
wait
pain
tail
sail
paid
brain
train
paint
pail
braid
drain
stain
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 7/23/2015 MB
pig
pin
lip
hit
win
big
hid
fit
mix
fin
him
fix
hill
lid
hip
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 7/23/2015 MB
rib
kick
gift
trip
grin
twin
flip
slim
lick
shin
list
swim
sick
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
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University of Utah Reading Clinic 7/23/2015 MB
bike
five
dime
dive
ride
wife
side
nice
mine
wide
wipe
lime
bite
hide
hike
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University of Utah Reading Clinic 7/23/2015 MB
kite
like
time
life
spine
smile
gripe
bride
glide
shine
grime
white
drive
slide
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University of Utah Reading Clinic 7/23/2015 MB
girl
dirt
bird
sir
fir
first
birth
shirt
third
flirt
skirt
firm
chirp
stir
birch
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University of Utah Reading Clinic 7/23/2015 MB
thirst
mirth
twirl
shirk
swirl
whirl
whir
smirk
night
sigh
high
thigh
fight
sight
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University of Utah Reading Clinic 7/23/2015 MB
tight
might
right
light
flight
fright
bright
mom
top
job
pot
jog
dot
pop
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University of Utah Reading Clinic 7/23/2015 MB
fog
mob
dog
nod
hot
log
doll
trot
drop
stop
lock
clock
floss
shock
frog
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University of Utah Reading Clinic 7/23/2015 MB
soft
flock
chop
shop
cloth
lost
chomp
rope
bone
note
hole
poke
hope
woke
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University of Utah Reading Clinic 7/23/2015 MB
nose
joke
mope
mole
robe
pole
home
choke
spoke
stone
froze
close
broke
drove
stroke
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University of Utah Reading Clinic 7/23/2015 MB
those
probe
fork
horn
torn
pork
born
corn
fort
morn
cork
form
cord
port
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University of Utah Reading Clinic 7/23/2015 MB
sort
storm
thorn
sport
north
stork
short
porch
force
torch
coat
goat
soap
loaf
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University of Utah Reading Clinic 7/23/2015 MB
soak
load
road
goal
toast
coach
croak
float
groan
throat
red
web
ten
beg
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University of Utah Reading Clinic 7/23/2015 MB
get
bed
wed
bet
fed
bell
led
let
men
when
blend
left
sled
test
wept
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University of Utah Reading Clinic 7/23/2015 MB
neck
bend
spend
chest
bench
desk
shed
deck
fled
best
feet
seed
beef
jeep
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University of Utah Reading Clinic 7/23/2015 MB
meet
deep
feel
beet
bee
teen
beep
deed
see
weed
tree
green
queen
sheet
sweet
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University of Utah Reading Clinic 7/23/2015 MB
speed
cheek
free
wheel
teeth
greet
tweed
sweep
jerk
her
fern
herd
perk
verb
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University of Utah Reading Clinic 7/23/2015 MB
term
perm
per
pert
germ
nerd
perch
stern
clerk
meat
eat
leaf
heat
meal
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University of Utah Reading Clinic 7/23/2015 MB
hear
beak
team
wheat
dream
speak
clean
beach
cheap
cup
sun
bus
mud
tub
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University of Utah Reading Clinic 7/23/2015 MB
puff
sum
hut
cub
gum
run
pup
rug
cut
duck
drum
thud
jump
plug
hunt
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University of Utah Reading Clinic 7/23/2015 MB
strut
plus
club
fund
crust
bump
luck
shut
crush
dude
tune
mule
rude
June
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cute
brute
crude
huge
fluke
mute
truce
prune
rule
spruce
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turn
fur
curb
burn
hurt
curl
surf
hurl
burp
turf
curt
blur
burst
church
churn
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University of Utah Reading Clinic 7/23/2015 MB
spurt
blue
sue
due
glue
true
clue
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University of Utah Reading Clinic 7/23/2015 MB
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day
hay
say
pay
may
way
bay
ray
clay
tray
stray
spray
stay
play
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University of Utah Reading Clinic 7/24/2015 MB
fall
ball
all
mall
call
tall
hall
wall
gall
stall
small
jaw
paw
law
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University of Utah Reading Clinic 7/24/2015 MB
saw
raw
flaw
claw
draw
thaw
straw
hawk
lawn
yawn
bawl
ring
wing
sing
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University of Utah Reading Clinic 7/24/2015 MB
king
thing
bring
swing
sting
fling
sling
mind
kind
mild
find
wild
bind
child
blind
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University of Utah Reading Clinic 7/24/2015 MB
grind
climb
my
by
cry
fly
try
sky
fry
pry
sly
shy
why
spry
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University of Utah Reading Clinic 7/24/2015 MB
gold
colt
old
cold
host
post
folk
sold
hold
jolt
mold
fold
ghost
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University of Utah Reading Clinic 7/24/2015 MB
coin
oil
boil
foil
toil
join
soil
coil
spoil
joint
moist
point
boot
moon
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University of Utah Reading Clinic 7/24/2015 MB
tool
roof
pool
room
hoop
boom
noon
broom
tooth
scoop
smooth
shoot
mow
bow
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University of Utah Reading Clinic 7/24/2015 MB
tow
row
low
own
flow
show
crow
throw
know
snow
grow
blow
toy
boy
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University of Utah Reading Clinic 7/24/2015 MB
coy
Roy
soy
joy
ploy
book
foot
hook
good
look
wood
hood
cook
shook
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University of Utah Reading Clinic 7/24/2015 MB
brook
stood
cow
how
now
wow
owl
town
down
gown
crowd
crown
brown
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University of Utah Reading Clinic 7/24/2015 MB
frown
clown
plow
loud
out
found
ouch
count
shout
sound
proud
mouth
couch
south
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University of Utah Reading Clinic 7/24/2015 MB
round
cloud
scout
head
dead
deaf
bread
sweat
meant
leapt
spread
breath
thread
dread
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University of Utah Reading Clinic 7/24/2015 MB
death
tread
threat
earth
pearl
earn
learn
heard
search
Earl
verse
serve
merge
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University of Utah Reading Clinic 7/24/2015 MB
nerve
swerve
new
few
dew
knew
drew
blew
stew
chew
crew
flew
grew
screw
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University of Utah Reading Clinic 7/24/2015 MB
threw
news
nurse
urge
curse
purse
curve
surge
splurge
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University of Utah Reading Clinic 7/24/2015 MB
Tier II Basic Word Study - Cue Card Introduction •••• “e-d” Endings Introduction
University of Utah Reading Clinic 03/20/21 HD
Introduction to -ed Endings
T. Pull word cards and review procedures in prior to conducting 4 dot lessons. When student completes ‘o’
core vowel patterns, you can deviate to “e-d” endings if needed. After mastery, continue in the Next Steps
Word Study Sequence.
T. Display anchors, point with pencil and read. S. Chorally repeat.
Then say,
What letters do you see at the end of each word?
T. Cover baseword with finger in each word, as you say,
‘e-d’ is a suffix. Suffixes change the meaning of words, listen:
T. Cover “e-d” on each word card with your finger to target base.
Uncover “e-d” to target whole word as you provide these example:
I will test you now. I tested you yesterday.
I can look at you now. I looked at you yesterday.
It will rain today. It rained yesterday.
The suffix ‘e-d’ is tricky because it has 3 different sounds.
T. Point to each word as you prompt, Read these words and listen for the ending
sound as it changes in each one.
We don’t say test-d, we say test-ed. Place above
We don’t say look-ed, we say look-t. Place above
We don’t say rain-ed, we say rain-d. Place above
We will use these words with the e-d suffix to help us learn to read and say
them correctly.
Continue with the ‘e-d’ as single ending lessons. University of Utah 03/30/2021 HD
Tier II Basic Word Study- Cue Card Single Ending •••• “e-d” Endings
University of Utah Reading Clinic 3/30/21 HD
-ed Single Ending Lesson
T. Pull 16 cards – 2 anchors + 7 pairs of baseword and baseword/suffix cards.
Sequence for Single Ending lessons is: ‘e-d’ as , then as , finally as .
Build a 2 x 8 matrix.
T. Display anchors, point with pencil and read. S. Chorally repeat.
T. Show first word random card* for today and ask,
Where does it go? S. chorally identify anchor for placement. T. places card Your turn, voices
together. T. Points as S. chorally read down column.
*Note: baseword and baseword/suffix do not match across columns as you place.
Repeat until 2 x 8 matrix is built.
T. Point to the ‘e-d’ column, ‘e-d’ is a suffix. In these words ‘e-d’ says /ed/. Everything in
front of the –ed is the ‘baseword’ Pencil point to the baseword column, These words are
called basewords, they do not have a suffix attached.
T. Pick up all ‘e-d’ ending words. Now let’s match the words with the suffix to the
baseword without the suffix.
T. Prompt is: What word does this match? S. Chorally ID match then, Voices together. S.
chorally read both word cards.
When MATCH is completed T. pencil points as S. chorally read across all matches. Everybody,
voices together.
Vocabulary and Questioning: Randomly point to several words in matrix and ask:
Read this word (ended). What is the baseword? (end ) What is the suffix? (e-d)
What sound does the ‘e-d’ suffix make in this word? (/ed/).
Cover part of the word and ask: Is this a suffix or a baseword?
(For e-d = /ed only), cover the e-d for several words and ask, What letters do you see at
the end of each baseword? (‘t’ or ‘d’). So, now you know, the only time you use
the ending /ed/ is if the baseword ends in a ‘t’ or ‘d’. Any other letter? Just
clip your ending sound: kisst, or raind.
Tier II Basic Word Study- Cue Card Single Ending •••• “e-d” Endings
University of Utah Reading Clinic 3/30/21 HD
Continue with dictation.
Spelling: dictating words with suffix.
Pencils up! The word is ended, what word? (ended)
What is the baseword? (end) write/spell (end),… now add the suffix. S. Add e-d to
baseword.
T. After dictation, Pencils under end, read the baseword as you underline it, then
whole word as you circle the suffix. Voices together. S. Read down the column in
unison.
ended
Say it-Match it- Check- it:
S. Read the baseword alone and then entire baseword /suffix.
Example:
Say it = “end, ended”
Match it = students find ended in list and places word card above it.
Check it = regular procedure
Continue with this accuracy lesson until group seems about 85% accurate.
Then move to fluency focused lesson.
Fluency Lesson
No more random check (MATCH) after matrix is built.
Activities: Poison Star, OOPS (setting timer for 30 secs.)
**For fluency activities, students read whole word (baseword/suffix).
*WSfor current “e-d” ending: include basewords and baseword/suffix words in randomized deck. S.
Read entire baseword/suffix. Criteria for mastery = 35 or more words; no more than 3 errors in 1
minute.
*WS must be conducted for each “e-d” ending individually: /ed/, /t/, /d/.
Continue with next “e-d” in sequence. Finally, conduct Comparison Lesson.
University of Utah 03/30/2021 HD
Tier II Word Study-Cue Card Comparison Lesson
•••• “e-d” Endings
University of Utah Reading Clinic 3/30/21 HD
-ed Comparison Lesson
Prep: Pull tested , looked , and rained , plus 4 more baseword/suffix for each ending – a total of 15 cards for
a 3 x 5 matrix. Have sound-symbol cards ready for each “e-d” sound /ed/ , /t/ , and /d/ . (Fade out use of
sound-symbol cards). T. Place anchors, this way tested looked rained in front of students and say,
Read these words. Use your thumb to frame “-ed” in each with your thumb and say: What
letters are at the end of each word?
S. “e-d”. Remember, ‘e-d’ can make 3 different sounds. Read these words again and
listen for the 3 different sounds. Holding /ed/ sound card say, This sound is /ed/,
What sound?... Where does it go? S. chorally identify the anchor, place sound-symbol card
above. Repeat with /t/ , and /d/ sound-symbol cards.
SORT: Hand each student a card in which the suffix says /ed/. Read the baseword FIRST! If it
ends in ‘t’ or ‘d’ you know the suffix is going to say /ed/. Then the word goes
under test-ed. If is doesn’t end in ‘t’ or ‘d’, then you know you can’t say /ed/ and
the word goes under ‘looked or rained’.
To finish 3 x 5 matrix the prompt is, Where does it go? S. chorally identify anchor for placement. T.
places card, then Your turn, voices together. T. points as S. choral read down column.
Continue to ask S. to read the baseword and then SORT into the 3 columns.
S. must FIRST read the baseword to know how to read the whole word and THEN sort.
Continue with Random Check, Memory, Dictation, and Say it-Match it- Check it.
See procedures for ‘e-d’ Single Ending for guidance.
Once accuracy is established (85% or so) use fluency driven activities such as Poison Star or Oops for
30 seconds, 2-3 times. (No random check). Students read the entire word (base+suffix) during all
fluency activities.
Mastery: Word Study for mastery to pass each individual ending sound for ‘e-d’ suffix before
moving to the next ‘e-d’ sound in sequence. When students achieve accuracy and fluency after
comparison lesson format, conduct a Word Study on all 3 endings combined. Students read entire
only the whole word (base+suffix).
Criteria: 35 words or more, no more than 3 errors in 1 minute. University of Utah 03/30/2021 HD
Baseword + /ed/
test
tested
expect
expected
act
acted
invent
invented
list
listed
fold
folded
add
added
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University of Utah Reading Clinic 7/23/2015 MB
rent rented need
needed
trade
traded
end
ended hunt
hunted count counted
melt
melted
land
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University of Utah Reading Clinic 7/23/2015 MB
landed
sort
sorted
fade
faded
want
wanted
skate
skated
float
floated
hand
handed
twist
twisted
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University of Utah Reading Clinic 7/23/2015 MB
Baseword + /d/
rain
rained
obey
obeyed
study
studied
pray
prayed
play
played
yell
yelled
stay
stayed
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University of Utah Reading Clinic 7/23/2015 MB
move
moved
learn
learned
hug
hugged
copy
copied
carry
carried
try
tried
sneeze
sneezed
burn
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University of Utah Reading Clinic 7/23/2015 MB
burned
climb
climbed
cry
cried
live
lived
snow
snowed
worry
worried
smell
smelled
film
filmed
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University of Utah Reading Clinic 7/23/2015 MB
Baseword + /t/
look
looked
camp
camped
jump
jumped
hope
hoped
kick
kicked
lick
licked
help
helped
●●●● ●●●● ●●●●
●●●● ●●●●●●●●
●●●● ●●●● ●●●●
●●●● ●●●● ●●●●
●●●● ●●●● ●●●●
University of Utah Reading Clinic 7/23/2015 MB
crash
crashed
trap
trapped
hop
hopped
wish
wished
like
liked
trick
tricked
ask
asked
walk
●●●● ●●●●
●●●● ●●●●●●●●
●●●● ●●●● ●●●●
●●●● ●●●● ●●●●
●●●● ●●●● ●●●●
●●●●
University of Utah Reading Clinic 7/23/2015 MB
walked
miss
missed
place
placed
stop
stopped
push
pushed
touch
touched
laugh
laughed
blink
blinked
●●●● ●●●● ●●●●
●●●● ●●●●●●●●
●●●● ●●●● ●●●●
●●●● ●●●● ●●●●
●●●● ●●●● ●●●●
University of Utah Reading Clinic 7/23/2015 MB
Working in Word Study
Be strategic about Word Study activities. Know
whether the student needs intro/direct teaching,
accuracy work, or fluency work.
Focus: Introduction/Direct Teaching
1. *sortrandom √memoryspelling*
Focus: Accuracy
2. Black-out BingoRandom √spelling
3. Match+1(3x)spelling
4. SortRandom √Go Fishspelling
5. SortRandom √Tap the Sortspelling
6. Shazam (2 or 3x)spelling
7. Be a Mind Reader (8-10 words)spelling
Focus: Fluency
8. Word Study √ (2 or 3x)Slapspelling The first time is always used for “real data” and the subsequent times are just for
practice.
9. Oops (2 or 3x)spelling
10.Poison Star (2 or 3x)spelling
11.Matrix (1 or 2x)spelling
12.Lucky Star (1 or 2x)spelling
13.Tap the Deck Slapspelling Note: Not all games start with a sort. Be sure to follow the sequence as written.
University of Utah Reading Clinic: 5/29/2014 MB
Accuracy Games
SHAZAM!
This game needs at least two players (Tutor may play).
Add 2 or 3 Shazam cards to a randomized deck.
Place the deck face down in front of a Student.
Student states the number of cards s/he wants to read (must be 1 or more).
Student keeps the card(s) read correctly.
If a Shazam card is turned over or if a card is read incorrectly, the student puts all accumulated cards in the discard pile.
The player with the most cards wins the game.
TAP the SORT
When your student is in 2 dot words and is making a lot of errors on a word study check, use this blending strategy to help students read across the word. Do a sort, random check, and then you can play “Tap the Sort”, and then spelling.
Have students read off the deck, tapping each word and reading through deck quickly.
GO FISH
Do a regular sort, random check, then play using the 16 cards from the sort.
Mix up the cards and pass 3 cards to each person. Read through the cards and find any matching pairs, read the cards. The remainder cards are placed face down as the Go Fish draw pile.
Take turns asking for cards with “Vowel Pattern” and “Vowel Sound”. If no match….say “Go Fish”. If matching pair is found, read cards and go again.
Play 2‐3 times, and then spelling.
BLACK out BINGO
Have two blank bingo boards. Using a vis‐à‐vis marker, write the anchor words on the top of both boards.
Add 2 or 3 Wild cards to a randomized deck.
Place the deck face down in front of the student. Take turns choosing, reading, and placing a card under the correct anchor word. As card is placed, touch and read down the column.
If an anchor word card is turned over, the card should be read and placed on top of the written anchor word.
Once a column has been filled with four cards, have students continue to add cards to the column by placing on the last card in the column, touch and read down the column.
Once one of the boards has reached black out, the tutor can do a random check (fast pencil), pointing to 5‐6 words using both boards, and then do spelling.
University of Utah Reading Clinic 8/3/2012 MB
Accuracy Games
MATCH + 1 x 2 (MATCH PLUS ONE TIMES TWO)
1. Place 30 vowel pattern word cards in a well-shuffled deck.
2. Deal 8 word cards to each player (i.e., to the child and the tutor), and place the remaining 14 cards in the deck on the table.
3. Student reads all 17 visible cards prior to play.
4. Play begins with players alternating turns:
a) If the top card of the deck has the same pattern as cards in front of the player, the player removes all of the cards that match (student reads cards as they are removed) [Match]. After all matches are removed, the player may remove any other single card [Plus One].
b) If the top card does not match, the player may turn over a new card and the
student reads the card. If the new card is a match the player may remove the matches, plus one card. If the new card does not match any cards in front of the player, it is the next player’s turn.
c) The first player to play all of his/her cards is the winner.
5. Reshuffle the deck and play the game again [Times Two]. Sample Match + 1 game: i) Player 1 turns up top card (job). She can play (i.e., get rid of) her short o word cards (e.g., pot
and stop) and one other card of her choice (red). ii) Player 2 keeps the top card (job). He can play his short o word cards (e.g., top and lock) and
one other card of his choice (rug). iii) Player 1 cannot use the top card (job), so she turns over another card (kid). She can play her
short i word cards (e.g., big and tip) and one other card of his choice (flat). iv) Player 2 cannot use the top card (kid), so he turns over another card (map). He can play his
short a word cards (e.g., sat and plan) and one other card of his choice (web). v) Player 1 uses the top card (map) to play her short a word cards (e.g., can and bag) and wins
(having played all of her cards).
University of Utah Reading Clinic 8/3/2012 MB
web
can
bag
flat
big
tip
pot
stop
red sat
plan
top
lock
pet
sled
rug job
Player 1 Player 2
Accuracy Games
Be a Mind Reader
To prepare: 1. Devise 5 clues for each word you want to target. 2. Clue #1 should always be: “The word I’m thinking of is on the board.” 3. Clues #2, 3, and 4 should target ORTHOGRAPHIC concepts. 4. Clue #5 should always target the word’s meaning so clearly that every student in the class will be able to identify the word. To play: 1. Array 8‐10 words for viewing. 2. Tell students to number their papers 1‐5. 3. State each clue. 4. Students must write a complete word after each clue (helps build spelling automaticity). 5. Occasionally ask, “Did anyone have to change his/her word? Why?” 6. After you provide the last clue ask, “What’s the word?” and the students answer chorally. 7. Ask, “Raise your hand if you had the correct word on the last clue?” Students raise hands. 8. Say, “Keep your hand up if you had it on the 4th clue (3rd clue, etc.) Example (eloquent):
1. The word is on the white board.
2. The word has one open syllable.
3. The word has a blend in the last syllable.
4. The word has the “chicken letter.”
5. The word means to speak in a way that everyone finds believable.
Example (cascade):
1. The word is on the white board.
2. The word has two syllables.
3. The word has a vowel that has the short sound in one syllable & the long sound in the other.
4. The word’s second syllable is a v‐e syllable.
5. The word is often used to describe waterfalls.
University of Utah Reading Clinic 12/15/2013 MB
Fluency Games
Poison Star
Build a randomized deck of word cards from current concepts.
Mark the back of some of the cards, at random, with a star.
Set timer for 1 or 2 minutes.
Student and Tutor alternate turns reading cards from the top of the deck, then flipping the cards over to check for a star.
Cards are earned when read correctly.
If the card has a star (or is read incorrectly), that card and any other cards collected are passed to the opposing player.
Whoever has the most cards when the timer sounds wins the game!
Oops!
Using a randomized deck, place a large pile of cards face down in a can, box, or on the table.
Mix in 2 Oops! Cards.
Set timer for 1 or 2 minutes.
Student draws and reads one card at a time.
When an Oops! card is drawn, or a mistake is made, all cards are returned to the pile and the student begins anew.
Count cards when the timer sounds.
This game may be played 2 or 3 times in a session.
MATRIX
Build a randomized deck of word cards from current concepts.
Tutor places word cards into a randomized 4 x 4 grid (matrix).
Set timer for 1 minute.
Once timer is started, the Student locates, picks up and reads 4 matching cards (a set). There is no limit for the number of sets.
Student earns the set if the 4 cards match and are read correctly.
Once the Student has made a set and read the cards, the Tutor quickly places word cards into the empty slots within the grid.
If the Student picks up cards, but is short the number needed to make a set (4) s/he puts the cards back and attempts a new pattern.
If no set is available, the Tutor may replace a portion of the matrix with new cards.
When the timer sounds, count the number of sets the Student has accumulated. The Student then verbalizes the concept for each set.
Play Matrix 1‐2 more times, to see if the Student can improve his/her score.
Note: the Tutor does not play against the student in this game.
University of Utah Reading Clinic 8/3/2012 MB
Lucky Star
Build a randomized deck of word cards from current concepts.
Mark the back of some of the cards, at random, with a star.
The Tutor gives each Student a pile of cards. The cards are placed in front of each student face up.
Set timer for 1 or 2 minutes.
Students read cards from the top of the deck, then flipping the cards over to check for a star, while at the same time placing the correctly read card into the center community pile.
If the card is read correctly and has a “lucky star” then the student earns the whole pile of words in the community pile. Play continues around them at a rapid pace, adding more read words to the community pile.
If the card is read incorrectly, that card and any other cards collected by the student are lost and placed into the community pile.
Whoever has the most cards when the timer sounds, wins the game!
TAP the DECK
When your student is in 2 dot words and is getting ready to do a word study check but is not quite there, instead of sort, random check, and memory you can play, “Tap the Deck”, “Slap”, and then spelling.
Tutor prepares a randomized deck of 10 – 20 word cards from all current concepts taught (randomized deck). Start deck with easy words.
Have students read off the deck, tapping each word and reading through deck quickly.
Slap
After you have done a speed check and the student has not passed, you can then play “Slap”.
Put an example word from each vowel or vowel pattern face up on the table.
Place the randomized deck of word cards from current concepts face down between the Tutor and the student.
Tutor and student takes turns reading the top card and quickly placing it on example word (matching the vowel or vowel pattern). You can also have the players read the word you are placing the card onto.
The goal is to read and place cards quickly and accurately while at the same time putting the cards/sorts back in order.
University of Utah Reading Clinic 8/3/2012 MB
**Copy following game cards onto cardstock using the same color as the word study word cards with dots
Bingo Wild Cards
Oops! Cards
Shazam! Cards
WILD
WILD
WILD
WILD
WILD
Oops!
Oops!
Oops!
Shazam!
Shazam!
Shazam!
University of Utah Reading Clinic 7/18/11 MB
Repeated Readings For Building Fluency
(Next Steps – Lesson Plan - Part 3)
This activity can begin when Next Steps students are reading on a 1.2 level (using 2 minute timings/ 200 words) or when they “stall out” in Primer (using 1 minute timings/ 100 words). 1. The passage chosen must be at the student’s instructional level. You may want to photo copy this section for easy scoring and student feedback. 2. Select a 200-word section (not the first page) from previously and recently read text. (Mark the passage – after the first 100 words mark every 20th word so that it will be easy to count the number of words read). 3. Set the timer for 2 minutes. As child reads, count the number of errors made. Do not count self-corrections as errors because you want to encourage self-monitoring during fluency training. When time is up, count total number of words read and errors made. 4. Record the number of words read and number of errors on the “Repeated Readings Chart.” 5. Review missed words with student. 6. Immediately, repeat the procedure. Fill in the graph for both timings. (Note: Students often enjoy coloring in the graph) 7. At the next session, repeat the procedure 2 more times with the same section of text. (for a total of 4 readings of the same passage) 8. Choose a new section of previously read text. Repeat steps 1 – 7. IMPORTANT!!! If students make grievous errors or skip a number of words entirely, have them re-read that section by directing them with your pencil point and say, “Start again right here.” They know this affects the rate, so one or two encounters usually encourages them to keep the appropriate balance between speed and accuracy. University of Utah Reading Clinic: 3/26/08
Date Date Date
220 220 220210 210 210200 200 200190 190 190180 180 180170 170 170160 160 160150 150 150140 140 140
Timing 1
Timing 2
Timing 3
Timing 4
Timing 1
Timing 2
Timing 3
Timing 4
Timing 1
Timing 2
Timing 3
Timing 4
Total # words read in 2 minutes
175 182 178 193 Total # words read in 2 minutes
181 191 191 205 Total # words read in 2 minutes
188 201 200 221
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors 5 3 4 1 # of errors 3 0 1 0 # of errors 2 0 0 1
5
7Errors Errors Errors Errors Errors
76543
Errors
01
2
0
676543
12
01
TIMED REPEATED READINGS(EARLY STEPS TRANSITION) TWO MINUTES / 200 WORDS
2
43
University of Utah Reading Clinic: Revised 6/24/11 MKF
Date Date Date
220 220 220
210 210 210
200 200 200
190 190 190
180 180 180
170 170 170
160 160 160
150 150 150
140 140 140Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4
Total # words read in 2 minutes
Total # words read in 2 minutes
Total # words read in 2 minutes
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors # of errors # of errors
6
0 0
1 1
Errors
0
Errors Errors Errors Errors
2
5
4
3
22
6
5
4
3
1
7
6
5
4
3
TIMED REPEATED READINGS(NEXT STEPS) TWO MINUTES / 200 WORDS
7Errors
7
University of Utah Reading Clinic: Revised 2/28/11 MKF
Date Date Date
120 120 120110 110 110100 100 10090 90 9080 80 8070 70 7060 60 6050 50 5040 40 40
Timing 1
Timing 2
Timing 3
Timing 4
Timing 1
Timing 2
Timing 3
Timing 4
Timing 1
Timing 2
Timing 3
Timing 4
Total # words read in 1 minute
Total # words read in 1 minute
Total # words read in 1 minute
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors # of errors # of errors
6
0 01 1
Errors
0
Errors Errors Errors Errors
2
54322
6543
1
76543
TIMED REPEATED READINGS(EARLY STEPS) ONE MINUTE / 100 WORDS
7Errors
7
University of Utah Reading Clinic: Revised 11/23/12 MKF
©University of Utah Reading Clinic, Revised 9-1-20 MB-MKF
RLA Instruction Sheet
(This sheet is used only by those who are preparing materials)
Each participant needs a stopwatch
Each participant needs one copy of the following: 1. Rate conversion chart.
Each participant needs one copy of the testing packet per student. 1. End of Year Next Steps Testing “Summary Sheet” 2. Examiner’s copy (scoring sheet) of Level G1-Oct 3. Examiner’s copy (scoring sheet) of Level G1-March 4. Examiner’s copy (scoring sheet) of Level G1-End 5. Examiner’s copy (scoring sheet) of Level G2-Mid / G2-End 6. Examiner’s copy (scoring sheet) of Level G3 7. Examiner’s copy (scoring sheet) of Level G4/5 8. Examiner’s copy (scoring sheet) of Level G6/7/8
When testing children independently each examiner needs a copy of the following “testing” books:
1. Mouse Tales 2. Days with Frog & Toad
Woods and Moe IRI “testing” passages:
1. Level 2F 2. Level 3F 3. Level 4/5F
Morris IRI “testing” passage:
1. Level 6/7/8F
©University of Utah Reading Clinic, Revised 9-1-20 KB-MKF
Reading Level Assessment (RLA) Components: - oral reading word recognition in context - oral reading rate - reading comprehension Uses: - identify instructional and/or independent reading levels - baseline data to select students - post-intervention data to measure gain Technical Adequacy: reliable & valid
Craig, G.T., Brown, K.J., Fields, M., & Morris, D. (2009, July). Reliability and Validity of the Reading Level Assessment and the "Flash" Word Recognition Automaticity Measure. Paper presented at the annual meeting of the Society for the Scientific Study of Reading, Berlin. Frye, E. & Gosky, R. (2012). Rapid word recognition as a measure of word-level automaticity and its relation to other measures of reading. Reading Psychology, 33, 1-17. Morris, D., Trathen, W., Frye, E., Kucan, L., Ward, D., Schlagal, R., & Hendrix, M. (2013). The role of reading rate in the informal assessment of reading ability. Literacy Research and Instruction, 52, 52-64. Morris, D., Bloodgood, J., Perney, J., Frye, E.M., Kucan, L., Trathen, W., Ward, D., & Schlagal, R. (2011). Validating craft knowledge: An empirical examination of elementary-grade students’ performance on an informal reading assessment. Elementary School Journal, 112, 205-233.
Cost: Available free on-line: www.urrc.org Educators Assessment. - approx. 10 minutes to administer Note: Do NOT use assessment texts for tutoring!
©University of Utah Reading Clinic, Revised 9-1-20 KB-MKF
Procedures Baby Bear Goes Fishing (G1-Oct/ES 5) Mouse Tales (G1-March/ES 10) Days w/Frog & Toad (G1-End/ES 12) Woods & Moe passages (G2-Mid to G4/5) Morris passage (G6/7/8) Stop coding & timing after reaching 100 word indicator (slash). However, student must finish reading passage to answer comprehension questions. Scoring Errors - omissions - substitutions - insertions - helps To code these errors, just slash the specific word. Be sure to identify self-corrects. Self corrects are NOT errors on any G1 text. Self corrects ARE errors on G2 text and above. Take the candidate from G1-Oct or G1-March text to frustration. You need to see what s/he can’t do to determine the appropriate level. Leveling Criteria: see http://www.uurc.utah.edu/General/PlacementCriteria.php Note: independent criteria are based on grade level norms. They are more stringent than instructional criteria because they assume no support.
©University of Utah Reading Clinic, Revised 9-1-20 KB-MKF
Record all data on test, including child’s name, grade on RLA heading. Calculating Gain: - create your own account on the UURC webpage to enter and compute RLA data for 1 student or your whole class http://www.uurc.utah.edu/Educators/TeacherLogin.php NOTE: Administrators of this instrument are required to purchase the following books: Lobell, A. (1972). Mouse Tales. New York: HarperCollins (ISBN: 0-06-444013-3) Lobell, A. (1979). Days with Frog and Toad. New York: HarperCollins (ISBN: 0-06-444058-3) Morris, D. (2015). Morris informal reading inventory: Preprimer through Grade 8. New York: The Guilford Press (ISBN: 978-1462517572) Randall, B. (1994). Baby bear Goes Fishing. Barrington, IL: Rigby PM (ISBN: 0-4350-6697-8) Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory (8th ed.). Upper Saddle River, New Jersey: Merrill, Pearson Prentice-Hall (ISBN: 0-13-172343-X or 0-13-156808-6)
Trainer Name:___________________ Site:_______________ Year:______________
TRAINEE'S NAME
MODEL?(which U
STEPS model or Tier 1)
# of TUTORING
SESSIONS (U STEPS) -
or- # of WEEKLY PLANS (T1)
# of CLINICAL
TRAININGS
(x3 pts. per training)
# of FORMAL OBS
(x1 pt. per
observation)
# of PEER OBS
(0 points)
# of SEMINARS -5 possible-
(x1 pt. per seminar)
(U Steps) RLA
(pre/post) (0 points)
(U Steps & Tier 1)
SELF OBS -2 possible- (0 points)
TOTAL RECERTPOINTS
EARNED
Registered for COLLEGE CREDIT?
(Undergrad or Grad)
Interest in PRIVATE
TUTORING LIST?
Interest in UURCPARTTIME
WORK?
EDUCATOR CERTIFICATION DATA
University of Utah Reading Clinic 8/12/2016 MB
U STEPS MODELS & TIER 1
University of Utah Reading Clinic: 11/26/19 PK
Group Data Summary Tutor: ________________________________________ Intervention Model: _____________________________ Beginning Text Level: ____________________________ End Text Level: _________________________________ Beginning Word Study: ___________________________ End Word Study: ________________________________ Tutoring Date
Text Level
Word Study
Student: Student: Student: Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √
University of Utah Reading Clinic: 11/26/19 PK
Tutoring Date
Text Level
Word Study
Student: Student: Student: Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √ Sssn # Accuracy Rate WS √
Educator Contact Information Year: _________ Site/District: __________________________ Model: _______________
For those who are taking the training this year, PLEASE fill out the following information:
Name: home address: phone #: Email: Position: School : College Credit
(Undergrad or Grad)
for Course?
Interest in being listed
on Private tutoring
list?
Interest in
part-time tutoring work at UURC?
University of Utah Reading Clinic 5/19/2015 MB
Dear Parents and Guardians,
_______________________ Elementary is excited to offer your child a one-to-one
reading tutorial program called Next Steps. Next Steps is a research-based intervention that
helps students who are at-risk for reading difficulties.
Your child will be tutored twice weekly at school with each tutoring session lasting forty-
five minutes. Next Steps will be taught in addition to the regular reading program. Your child
will not be out of the classroom during that important time. Tutoring will take place during
rotating times, and will continue for much of the school year.
Next Steps focuses on three essential areas of literacy development which support and
strengthen what is being taught in the classroom. The program helps children with word study
where they learn phonetic strategies for word identification. The program also engages children
in assisted reading and repeated reading of books on their ability level.
Two ways you can help us help your child are to make sure your child attends school
every day, and to read daily with your child.
Please contact us at __________________________ Elementary if you have any
questions about the Next Steps tutoring program. Let’s work together to help your child become
a life-long successful reader!
Sincerely,
------------------------------------------------------------------------------------------------------------------
PLEASE RETURN THIS PORTION WITH YOUR CHILD TOMORROW!
□ I give permission for my child to participate in the Next Steps Tutoring Program.
□ I give consent for my child to be photographed or filmed for teacher education and
training.
□ I give permission for my child’s work to be used for research purposes.
________________________________ ______________________________ Parent Signature Child’s Name
University of Utah Reading Clinic: 2/08
Estimados padres y representantes, La escuela ____________________________ se complace en ofrecerle a su hijo/hija un programa tutorial de lectura individual llamado Next Steps. Next Steps es una intervención basada en estudios, que ayuda a estudiantes que están a riesgo de dificultades de lectura. Su hijo/hija recibirá tutoría dos veces por semana en la escuela, cada sesión de tutoría durará cuarenta y cinco minutos. La tutoría Next Steps es adicional al programa de lectura regular. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuará durante la mayoría del año escolar. Next Steps pone enfoque en tres áreas esenciales para el desarroyo de la alfabetización que apoyan y fortalecen lo que se esta enseñando en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. El programa también involucra a los niños en lectura asistida y lectura repetida de libros a su nivel de habilidad. Dos maneras en las que usted puede ayudarnos a ayudarle a su hijo/hija es asegurándose de que asista a la escuela todos los días, y leyendo diariamente con su hijo/hija.
Por favor póngase en contacto con nosotros en la escuela __________________ si tiene preguntas acerca del programa de tutoría Next Steps. ¡Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso de porvida! Sinceramente ________________________
___________________________________________________________________________ Por favor devuelva esta parte con su hijo/hija mañana
Yo doy permiso para que mi hijo/hija participe en el programa de tutoría Next Steps. Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el
propósito de educar y entrenar a los maestros. Yo doy permiso para que se utilize el trabajo de mi hijo/hija con el propósito de estudios
educacionales.
Firma del Padre/representante Nombre del niño/niña ____________________________ ______________________ Spanish NS beginning of year parental permission doc.
University of Utah Reading Clinic: 6/10 UB
Dear Parents and Guardians,
Elementary is excited to offer your child a small-group
reading tutorial program called Next Steps Triads. Next Steps Triads is a research-based
intervention that helps students who are at-risk for reading difficulties.
Your child will be tutored twice weekly at school with each tutoring session lasting forty-
five minutes. Next Steps Triads will be taught in addition to the regular reading program. Your
child will not be out of the classroom during that important time. Tutoring will take place during
rotating times, and will continue for much of the school year.
Next Steps Triads focuses on three essential areas of literacy development which support
and strengthen what is being taught in the classroom. The program helps children with word
study where they learn phonetic strategies for word identification. The program also engages
children in assisted reading and repeated reading of books on their ability level.
Two ways you can help us help your child are to make sure your child attends school
every day, and to read daily with your child.
Please contact us at Elementary if you have any
questions about the Next Steps Triads tutoring program. Let’s work together to help your child
become a life-long successful reader!
Sincerely,
Β------------------------------------------------------------------------------------------------------------------
PLEASE RETURN THIS PORTION WITH YOUR CHILD TOMORROW!
□ I give permission for my child to participate in the Next Steps Triads Tutoring Program.
□ I give consent for my child to be photographed or filmed for teacher education and
training.
□ I give permission for my child’s work to be used for research purposes.
Parent Signature Child’s Name
University of Utah Reading Clinic: 10/16
Estimados padres y representantes,
La escuela se complace en ofrecerle a su hijo/hija un programa tutorial de lectura en grupo llamado Next Steps Triads. Next Steps Triads es una intervención basada en estudios, que ayuda a estudiantes que están a riesgo de dificultades de lectura.
Su hijo/hija recibirá tutoría dos veces por semana en la escuela, cada sesión de
tutoría durará cuarenta y cinco minutos. La tutoría Next Steps Triads es adicional al programa de lectura regular. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuará durante la mayoría del año escolar.
Next Steps Triads pone enfoque en tres áreas esenciales para el desarrollo de la
alfabetización que apoyan y fortalecen lo que se está enseñando en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. El programa también involucra a los niños en lectura asistida y lectura repetida de libros a su nivel de habilidad.
Dos maneras en las que usted puede ayudarnos a ayudarle a su hijo/hija es asegurándose
de que asista a la escuela todos los días, y leyendo diariamente con su hijo/hija.
Por favor póngase en contacto con nosotros en la escuela si tiene preguntas acerca del programa de tutoría Next Steps Triads. ¡Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso de por vida!
Sinceramente
Por favor devuelva esta parte con su hijo/hija mañana
Yo doy permiso para que mi hijo/hija participe en el programa de tutoría Next Steps Triads.
Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el propósito de educar y entrenar a los maestros.
Yo doy permiso para que se utilice el trabajo de mi hijo/hija con el propósito de estudios educacionales.
Firma del Padre/representante Nombre del niño/niña
Spanish NS beginning of year parental permission doc. University of Utah Reading Clinic:10/14 SH
Dear parents, We are pleased to report that reading intervention has helped your son/daughter make progress in his/her reading ability during this school year. It is important for your child to continue to practice his/her reading skills daily for 15 to 30 minutes by reading out loud to someone. Suggestions for effective reading:
1. Take your child to the library on a regular basis. The librarian can assist you in selecting appropriate books for your child.
2. If your child’s school uses the Accelerated Reader program, your local library should have a list of the books, by reading levels, available in your school.
3. Choose books that are on your child’s reading level. Your child’s tutor can tell you his/her current reading level.
4. One easy way to tell if a book is on an appropriate level is to ask your child to read a section of the book out loud. If he/she makes 2 or more errors out of 20 words, the book is too difficult.
5. Find books that interest your child. 6. The following are suggestions for error correction:
When your child makes an error, wait to the end of the sentence, point to the tricky word and say, “This word tricked you; try the sentence again”.
Then, if the child gets stuck or makes another error, simply tell the child the word and let the reading continue.
7. While you are reading with your child, have conversation about the story that you are reading together. Ask: Who is the main character in the story? What is the problem? What just happened? Ask who, what, when where, why, etc.
8. Encourage your child to write daily. This can be creative writing, such as stories, poems, or journal writing where your child writes about his daily experiences.
Happy summer reading! University of Utah Reading Cinic. 5/07 UB
General Summer reading doc.
Estimados Padres y Representantes, Nos complacemos en reportarle que la intervención ayudo a su hijo/hija a progresar en su habilidad de lectura durante este año escolar. Es importante que su hijo/hija practique sus habilidades de lectura a diario leyéndole a alguien en voz alta por 15 a 30 minutos. Sugerencias para la lectura eficaz:
1. Lleve a su hijo/hija a la biblioteca con regularidad. La bibliotecaria puede ayudarle a seleccionar libros apropiados para su hijo/hija.
2. Si la escuela de su hijo/hija usa el programa Accelerated Reader, la biblioteca pública local debe tener una lista de los libros, organizados en orden de niveles de lectura, disponibles en la escuela.
3. Seleccione libros que estén al nivel de lectura de su hijo/hija. Consulte con el tutor de lectura para saber el nivel de lectura actual.
4. Una manera sencilla para determinar el nivel de lectura apropiado de un libro es que su hijo/hija lea un trozo del libro en voz alta. Si el/ella comete 1 o mas errores en 10 palabras que leyó, el libro es demasiado difícil.
5. Seleccione libros acerca de cosas que le interesen a su hijo/hija. 6. A continuación le ofrecemos algunas sugerencias para corregir errores:
Cuando su hijo/hija comete un error, espere que termine de leer la oración, señale la palabra dificultosa y dígale “ésta palabra te fue difícil, lee la oración de nuevo”.
Entonces, si su hijo/hija se estanca o comete otro error, simplemente dígale la palabra y continúen leyendo.
7. Mientras lee con su hijo/hija, converse acerca de la historia que están leyendo juntos. ¿Quién es el personaje principal? ¿Cuál es el problema? ¿Qué acaba de pasar? Pregunte ¿quién, que, cuando, donde, porqué? etc.
8. Anime a su hijo/hija a que escriba diariamente. Esto puede ser escritura creativa como por ejemplo un cuento, poema, o escritura en un diario donde su hijo/hija escribe sobre sus experiencias diarias.
¡Feliz Lectura de verano!
University of Utah Reading Clinic General Spanish summer reading doc.
Updated 5-31-2011
UURC 08/08/12 KJB
Next Steps Graduation Requirements 2nd Graders Ready to Graduate Must Have:
- completed a,i, and o vowel patterns - strong, advanced 2.1 by end of January - this means 93% acc & at least 70wpm - in the top or second from top group
These students’ strong progress MUST be maintained! Not likely? Continue NS! For Any NS Student Continuing:
- should have 50+ sessions by year end - should have 25+ sessions by now - move students as fast as possible - student reads as much as possible - BUT! Provide support when needed!
Working in Text: Moving Up a Book Level:
- use Rate & Acc. criteria to judge - must be collected on “cold reading”
Moving Up in Word Study:
- do a Word Study Check to test for mastery - goal= > 35 in 1 min. w/no > 3 errors - meet goal? Move to next pattern. - Be strategic! Know whether the student needs
intro/direct teaching, accuracy work, or fluency work.
Fluency Activities: - repeated readings w/200 words - must be done at least every other week - can be done every session
Next Steps Reading Tutoring Graduate _________________
______________________________________ _____________________ Reading Tutor’s Signature Date of Graduation
Student
Principal
Next Steps
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Foundations for Reading Success: Research & Common Sense
Early Steps/Next Steps Seminar #1
Dr. Kathleen J. Brown
University of Utah Reading Clinic
801-265-3951
www.ed.utah.edu/uurc/
Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620)
• Seminar #1 Date Video Shown
• School Name(s) & District Name
• Participants’ Names & whether they are taking Early or Next Steps at this time.
• Granite folks who report to Stacey Lowe, please send your information to her.
• Attendance at all 5 seminars is required for ES/NS certification and university credit.
Top Predictors of G1 Reading Success
• health
• IQ
• knowledge of letter names
• oral language ability
• socio-economic status (SES)
• phonemic awareness
• gender
• print awareness
• amount of time parents read to child
(see Adams, 1990, Moats, 2003 for extensive reviews)
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What Does Research Suggest About:
• Modality Preferences/Learning Styles
• Perceptual Skills (e.g., visual discrimination)
M Skill ( hi li h i f )• Motor Skills (e.g., marching, crawling, hopping on one foot)
• Mental Age/IQ
• Logical & Analytical Abilities
• Home Literacy Experiences
When Should Reading Instruction Begin?
• Maturation Position:
• Reading instruction in K is….– developmentally inappropriate (most kids aren’t really ready)
– confusing, boring
– will “burn kids out” & “turn them off” to readingg
• “Reading is Natural” Position:
• Reading instruction in K…– isn’t necessary...just “immerse kids in print rich experiences” and they
will learn to read just like they learned to talk
When Should Reading Instruction Begin?
• Research-Based Position:
• Reading instruction in K has…– a positive effect on students’ achievement & attitude toward
reading (see Hanson & Farrell, 1995)
M k d b d !• Make a data-based argument!– There is not a shred of empirical evidence to suggest that learning
to read before entering G1 is harmful--cognitively or affectively
– The probability of poor G1 readers remaining poor readers is .88 if they do not receive intervention (Juel, 1988)
For these children, there is not an instructional moment to waste!!--even and especially in Kindergarten
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“Top 3” Predictor: Phonemic Awareness
• phonemic awareness = ability to attend to and manipulate the smallest sounds in speech e.g., /f/ /i/ /th/
• In particular, the ability to segment phonemes in words tells us a great deal about a child’s chances for success as a G1 reader
• Approximately 1/3 of middle class children fail to develop this insight sufficiently during G1
• Problems here form the core deficit in dyslexia
(Bradley & Bryant, 1983; Juel, Griffith, & Gough, 1986; Lomax & McGee, 1987; Share, Jorm, MacLean, & Matthews, 1984, Tunmer & Nesdale, 1985; Troia, 1999; Yopp, 1992)
Understanding the “phon” (sound) terms
• “phonological” is a subcategory of auditory, referring specifically to speech sounds
• phonology = the rules of how speech sounds go together in a language (e.g., English vs. Swahili)
• phoneme = the smallest sounds in speech (e.g., /b/, /ch/, /a/; there are 40-44 phonemes in English)
• orthography = the writing system in a a language…in an alphabetic system, how letters represent sounds
• phonological awareness = one’s ability to “penetrate” speech and do things w/sounds.
Why Do Some Children Have Difficulty Developing Phonemic Awareness?
• Children think about what words mean. Phonemes carry no meaning on their own. Phonemes are merely sounds.
• Phonemes cannot truly be isolated. ‘Cat’ is not made up of /c/ - /a/ - /t/ unless you have learned that it is!/c/ /a/ /t/ unless you have learned that it is!
• Individuals differ in ability on all kinds of cognitive and linguistic tasks. Genetic and environmental factors can put some individuals at-risk for phonological difficulties.
• Children with low p.a. are unlikely to benefit fully from phonics instruction w/out simultaneous p.a. instruction.
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Phonological Awareness: Easiest Levels
• Rhyming Awareness– example: bat, cat, scat, flat, mat, pat
– activities: nursery rhymes, chants, raps
• Syllable Awareness– example: play-ground, hop, cal-li-o-pe
– activities: clapping/stamping/dancing beats (add a puppet!)
Note: letter-name instruction needs to begin at this point! It seems to be a pre-requisite for the next level of phonological awareness.
Phonological Awareness: Mid-Levels
• Onset-Rime Awareness– example: b-at, sc-at, -at, ch-at
– activities: What did Charlie Chicken forget?
• First Phoneme Awareness– example: Which word starts like ‘leg?’ fox, cup, lamb
– activities: Picture Sorts
Phonological Awareness: Advanced Levels
• Blending phonemes– example: /b/-/a/-/t/ = bat
i i i h S G
Note: These tasks usually can be done only by children who can already read a little bit.
– activities: The Secret Language Game
• Segmenting phonemes (This is NOT stretching sounds, but rather segmenting/isolating sounds!)– example: bat = /b/-/a/-/t/
– activities: Tap the Sounds, Elkonin boxes, Writing for sounds
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Recommendations for Phonological Awareness Instruction
• Must involve oral production.
• Coincide alphabet instruction, and then word recognition instruction with p.a. instruction.
• Keep pacing brisk! Make activities motivating!Keep pacing brisk! Make activities motivating!
• Strive for “every student responds”
• Strive for 85% success rate for each task. Rachet up & down as indicated.
• Tell students “This helps us be good readers!” and gesture to skills during encounters with meaningful text (e.g., journal writing)
“Top 3” Predictor: Alphabet Knowledge
• All 26 upper and lower case, plus sounds
• need to over learned (accurate & fast)• need to over learned (accurate & fast)
• can’t learn to blend or chunk w/o letter name & sound mastery
What Is Difficult About Learning Letter
Names, Sounds, and Production?
• Minimal & abstract visual features-->highly confusable
M lti l f t & h d• Multiple fonts & hands
• Learning requires:– time
– attention
– practice
– motivation
Exposure via “letter-of-the-week” or immersion is not enough for at-risk children!
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“Top 3” Predictor: Print Awareness
• understand that print has meaning
• directionality (front to back, left to right, top to bottom, return sweep)
• develop working knowledge of concepts of letter, word, page, sentence, upper case, lower case, and punctuation
• Note: concept of word = most critical for reading development
Print Awareness Activities
• Explicit instruction & immersion with:
– predictable big and little books
looking at book while listening to an adult who reads aloud and– looking at book while listening to an adult who reads aloud and tracks print with finger (story time)
– wall rhymes
– dictating LEA stories
– echo reading
– re-arrange cut-up, familiar sentence
Using Predicable Text to Develop Concept of Word
• What aspects of the text are present in the child’s mind? What does he see when he looks at text?
X X• Xxx xxx xxxx xxx xxxxxX
• Cxx xxx fxxx txx cxxxx?
• Cxn yxx fxxd the cxxxl?
• Can you fxxd the camxl?
• Can you find the camel?
(Morris, 1981, 1999)
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Why is Concept of Word So Important for Reading Development?
• Children who can point accurately have a “rudder” by which they can steer through a “sea of text.”
• When they know where they are in text, they can use 1st sound + picture + memorysound + picture + memory
• This is the most rudimentary of decoding strategies. It sends the message: “I need to look closely at the words!”
• Children who don’t point, or don’t point precisely, aren’t sure where they are in that sea of text.
• Thus, opportunities to look closely at words are lost.
• pictures + repetition + memory + 1st sound--> recite reading
Final Conclusions
• Print Awareness
• Alphabet Knowledge
• Phonological Awareness
• Word Knowledge
• Oral Language………………all “bootstrap” on each other. That is, growth in one area stimulates growth in the other and vice versa. They are “reciprocally causal.”
(Barron, 1991; Perfetti, Beck, Bell, & Hughes, 1987; Stahl & Murray, 1994)
Final Conclusions
• Specifically, it is not clear how either letter recognition or phonemic segmentation skills could be acquired except through their instruction and exercise. When, then, do they tell us about reading readiness? One irrepressible interpretation is that the likelihood that a child will succeed in first grade depends most of all on how much she or he has g palready learned about reading before getting there--and this interpretation seems soberingly correct (p. 82).
• In the end, the great value of research on prereaders may lie in the clues it gives us toward determining what the less prepared prereader needs most to learn. For these children, we have not a classroom moment to waste (p. 90).
(Adams, 1990)
7/29/2010
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Leading Reading Development: Text & Word Study Instruction
Early Steps/Next Steps Seminar #2
Dr. Kathleen J. Brown
University of Utah Reading Clinic
801-265-3951
www.ed.utah.edu/uurc/
Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620)
• Seminar #2 Date Video Shown
• School Name(s) & District Name
• Participants’ Names & whether they are taking Early or Next Steps at this time.
• Granite folks who report to Stacey Lowe, please send your information to her.
• Attendance at all 5 seminars is required for ES/NS certification and university credit.
Reading = Decoding X Comprehension
• Decoding for Expert Readers is Automatic
• Comprehension for Expert Readers is both A t ti & St t i
– accurate
– fast
– effortless
Automatic & Strategic
– knowledgeable
– flexible
– persistent
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What is Effective Beginning Reading Instruction?
• Phonological awareness• Word Recognition (high frequency &
decoding) a.k.a. phonicsg) p• Comprehension (reading & listening)• Print Appreciation• Print Awareness• Oral Language Development• Process Writing
How Important is Word Recognition Instruction?
• For most beginning readers—critical!!• Many struggle to “break the code” w/out
explicit/direct instructionp• Lack of successnegative spiral
(Stanovich, 1986)• The goal is not “balance” a.k.a “equal time”• The goal is give children what they need at
different points in reading development
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How Important is Word Recognition Instruction?
• For beginners, the challenge is to “access the print,” thus, word rec needs to be a big part of the curriculum.
• This means other components get less• This means other components get less.
• As automaticity w/words increases, other components get more.
• Word rec instruction requires careful crafting (preparation & practice)
• Wing it? slipshod at-risk kids suffer
Misconception:
Learning to read is “natural,” just like learning to speak. We should immerse readers in
authentic text, just like we immerse babies in authentic speech.
WRONG!!!
Rebuttal: • Speech is biologically hard-wired; written
language is a cultural invention (Liberman & Liberman, 1992).
• Learning to speak is natural; all non-disabled humans learn to speak.p
• Learning to read is not natural; many people who learn to speak do not learn to read—even when instructed and/or immersed.
• This especially true for at-risk children.• Research supports explicits phonics
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Who is At-Risk? Children Who:
• are from Low SES backgrounds
• are English Language Learners
• have cognitive limitations• have cognitive limitations
• have hearing impairments
• have delays in language development
• have limited experiences with literacy
Misconception:
Good readers “sample the print” and predict the identity of words from context
(Goodman, 1976, 1986; Smith, 1980).
WRONG!!!
Rebuttal:
• Good readers visually and cognitively take in almost every word on the page. They recognize most words automatically at sight. When they encounter an unfamiliar word, they use their knowledge of spelling patterns to quickly chunk the word.
• Poor readers rely on context.
Adams, 1990, Perfetti & Lesgold, 1979; Rayner & Pollatsek, 1987; Stanovich & Stanovich, 1995
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He had never seen dogs fight as these wxxxish cxxxxxxxx fxxxxt, and his first exxxxxxxxx txxxxt him an unfxxxxxxxble lxxxxx. It is true, it was a vixxxxxxx exxxxxxxxx, else he would not have lived to prxxit by it. Cxxxx was the vxxxxx. They were camped near the log store, where she, y p g , ,in her friendxx way, made adxxxxxx to a husky dog the size of a full-xxxxx wolf, thxxxx not half so large as xhe. Thxxx was no wxxxing, only a leap in like a flash, a metxx clip of teeth, a leap out exxxxly swift, and Cxxxx’s face was ripped open from eye to jaw.
When I walked into the Hall of Mirrors, I saw phantasmagoria happen with my own body.
“Kathleen,” my husband said, “No one would ever accuse you of being breviloquent!”
When discussing the use of context, we need to consider these issues separately:
1. What do good readers do to identify the d?word?
2. What do good readers do to figure out the meaning of the word?
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black green black
green red green
black black red
red red blue
blue blueblue blue
red black
black green
green blue
red green
Word Recognition Goals for Young Readers:
• 1. Identify an increasing number of words automatically—at sight.
• 2. Decode unfamiliar words by analogy y gy(using “chunks” and “chunks with meaning”) from words and patterns they know automatically.
• 3. Check to see if the word they generated makes sense. Adjust if necessary.
7/29/2010
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Leading Reading Development: Text & Word Study Instruction
Dr. Kathleen J. Brown
University of Utah Reading Clinic
801-265-3951
www.ed.utah.edu/uurc/
Early Steps/Next Steps Seminar #3
Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620) Seminar #3 Date Video Shown
School Name(s) & District Name
Participants’ Names & whether they are p ytaking Early or Next Steps at this time.
Granite folks who report to Stacey Lowe, please send your information to her.
Attendance at all 5 seminars is required for ES/NS certification and university credit.
Reading = Decoding X Comprehension
Decoding for Expert Readers is Automatic
Comprehension for Expert Readers is both Automatic & StrategicAutomatic
accurate
fast
effortless
Automatic & Strategic
knowledgeable
flexible
persistent
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30 Years of Empirical Research
Chall, 1967, 1983
Biemiller, 1970
Masonheimer, Drum, & Ehri, 1984
Ehri & Wilce, 1985Ehri & Wilce, 1985
Bryne & Fielding-Barnsley, 1989, 1990
Adams, 1990
Gough, Juel, & Griffith, 1992
Ehri, 1999
Focus: The Nature of Word Representation in Memory and How It DevelopsHow It Develops
Also known as:
What is in the child’s head and how does it change as the child learns to read?
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Representation = A Card in the File Box
Phonological representation = sound Phonological representation sound
Semantic representation = meaning
Orthographic representation = spelling
What Is In the Pre-Alphabetic Reader’s Memory?
Can you find the camel?Xxx xxx xxxx xxx xxxxxX
Phase 1: Pre-Alphabetic (Try Anything!)
-there are no representations—even alphabet
-so, uses word or letter shape and environment
camelhome camp some smell
NOT RELIABLE!!!
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How Can We Move Them Toward Partial Alphabetic?
Predictable text to develop concept of word (voice-to-print, 1-to-1 match via finger)
To help i.d. unfamiliar words, uses initial consonant
Picture sorts
Sentence word
ES levels 1-3 = predictable w/ lots of echo reading
Push for “first sound”
What Is In the Partial-Alphabetic Reader’s Memory?
Can you find the camel?Cxx xxx fxxx xxx cxxxxXCxx xxx fxxx the cxxxlX
Phase 2: Partial-Alphabetic (It’s a Start!)
-uses some letter-sound connections, then guesses
-vowels usually ignored because reps aren’t there
boatboot beat beast boast
BETTER! BUT STILL NOT RELIABLE!
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How Can We Move Them Toward Full Alphabetic?
text with slightly diminished predictability - still memory support
BUT! some easy “cold reading” to reinforce: high frequency words (the, you, said) short vowels blends digraphs short vowels, blends, digraphs blending strategy for short vowel words use of initial phoneme for big words
rhyming short vowel word study ES levels 4-6 = less predictable/lots of high freq. word bank for high frequency words
What Is In the Full Alphabetic Reader’s Memory?
Can you find the camel?Can you fxxd the caxxx?Can you find the caxxx?
Phase 3: Full Alphabetic (Moving Across a Whole Word)
- has all individual letters and sounds, even vowels! - now can blend to form words /c/-/u/-/p/ /cup/
-repetition –> better representations–> more sightrepetition > better representations > more sight words –> beginning of automaticity -/c/-/up/ /cup/
- result: sight word corpus grows
MORE RELIABLE! BUT SLOW!
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What Is In the Consolidated Alphabetic Reader’s Memory?
Can you find the camel?
How Can We Push Them Toward Consolidated Alphabetic? text with cold reading at instructional level (healthy
amount of decodable words & high freq. words)
text may/may not have some predictability
encourage blending and/or chunking for new words
mixed nonrhyming short vowel vowel pattern word study
ES levels 7-10 = instructional level cold reading
Word bank includes more difficult high frequency words (could, they, because)
Phase 4: Consolidated Alphabetic- more spellings amalgamated together with pronunciations in memory, so more and more words are true sight words (automaticity!)
school = /school/But! transportation = transpxxtxxxxxBut! transportation transpxxtxxxxx
- larger and larger chunks available for chunking strategy
ALL THE PIECES ARE IN PLACE!NOW, IT’S JUST A MATTER OF TIME AND EXPERIENCE!
Phase Partial Alphabetic Full Alphabetic Consolidated Alphabetic
Characterization Learning about Print Breaking the Code Going For Fluency
Reading Goals match 1:1 voice to print, 1st sound + picture for decoding, easiest high frequency in sight vocabulary, construction of meaning
additional high frequency in sight vocabulary, blend CVCs, some fluency but may sound “glued to print,” construction of meaning
Increasing sight vocabulary, chunk unfamiliar words by pattern, beging to analyze syllable spelling & morphemic structure of big words, increasing fluency, construction of meaning
Text Early Steps 1 – 4 (predictable)
Early Steps 4 – 9 (decodables, mixed text + high frequency text)
Early Steps 9 – 12+ (easy readers)
Word Study picture sorts & alphabet review → onset + vowel (●)
Finish onset + vowel and move to mixed short vowels (●●)
Vowel patterns (●●●)
* Developmental progression above draws upon Ehri (1998), Morris (2005), and Brown (1999-2000) Handout: Seminar #3
7/29/2010
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Struggling Readers: Who Are They and What Do They Need?Need?
Dr. Kathleen J. Brown
University of Utah Reading Clinic
801-265-3951
www.ed.utah.edu/uurc/
Early Steps/Next Steps Seminar #4
Site Coordinators: Please complete the following information and fax to Nikki Fellows at the UURC (801-265-3620) Seminar #4 Date Video Shown
School Name(s) & District Name
Participants’ Names & whether they are p ytaking Early or Next Steps at this time.
Granite folks who report to Stacey Lowe, please send your information to her.
Attendance at all 5 seminars is required for ES/NS certification and university credit.
Growing Body of Research
Scanlon & Velluntino, 1997; Velluntino et al., (1996). Journal of Educational Psychology.
Shankweiler et al (1999) Scientific Studies Shankweiler et al., (1999). Scientific Studies of Reading.
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Disability Defined (Up To Now!)
Specific reading disability = at least average intelligence - no physiological or emotional impairments but…..
.....severe difficulty in learning to read
identified by establishing a discrepancy: reading performance approx 1.5 s.d. below general cognitive ability (accounts for approx 9% of pop.)
e.g., IQ = 100 WRMT = 78
What Causes This Discrepancy? Assumption: caused by constitutional limitation
(genetic or organic) difficulty learning to read.
However, establishing discrepancy does not take into account the student’s educational history!
Intervention studies suggest many reading difficulties are not true disabilities, but rather indicative of a need for more/better instruction.
Some struggling readers are “curriculum casualties!”
Reading Difficulties on a Continuum
Reading Difficulties<---------------------------------------------->Constitutional Environmental(in the kid) (outside the kid)-harder to fix -easier to fix
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Research Question:
Can we distinguish between children whose reading difficulties are constitutional in origin….
…from those whose difficulties are…from those whose difficulties are environmental in origin?
The answer has implications for type & duration of intervention!
Methods
N = 1,407 students
middle and upper-middle class schools
“kit h i k” measures = “kitchen sink”
poor readers tutored in 1st grade
Intervention = 30 minutes, 1-on-1, daily for 15 weeks; 8-10 additional weeks if needed
Results
Phonological awareness, short term memory, and rapid naming deficits show up in K (and perhaps earlier)
These abilities distinguish between: These abilities distinguish between: normal and “harder to fix” kids
“easier to fix” kids and “harder to fix” kids
These are the constitutionaldeficits, and are often inherited!
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Results
Intervention can make a difference. After 2 years of tutoring, only 1.5% of students fell
below 15%ile and only 3% below the 30%ile on the WRMT
Note this is fewer than 9% estimates that don’t take educational history into account
Environmental deficits (more & better curriculum) can be fixed!
Take-Home Message for Educators
We can’t assume a child has a" disability” w/out trying early, intensive intervention.
Constitutional deficits show up early. Assess & intervene in Kindergarten!!& intervene in Kindergarten!!
The discrepancy formula is not enough. We also need more sensitive reading tests.
Intervention can reduce the “LD” population!
Research Questions:
Are there profiles of struggling readers? Word Callers
BK Compensators BK Compensators
Both
Are any profiles more prevalent than others?
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Methods
Call went out for “kids with learning problems”
N = 361 students ages 7.5-9.5 w/IQ >80
Measures = reading comp, word id, pseudo word id, listening comp, etc
plotted composite reading scores on scattergram
Results n = 114 students = average or above readers
n = 71 students = too close to call (buffer zone)
Remaining students = poor readers
n = 127 n = 32 n = 17
Where do they fit?
Results
n = 127 = equally poor at decoding & comp
n = 32 = better at comp than at decoding (BK Compensators)p )
n = 17 = better at decoding than at comp (Word Callers)
7/29/2010
6
Take-Home Message for Educators
Most children are equally good or poor at both decoding & comp (n = 241 of 361 or 67%).
Word skills correlate more strongly with reading comp than with listening comp; thus, word skills drive the reading process heavily at lower levels.
Take-Home Message for Educators
There are a few “discrepant readers” (n = 49 of 361 or 14% of total population).
There are very few Word Callers (n = 17 of y (176 or 10% of total poor readers)
It is a stretch to label these students Word Callers. Even though they are relatively better at decoding than at comp, they are still lower on average than good readers at either.
Take-Home Message for Educators
The vast majority of poor readers demonstrate deficits in decoding skills (159 of 176 or 90% of poor readers)
High quality decoding instruction is necessary in regular curriculum to prevent reading difficulties. It is necessary in interventions for struggling readers--even most of the so-called Word Callers.
7/29/2010
1
The Virginia Intervention Model Expands in the West
What Have We Learned?
What Do We Still Need to Know?
University of Utah Reading Clinic Appalachian State University
Kathleen Brown, Darrell Morris, Matt Fields,
Stacey Lowe, Julie Robertson, Veronica Reynolds, Debbie Skidmore,
Debra Van Gorder,Connie Weinstein
Theoretical Framework Virginia Model of Intervention:
– guided reading @ instructional level
– systematic, isolated code instruction
– fluency work
– 1-on-1 format
(Brown, Morris, & Fields, 2004; Morris, Shaw, & Perney, 1990; Morris, Tyner, & Perney, 2000; Santa & Hoien, 1999)
7/29/2010
2
Historical Background
• 1999 - creation of UURC• 1999/2000 - Early Steps pilot (n=3)
2000/01 - Early Steps follow-up (n=9) - Next Steps pilot (n=3) - Next Steps pilot (n=3)
2001/02 - Early/Next Steps w/ ELL (n=18) 2002/03 – Early/Next Steps (n=28) 2004/05 - Early/Next Steps (n=35) 2005/06 - Early/Next Steps (n=41 and no end
in sight!)
Research Questions
Is Virginia (Early-Next Steps) Intervention effective for
- at-risk and struggling readersat risk and struggling readers
- who receive 90 minutes of an SBRR program daily?
Is it more effective than SBRR small group intervention?
Method
Early/Next Steps Intervention (Tx)– 1-on-1 30/45 min. Daily/2x per week
– guided reading at instructional level
word study/phonological awareness– word study/phonological awareness
– fluency training
Title 1 Intervention (Control)– 30-45 min. daily small group,
– reinforce Open Court
7/29/2010
3
Passage Reading Level Coding
Pre-PrimerReading Level
Primer12
Code #
Primer1.2 (late G1)
2.1 (early G2)
2.2 (late G2)
3.0
23456
12
Early Steps Students vs. Controls: Year 1
2.5
3
3.5
4
EARLY STEPS
F(1,79) = 19.9, p < .01, d = .86
2.6 = primer - late G1
0
0.5
1
1.5
2
Beginning 1st Grade End 1st Grade
0 = Non-Reader
1.0 = preprimer
CONTROL
EARLY STEPS
Next Steps Students vs. Controls
3.5
4
4.5
5
3 3 = late G1+
4.1 = early G2
NEXT STEPS
F(1,80) = 10.8, p < .01, d = .72
1
1.5
2
2.5
3
September May
1.9 = primer
2.2 = primer
3.3 = late G1+
CONTROL
7/29/2010
4
ELL Next Steps Students vs. ELL Controls
2 5
3
3.5
4
4.5
5
3.9 = early G2
4.7 = mid G2
ELL NEXT STEPS
F(1,108) = 8.6, p < .05, d = .56
1
1.5
2
2.5
September May
2.5 = primer - late G1
2.6 = primer - late G1ELL CONTROL
Research Question
Can non-certified educators (i.e, teacher’s aides) deliver Next Steps effectively?
- when supervised by an intervention specialist
Results: NS-Aides vs. Controls
3
3.5
4
4.5
5
3.9 = early G2
4.5 = mid G2
Controls
NS-Aides
F(1,92) = 7.4, p < .01, d = .59
1
1.5
2
2.5
3
September May
2.3 = primer
2.6 = primer - late G1Controls
7/29/2010
5
Results: NS-Teachers vs. NS Aides
3
3.5
4
4.5
5
2.9 = late G1
4.5 = mid G2
4.9 = late G2
NS-Teachers
F(1,46) = 8.6, p = .89, n.s.
1
1.5
2
2.5
3
September May
2.3 = primer
NS-Aides
Research Question: Follow-up Study
What happens in 2nd grade when
- Virginia Model intervention is discontinued andand
- both Early Steps & Control students receive Open Court intervention in a small group format?
Early Steps Students vs. Controls: Year 2
2
2.5
3
3.5
4
2.6 = primer – late G1
3.9 = early G2
EARLY STEPS
F(1,51) = 9.6, p < .01, d = .60
2.6 = primer - late G1
0
0.5
1
1.5
2
Beginning 1stGrade
End 1st Grade March, 2nd Grade
0 = non-reader 1.0 = preprimer
CONTROL
7/29/2010
6
What We’ve Learned The Virginia Model is more effective at
boosting at-risk and struggling readers’ progress than small group Open Court intervention…
this finding extends to ELL readers …this finding extends to ELL readers
Teachers’ aides can deliver the Virginia Model effectively—with supervision from an intervention specialist
What We’ve Learned
Early Steps will not be sufficient for some at-risk readers to reach grade level. To “finish the job,” additional—albeit less intensive--tutoring may be necessary
Some students who reach grade level after a year of the Early or Next Steps may need subsequent “booster shots” to continue the trajectory at desired levels (i.e.,maintain grade level performance).
What We Still Need to Know Does performance trajectory continue at
desired levels when Early Steps is followed by Next Steps in grade 2?
How does the “size of the group” impact the effectiveness of the Virginia Model? To whateffectiveness of the Virginia Model? To what extent is it effective in pairs? small group?
Does group size interact with severity of reading difficulty? Who really needs 1-on-1 and who can “make it” with pair or even small group instruction?
7/29/2010
7
What We Still Need to Know How does the Virginia Model compare to
other 1-on-1 intervention models (e.g., Reading Recovery, Success for All tutoring, America Reads)
How does participation in a Virginia Model How does participation in a Virginia Model practicum affect educators’ knowledge of reading development and instruction?
What will it take to help teachers apply what they’ve learned from the practicum in their classroom small groups?– follow-up 1-to-1 with classroom practicum?
What We Still Need to Know Can cross-age peer tutors effectively
implement a “modified” Virginia model when supervised by an intervention specialist?
Can the Virginia Model be extended for gstudents who can read at a 3rd grade level or above, but who are still below grade level?– pilot Upper Steps?
University of Utah Reading Clinic EXTENDED READING ASSESSMENT
SUMMARY OF STUDENT’S PERFORMANCE
©University of Utah Reading Clinic, Revised 9-1-20 MKF
Name Date
Grade Age Examiner
School Test RLA
WORD RECOGNITION
TEST ORAL READING
FLASH (%)
UNTIMED (%)
ACCURACY (%)
RATE (WPM)
COMP (%)
SPELLING (%)
G1-Oct X
G1-Mar
G1-End
G2
G3
G4
G5
G6
G7
G8
FUNCTIONAL READING LEVELS 1-on-1
Tutorial Level Beginning
Word Study
Findings & Recommendations:
NOTE: Administrators of this instrument are required to purchase the following books:
Lobell, A. (1972). Mouse Tales. New York: HarperCollins (ISBN: 0-06-444013-3)
Lobell, A. (1979). Days with Frog and Toad. New York: HarperCollins (ISBN: 0-06-444058-3)
Morris, D (2015). Morris Informal Reading Inventory: Preprimer through Grade 8. New York:
The Guilford Press (ISBN: 978-1462517572)
Randall, B. (1994). Baby bear goes fishing. Barrington, IL: Rigby PM (ISBN: 0-4350-6697-8)
Woods, M. L., & Moe, A. J. (2007). Analytical reading inventory (8th ed.). Upper Saddle River,
New Jersey: Merrill, Pearson Prentice-Hall (ISBN: 0-13-172343-X or 0-13-156808-6)
University of Utah Reading Clinic Spelling Scoring Sheet
University of Utah Reading Clinic: Revised 4/24/07 MKF Adapted from Qualitative Inventory of Word Knowledge (Short Form) © 2003 Robert Schlagal
Student’s Name _____________________ Level 1 Level 2 Level 3 Level 4 Level 5 Level 6
trap train scream popped explosion mental bed thick noise plastic justice commotion when chase stepping cable compare declaration wish trapped count gazed settlement musician sister dress careful cozy measure dredge girl queen chasing scurry suffering violence drop cloud batter preparing needle wreckage bump short caught stared preserve decision drive year thirsty slammed honorable impolite plane shopping trust cabbage lunar acknowledge ship cool knock gravel offered conceive bike stuff send sudden normal introduction /12 /12 /12 /12 /12 /12 /100% /100% /100% /100% /100% /100%
Level 7 Level 8 Note: Spelling Inventory not administered as part of the RLA. Inventory may be used to find spelling grade level. Directions: Start one grade level below instructional passage reading level. Mark word if misspelled. (All words are scored correct/incorrect.) Count number correct (out of 12). If less than 8 errors, continue to next Level. Use the table below to convert to percentage correct.
tomatoes knuckle solemn newsstand device permissible necessary transparent analyze wooden monopoly respiration patience subtle miniature bookkeeping dissolve fictional succeed granular exhibition insistent subscription recession /12 /12 /100% /100%
Number Missed
Number Correct Percentage
Number Correct
Number Missed Percentage
0 12 100 4 8 33 1 11 92 3 9 25 2 10 83 2 10 17 3 9 75 1 11 8 4 8 67 0 12 0 5 7 58 6 6 50 7 5 42
University of Utah Reading Clinic Student Spelling Sheet
University of Utah Reading Clinic: Revised 3/1/05 MKF
Student’s Name _____________________
Level ___ Level ___
1. 1. 2. 2. 3. 3. 4. 4. 5. 5. 6. 6. 7. 7. 8. 8. 9. 9. 10. 10. 11. 11. 12. 12.
University of Utah Reading Clinic 5/30/14 MKF
Guidelines For Assessing Word Recognition Automaticity: “The Flash Instrument”
The word lists are “graded” and range from October of Grade 1 to grade 8. The words are those used in Morris, D. (1999) The Howard Street Tutoring Manual: Teaching At-Risk Readers in the Primary Grades. New York: Guilford Press. The original and complete word list is found in Harris, A.& Jacobson, M. (1982). Basic Reading Vocabularies. New York: Macmillan. Criteria: -independent level = 80% on the flash presentation -instructional level = 60% on the flash presentation For example, a 4th grade student who scores 50% on the 3rd grade flash list and 65% on the 2nd grade flash list has a word recognition instructional level of 2nd grade. Pacing: the goal is to mimic an eye fixation—250 milliseconds (a quarter of a second). It may be helpful to say to yourself, “Slide—(slight pause)—Close.” DO NOT WAIT FOR THE CHILD’S RESPONSE TO CLOSE THE SHUTTER!!! Coding:
1. Correct answer? Leave blank. 2. Hesitation? Mark ‘h’ in the flash column. Put a check in the untimed column. 3. Incorrect answer on the flash? Write what the child said in the flash column, open the shutter and say, “Take another look.” Depending on what child says, in the untimed column, put a checkmark (indicating self-correct), a zero (no answer), or write in the erroneous substitution. Scoring:
1. Flash Score – count number of errors in flash column. Multiply by 5. Subtract from 100. The answer is the percentage correct for the flash presentation. Enter this score at the bottom of the flash column.
2. Untimed score – Start with the flash percentage. Add 5 points for every self- correction in the untimed column. Record this score at the bottom of the untimed column. 3. Checking – Add 5 points to the untimed score for each error in the untimed column. If you reach 100, you know you have computed the scores correctly.
Notes: When a student misses 9 words on the flash list, stop!
Be sure to use the shutter and your arm and hand to hide the list. If you’re lax in this regard, and the student gets a look at the words, you’ve lost the advantage of the flash. Be sure that the student is looking at the instrument before you start. It is likely you will have to do this several times, as you “take breaks” to score. A good prompt is, “Ready for #17?” which seems to initiate focus.
University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 11/29/13 MKF
Level: G1-Oct Flash Untimed Level: G1-Mar Flash Untimed
1.* and 1. back
2.* cat 2. eat
3.* me 3. sun # of
Errors %
4.* is 4. bird 0
1 100% 95%
5. go 5. pat 2
3 90% 85%
6. play 6. saw 4
5 80% 75%
7. where 7. feet 6
7 70% 65%
8. like 8. lake 8
60%
9. thing 9. hid
10. old 10. cut # of
Errors %
11. your 11. about 9
10 55% 50%
12. up 12. one 11
12 45% 40%
13. said 13. rain 13
14 35% 30%
14. big 14. water 15
16 25% 20%
15. for 15. two 17
18 15% 10%
16. by 16. how 19
20 5% 0%
17. dog 17. window
18. not 18. need
19. who 19. that's
20. here 20. mother
Percent Correct Percent Correct
* If the student cannot read any of the first 4 words in the G1-Oct list automatically, discontinue the test and score 0% Flash | N/A Untimed
University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 11/29/13 MKF
Level: G1-End Flash Untimed Level: 2 Flash Untimed
1. leg 1. able
2. black 2. break
3. smile 3. pull # of
Errors %
4. hurt 4. week 0
1 100% 95%
5. dark 5. gate 2
3 90% 85%
6. white 6. felt 4
5 80% 75%
7. couldn’t 7. north 6
7 70% 65%
8. seen 8. rush 8
60%
9. until 9. wrote
10. because 10. perfect # of
Errors %
11. men 11. change 9
10 55% 50%
12. winter 12. basket 11
12 45% 40%
13. shout 13. shoot 13
14 35% 30%
14. glass 14. hospital 15
16 25% 20%
15. paint 15. spill 17
18 15% 10%
16. children 16. dug 19
20 5% 0%
17. table 17. crayon
18. stand 18. third
19. head 19. taken
20. drove 20. prize
Percent Correct Percent Correct
University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 9/11/06 MKF
Level: 3 Flash Untimed Level: 4 Flash Untimed
1. accept 1. average
2. favor 2. hamster
3. seal 3. select # of
Errors %
4. buffalo 4. tobacco 0
1 100% 95%
5. slipper 5. brilliant 2
3 90% 85%
6. receive 6. liberty 4
5 80% 75%
7. legend 7. prance 6
7 70% 65%
8. haircut 8. solemn 8
60%
9. dresser 9. disease
10. icy 10. impress # of
Errors %
11. customer 11. miracle 9
10 55% 50%
12. thread 12. wrestle 11
12 45% 40%
13. plop 13. coward 13
14 35% 30%
14. bandage 14. explode 15
16 25% 20%
15. further 15. opinion 17
18 15% 10%
16. moat 16. suffer 19
20 5% 0%
17. closet 17. vast
18. unroll 18. relationship
19. storyteller 19. furnace
20. yarn 20. clan
Percent Correct Percent Correct
University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 9/11/06 MKF
Level: 5 Flash Untimed Level: 6 Flash Untimed
1. labor 1. elevate
2. cripple 2. conservation
3. hasten 3. tenderness # of
Errors %
4. frontier 4. barrier 0
1 100% 95%
5. riverbed 5. adulthood 2
3 90% 85%
6. settlement 6. kennel 4
5 80% 75%
7. absent 7. humiliated 6
7 70% 65%
8. dissolve 8. nonfiction 8
60%
9. plea 9. revive
10. surrender 10. wallet # of
Errors %
11. organization 11. depression 9
10 55% 50%
12. evidence 12. carvings 11
12 45% 40%
13. width 13. similarity 13
14 35% 30%
14. rampaging 14. unanswered 15
16 25% 20%
15. horseshoe 15. fingernail 17
18 15% 10%
16. grammar 16. breed 19
20 5% 0%
17. assorted 17. marrow
18. soybean 18. starter
19. troublesome 19. pedestrian
20. circumstance 20. quantity
Percent Correct Percent Correct
University of Utah Reading Clinic FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
*From the ASU Word Recognition Test University of Utah Reading Clinic: Revised 9/11/06 MKF
Level: 7 Flash Untimed Level: 8 Flash Untimed
1. civic 1. administration
2. shirttail 2. federation
3. nominated 3. militia # of
Errors %
4. gruesome 4. shambles 0
1 100%95%
5. disadvantage 5. bankrupt 2
3 90% 85%
6. goldenrod 6. architecture 4
5 80%75%
7. perishable 7. tonic 6
7 70%65%
8. straightforward 8. toddler 8
60%
9. warrant 9. cavernous
10. unthinkable 10. imperative # of
Errors %
11. ridicule 11. notorious 9
10 55% 50%
12. engulf 12. subconscious 11
12 45%40%
13. kindhearted 13. corps 13
14 35%30%
14. maturity 14. laborious 15
16 25% 20%
15. impassable 15. rivet 17
18 15% 10%
16. bolster 16. unimaginable 19
20 5% 0%
17. copyright 17. dizzily
18. foliage 18. irritability
19. prune 19. puncture
20. persecution 20. wholehearted
Percent Correct Percent Correct
1. and 1. back
2. cat 2. eat
3. me 3. sun
4. is 4. bird
5. go 5. pat
6. play 6. saw
7. where 7. feet
8. like 8. lake
9. thing 9. hid
10. old 10. cut
11. your 11. about
12. up 12. one
13. said 13. rain
14. big 14. water
15. for 15. two
16. by 16. how
17. dog 17. window
18. not 18. need
19. who 19. that's
20. here 20. mother
Oct1 Mar1
1. leg 1. able
2. black 2. break
3. smile 3. pull
4. hurt 4. week
5. dark 5. gate
6. white 6. felt
7. couldn’t 7. north
8. seen 8. rush
9. until 9. wrote
10. because 10. perfect
11. men 11. change
12. winter 12. basket
13. shout 13. shoot
14. glass 14. hospital
15. paint 15. spill
16. children 16. dug
17. table 17. crayon
18. stand 18. third
19. head 19. taken
20. drove 20. prize
End1 2
1. accept 1. average
2. favor 2. hamster
3. seal 3. select
4. buffalo 4. tobacco
5. slipper 5. brilliant
6. receive 6. liberty
7. legend 7. prance
8. haircut 8. solemn
9. dresser 9. disease
10. icy 10. impress
11. customer 11. miracle
12. thread 12. wrestle
13. plop 13. coward
14. bandage 14. explode
15. further 15. opinion
16. moat 16. suffer
17. closet 17. vast
18. unroll 18. relationship
19. storyteller 19. furnace
20. yarn 20. clan
3 4
1. labor 1. elevate
2. cripple 2. conservation
3. hasten 3. tenderness
4. frontier 4. barrier
5. riverbed 5. adulthood
6. settlement 6. kennel
7. absent 7. humiliated
8. dissolve 8. nonfiction
9. plea 9. revive
10. surrender 10. wallet
11. organization 11. depression
12. evidence 12. carvings
13. width 13. similarity
14. rampaging 14. unanswered
15. horseshoe 15. fingernail
16. grammar 16. breed
17. assorted 17. marrow
18. soybean 18. starter
19. troublesome 19. pedestrian
20. circumstance 20. quantity
5 6
1. civic 1. administration
2. shirttail 2. federation
3. nominated 3. militia
4. gruesome 4. shambles
5. disadvantage 5. bankrupt
6. goldenrod 6. architecture
7. perishable 7. tonic
8. straightforward 8. toddler
9. warrant 9. cavernous
10. unthinkable 10. imperative
11. ridicule 11. notorious
12. engulf 12. subconscious
13. kindhearted 13. corps
14. maturity 14. laborious
15. impassable 15. rivet
16. bolster 16. unimaginable
17. copyright 17. dizzily
18. foliage 18. irritability
19. prune 19. puncture
20. persecution 20. wholehearted
7 8
Date Date Date
170 170 170
160 160 160
150 150 150
140 140 140
130 130 130
120 120 120
110 110 110
100 100 100
90 90 90Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4
Total # words read in 2 minutes
Total # words read in 2 minutes
Total # words read in 2 minutes
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors # of errors # of errors
TIMED REPEATED READINGS(EARLY STEPS TRANSITION) TWO MINUTES / 150 WORDS
7
6
5
4
3
1
7
6
5
4
3
2
5
4
3
22
0 0
1 1
Errors
0
Errors Errors Errors Errors Errors7
6
University of Utah Reading Clinic: Revised 2/25/11 MKF
Date Date Date
270 270 270
260 260 260
250 250 250
240 240 240
230 230 230
220 220 220
210 210 210
200 200 200
190 190 190Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4
Total # words read in 2 minutes
Total # words read in 2 minutes
Total # words read in 2 minutes
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors # of errors # of errors
3
TIMED REPEATED READINGS(NEXT STEPS FLUENCY) TWO MINUTES / 250 WORDS
7Errors
7
2
6
5
4
3
1
Errors
2
5
4
3
2
7
6
5
4
6
0 0
1 1
Errors
0
Errors Errors Errors
University of Utah Reading Clinic: Revised 2/28/11 MKF
Date Date Date
320 320 320
310 310 310
300 300 300
290 290 290
280 280 280
270 270 270
260 260 260
250 250 250
240 240 240Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4
Total # words read in 2 minutes
Total # words read in 2 minutes
Total # words read in 2 minutes
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors # of errors # of errors
3
TIMED REPEATED READINGS(NEXT STEPS FLUENCY / HIGHER STEPS) TWO MINUTES / 300 WORDS
7Errors
7
2
6
5
4
3
1
Errors
2
5
4
3
2
7
6
5
4
6
0 0
1 1
Errors
0
Errors Errors Errors
University of Utah Reading Clinic: Revised 2/28/11 MKF
Date Date Date
370 370 370
360 360 360
350 350 350
340 340 340
330 330 330
320 320 320
310 310 310
300 300 300
290 290 290Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4
Total # words read in 2 minutes
Total # words read in 2 minutes
Total # words read in 2 minutes
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
# of errors # of errors # of errors
0 0
1 1
Errors
0
Errors Errors Errors
2
5
4
3
2
7
6
5
4
6
2
6
5
4
3
1
3
TIMED REPEATED READINGS(HIGHER STEPS) TWO MINUTES / 350 WORDS
7Errors
7Errors
University of Utah Reading Clinic: Revised 2/28/11 MKF
Date Date Date
13 13 13
12 12 12
11 11 11
10 10 10
9 9 9
8 8 8
7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4Timing
1Timing
2Timing
3Timing
4
# of errors # of errors # of errors
Title of book/story
Title of book/story
Title of book/story
Level / p. # Level / p. # Level / p. #
NEXT STEPS **ACCURACY**TIMED REPEATED READINGSTWO MINUTES / 250 WORDS
University of Utah Reading Clinic: Revised 2/20/08 MKF-MB
Tutor________________________ Next Steps Fluency Lesson Plan
Student_________________________________ Date______________
Student Grade Level_______ Lesson #______
Fluency Work: Repeated Reading (at student’s instructional level) (7 minutes) □ (Timings #3 & #4)
Title_________________________ p. _______
Level_____________
Comments:
Repeated Reading: Passage is the same one that was used in step #4 in previous lesson.
□ Word Bank: (2 minutes)
Comments:
High frequency words that present difficulty
Assisted Reading of New Material (16 minutes)
Title_________________________ p. _______
Publisher________________Level_________ □Preview Text □Echo Read □Solo Read □Comprehension Work
□ Rate & Accuracy Check (100 Words) p._________ Rate: ______min. ______ sec. = ________ wpm Accuracy: ________%
□ Continue Solo Reading & Comprehension Work
BUMP-UP in text 1. Mark a 100 word passage in the text you plan to use for assisted reading. Do not use echo pages. 2. Time how long it takes focus student to read that portion. Count errors. 3. Calculate wpm. Total the number of errors made. (Beginning at G2-Mid Self Corrections DO count as errors.) 4. Use criteria below. 5. To BUMP-UP a singleton student, the student must meet this criteria 2 out of 3 trials from stories at the end of the basal or 2 different trade books from the same level. 6. To BUMP-UP a group, at least 2 of 3 students must meet criteria. If 1 student does not, that student must score 90% accuracy and within 5 wpm of the rate criterion for that level.
Text Level Accuracy Rate
Basal: G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm G2-End……...……… 93% at least 80 wpm Trade Books: 2E, 2M, 2D………...
93%
at least 80 wpm
3E………………….. 93% at least 80 wpm 3M…………………. 93% at least 90 wpm 3D…………………. 93% at least 100 wpm 4E…………………. 93% at least 95 wpm 4M………………… 95% at least 105 wpm 4D…………………. 95% at least 110 wpm
☞Remember: When student(s) exit G2-End Basal, move to 2E, then 2M, then 2D Trade Books.
(1:1 – 13 minutes) (Group – 13 minutes) Word Study
□ Sort:__________________________ Anchors: ______ ______ ______ _______ # of Sessions in this Sort:______ □ Intro lesson □ Random Check
□ Memory
□ Spelling (5 words):
□ Say It – Match It – Check It
Word Study √ Data # correct ________ # errors ________ (Record the words missed below)
BUMP-UP in word study 1. Word Study √s begin with Mixed Short Vowels and continue through Vowel Patterns. 2. Word Study √s must be cold. 3. Randomize a deck of at least 40 words, sampling all current patterns. 4. Set timer for 1 minute. 5. Student must read “off the deck.” 6. Sort into 2 piles: Automatic / Incorrect or Hesitation 7. Criteria: At least 35 words correct in 1 minute with no more than 3 errors. 8. When all students meet the criteria....BUMP UP☺
□ Sentence Stem
Fluency Work: Repeated Reading (at student’s instructional level) (7 minutes) □ (Timings #1& #2)
Title________________________ p._______
Level_____________
Repeated Reading: Count out 200 words in a story you have previously read. Have your student read to you for 2 minutes. Count words read and errors made. Record on graph. Student rereads passage twice. Retire passage after 4 timings. (Timings #3 & #4 to be done at beginning of next session)
University of Utah Reading Clinic 8/8/2016 MB
Next Steps Word Study – Cue Card Day 1 ••Mixed Shorts Day 1
University of Utah Reading Clinic 5/24/16 hd
On the first day of a new pattern only, T. will explicitly model with the anchors. Display anchors, point with pencil and say,
This word is hat, what word? T. Point to ‘a’ in ‘hat’ and say, The letter ‘a’ is a vowel. It says /ă/. What does it say? T. Repeat for ‘i’, ‘o’, and ‘e’. T. Show ‘job’ word card to students and ask,
What vowel do you see in this word? Pause, Everybody? Does this go under hat, pig, mom or red? Pause,
Everybody? T. Place card under ‘mom’ and say, Your turn. Voices together. T. Points as S. chorally read down column. To finish the matrix, the prompt is, Where does it go? S. chorally identify anchor for placement. T. Places card, then, Your turn. Voices together. T. Points as S. chorally read down column
Repeat until 4 x 4 is built. Upon completion of the sort… T. Touch pencil to the vowel and the ending consonant in ‘hat’ and say, Watch my pencil. This vowel pattern is a-consonant. Say it with me: a-consonant.. a-consonant.. a-consonant. T. Go back and pencil point to the anchor ‘hat’ and say, Watch my pencil. The vowel sound is /ă/. Say it with me: /ă/… /ă/ … /ă/. Repeat with ‘pig’, ‘mom’, and ‘red’. Continue with Fast Pencil
Next Steps Word Study - Cue Card Day 2 + ••Mixed Shorts Day 2+
University of Utah Reading Clinic 5/24/16 hd
This is the routine for each lesson following the introduction (Day 1) of a new vowel pattern.
T. Display anchors, point with pencil and say, Watch my pencil. Voices together S. Read anchors as you move from ‘hat’ to ‘pig’ to ‘mom’, and ‘red’.
T. Show first word card* for today and ask, Where does this go? Pause, Everyone? S. Chorally name the anchor under which the word card belongs. *Students do NOT read the word card until it has been placed in the column. T. Place card under appropriate anchor and say, Your turn. Voices together. T. Point down column. S. Chorally read the words as you point with pencil down the column. To finish the matrix, the prompt is, Where does it go? S. chorally identify anchor for placement. T. Places card, then, Your turn. Voices together. T. Points as S. chorally read down column. Repeat until 4 x 4 is built.
Upon completion of the sort… T. point with pencil moving up and down over each column and ask, What is the vowel pattern here? Pause, Everyone? S. Chorally respond with the appropriate vowel pattern…. a-consonant. T. Point with pencil moving up and down over each column and ask, What is the vowel sound? S. Chorally respond with appropriate vowel sound…. /ă/ Repeat this step for...i consonant says / ῐ/, …o consonant says / ŏ/,
and ...e consonant says / ӗ/.
Continue with Fast Pencil
Next Steps Word Study – Cue Card Day 1 ••• Core Vowel Patterns Day 1
University of Utah Reading Clinic 5/24/16 hd
On the first day of a new pattern only, teacher will explicitly model with the anchors. Display anchors, point with pencil and say,
These words all use the vowel ‘a’ but ‘a’ makes different sounds. This word is hat. What word? Elbows up! T. leads students in tapping. Tap whole word, then tap it again, but stop on ‘a’ and bounce your finger while saying /ă/. Yes, ‘a’ is saying /ă/.
This word is cake. What word? Let’s see what happens here because of the silent ‘e.’ Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /ā/. Now, ‘a’ says /ā/. This word is farm. What word? Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /r/. Now, ‘a’ says /ar/ because the ‘r’ is bossy.
This word is rain. What word? Elbows up! T. leads students in tapping as directed above. Stop on ‘a’ and bounce your finger while saying /ā/. Now, ‘a’ says /ā/ because it is followed by a silent ‘i’.
T. show ‘jam’. Does this go under ‘hat,’ ‘cake,’ ‘farm,’ or ‘rain’? Pause, Everybody? T. places card, then Voices together. T. points as S. chorally read down column. To finish matrix the prompt is, Where does it go? S. chorally identify anchor for placement. T. places card, then Your turn, voices together. T. points as S. chorally read down column.
Repeat until 4 x 4 is built
\
Next Steps Word Study – Cue Card Day 1 ••• Core Vowel Patterns Day 1
University of Utah Reading Clinic 5/24/16 hd
Day 1 Continued…
Upon completion of the sort… T. Touch pencil to the vowel and the consonants in the vowel pattern and say,
Watch my pencil. The vowel pattern in ‘hat’ is a-consonant. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the a-consonant column. a-consonant…. a-consonant… a -consonant. T. Point pencil back to anchor and say, The vowel sound is /ă/. Say it with me: /ă /... /ă/…. /ă/.
Watch my pencil. The vowel pattern in ‘cake’ is a-consonant-e. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the v-consonant-e column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ā/ then, Say it with me: working down the column for the remaining words. Watch my pencil. The vowel pattern in ‘farm’ is a-r. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the r-controlled column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ar/ then, Say it with me: working down the column for the remaining words. Watch my pencil. The vowel pattern in ‘rain’ is a-i. Say it with me: T. Touch the vowel pattern with the pencil point for the remainder of the words in the vowel team column. Repeat modeling for the vowel sound (see above). Start with the anchor: The vowel sound is /ā / then, Say it with me: working down the column for the remaining words. Continue with Fast Pencil
Next Steps Word Study – Cue Card Day 2+ ••• Core Vowel Patterns Day 2+
University of Utah Reading Clinic 5/24/16 hd
This is the routine for each lesson following the introduction (Day 1) of a new vowel pattern.
T. Display anchors, point with pencil and say, Watch my pencil. Voices together. S. Chorally read anchors as you move across the word cards. T. Show first word card* for today and ask, Where does it go? Pause, Everybody? S. Chorally name the anchor under which the word card belongs. *Students do NOT read the word card until it has been placed in the column. Then, they read in order as you move your pencil down that column. T. Place card under the appropriate anchor and say, Your turn. Voices together. S. Chorally read the words as you point with pencil down the column.
Repeat until 4 x 4 is built. Upon completion of the sort…
T. Point with pencil moving up and down over each column and ask, What is the vowel pattern here? Pause, Everybody? S. Chorally respond with appropriate vowel pattern. T. Point with pencil moving up and down over each column as you ask, What is the vowel sound? Pause, Everybody? S. Chorally respond with appropriate vowel sound.
Continue with Fast Pencil
Early Steps Word Study Sequence
1. Beginning Consonant Picture Sorts B M R S T G N P C H F D L K J W Y Z V Q
• Conduct Letter/Sound Assessment (LSA) -- Found within the ERI Assessment --
• Use results to finish alphabet work until alphabet is firm. • Start onset sorts immediately. ⇨Starting At Onset + Vowel, (cv+c) -
Teach students to blend by tapping.
2. Onset +Vowel * Begin with a 2 x 1 sort. Add more cards to the columns ASAP. ●ma__, sa__ ●ma__, sa__, ca__ ●pa__, ba__, ra__ ****** ●si__, li__, fi__
●ki__, hi__, pi__ ****** ●mo__, ro__, do__ ****** ●be__, we__, pe__ ****** ●ru__, bu__, gu__
⇨Starting At Mixed Short Vowels,
students must pass WORD STUDY √ where indicated to move on.
3. Mixed Short Vowels ●●A I O
●●I O E ●●O E U (WORD STUDY √ using all 5 vowels)
4. Vowel Patterns a. Start with a 2 x 6 sort: ●●●a__, a_e
(WORD STUDY √) ●●●i__, i_e
(WORD STUDY √) ●●●o__, o_e (WORD STUDY √) ●●●e__, ee
(WORD STUDY √)
●●●u__, u_e (WORD STUDY √)
b. Next do a 3 x 4 sort including “r” controlled patterns: ●●●a__, a_e, ar
(WORD STUDY √) ●●●i__, i_e, ir
(WORD STUDY √) ●●●o__, o_e, or (WORD STUDY √) ●●●e__, ee, er
(WORD STUDY √)
●●●u__, u_e, ur (WORD STUDY √)
Review #1 Review by combining “a” & “i” patterns as needed. Examples: ●●●a__, i__, a_e ●●●a__, ar, ir ●●●i_, i_e, a_e
Review #2 Review by combining “i” & “o” patterns as needed. Examples: ●●●i__, o__, i_e ●●●o__, o_e, i_e ●●●i__, or, ir Review #3 Review by combining “o” & “e” patterns as needed. Examples: ●●●o__, e__, ee ●●●e__, ee, o_e ●●●o__, er, or
Review #4 Review by combining “u” & “e” patterns as needed. Examples: ●●●e__, u__, ee ●●●u__, u_e, ee ●●●u__, ur, er
NO WORD STUDY √ done after a REVIEW
University of Utah Reading Clinic 8/3//2012 MB
The Resistant Student
Working in Text:
Students with severe reading difficulties
usually struggle with fluency. Often, this
struggle is based in a lack of automaticity
for identifying words.
Lack of automaticity is based in difficulty
attacking unfamiliar words.
Problem: slowness and inaccuracy may
negatively impact comprehension.
These students don’t look closely at words.
They don’t know what to do, so they guess.
Problem: if they continue to guess, how will
those words ever become automatic?
Partial Solutions:
1. Quit guessing! Blend & use syllable
chunks.
University of Utah Reading Clinic 5/30/2014 KJB
2. Read a lot to get enough successful
repetitions to get words into memory
(automatic)
Comprehension Goal: students will make sense
of text and keep track of important information.
What is important in stories/fiction?
- main character, problem, resolution
What is important in nonfiction/expository?
- main idea, supporting details
Ask questions about the “problem” or the “main
idea.” When in doubt, ask, “What just
happened?” or “What does the author want us to
know?”
Why re-invent the wheel? Use prompts on
UURC book marks.
University of Utah Reading Clinic 5/30/2014 KJB
Continue to collect data during guided reading.
Watch to see if the student meets criteria on at
least 2 - 3 trials on sections from end of basal:
- 93% or better accuracy w/ good rate:
- G1 March = 30wpm - G1 End = 50wpm
- G2 Mid = 60wpm - G2 End = 80wpm
- G3E = 80wpm
Use repeated readings for fluency work.
- count 200 word section; set timer 2 min.
- count errors (sloppy? Go back!)
- graph info on chart Do every day!!!
- do “double fluency” if needed (see alternative
fluency lesson plan)
Remember to help students attribute reading
progress to Next Steps skills/strategies.
“When reading doesn’t make sense and I
back up and reread more carefully, I can usually
find the problem and fix it. This is better than
just plowing ahead.”
University of Utah Reading Clinic 5/30/2014 KJB
Working in Word Study
Be strategic. What kind of focus is needed?
Focus: Introduction/Direct Teaching
1. Sort ➞Random✓➞Memory ➞Spelling*
Focus: Accuracy
2. Black-out Bingo➞Random✓➞ Spelling
3. Match+1(3x)➞Spelling
4. Sort➞Random✓➞Go Fish➞Spelling
5. Sort➞Random✓➞Tap the Sort➞Spelling
6. Shazam (2 or 3x)➞Spelling
7. Be a Mind Reader (8-10 words)➞Spelling
Focus: Fluency
8. Word Study✓(2 or 3x)➞Slap➞Spelling Only the first time counts as “real data.” Subsequent times are just practice.
9. Oops (2 or 3x)➞Spelling
10. Poison Star (2 or 3x)➞Spelling
11. Matrix (1 or 2x)➞Spelling
12. Lucky Star (1 or 2x)➞Spelling
13. Tap the Deck➞Slap➞Spelling Note: Not all games start with a sort. Be sure to follow the sequence as written.
University of Utah Reading Clinic 5/30/2014 KJB
For LD students who really struggle with mixed
short vowels or ‘A’ core patterns, try a “reduce
and review” approach:
- decide if blends & digraphs are appropriate yet
- do a 2x6 sort with closed & v-c-e for a, then i,
then o, and so on
- word study check after each vowel
- proceed as such thru all 5 vowels
- then go back and do a 3x6 sort with closed,
v-c-e, and r-controlled for a, then i, then o, and
so on
- word study check after each vowel
- proceed as such thru all 5 vowels
Difference Between Vowels & Consonants
May use checked spelling words to explicate
which letters are vowels and which are
consonants, if students are still unsure:
1. Tell me the names of the 5 vowels. Write
them. Name other letters---all of those are
consonants; they can’t be vowels.
University of Utah Reading Clinic 5/30/2014 KJB
2. Look at this word. Point to all of the vowels
and tell me their names. Now point to all of the
consonants and tell me their names. Repeat with
all spelling words.
3. Point to different letters and question: Is this a
consonant or a vowel?
4. Use “stretch cards” for students who have
trouble hearing/saying vowel sounds clearly.
5. Teach tapping with fingers. Use nonsense
words for each vowel with consonant blends and
digraphs to show the utility (e.g., sep, lit, bram,
chon). Include nonsense words in word bank
drill. Teach: TAP! DON’T GUESS!!!
6. Use questioning to teach “closed syllable”
structure.
- How many vowels? (1)
- Is it closed in by 1 or more
consonants? (yes)
- Then, the vowel makes a short sound.
University of Utah Reading Clinic 5/30/2014 KJB
7. When student makes a vowel error,
prompt with: “What do we say for ‘o’?”
The student should reply: “o-octopus-/ŏ/
8. Use questioning to teach “open syllable”
structure
- How many vowels (1)
- Is it closed in by a consonant? (no)
- Then, the vowel makes a long sound.
9. Help student learn to use syllable types to
attack unfamiliar polysyllabic words:
- identify vowels,
- identify the number of consonants
between each vowel,
- scoop syllables, and flexibly try out the
syllable types:
content bashful locate clever
develop discriminate
University of Utah Reading Clinic 5/30/2014 KJB