EDU 5633-030 & 6633-030 Assessment and Intervention for Beginners At-Risk for Reading Difficulties: Early Steps PracticumSM
EDU 5643-030 or 6643-030 EDU 5643-040 or 6643-040
Introduction to Early Steps Intervention: Instruction for At-Risk Beginning ReadersSM
Introduction to Early Steps Intervention: Instruction for At-Risk Beginning ReadersSM
EDU 5314 or 6314
Field Practicum for Reading Methods K-3: Early StepsSM
FCS 5190 Early Childhood Internship: Student Teaching
Internship
SM & © 2015/2016 University of Utah
© University of Utah Reading Clinic
UNIVERSITY OF UTAH READING CLINIC EARLY STEPSSM COMPLETE BINDER UPDATES LIST
8/13/21 Corrected RLA G2 (pp. 197-198)
Updated RLA Fluency Criteria (pp. 181-182) 12/2/20 Updated Coaching Form (p. 52) 9/17/20 Updated RLA Cover Sheet (p. 195) 9/10/20 Updated Word Sort & Book Logs (pp. 57-59) 9/1/20 Updated RLA Fluency Criteria (p. 181) 5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 106) 4/23/20 Updated Leveling Books Criteria (pp. 255-264) 4/15/20 Updated Text Level Correspondence Chart (p. 12) 3/10/20 Updated Vowel, Blend & Digraph Keywords (p. 106) 11/26/19 Added Group Data Summary Sheet (pp. 203-206) 8/9/19 Updated Books Organized By Publisher (pp. 31-47) 5/14/19 Updated Leveled Books Organized By Text Level List (pp. 14-29) 5/7/19 Updated Leveled Books Organized By Text Level List (pp. 14-22) 1/14/19 Updated Text Level Correspondence Chart (p. 12) 11/6/18 Added Spelling Book Cover & Page Masters (pp. 52-53) 7/30/18 Updated Leveled Books Ordering Information (p. 10) Updated Leveled Books Organized By Text Level List (pp. 14-27) 7/5/18 Updated G1-Oct Form (p. 178) 6/11/18 Updated Observation Forms (pp. 44-45) 3/13/18 Updated Leveled Books Ordering Information (p. 10) Updated Books Used For Testing (p. 11) Updated Leveled Books Organized By Text Level List (pp. 14-21) Updated Books Organized By Publisher (pp. 23-39) 1/9/18 Updated ERI Cover Sheet (p. 177)
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.
Insert tab at this point TAB: Supply List
Early 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 Colored Dots 8-10 packages Leveling Books
3 Cookie Sheets 2-3 sheets Word Study Activities
4 Copy Paper, White 3 Cases Copying lesson plans, pages for student binders, etc.
5 Envelopes 1-2 boxes (500 per box) Take Home Sentence
6 Magnetic Letters 2 sets per site Word Study Activities
7 Plastic Boxes or Baskets 8-10 Organize Leveled Books
8 Sentence Strips (Ruled/Lined at 1 ½” – strip measures 3”x24”)
6-7 packages (100 per package) Daily Sentence Writing Activity
9 White Boards 4-5 per site Word Study Activities
10 White Board Cleaner 1-2 bottles Clean White Boards
II. Supplies Needed for Student Binder and Tutoring Box:
ITEM QUANTITY PURPOSE 1
2" 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
Primary Dotted Lined Composition Books (Allow plenty of room to write – ruled ½”)
2 per student Spelling & Sentence Writing
4
Overhead Projector Markers (water-based pens) 1-2 per tutor Word Study Activities
5
Pencils 3-4 per student Spelling & Sentence Writing
6
Plastic Box or Basket 1 per student
Organize and contain all student tutoring materials
7 Scissors 1 pair per tutor Cut-Up Sentence Activity 8
Self-Adhesive Labels Avery 5267 (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 & Sentence Writing Activity
10
White Board Markers 1 per tutor Word Study Activities
11
Timer (Kitchen Type: Can Count Up & Down) 1 per tutor Assisted Reading
12
ABC Guide 1 per tutor Spelling & Sentence Writing
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
Insert Tab at this point TAB: Text & Procedures
UURC 1‐15‐14 KJB
Level & Goal Text Type Preview Echo Re‐Reads Comp. Bump Up NotesTexts 1– 3 Concept of Word 3 rereads + 1 new
‐ strong refrain ‐ minimal cold text
“Find the word ___.” S. points in book. “What word?” S. says word.
T. “Watch my finger. My turn.” T. Models 1‐2 lines. T. “Your turn.”
‐ T. provides echo support where needed.
‐ vocab for unique words
‐yesterday’s new book ‐S. should be mostly accurate; not perfect!
Sloppy pointing? ‐ model ‐ re‐do page until correct or up to 3x.
Texts 4 – 6 High Freq. Word Rec., Decoding, Comprehension 3 rereads + 1 new
‐ some refrain ‐ some cold text
“Find the word ___.” S. points in own book. “What word?” S. says word.
T. “Watch my finger. My turn.” T. Models 2‐3 lines. T. “Your turn.”
‐ T. provides appropriate support for unfamiliar words as needed.
‐ narrative focus = plot ‐ expository focus = main idea ‐ model & practice complete sentences
‐yesterday’s new book ‐S. mostly accurate in hard books in level; not perfect!
For unfamiliar words, if blendable, ask student to ‘tap.’ If not, ask for ‘1st sound,’ then give the word.
Texts 7 – 8 continue as above with higher expectations
2 rereads + 1 new
‐ minimal or no refrain ‐ mostly cold text
‐frontload tough words as above ‐build/activate background knowledge
continue as above with higher expectations
continue as above with higher expectations
continue as above with higher expectations
‐yesterday’s new book ‐at least twice in hard books in level
‐ 50 words ‐ errors x2 ‐ 93% acc. ‐ no rate
Texts 9 – 12 (transition lesson) continue as above with higher expectations 1 new + 1‐2 reread
‐ pre‐1987 basals=more support ‐ minimal or no refrain ‐ mostly cold text
‐frontload tough words as above ‐build/activate background knowledge
continue as above with higher expectations
‐ re‐read a section 3x as above with higher expectations
continue as above with higher expectations
‐new text ‐at least twice from end of basal or hard books
‐ 50 words ‐ 93% acc. ‐ use 50 word chart G1March rate = 30 wpm G1End rate = 40 wpm
Early Steps 1:1 Text Features & Procedures for Tier 2 Intervention
UURC 1‐15‐14 KJB
Level & Goal Text Type Preview Echo Re‐Reads Comp. Bump Up NotesTexts 1– 3 Concept of Word 3 rereads + 1 new
‐ strong refrain ‐ minimal cold text
“Find the word ___.” S. points in T. or S.book. “What word?”
T. borrows book: “Watch my finger. My turn.” Returns book. “Fingers under ___. Voices together.”
‐ all choral ‐ vocab for unique words ‐ ITTM = I think that means….
‐yesterday’s new book ‐low S. mostly accurate
Sloppy pointing? ‐ model ‐ re‐do page until correct or up to 3x.
Texts 4 – 6 High Freq. Word Rec., Decoding, Comprehension 3 rereads + 1 new
‐ some refrain ‐ some cold text
“Find the word ___.” S. points in own book. “What word?” S. says word.
S. have own books. “Fingers under ___. My turn.” “Fingers under ___. Voices together.”
‐ all choral ‐ teach leader voice
‐ narrative focus = plot ‐ expository focus = main idea ‐ model & practice complete sentences
‐yesterday’s new book ‐low S. mostly accurate w/ leader voice 2x in hard books
For choral reading, T. reads first few words, then fades. Comes back in as needed to keep them in ‘one voice.’
Texts 7 – 8 continue as above with higher expectations 2 re‐reads + 1 new
‐ minimal or no refrain ‐ mostly cold text
continue as above with higher expectations
continue as above with higher expectations
continue as above with higher expectations
continue as above with higher expectations
‐yesterday’s new book ‐low S. 2x acc. solo in hard books while other S. choral from p. 1
‐ 50 words ‐ errors x2 ‐ 93% acc. ‐ no rate
Texts 9 – 12 (transition lesson) continue as above with higher expectations 1 new + 1 re‐read
‐ pre‐1987 basals=more support ‐ minimal or no refrain ‐ mostly cold text
continue as above with higher expectations
continue as above with higher expectations
‐ re‐read a section or text 3x as above with higher expectations
continue as above with higher expectations
‐new book ‐low S. 2x acc/rate solo while other S. choral from p. 1
‐ 50 words ‐ 93% acc. ‐ use 50 word chart G1March rate = 30 wpm G1End rate = 40 wpm
Early Steps Quads: Text Features & Procedures for Tier 2 Intervention
Sources:
EARLY STEPS RECOMMENDATIONS FOR LEVELED BOOKS--
SUITABLE FOR ASSISTED READING AND INTERVENTION Brown, K.J. (1999/2000). What kind of text for whom and when: Textual Scaffolding for beginning
readers. The Reading Teacher, 53, 292-307. Hiebert, E. (2005). State reform policies and the task textbooks pose for first-grade readers. Elementary
School Journal, 105, 245-266 Morris, D. (2005). The Howard Street tutoring manual: Teaching at-risk readers in the primary grades.
New York: Guilford Press. (ISBN # 1-59385-124-3)
Early Steps
Book Supplier
Owner/Operator
Address
Phone # - Email Address
Reading For All Learners “Little
Books”
c/o Alan Hofmeister, Center for Information Technology
6800 Old Main Hill
Utah State University
Logan, UT 84322-6800
(435) 797-1120 (435)
797-7017 (fax)
www.usu.edu/teach/read
Modern Curriculum Press (MCP)
Ready Readers
Pearson
P.O. Box 2500
Lebanon, IN 46052
(800)848-9500
(877)260-2530 (fax) Available in individual and 6 pack
Rigby
Houghton Mifflin Harcourt
P.O. Box 797
Crystal Lake, IL 60039-0709
(800) 225-5425 Available in individual and 6 pack
Handprint EPS School Specialty Literacy and Intervention
P.O. Box 9031
Cambridge, MA 02139-9031
(800)225-5750
(888)440-2665 (fax)
www.eps.school.specialty.com
Available only in 6 pack
Davis School District Printing Services
(basals only)
45 E. State St.
Farmington, UT 84025
(801) 402-5228
(801) 402-5230
Lori Todd [email protected]
Reading Reading Books
F&P Text Level Gradient
P.O. Box 6654 Reading, PA 19610
757.329.4224
The approximate book and materials cost for Early Steps tutoring is $5,000. Participating schools should plan on ordering $4,000 or so
of leveled books from the selections suggested below. In ordering, be sure to select an equivalent number of books from each level. That is, it would not be wise to order each selection for levels 2, 3, and 4, and not have sufficient funds for subsequent levels. The books listed are based on ordering 6 packs of books from Modern Curriculum Press, Rigby, and Wright publishing companies or by sets, as in Little Books. The remaining funds should be reserved for instructional materials (e.g., sentence strips, word study kits). A list of the required materials is available in your Early Steps binder.
University of Utah Reading Clinic 7/21/18 JJ
University of Utah Reading Clinic: 3/9/18 JJ
Additional Required Supplies
Books Used For Testing (Recommendation: Order at least 4 copies of each book)
NOTE: The following texts are used for Early Steps end-of-year assessment. Consequently, one set must be purchased for each tutor. But they cannot be used at any point during the year with students in the program. In short, they must be reserved for assessment use only.
Title
Level
Publisher /
Series
Catalog / ISBN
Baby Bear Goes Fishing
G1 Oct / 5
Rigby PM Collection
978141890060
Mouse Tales
G1 Mar / 10
Harper Trophy
0-0644013-3
Days with Frog and Toad
G1 End / 12
Harper Trophy
0-06444058-3
Passage supplied
(In Early Steps binder)
G2 Mid / G2 End
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
Early Steps
Recommendations for Leveled Books— Suitable for Assisted Reading and Intervention
Leveled Books
Organized By
Text Level
Early Steps Books Organized by Text Level
TITLE LEVEL PUBLISHER
Animals in the City* 1 (K-Mid) Reading Reading Books
Ants’ Picnic, The 1 (K-Mid) Reading Reading Books
Bedtime for Carl 1 (K-Mid) Reading Reading Books
Big Cat, The * 1 (K-Mid) Reading Reading Books
Big Things 1 (K-Mid) Rigby / PM Starters
Brr! 1 (K-Mid) Reading Reading Books
Bugs 1 (K-Mid) Handprints
Burp! 1 (K-Mid) Reading Reading Books
Castle, The 1 (K-Mid) Reading Reading Books
Cats in Costumes 1 (K-Mid) Reading Reading Books
Chameleon, The 1 (K-Mid) Reading Reading Books
Cookies* 1 (K-Mid) Reading Reading Books
Crabs* 1 (K-Mid) Reading Reading Books
Dad 1 (K-Mid) Rigby / PM Starters
Dad’s Favorite Tie 1 (K-Mid) Reading Reading Books
Desert, The * 1 (K-Mid) Reading Reading Books
Dressed Up Dogs 1 (K-Mid) Reading Reading Books
Ducks* 1 (K-Mid) Reading Reading Books
Fast 1 (K-Mid) Reading Reading Books
Fire Truck, The 1 (K-Mid) Reading Reading Books
Forest Babies* 1 (K-Mid) Reading Reading Books
Green in the Trees* 1 (K-Mid) Reading Reading Books
Happy Dogs 1 (K-Mid) Reading Reading Books
Horse Can..., A* 1 (K-Mid) Reading Reading Books
I Like to Have Fun 1 (K-Mid) Reading Reading Books
In The Shopping Cart 1 (K-Mid) Rigby/PM Books
Jobs at School* 1 (K-Mid) Reading Reading Books
Look at Zook 1 (K-Mid) Reading Reading Books
Looking at Fish 1 (K-Mid) Reading Reading Books
Looking at X-Rays* 1 (K-Mid) Reading Reading Books
Making a Friend 1 (K-Mid) Reading Reading Books
Me 1 (K-Mid) Rigby/PM Books
Mom 1 (K-Mid) Rigby / PM Starters
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Mudskippers, The * 1 (K-Mid) Reading Reading Books
My Favorite Fruit* 1 (K-Mid) Reading Reading Books
My School 1 (K-Mid) Handprints
Party, The 1 (K-Mid) Reading Reading Books
Pets 1 (K-Mid) Rigby / PM Starters
Pickles are Great* 1 (K-Mid) Reading Reading Books
Pirate, The 1 (K-Mid) Reading Reading Books
Presents for Mom 1 (K-Mid) Reading Reading Books
Salad, The 1 (K-Mid) Reading Reading Books
Sea, The 1 (K-Mid) Reading Reading Books
Sky, The* 1 (K-Mid) Reading Reading Books
Splash 1 (K-Mid) Reading Reading Books
Summer Fun 1 (K-Mid) Reading Reading Books
Swamp, The * 1 (K-Mid) Reading Reading Books
Up and Down 1 (K-Mid) Reading Reading Books
We Love Pets* 1 (K-Mid) Reading Reading Books
What Can Bugs Do?* 1 (K-Mid) Reading Reading Books
What Do Cats Like?* 1 (K-Mid) Reading Reading Books
What Tigers Do* 1 (K-Mid) Reading Reading Books
Who Has a Hump?* 1 (K-Mid) Reading Reading Books
Zook Makes a Pizza 1 (K-Mid) Reading Reading Books
All of Me 2 (K-Mid) Rigby /Literacy 2000
Big Hill, The 2 (K-Mid) Wright / Story Box
Birthday Party, A 2 (K-Mid) Pioneer Valley Educ. Press
Boat, The 2 (K-Mid) Reading Reading Books
Can You Find It? 2 (K-Mid) MCP / Ready Readers
Cave, The 2 (K-Mid) Reading Reading Books
Day in Africa, A* 2 (K-Mid) Reading Reading Books
Ears * 2 (K-Mid) Reading Reading Books
Farm Feet* 2 (K-Mid) Reading Reading Books
Fossils* 2 (K-Mid) Reading Reading Books
Fur* 2 (K-Mid) Reading Reading Books
Garden is Fun, A* 2 (K-Mid) Reading Reading Books
Ghost, The 2 (K-Mid) Wright / Story Box
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Going By 2 (K-Mid) Reading Reading Books
Homes for Birds* 2 (K-Mid) Reading Reading Books
I am a Cat* 2 (K-Mid) Reading Reading Books
I Love My Family 2 (K-Mid) Reading Reading Books
I See Bugs 2 (K-Mid) Reading Reading Books
If You Meet A Dragon 2 (K-Mid) Wright / Story Box
In the Mirror 2 (K-Mid) Wright / Story Box
Juice 2 (K-Mid) Reading Reading Books
Jump!* 2 (K-Mid) Reading Reading Books
Little Things 2 (K-Mid) Rigby / PM Starters
Look at Me 2 (K-Mid) Rigby / PM Starters
Look at the Mud 2 (K-Mid) Reading Reading Books
Look in the Rainforest, A * 2 (K-Mid) Reading Reading Books
Look Who’s Eating* 2 (K-Mid) Reading Reading Books
Magic Hat, The 2 (K-Mid) Reading Reading Books
Map, The 2 (K-Mid) Reading Reading Books
Moms and Dads 2 (K-Mid) Rigby / PM Starters
Moo, Baa, Oink!* 2 (K-Mid) Reading Reading Books
Mother Animals* 2 (K-Mid) Reading Reading Books
My Little Toys 2 (K-Mid) Reading Reading Books
Our 5 Senses on the Farm* 2 (K-Mid) Reading Reading Books
Painting 2 (K-Mid) Wright / Story Box
Playing 2 (K-Mid) Rigby / PM Starters
Pond, The* 2 (K-Mid) Reading Reading Books
Puppies Can Play* 2 (K-Mid) Reading Reading Books
Seeds We Eat* 2 (K-Mid) Reading Reading Books
Shells* 2 (K-Mid) Reading Reading Books
Six Go By 2 (K-Mid) MCP / Ready Readers
Skier, The 2 (K-Mid) Rigby / PM Starters
Slow and Fast 2 (K-Mid) Handprints
Soda Pop 2 (K-Mid) Reading Reading Books
Spiders* 2 (K-Mid) Reading Reading Books
Stop and Go! 2 (K-Mid) Reading Reading Books
Storm, The 2 (K-Mid) Wright / Story Box
Time for Dinner 2 (K-Mid) Rigby / PM Starters
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Tree House, The 2 (K-Mid) Wright / Sunshine
TV for Carl 2 (K-Mid) Reading Reading Books
We Are Pets* 2 (K-Mid) Reading Reading Books
We Go Out 2 (K-Mid) Rigby / PM Starters
We Like Fruit* 2 (K-Mid) Reading Reading Books
We Like the Beach 2 (K-Mid) Reading Reading Books
We See the City* 2 (K-Mid) Reading Reading Books
What Can Climb?* 2 (K-Mid) Reading Reading Books
What Do You See in the Stars?* 2 (K-Mid) Reading Reading Books
When I Grow Up* 2 (K-Mid) Reading Reading Books
Where is a Bear?* 2 (K-Mid) Reading Reading Books
Who is Hiding in the Sand?* 2 (K-Mid) Reading Reading Books
Worm, The 2 (K-Mid) Reading Reading Books
Wow! Look at the Noses!* 2 (K-Mid) Reading Reading Books
Yuck Soup 2 (K-Mid) Wright / Sunshine
Zoo 2 (K-Mid) Handprints
Am I a Snake?* 3 (K-End/G1-Aug) Reading Reading Books
Baby is Up, The! 3 (K-End/G1-Aug) Reading Reading Books
Ben’s Pets 3 (K-End/G1-Aug) MCP / Ready Readers
Blocks 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Camouflage* 3 (K-End/G1-Aug) Reading Reading Books
Can We Be Friends? 3 (K-End/G1-Aug) Reading Reading Books
Cat and a Dog go into Space, A 3 (K-End/G1-Aug) Reading Reading Books
Eggs* 3 (K-End/G1-Aug) Reading Reading Books
Feathers* 3 (K-End/G1-Aug) Reading Reading Books
Frog Fun* 3 (K-End/G1-Aug) Reading Reading Books
Fun with Balls! 3 (K-End/G1-Aug) Reading Reading Books
Go, Bird! 3 (K-End/G1-Aug) Reading Reading Books
Going For A Ride 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Going Up & Down 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Good Night, Little Bug 3 (K-End/G1-Aug) MCP / Ready Readers
Gus and the Copycat 3 (K-End/G1-Aug) Reading Reading Books
I Can Jump 3 (K-End/G1-Aug) Wright / Sunshine
I Can Mix Colors* 3 (K-End/G1-Aug) Reading Reading Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
I Love My Family 3 (K-End/G1-Aug) Wright / Sunshine
Ice Cream 3 (K-End/G1-Aug) Wright / Story Box
Little Pig 3 (K-End/G1-Aug) Wright / Story Box
Look at Me 3 (K-End/G1-Aug) Handprints
Looking Down 3 (K-End/G1-Aug) Rigby / PM Starters
Lost 3 (K-End/G1-Aug) Wright / Story Box
Louis is Hungry 3 (K-End/G1-Aug) Reading Reading Books
Lunch for Carl 3 (K-End/G1-Aug) Reading Reading Books
Monster Sandwich, A 3 (K-End/G1-Aug) Wright / Story Box
My Accident 3 (K-End/G1-Aug) Rigby / PM Starters
My Cat 3 (K-End/G1-Aug) MCP / Ready Readers
My Lunch 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Our Street 3 (K-End/G1-Aug) Wright / Sunshine
Packing My Bag 3 (K-End/G1-Aug) Rigby / PM Starters
Photo Book, The 3 (K-End/G1-Aug) Rigby / PM Starters
Playtime 3 (K-End/G1-Aug) Reading Reading Books
Police on the Go, The* 3 (K-End/G1-Aug) Reading Reading Books
Rock Pools, The 3 (K-End/G1-Aug) Rigby / PM Starters
Round Around Us* 3 (K-End/G1-Aug) Reading Reading Books
Scales* 3 (K-End/G1-Aug) Reading Reading Books
Shoo! 3 (K-End/G1-Aug) Wright / Sunshine
Skin* 3 (K-End/G1-Aug) Reading Reading Books
Splashing Dad 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Spring is Coming!* 3 (K-End/G1-Aug) Reading Reading Books
Ss! Snakes!* 3 (K-End/G1-Aug) Reading Reading Books
Stop That! 3 (K-End/G1-Aug) MCP / Ready Readers
Stop! 3 (K-End/G1-Aug) Wright / Story Box
Teachers* 3 (K-End/G1-Aug) Reading Reading Books
Trouble in a Tree 3 (K-End/G1-Aug) Reading Reading Books
We Can Run 3 (K-End/G1-Aug) Rigby / PM Starters
We Ride 3 (K-End/G1-Aug) Reading Reading Books
Where are the Babies? 3 (K-End/G1-Aug) Rigby / PM Starters
White, White Snow, The* 3 (K-End/G1-Aug) Reading Reading Books
Who Lives in a Hole?* 3 (K-End/G1-Aug) Reading Reading Books
Wings* 3 (K-End/G1-Aug) Reading Reading Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Yes, I Can 3 (K-End/G1-Aug) MCP / Ready Readers
At the Park 4 (G1-Sep) Handprints
Ball Games 4 (G1-Sep) Rigby / PM Starters
Ben’s First Words 4 (G1-Sep) Reading Reading Books
Big and Little 4 (G1-Sep) Wright/ Sunshine
Big Kick, The 4 (G1-Sep) Rigby / PM Books
Big Slide, The 4 (G1-Sep) Reading Reading Books
Breakfast for Us 4 (G1-Sep) Reading Reading Books
Bug Eyes* 4 (G1-Sep) Reading Reading Books
Bugs in my Backyard* 4 (G1-Sep) Reading Reading Books
Cat and a Dog Have Lunch, A 4 (G1-Sep) Reading Reading Books
Clouds 4 (G1-Sep) Handprints
Copy Cat 4 (G1-Sep) Wright / Story Box
Dan, The Flying Man 4 (G1-Sep) Wright / Read Togethers
Dog Food 4 (G1-Sep) Reading Reading Books
Down in the Sea* 4 (G1-Sep) Reading Reading Books
Everyday* 4 (G1-Sep) Reading Reading Books
Fall Colors* 4 (G1-Sep) Reading Reading Books
Fishing 4 (G1-Sep) Rigby / PM Starters
Flowers Like Worms 4 (G1-Sep) Reading Reading Books
Fruit Trees* 4 (G1-Sep) Reading Reading Books
Jim and the New Truck 4 (G1-Sep) Handprints
Just Like my Mom* 4 (G1-Sep) Reading Reading Books
Kittens and Pups* 4 (G1-Sep) Reading Reading Books
Little Mouse 4 (G1-Sep) Handprints
Little Snowman, The 4 (G1-Sep) Rigby / PM Books
Look For It!* 4 (G1-Sep) Reading Reading Books
Look Who’s at the Zoo* 4 (G1-Sep) Reading Reading Books
Merry-Go-Round, The 4 (G1-Sep) Rigby / PM Books
Mixed-up Shoes, The 4 (G1-Sep) Reading Reading Books
My Big Car 4 (G1-Sep) Handprints
My Dog 4 (G1-Sep) Pioneer Valley Educ. Press
My School Lunch 4 (G1-Sep) Reading Reading Books
No, No 4 (G1-Sep) Wright / Story Box
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
On and Off the Road* 4 (G1-Sep) Reading Reading Books
Pencil, The 4 (G1-Sep) Rigby/PM Books
Pet For Me, A 4 (G1-Sep) Pioneer Valley Educ. Press
Picnic, The 4 (G1-Sep) Handprints
Playing in the Snow 4 (G1-Sep) Pioneer Valley Educ. Press
Robins in the Spring* 4 (G1-Sep) Reading Reading Books
Sally and the Daisy 4 (G1-Sep) Rigby / PM Books
Sandy 4 (G1-Sep) MCP / Ready Readers
Seesaw, The 4 (G1-Sep) Pioneer Valley Educ. Press
Shark in a Sack 4 (G1-Sep) Wright / Sunshine
Soccer Sam 4 (G1-Sep) Handprints
Socks 4 (G1-Sep) Reading Reading Books
That Cat! 4 (G1-Sep) Reading Reading Books
That Fly 4 (G1-Sep) MCP / Ready Readers
Tiger, Tiger 4 (G1-Sep) Rigby / PM Books
Toes* 4 (G1-Sep) Reading Reading Books
Tom is Brave 4 (G1-Sep) Rigby / PM Books
Tools for School* 4 (G1-Sep) Reading Reading Books
Turtle in the Sun, A 4 (G1-Sep) Reading Reading Books
Under My Bed 4 (G1-Sep) Rigby / Smart Start
Vacation, The 4 (G1-Sep) Pioneer Valley Educ. Press
Vegetable Soup 4 (G1-Sep) Reading Reading Books
Wake up, Dad 4 (G1-Sep) Rigby / PM Books
Walk with Dad, A 4 (G1-Sep) Reading Reading Books
We Go in the Snow* 4 (G1-Sep) Reading Reading Books
Where is Baby Lamb 4 (G1-Sep) Reading Reading Books
Who Goes in the Water?* 4 (G1-Sep) Reading Reading Books
Yellow Flowers 4 (G1-Sep) Reading Reading Books
Zook Goes to the Farm 4 (G1-Sep) Reading Reading Books
Along Comes Jake 5 (G1-Oct) Wright / Sunshine
Baby Owls, The 5 (G1-Oct) Rigby / PM Books
Baby Zebra Helps Out* 5 (G1-Oct) Reading Reading Books
Bad Kitten, The 5 (G1-Oct) Reading Reading Books
Bags, Cans, Pots, & Pans 5 (G1-Oct) MCP / Ready Readers
Ben’s Teddy Bear 5 (G1-Oct) Rigby / PM Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Ben’s Treasure Hunt 5 (G1-Oct) Rigby / PM Books
Best Places, The 5 (G1-Oct) MCP / Ready Readers
Big Hungry Cat, The 5 (G1-Oct) Reading Reading Books
Brown Pelicans* 5 (G1-Oct) Reading Reading Books
Bumps! 5 (G1-Oct) Reading Reading Books
Chase, The* 5 (G1-Oct) Reading Reading Books
Clouds Tell the Weather 5 (G1-Oct) Reading Reading Books
Don’t Look Up 5 (G1-Oct) Reading Reading Books
Don’t Slip 5 (G1-Oct) Reading Reading Books
Eating Mud 5 (G1-Oct) Reading Reading Books
Emily’s Babysitter 5 (G1-Oct) Pioneer Valley Educ. Press
Father Bear Goes Fishing 5 (G1-Oct) Rigby / PM Books
Flower for a Bee, A 5 (G1-Oct) Reading Reading Books
Flower Girl, The 5 (G1-Oct) Rigby / PM Books
Friend For Little White Rabbit, A 5 (G1-Oct) Rigby / PM Books
Fun Place To Eat, A 5 (G1-Oct) MCP / Ready Readers
Funny Ways to Sleep* 5 (G1-Oct) Reading Reading Books
Gabby is Hungry 5 (G1-Oct) Pioneer Valley Educ. Press
Goodbye, Lucy 5 (G1-Oct) Wright / Sunshine
Gus Goes for a Ride 5 (G1-Oct) Reading Reading Books
Gus Goes to the Beach 5 (G1-Oct) Reading Reading Books
Happy Birthday to Me 5 (G1-Oct) Reading Reading Books
Haunted House, The 5 (G1-Oct) Wright / Story Box
Help Me 5 (G1-Oct) Pioneer Valley Educ. Press
Hide and Seek 5 (G1-Oct) Rigby / PM Books
Hot Day, A 5 (G1-Oct) Handprints
Hot Desert Sun, The 5 (G1-Oct) Reading Reading Books
Hot Dogs 5 (G1-Oct) Rigby / PM Books
Hungry Kitten, The 5 (G1-Oct) Rigby / PM Books
I Can Swim 5 (G1-Oct) MCP / Ready Readers
In a Dark, Dark Wood 5 (G1-Oct) Wright / Read Togethers
It’s Hot 5 (G1-Oct) MCP / Ready Readers
Little Fox 5 (G1-Oct) Handprints
Little Hen, The 5 (G1-Oct) MCP / Ready Readers
Look at What I Can Do! 5 (G1-Oct) Reading Reading Books
Look For Me 5 (G1-Oct) Wright / Story Box
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Looking for Worms 5 (G1-Oct) Handprints
Mmm, Apples! 5 (G1-Oct) Reading Reading Books
More Food for the Big Cat 5 (G1-Oct) Reading Reading Books
Muddy Car, The 5 (G1-Oct) Reading Reading Books
Mudskipper and the Water* 5 (G1-Oct) Reading Reading Books
No, Bo! 5 (G1-Oct) Handprints
Oh No! Ladybug, Go! 5 (G1-Oct) Reading Reading Books
Out of Gas! 5 (G1-Oct) Reading Reading Books
Pancakes for Breakfast 5 (G1-Oct) Pioneer Valley Educ. Press
Petting Farm, The* 5 (G1-Oct) Reading Reading Books
Picking a Pumpkin 5 (G1-Oct) Reading Reading Books
Play with Me! 5 (G1-Oct) Reading Reading Books
Playground, The 5 (G1-Oct) Pioneer Valley Educ. Press
Red Apples for Me 5 (G1-Oct) Reading Reading Books
Rush, Rush, Rush 5 (G1-Oct) MCP / Ready Readers
Shh! 5 (G1-Oct) Reading Reading Books
Too Big For Me 5 (G1-Oct) Wright / Story Box
Too High! 5 (G1-Oct) MCP / Ready Readers
Two Little Dogs 5 (G1-Oct) Wright / Story Box
What is Inside Me?* 5 (G1-Oct) Reading Reading Books
Where is Ben’s Red Car? 5 (G1-Oct) Reading Reading Books
Where is the Barn Owl Going?* 5 (G1-Oct) Reading Reading Books
Where is the Big Cat? 5 (G1-Oct) Reading Reading Books
Where is the Ladybug Going? 5 (G1-Oct) Reading Reading Books
Where is the Ladybug Going? 5 (G1-Oct) Reading Reading Books
Who Likes Grass?* 5 (G1-Oct) Reading Reading Books
Zoe’s Birthday Presents 5 (G1-Oct) Pioneer Valley Educ. Press
Zook and the Puppy 5 (G1-Oct) Reading Reading Books
Anton’s Short Pants 6 (G1-Nov) Reading Reading Books
Apple Trees* 6 (G1-Nov) Reading Reading Books
Archerfish, The* 6 (G1-Nov) Reading Reading Books
Bald Eagle Goes Fishing, A* 6 (G1-Nov) Reading Reading Books
Ben’s Boots 6 (G1-Nov) Reading Reading Books
Bengal Tiger, The* 6 (G1-Nov) Reading Reading Books
Big Spider Goes to School, The 6 (G1-Nov) Reading Reading Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Bike Ride, The 6 (G1-Nov) Pioneer Valley Educ. Press
Blackberries 6 (G1-Nov) Rigby / PM Books
Catch the Spider! 6 (G1-Nov) Reading Reading Books
Choosing A Puppy 6 (G1-Nov) Rigby / PM Books
Come Here, Big Cat 6 (G1-Nov) Reading Reading Books
Corn* 6 (G1-Nov) Reading Reading Books
Fix it, Fox 6 (G1-Nov) MCP / Ready Readers
Friend for Jellyfish, A 6 (G1-Nov) Reading Reading Books
Frogs on a Log 6 (G1-Nov) Reading Reading Books
Fruit for Fly 6 (G1-Nov) Reading Reading Books
Good Hat for a Cat, A 6 (G1-Nov) Reading Reading Books
Great White Shark, The* 6 (G1-Nov) Reading Reading Books
Gumball, The 6 (G1-Nov) Reading Reading Books
Gus and the Snow 6 (G1-Nov) Reading Reading Books
Gus and the Turkey 6 (G1-Nov) Reading Reading Books
Hermit Crab 6 (G1-Nov) Rigby / PM Books
Hole in Ben’s Bear, The 6 (G1-Nov) Reading Reading Books
Home for Little Teddy, A 6 (G1-Nov) Rigby / PM Books
Hot Air Balloons* 6 (G1-Nov) Reading Reading Books
Hot Rods* 6 (G1-Nov) Reading Reading Books
How Tadpoles Become Frogs* 6 (G1-Nov) Reading Reading Books
Hungry Chameleon, The* 6 (G1-Nov) Reading Reading Books
Hungry Little Birds, The* 6 (G1-Nov) Reading Reading Books
Kitten is Out, The! 6 (G1-Nov) Reading Reading Books
Last Gosling is Missing, The! 6 (G1-Nov) Reading Reading Books
Last Gosling, The 6 (G1-Nov) Reading Reading Books
Lion and the Rabbit, The 6 (G1-Nov) Rigby / PM Books
Lion Cubs* 6 (G1-Nov) Reading Reading Books
Little Cousins, The 6 (G1-Nov) Pioneer Valley Educ. Press
Little Fawn Grows Up, A* 6 (G1-Nov) Reading Reading Books
Little Sprout, The 6 (G1-Nov) Reading Reading Books
Look, Gus! 6 (G1-Nov) Reading Reading Books
Loon Chick, The* 6 (G1-Nov) Reading Reading Books
Manatee, The* 6 (G1-Nov) Reading Reading Books
More Pepper for Carl 6 (G1-Nov) Reading Reading Books
Mudskippers* 6 (G1-Nov) Reading Reading Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
My Fly 6 (G1-Nov) Reading Reading Books
My Lost Top 6 (G1-Nov) MCP / Ready Readers
Nanny Goat’s Nap 6 (G1-Nov) MCP / Ready Readers
New Home, A 6 (G1-Nov) Reading Reading Books
New Pet, A 6 (G1-Nov) Reading Reading Books
Peas are Good 6 (G1-Nov) Reading Reading Books
Pets for Us 6 (G1-Nov) Reading Reading Books
Pets for Us* 6 (G1-Nov) Reading Reading Books
Picnic at the Beach 6 (G1-Nov) Handprints
Pizza for Carl 6 (G1-Nov) Reading Reading Books
Pool, The 6 (G1-Nov) Handprints
Puffins* 6 (G1-Nov) Reading Reading Books
Pumpkins* 6 (G1-Nov) Reading Reading Books
Rabbits* 6 (G1-Nov) Reading Reading Books
Roller Coaster, The 6 (G1-Nov) Handprints
Sally’s Beans 6 (G1-Nov) Rigby / PM Books
Sea Turtles in the Sand* 6 (G1-Nov) Reading Reading Books
Smack! 6 (G1-Nov) Reading Reading Books
Soccer at the park 6 (G1-Nov) Rigby / PM Books
Sunflowers* 6 (G1-Nov) Reading Reading Books
Ted’s Red Sled 6 (G1-Nov) MCP / Ready Readers
The Little Boat 6 (G1-Nov) Reading Reading Books
Time to Wake Up 6 (G1-Nov) Reading Reading Books
Too Big to Play 6 (G1-Nov) Reading Reading Books
What Bird Am I?* 6 (G1-Nov) Reading Reading Books
What Do Blue Bears Eat? 6 (G1-Nov) Reading Reading Books
What is at the Top? 6 (G1-Nov) MCP / Ready Readers
Where Are The Sunhats? 6 (G1-Nov) Rigby / PM Books
Where Can Louis Sleep? 6 (G1-Nov) Reading Reading Books
White Rhino, The* 6 (G1-Nov) Reading Reading Books
Wool* 6 (G1-Nov) Reading Reading Books
Yum, Yum! 6 (G1-Nov) Reading Reading Books
Arctic Foxes* 7 (G1--Dec) Reading Reading Books
Baby Bear’s Present 7 (G1--Dec) Rigby / PM Books
Baby Giraffes* 7 (G1--Dec) Reading Reading Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Baby Hippo 7 (G1--Dec) Rigby / PM Books
Beetle and Snail have a Race 7 (G1--Dec) Reading Reading Books
Ben’s Dad 7 (G1--Dec) Rigby / PM Books
Bobcats* 7 (G1--Dec) Reading Reading Books
Cobras* 7 (G1--Dec) Reading Reading Books
Dandelions* 7 (G1--Dec) Reading Reading Books
Dee and Me 7 (G1--Dec) MCP / Ready Readers
Dragon’s Lunch 7 (G1--Dec) MCP / Ready Readers
Evergreens* 7 (G1--Dec) Reading Reading Books
Honey for Baby Bear 7 (G1--Dec) Rigby / PM Books
Horses as Pets* 7 (G1--Dec) Reading Reading Books
Hungry Brown Bears* 7 (G1--Dec) Reading Reading Books
Hungry Turtle 7 (G1--Dec) Handprints
Jane’s Car 7 (G1--Dec) Rigby / PM Books
Jolly Roger, the Pirate 7 (G1--Dec) Rigby / PM Books
Kickball 7 (G1--Dec) Handprints
Ladybugs* 7 (G1--Dec) Reading Reading Books
Leatherback Sea Turtle, The* 7 (G1--Dec) Reading Reading Books
Library, The 7 (G1--Dec) Pioneer Valley Educ. Press
Little Frog’s Monster Story 7 (G1--Dec) MCP / Ready Readers
Lucky Goes to Dog School 7 (G1--Dec) Rigby/PM Books
Mom Can’t Sleep 7 (G1--Dec) Reading Reading Books
Mom's Shoes 7 (G1--Dec) Handprints
Moving Snow* 7 (G1--Dec) Reading Reading Books
Mumps 7 (G1--Dec) Rigby / PM Books
My Hamster, Van 7 (G1--Dec) MCP / Ready Readers
Peas* 7 (G1--Dec) Reading Reading Books
Pickup Trucks* 7 (G1--Dec) Reading Reading Books
Picnic, The 7 (G1--Dec) Reading Reading Books
Pill Bugs* 7 (G1--Dec) Reading Reading Books
Planting a Garden 7 (G1--Dec) MCP / Ready Readers
Playing Ball 7 (G1--Dec) Handprints
Pop Pops the Popcorn 7 (G1--Dec) MCP / Ready Readers
Prince’s Tooth is Loose, The 7 (G1--Dec) Random House
Reindeer* 7 (G1--Dec) Reading Reading Books
Sally’s Red Bucket 7 (G1--Dec) Rigby / PM Books
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Sally’s Spaceship 7 (G1--Dec) MCP / Ready Readers
Seagull is Clever 7 (G1--Dec) Rigby / PM Books
Tails* 7 (G1--Dec) Reading Reading Books
Three Little Pigs & One Big Pig 7 (G1--Dec) MCP / Ready Readers
Trip, The 7 (G1--Dec) MCP / Ready Readers
Venus Flytraps* 7 (G1--Dec) Reading Reading Books
Watch Me 7 (G1--Dec) Handprints
Where Is Hannah? 7 (G1--Dec) Rigby / PM Books
Zip Me Up 7 (G1--Dec) Handprints
Zookeeper, The 7 (G1--Dec) Handprints
Apple Farm, The 8 (G1-Jan) MCP / Ready Readers
Baby Monster Can’t Sleep 8 (G1-Jan) Reading Reading Books
Ball Hog, The 8 (G1-Jan) Reading Reading Books
Ben’s New Trick 8 (G1-Jan) MCP / Ready Readers
Best Cake, The 8 (G1-Jan) Rigby / PM Books
Big Show, The 8 (G1-Jan) Handprints
Birthday Balloons 8 (G1-Jan) Rigby / PM Books
Bit Strawberry, The 8 (G1-Jan) Reading Reading Books
Blizzards* 8 (G1-Jan) Reading Reading Books
Come On, Tim 8 (G1-Jan) Rigby / PM Books
Dinner By Five 8 (G1-Jan) MCP / Ready Readers
Dragonflies* 8 (G1-Jan) Reading Reading Books
Duck With A Broken Wing, The 8 (G1-Jan) Rigby / PM Books
Eels* 8 (G1-Jan) Reading Reading Books
Eve Shops 8 (G1-Jan) MCP / Ready Readers
Fire! Fire! 8 (G1-Jan) Rigby / PM Books
Flamingos* 8 (G1-Jan) Reading Reading Books
Fox Who Foxed, The 8 (G1-Jan) Rigby / PM Books
Fox, the Crow and the Cheese, The 8 (G1-Jan) Reading Reading Books
Hedgehogs* 8 (G1-Jan) Reading Reading Books
How Grapes Become Raisins* 8 (G1-Jan) Reading Reading Books
How Popcorn Pops* 8 (G1-Jan) Reading Reading Books
Humpback Whale, The* 8 (G1-Jan) Reading Reading Books
Humpback Whales 8 (G1-Jan) MCP / Ready Readers
Jim’s Visit to Kim 8 (G1-Jan) MCP / Ready Readers
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Just My Luck 8 (G1-Jan) Rigby / Literacy 2000
Late for Soccer 8 (G1-Jan) Rigby / PM Books
Little Bulldozer 8 (G1-Jan) Rigby / PM Books
Little Bulldozer Helps Again 8 (G1-Jan) Rigby / PM Books
Mushrooms for Dinner 8 (G1-Jan) Rigby / PM Books
My Apple Tree 8 (G1-Jan) Reading Reading Books
Naughty Ann, The 8 (G1-Jan) Rigby / PM Readers
New Baby, The 8 (G1-Jan) Rigby / PM Books
Night and Day 8 (G1-Jan) MCP / Ready Readers
Not It! 8 (G1-Jan) Handprints
Penguins* 8 (G1-Jan) Reading Reading Books
Pick Up Nick 8 (G1-Jan) MCP / Ready Readers
Polar Bear, The* 8 (G1-Jan) Reading Reading Books
Porcupine Fish* 8 (G1-Jan) Reading Reading Books
Sad Monster 8 (G1-Jan) Handprints
Sally’s Friends 8 (G1-Jan) Rigby / PM Books
Sea Star, A 8 (G1-Jan) MCP / Ready Readers
Shopping 8 (G1-Jan) Handprints
Snowy Gets A Wash 8 (G1-Jan) Rigby / PM Books
Steve’s Room 8 (G1-Jan) MCP / Ready Readers
Tale of Cowboy Roy, The 8 (G1-Jan) MCP / Ready Readers
Tiny And The Big Wave 8 (G1-Jan) Rigby / PM Readers
Too Cold 8 (G1-Jan) Reading Reading Books
Turtle Race, The 8 (G1-Jan) Reading Reading Books
What Do We Have To Get? 8 (G1-Jan) MCP / Ready Readers
When Bob Woke Up Late 8 (G1-Jan) MCP / Ready Readers
Who Will Dance with Porcupine? 8 (G1-Jan)Reading Reading Books
Ben’s Tooth 9 (NS G1-Feb) Rigby / PM Books
Blue Sue 9 (NS G1-Feb) MCP / Ready Readers
Chug the Tractor 9 (NS G1-Feb) Rigby / PM Books
Clever Penguins, The 9 (NS G1-Feb) Rigby / PM Books
Family Tree, The 9 (NS G1-Feb) MCP / Ready Readers
Flip’s Trick 9 (NS G1-Feb) MCP / Ready Readers
Hiccups Would Not Stop, The 9 (NS G1-Feb) MCP / Ready ReadersHouse Hunting 9 (NS G1-Feb) Rigby / PM Readers
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
House In The Tree, The 9 (NS G1-Feb) Rigby / PM ReadersHunt for Clues, A 9 (NS G1-Feb) MCP / Ready ReadersLion and the Mouse, The 9 (NS G1-Feb) Rigby / PM BooksLittle Fox and the Tooth 9 (NS G1-Feb) HandprintsLocked Out 9 (NS G1-Feb) Rigby / PM BooksLost at the fun park 9 (NS G1-Feb) Rigby/PM BooksMiss Fuzzy 9 (NS G1-Feb) HandprintsMy Fish Does Not Chirp 9 (NS G1-Feb) MCP / Ready ReadersMy Sister June 9 (NS G1-Feb) MCP / Ready ReadersNever Say Never 9 (NS G1-Feb) MCP/ Ready ReadersRainbow Somewhere, A 9 (NS G1-Feb) MCP / Ready ReadersShell Shopping 9 (NS G1-Feb) MCP / Ready ReadersSparky’s Bone 9 (NS G1-Feb) MCP / Ready ReadersSummer at Cove Lake 9 (NS G1-Feb) MCP / Ready ReadersTabby in the Tree 9 (NS G1-Feb) Rigby / PM ReadersTeasing Dad 9 (NS G1-Feb) Rigby / PM ReadersThat Cat! 9 (NS G1-Feb) MCP / Ready ReadersThree Silly Cowboys, The 9 (NS G1-Feb) MCP / Ready ReadersWhen I Go See Gram 9 (NS G1-Feb) MCP / Ready Readers
After the Flood 10 (NS G1-Mar) Rigby / PM BooksBedtime at Aunt Carmen’s 10 (NS G1-Mar) MCP / Ready ReadersBest Birthday Mole Ever Had 10 (NS G1-Mar) MCP / Ready ReadersCarrots Don’t Talk 10 (NS G1-Mar) MCP / Ready ReadersCows in the Garden 10 (NS G1-Mar) Rigby / PM BooksCross-Country Race, The 10 (NS G1-Mar) Rigby / PM BooksCubby’s Gum 10 (NS G1-Mar) MCP / Ready ReadersDeep Sea, The 10 (NS G1-Mar) MCP / Ready ReadersFlood, The 10 (NS G1-Mar) Rigby / PM ReadersFourth of July, The 10 (NS G1-Mar) MCP / Ready ReadersFreddy Frog’s Note 10 (NS G1-Mar) MCP / Ready ReadersFriends Forever 10 (NS G1-Mar) MCP / Ready ReadersLion Roars, The 10 (NS G1-Mar) MCP / Ready ReadersMrs. Spider’s Beautiful Web 10 (NS G1-Mar) Rigby / PM BooksNight Sky 10 (NS G1-Mar) MCP / Ready ReadersOnce Upon a Time 10 (NS G1-Mar) MCP / Ready ReadersPepper’s Adventure 10 (NS G1-Mar) Rigby / PM BooksRed and I Visit the Vet 10 (NS G1-Mar) MCP / Ready ReadersRescue 10 (NS G1-Mar) Rigby / PM ReadersSharks 10 (NS G1-Mar) MCP / Ready ReadersSix Fine Fish 10 (NS G1-Mar) MCP / Ready ReadersSmall Baby Raccoon, The 10 (NS G1-Mar) MCP / Ready ReadersSnow on the Hill 10 (NS G1-Mar) Rigby / PM ReadersStew for Egor’s Mom, A 10 (NS G1-Mar) MCP / Ready ReadersTen Little Garden Snails 10 (NS G1-Mar) Rigby / PM ReadersThree Little Kittens 10 (NS G1-Mar) MCP / Ready ReadersTiger Runs Away 10 (NS G1-Mar) Rigby / PM Readers
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps Books Organized by Text Level
Tim’s Favorite Toy 10 (NS G1-Mar) Rigby / PM Readers
An Eagle Flies High 11 (NS G1-Apr) MCP / Ready ReadersCarla Gets a Pet 11 (NS G1-Apr) MCP / Ready ReadersFather Bear’s Surprise 11 (NS G1-Apr) Rigby / PM ReadersFox Lives Here, A 11 (NS G1-Apr) MCP / Ready ReadersJoey 11 (NS G1-Apr) Rigby / PM ReadersJulie’s Mornings 11 (NS G1-Apr) MCP / Ready ReadersKite That Flew Away, The 11 (NS G1-Apr) MCP / Ready ReadersLittle Red Bus, The 11 (NS G1-Apr) Rigby / PM ReadersMonster Under the Bed, The 11 (NS G1-Apr) MCP / Ready ReadersPete’s Bad Day 11 (NS G1-Apr) MCP / Ready ReadersPete Little 11 (NS G1-Apr) Rigby / PM BooksPiggy Bank 11 (NS G1-Apr) HandprintsTiger’s Tummy Ache 11 (NS G1-Apr) MCP / Ready ReadersToast for Mom 11 (NS G1-Apr) MCP / Ready ReadersTry Again Hannah 11 (NS G1-Apr) Rigby / PM ReadersWhat Joy Found 11 (NS G1-Apr) MCP / Ready ReadersWho Has a Tail? 11 (NS G1-Apr) MCP / Ready Readers
All About Bats 12 (NS G1-End) MCP / Ready ReadersBabysitter, The 12 (NS G1-End) Rigby / PM ReadersFlying Fish, The 12 (NS G1-End) Rigby / PM ReadersFox and the Crow, The 12 (NS G1-End) MCP / Ready ReadersIsland Picnic, The 12 (NS G1-End) Rigby / PM ReadersMiss Muffet and the Spider 12 (NS G1-End) MCP / Ready ReadersMolly’s Broccoli 12 (NS G1-End) MCP / Ready ReadersMother’s Helper 12 (NS G1-End) MCP / Ready ReadersNot So Scary Scarecrow, The 12 (NS G1-End) MCP / Ready ReadersPot of Stone Soup, A 12 (NS G1-End) MCP / Ready ReadersWaving Sheep, The 12 (NS G1-End) Rigby / PM ReadersWorld’s Biggest Baby, The 12 (NS G1-End) MCP / Ready Readers
University of Utah Reading Clinic 05/12/2019 JJ
Early Steps
Recommendations for Leveled Books— Suitable for Assisted Reading and Intervention
Leveled Books Organized
By Publisher
Books Listed in Alphabetical
Order by Text Level
Early Steps Books Organized by Publisher
TITLE LEVEL PUBLISHER
Handprints
Bugs 1 (K‐Mid) Handprints
My School 1 (K‐Mid) Handprints
Slow and Fast 2 (K‐Mid) Handprints
Zoo, The 2 (K‐Mid) Handprints
Look at me 3 (K‐End/G1‐Aug) Handprints
At the Park 4 (G1-Sep) Handprints
Clouds 4 (G1-Sep) Handprints
Jim and the New Truck 4 (G1-Sep) Handprints
Little Mouse 4 (G1-Sep) Handprints
My Big Car 4 (G1-Sep) Handprints
Picnic, The 4 (G1-Sep) Handprints
Soccer Sam 4 (G1-Sep) Handprints
Hot Day, A 5 (G1‐Oct) Handprints
Little Fox 5 (G1‐Oct) Handprints
Looking for Worms 5 (G1‐Oct) Handprints
No, Bo! 5 (G1‐Oct) Handprints
Picnic at the Beach, A 6 (G1-Nov) Handprints
Pool, The 6 (G1-Nov) Handprints
Roller Coaster, The 6 (G1-Nov) Handprints
Hungry Turtle 7 (G1--Dec) Handprints
Kickball 7 (G1--Dec) Handprints
Mom's Shoes 7 (G1--Dec) Handprints
Playing Ball 7 (G1--Dec) Handprints
Watch Me 7 (G1--Dec) Handprints
Zip Me Up 7 (G1--Dec) Handprints
Zookeeper, The 7 (G1--Dec) Handprints
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Big Show, The 8 (G1-Jan) Handprints
Not It! 8 (G1-Jan) Handprints
Sad Monster 8 (G1-Jan) Handprints
Shopping 8 (G1-Jan) Handprints
Little Fox and the Tooth G1 Mar Handprints
Miss Fuzzy G1 Mar Handprints
Piggy Bank G1 End Handprints
MCP / Ready Readers
Can You Find It? 2 (K-Mid) MCP / Ready Readers
Six Go By 2 (K-Mid) MCP / Ready Readers
Ben’s Pets 3 (K-End/G1-Aug) MCP / Ready Readers
Good Night, Little Bug 3 (K-End/G1-Aug) MCP / Ready Readers
My Cat 3 (K-End/G1-Aug) MCP / Ready Readers
Stop That! 3 (K-End/G1-Aug) MCP / Ready Readers
Yes, I Can 3 (K-End/G1-Aug) MCP / Ready Readers
That Fly 4 (G1-Sep) MCP / Ready Readers
Bags, Cans, Pots, & Pans 5 (G1-Oct) MCP / Ready Readers
Best Places, The 5 (G1-Oct) MCP / Ready Readers
Fun Place To Eat, A 5 (G1-Oct) MCP / Ready Readers
I Can Swim 5 (G1-Oct) MCP / Ready Readers
It’s Hot 5 (G1-Oct) MCP / Ready Readers
Little Hen, The 5 (G1-Oct) MCP / Ready Readers
Rush, Rush, Rush 5 (G1-Oct) MCP / Ready Readers
Too High! 5 (G1-Oct) MCP / Ready Readers
Fix it, Fox 6 (G1-Nov) MCP / Ready Readers
My Lost Top 6 (G1-Nov) MCP / Ready Readers
Nanny Goat’s Nap 6 (G1-Nov) MCP / Ready Readers
Ted’s Red Sled 6 (G1-Nov) MCP / Ready Readers
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
What is at the Top? 6 (G1-Nov) MCP / Ready Readers
Dee and Me 7 (G1--Dec) MCP / Ready Readers
Dragon’s Lunch 7 (G1--Dec) MCP / Ready Readers
Little Frog’s Monster Story 7 (G1--Dec) MCP / Ready Readers
My Hamster, Van 7 (G1--Dec) MCP / Ready Readers
Planting a Garden 7 (G1--Dec) MCP / Ready Readers
Pop Pops the Popcorn 7 (G1--Dec) MCP / Ready Readers
Sally’s Spaceship 7 (G1--Dec) MCP / Ready Readers
Three Little Pigs & One Big Pig 7 (G1--Dec) MCP / Ready Readers
Trip, The 7 (G1--Dec) MCP / Ready Readers
Apple Farm, The 8 (G1-Jan) MCP / Ready Readers
Ben’s New Trick 8 (G1-Jan) MCP / Ready Readers
Dinner By Five 8 (G1-Jan) MCP / Ready Readers
Eve Shops 8 (G1-Jan) MCP / Ready Readers
Humpback Whales 8 (G1-Jan) MCP / Ready Readers
Jim’s Visit to Kim 8 (G1-Jan) MCP / Ready Readers
Night and Day 8 (G1-Jan) MCP / Ready Readers
Pick Up Nick 8 (G1-Jan) MCP / Ready Readers
Sea Star, A 8 (G1-Jan) MCP / Ready Readers
Steve’s Room 8 (G1-Jan) MCP / Ready Readers
Tale of Cowboy Roy, The 8 (G1-Jan) MCP / Ready Readers
What Do We Have To Get? 8 (G1-Jan) MCP / Ready Readers
When Bob Woke Up Late 8 (G1-Jan) MCP / Ready Readers
Blue Sue G1 Mar MCP / Ready Readers
Family Tree, The G1 Mar MCP / Ready Readers
Flip’s Trick G1 Mar MCP / Ready Readers
Hiccups Would Not Stop, The G1 Mar MCP / Ready Readers
Hunt For Clues G1 Mar MCP / Ready Readers
My Fish Does Not Chirp G1 Mar MCP / Ready Readers
My Sister June G1 Mar MCP / Ready Readers
Never Say Never G1 Mar MCP/ Ready Readers
Rainbow Somewhere, A G1 Mar MCP / Ready Readers
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Shell Shopping G1 Mar MCP / Ready Readers
Sparky’s Bone G1 Mar MCP / Ready Readers
Summer at Cove Lake G1 Mar MCP / Ready Readers
That Cat! G1 Mar MCP / Ready Readers
Three Silly Cowboys, The G1 Mar MCP / Ready Readers
When I Go See Gram G1 Mar MCP / Ready Readers
Bedtime at Aunt Carmen’s G1 Mar MCP / Ready Readers
Best Birthday Mole Ever Had, The G1 Mar MCP / Ready Readers
Carrots Don’t Talk G1 Mar MCP / Ready Readers
Cubby’s Gum G1 Mar MCP / Ready Readers
Deep Sea, The G1 Mar MCP / Ready Readers
Fourth of July, The G1 Mar MCP / Ready Readers
Freddy Frog’s Note G1 Mar MCP / Ready Readers
Friends Forever G1 Mar MCP / Ready Readers
Lion Roars, The G1 Mar MCP / Ready Readers
Night Sky, The G1 Mar MCP / Ready Readers
Once Upon a Time G1 Mar MCP / Ready Readers
Red and I Visit the Vet G1 Mar MCP / Ready Readers
Sharks G1 Mar MCP / Ready Readers
Six Fine Fish G1 Mar MCP / Ready Readers
Small Baby Raccoon, The G1 Mar MCP / Ready Readers
Stew for Egor’s Mom, A G1 Mar MCP / Ready Readers
Three Little Kittens G1 Mar MCP / Ready Readers
An Eagle Flies High G1 End MCP / Ready Readers
Carla Gets a Pet G1 End MCP / Ready Readers
Fox Lives Here, A G1 End MCP / Ready Readers
Julie’s Mornings G1 End MCP / Ready Readers
Kite That Flew Away, The G1 End MCP / Ready Readers
Monster Under the Bed, The G1 End MCP / Ready Readers
Pete’s Bad Day G1 End MCP / Ready Readers
Tiger’s Tummy Ache G1 End MCP / Ready Readers
Toast for Mom G1 End MCP / Ready Readers
What Joy Found G1 End MCP / Ready Readers
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Who Has a Tail? G1 End MCP / Ready Readers
All About Bats G1 End MCP / Ready Readers
Fox and the Crow, The G1 End MCP / Ready Readers
Miss Muffet and the Spider G1 End MCP / Ready Readers
Molly’s Broccoli G1 End MCP / Ready Readers
Mother’s Helper G1 End MCP / Ready Readers
Not So Scary Scarecrow, The G1 End MCP / Ready Readers
Pot of Stone Soup, A G1 End MCP / Ready Readers
World’s Biggest Baby, The G1 End MCP / Ready Readers
Pioneer Valley Educ. Press
Birthday Party, A 2 (K-Mid) Pioneer Valley Educ. Press
Blocks 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Going For A Ride 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Going Up & Down 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
My Lunch 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
Splashing Dad 3 (K-End/G1-Aug) Pioneer Valley Educ. Press
My Dog 4 (G1-Sep) Pioneer Valley Educ. Press
Pet For Me, A 4 (G1-Sep) Pioneer Valley Educ. Press
Playing in the Snow 4 (G1-Sep) Pioneer Valley Educ. Press
Seesaw, The 4 (G1-Sep) Pioneer Valley Educ. Press
Vacation, The 4 (G1-Sep) Pioneer Valley Educ. Press
Emily’s Babysitter 5 (G1-Oct) Pioneer Valley Educ. Press
Gabby is Hungry 5 (G1-Oct) Pioneer Valley Educ. Press
Help Me 5 (G1-Oct) Pioneer Valley Educ. Press
Pancakes for Breakfast 5 (G1-Oct) Pioneer Valley Educ. Press
Zoe’s Birthday Presents 5 (G1-Oct) Pioneer Valley Educ. Press
Bike Ride, The 6 (G1-Nov) Pioneer Valley Educ. Press
Little Cousins, The 6 (G1-Nov) Pioneer Valley Educ. Press
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Library, The 7 (G1--Dec) Pioneer Valley Educ. Press
Reading Reading
Animals in the City* 1 (K-Mid) Reading Reading Books
Ants’ Picnic, The 1 (K-Mid) Reading Reading Books
Bedtime for Carl 1 (K-Mid) Reading Reading Books
Big Cat, The * 1 (K-Mid) Reading Reading Books
Brr! 1 (K-Mid) Reading Reading Books
Burp! 1 (K-Mid) Reading Reading Books
Castle, The 1 (K-Mid) Reading Reading Books
Cats in Costumes 1 (K-Mid) Reading Reading Books
Chameleon, The 1 (K-Mid) Reading Reading Books
Cookies* 1 (K-Mid) Reading Reading Books
Crabs* 1 (K-Mid) Reading Reading Books
Dad’s Favorite Tie 1 (K-Mid) Reading Reading Books
Desert, The * 1 (K-Mid) Reading Reading Books
Dressed Up Dogs 1 (K-Mid) Reading Reading Books
Ducks* 1 (K-Mid) Reading Reading Books
Fast 1 (K-Mid) Reading Reading Books
Fire Truck, The 1 (K-Mid) Reading Reading Books
Forest Babies* 1 (K-Mid) Reading Reading Books
Green in the Trees* 1 (K-Mid) Reading Reading Books
Happy Dogs 1 (K-Mid) Reading Reading Books
Horse Can..., A* 1 (K-Mid) Reading Reading Books
I Like to Have Fun 1 (K-Mid) Reading Reading Books
Jobs at School* 1 (K-Mid) Reading Reading Books
Look at Zook 1 (K-Mid) Reading Reading Books
Looking at Fish 1 (K-Mid) Reading Reading Books
Looking at X-Rays* 1 (K-Mid) Reading Reading Books
Making a Friend 1 (K-Mid) Reading Reading Books
Mudskippers, The * 1 (K-Mid) Reading Reading Books
My Favorite Fruit* 1 (K-Mid) Reading Reading Books
Party, The 1 (K-Mid) Reading Reading Books
Pickles are Great* 1 (K-Mid) Reading Reading Books
Pirate, The 1 (K-Mid) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Presents for Mom 1 (K-Mid) Reading Reading Books
Salad, The 1 (K-Mid) Reading Reading Books
Sea, The 1 (K-Mid) Reading Reading Books
Sky, The* 1 (K-Mid) Reading Reading Books
Splash 1 (K-Mid) Reading Reading Books
Summer Fun 1 (K-Mid) Reading Reading Books
Swamp, The * 1 (K-Mid) Reading Reading Books
Up and Down 1 (K-Mid) Reading Reading Books
We Love Pets* 1 (K-Mid) Reading Reading Books
What Can Bugs Do?* 1 (K-Mid) Reading Reading Books
What Do Cats Like?* 1 (K-Mid) Reading Reading Books
What Tigers Do* 1 (K-Mid) Reading Reading Books
Who Has a Hump?* 1 (K-Mid) Reading Reading Books
Zook Makes a Pizza 1 (K-Mid) Reading Reading Books
Boat, The 2 (K-Mid) Reading Reading Books
Cave, The 2 (K-Mid) Reading Reading Books
Day in Africa, A* 2 (K-Mid) Reading Reading Books
Ears * 2 (K-Mid) Reading Reading Books
Farm Feet* 2 (K-Mid) Reading Reading Books
Fossils* 2 (K-Mid) Reading Reading Books
Fur* 2 (K-Mid) Reading Reading Books
Garden is Fun, A* 2 (K-Mid) Reading Reading Books
Going By 2 (K-Mid) Reading Reading Books
Homes for Birds* 2 (K-Mid) Reading Reading Books
I am a Cat* 2 (K-Mid) Reading Reading Books
I Love My Family 2 (K-Mid) Reading Reading Books
I See Bugs 2 (K-Mid) Reading Reading Books
Juice 2 (K-Mid) Reading Reading Books
Jump!* 2 (K-Mid) Reading Reading Books
Look at the Mud 2 (K-Mid) Reading Reading Books
Look in the Rainforest, A * 2 (K-Mid) Reading Reading Books
Look Who’s Eating* 2 (K-Mid) Reading Reading Books
Magic Hat, The 2 (K-Mid) Reading Reading Books
Map, The 2 (K-Mid) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Moo, Baa, Oink!* 2 (K-Mid) Reading Reading Books
Mother Animals* 2 (K-Mid) Reading Reading Books
My Little Toys 2 (K-Mid) Reading Reading Books
Our 5 Senses on the Farm* 2 (K-Mid) Reading Reading Books
Pond, The* 2 (K-Mid) Reading Reading Books
Puppies Can Play* 2 (K-Mid) Reading Reading Books
Seeds We Eat* 2 (K-Mid) Reading Reading Books
Shells* 2 (K-Mid) Reading Reading Books
Soda Pop 2 (K-Mid) Reading Reading Books
Spiders* 2 (K-Mid) Reading Reading Books
Stop and Go! 2 (K-Mid) Reading Reading Books
TV for Carl 2 (K-Mid) Reading Reading Books
We Are Pets* 2 (K-Mid) Reading Reading Books
We Like Fruit* 2 (K-Mid) Reading Reading Books
We Like the Beach 2 (K-Mid) Reading Reading Books
We See the City* 2 (K-Mid) Reading Reading Books
What Can Climb?* 2 (K-Mid) Reading Reading Books
What Do You See in the Stars?* 2 (K-Mid) Reading Reading Books
When I Grow Up* 2 (K-Mid) Reading Reading Books
Where is a Bear?* 2 (K-Mid) Reading Reading Books
Wow! Look at the Noses!* 2 (K-Mid) Reading Reading Books
Am I a Snake?* 3 (K-End/G1-Aug) Reading Reading Books
Baby is Up, The! 3 (K-End/G1-Aug) Reading Reading Books
Camouflage* 3 (K-End/G1-Aug) Reading Reading Books
Can We Be Friends? 3 (K-End/G1-Aug) Reading Reading Books
Cat and a Dog go into Space, A 3 (K-End/G1-Aug) Reading Reading Books
Eggs* 3 (K-End/G1-Aug) Reading Reading Books
Feathers* 3 (K-End/G1-Aug) Reading Reading Books
Frog Fun* 3 (K-End/G1-Aug) Reading Reading Books
Fun with Balls! 3 (K-End/G1-Aug) Reading Reading Books
Go, Bird! 3 (K-End/G1-Aug) Reading Reading Books
Gus and the Copycat 3 (K-End/G1-Aug) Reading Reading Books
I Can Mix Colors* 3 (K-End/G1-Aug) Reading Reading Books
Louis is Hungry 3 (K-End/G1-Aug) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Lunch for Carl 3 (K-End/G1-Aug) Reading Reading Books
Playtime 3 (K-End/G1-Aug) Reading Reading Books
Police on the Go, The* 3 (K-End/G1-Aug) Reading Reading Books
Round Around Us* 3 (K-End/G1-Aug) Reading Reading Books
Scales* 3 (K-End/G1-Aug) Reading Reading Books
Skin* 3 (K-End/G1-Aug) Reading Reading Books
Spring is Coming!* 3 (K-End/G1-Aug) Reading Reading Books
Ss! Snakes!* 3 (K-End/G1-Aug) Reading Reading Books
Teachers* 3 (K-End/G1-Aug) Reading Reading Books
Trouble in a Tree 3 (K-End/G1-Aug) Reading Reading Books
We Ride 3 (K-End/G1-Aug) Reading Reading Books
White, White Snow, The* 3 (K-End/G1-Aug) Reading Reading Books
Who Lives in a Hole?* 3 (K-End/G1-Aug) Reading Reading Books
Wings* 3 (K-End/G1-Aug) Reading Reading Books
Ben’s First Words 4 (G1-Sep) Reading Reading Books
Big Slide, The 4 (G1-Sep) Reading Reading Books
Breakfast for Us 4 (G1-Sep) Reading Reading Books
Bug Eyes* 4 (G1-Sep) Reading Reading Books
Bugs in my Backyard* 4 (G1-Sep) Reading Reading Books
Cat and a Dog Have Lunch, A 4 (G1-Sep) Reading Reading Books
Dog Food 4 (G1-Sep) Reading Reading Books
Down in the Sea* 4 (G1-Sep) Reading Reading Books
Everyday* 4 (G1-Sep) Reading Reading Books
Fall Colors* 4 (G1-Sep) Reading Reading Books
Flowers Like Worms 4 (G1-Sep) Reading Reading Books
Fruit Trees* 4 (G1-Sep) Reading Reading Books
Just Like my Mom* 4 (G1-Sep) Reading Reading Books
Kittens and Pups* 4 (G1-Sep) Reading Reading Books
Look For It!* 4 (G1-Sep) Reading Reading Books
Look Who’s at the Zoo* 4 (G1-Sep) Reading Reading Books
Mixed-up Shoes, The 4 (G1-Sep) Reading Reading Books
My School Lunch 4 (G1-Sep) Reading Reading Books
On and Off the Road* 4 (G1-Sep) Reading Reading Books
Robins in the Spring* 4 (G1-Sep) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Socks 4 (G1-Sep) Reading Reading Books
That Cat! 4 (G1-Sep) Reading Reading Books
Toes* 4 (G1-Sep) Reading Reading Books
Tools for School* 4 (G1-Sep) Reading Reading Books
Turtle in the Sun, A 4 (G1-Sep) Reading Reading Books
Vegetable Soup 4 (G1-Sep) Reading Reading Books
Walk with Dad, A 4 (G1-Sep) Reading Reading Books
We Go in the Snow* 4 (G1-Sep) Reading Reading Books
Where is Baby Lamb 4 (G1-Sep) Reading Reading Books
Who Goes in the Water?* 4 (G1-Sep) Reading Reading Books
Yellow Flowers 4 (G1-Sep) Reading Reading Books
Zook Goes to the Farm 4 (G1-Sep) Reading Reading Books
Baby Zebra Helps Out* 5 (G1-Oct) Reading Reading Books
Bad Kitten, The 5 (G1-Oct) Reading Reading Books
Big Hungry Cat, The 5 (G1-Oct) Reading Reading Books
Brown Pelicans* 5 (G1-Oct) Reading Reading Books
Bumps! 5 (G1-Oct) Reading Reading Books
Chase, The* 5 (G1-Oct) Reading Reading Books
Clouds Tell the Weather 5 (G1-Oct) Reading Reading Books
Don’t Look Up 5 (G1-Oct) Reading Reading Books
Don’t Slip 5 (G1-Oct) Reading Reading Books
Eating Mud 5 (G1-Oct) Reading Reading Books
Flower for a Bee, A 5 (G1-Oct) Reading Reading Books
Funny Ways to Sleep* 5 (G1-Oct) Reading Reading Books
Gus Goes for a Ride 5 (G1-Oct) Reading Reading Books
Gus Goes to the Beach 5 (G1-Oct) Reading Reading Books
Happy Birthday to Me 5 (G1-Oct) Reading Reading Books
Hot Desert Sun, The 5 (G1-Oct) Reading Reading Books
Look at What I Can Do! 5 (G1-Oct) Reading Reading Books
Mmm, Apples! 5 (G1-Oct) Reading Reading Books
More Food for the Big Cat 5 (G1-Oct) Reading Reading Books
Muddy Car, The 5 (G1-Oct) Reading Reading Books
Mudskipper and the Water* 5 (G1-Oct) Reading Reading Books
Oh No! Ladybug, Go! 5 (G1-Oct) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Out of Gas! 5 (G1-Oct) Reading Reading Books
Petting Farm, The* 5 (G1-Oct) Reading Reading Books
Picking a Pumpkin 5 (G1-Oct) Reading Reading Books
Play with Me! 5 (G1-Oct) Reading Reading Books
Red Apples for Me 5 (G1-Oct) Reading Reading Books
Shh! 5 (G1-Oct) Reading Reading Books
What is Inside Me?* 5 (G1-Oct) Reading Reading Books
Where is Ben’s Red Car? 5 (G1-Oct) Reading Reading Books
Where is the Barn Owl Going?* 5 (G1-Oct) Reading Reading Books
Where is the Big Cat? 5 (G1-Oct) Reading Reading Books
Where is the Ladybug Going? 5 (G1-Oct) Reading Reading Books
Where is the Ladybug Going? 5 (G1-Oct) Reading Reading Books
Who Likes Grass?* 5 (G1-Oct) Reading Reading Books
Zook and the Puppy 5 (G1-Oct) Reading Reading Books
Anton’s Short Pants 6 (G1-Nov) Reading Reading Books
Apple Trees* 6 (G1-Nov) Reading Reading Books
Archerfish, The* 6 (G1-Nov) Reading Reading Books
Bald Eagle Goes Fishing, A* 6 (G1-Nov) Reading Reading Books
Ben’s Boots 6 (G1-Nov) Reading Reading Books
Bengal Tiger, The* 6 (G1-Nov) Reading Reading Books
Big Spider Goes to School, The 6 (G1-Nov) Reading Reading Books
Catch the Spider! 6 (G1-Nov) Reading Reading Books
Come Here, Big Cat 6 (G1-Nov) Reading Reading Books
Corn* 6 (G1-Nov) Reading Reading Books
Friend for Jellyfish, A 6 (G1-Nov) Reading Reading Books
Frogs on a Log 6 (G1-Nov) Reading Reading Books
Fruit for Fly 6 (G1-Nov) Reading Reading Books
Good Hat for a Cat, A 6 (G1-Nov) Reading Reading Books
Great White Shark, The* 6 (G1-Nov) Reading Reading Books
Gumball, The 6 (G1-Nov) Reading Reading Books
Gus and the Snow 6 (G1-Nov) Reading Reading Books
Gus and the Turkey 6 (G1-Nov) Reading Reading Books
Hole in Ben’s Bear, The 6 (G1-Nov) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Hot Air Balloons* 6 (G1-Nov) Reading Reading Books
Hot Rods* 6 (G1-Nov) Reading Reading Books
How Tadpoles Become Frogs* 6 (G1-Nov) Reading Reading Books
Hungry Chameleon, The* 6 (G1-Nov) Reading Reading Books
Hungry Little Birds, The* 6 (G1-Nov) Reading Reading Books
Kitten is Out, The! 6 (G1-Nov) Reading Reading Books
Last Gosling is Missing, The! 6 (G1-Nov) Reading Reading Books
Last Gosling, The 6 (G1-Nov) Reading Reading Books
Lion Cubs* 6 (G1-Nov) Reading Reading Books
Little Fawn Grows Up, A* 6 (G1-Nov) Reading Reading Books
Little Sprout, The 6 (G1-Nov) Reading Reading Books
Look, Gus! 6 (G1-Nov) Reading Reading Books
Loon Chick, The* 6 (G1-Nov) Reading Reading Books
Manatee, The* 6 (G1-Nov) Reading Reading Books
More Pepper for Carl 6 (G1-Nov) Reading Reading Books
Mudskippers* 6 (G1-Nov) Reading Reading Books
My Fly 6 (G1-Nov) Reading Reading Books
New Home, A 6 (G1-Nov) Reading Reading Books
New Pet, A 6 (G1-Nov) Reading Reading Books
Peas are Good 6 (G1-Nov) Reading Reading Books
Pets for Us 6 (G1-Nov) Reading Reading Books
Pets for Us* 6 (G1-Nov) Reading Reading Books
Pizza for Carl 6 (G1-Nov) Reading Reading Books
Puffins* 6 (G1-Nov) Reading Reading Books
Pumpkins* 6 (G1-Nov) Reading Reading Books
Rabbits* 6 (G1-Nov) Reading Reading Books
Sea Turtles in the Sand* 6 (G1-Nov) Reading Reading Books
Smack! 6 (G1-Nov) Reading Reading Books
Sunflowers* 6 (G1-Nov) Reading Reading Books
The Little Boat 6 (G1-Nov) Reading Reading Books
Time to Wake Up 6 (G1-Nov) Reading Reading Books
Too Big to Play 6 (G1-Nov) Reading Reading Books
What Bird Am I?* 6 (G1-Nov) Reading Reading Books
What Do Blue Bears Eat? 6 (G1-Nov) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Where Can Louis Sleep? 6 (G1-Nov) Reading Reading Books
White Rhino, The* 6 (G1-Nov) Reading Reading Books
Wool* 6 (G1-Nov) Reading Reading Books
Yum, Yum! 6 (G1-Nov) Reading Reading Books
Arctic Foxes* 7 (G1--Dec) Reading Reading Books
Baby Giraffes* 7 (G1--Dec) Reading Reading Books
Beetle and Snail have a Race 7 (G1--Dec) Reading Reading Books
Bobcats* 7 (G1--Dec) Reading Reading Books
Cobras* 7 (G1--Dec) Reading Reading Books
Dandelions* 7 (G1--Dec) Reading Reading Books
Evergreens* 7 (G1--Dec) Reading Reading Books
Horses as Pets* 7 (G1--Dec) Reading Reading Books
Hungry Brown Bears* 7 (G1--Dec) Reading Reading Books
Ladybugs* 7 (G1--Dec) Reading Reading Books
Leatherback Sea Turtle, The* 7 (G1--Dec) Reading Reading Books
Mom Can’t Sleep 7 (G1--Dec) Reading Reading Books
Moving Snow* 7 (G1--Dec) Reading Reading Books
Peas* 7 (G1--Dec) Reading Reading Books
Pickup Trucks* 7 (G1--Dec) Reading Reading Books
Picnic, The 7 (G1--Dec) Reading Reading Books
Pill Bugs* 7 (G1--Dec) Reading Reading Books
Reindeer* 7 (G1--Dec) Reading Reading Books
Tails* 7 (G1--Dec) Reading Reading Books
Venus Flytraps* 7 (G1--Dec) Reading Reading Books
Baby Monster Can’t Sleep 8 (G1-Jan) Reading Reading Books
Ball Hog, The 8 (G1-Jan) Reading Reading Books
Bit Strawberry, The 8 (G1-Jan) Reading Reading Books
Blizzards* 8 (G1-Jan) Reading Reading Books
Dragonflies* 8 (G1-Jan) Reading Reading Books
Eels* 8 (G1-Jan) Reading Reading Books
Flamingos* 8 (G1-Jan) Reading Reading Books
Fox, the Crow and the Cheese, The 8 (G1-Jan) Reading Reading Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Hedgehogs* 8 (G1-Jan) Reading Reading Books
How Grapes Become Raisins* 8 (G1-Jan) Reading Reading Books
How Popcorn Pops* 8 (G1-Jan) Reading Reading Books
Humpback Whale, The* 8 (G1-Jan) Reading Reading Books
My Apple Tree 8 (G1-Jan) Reading Reading Books
Penguins* 8 (G1-Jan) Reading Reading Books
Polar Bear, The* 8 (G1-Jan) Reading Reading Books
Porcupine Fish* 8 (G1-Jan) Reading Reading Books
Too Cold 8 (G1-Jan) Reading Reading Books
Turtle Race, The 8 (G1-Jan) Reading Reading Books
Who Will Dance with Porcupine? 8 (G1-Jan) Reading Reading Books
Rigby Big Things 1 (K-Mid) Rigby / PM StartersDad 1 (K-Mid) Rigby / PM StartersIn The Shopping Cart 1 (K-Mid) Rigby/ PM BooksMe 1 (K-Mid) Rigby/ PM BooksMom 1 (K-Mid) Rigby / PM StartersPets 1 (K-Mid) Rigby / PM Starters
All of Me 2 (K-Mid) Rigby / Literacy 2000Little Things 2 (K-Mid) Rigby / PM StartersLook at Me 2 (K-Mid) Rigby / PM StartersMoms and Dads 2 (K-Mid) Rigby / PM StartersPlaying 2 (K-Mid) Rigby / PM StartersSkier, The 2 (K-Mid) Rigby / PM StartersTime for Dinner 2 (K-Mid) Rigby / PM StartersWe Go Out 2 (K-Mid) Rigby / PM Starters
Ball Games 3 (K-End/G1-Aug) Rigby / PM StartersLooking Down 3 (K-End/G1-Aug) Rigby / PM StartersMy Accident 3 (K-End/G1-Aug) Rigby / PM StartersPacking My Bag 3 (K-End/G1-Aug) Rigby / PM StartersPhoto Book, The 3 (K-End/G1-Aug) Rigby / PM StartersRock Pools, The 3 (K-End/G1-Aug) Rigby / PM StartersWe Can Run 3 (K-End/G1-Aug) Rigby / PM StartersWhere are the Babies? 3 (K-End/G1-Aug) Rigby / PM Starters
Big Kick, The 4 (G1-Sep) Rigby / PM BooksFishing 4 (G1-Sep) Rigby / PM StartersLittle Snowman, The 4 (G1-Sep) Rigby / PM Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Merry-Go-Round, The 4 (G1-Sep) Rigby / PM BooksPencil, The 4 (G1-Sep) Rigby / PM StartersSally and the Daisy 4 (G1-Sep) Rigby / PM BooksTiger, Tiger 4 (G1-Sep) Rigby / PM BooksTom is Brave 4 (G1-Sep) Rigby / PM BooksUnder My Bed 4 (G1-Sep) Rigby / Smart StartWake up, Dad 4 (G1-Sep) Rigby / PM Books
Baby Owls, The 5 (G1-Oct) Rigby / PM BooksBen’s Teddy Bear 5 (G1-Oct) Rigby / PM BooksBen’s Treasure Hunt 5 (G1-Oct) Rigby / PM BooksFather Bear Goes Fishing 5 (G1-Oct) Rigby / PM BooksFlower Girl, The 5 (G1-Oct) Rigby / PM Books
Friend For Little White Rabbit, A5 (G1-Oct) Rigby / PM Books
Hide and Seek 5 (G1-Oct) Rigby / PM BooksHot Dogs 5 (G1-Oct) Rigby / PM BooksHungry Kitten, The 5 (G1-Oct) Rigby / PM Books
Blackberries 6 (G1-Nov) Rigby / PM BooksChoosing A Puppy 6 (G1-Nov) Rigby / PM BooksHermit Crab 6 (G1-Nov) Rigby / PM BooksHome for Little Teddy, A 6 (G1-Nov) Rigby / PM BooksLion and the Rabbit, The 6 (G1-Nov) Rigby / PM BooksSally’s Beans 6 (G1-Nov) Rigby / PM BooksSoccer at the Park 6 (G1-Nov) Rigby / PM BooksWhere Are The Sunhats 6 (G1-Nov) Rigby / PM Books
Baby Bear’s Present 7 (G1--Dec) Rigby / PM BooksBaby Hippo 7 (G1--Dec) Rigby / PM BooksBen’s Dad 7 (G1--Dec) Rigby / PM BooksHoney for Baby Bear 7 (G1--Dec) Rigby / PM BooksJane’s Car 7 (G1--Dec) Rigby / PM BooksJolly Roger, the Pirate 7 (G1--Dec) Rigby / PM BooksLucky Goes To Dog School 7 (G1--Dec) Rigby / PM BooksMumps 7 (G1--Dec) Rigby / PM BooksSally’s Red Bucket 7 (G1--Dec) Rigby / PM BooksSeagull is Clever 7 (G1--Dec) Rigby / PM BooksWhere Is Hannah? 7 (G1--Dec) Rigby / PM Books
Best Cake, The 8 (G1-Jan) Rigby / PM BooksBirthday Balloons 8 (G1-Jan) Rigby / PM BooksCome On, Tim 8 (G1-Jan) Rigby / PM Books
Duck With A Broken Wing, The8 (G1-Jan) Rigby / PM Books
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Fire! Fire! 8 (G1-Jan) Rigby / PM BooksFox Who Foxed, The 8 (G1-Jan) Rigby / PM BooksJust My Luck 8 (G1-Jan) Rigby / Literacy 2000Late for Soccer 8 (G1-Jan) Rigby / PM BooksLittle Bulldozer 8 (G1-Jan) Rigby / PM BooksLittle Bulldozer Helps Again 8 (G1-Jan) Rigby / PM BooksMushrooms for Dinner 8 (G1-Jan) Rigby / PM BooksNaughty Ann, The 8 (G1-Jan) Rigby / PM ReadersNew Baby, The 8 (G1-Jan) Rigby / PM BooksSally’s Friends 8 (G1-Jan) Rigby / PM BooksSnowy Gets A Wash 8 (G1-Jan) Rigby / PM BooksTiny And The Big Wave 8 (G1-Jan) Rigby / PM Readers
After The Flood G1 Mar Rigby / PM BooksBen’s Tooth G1 Mar Rigby / PM BooksChug the Tractor G1 Mar Rigby / PM BooksChug the Tractor G1 Mar Rigby / PM BooksClever Penguins, The G1 Mar Rigby / PM BooksCows in the Garden G1 Mar Rigby / PM BooksCross-Country Race, The G1 Mar Rigby / PM BooksFlood, The G1 Mar Rigby / PM ReadersHouse Hunting G1 Mar Rigby / PM ReadersHouse In The Tree, The G1 Mar Rigby / PM ReadersLion and the Mouse, The G1 Mar Rigby / PM BooksLocked Out G1 Mar Rigby / PM BooksLost at the Fun Park G1 Mar Rigby/ PM BooksMrs. Spider’s Beautiful Web G1 Mar Rigby / PM BooksPepper’s Adventure G1 Mar Rigby / PM BooksRescue G1 Mar Rigby / PM ReadersSnow on the Hill G1 Mar Rigby / PM ReadersTabby in the Tree G1 Mar Rigby / PM ReadersTeasing Dad G1 Mar Rigby / PM ReadersTen Little Garden Snails G1 Mar Rigby / PM ReadersTiger Runs Away G1 Mar Rigby / PM ReadersTim’s Favorite Toy G1 Mar Rigby / PM ReadersJoey G1 End Rigby / PM ReadersFather Bear’s Surprise G1 End Rigby / PM ReadersLittle Red Bus, The G1 End Rigby / PM ReadersPete Little G1 End Rigby / PM BooksTry Again Hannah G1 End Rigby / PM Readers
Babysitter, The G1 End Rigby / PM ReadersIsland Picnic, The G1 End Rigby / PM ReadersWaving Sheep, The G1 End Rigby / PM Readers
University of Utah Reading Clinic 08/09/19 JJ
Early Steps Books Organized by Publisher
Wright Big Hill, The 2 (K-Mid) Wright / StoryboxGhost, The 2 (K-Mid) Wright / StoryboxIf You Meet A Dragon 2 (K-Mid) Wright / StoryboxIn the Mirror 2 (K-Mid) Wright / StoryboxPainting 2 (K-Mid) Wright / StoryboxStorm, The 2 (K-Mid) Wright / StoryboxTree House, The 2 (K-Mid) Wright / SunshineYuck Soup 2 (K-Mid) Wright / Sunshine
I Can Jump 3 (K-End/G1-Aug) Wright / SunshineI Love My Family 3 (K-End/G1-Aug) Wright / SunshineIce Cream 3 (K-End/G1-Aug) Wright / StoryboxLittle Pig 3 (K-End/G1-Aug) Wright / StoryboxLost 3 (K-End/G1-Aug) Wright / StoryboxMonster Sandwich, A 3 (K-End/G1-Aug) Wright / StoryboxOur Street 3 (K-End/G1-Aug) Wright / StoryboxShoo! 3 (K-End/G1-Aug) Wright / SunshineStop! 3 (K-End/G1-Aug) Wright / Storybox
Big and Little 4 (G1-Sep) Wright / SunshineCopy Cat 4 (G1-Sep) Wright / StoryboxDan, Dan, The Flying Man 4 (G1-Sep) Wright / Read TogethersNo, No 4 (G1-Sep) Wright / StoryboxShark in a Sack 4 (G1-Sep) Wright / Sunshine
Along Comes Jake 5 (G1-Oct) Wright / SunshineGoodbye, Lucy 5 (G1-Oct) Wright / SunshineHaunted House, The 5 (G1-Oct) Wright / StoryboxIn a Dark, Dark Wood 5 (G1-Oct) Wright / Read TogethersLook For Me 5 (G1-Oct) Wright / Story BoxToo Big For Me 5 (G1-Oct) Wright / StoryboxTwo Little Dogs 5 (G1-Oct) Wright / Storybox
University of Utah Reading Clinic 08/09/19 JJ
Insert Tab at this point TAB: Lesson Plans & Binder Forms
Early Steps Lesson Plans
& Binder Forms
Tutor _____________________
EARLY STEPS LESSON PLAN Student(s) _____________________________ Grade____ Date_________ Lesson # _____
(1:1 13-16 minutes) (Group 13-16 minutes) RE-READINGS Title Level 1.______________________________ ____ 2.______________________________ ____ 3. _____________________________ ____
How to BUMP-UP in text?
1. Beginning in Level 7 mark a 50 word passage in yesterday’s new book. Do not use first or last page. 2. Count errors in that section as student reads. 3. Double errors (self corrects are not errors in G1 text). 4. Goal is 93% or above accuracy and good fluency. 5. If the student meets this criteria 2 out of 3x in the hardest books from that level – bump to the next level.
WORD BANK:
Harvest words directly from any of the books, after the book has been read. (Refer to high frequency sight word list as a guide)
(1:1 9-13 minutes) (Group 11-15 minutes.) WORD STUDY □ 1. Sort _____________________________ Anchors: ___________ ____________ ___________ # of Sessions in this Sort:_________ □ Intro lesson
□ 2. Random Check
□ 3. Memory, Blackout Bingo, or Go Fish
□ 4. Spelling (4 words)
□ 5. Say it – Match it – Check it
To leave Mixed-Short Vowels do a Word Study √.
1. Randomize 40 words, sampling all current patterns. 2. Hold card in one hand. Student reads off deck. Tapping is ok. NO TIMER. Word Study √ Mixed Shorts must be a cold read. 3. Sort words into 2 piles:
Yes = Automatic or Blend/Tap w/consolidation No = Wrong, >5 Second Hesitation, or Don’t Know 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to next Sequence of the ES Word Study Sequence. 5. More than 8 in ‘no pile?’ REVIEW!
□ Sentence
□ Cut-up sentence (Discontinue “cut-up” at Level 5)
(Refer to high frequency sentence stem sequence as a guide)
(1:1 5-7 minutes) (Group 10-12 minutes) NEW BOOK Title Level
University of Utah Reading Clinic: 3/31/2016 MB
Accuracy Check (50 words) (Taken on previous lesson’s new book – beginning at LEVEL 7) Errors_______________ Accuracy ____________%
Tutor _____________________ EARLY STEPS - TRANSITION LESSON
1:1 - 30 minutes Group – 40 minutes (Begin with level 9 texts.)
Student(s) ______________ Grade Date ______ Lesson # ________
(1:1 – 14 minutes) (Group – 19 minutes) □WORD BANK:
Choose high frequency words with which your student is familiar, but not yet firm.
Assisted Reading of New Material: Title___________________________ p. ________ Publisher________________ Level_________ □Preview Text □Echo Read
□Solo / Choral Reading □Comprehension Work □Rate & Accuracy Check (50 Words) p._______ Rate: ______min. ______ sec. = ________ wpm Accuracy: ________% □Continue Solo / Choral Reading & Comprehension Work
How to BUMP-UP in text?
1. Beginning with Level 9, mark off 50 words in a new text. This section should be 1-2 pages after echo. 2. Time your student reading that portion. Count errors as your student reads. 3. To calculate accuracy & wpm, use the ES Reading Rate Conversion Chart for 50 words. 4. To BUMP-UP singleton, student must meet criteria at least twice from stories at end of the basal or hardest books in level. 5. To BUMP-UP group, lowest student must meet accuracy and rate criteria at least twice from stories at end of basal or hardest books in level as other students choral from page 1. Criteria needed to BUMP UP:
Text Level Accuracy Rate
G1-March……...….... 93% at least 30 wpm G1-End……...……… 93% at least 40 wpm G2-Mid……………... 93% at least 60 wpm*
*Beginning at text level G2-Mid Self Corrections DO count as errors.
(1:1 – 11 minutes) (Group – 13 minutes) WORD STUDY □ 1. Sort _____________________________ Anchors: ___________ ____________ ___________ # of Sessions in this Sort:_________ □ Intro lesson
□ 2. Random Check
□ 3. Memory, Blackout Bingo, or Go Fish
□ 4. Spelling (4 words)
□ 5. Say it – Match it – Check it
To Bump-up in Word Study do a Word Study √.
1. Randomize 40 words, sampling all current patterns. 2. Hold cards in one hand. Student reads off deck. Tapping is ok. NO TIMER. Word Study √ Mixed Shorts must be a cold read. 3. Sort words into 2 piles:
Yes = Automatic or Blend/Tap w/consolidation No = Wrong, >5 Second Hesitation, or Don’t Know 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to next Sequence of the ES Word Study Sequence. 5. More than 8 in ‘no pile?’ REVIEW!
WRITING: □ 2. Sentence Stem ______________________________________________
(Refer to ES high frequency stems sequence as a guide)
(1:1 – 5 minutes) (Group – 8 minutes) RE-READ: (Re-read a portion of recently read text on same level 2-3x on consecutive days) Title___________________________ p. ________ Publisher________________ Level_________
University of Utah Reading Clinic 4/25/2016 MB
EARLY STEPS COACHING FORM
Observation #______ Tutor_________________________________ School___________________________________________
Lesson #_______ Student(s) __________________________________ Grade_____ Date__________ Observer________________
RE-READ (1:1 13-16 minutes) (Group 13-16 minutes) Comments: Title Level
1-_______________________________ _____
2-_______________________________ _____
3-_______________________________ _____
READ IN CORRECT ORDER
S. POINTS
Minimal T. Talk
Appropriate assistance for unfamiliar
Words (e.g. Wait time?, “First Sound”)
Prosody Echo (when reading is
choppy)
Accuracy Check (50 Words, errors x
2 for Levels 7 & 8)
Harvesting words
WORD BANK (Level 3+)
WORD STUDY (1:1 9-13 minutes) (Group 11-15 minutes)
Sort _____________________________________ Spelling (4 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
fingers
S. says word, writes word
Monitor and correct
S. points & rereads before
continuing to next word
S. points & rereads sentence when
sentence is complete
NEW BOOK (1:1 5-7 minutes) (Group 10-12 minutes)
Title Level
_________________________________ _____
PREVIEW (content/trouble
words/vocab.)
ECHO READ
COMPREHENSION QUESTIONS
(LEV. 5+)
T. fades out echo reading
Minimal T. talk
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
ALL COMPONENTS
COMPLETED
1:1 = 30 minutes, Group= 45 minutes
LESSON PLAN PREPARED
PRIOR TO LESSON
Completed previous Lesson Plans,
available for review
Implementation of previous feedback
©University of Utah (revised) 12/01//2020 MB
ASSISTED READ (1:1 14 minutes) (Group 19 minutes) Comments
WORD BANK WORD BANK
PREVIEW
READING of New Material Text Content
Challenging words
Title __________________________ ECHO READING
Level ______ COMPREHENSION QUESTIONS Prosody echo
RATE & ACCURACY (50 Words) Appropriate assistance for unfamiliar
_____ min. _____sec.= ____wpm words (e.g., wait time)
Accuracy: _____% RATE AND ACCURACY
Use correct conversion chart
WORD STUDY (1:1 9-13 minutes) (Group 11-15 minutes)
Sort ___________________________ SORT
Correct Anchors
T. question 1x per column: (vowel
pattern? vowel sound?)
Spelling (4 words) Random Check
MEMORY
Question: S. justify the match
SPELLING
Sentence Writing Monitor and correct
Generated Sentence Say It–Match It– Check It USE STEM SEQUENCE
___________________________________ S. repeats sentence- Counts words on fingers S. says word, writes word
Student wrote Monitor and correct
___________________________________S. points & rereads before continuing to next word
S. points & rereads sentence when sentence is complete
RE-READING (1:1 5 minutes) (Group – 8 minutes)
Re-read a portion of recently read text on same level.
PREVIOUSLY READ STORY AT APPROPRIATE LEVEL
MINIMAL T. TALK
Title __________________________ Appropriate assistance for unfamiliar
Level ______ words (e.g. Wait time?, “First Sound” )
Prosody Echo (when reading is choppy)
LESSON EXECUTION
Feedback Only (1st Observation) S. on-task/engaged 1:1 = 30 minutes, Group = 40 minutes
Satisfactory (√ all bolded items) LESSON PLAN PREPARED PRIOR TO LESSON
To Certify: Two satisfactory observations, one of which must be the final observation.
Completed previous Lesson Plans, available for review
Implementation of previous feedback University of Utah Reading Clinic: 06/05/2018 MB
EARLY STEPS OBSERVATION FORM: Transition Lesson
Observation #_____ Tutor ____________________________________ School______________________________________________
Lesson #____ Student(s) ____________________________ Grade: _____ Date_________ Observer________________________
UURC Bump Up Criteria
University of Utah Reading Clinic: Revised 8/11/10 MKF
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 95 ≥ 105 4D 95 ≥ 110 5E 95 ≥ 1005M 95 ≥ 110 5D 95 ≥ 120 6E 95 ≥ 1106M 95 ≥ 120 6D 95 ≥ 130 7E 95 ≥ 1207M 95 ≥ 130 7D 95 ≥ 140 8E 95 ≥ 1208M 95 ≥ 130 8D 95 ≥ 140
University of Utah Reading Clinic
Spelling & Sentence Stem Book
(Student Name)
University of Utah Reading Clinic
Spelling & Sentence Stem Book
(Student Name)
©University of Utah Reading Clinic, Revised 200909 MB
NAME___________________________
WORD SORT LOG
Alphabet
Letter
Date
Letter
Date
Pictures
Consonants
Date
Consonants
Date
• Onset + Vowel
Sort
Date
Sort
Date
©University of Utah Reading Clinic, Revised 200909 MB
•• Mixed Short Vowels
Sort
Date
Sort
Date
••• Vowel Patterns
Sort
Date
Sort Date
Name__________________________
EARLY STEPS Book/Story List
LEVEL BOOK TITLE DATE LEVEL BOOK TITLE DATE
©University of Utah Reading Clinic, Revised 200909 MB
University of Utah Reading Clinic: 4/13/06
Word Bank Words
A
B C
D
E-F
G H
I
J
K L
M
University of Utah Reading Clinic: 4/13/06
N
O P
Q-R
S
S T
T
U-V
W W
X-Y-Z
University of Utah Reading Clinic 2/13/12 SH
Appropriate Words to Harvest for Early Steps Word Bank
This list does not indicate the order for words to be added to Word Bank.
Text Level 3
a go I if in is it me no on see the to we
Text Levels 4 – 6 am ran an run and said as she at sit be so but up by us can will dad with did you do your for get he help him his into its let like little look mom my my not of or
Text Levels 5 – 12 all they any this are want came was come went from were good what had when has where have who her yes here how just many must off our out please put saw some stop tell thank(s) that them then there
Early Steps High Frequency Sentence Stems Sequence Pacing = move when student spells sentence stem correctly 3x without assistance.
University of Utah Reading Clinic 5/22/2012 MB
1. I can ________.
2. I see ________.
3. We can ________.
4. We see ________.
5. I see the ________.
6. We see the ________,
7. I am ________.
8. I am on the ________.
9. I like the ________.
10. I like my ________,
11. We like to ________.
12. We look ________.
13. He looks ________.
14. She looks ________.
15. He said _________.
16. She said _________.
17. You said _________.
18. He was __________.
19. You have _________.
20. You have my ________.
21. They have _________.
22. They are _________.
23. Are you _________?
24. Here are my ________.
25. Here is your _________.
26. They saw __________.
27. They saw your _________.
28. What is your ___________?
29. What did you ___________?
30. What will they ___________?
University of Utah Reading Clinic: 11/2/2016 MB
Insert Tab at this point TAB: Word Study Materials
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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.
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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 save it for another day!
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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
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Alphabet Firming: Early StepsSM Word Study
If assessment shows that your student can readily identify all 52 upper and lower case letter names and related sounds, skip this portion of ES word study. Don’t worry about lack of firmness in writing letters, you can choose words during spelling for that purpose. 1. Make a list of the letter names and sounds that your student has not mastered. Pull the upper and lower case cards for 1 of these letters from your word study kit. 2. Select 2 letter names/sounds that your student has already mastered. Pull those cards from your kit. ES Rainbow Match 1. Flip all 6 alphabet cards face down and arrange them in the shape of a rainbow on the table in front of the student. 2. Say, “Your turn! Flip over a card and tell me the name and the sound.” Student responds. 3. Say, “Move the cards you flip over here and let’s make a column for the upper case letters and another column for the lower case letters. 4. The student should continue flipping cards, saying the letter name/sound, and placing them in columns until s/he forms a 2x3 matrix as below:
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3. When all cards are in columns, the student should trace letter shape with forefinger and say name and sound aloud (i.e., j says /j/). Use keywords (e.g., j…jump…/j/) when applicable. ES Alphabet Memory 1. Ask the child to help you flip the alphabet cards facedown and mix them up. 2. Arrange the cards into a 3x2 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 same place 4. Say, “Tell me the letter name and sound.” Student responds. 5. Repeat process for a second card. 6. If the cards have the same letter, 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. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose whenever you play Memory, but do so convincingly!
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First Phoneme Picture Work: Early StepsSM Word Study
Materials: - pencil for student; pencil for tutor - B, M, S picture cards (see ES Sequence for order) - student spelling notebook with G1 lined paper - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: 1. Sort 2. Fast Pencil 3. Memory 4. Spelling Day 1: ES Picture Sort 1. If your student is an English Language Learner (ELL), quickly show him/her the picture cards for B, M, and S, one at a time. Ask, “What is this?” for each card. Put aside those cards that your student does not have in his/her vocabulary. You will not use these cards. 2. Place B, M, and S anchor cards horizontally next to one another in front of your student.
3. Point to each anchor and ask, “What sound does this letter make?” Don’t worry about letter names. 4. Place an ‘m’ picture card in front of the student. Ask, “What is this?” Then ask, “Where does it go?” Show student how to place card below the appropriate anchor.
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5. Say, “Watch me.” Point to the anchor, say “/m/”, then point to the picture card and say “moon.” 6. Say, “Your turn.” The student says, “/m/”, “moon” while pointing to each card. 7. Hand the student a ‘b’ picture card and ask, “What is this?” Student responds. Say, “Start at the top. Point and say.” Student points to anchor and says just its sound, then points to the picture card and says the name of the item aloud. 7. Continue as above in random order. 8. If your student can “point and say” down the columns easily, build a 3x4 matrix (maximum).
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Some students may only able to handle a 2x4 matrix on the 1st day. That’s ok. You can increase the size of the matrix over successive lessons. Difficulty placing pictures under correct anchors? Show student how to stretch or bounce the beginning sound of the item in the picture (e.g., mmmmm-op, b-b-b-b-ook). After 3 tries, try again next lesson. Remember! When you hand your student a picture card, ALWAYS ask, “What is this?” The student needs to feel the word’s pronunciation in his/her own mouth to be able to “pull off” the first phoneme. Day 2+ ES Picture Sort When your student can play Memory such that s/he is approximately 85% accurate with first sounds, retire those cards and pull out the next cards specified in the ES Sequence. Don’t worry that your student may have only seen 3 pictures from the set—if s/he can discern the first phoneme (indicated by his/her ability to Sort and play Memory) you can move on. Depending on the student’s success, you may retire 0, 1, 2, or 3 anchor/picture sets per day. Anchors and cards should be repeated if the student had difficulty Sorting and/or playing Memory. You may keep a particular anchor/card set over the course of several days (e.g., Jj, Yy, and Ww are notoriously difficult). Ask the student to begin the Sort by pointing to and saying the sound (not the letter) of each anchor card. Most students learn to sort Picture cards easily during the 1st lesson. On Day 2, s/he may be able to “point and say” down the column without any modeling on your part.
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ES Picture Fast Pencil 1. Say, “Watch my pencil. Listen.” 2. Point to a picture and say the name of the item and then say its first sound (e.g., moon…/m/). Continue in this manner with a few more pictures. 3. Say, “Your turn.” Point to various pictures in random order. The student should tell you the name of the item and its first sound for each card. 3. Continue in this manner for 4 or 5 cards (maximum). ES Picture 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, “What is that?” Student responds by saying the name of the picture. Do the same for a second card. 4. If the items in the pictures have the same first sound, the player says, “I have a match!” and takes those cards out of the matrix. If the cards do not match, the player flips them face down and leaves them in the matrix. No re-mixing the cards at this point—it prolongs the game unduly. 5. A match allows the player to take another turn. The player with the most matches wins the game. Note: You should try to lose whenever you play Memory, but do so convincingly!
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ES Picture Spelling 1. For Lesson #1, show the student how to number his/her spelling paper 1-4, skipping lines in between. 2. Choose 4 picture cards you used in the Sort. 3. Show the student a picture card. Ask, “What is this?” Student responds by saying the name of the picture. Ask, “What is the first letter to write for ____?” Student writes ONLY the first letter. Got that? Student writes ONLY the first letter! They will want to write more. Don’t let them. These pictures were chosen for their initial phonemes—not for whole word spelling. 4. Continue as above for remaining 3 picture cards. Note: there is no “Say It. Match It. Check It.” for Picture Work. More on this later! Moving Along in ES Picture Work When your student has demonstrated 85% accuracy with all Picture sets, conduct another letter name and sound assessment. Discontinue or continue Alphabet Firming as indicated. Whether you continue with Alphabet Firming or not, proceed immediately to Onset-Vowel Work (see ES Sequence).
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Onset Vowel Work (1 dot words): Early StepsSM Word Study
Materials: - pencil for student; pencil for tutor - ‘man’ and ‘sad’ anchors & related word cards - student spelling notebook with G1 lined paper - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: 1. Sort 2. Fast Pencil 3. Memory 4. Spelling Day 1: ES Onset Vowel Sort 1. Place ‘man’ and ‘sad’ anchor cards horizontally next to one another in front of your student. 2. Point to each card with your pencil and say, “This word is ‘man.’ What is this word?” Student answers. Do the same for ‘sad.’ Say, “If you forget, the picture will remind you.” 3. Point to the ‘m’ in ‘man.’ Say, “This letter is ‘m.’ What is this letter?” Student answers. Do the same for ‘s’ in ‘sad.’ 4. Place the ‘map’ card in front of the student. Point to the ‘m’ in the word ‘map.’ Ask, “Where does this go?” Student should place card below ‘man.’
Difficulty? Point out that both words start with ‘m,’ so the new card goes under ‘man.’
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5. Say, “Watch my pencil.” Read down that column aloud, being sure to slide your pencil above the word as you say it. Touch your pencil deliberately above the last letter in each word and emphasize that sound with your voice.
6. Say, “Your turn.” Student responds by pointing to the dot on each card, reading down just that column and emphasizing the last sound. 7. Give the child another card and ask, “Where does it go?” 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. 8. Say, “Start at the top. Point and read.” Student points to the dot on each card in just that column while reading the words aloud. Encourage the student to emphasize the last sound in each word (e.g., map). Difficulty? Model just that column again with your voice and pencil. After 3 tries, try again next lesson. 9. Continue with additional cards as above. With each new card, the student starts at the top, then points and reads aloud the words in just that column. If your student reads each column easily, build a 2x4 matrix on Day 1.
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However, some students may only be able to handle a 2x2 matrix on the 1st day.
That’s ok. Over successive lessons, you can expand to a full 2x4 matrix, and then to a 3x4 matrix (see ES Sequence). Day 2+ ES Onset Vowel Sort Always use the same anchor cards in the order suggested by the ES 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 change daily to reflect the student’s success. Eventually, most students will be able to read down the column without modeling on your part. Give it a try by handing the student a card and saying, “Where does this go? Point and read.” If this is too difficult, simply model as in #5 and #6 above. ES Onset Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to various words in random order. 3. The first time you point to a word that the student cannot identify, it is time to teach tapping, 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!
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4. 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. 5. 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. 6. Ask your student to practice until s/he can do this reasonably well.
1. tap forefinger 2. then, middle finger 3. then, ring finger 4. then, all 3 at once 7. Next, hold your right hand below a CVC word card (e.g., sad) 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. /s/ 2. /ă/ 3. /t/ 4. sat
1. /s/ 2. /ă/ 3. /d/ 4. sad 8. From now on, when you play Fast Pencil or Memory and the student cannot readily identify the word, instruct the student to ‘tap’ as described above.
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9. Initially, play Fast Pencil for 2 or 3 cards and gradually increase to 4 or 5 cards (maximum) over subsequent lessons as the student becomes more capable. ES Onset 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, “Tap that word” Student responds by tapping and then saying the whole word. Do the same for a second card. 4. If the cards have the same onset-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 in their same places. No re-mixing the cards at this point—it prolongs the game unduly. 5. A match allows the player to take another turn. The player with the most matches wins the game. 6. Occasionally, and then with increasing frequency, ask the student to read your cards when you flip them over during your turn. Note: Eventually, your student will be able to read words during Random Check and Memory without tapping. After that point, just suggest tapping when s/he struggles. Note: Onset-Vowel Memory does not require Justification. More on this later! Note: You should try to lose whenever you play Memory, but do so convincingly!
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ES Onset Vowel Spelling 1. For Lesson #1, show the student how to number his/her spelling paper 1-4, skipping lines in between. 2. Choose 4 word cards you used in the Sort. Choose 2 easier words, and 2 words that provide a bit of a challenge. 3. 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 sad. When I lost, I was sad. What’s the word?” Student repeats word. Say, “Write sad.” 4. Continue as above for remaining 3 words. 5. Help student to fix mistakes immediately as they occur. Encourage tapping. For example, if the student writes “let” for “lit” tell the student “Say let.” Student responds. Hold up your hand as if you are going to tap to show the student what to do. When the student taps and says, /l/-/e/, stop him/her at that sound, and ask, “What says /e/? Student responds. Say, “Please fix that.” Student fixes word. 7. Now, use the procedures below to model “Say It. Match It. Check It.” 8. After modeling, give the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed. 9. Say, “Match it.” Student places card above spelling word in notebook.
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10. Say, “Check it.” Student touches pencil to the first letter on the card, then the first letter in the notebook, while saying the letter name aloud each time (e.g., s,s). Students finishes word using the same procedure (e.g., a,a…t,t) and then places a √ next to the word. 2. sad √ 11. Execute Say It. Match It. Check It. for remaining words. Moving Along in ES Onset Vowel Work When your student can play Memory such that s/he is approximately 85% accurate, move to the next line in the ES Word Study Sequence. You will need to retire anchors, keep anchors, or pull new anchors and new word cards as indicated. Tapping, sounding out, and reading slowly are all legitimate ways to be accurate. Just make sure that the student finishes by consolidating (i.e., saying the whole word quickly). When your student can play Memory with ‘U’ onset vowel words with at least 85% accuracy, move into the next phase of ES Word Study: Mixed Short Vowels (2 dot words).
sad
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Mixed Short Vowel Work (2 dot words): Early StepsSM (ES) Word Study
Materials: - pencil for student; pencil for tutor - a, i, and o mixed short vowel anchors & CVC word cards. No blends (e.g.,. stop, bend) or digraphs (e.g., chop, sick) until student is firm on CVCs. - student spelling notebook - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: ES 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. 3. Point to the ‘a’ in ‘hat’ with your pencil. Say, “The letter ‘a’ is a vowel. It says /ă/. What does it say? Student answers. 4. Do the same for i and o. 5. Place ‘win’ in front of the student. Ask, “Where does this go?” Student should place card below ‘pig.’ 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.
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Difficulty? Point out that both words contain the vowel ‘i,’ so the new card goes under ‘pig.’
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 (if you have not already done so). 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. 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.
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1. tap forefinger 2. then, middle finger 3. then, 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 3x4 matrix with just CVC (consonant-vowel-consonant) words—no words with blends or digraphs, yet.
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If your student experiences a good deal of difficulty, drop back to a 2x3 or 2x4 matrix with just ‘hat’ and ‘pig’ anchors. You can build a bigger 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 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. Repeat as above with the ‘pig’ and ‘mom’ columns. Day 2+ ES Mixed Vowel Sort Always use the same anchor cards in the order suggested by the ES 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) only after the student is quite successful with CVC words (e.g., job) in a 3x4 Sort. Difficulty? Suggest tapping! Each day as you finish the Sort, for each column ask “What is the vowel pattern here? What is the vowel sound?”
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ES Mixed Vowel Fast Pencil 1. Say, “Read the words I touch with my pencil.” 2. Point to 5-6 words in random order. 3. Suggest tapping as needed. ES 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 Mixed Vowel 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 stating “…says /ŏ/.” Do this for both cards in the match.
1 2
3
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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 whenever you play Memory, but do so convincingly! ES Mixed Vowel Spelling 1. Choose 4 word cards you used in the Sort. Choose 2 easier words, and 2 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. 6. Now, use the procedures below to model for your student how to “Say It. Match It. Check It” (if you have not already done so). 7. After modeling, give the student a card (random, not sequential order). Say, “Say it.” Student reads word card, tapping if needed.
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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 ES 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 ES Word Study Sequence (i, o, e). You will need to retire 1 anchor, keep 2 anchors, and pull 1 new anchor, as well as related word cards. Tapping, sounding out, and reading slowly are all legitimate ways to be accurate. Just make sure that the student finishes by consolidating (i.e., saying the whole word quickly). When your student is successful with 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 ES Word Study: Vowel Patterns (3 dot words). ES Word Study Check for Mixed Vowel Work 1. Randomize 40 words, sampling all 5 vowels and some words with blends and digraphs. 2. Hold deck in one hand. Student reads off the deck. Tapping is ok. No timer for ES Word Study √s. Data must come from a cold read (i.e., the student has not read or worked with those cards that day).
win
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3. Sort words into 2 piles: Yes = Automatic or Blend/Tap w/consolidation. No = Wrong or >5 Second Hesitation (Say correct word and move on). 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to Vowel Patterns. 5. More than 8 in ‘no pile?’ REVIEW Mixed Short Vowel trouble areas.
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Vowel Pattern Work (3 dot words): Early StepsSM (ES) Word Study
Materials: - pencil for student; pencil for tutor - a and a-e vowel pattern anchors & word cards. No blends or digraphs for several days! - student spelling notebook with G1 lined paper. - ES Word Study Features ‘cheat sheet’ for tutor Use the following sequence in this order for every lesson: - Sort - Fast Pencil - Memory - Spelling Day 1: ES Vowel Pattern Sort 1. Place ‘hat’ and ‘cake’ 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. 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.
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Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ so they belong in the same column. 7. Say, “Point and read, please.” Student points and reads down the ‘hat’ column while reading each word aloud. 8. If your student can read and point down the columns easily, build a 2x6 sort with CVC (consonant-vowel-consonant) and CVCe (consonant-vowel-consonant-silent e) words. Over time, gradually add words with blends or digraphs.
If your student experiences difficulty, shorten the Sort to 2x2 or 2x3 and then expand to a full 2x6 matrix over successive lessons.
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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/.” Day 2+ ES 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.
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You should introduce words with blends (e.g., skate) and digraphs (e.g., shake) only after the student is quite successful with CVC words (e.g., job) in a 2x6 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 CVCe words, 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. ES Vowel Pattern Fast Pencil 1. Say, “Let’s play Fast Pencil.” 2. Point to 5-6 words in random order. 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. ES Vowel Pattern 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.
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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. ES Vowel Pattern Spelling 1. Choose 4 word cards you used in the Sort. Choose 2 easier words, and 2 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 3 words.
1 2
4
3
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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 sound 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 ES 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 a Word Study Check to determine if s/he is ready to move to the next Vowel Pattern. (e.g., i-consonant and i-consonant-e). Tapping, sounding out, and reading slowly are all legitimate ways to be accurate. Just make sure that the student finishes by consolidating (i.e., saying the whole word quickly). ES Word Study Check for Vowel Pattern Work 1. Randomize 40 words, sampling both vowel patterns and some words with blends and digraphs.
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2. Hold cards in one hand. Student reads off deck. Tapping is ok. No timer. ES Word Study √ is untimed. 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 or Blend/Tap w/consolidation. No = Wrong or >5 Second Hesitation (Say correct word and move on) 4. Criteria: 8 or fewer in the ‘no pile?’ BUMP UP to next Vowel Pattern. 5. More than 8 in ‘no pile?’ REVIEW trouble areas for that Vowel Pattern.
UURC 1‐11‐13 KJB
Level & Goal Sort Random Check Memory Spelling Bump Up NotesAlphabet use 2 known letters & 1 trouble letter
‐ no sort ‐ instead, do Rainbow Match
N/A ‐ S. must say letter name & sound
N/A ‐ delete from lesson when S. is firm ‐ finish in spelling
‐ independent of picture sorts ‐ S. must say letter name & sound
Picture Sorts
‐ “what’s this?” “where does it go?” ‐ build to 3x4
‐ S. name picture, then 1st sound OR may say 1st sound, then name picture
‐ always say picture name, regardless if match If match, say 1st sound
‐ only 1st sound ‐ do NOT spell word
‐ when S. is mostly accurate during Memory
‐ independent of alphabet ‐ use pictures in S. oral language
Onset‐Vowels (•)
‐ “where does it go?” ‐may start w/2x1 ‐build to 3x4 “my turn; your turn.” ‐ no tapping
‐ teach tapping w/o words, then use w/words ‐ diminish tapping over time, but use when S. struggles
‐ no justification for match needed
‐ 4 words ‐ say it, match it & check it
‐ when S. is mostly accurate during Memory ‐ tapping ok
‐ for sort, model down column with voice & pencil slide, then touch last sound & emphasize w/voice ‐ drop modeling when S. are firm
Mixed Short Vowels (••) Any S. in level 7 text must move here, even if still in O‐Vs.
‐ “where does it go?” ‐ build to 3x4 ‐ tap as needed
‐ tap as needed
‐ justify match: vowel pattern & sound while pointing w/pencil tip (e.g., i con says /ĭ/)
‐ see above
‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tapping ok
‐ only intro blends & digraphs when CVCs are quite firm
Vowel Patterns (•••)
‐ “where does it go?” ‐ build to 2x6 ‐ tap as needed
‐ day 1, teach ortho tapping; ‐ tap as needed
‐ justify match: vowel pattern & sound while pointing (e.g., ir says /Ər/)
‐ see above
‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tapping ok
‐ only intro blends & digraphs when simpler words are quite firm
Early Steps 1:1 Word Study Features & Procedures for Tier 2 Intervention
UURC 12/2/13 KJB
Level & Goal Sort Random Check Memory Spelling Bump Up NotesAlphabet use 2 known letters & 1 trouble letter
‐ no sort ‐ instead, do Rainbow Match ‐ always choral
N/A ‐ day 1, S. play against T. as team ‐ day 2+, S. play as pairs
N/A ‐ delete from lesson when 3 of 4 S. are firm ‐ finish in spelling
‐ independent of picture sorts ‐ S. must say letter name & sound
Beginning Consonants (Picture Sorts)
‐ “what’s this?” “where does it go?” ‐ 2x4, then 3x4 ‐ always choral
‐ S. name picture, then 1st sound OR may say 1st sound, then name picture ‐ always choral
‐ day 1, S. play against T. as team ‐ day 2+, S. play as pairs
‐ only 1st sound ‐ do NOT spell word
‐ Memory ‐ low S. mostly accurate
‐ independent of alphabet ‐ use pictures in S. oral language
Onset‐Vowels (•)
‐ “where does it go? my turn; your turn.” ‐ may start w/2x1 ‐ build to 3x4 ‐ no tapping ‐ always choral
‐ teach tapping w/o words, then use choral tapping ‐ diminish tapping over time, but use when S. struggle ‐ always choral
‐ day 1, S. play against T. as team ‐ day 2+, S. play as pairs when ready ‐ no justification for match needed
‐ 4 words 1 to each; say, match & check, then pass
‐ Memory ‐ low S. mostly accurate ‐ tap as needed
‐ for sort, model down column with voice & pencil slide, then touch last sound & emphasize w/voice
Mixed Short Vowels (••) Any S. in text level 7 still in O‐Vs must move here
‐ “where does it go?” ‐ build to 3x4 ‐ day 1, choral; then pairs ASAP ‐ tap as needed
‐ day 1, choral; then in pairs when ready ‐ tap as needed
‐ day 1, S. play against T. as team ‐ day 2+, pairs when ready ‐ justify match: vowel pattern & sound while pointing (e.g., i con says /ĭ/)
‐ see above
‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tap as needed ‐ other S. read familiar books
‐ only intro blends & digraphs when CVCs are quite firm ‐ when S. struggle in sort, see above
Vowel Patterns (•••)
‐ “where does it go?” ‐ build to 2x6 ‐ day 1, choral; then pairs ASAP ‐ tap as needed
‐ day 1, teach ortho tapping; ‐ work in pairs when ready ‐ tap as needed
‐ day 1, S. play against T. as team ‐ day 2+, S. pairs when ready ‐ justify match: vowel pattern & sound while pointing (e.g., ir says /r/)
‐ see above
‐ Untimed WS √ ‐ flash cards for 5 seconds/card ‐ 32/40 or 80% ‐ reasonable speed‐ tap as needed ‐ other S. read familiar book
‐ only intro blends & digraphs when CVCs are quite firm ‐ when S. struggle in sort, see above
Early Steps Quads: Word Study Features & Procedures for Tier 2 Intervention
Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off labels (included) onto AVERY 5267. 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.
Early Steps Word Study Inventory & Kit Organization
Section 1 Divider: Alphabet Section 2 Divider: Picture Sorts (Beginning Consonants)
A a B b C c D d E e F f G g H h I I J j K k L l M m, N n O o P p Q q R r S s T t U u V v W w X x Y y Z z
Bb Mm Rr Ss Tt Gg Nn Pp Cc Hh Ff Dd Ll Kk Jj Ww Yy Zz Vv Qq
Section 3 Divider: Onset +Vowel (● one dot words)
Divider: Onset + Vowel Short A Divider: Onset + Vowel Short I Divider: Onset + Vowel Short O
-ma_ man mad, map, mat, Max
-sa_ sad sag, sap, Sam, sat
-ca_ cat cab, can, cap
-pa_ pan pass, Pam, pat
-ba_ bag bad, ban, bat,
-ra_ rat rag, rap, ram, ran
-si_ sit sip, six, sis
-li_ lip lid, lit, Liz
-fi_ fin fib. fig, fit, fix,
-ki_ kid Kim, kiss, kit
-hi_ hill hid, him, hip, hit
-pi_ pig pill, pin, pit
-mo_ mom mob, mop, moss
-ro_ rob rod, Ron, rot
-do_ dog doc, doll, dot
Divider: Onset + Vowel Short E Divider: Onset + Vowel Short U
-be_ bed Ben, bell, bet
-we_ web well, Wes, wet
-pe_ pen peg. pet, Pez
-ru_ rug rub, run, rut
-bu_ bus bud, bug, bun, buzz
-gu_ gum gun, Gus, gut
Section 4 Divider: Mixed Short Vowels (●● two dot words)
hat back cat clap glad
had has mad map ran snack that
pig his hit kid lip sick ship this win with
mom chop cost doll drop fox hop job lost rock stop
red bed bend less let pet sell sled step tell then web when
cup bus bug but cut dust fun hush luck must nut shut stub truck
University of Utah Reading Clinic 7/22/2015 MB
Anchor Words =
Section 5 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)
hat back bag band bat bath cat cap cast clap
dad fan fast flag flat glad had ham hand jam last mad map math nap ran snap that trap
cake bake base brave face fake flame lake gate
gave grape late made make name page rake safe same shake chase shape skate snake space state take tape trade
farm art arm bark barn car card cart dark dart
far hard harm jar march mark park part shark sharp spark smart star starch start tar tart yard yarn
Section 6 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)
pig big pin fit fin fix flip gift grin hid hill him hip hit kick lid lick lip list mix print rib sick slim shin swim trip twin win
bike bite bride dime dive drive five glide grime gripe hide hike kite life like lime mine nice ride side slide spine smile shine time white wide wife wipe
girl bird birch birth chirp dirt fir firm first flirt mirth shirk shirt sir skirt smirk stir swirl third thirst twirl whirl whir
Section 7 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)
mom chomp chop clock cloth dog doll dot drop fog flock floss frog hot job jog lock log lost mob nod pot pop shock soft shop stop top trot
rope bone broke choke close drove froze hole home hope joke nose note mope mole poke pole probe robe spoke stone stroke those woke
fork born cord cork corn force form fort horn morn north porch pork port sort short sport stork storm thorn torch torn
Section 8 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)
red bed beg bell bench bend best bet blend chest deck desk fed fled get led left let men neck sled spend shed ten test web wed wept when
feet bee beef beep beet cheek deed deep feel free green greet jeep meet queen see seed sheet speed sweep sweet teeth teen tweed tree weed wheel
jerk clerk fern germ her herd nerd per perk perch perm pert stern term verb
Section 9 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)
cup bump bus crush crust club cub cut duck drum fund gum hut hunt 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 burn burp burst church churn curt curb curl fur hurl hurt spurt surf turf
University of Utah Reading Clinic 10/17/2017 MB
EARLY STEPS WORD STUDY KIT
Beginning Consonant
(Pix Sort) Y
Onset + Vowel • mo_
Core Vowel Patterns ••• ar
Alphabet Beginning Consonant
(Pix Sort) Z
Onset + Vowel • ro_
••• Core Vowel Patterns of I
Alphabet Uppercase/ Lowercase
Beginning Consonant
(Pix Sort) V
Onset + Vowel • do_
Core Vowel Patterns ••• i_
Beginning Consonant
(Picture Sorts) Beginning Consonant
(Pix Sort) Q
Onset + Vowel Short E
Core Vowel Patterns ••• i_e
Beginning Consonant
(Pix Sort) B
• Onset + Vowel
Onset + Vowel • be_
Core Vowel Patterns ••• ir
Beginning Consonant
(Pix Sort) M
Onset + Vowel Short A
Onset + Vowel • we_
••• Core Vowel Patterns of O
Beginning Consonant
(Pix Sort) R
Onset + Vowel • ma_
Onset + Vowel • pe_
Core Vowel Patterns ••• o_
Beginning Consonant
(Pix Sort) S
Onset + Vowel • sa_
Onset + Vowel Short U
Core Vowel Patterns ••• o_e
Beginning Consonant
(Pix Sort) T
Onset + Vowel • ca_
Onset + Vowel • ru_
Core Vowel Patterns ••• or
Beginning Consonant
(Pix Sort) G
Onset + Vowel • pa_
Onset + Vowel • bu_
••• Core Vowel Patterns of E
Beginning Consonant
(Pix Sort) N
Onset + Vowel • ba_
Onset + Vowel • gu_
Core Vowel Patterns ••• e_
Beginning Consonant
(Pix Sort) P
Onset + Vowel • ra_
•• Mixed Short Vowels
Core Vowel Patterns ••• ee
Beginning Consonant
(Pix Sort) C
Onset + Vowel Short I
Mixed Short Vowels •• A
Core Vowel Patterns ••• er
Beginning Consonant
(Pix Sort) H
Onset + Vowel • si_
Mixed Short Vowels •• I
••• Core Vowel Patterns of U
Beginning Consonant
(Pix Sort) F
Onset + Vowel • li_
Mixed Short Vowels •• O
Core Vowel Patterns ••• u_
Beginning Consonant
(Pix Sort) D
Onset + Vowel • fi_
Mixed Short Vowels •• E
Core Vowel Patterns ••• u_e
Beginning Consonant
(Pix Sort) L
Onset + Vowel • ki_
Mixed Short Vowels •• U
Core Vowel Patterns ••• ur
Beginning Consonant
(Pix Sort) K
Onset + Vowel • hi_
••• Core Vowel Patterns of A
Game Cards
Beginning Consonant
(Pix Sort) J
Onset + Vowel • pi_
Core Vowel Patterns ••• a_
Beginning Consonant
(Pix Sort) W
Onset + Vowel Short O
Core Vowel Patterns ••• a_e
University of Utah Reading Clinic 8/11/2016 MB
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 tapping with random √ and memory.
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 8/17//2012 MB
PICTURE SORT SEQUENCE
B M R
S T G
N P C
H F D
L K J
W Y Z V Q
1. Pictures as headers
2. Letters as headers
University of Utah Reading Clinic: 3/06 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
Insert Tab at this point
TAB: Alphabet Cards
Alphabet Cards
A
a
B
b
C
c
D
d
E
e F f
G
g
H
University of Utah Reading Clinic 9/9/14 MB
h I i
J
j
K
k
L
l
M
m
N
n
O
o
University of Utah Reading Clinic 9/9/14 MB
P
p Q
q
R
r
S
s
T
t
U
u
V
v
W
University of Utah Reading Clinic 9/9/14 MB
w
X x
Y
y
Z
z
University of Utah Reading Clinic 9/9/14 MB
Insert Tab at this point
TAB:
Beginning Consonants (Pix Sorts)
Beginning Consonants
(Pix Sorts)
Bb
Cc
University of Utah Reading Clinic 4/2/14 MB
Dd
University of Utah Reading Clinic 4/2/14 MB
Ff
University of Utah Reading Clinic 4/2/14 MB
Gg
University of Utah Reading Clinic 4/2/14 MB
Hh
University of Utah Reading Clinic 4/2/14 MB
Jj
University of Utah Reading Clinic 4/2/14 MB
Kk
Ll
University of Utah Reading Clinic 4/2/14 MB
Mm
University of Utah Reading Clinic 4/2/14 MB
Nn
→
University of Utah Reading Clinic 4/2/14 MB
Pp
University of Utah Reading Clinic 4/2/14 MB
University of Utah Reading Clinic 4/2/14 MB
Rr
University of Utah Reading Clinic 4/2/14 MB
Ss
Tt
University of Utah Reading Clinic 5/8/15 MB
Vv
University of Utah Reading Clinic 4/2/14 MB
↓
Ww
University of Utah Reading Clinic 4/2/14 MB
↓
Yy
↓
⇨
University of Utah Reading Clinic 4/2/14 MB
Zz
↑
University of Utah Reading Clinic 4/2/14 MB
Insert Tab at this point
TAB: Onset + Vowel __
Onset +
Vowel
man
map
mat
mad
Max
sad
sat
sag
sap
Sam
cat
cap
can
cab
pan
● ● ●
● ● ●
● ● ●
● ●
● ● ●
●
University of Utah Reading Clinic 7/28/2015 MB
pat
Pam
pass
bag
bat
bad
ban
rat
rag
rap
ran
ram
sit
sip
six
●
● ●
● ● ●
● ● ●
● ● ●
●
●
●
University of Utah Reading Clinic 7/28/2015 MB
sis
lip
lid
lit
Liz
fin
fig
fit
fix
fib
kid
kit
Kim
kiss
hill
● ● ●
● ● ●
● ● ●
● ● ●
●● ● ●
●
University of Utah Reading Clinic 7/28/2015 MB
him
hit
hid
hip
pig
pit
pin
pill
mom
mop
mob
moss
rob
rod
rot
●
● ●
● ● ●
●
● ● ●
●
● ●
University of Utah Reading Clinic 7/28/2015 MB
●● ●
Ron
dog
dot
doc
doll
bed
bell
bet
Ben
web
wet
Wes
well
pen
pet
●
● ●
●
●
●
●
●
●
● ●
● ● ●
● ●
University of Utah Reading Clinic 7/28/2015 MB
peg
Pez
rug
run
rub
rut
bus
bun
bud
bug
buzz
gum
gut
gun
Gus
●
●
● ●
●
●
●
●
●
●
● ●
●
●
University of Utah Reading Clinic 7/28/2015 MB
●
Insert Tab at this point
TAB: Mixed Short Vowels
Mixed Short Vowels
hat
cat
ran
map
mad
back
had
has
snack
that
clap
glad
pig
win
hit
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
University of Utah Reading Clinic 8/4/2015 MB
lip
kid
his
sick
this
ship
with
mom
fox
job
hop
doll
lost
cost rock
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
University of Utah Reading Clinic 8/4/2015 MB
chop
stop
drop
red
bed
let
pet
web
tell
less
sell
step
bend
then
when
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
●● ●● ●●
University of Utah Reading Clinic 8/4/2015 MB
sled
cup
nut
but
fun
bus
bug
cut
dust
stub luck
shut
truck
must
hush
●● ●● ●●
●● ●● ●●
●● ●●
●● ●● ●●
●● ●● ●●
●●
University of Utah Reading Clinic 8/4/2015 MB
Insert Tab at this point
TAB: Vowel Patterns
Early Steps Vowel Patterns
hat
cat
dad
ran
had
nap
jam
map
bat
fan
mad
bag
ham
cap
band
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
trap
bath
that
glad
fast
flat
cast
hand
last
clap
math
snap
back
flag
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●●
●●● ●●●
●●●
●●●
University of Utah Reading Clinic 8/4/2015 MB
cake
lake
tape
name
make
gave
made
take
same
page
gate
bake
face
fake
safe
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
rake
late
base
shake
chase
skate
shape
state
flame
trade
snake
grape
space
brave
●●●
●●● ●●● ●●●
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
farm
jar
far
car
tar
art
barn
card
hard
dart
part
star
park
yard
dark
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●●
University of Utah Reading Clinic 8/4/2015 MB
cart
mark
harm
bark
tart
yarn
arm
start
sharp
march
shark
spark
smart
starch
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
pig
pin
lip
hit
win
big
hid
fit
mix
fin
him
fix
hill
lid
hip
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
rib
kick
gift
trip
grin
twin
flip
slim
lick
shin
list
swim
sick
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●●
●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
bike
five
dime
dive
ride
wife
side
nice
mine
wide
wipe
lime
bite
hide
hike
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
kite
like
time
life
spine
smile
gripe
bride
glide
shine
grime
white
drive
slide
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
girl
dirt
bird
sir
fir
first
birth
shirt
third
flirt
skirt
firm
chirp
stir
birch
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
thirst
mirth
twirl
shirk
swirl
whirl
whir
smirk
mom
top
job
pot
jog
dot
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●●
●●● ●●●
●●●
●●●
University of Utah Reading Clinic 8/4/2015 MB
pop
fog
mob
dog
nod
hot
log
doll
trot
drop
stop
lock
clock
floss
shock
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●●
University of Utah Reading Clinic 8/4/2015 MB
frog
soft
flock
chop
shop
cloth
lost
chomp
rope
bone
note
hole
poke
hope
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
woke
nose
joke
mope
mole
robe
pole
home
choke
spoke
stone
froze
close
broke
drove
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
stroke
those
probe
fork
horn
torn
pork
born
corn
fort
morn
cork
form
cord
port
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
University of Utah Reading Clinic 8/4/2015 MB
sort
storm
thorn
sport
north
stork
short
porch
force
torch
red
web
ten
beg
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●● ●●●
●●● ●●●
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University of Utah Reading Clinic 8/4/2015 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 8/4/2015 MB
neck
bend
spend
chest
bench
desk
shed
deck
fled
best
feet
seed
beef
jeep
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University of Utah Reading Clinic 8/4/2015 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 8/4/2015 MB
speed
cheek
free
wheel
teeth
greet
tweed
sweep
jerk
her
fern
herd
perk
verb
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University of Utah Reading Clinic 8/4/2015 MB
term
perm
per
pert
germ
nerd
perch
stern
clerk
cup
sun
bus
mud
tub
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University of Utah Reading Clinic 8/4/2015 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 8/4/2015 MB
strut
plus
club
fund
crust
bump
luck
shut
crush
dude
tune
mule
rude
June
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University of Utah Reading Clinic 10/17/2017 MB
●●●
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cute
rule
huge
mute
truce
prune
brute
crude
fluke
spruce
turn
fur
curb
burn
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University of Utah Reading Clinic 10/17/2017 MB
●●●
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hurt
curl
surf
hurl
burp
turf
curt
blur
burst
church
churn
blur
burst
church
spurt
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University of Utah Reading Clinic 10/17/2017 MB
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Insert Tab at this point TAB: Games
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
TAP the DECK
When your student is in 2 dot words and is getting ready to do a speed 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. 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 word study 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
BINGO
University of Utah Reading Clinic 4/07 MB
Bingo Wild Cards
University of Utah Reading Clinic 4/07 MB
WILD
WILD
WILD
WILD
WILD
WILD
Insert Tab at this point
TAB: Assessments
UURC Fluency Criteria -- Reading Level Assessment (RLA) p.2
©University of Utah 8-5-21 (revised) MKF
Passage Level Placement Acc. (%)
Placement Rate (WPM)
Independent Acc. (%)
Independent Rate (WPM)
Passage Used
G1-September 40 ≥ 15 (N/A if Acc. < 60%)
40 ≥ 15 (N/A if Acc. < 60%)
Baby Bear G1-October 85 ≥ 20 85 ≥ 20 G1-December 90 ≥ 25 90 ≥ 25
G1-March 90 ≥ 30 90 ≥ 30 Mouse Tales p.
G1-End 90 ≥ 40 90 ≥ 50 Frog & Toad p. 42
G2-Mid (G2-Jan. for grads.) 90 ≥ 60 93 ≥ 65 Whiz
G2-End 90 ≥ 80 93 ≥ 90 3E (G3-Early) 90 ≥ 80 93 ≥ 80
Mark & Boxer 3M (G3-Mid) 90 ≥ 90 95 ≥ 90 3D (G3-End) 90 ≥ 100 95 ≥ 110 4E (G4-Early) 93 ≥ 95 96 ≥ 95
Jody’s Horse
4M (G4-Mid) 94 ≥ 100 97 ≥ 105 4D (G4-End) 95 ≥ 105 98 ≥ 115 5E (G5-Early) 95 ≥ 110 98 ≥ 125 5M (G5-Mid) 96 ≥ 115 98 ≥ 127 5D (G5-End) 97 ≥ 120 99 ≥ 130
* Placement & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria.
UURC Fluency Criteria -- Reading Level Assessment (RLA) p.2
©University of Utah 8-5-21 (revised) MKF
Passage Level Placement Acc. (%)
Placement Rate (WPM)
Independent Acc. (%)
Independent Rate (WPM)
Passage Used
6E (G6-Early) 94 ≥ 110 97 ≥ 125
James Cornish
6M (G6-Mid) 94 ≥ 113 97 ≥ 128 6D (G6-End) 96 ≥ 117 98 ≥ 131 7E (G7-Early) 96 ≥ 120 98 ≥ 135 7M (G7-Mid) 96 ≥ 123 98 ≥ 141 7D (G7-End) 96 ≥ 127 98 ≥ 145 8E (G8-Early) 97 ≥ 130 98 ≥ 148 8M (G8-Mid) 97 ≥ 135 98 ≥ 151 8D (G8-End) 97 ≥ 140 99 ≥ 154
* Placement & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria.
Time Taken WPM Time Taken WPM Time Taken WPM# of Errors # Correct Percentage 30 sec 200 1 min 100 2 min 7 sec - 2 min 9 sec 47
0 100 100% 31 sec 194 1 min 1 sec 98 2 min 10 sec - 2 min 11 sec 461 99 99% 32 sec 188 1 min 2 sec 97 2 min 12 sec - 2 min 14 sec 452 98 98% 33 sec 182 1 min 3 sec 95 2 min 15 sec - 2 min 17 sec 443 97 97% 34 sec 176 1 min 4 sec 94 2 min 18 sec - 2 min 21 sec 434 96 96% 35 sec 171 1 min 5 sec 92 2 min 22 sec - 2 min 24 sec 425 95 95% 36 sec 167 1 min 6 sec 91 2 min 25 sec - 2 min 28 sec 416 94 94% 37 sec 162 1 min 7 sec 90 2 min 29 sec - 2 min 31 sec 407 93 93% 38 sec 158 1 min 8 sec 88 2 min 32 sec - 2 min 35 sec 398 92 92% 39 sec 154 1 min 9 sec 87 2 min 36 sec - 2 min 40 sec 389 91 91% 40 sec 150 1 min 10 sec 86 2 min 41 sec - 2 min 44 sec 37
10 90 90% 41 sec 146 1 min 11 sec 85 2 min 45 sec - 2 min 49 sec 3611 89 89% 42 sec 143 1 min 12 sec 83 2 min 50 sec - 2 min 53 sec 3512 88 88% 43 sec 140 1 min 13 sec 82 2 min 54 sec - 2 min 59 sec 3413 87 87% 44 sec 136 1 min 14 sec 81 3 min - 3 min 4 sec 3314 86 86% 45 sec 133 1 min 15 sec 80 3 min 5 sec - 3 min 10 sec 3215 85 85% 46 sec 130 1 min 16 sec 79 3 min 11 sec - 3 min 16 sec 3116 84 84% 47 sec 128 1 min 17 sec 78 3 min 17 sec - 3 min 23 sec 3017 83 83% 48 sec 125 1 min 18 sec 77 3 min 24 sec - 3 min 30 sec 2918 82 82% 49 sec 122 1 min 19 sec 76 3 min 31 sec - 3 min 38 sec 2819 81 81% 50 sec 120 1 min 20 sec 75 3 min 39 sec - 3 min 46 sec 2720 80 80% 51 sec 118 1 min 21 sec 74 3 min 47 sec - 3 min 55 sec 2621 79 79% 52 sec 115 1 min 22 sec 73 3 min 56 sec - 4 min 4 sec 2522 78 78% 53 sec 113 1 min 23 sec 72 4 min 5 sec - 4 min 15 sec 2423 77 77% 54 sec 111 1 min 24 sec - 1 min 25 sec 71 4 min 16 sec - 4 min 26 sec 2324 76 76% 55 sec 109 1 min 26 sec 70 4 min 27 sec - 4 min 39 sec 2225 75 75% 56 sec 107 1 min 27 sec 69 4 min 40 sec - 4 min 52 sec 2126 74 74% 57 sec 105 1 min 28 sec 68 4 min 53 sec - 5 min 7 sec 2027 73 73% 58 sec 103 1 min 29 sec - 1 min 30 sec 67 5 min 8 sec - 5 min 24 sec 1928 72 72% 59 sec 102 1 min 31 sec 66 5 min 25 sec - 5 min 42 sec 1829 71 71% 1 min 32 sec - 1 min 33 sec 65 5 min 43 sec - 6 min 3 sec 1730 70 70% 1 min 34 sec 64 6 min 4 sec - 6 min 27 sec 1631 69 69% 1 min 35 sec - 1 min 36 sec 63 6 min 28 sec - 6 min 53 sec 1532 68 68% 1 min 37 sec 62 6 min 54 sec - 7 min 24 sec 1433 67 67% 1 min 38 sec - 1 min 39 sec 61 7 min 25 sec - 8 min 1334 66 66% 1 min 40 sec 60 8 min 1 sec - 8 min 41 sec 1235 65 65% 1 min 41 sec - 1 min 42 sec 59 8 min 42 sec - 9 min 31 sec 11
1 min 43 sec - 1 min 44 sec 58 9 min 32 sec - 10 min 31 sec 101 min 45 sec - 1 min 46 sec 57 10 min 32 sec - 11 min 45 sec 91 min 47 sec - 1 min 48 sec 56 11 min 46 sec - 13 min 20 sec 8
# of Errors # Correct Percentage 1 min 49 sec - 1 min 50 sec 55 13 min 21 sec - 15 min 23 sec 70 3 100% 1 min 51 sec - 1 min 52 sec 54 15 min 24 sec - 18 min 10 sec 61 2 67% 1 min 53 sec - 1 min 54 sec 53 18 min 11 sec - 22 min 13 sec 52 1 33% 1 min 55 sec - 1 min 56 sec 52 22 min 14 sec - 28 min 34 sec 43 0 0% 1 min 57 sec - 1 min 58 sec 51 28 min 35 sec - 40 min 3
1 min 59 sec - 2 min 1 sec 50 40 min 1 sec - 1 hr 6 min 40 sec 22 min 2 sec - 2 min 3 sec 49 1 hr 6 min 41 sec - 3 hr 20 min 1
# of Errors # Correct Percentage 2 min 4 sec - 2 min 6 sec 48 > 3 hr 20 min 00 5 100%1 4 80%2 3 60%3 2 40%4 1 20%5 0 0%
Comprehension % (3 questions)
Accuracy %READING RATE ( for 100 words)
Comprehension % (5 questions)
University of Utah Reading Clinic : Updated 5/2/07 MKF
Time Taken WPM Time Taken WPM Time Taken WPM10 sec 300 40 sec 75 1 min 15 sec 40 # of Errors # Correct Percentage11 sec 273 41 sec 73 1 min 16 sec - 1 min 17 sec 39 0 50 100%12 sec 250 42 sec 71 1 min 18 sec - 1 min 20 sec 38 1 49 98%13 sec 231 43 sec 70 1 min 21 sec - 1 min 22 sec 37 2 48 96%14 sec 214 44 sec 68 1 min 23 sec - 1 min 24 sec 36 3 47 94%15 sec 200 45 sec 67 1 min 25 sec - 1 min 26 sec 35 4 46 92%16 sec 188 46 sec 65 1 min 27 sec - 1 min 29 sec 34 5 45 90%17 sec 176 47 sec 64 1 min 30 sec - 1 min 32 sec 33 6 44 88%18 sec 167 48 sec 63 1 min 33 sec - 1 min 35 sec 32 7 43 86%19 sec 158 49 sec 61 1 min 36 sec - 1 min 38 sec 31 8 42 84%20 sec 150 50 sec 60 1 min 39 sec - 1 min 41 sec 30 9 41 82%21 sec 143 51 sec 59 1 min 42 sec - 1 min 45 sec 29 10 40 80%22 sec 136 52 sec 58 1 min 46 sec - 1 min 49 sec 28 11 39 78%23 sec 130 53 sec 57 1 min 50 sec - 1 min 53 sec 27 12 38 76%24 sec 125 54 sec 56 1 min 54 sec - 1 min 57 sec 26 13 37 74%25 sec 120 55 sec 55 1 min 58 sec - 2 min 2 sec 25 14 36 72%26 sec 115 56 sec 54 2 min 3 sec - 2 min 7 sec 24 15 35 70%27 sec 111 57 sec 53 2 min 8 sec - 2 min 13 sec 23 16 34 68%28 sec 107 58 sec 52 2 min 14 sec - 2 min 19 sec 22 17 33 66%29 sec 103 59 sec 51 2 min 20 sec - 2 min 26 sec 21 18 32 64%30 sec 100 1 min 50 2 min 27 sec - 2 min 33 sec 20 19 31 62%31 sec 97 1 min 1 sec 49 2 min 34 sec - 2 min 42 sec 19 20 30 60%32 sec 94 1 min 2 sec - 1 min 3 sec 48 2 min 43 sec - 2 min 51 sec 18 21 29 58%33 sec 91 1 min 4 sec 47 2 min 52 sec - 3 min 1 sec 17 22 28 56%34 sec 88 1 min 5 sec 46 3 min 2 sec - 3 min 13 sec 1635 sec 86 1 min 6 sec - 1 min 7 sec 45 3 min 14 sec - 3 min 26 sec 1536 sec 83 1 min 8 sec 44 3 min 27 sec - 3 min 42 sec 1437 sec 81 1 min 9 sec - 1 min 10 sec 43 3 min 43 sec - 4 min 1338 sec 79 1 min 11 sec - 1 min 12 sec 42 > 4 min < 1339 sec 77 1 min 13 sec - 1 min 14 sec 41
ONLY
Accuracy %
READING RATE ( for 50 words)
For 50-Word Selection
University of Utah Reading Clinic : Updated 5/16/17 MKF
Assessment: Early Reading Instrument (ERI)
University of Utah Reading Clinic EARLY READING INVENTORY (ERI)
SUMMARY OF STUDENT’S PERFORMANCE
University of Utah Reading Clinic: Revised 9/9/15 MKF
ERI PROCEDURE
Give student the four letter/sound tasks.
IF the student scores less than 16 on Lower Case Name Recognition, Early StepsSM is not recommended.
IF the student scores 16 or better on Lower Case Name Recognition, give the student the Developmental Spelling task and the Baby Bear passage.
LETTER/SOUND ASSESSMENT
Upper Case Naming
(/26)
Lower Case Naming
(/26)
Letter Sounds (/26)
Production (/26)
DSA
Spelling Score
Word Study Level Criteria
=> Picture Sorts DSA score ≤12
Onset - Vowel DSA score 13 – 28
Mixed Shorts DSA score ≥29
Text Level Criteria ┌ Early StepsSM 1 - 2 < 60% G1-Oct acc.
ORAL READING │ Early StepsSM 3 - 4 60 - 84% G1-Oct acc. OR < 20 G1-Octwpm
ACC. (%)
RATE (WPM)
COMP (%) │ Early StepsSM 5 – 6
( = Oct G1 or higher) ≥ 85% G1-Oct acc. AND ≥ 20 G1-Oct wpm
G1-Oct (Baby Bear)
=>└ Early StepsSM 7 – 8 ≥ 90% G1-Oct acc. AND ≥ 25 G1-Oct wpm
G1-Mar (Mouse Tales)
=> Early StepsSM 9 – 10 ≥ 90% G1-Mar acc. AND ≥ 30 G1-Mar
wpm
G1-End (Frog & Toad)
=> Early StepsSM 11 – 12 ≥ 90% G1-End acc. AND ≥ 40 G1-End wpm
INSTRUCTIONAL READING LEVELS
Text Level W.S. Level
NOTE: Administrators of this instrument are required to purchase the following books: Morris, D., & Slavin, R. E. (2003). Every child reading. Boston: Allyn and Bacon (ISBN: 0-321-08763-1) 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) Randall, B. (1994). Baby bear goes fishing. Barrington, IL: Rigby PM (ISBN: 9781418901806)
Student_________________________________________ School _________________________________________ Tutor__________________________________________
Grade__________________ Date______________ Examiner____________________________________ Receiving Number of SPED Services? ________ Sessions (at Exit) ________
University of Utah Reading Clinic EARLY READING INVENTORY (ERI) / LETTER/SOUND ASSESSMENT (LSA)
Individual Letter/Sound Score Sheet
University of Utah Reading Clinic: Revised 8/22/11 MKF
UPPER CASE NAME
RECOGNITION
A F P W K Z B C H O J U Y M
D L Q N S X I G R E V T
#Correct
______/26
LOWER CASE NAME
RECOGNITION
(Target: 16 or more correct)
a f p w k z b c h o j u y m
d l q n s x i g r e v t
#Correct
______/26
LOWER CASE SOUND
RECOGNITION
m y u j o h c b z k w p f a
t v e r g i x s n q l d
#Correct
______/26
LETTER PRODUCTION
A F P W K Z B C H O J U Y M
D L Q N S X I G R E V T
#Correct
______/26
Recognition: Procedures: Student points to and names letters as arranged. Prompt for short vowel & “c” sound: “Can you tell me another sound for that letter?” Scoring: Vowels sounds are only correct for short-vowel sound. “C” is to be /k/. “G” is to be /g/ as in “gate”. All reversals count as errors. Self-corrections & Hesitations: coded, but not errors Production: Procedures: Educator dictates letter names as arranged on stimuli sheet. Student writes capital or lowercase. Scoring: Left-right reversal counts correct (b-d) Up-down reversal counts as error (p-d). Self-corrections & Hesitations: coded, but not errors
University of Utah Reading Clinic EARLY READING INVENTORY (ERI)
Individual Developmental Spelling Score Sheet
University of Utah Reading Clinic: 9/30/11 MKF
Procedure: [Educator models spelling with sample word mat.] “We are going to write the word, mat. The cat sat on a
mat. Mat. What’s the word? (The educator reprompts if the correct word is not given.) What letter should I write
down first?” (The educator offers praise for the correct response, m, and writes the letter down – if the student gives the wrong
letter or fails to respond, the educator still writes the letter m on the paper). “‘M’ is the first letter in mat. What letter
should we write down next?” (and so on). [Note: DO NOT “sound out” for the student during the sample spelling.]
Educator hands the pencil to the student and says: “Now, I’m going to say some more words, and I want you to
try to write them. Remember, for each word; think what letter comes first, what comes next, and so on.
Okay, the first word is back. This is your back. Back. What’s the word?” The educator dictates the rest of the
spelling words, pronouncing words clearly: Educator does not exaggerate or elongate the sounds in the words. Student attempts to
spell each word independently. Educator observes spelling and copies words in Upper Case in scoring grid. Educator may ask
student to identify letters that are unreadable.
[Note: If student fails to provide at least the initial consonant on the sample word and each of the first two test words, educator may
discontinue this subtest.]
Scoring: One point is given for each phoneme (up to three) represented with an appropriate letter. The 4th point is item dependent. A 5th point is given for a correct spelling. Phonemes written out of order are not awarded points. Extra letters are not a point deduction.
Student Spelling
SCORES FOR SAMPLE SPELLINGS
1 Point 2 Points 3 Points 4 Points 5 Points Stdnt. Score
1 BACK This is your back.
B
BA, BK, BC, BAE, BIC, BOC
BAK, BAC, BAKE BACKE BACK
2 FEET Those are your feet.
V, F, FA FT, FIT, FE FET FEAT, FETE FEET
3 STEP Watch your step.
S, C SP, ST, CP, SA, SE
SAP, SEP, CAP, STP, STIP
STAP, CTEP, STEPE
STEP
4 JUMP I can hop and jump.
J, G, P JP, GP, JO,
GU, JPM JOP, GOP, JUP, GUP, JMP JOMP, GUMP JUMP
5 ROAD The car went down the road.
R, W, RT RD, RO,
WD ROD, WOD ROED, RODE, ROID, ROED ROAD
6 PICKING I am picking up the book.
P, PO
PK, PC, PE, PG, PN, PNE
PEC, PEK, PIK, PEN, PKN, PECE, PEKN, PECN
PIKIG, PICEN, PIKING, PEKING, PECKING
PICKING
7 SIDE I am sitting by your side.
S, C SD, SED,
SD, CD
SID, CID, SOD, SAD, SODE, SADE
SIED, SIAD SIDE
8 GRINNED I was so happy I grinned.
G GD, GN GIN, RIN, GRIN,
GEN, GNDE GIND, GRINED, GRIND GRINNED
TOTAL POINTS
University of Utah Reading Clinic: Revised 5/31/11 MKF
A F P W K Z B C H O J U Y M D L Q N S X I G R E V T
a f p w k z b c h o j u y m d l q n s x i g r e v t
m y u j o h c b z k w p f a t v e r g i x s n q l d
University of Utah Reading Clinic: Revised 7/11/11 MKF
Name _____________________
ERI/LSA Letter Production Student Sheet
________________________________
DSA - Developmental Spelling Student Sheet
University of Utah Reading Clinic: Revised 7/11/11 MKF
Name _____________________________________________________________
1.//////////
2.//////////
3.//////////
4.//////////
5.//////////
6.//////////
7.//////////
8.//////////
Assessment: Reading Level Assessment (RLA)
University of Utah Reading Clinic READING LEVEL ASSESSMENT
SUMMARY OF STUDENT’S PERFORMANCE
©University of Utah Reading Clinic, Revised 9-10-20 MKF
Passage Reading
G1-Oct G1- Mar G1- End G2-Mid / G2-End
G3 G4 / G5
G6 /
G7 / G8
Accuracy (%)
# Self-Corrections
Rate (WPM)
Comp. (%)
READING LEVELS
* Instructional & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria
Instructional Level
Independent Level
Checked by:___________________ Date: ______________ On all passages:
The timer is started at the beginning of the passage and stopped when the student reaches the 100 word indicator (slash). The student must read the entire passage to answer the comprehension questions. Omissions, substitutions, insertions, and teacher helps (after waiting 3 sec.) are all considered errors.
On Grade 1 passages (G1-Oct, G1-Mar, and G1-End): Self-corrections are NOT considered errors.
On Grade 2 - 6 passages: Self-corrections ARE considered errors.
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)
Student_________________________________________ School _________________________________________ Classroom Teacher_______________________________ Tutor__________________________________________
Grade__________________ Date______________ Examiner____________________________________ Classroom Number____________________________
Receiving Number of SPED Services? ________ Sessions (at Exit) ________
Level: G1-Oct (Form F – Field Version)
From Beverley Randell’s, Baby Bear Goes Fishing. Copyright 1996, Rigby. Echo read (with pointing) title and title page. Open to page 3. Echo read first sentence. “I’m going fishing,” said Father Bear. Start timer. */ “I like fishing, too,” said Baby Bear. “I will go with you and help you.” /%
If student makes 6 or more errors after timer starts, STOP [See scoring table for accuracy and rate. Score N/A for comp]. Otherwise, continue. Good job. Keep going. “You are too little to go fishing,” said Mother Bear. “I am not too little,” said Baby Bear. “I’m big.” Father Bear and Baby Bear went down to the river. “Come here, fish,” said Baby /# If student makes 10 or more total errors after timer starts, STOP [and use 50-Word-Only chart. Score N/A for comp]. Otherwise, continue. Good job. Keep going. Bear. “The fish are not coming today,” said Father Bear. Baby Bear went on fishing. “Look!” shouted Baby Bear. “Fish! Fish! Look at my fish!” Father Bear and Baby Bear went home with the fish. “Look at my fish!” said Baby Bear. “I’m not too little to go fishing.” “I’m /* not too little,” said Baby Bear.
Comprehension Questions (ONLY ASK IF THE WHOLE STORY IS READ): 1. What did Baby Bear want to do? (He wanted to go fishing or He wanted to catch a fish.) 2. Why didn’t Mother Bear want Baby Bear to go fishing? (Because he is too little). 3. Who caught the fish? (Baby Bear) Errors: ________
Self-Corrections: ________ (not counted as errors)
Accuracy: ________ %
Time: ________ min. ________ sec.
Rate: ________ wpm
Comprehension: ________ %
Student Read ONLY p.1 Scoring Table
Time from */ to /% WPM # Errors
from */ to /% %
27 sec 33 6 60 28 sec 32 7 53 29 sec 31 8 47 30 sec 30 9 40 31 sec 29 10 33 32 sec 28 11 27 33 sec 27 12 20
34 – 35 sec 26 13 13 36 sec 25 14 7
37 – 38 sec 24 15 0 39 – 40 sec 23
41 sec 22 Score 50-word section (*/ to /#) using 50-Word-
Only chart
42 – 43 sec 21 44 – 46 sec 20 47 – 48 sec 19 49 – 51 sec 18 Score 100-word
section (*/ to /*) using standard conversion chart
52 – 54 sec 17 55 – 58 sec 16 59 – 62 sec 15
1 m 3 s – 1 m 6 s 14 1 m 7 s – 1 m 12 s 13
1 m 13 s – 1 m 18 s 12 Continue Criteria 1 m 19 sec – 1 m 25 s 11 1 m 26 sec – 1 m 34 s 10 Errors ≤ 10 1 m 35 sec – 1 m 45 s 9 AND
1 m 46 s - 2 min 8 Time ≤ 3:23
© University of Utah 8-3-21 (revised) GTC
Level: G1-Mar (Form F – Field Version)
From Arnold Lobel’s Mouse Tales, pp. 18-23. Copyright 1972 by Arnold Lobel. Used by permission of HarperCollins Publishers. Initial Prompt: Read this story about a mouse and his mother who look at clouds. “Look!” said Mother. “We can see
pictures in the clouds.” The little mouse and his
mother saw many pictures in the clouds. They
saw a castle…a rabbit….a mouse.
“I am going to pick flowers,” said
Mother. “I will stay here and watch the clouds,”
said the little mouse.
The little mouse saw a big cloud in the
sky. It grew bigger and bigger. The cloud
became a cat. The cat came nearer and nearer to
the little mouse. “Help!” shouted the little
mouse, and he ran to his mother.
“There is a big cat in the sky!” cried /*
the little mouse. “I am afraid!” Mother looked
up at the sky. “Do not be afraid,” she said. “See,
the cat has turned back into a cloud again.”.
*Slash(/) indicates completion of 100 words. Oral reading
accuracy score derived from this 100-word sample. Student
must complete passage for comprehension questions that
follow.
Comprehension Questions:
1. What were the little mouse and his mother doing at the beginning of the story? (They were looking at clouds.) 2. What pictures did they see in the clouds? (A castle; a rabbit; a mouse; a cat) (Need 2 for credit) 3. Why did the little mouse shout, “Help”? (He was scared by the cloud that looked like a cat.) Errors: ________
Self-Corrections: ________ (not counted as errors)
Accuracy: ________ %
Time: ________ min. ________ sec.
Rate: ________ wpm
Comprehension: ________ %
Instruct. Criteria: Go Back Continue
Errors ≥ 11 ≤ 10
OR AND
Time ≥ 3:24 ≤ 2:31
© University of Utah 8-3-21 (revised) GTC
Level: G1-End (Form F – Field Version)
From Arnold Lobel’s Days with Frog and Toad, pp. 52-55. Copyright 1979 by Arnold Lobel. Used by permission of HarperCollins Publishers. Initial Prompt: Find out what happens when Frog wants to be alone. Toad went to Frog’s house. He found a
note on the door. The note said, “Dear Toad, I
am not at home. I went out. I want to be
alone.”
“Alone?” said Toad. “Frog has me for a
friend. Why does he want to be alone?”
Toad looked through the windows. He
looked in the garden. He did not see Frog.
Toad went to the woods. Frog was not
there. He went to the meadow. Frog was not
there. Toad went down to the river. There was
Frog. He was sitting on an island by himself.
“Poor Frog,” said Toad. /* “He
must be very sad. I will cheer him up.
*Slash(/) indicates completion of 100 words. Oral reading
accuracy score derived from this 100-word sample. Student
must complete passage for comprehension questions that
follow.
Comprehension Questions:
1.At the beginning of the story, what did Toad find at Frog’s house? (A note) 2. Tell me two places that Toad looked for Frog. (Frog’s house/window, the garden, the woods, the meadow, the river) 3. When Toad found Frog, what did Toad decide to do? (Cheer him up) Errors: ________
Self-Corrections: ________ (not counted as errors)
Accuracy: ________ %
Time: ________ min. ________ sec.
Rate: ________ wpm
Comprehension: ________ %
Instruct. Criteria: Go Back Continue
Errors ≥ 11 ≤ 10
OR AND
Time ≥ 2:32 ≤ 1:40
© University of Utah 8-3-21 (revised) GTC
Level: G2 (Form F – Field Version)
Adapted From Woods & Moe, Analytical reading inventory (8th ed.). Copyright 2007, Merrill Prentice-Hall. Initial Prompt: This is a story about playing in a baseball game. The kid in the story wants to hit the ball with a bat (show swinging action) and will only get 3 chances — 3 strikes -- to hit the ball. I swung my bat at the baseball, but it
zipped right by me! “Strike one,” called the
man. I could feel my legs begin to shake!
Whiz! The ball went by me again, and I
began to feel bad. “Strike two,” screamed the
man.
I held the bat back because this time I
would smack the ball! I would hit it right out of
the park! I was so scared that I bit down on my
lip. My knees shook and my hands grew wet.
Swish! The ball came right over the plate.
Crack! I hit it a good one! /*
Then I ran like the wind. Everyone was yelling
for me because I was now a baseball star.”
*Slash(/) indicates completion of 100 words. Oral reading
accuracy score derived from this 100-word sample. Student
must complete passage for comprehension questions that
follow.
Comprehension Questions:
1. What was the kid worried about? (Fears he/she may strike out; might not hit the ball; team would lose) 2. What happened to the kid’s body that showed the kid was scared? (Bit his/her lip, knees shaking, hands wet) (Need 2 of 3 for credit) 3. What happened on the kid’s last chance to hit the ball? (The player hit the ball; became a baseball star; team won) Errors: ________
Self-Corrections: ________ (counted as errors)
Accuracy: ________ %
Time: ________ min. ________ sec.
Rate: ________ wpm
Comprehension: ________ %
Instruct. Criteria: Go Back Continue
Errors ≥ 11 ≤ 10
OR AND
Time ≥ 1:41 ≤ 1:15
© University of Utah 8-3-21 (revised) GTC
©University of Utah 8-3-21 (revised) GTC From Woods & Moe, Analytical reading inventory (8th ed.). Copyright 2007, Merrill Prentice-Hall.
I swung my bat at the baseball, but it zipped right by me! “Strike
one,” called the man. I could feel my legs begin to shake!
Whiz! The ball went by me again, and I began to feel bad. “Strike
two,” screamed the man.
I held the bat back because this time I would smack the ball! I
would hit it right out of the park! I was so scared that I bit down on my
lip. My knees shook and my hands grew wet. Swish! The ball came
right over the plate. Crack! I hit it a good one! Then I ran like the
wind. Everyone was yelling for me because I was now a baseball star.”
2F
Insert Tab at this point TAB: Certification & Educ. Contact Info
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
Insert Tab at this point
TAB: Parent Letters
Dear Parents and Guardians,
_______________________ Elementary is excited to offer your child a one-to-one
reading tutorial program called Early Steps. Early Steps is a research-based intervention that
helps students who are at-risk for reading difficulties.
Your child will be tutored daily at school for 30 minutes. Early 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.
Early Steps focuses on four 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. It involves them in daily writing so
they are encouraged to use what they know about letter and sound relationships. The program
also engages children in the reading and rereading 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 Early 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 Early 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
Beginnig of year parental permission doc. University of Utah Reading Clinic: 5/27/05 UB
Estimados padres y representantes, La escuela _________________________ se complace en ofrecerle a su hijo/hija un programa de tutoría individual de lectura llamado Early Steps. Early Steps es una intervención basada en estudios, que ayuda a estudiantes los cuales están a riesgo de dificultades de lectura Su hijo/hija recibirá tutoría diaria en la escuela en sesiones de media hora. La instrucción de Early 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 mayor parte del año escolar. Early Steps tiene enfoque en cuatro áreas esenciales para el desarrollo de la lectura y escritura lo cuál apoya y fortalece lo que se enseña en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. Los involucra en escritura diaria, a fin de estimularlos a utilizar lo que saben acerca de la relación que existe entre las letras y sus sonidos. El programa también involucra a los niños en el leer y releer de libros en 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 Early 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 Early 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 utilice el trabajo de mi hijo/hija en estudios educacionales.
Firma del Padre/representante Nombre del niño/niña ________________________________ _________________________
Spanish ES 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 Early Steps Quads. Early Steps Quads is a research-based
intervention that helps students who are at-risk for reading difficulties.
Your child will be tutored daily at school for 30 minutes. Early Steps Quads 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.
Early Steps Quads focuses on four 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. It involves them in
daily writing so they are encouraged to use what they know about letter and sound
relationships. The program also engages children in the reading and rereading 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 Early Steps Quads 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 Early Steps Quads 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: 10/2016
Queridos Padres y representantes, La escuela _________________________ se complace en ofrecerle a su hijo/hija un programa tutorial individual de lectura llamado Primeros pasos en grupo (Early Steps Quads). Primeros pasos en grupo (Early Steps Quads) es un programa de intervención basado en estudios, que ayuda a estudiantes los cuales están a riesgo de dificultades de lectura, mediante el mejoramiento de las habilidades necesarias para tener éxito en la lectura. Su hijo/hija recibirá tutora diariamente en la escuela en sesiones de media hora. La instrucción de Primeros Pasos en grupo (Early Steps Quads) es adicional al programa regular de lectura. Su hijo/hija no estará fuera del aula durante este tiempo importante. Tutoría ocurrirá durante tiempos de rotación y continuara durante la mayoría del año escolar. Primeros Pasos en grupo tiene enfoque en cuatro áreas esenciales para el desarrollo de la lectura, lo cual apoya y fortaleza lo que se ensena en el aula. El programa ayuda a los niños con el estudio de palabras, donde ellos aprenden estrategias fonéticas para la identificación de palabras. Los involucra en escritura diaria, a fin de que ellos sean estimulados a utilizar lo que saben acerca de la relación que existe entre las letras y sus sonidos. El programa también involucra a los niños en el leer y releer de libros en su nivel de habilidad. Dos maneras por las cuales usted puede ayudarnos a ayudarle a su hijo/hija es enviándolo a la escuela todos los días, y leyendo diariamente con su hijo/hija.
Por favor póngase en contacto con nosotros en la escuela de su hijo/hija (preferiblemente al final del día escolar) si tiene preguntas acerca del programa tutorial Primeros Pasos en grupo (Early Steps Quads). Trabajemos juntos para ayudarle a su hijo/hija a transformarse en un lector exitoso durante toda su vida. Sinceramente ________________________
Por favor devuelva esta parte con su hijo/hija mañana.
� Yo doy permiso para que mi hijo/hija participe en el programa tutorial Primeros pasos en grupo (Early Steps Quads)
� Yo doy permiso para que se tomen fotos o se tome película de mi hijo/hija con el proposito 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 niΖo/niΖa _________________________ ___________________
University of Utah Reading Clinic: 9/16 SH
Reread at home notice reread at home notice University of Utah Reading Clinic 5-19-05UB University of Utah Reading Clinic 5-19-05 UB
Dear Parents, Attached is a copy of a story which your child has read during an Early Steps tutoring session. Please have him/her read it aloud to you and point to each word. If your child has trouble figuring out a word, encourage him/her to “sound it out.” If two or three tries don’t work, just tell your child the word and move on. The stories may appear strange or different to you because they are missing the pictures which help tell the story. However, your child has already read the story in a picture book; she/he is already familiar with it. Look for copies of the stories to come home often. Please have your child re-read and save them for additional reading practice on weekends, and during the summer. Thank you for your help. Please sign and return the bottom portion of this note so I know you received it. Sincerely, PLEASE RETURN THIS PORTION TO YOUR EARLY STEPS TUTOR. _______________________ _____________________ Parent’s Signature Child’s Name
Dear Parents, Attached is a copy of a story which your child has read during an Early Steps tutoring session. Please have him/her read it aloud to you and point to each word. If your child has trouble figuring out a word, encourage him/her to “sound it out.” If two or three tries don’t work, just tell your child the word and move on. The stories may appear strange or different to you because they are missing the pictures which help tell the story. However, your child has already read the story in a picture book, she/he is already familiar with it. Look for copies of the stories to come home often. Please have your child re-read and save them for additional reading practice on weekends, and during the summer. Thank you for your help. Please sign and return the bottom portion of this note so I know you received it. Sincerely, PLEASE RETURN THIS PORTION TO YOUR EARLY STEPS TUTOR. _______________________ _____________________ Parent’s Signature Child’s Name
Date_______________________ Estimados padres y representantes, Junto a ésta nota encontrará un cuento que su hijo/hijo ha leído previamente durante varias lecciones de tutoría Primeros Pasos (Early Steps). Por favor pídale a su hijo/hija que se lo lea en voz alta a la vez que señala a cada palabra con el dedo. Si su hijo/hija tiene dificultad descifrando una palabra, anímelo a que haga los sonidos de cada letra con cuidado. Si dos o tres intentos no dan resultado, dígale la palabra y continúen leyendo. Los cuentos le parecerán raros o diferentes porque les faltan los dibujos que ayudan a relatar el cuento. Sin embargo, su hijo/hija ya los ha leído previamente en un libro ilustrado, así que el/ella está familiarizado con ellos. Espere ver copias de los cuentos frecuentemente. Por favor haga que su hijo/hija los vuelva a leer y los guarde para que pueda practicar la lectura durante los fines de semana y durante el verano. Gracias por su ayuda. Por favor firme y devuelva la parte de abajo de ésta nota, para que yo sepa que usted la recibió. Sinceramente ________________________________ Tutor/tutora _______________________________________________________________ Por favor devuélvale ésta parte al tutor de lectura Primeros Pasos (Early Steps): ____________________________ ____________________________ ________________________
Firma del padre/representante Nombre del estudiante
Spanish ES reread at home story notice
University of Utah Reading Clinic 2-08 UB
Date_______________________ Estimados padres y representantes, Junto a ésta nota encontrará un cuento que su hijo/hijo ha leído previamente durante varias lecciones de tutoría Primeros Pasos (Early Steps). Por favor pídale a su hijo/hija que se lo lea en voz alta a la vez que señala a cada palabra con el dedo. Si su hijo/hija tiene dificultad descifrando una palabra, anímelo a que haga los sonidos de cada letra con cuidado. Si dos o tres intentos no dan resultado, dígale la palabra y continúen leyendo. Los cuentos le parecerán raros o diferentes porque les faltan los dibujos que ayudan a relatar el cuento. Sin embargo, su hijo/hija ya los ha leído previamente en un libro ilustrado, así que el/ella está familiarizado con ellos. Espere ver copias de los cuentos frecuentemente. Por favor haga que su hijo/hija los vuelva a leer y los guarde para que pueda practicar la lectura durante los fines de semana y durante el verano. Gracias por su ayuda. Por favor firme y devuelva la parte de abajo de ésta nota, para que yo sepa que usted la recibió. Sinceramente ________________________________ Tutor/tutora
Por favor devuélvale ésta parte al tutor de lectura Primeros Pasos (Early Steps): ____________________________ ____________________________ ________________________
Firma del padre/representante Nombre del estudiante
Spanish ES reread at home story notice University of Utah Reading Clinic 2-08 UB
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 1 or more errors out of 10 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 5-11 UKG General Spanish summer reading doc.
Insert Tab at this point TAB: Graduation & Certificates
Early Steps Graduation Requirements
Criteria for Mid-Year Graduation: Criteria for Mid-Year Graduation: - solid level 8 text by end of January - start transition lesson with level 9 by 2/1 - if transition lesson goes well AND - if student is VERY strong in classroom,
student may “graduate” in mid-Feb These students’ sharp upward progress MUST be continued! If that’s not likely (e.g., no classroom grouping, lack of home support) continue providing ES!
Transition Lesson (new lesson plan - level 9) 1. Word Bank 2. Assisted Reading w/new book - use pre-1989 basal (preferred) or ES tradebook 3. Word Study finish mixed short vowels (cat, win, mom) 4. Sentence Stem - continue 5. Easy Reading for Fluency - re-read recently read text (3 times; 1 time per lesson)
University of Utah Reading Clinic 1/16/2014 KJB
Early Steps Reading Tutoring Graduate _________________
______________________________________ _____________________ Reading Tutor’s Signature Date of Graduation
Student
Principal
Early Steps
Insert Tab at this point TAB: Seminar Notes
7/29/2010
1
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)
7/29/2010
2
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
7/29/2010
3
“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.
7/29/2010
4
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)
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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.
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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
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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)
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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.
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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)
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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
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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
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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
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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
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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?
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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?
Insert Tab at this point
TAB: Appendix: ES Book Leveling
UURC 12-20-18 KJB
LEVELING BOOKS:
TEXTUAL SCAFFOLDING FOR BEGINNING READERS
PHYSICAL SCAFFOLDING Number of words, lines of text on page Number of total words, pages in book Text layout Font size, type, and spacing Punctuation WORD SCAFFOLDING
Predictability - simple, moderate, complex refrain - cold reading (no refrain)
High frequency words - frequency - complexity (“the” vs. “should”) - repetition
Orthography - pattern complexity (cat, cake, beat, bring)
- number of orthographic patterns used - repetition - number of syllables in words
PICTURE SCAFFOLDING Strong, moderate, weak SYNTACTIC SCAFFOLDING
- simple (e.g., noun-verb-object) - moderate (e.g., modifiers for nouns, verbs) - complex (compound sentence, clauses or phrases)
COMPREHENSION SCAFFOLDING Vocabulary & conceptual background knowledge Genre and text structure Strategies (e.g., inference) * Indicates initial consideration of feature in leveling
UURC 12-20-18 KJB
Level 1/A – K-Mid
Goals: * Develop concept of word through voice-to-print matching.
SCAFFOLDING CRITERIA PHYSICAL •Number of words on page •Number of lines of text per page •Number of pages of text per book WORD •Predictability - strong, simple refrain for vast majority of text •High frequency words - 1-3 repeated, from Dolch Kinder list PICTURE •Strong picture support SYNTAX •Simple COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure
- no more than 5 words per page - no more than 1 line of text per page - no more than 8 pages of text per book - one-line refrain (A, A, A, . . .) - no more than 1 unique word per refrain - last page may flout criteria Example: is, the, a, we, I - pictures cue all unique words Example: Dad is cooking. Dad is painting. Dad is reading... - minimal - no plot; text conveys simple information
ANCHOR BOOKS
TITLE DIFFICULTY WORD SCAFF. PUBLISHER Dad E Refrain Rigby I Like to Have Fun M Refrain Reading Reading
UURC 12-20-18 KJB
Level 2/B K-End Goals: *Use first consonant sound to identify unfamiliar words. Develop concept of word through voice-to-print matching.
SCAFFOLDING CRITERIA PHYSICAL •Number of words per page •Number of lines per page •Number of pages per book •*Punctuation WORD •Predictability - strong, simple refrain for vast majority of text •High frequency words - 1-3 repeated, from Dolch Kinder list PICTURE •Strong picture support SYNTAX •Simple COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure
- no more than 7 words per page - no more than 2 lines per page - no more than 10 pages of text per book - ! , ? - one or two line refrain (A, A, A,. . .or AB, AB, AB…) - no more than 2 unique words per refrain Example: see, come, is, to, am, for - pictures cue all unique words Example: Meow, meow. Here we come! Baa, baa. Here we come!… - minimal - no plot; text conveys simple information
ANCHOR BOOKS
TITLE DIFFICULTY WORD SCAFF. PUBLISHER The Zoo E Refrain Handprints Where is a Bear? M Refrain Reading Reading What Can Climb M Refrain Pioneer Valley Fossils D Refrain Reading Reading
UURC 12-20-18 KJB
Level 3/C K-End/G1-August
Goals: * Develop high frequency word automaticity. Use first consonant sound to identify unfamiliar words. Develop concept of word through voice-to-print matching.
SCAFFOLDING CRITERIA
PHYSICAL •Number of words per page •Number of lines of text per page •Number of pages of text per book •Punctuation • *Text layout WORD •Predictability - strong, simple refrain for most of text •High frequency words - 3-6 repeated, from Dolch Kinder list PICTURE •Strong picture support SYNTAX •Simple COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure
- no more than 10 words per page - no more than 3 lines of text per page - no more than 10 pages of text per book - “___” ! , ? - text placement & font size may vary - 1-3 line refrain: (Example: AAA, AAA…or AB, AB... or ABC, ABC…) - 1-3 unique words per refrain Example: with, can, here, or, my - pictures cue almost all unique words Example: I put my lunch into my bag. I put my drink into my bag. - minimal - no plot; text conveys simple information
ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER Lunch for Carl M Refrain Reading Reading Look at Me M Refrain Handprints Where Are the Babies? D Refrain Rigby
UURC 12-20-18 KJB
Level 4/D G1-September Goals: *Develop decoding skill by blending closed syllables. When blending is not possible, use first consonant sound. Develop simple high frequency word automaticity. Develop concept of word through voice-to-print matching.
SCAFFOLDING CRITERIA PHYSICAL •Number of words & lines per page •Number of pages per book • Punctuation & text layout WORD • Predictability - moderate refrain bounded by cold reading •High frequency words -4-12 repeated from Dolch G1-Early list •*Orthography - closed syllables PICTURE •Moderate picture support SYNTAX •Simple sentences with phrases COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure
- 15 or fewer words; 1 to 4 lines of text per page - 8 to 12 pages of text per book - may vary Example: AA, BBBB, AA, AA… AB, BA, AB, BA… Example: you, little, here, look, our, into Example: sat, pig, sat, fell - pictures cue some unique words Example: “I can see the ball, up in the tree,” said Tom. - character names may be used - simple plot (main character, problem) or simple main idea w/details
ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER Toes M Refrain Reading Reading Ben’s Pets M Refrain + Decoding Ready Readers The Big Kick D High Frequency Rigby
UURC 12-20-18 KJB
Level 5/D G1-October Goals: Develop decoding skill by blending closed syllables.
Develop simple high frequency word automaticity through repetition.
SCAFFOLDING CRITERIA PHYSICAL
•Number of words & lines per page •Number of pages per book • Punctuation & text layout WORD •Predictability - weak or no refrain; if used, moderate refrain bounded and interrupted by cold reading •High frequency words -7-18 repeated, from Dolch G1-Early/Mid list •Orthography - short vowel CVC pattern - consonant digraphs & blends PICTURE •Moderate to weak picture support
SYNTAX •Compound subjects or predicates COMPREHENSION •Vocab. & Background Knowledge Demands •Text structure
- 16 or fewer words; 1-5 lines per page - 8 to 16 pages of text per book - may vary Example: … I want to stamp my feet. I want an ice cream float. And so…Mom and Dad took me to a new place to eat... I got to stamp my feet. I got an ice cream float. Example: have, know, what, away Example: van, bet, zip, pop Example: clap, spin, bath, rush - pictures cue some unique words Example: “Mother Bear and Father Bear went to look for Baby Bear.” - character names frequently used - simple plot (character, problem) or simple main idea w/details
ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER Father Bear Goes Fishing M High Frequency Rigby A Fun Place to Eat D Orthography + Refrain Ready Readers Funny Ways to Sleep M High Frequency + Refrain Reading Reading
UURC 12-20-18 KJB
Level 6/F G1-November Goals: Develop decoding skill by blending closed syllables.
Develop simple high frequency word automaticity through repetition “
SCAFFOLDING CRITERIA PHYSICAL •Number of words & lines per page •Number of pages per book • Punctuation & Layout WORD • Predictability - weak or no refrain; if used, refrain bounded & interrupted by cold reading •High frequency words -11-25 repeated, from Dolch G1-Early/Mid list •Orthography - closed syllables - consonant digraphs & blends -* some 2 syllable words PICTURE • Weak picture support SYNTAX •Compound subjects and/or predicates -phrases COMPREHENSION •Vocab. & Background Knowledge Demands •Text structure
- 25 or fewer words; 1-6 lines per page - 8 to 16 pages per book - sentence may run across 2 pages Example: A frog came to a big hill. “What is at the top?” asked the frog. “I think it’s a big bug.” Hop, hop, hop. The frog went to the top. A dog came to the big hill. “What is at the top?” asked the dog… Example: came, after, went, going Example: big, shell, slid, past, snap Example: helmet, hermit, rabbit - Pictures cue few unique words Example: You can sleep up here, in this little bed. - increasing (Example: planet, garden) - simple plot (character, problem) or simple main idea w/details
ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER What Is At The Top E Refrain Ready Readers The Lion & Rabbit M High Frequency Rigby The Bat Rat M Orthography Reading for All Learners Puffins D Orthography + Refrain Reading Reading
UURC 12-20-18 KJB
Level 7/G G1-December Goals: * Develop fluency by using sight vocabulary & decoding skills. Extend decoding skill by applying closed and v-e syllable knowledge. Extend high frequency word automaticity through repetition.
SCAFFOLDING CRITERIA PHYSICAL •Number of words on page •Number of pages per book WORD •Predictability - weak or no refrain; if used, refrain bounded & interrupted by ‘cold reading’ •High frequency words - 17-30 from Dolch G1-Early/Mid list •Orthography - closed & v-e syllables - some 2 syllable words PICTURE •Weak picture support SYNTAX •Syntax varies and increases in complexity •Sentence length COMPREHENSION •Vocab. & Background Knowledge Demands •Text Structure
- 35 or fewer words - 8 to 16 pages of text Example: …We will hide his big coat. We will hide his big boots. Jolly Roger woke up. “Where are my big boots?” he said Example: please, walked, coming Example: black, tan, fast -white, nose, eyes -inside, popcorn, present - pictures primarily support comprehension, not word I.D. - compound sentences Example: He did not see the big net by the trees and he walked into it. - increasing demands (Example: battery, engine, naughty, pirate) - simple plot (character, problem) or simple main idea w/details ANCHOR BOOKS
TITLE DIFFICULTY WORD SCAFF. PUBLISHER Pop Goes the Popcorn E Orthography & Refrain Ready Readers Jolly Roger the Pirate M High Frequency Rigby Dandalions D High Frequency Reading Reading Baby Bear’s Present D High Frequency Rigby
UURC 12-20-18 KJB
Level 8/G G1-January Goal: Develop fluency by using sight vocabulary & decoding skills. Extend decoding skill by blending closed syllables and manipulating v-e syllables. Extend high frequency word automaticity through repetition.
SCAFFOLDING CRITERIA PHYSICAL •Number of words on page; pages per book •Consistency of layout WORD •Predictability - weak or no refrain; if used, refrain bounded by & interrupted by cold reading •High frequency words - 20-40 from Dolch G1-Early/Mid list •Orthography - closed & v-e syllables - some 2 syllable words PICTURE • Weak SYNTAX •Syntax varies and increases in complexity •Sentence length COMPREHENSION •Vocabulary & background knowledge demands •Text structure
- 40 or fewer; 8 to 16 pages - varies (Example: friendly letter format) Example: Dad was under the sink. “Can I help you do that?” said Ben. “No, not yet,” said Dad. “But you can when you get big.” Then Ben ran to the den. Mom was painting in the den. “Can I help you do that?” said Ben. “No, not yet,” said Mom. “But you can when you get big.” Then Ben heard Grandma. So he ran out. Example: - trick, stand, wrote, broke - until, basket, broken, sandbox - jumps, flying, sitting, opened - pictures support comprehension, rather than word recognition Example: Father Duck helps Mother Duck to look after the ten little ducklings. - increasing demands - more complex narrative w/plot or informational text w/main idea & details
ANCHOR BOOKS TITLE DIFFICULTY ORTH. FOCUS PUBLISHER Little Bulldozer E High Frequency Rigby Ben’s New Trick M Orthography & Refrain Ready Readers Duck with a Broken Wing D High Frequency Rigby Penguins M High Frequency Reading Reading
UURC 12-20-18 KJB
Levels 9 – 12/ H-J G1-February-May Goals: Develop fluency by using sight vocabulary & decoding skills. Extend decoding skill by using closed, v-e and r-controlled syllable knowledge. Extend complex high frequency word automaticity through repetition.
SCAFFOLDING CRITERIA PHYSICAL •Number of words, pages, layout WORD •High frequency words - 35-45 from Dolch G1-Early/Mid/End list •Orthography - closed, v-e, r-controlled syllables - 1, 2, 3 syllable words SYNTAX •Syntax varies and increases in complexity •Sentence length COMPREHENSION •Vocabulary & background knowledge demands •Text structure PACING At these levels, you may turn to AR sites for leveling recommendations. G1-March = 1.6 – 1.7 G1-End = 1.8 – 1.9
- vary Example: once, very, any, were, still Example: Passage from a level 10 text. “Yes Michael,” said Mrs. Hill, “and after that, we will look at the dinosaurs, teddy bears, and dolls.”
- reef, seaweed, eaglet, raccoon, knight, surfer - increasingly complex narrative w/plot or informational text w/main idea & details - to move up from level 9 or 10 (primer) need at least 93% accuracy and at least 30 wpm - to move up from level 11 or 12 (end-1st) need at least 93% accuracy and at least 40wpm
ANCHOR BOOKS TITLE DIFFICULTY WORD SCAFF. PUBLISHER The Lion & The Mouse 9 Narrative Rigby Small Baby Raccoon 10 Expository MCP Frog and Toad All Year 11 Narrative Rigby World’s Biggest Baby 12 Expository MCP Pre-1989 Basals 1.5 – 1.9 Narr or Ex Laidlaw, Holt, Houghton
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