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Coaching Struggling Readers Sample Pages

Coaching Struggling Readers Sample Pages

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Published by eva.benson

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Published by: eva.benson on Jul 25, 2010
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Introduction
..............................................................................................3
Using This Book
......................................................................................4
Assessment
................................................................................................5
Skill Area: Phonemic Awareness, Phonics, and Decoding
........15Phonological/ Phonemic Awareness......................................................................16Consonants, Blends, and Digraphs ......................................................................21Short and Long Vowels......................................................................................24Vowel Digraphs and Diphthongs..........................................................................27R- and L-Controlled Vowels ................................................................................29Compound Words, Roots with Affixes, and Syllabication........................................30
Skill Area: Vocabulary Development
................................................35Synonyms and Antonyms ..................................................................................36Greek and Latin Roots ......................................................................................38Homophones....................................................................................................40Simple Dictionary Skills ....................................................................................43
Skill Area: Comprehension and Critical Thinking
......................46Activating Prior Knowledge................................................................................47Identifying Literary Elements ............................................................................50Grasping the Main Idea ....................................................................................53Sequencing Events............................................................................................54Making Comparisons ........................................................................................57Evaluating Ideas ..............................................................................................59Inferring Implicit Meaning ................................................................................60
Reading to Win: Fluency Development
............................................61
Word Play
..................................................................................................66
Strategy Tip Cards
................................................................................68
Reproducibles
..........................................................................................72
Table of Contents
 
10
Assessment
    C   o   a   c    h   i   n   g    S   t   r   u   g   g    l   i   n   g    R   e   a    d   e   r   s
    ©     2    0    0    1    C   r   e   a   t   i   v   e    T   e   a   c    h   i   n   g    P   r   e   s   s
Directions: Read each word for the student to segment. Record student responses exactlyas pronounced in the Student Response column. If the segmentation is correct, place acheck in the Segmentation column.
STUDENT RESPONSE SEGMENTATION
hogsgrowtimethatplayflatbeeszoospringgreen
Phoneme Segmentation Assessment
Name_______________________________Age __________ Date _____________
(Art: Scrap #9)
Score = = %
10
 
Assessment
5
T
 
T
his section provides several informal skills assessment tools to evaluate yourstudents’ level of knowledge in phonemic awareness, phonics, and decodingskills. Use the assessments and inventories to identify your students’strengths and weaknesses, record their results, and make a plan of action. Evaluatestudents before teaching a skill to discover what they know and what they need tolearn. Evaluate students after the skill has been taught to see what they learned andwhat they still need to know. Periodically evaluate students on previously taughtskills to see what they were able to retain. Provide additional review and practice withany skill a student demonstrates with less than 80% accuracy. Review skills and havestudents practice skills they have been taught so they can store them in their long-term memory.This section includes the following assessment tools:
Informal Student Observation Card
is an organizer to record observations, informal assess-ments, and short-term lessons plans. (See page 9.)
Phoneme Segmentation Assessment
tracks a students ability to break wordsinto individual sounds or phonemes. (Seepage 10.)
Phonics Inventory
reveals a student’sability to sound out short and long vow-els, consonant blends and digraphs,vowel digraphs, and diphthongs. (Seepage 11.)
PseudowordDecodingAssessment
records a student’s ability to read groupsof letters that are not real words byapplying vowel patterns,
-controlledvowel rules, and vowel digraph and diph-thong rules. (See page 12.)
Structural Analysis Inventory
records a students ability to identify compoundwords, prefixes, suffixes, and syllabication. (See pages 13–14.)
Assessment
 
(Art: Scrap # 3—clipboard with pen-cil)

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