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Next Steps Tutor Binder - 200518
Next Steps Tutor Binder - 200518
TUTOR BINDER
11/6/18 Added Spelling Book Cover & Page Masters (pp. 16-17)
5/27/16 Added Word Study Cue Cards for Mixed Short & Core Vowel (pp. 47-51)
TAB:
Lesson Plans & Observation Form
Tutor _________________________________ Next Steps Lesson Plan Lesson #_______
□Preview Text
errors.)
4. Use criteria below.
5. To BUMP-UP a singleton student, the student must
□Echo Read p. ______ to p. ______ meet this criteria 2 out of 3 trials from stories at the
end of the basal or 2 different trade books from the same
(1:1 – 13 minutes)
Word Study
(Group – 13 minutes)
Word Study √ Data BUMP-UP in word study
1. Word Study √s begin with Mixed Short Vowels and
S________________
□ Sort____________________________
continue through Vowel Patterns.
# correct __________ 2. Word Study √s must be cold.
3. Randomize a deck of at least 40 words, sampling all
# errors __________ current patterns.
Anchors ________ ________ ________ _________
4. Set timer for 1 minute. (1:00 )
5. Student must read “off the deck.”
# of Sessions in this Sort______ □ Intro lesson
S________________ 6. Sort into 2 piles: Automatic / Incorrect or Hesitation
# correct __________ 7. Criteria: At least 35 words correct in 1 minute with no
more than 3 errors.
□ Random Check # errors __________ 8. When all students meet the criteria....BUMP UP☺
□ Sentence Stem
Sort SORT
Correct Anchors
▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔ T. question 1x per column: (vowel
pattern? vowel sound?)
Spelling (5 words) Random Check
MEMORY
Question: S. justify the match
SPELLING
Monitor and correct
Say It–Match It– Check It
Sentence Writing USE STEM SEQUENCE
S. repeats sentence- Counts words on
Generated Sentence
fingers
S. says word, writes word
▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔ Monitor and correct
S. points & rereads before continuing
to next word
Student wrote S. points & rereads sentence when
sentence is complete
▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔
LESSON EXECUTION
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Lesson Materials
Dolch Sight Word List
Listed below are 220 of the most common words in children’s reading books, in alphabetical order. These
words are often called “sight words” because some of them can’t be sounded out, and need to be learned by
sight.
Next Steps High Frequency Sentence Stems Sequence
Pacing = move when student spells sentence stem correctly 3x without assistance.
fr frog sl slide
gl glove sm smile
Sequence Sample:
1. Point to letter "a" and say letter
name.
a
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/.
i e
o u
University of Utah Reading Clinic 4/26/2013
READING RATE ( for 100 words)
Accuracy % 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 46
1 99 99% 32 sec 188 1 min 2 sec 97 2 min 12 sec - 2 min 14 sec 45
2 98 98% 33 sec 182 1 min 3 sec 95 2 min 15 sec - 2 min 17 sec 44
3 97 97% 34 sec 176 1 min 4 sec 94 2 min 18 sec - 2 min 21 sec 43
4 96 96% 35 sec 171 1 min 5 sec 92 2 min 22 sec - 2 min 24 sec 42
5 95 95% 36 sec 167 1 min 6 sec 91 2 min 25 sec - 2 min 28 sec 41
6 94 94% 37 sec 162 1 min 7 sec 90 2 min 29 sec - 2 min 31 sec 40
7 93 93% 38 sec 158 1 min 8 sec 88 2 min 32 sec - 2 min 35 sec 39
8 92 92% 39 sec 154 1 min 9 sec 87 2 min 36 sec - 2 min 40 sec 38
9 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 36
11 89 89% 42 sec 143 1 min 12 sec 83 2 min 50 sec - 2 min 53 sec 35
12 88 88% 43 sec 140 1 min 13 sec 82 2 min 54 sec - 2 min 59 sec 34
13 87 87% 44 sec 136 1 min 14 sec 81 3 min - 3 min 4 sec 33
14 86 86% 45 sec 133 1 min 15 sec 80 3 min 5 sec - 3 min 10 sec 32
15 85 85% 46 sec 130 1 min 16 sec 79 3 min 11 sec - 3 min 16 sec 31
16 84 84% 47 sec 128 1 min 17 sec 78 3 min 17 sec - 3 min 23 sec 30
17 83 83% 48 sec 125 1 min 18 sec 77 3 min 24 sec - 3 min 30 sec 29
18 82 82% 49 sec 122 1 min 19 sec 76 3 min 31 sec - 3 min 38 sec 28
19 81 81% 50 sec 120 1 min 20 sec 75 3 min 39 sec - 3 min 46 sec 27
20 80 80% 51 sec 118 1 min 21 sec 74 3 min 47 sec - 3 min 55 sec 26
21 79 79% 52 sec 115 1 min 22 sec 73 3 min 56 sec - 4 min 4 sec 25
22 78 78% 53 sec 113 1 min 23 sec 72 4 min 5 sec - 4 min 15 sec 24
23 77 77% 54 sec 111 1 min 24 sec - 1 min 25 sec 71 4 min 16 sec - 4 min 26 sec 23
24 76 76% 55 sec 109 1 min 26 sec 70 4 min 27 sec - 4 min 39 sec 22
25 75 75% 56 sec 107 1 min 27 sec 69 4 min 40 sec - 4 min 52 sec 21
26 74 74% 57 sec 105 1 min 28 sec 68 4 min 53 sec - 5 min 7 sec 20
27 73 73% 58 sec 103 1 min 29 sec - 1 min 30 sec 67 5 min 8 sec - 5 min 24 sec 19
28 72 72% 59 sec 102 1 min 31 sec 66 5 min 25 sec - 5 min 42 sec 18
29 71 71% 1 min 32 sec - 1 min 33 sec 65 5 min 43 sec - 6 min 3 sec 17
30 70 70% 1 min 34 sec 64 6 min 4 sec - 6 min 27 sec 16
31 69 69% 1 min 35 sec - 1 min 36 sec 63 6 min 28 sec - 6 min 53 sec 15
32 68 68% 1 min 37 sec 62 6 min 54 sec - 7 min 24 sec 14
33 67 67% 1 min 38 sec - 1 min 39 sec 61 7 min 25 sec - 8 min 13
34 66 66% 1 min 40 sec 60 8 min 1 sec - 8 min 41 sec 12
35 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 10
1 min 45 sec - 1 min 46 sec 57 10 min 32 sec - 11 min 45 sec 9
Comprehension % (3 questions) 1 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 7
0 3 100% 1 min 51 sec - 1 min 52 sec 54 15 min 24 sec - 18 min 10 sec 6
1 2 67% 1 min 53 sec - 1 min 54 sec 53 18 min 11 sec - 22 min 13 sec 5
2 1 33% 1 min 55 sec - 1 min 56 sec 52 22 min 14 sec - 28 min 34 sec 4
3 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 2
Comprehension % (5 questions) 2 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 0
0 5 100%
1 4 80%
2 3 60%
3 2 40%
4 1 20%
5 0 0%
What is the main problem so far? Description: What does the author
want us to know about ______ ?
Has the problem changed? How? What is the main idea the author
wants us to learn about ______ ?
Who is the main character? (gets
most “page time” and faces main Compare/Contrast: How does the
problem) author show us that ________ and
________ are alike? How does the
How will this (insert event) affect author show us that _______ and
the problem or the main character? _________ are different?
(Student Name)
(Student Name)
Insert tab at this point
TAB:
Lesson Logs
Word Bank Words
A B C D
E-F G H I
J K L M
S S T T
U-V W W X-Y-Z
NEXT STEPS
Book List Record Sheet
Rate & Rate &
Date Level
Accuracy ASSISTED READING Date Level
Accuracy ASSISTED READING
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Word Study Materials
Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off
label template (included) onto AVERY 8195. Word cards can be sorted into library pockets or snack size zip‐
lock baggies. Label each library pocket or zip‐lock baggie with the printed labels. Place word cards into the
corresponding library pocket. We suggest you separate each word sort section using tabbed dividers of
colored cardstock. Organize pockets behind appropriate section divider & place in a container.
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.
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 grapheme or letter is a symbol for a phoneme (e.g., ‘p,’ ‘ch,’ ‘m,’ and
‘a,’ ‘ay,’ ‘ai’ are graphemes.
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/ ex.: rope, nose
o-r says /or/ ex.: horn, fork
o-a says /ō/ ex.: soap, road
Core E Patterns:
e-consonant says /ĕ/ ex.: web, bell
e-e says /ē/ ex.: feet, seed
e-r says /ur/ ex.: her, germ
e-a says /ē/ ex.: leaf, heat
Core U Patterns:
u-consonant says /ŭ/ ex.: sun, cup
u-consonant-e says /ū/ or /oo/ ex.: cute, dude
u-r says /ur/ ex.: fur, burn
u-e says /oo/ ex.: glue, true
That said, you may only need to spend 3 or 4 days here, enough time to
try the most difficult words with blends and digraphs, and to be sure
that the student can articulate the vowel patterns and vowel sounds.
Then, you may conduct a Word Study Check with all 5 vowels and
determine if your student is ready to move onto to Vowel Pattern Word (3
dot words).
Materials:
- pencil for student; pencil for tutor
- a, i, o, and e mixed short vowel anchors & CVC word cards. No blends
(e.g.,. stop, bend) or digraphs (e.g., chop, sick) on Day 1.
- student spelling notebook with lined paper
5. Place ‘job’ in front of the student. Ask, “Where does this go?”
Student should place card below ‘mom.’ Do NOT ask (or allow) the
student to read the new card first. The student must place the card in
the Sort and then use the support of the anchor to read down the
column.
Difficulty? Point out that both words contain the vowel ‘o,’ so the new
card goes under ‘mom.’
6. Say, “Point and read, please.” Student points down that column
while reading each word aloud. Continue with other word cards as
above.
The first time the student has difficulty reading a word, it is time to
teach tapping. Tapping is a very important blending strategy for
beginning readers. Read the directions below and practice ahead of
time so that you are ready when opportunity strikes!
Introduce tapping without word cards. Hold up your right hand and
wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the
fingers want to touch home base.” Ask the student to do the same.
Show your student how you can tap each finger to the thumb
individually (left to right, from forefinger to pinky), saying “Tap. Tap.
Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish.
1. tap forefinger 2. then, middle finger 3. ring finger 4. then, all 3 at once
Next, hold your right hand below a CVC word card (e.g., win) and show
the student how you can tap each sound in the word, 1 finger at a time,
and then say the whole word while joining all the fingers at once to the
thumb.
From now on, when the student cannot readily identify a word during
Sort, Fast Pencil, Memory, or even when reading text, instruct the
student to ‘tap’ as described above.
7. If your student can read and point down the column easily, build a
4x4 matrix with just CVC (consonant-vowel-consonant) words—no
words with blends or digraphs, yet.
8. Once you have a finished the Sort, touch your pencil to the vowel in
‘hat’ and then to the ending consonant ‘hat’ and say, “Watch my
pencil. This vowel pattern is a-consonant.
9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say,
“Say it with me: a-consonant… a-consonant…a-consonant.”
10. Go back up to the top of the ‘hat’ column, touch your pencil to the
vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/.
11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say,
“Say it with me: /ă/… /ă/…/ă/.”
12. Repeat as above with the ‘pig,’ ‘mom,’ and ‘red’ columns.
The cards you choose to fill out the Sort should reflect the student’s
instructional level (i.e., 85% success – 15% challenge). Some cards may
need to be re-used because the student had difficulty, or all may be new
to reflect the student’s previous success.
You should introduce words with blends (e.g., glad, dust) and digraphs
(e.g., when, hush) as soon as the student is quite successful with CVC
words (e.g., job) in a 4x4 Sort.
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.
8. A match allows the player to take another turn. The player with the
most matches wins the game.
Note: You should try to lose when you play NS Memory, but do so
convincingly! Win a game occasionally to keep things “real!”
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.
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.
win
2. win √
10. Repeat “Say It. Match It. Check It.” for remaining words.
3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “a’ is a vowel. It
says /ă/ in hat. What does it say? Student answers.
4. Point to ‘a’ in ‘hat’ and say, “In words like this, ‘a’ says /ă/
because it is the only vowel and it is closed off at the end by a
consonant.
5. Continue, “But, in this word (point to the ‘a’ in ‘cake’), ‘a’ says /ā/
because it is followed by a consonant and then a silent ‘e’ (point to
those letters).”
6. “And, in this word (point to the ‘a’ in ‘farm’), ‘a’ says /r/ because
it is followed ‘r’ and the ‘r’ is bossy and won’t let the ‘a’ say its
short or long sound (point to ‘r’).”
8. Place ‘jam’ in front of the student. Ask, “Where does this go?”
Student should place ‘jam’ below ‘hat.’ Do NOT ask (or allow) the
student to read the new card first. The student must place the card in
the Sort and then use the support of the anchor to read down the
column.
Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ have
vowels followed by ‘r’ or ‘i,’ so they belong in the same column.
5. Say, “Point and read, please.” Student points and reads down that
column while reading each word aloud.
6. If your student can read and point down the column easily, build a
4x4 sort with just CVC (consonant-vowel-consonant) and CVCe
(consonant-vowel-consonant-silent e) words—no words with blends or
digraphs, yet.
9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say,
“Say it with me: a-consonant… a-consonant…a-consonant.”
10. Go back up to the top of the ‘hat’ column, touch your pencil to the
vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/.
11. Repeat #10 above for the rest of the words in the ‘hat’ column. Say,
“Say it with me: /ă/… /ă/…/ă/.”
12. Then, touch your pencil to the vowel, consonant, and ‘e’ in ‘cake’ and
say, “Watch my pencil. This vowel pattern is a-consonant-e.
13. Repeat #12 above for the rest of the words in the ‘cake’ column.
Say, “Say it with me: a-consonant-e… a-consonant-e…a-consonant-
e.”
14. Go back up to the top of the ‘cake’ column, touch your pencil to the
‘a’ and then the ‘e’ in ‘cake’ and say, “Watch my pencil. The vowel
sound is /ā/.”
15. Repeat #14 above for the rest of the words in the ‘cake’ column.
Say, “Say it with me. /ā /… /ā/…/ā/.”
16. Then, touch your pencil to the ‘a,’ then the ‘r’ in ‘farm’ and say,
“Watch my pencil. This vowel pattern is a-r.
17. Repeat #16 above for the rest of the words in the ‘farm’ column.
Say, “Say it with me: a-r…a-r.”
18. Go back up to the top of the ‘farm’ column, use your pencil to circle
the ‘ar’ in ‘farm’ and say, “The vowel sound is /r/. Say it with me:
/r/… /r/…/r/.”
19. Finally, touch your pencil to the ‘a,’ then the ‘i’ in the ‘rain’ and say,
“Watch my pencil. This vowel pattern is a-i.
21. Go back up to the top of the ‘rain’ column, use your pencil to circle
the ‘ai’ in that column and say, “The vowel sound is /ā/…Say it with
me: /ā/… /ā/…/ā/.”
The cards you choose to fill out the Sort should reflect the student’s
instructional level (i.e., 85% success – 15% challenge). Some cards may
need to be re-used because the student had difficulty, or all may change
daily to reflect the student’s success.
You should introduce words with blends (e.g., skate) and digraphs (e.g.,
shake) as soon as the student is quite successful with CVC words (e.g.,
job) in a 4x4 Sort.
Each day as you finish the Sort, for each column ask, “What is the
vowel pattern here? What is the vowel sound?”
Difficulty? For CVC words, suggest tapping. But, for words with other
patterns, ask the student to identify the pattern first. Then ask, “So
what sound is this vowel going to make?” Student responds. Say,
“Remember that sound. Now tap.”
After 3 tries, try again next lesson. Another option is to reduce the size of
the Sort.
3. You or the student chooses a card, flips it over and reads it aloud,
tapping if necessary. Do the same for a second card.
4. If the cards have the same vowel, the player says, “I have a match!”
and takes those cards out of the matrix. If the 2 cards do not match, the
player flips them over and leaves them in the matrix. Do not re-mix!
1 2
8. A match allows the player to take another turn. The player with the
most matches wins the game.
6. Show the tapping motion or say, “Tap.” When the student taps /l/-
/ā/, stop him/her at that point and ask, “What says /ā/? Student
responds. Ask, “What do you need at the end of the word for the
vowel to say its name?” Student responds and fixes word.
7. Next, the student should “Say It. Match It. Check It.” Hand the
student a card (random, not sequential order). Say, “Say it.” Student
reads word card, tapping if needed.
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.
2. Hold cards in one hand. Start timer when student reads first card.
Student reads off deck. Tapping is ok. Data must come from a cold read
(i.e., the student has not read or worked with those cards that day).
On the first day of a new pattern only, T. will explicitly model with the anchors. Display
anchors, point with pencil and say,
To finish the matrix, the prompt is, Where does it go? S. chorally identify
anchor for placement. T. Places card, then, Your turn. Voices together.
T. Points as S. chorally read down column
Repeat until 4 x 4 is built.
Upon completion of the sort…
T. Touch pencil to the vowel and the ending consonant in ‘hat’ and say,
Watch my pencil. This vowel pattern is
a-consonant.
Say it with me: a-consonant.. a-consonant..
a-consonant.
T. Go back and pencil point to the anchor ‘hat’ and say,
Watch my pencil. The vowel sound is /ă/.
Say it with me: /ă/… /ă/ … /ă/.
Repeat with ‘pig’, ‘mom’, and ‘red’.
This is the routine for each lesson following the introduction (Day 1) of a new
vowel pattern.
To finish the matrix, the prompt is, Where does it go? S. chorally
identify anchor for placement. T. Places card, then, Your turn.
Voices together. T. Points as S. chorally read down column.
Repeat until 4 x 4 is built.
Upon completion of the sort…
T. point with pencil moving up and down over each column and ask,
What is the vowel pattern here? Pause,
Everyone?
S. Chorally respond with the appropriate vowel pattern….
a-consonant.
T. Point with pencil moving up and down over each column and ask,
What is the vowel sound?
S. Chorally respond with appropriate vowel sound…. /ă/
Repeat this step for...i consonant says / ῐ/, …o consonant says / ŏ/,
and ...e consonant says / ӗ/.
On the first day of a new pattern only, teacher will explicitly model with the
anchors. Display anchors, point with pencil and say,
These words all use the vowel ‘a’ but ‘a’ makes different
sounds.
To finish matrix the prompt is, Where does it go? S. chorally identify anchor for placement.
T. places card, then Your turn, voices together. T. points as S. chorally read down
column.
Day 1 Continued…
This is the routine for each lesson following the introduction (Day 1) of a new vowel
pattern.
Note: using 4 dot words requires some prep (i.e., pulling cards, reviewing procedures) that
must be done prior to conducting the actual lesson.
When the student completes ‘o’ core vowel patterns, you can deviate to “ed” endings if s/he
needs work in this area. Then, go back to the Word Study Sequence where you left off.
Sequence
1. /ed/ 2. /t/ 3. /d/
Introductory Lesson for Individual Ending: use only one ending sound (e.g., /ed/)
Prep: Before lesson, pull 16 cards for sort: 2 columns of 8. Pull pairs of baseword and
matching baseword/suffix cards for only one ending (e.g., paint-painted).
Procedures:
Introduction:
1. Place the words tested, looked, and rained in front of student and ask student to read
each word. Ask, “What letters do you see at the end of each word?” Use your thumb to
target ed in each word and explain that it is a suffix. Suffixes change the meaning of words.
Use your thumb to target look (I look at you now) and looked (I looked at you yesterday) as
an example.
2. Explain that the suffix “ed” is tricky because it has 3 different sounds. Ask student to
pronounce each word again and listen for the sound at the end of the word. Then, use
counter-examples: “We don’t say look-ed, we say lookt. We don’t say…” So, we’re going
to use these 4 dot words to help you be sure how to say “ed” words correctly.
Evaluating Mastery:
1. When the student seems firm (i.e., is both accurate and fluent) for that ending, conduct a
SPEED for basewords and basewords/suffixes. Student reads entire baseword/suffix.
The criteria are 35 or more; no more than 3 errors in 1 minute. SPEED s must be
conducted for each ending individually: /ed/, /t/, and /d/.
Comparison Lesson: after student has passed speed s for all 3 endings, do comparison
work.
Prep: Pull tested, looked, and rained, plus 3 more baseword/suffixes for each ending (i.e.,
a total of 12 cards for a 3x4 sort). Have sound symbol cards ready (i.e., /ed/, /t/, /d/).
Procedures:
Introduction:
1. Use tested, looked, and rained as anchors. Hand anchors to child to read & place one
at a time in above order
2. Ask: “What letters are at the end of each word?”
3. Review: Remember--“ed” can make 3 different sounds. Say each of these words again
and listen for the 3 different sounds.” Ask student to place sound symbols (e.g., /d/)
above appropriate anchor words.
Note: Use sound-symbol anchors until student does not need them to sort successfully; then
take them away.
Evaluating Mastery:
When the student seems firm (i.e., is both accurate and fluent), conduct a SPEED for just
baseword/suffixes for all 3 endings. Randomize a deck that includes at least 13
baseword/suffixes for each ending. Student reads entire baseword/suffix. The criteria are
35 or more; no more than 3 errors in 1 minute.
TAB:
Repeated Readings (Fluency)
Repeated Readings
For Building Fluency
(Next Steps – Lesson Plan - Part 3)
This activity can begin when Next Steps students are reading on a G2-End level (using 2 minute
timings/200 words) or when they “stall out” in G1-March level (using 1 minute timings/ 100 words).
1. The passage chosen must be at the student’s instructional level. You may want to photo copy
this section for easy scoring and student feedback.
2. Select a 200-word section (not the first page) from previously and recently read text.
(Mark the passage – after the first 100 words mark every 20th word so that it will be easy to count
the number of words read).
3. Set the timer for 2 minutes. As child reads, count the number of errors made.
Do not count self-corrections as errors because you want to encourage self-monitoring
during fluency training. When time is up, count total number of words read and errors
made.
4. Record the number of words read and number of errors on the “Repeated Readings Chart.”
6. Immediately, repeat the procedure. Fill in the graph for both timings.
(Note: Students often enjoy coloring in the graph)
7. At the next session, repeat the procedure 2 more times with the same section of text.
(for a total of 4 readings of the same passage)
IMPORTANT!!! If students make grievous errors or skip a number of words entirely, have them re-
read that section by directing them with your pencil point and say, “Start again right here.” They
know this affects the rate, so one or two encounters usually encourages them to keep the appropriate
balance between speed and accuracy.
TAB:
Games
Working in Word Study
Be strategic about Word Study activities. Know
whether the student needs intro/direct teaching,
accuracy work, or fluency work.
Focus: Introduction/Direct Teaching
1. *sortrandom √memoryspelling*
Focus: Accuracy
2. Black-out BingoRandom √spelling
3. Match+1(3x)spelling
4. SortRandom √Go Fishspelling
5. SortRandom √Tap the Sortspelling
6. Shazam (2 or 3x)spelling
7. Be a Mind Reader (8-10 words)spelling
Focus: Fluency
8. Word Study √ (2 or 3x)Slapspelling
The first time is always used for “real data” and the subsequent times are just for
practice.
9. Oops (2 or 3x)spelling
10.Poison Star (2 or 3x)spelling
11.Matrix (1 or 2x)spelling
12.Lucky Star (1 or 2x)spelling
13.Tap the Deck Slapspelling
Note: Not all games start with a sort. Be sure to follow the sequence as written.
SHAZAM!
This game needs at least two players (Tutor may play).
Add 2 or 3 Shazam cards to a randomized deck.
Place the deck face down in front of a Student.
Student states the number of cards s/he wants to read (must be 1 or more).
Student keeps the card(s) read correctly.
If a Shazam card is turned over or if a card is read incorrectly, the student puts all
accumulated cards in the discard pile.
The player with the most cards wins the game.
TAP the SORT
When your student is in 2 dot words and is making a lot of errors on a word study check,
use this blending strategy to help students read across the word. Do a sort, random
check, and then you can play “Tap the Sort”, and then spelling.
Have students read off the deck, tapping each word and reading through deck quickly.
GO FISH
Do a regular sort, random check, then play using the 16 cards from the sort.
Mix up the cards and pass 3 cards to each person. Read through the cards and find any
matching pairs, read the cards. The remainder cards are placed face down as the Go
Fish draw pile.
Take turns asking for cards with “Vowel Pattern” and “Vowel Sound”. If no match….say
“Go Fish”. If matching pair is found, read cards and go again.
Play 2‐3 times, and then spelling.
BLACK out BINGO
Have two blank bingo boards. Using a vis‐à‐vis marker, write the anchor words on the
top of both boards.
Add 2 or 3 Wild cards to a randomized deck.
Place the deck face down in front of the student. Take turns choosing, reading, and
placing a card under the correct anchor word. As card is placed, touch and read down
the column.
If an anchor word card is turned over, the card should be read and placed on top of the
written anchor word.
Once a column has been filled with four cards, have students continue to add cards to
the column by placing on the last card in the column, touch and read down the column.
Once one of the boards has reached black out, the tutor can do a random check (fast
pencil), pointing to 5‐6 words using both boards, and then do spelling.
University of Utah Reading Clinic 8/3/2012 MB
Accuracy Games
MATCH + 1 x 2 (MATCH PLUS ONE TIMES TWO)
1. Place 30 vowel pattern word cards in a well-shuffled deck.
2. Deal 8 word cards to each player (i.e., to the child and the tutor), and place the
remaining 14 cards in the deck on the table.
flat web
b) If the top card does not match, the player may turn over a new card and the
student reads the card. If the new card is a match the player may remove the
matches, plus one card. If the new card does not match any cards in front of the
player, it is the next player’s turn.
5. Reshuffle the deck and play the game again [Times Two].
i) Player 1 turns up top card (job). She can play (i.e., get rid of) her short o word cards (e.g., pot
and stop) and one other card of her choice (red).
ii) Player 2 keeps the top card (job). He can play his short o word cards (e.g., top and lock) and
one other card of his choice (rug).
iii) Player 1 cannot use the top card (job), so she turns over another card (kid). She can play her
short i word cards (e.g., big and tip) and one other card of his choice (flat).
iv) Player 2 cannot use the top card (kid), so he turns over another card (map). He can play his
short a word cards (e.g., sat and plan) and one other card of his choice (web).
v) Player 1 uses the top card (map) to play her short a word cards (e.g., can and bag) and wins
(having played all of her cards).
University of Utah Reading Clinic 8/3/2012 MB
Accuracy Games
Be a Mind Reader
To prepare:
1. Devise 5 clues for each word you want to target.
2. Clue #1 should always be: “The word I’m thinking of is on the board.”
3. Clues #2, 3, and 4 should target ORTHOGRAPHIC concepts.
4. Clue #5 should always target the word’s meaning so clearly that every student in the class
will be able to identify the word.
To play:
1. Array 8‐10 words for viewing.
2. Tell students to number their papers 1‐5.
3. State each clue.
4. Students must write a complete word after each clue (helps build spelling automaticity).
5. Occasionally ask, “Did anyone have to change his/her word? Why?”
6. After you provide the last clue ask, “What’s the word?” and the students answer chorally.
7. Ask, “Raise your hand if you had the correct word on the last clue?” Students raise hands.
8. Say, “Keep your hand up if you had it on the 4th clue (3rd clue, etc.)
Example (eloquent):
1. The word is on the white board.
2. The word has one open syllable.
3. The word has a blend in the last syllable.
4. The word has the “chicken letter.”
5. The word means to speak in a way that everyone finds believable.
Example (cascade):
1. The word is on the white board.
2. The word has two syllables.
3. The word has a vowel that has the short sound in one syllable & the long sound in the other.
4. The word’s second syllable is a v‐e syllable.
5. The word is often used to describe waterfalls.
Poison Star
Build a randomized deck of word cards from current concepts.
Mark the back of some of the cards, at random, with a star.
Set timer for 1 or 2 minutes.
Student and Tutor alternate turns reading cards from the top of the deck, then
flipping the cards over to check for a star.
Cards are earned when read correctly.
If the card has a star (or is read incorrectly), that card and any other cards
collected are passed to the opposing player.
Whoever has the most cards when the timer sounds wins the game!
Oops!
Using a randomized deck, place a large pile of cards face down in a can, box, or
on the table.
Mix in 2 Oops! Cards.
Set timer for 1 or 2 minutes.
Student draws and reads one card at a time.
When an Oops! card is drawn, or a mistake is made, all cards are returned to the
pile and the student begins anew.
Count cards when the timer sounds.
This game may be played 2 or 3 times in a session.
MATRIX
Build a randomized deck of word cards from current concepts.
Tutor places word cards into a randomized 4 x 4 grid (matrix).
Set timer for 1 minute.
Once timer is started, the Student locates, picks up and reads 4 matching cards
(a set). There is no limit for the number of sets.
Student earns the set if the 4 cards match and are read correctly.
Once the Student has made a set and read the cards, the Tutor quickly places
word cards into the empty slots within the grid.
If the Student picks up cards, but is short the number needed to make a set (4)
s/he puts the cards back and attempts a new pattern.
If no set is available, the Tutor may replace a portion of the matrix with new
cards.
When the timer sounds, count the number of sets the Student has accumulated.
The Student then verbalizes the concept for each set.
Play Matrix 1‐2 more times, to see if the Student can improve his/her score.
Note: the Tutor does not play against the student in this game.
University of Utah Reading Clinic 8/3/2012 MB
Fluency Games
Lucky Star
Build a randomized deck of word cards from current concepts.
Mark the back of some of the cards, at random, with a star.
The Tutor gives each Student a pile of cards. The cards are placed in front of
each student face up.
Set timer for 1 or 2 minutes.
Students read cards from the top of the deck, then flipping the cards over to
check for a star, while at the same time placing the correctly read card into the
center community pile.
If the card is read correctly and has a “lucky star” then the student earns the
whole pile of words in the community pile. Play continues around them at a
rapid pace, adding more read words to the community pile.
If the card is read incorrectly, that card and any other cards collected by the
student are lost and placed into the community pile.
Whoever has the most cards when the timer sounds, wins the game!
TAP the DECK
When your student is in 2 dot words and is getting ready to do a word study
check but is not quite there, instead of sort, random check, and memory you can
play, “Tap the Deck”, “Slap”, and then spelling.
Tutor prepares a randomized deck of 10 – 20 word cards from all current
concepts taught (randomized deck). Start deck with easy words.
Have students read off the deck, tapping each word and reading through deck
quickly.
Slap
After you have done a speed check and the student has not passed, you can
then play “Slap”.
Put an example word from each vowel or vowel pattern face up on the table.
Place the randomized deck of word cards from current concepts face down
between the Tutor and the student.
Tutor and student takes turns reading the top card and quickly placing it on
example word (matching the vowel or vowel pattern). You can also have the
players read the word you are placing the card onto.
The goal is to read and place cards quickly and accurately while at the same time
putting the cards/sorts back in order.
WILD WILD WILD
WILD WILD
Oops! Cards
Oops! Oops! Oops!
Shazam! Cards
Shazam! Shazam! Shazam!
University of Utah Reading Clinic 7/18/11 MB
Insert Tab at this point
TAB:
Assessments
Guidelines For Assessing Word Recognition Automaticity:
“The Flash Instrument”
The word lists are “graded” and range from October of Grade 1 to grade 8. The words
are those used in Morris, D. (1999) The Howard Street Tutoring Manual: Teaching At-
Risk Readers in the Primary Grades. New York: Guilford Press. The original and
complete word list is found in Harris, A.& Jacobson, M. (1982). Basic Reading
Vocabularies. New York: Macmillan.
Coding:
1. Correct answer? Leave blank.
2. Hesitation? Mark ‘h’ in the flash column. Put a check in the untimed column.
3. Incorrect answer on the flash? Write what the child said in the flash column, open
the shutter and say, “Take another look.” Depending on what child says, in the
untimed column, put a checkmark (indicating self-correct), a zero (no answer), or
write in the erroneous substitution.
Scoring:
1. Flash Score – count number of errors in flash column. Multiply by 5. Subtract
from 100. The answer is the percentage correct for the flash presentation. Enter
this score at the bottom of the flash column.
2. Untimed score – Start with the flash percentage. Add 5 points for every self-
correction in the untimed column. Record this score at the bottom of the untimed
column.
3. Checking – Add 5 points to the untimed score for each error in the untimed
column. If you reach 100, you know you have computed the scores correctly.
Notes:
When a student misses 9 words on the flash list, stop!
Be sure to use the shutter and your arm and hand to hide the list. If you’re lax in this
regard, and the student gets a look at the words, you’ve lost the advantage of the flash.
Be sure that the student is looking at the instrument before you start. It is likely you will
have to do this several times, as you “take breaks” to score. A good prompt is, “Ready
for #17?” which seems to initiate focus.
2. cat 2. eat
3. me 3. sun
4. is 4. bird
5. go 5. pat
6. play 6. saw
7. where 7. feet
8. like 8. lake
9. thing 9. hid
Oct1 Mar1
1. leg 1. able
2. black 2. break
3. smile 3. pull
4. hurt 4. week
5. dark 5. gate
6. white 6. felt
7. couldn’t 7. north
8. seen 8. rush
9. until 9. wrote
End1 2
1. accept 1. average
2. favor 2. hamster
3. seal 3. select
4. buffalo 4. tobacco
5. slipper 5. brilliant
6. receive 6. liberty
7. legend 7. prance
8. haircut 8. solemn
9. dresser 9. disease
3 4
1. labor 1. elevate
2. cripple 2. conservation
3. hasten 3. tenderness
4. frontier 4. barrier
5. riverbed 5. adulthood
6. settlement 6. kennel
7. absent 7. humiliated
8. dissolve 8. nonfiction
9. plea 9. revive
5 6
1. civic 1. administration
2. shirttail 2. federation
3. nominated 3. militia
4. gruesome 4. shambles
5. disadvantage 5. bankrupt
6. goldenrod 6. architecture
7. perishable 7. tonic
8. straightforward 8. toddler
9. warrant 9. cavernous
7 8
University of Utah Reading Clinic
FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
9. thing 9. hid
# of
10. old 10. cut Errors %
9 55%
11. your 11. about 10 50%
11 45%
12. up 12. one 12 40%
13 35%
13. said 13. rain 14 30%
15 25%
14. big 14. water 16 20%
17 15%
15. for 15. two 18 10%
19 5%
16. by 16. how 20 0%
* If the student cannot read any of the first 4 words in the G1-Oct list
automatically, discontinue the test and score 0% Flash | N/A Untimed
*From the ASU Word Recognition Test
University of Utah Reading Clinic: Revised 11/29/13 MKF
University of Utah Reading Clinic
FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
1. leg 1. able
2. black 2. break
# of
3. smile 3. pull Errors %
0 100%
4. hurt 4. week 1 95%
2 90%
5. dark 5. gate 3 85%
4 80%
6. white 6. felt 5 75%
6 70%
7. couldn’t 7. north 7 65%
8 60%
8. seen 8. rush
9. until 9. wrote
# of
10. because 10. perfect Errors %
9 55%
11. men 11. change 10 50%
11 45%
12. winter 12. basket 12 40%
13 35%
13. shout 13. shoot 14 30%
15 25%
14. glass 14. hospital 16 20%
17 15%
15. paint 15. spill 18 10%
19 5%
16. children 16. dug 20 0%
1. accept 1. average
2. favor 2. hamster
# of
3. seal 3. select Errors %
0 100%
4. buffalo 4. tobacco 1 95%
2 90%
5. slipper 5. brilliant 3 85%
4 80%
6. receive 6. liberty 5 75%
6 70%
7. legend 7. prance 7 65%
8 60%
8. haircut 8. solemn
9. dresser 9. disease
# of
10. icy 10. impress Errors %
9 55%
11. customer 11. miracle 10 50%
11 45%
12. thread 12. wrestle 12 40%
13 35%
13. plop 13. coward 14 30%
15 25%
14. bandage 14. explode 16 20%
17 15%
15. further 15. opinion 18 10%
19 5%
16. moat 16. suffer 20 0%
1. labor 1. elevate
2. cripple 2. conservation
# of
3. hasten 3. tenderness Errors %
0 100%
4. frontier 4. barrier 1 95%
2 90%
5. riverbed 5. adulthood 3 85%
4 80%
6. settlement 6. kennel 5 75%
6 70%
7. absent 7. humiliated 7 65%
8 60%
8. dissolve 8. nonfiction
9. plea 9. revive
# of
10. surrender 10. wallet Errors %
9 55%
11. organization 11. depression 10 50%
11 45%
12. evidence 12. carvings 12 40%
13 35%
13. width 13. similarity 14 30%
15 25%
14. rampaging 14. unanswered 16 20%
17 15%
15. horseshoe 15. fingernail 18 10%
19 5%
16. grammar 16. breed 20 0%
1. civic 1. administration
2. shirttail 2. federation
# of
3. nominated 3. militia Errors %
0 100%
4. gruesome 4. shambles 1 95%
2 90%
5. disadvantage 5. bankrupt 3 85%
4 80%
6. goldenrod 6. architecture 5 75%
6 70%
7. perishable 7. tonic 7 65%
8 60%
8. straightforward 8. toddler
9. warrant 9. cavernous
# of
10. unthinkable 10. imperative Errors %
9 55%
11. ridicule 11. notorious 10 50%
11 45%
12. engulf 12. subconscious 12 40%
13 35%
13. kindhearted 13. corps 14 30%
15 25%
14. maturity 14. laborious 16 20%
17 15%
15. impassable 15. rivet 18 10%
19 5%
16. bolster 16. unimaginable 20 0%