Everyday language - red  yellow   blue   green   orange   purple   brown
Can name simple everyday objects (Dial): pencil, book,  leg, paper, tooth, hand, thumb, window, door

Materials:
set of basic crayons
pencil, book, window, door, paper or other everyday objects.

Instructions:
You:  What color is this crayon?  this one....this one....
You:  What is this?  (pencil)  What is this (book)  What is this (leg) Caution: Don't touch leg.....
As you talk with him, can he speak in sentences and can you understand what he is saying? (don't worry if he can't pronounce his words just right / can you "understand" what he is trying to tell you?)

Mastery:  all

How to help: Talk about the colors you are using as you color together.  Have nurse check for color-blindness if not learning colors. Be sure basic screening of vision and hearing have been done.  What language is spoken at home? Have engaging discussions with student(s) to encourage language use.  Be conscious of naming objects and using vocabulary to extend his. 

Red Flags:  Shorter sentences than peers / confusing syntax  /cannot understand kindergarten level student's sentences (even though speech may not be too good) / has trouble retrieving words or identifying pictures quickly  http://stills.nap.edu/html/prdyc/ch4.html (assuming he is not threatened by your presence or situation)  / child may say "this" or "that" or "the thing you put water in" when referring to a simple word such as "glass."

Hearing impaired will cry and coo as babies but no complex babble at 6 mos.  Further tests for younger students: "Receptive One Word Picture Vocabulary Test (l985) and Expressive One word Picture Voc Test-Revised (l990). Beyond 7 yrs of age: Peabody Picture Vocabulary Test-Revised (l981).

Bilingual:  Young children may exper difficulty when ordering sentences because words are placed in different order for diff langages - eg., the white cat (English) or the cat white (Spanish / el gato blanco). This is NOT a lang problem, just  temp confusion. Mixing English with Spanish is not a problem either, while children learn to speak in two languages.

Materials: none

Instructions:
You:  Let me see you climb under the table.  Can you put your hands on the table?  Now stand beside me....

Mastery:   all
Student does not have to know the word "right" but should be consistent in giving you one side vs. the other. He should be aware of the difference.

How to Help:
Play "maze" games and be sure to use these and other words while playing so students can learn them. Hokey Pokey.  Play music, dance and sing....carry on, over, under, around, and through.....enjoy!
Once this understanding is established, try it on a felt or magnetic board.
Ask student to place the circle above the house, etc.
Then take it the next step: ask student to draw a circle.  Then ask him to draw a line below (or above) that circle, etc.
Last, have him verbalize where he sees items in a simple picture.

Materials:
familiar nursery rhyme or favorite jingle the child has learned (or teach it well first)

Instructions:
1.  select a poem or jingle he knows
2.  print it carefully on sheet of paper
3.  demo. how to point to each word as you say the rhyme/jingle
4.  let him try
5.  Is he pointing to a word for every word that he says?
___way off
___idea / using rhythm, syllables
___close
___yes 

Mastery:  yes   no

How to help:
Morning messages dictated by children and pointed to as choral read.
Dictated sentences by child on page where he can illustrate it.  Point to individual words as he reads it.
Dictated sentences by child that you later cut up and place in envelope for future reassembling.
Interactive writing where child dictates sentence and you help him print the words (using finger to space between).  Use a scratch sheet and correction tape for creating difficult words.
Select favorite songs and create charts for child to point to words as the song is sung.
Establishing one-to-one coorespondence counting several objects should help. (Line them up on one side; then grab one at a time, slide it across the table in exaggerated fashion to the other side, pronouncing the number as you do this)

Materials:  none

Instructions:
You:  I am going to say some things to see if you can do them.  Ready?
You:  Sit down.
Student:  sits down
You:  stand up
Student: stands up
You:  sit down and cross your legs
Student: complies
TEST:
You:  stand up, touch your head, and look way up high (3parts)
You:  get a piece of paper, fold the paper, and give it to me.(3parts)
You:  get a pencil, get a piece of paper,  put the paper on top of the pencil, sit down (4parts)
You:  get a book, put it on the table, get some crayons, and give the crayons to me (4parts)

Mastery:  yes  no

How to help.
Play games where you take turns with the student directing each other to do silly things.  Simon Says (without heavy consequences for losing) may help.  Positive reinforcement for careful listening.  Whole groups can perform 3-part requests before being dismissed for centers (e.g.,  "Take a sheet of paper. In the middle, draw a circle.  Fold it and give it to me.")  Believe it or not, reading exciting stories and discussing them will develop this, as well.

(by 3 = pmhnwb)
(by 4 =  "  plus kgdt ng f y)
most difficult /by 8 yrs = s z v "th"

Instructions:
You:  Can you say the words I say?
You:    paper monster house NO wicked witch
       baseball ketchup    bubbleGum    dog
            telephone    running    fish yellow railroad    lion

Mastery:  Circle those mastered / enter #.  Not all speech sounds are mastered until 8 yr.
Adults should be able to understand what he is saying, even if not perfect.

How to help:
Consciously enunciate distinctly when you speak to student. A  role-model may be all that is needed.  Positively reinforce clear speech.  Encourage student to feel his throat or the position of his tongue when pronouncing certain words.  Look into mirror as you both attempt to pronounce "silly" words.  Laugh and have fun.  Don't get kids focused on this as a problem or it will certainly become one.  As with all others, be patient.  Children develop in similar ways on different time frames.  When one thing is pulling ahead, sometimes it is at the expense of another skill.  All in good time.  This is not about rushing; it is about offering opportunities and stimulation.  In a risk-free setting and with support, children learn best. Read:  "When are Speech Sounds Learned?" Journal of Speech & Hearing Disorders. 37, 55-63 http://www.overtonspeech.com/EmergenceVsMastery.html

Instructions:
You:  "Try to say what I say."   (enunciating distinctly and not too fast or too slow)
You:   "Here goes: pickles"
Student:  pickles
You:  I like cookies.
Student:  I like cookies.
TEST:
You:  I am green with blue spots. (6 syllables)
You:  I like to play with my friends. (7 syllables)
You:  The new bicycle is over there.(9 syllables)
You:  I am happy when it is my birthday. (10 syllables)
You:  My friend gave me a present for my birthday.(11 syllables)
You:  Sam likes peanut butter and jelly sandwiches.(12)
Have others ready in case noise prevents student from hearing.

Mastery:   yes    no    (Enter # syllables)
Omission of word endings is OK if belong to dialect group (sometimes = sometime).
Substitution for more familiar word is OK (bicycle = bike)
Ignore speech problems on this one.

How to help:
We should not read sentences or ask them to read sentences too far beyond their level.
Help them get into the rhythm of language which helps them repeat longer sentences.  Consciously model standard English.  Facilitate reasons for students to need and use  language.  Discussions and enjoyment of stories.  Semantic webbing supports vocabulary development.

Research http://stills.nap.edu/html/prdyc/ch4.html
"From the results of those studies (Scarborough, 1998), it is clear that, on average, kindergartners' abilities to repeat sentences or to recall a brief story that was just read aloud to them are more strongly related to their future reading achievement than are their scores on digit span, word span, and pseudo-word repetition measures."

Materials:
several simple picture books with words that will allow a student to easily find the above items.

Instructions:
You:  Would you pick a book for me to read? (watch how he  handles it)
You:  Show me the cover, where to begin, where do I go next, etc.......

Mastery: 8 out of 13 is satisfactory by end of kdgn.

How to help:
Read to student and point to words, emphasizing print concepts as you read.  Have student dictate stories for you to write for him.  Encourage student to begin writing own stories with your help.  All of this causes student to focus attention on these features of print and books.
Read: http://www.pbs.org/launchingreaders/pdfs/tips_all.pdf
Checkpoints of progress ages l - 6yrs: http://www.ed.gov/pubs/parents/Reader/part9.html

Retelling stories helps children to understand and remember what they read.  It also helps them develop a sense of story (form / grammar).  It improves comprehension because the student is required  to organize information, make inferences based on text, connect to and transfer their own knowledge (PK) into a personal rendition of what happened, and essentially "understand" the story.

Materials:  book and puppet or stuffed animal

Instructions:
Use handout(s) in packet or in the Learning Center (rm 118), or do the following:

Place puppet (or stuffed animal or doll) in box nearby but do not discuss.
Select a short story with an interesting cover that suggests what the story is about (not alot of dialogue).
1.  Discuss cover of book. Encourage student to predict.  Tell student to pay close attention to story to see if his predictions are right.
3.  Read the story.
4.  Bring out  puppet and ask student to tell puppet what the story was about.
5.  Prompt to get more detail.  (then what happened,  why...)
6.  Ask questions to see if child can remember details (explicit)
and if he can imagine what if or 'read between the lines' (implicit)

Mastery:  This must be taught.  Look for improvement.
____disconnected(random)
____connected theme (sequential/most parts included)
____awareness of you, the audience (there was...   and then she....)
Answers questions:
____explicit      (main characters, names, setting...)
____implicit      (why do you think....    what did the author mean by....)

How to help:
Read to students at least once a day; more often is preferred.  Model what you want him to do.  Discuss the funniest or the best parts first.  Warm up to the big retell.  Have fun discussing these stories and encourage student to offer his own reactions risk-free.  Learn to stop talking when student begins; follow his lead.  Sometimes students don't retell much because they see that you were there so you must already know about the story.  Bring in a guest "teddy bear" so that the student can retell to him.  Together you can write about the story to be sent home for mom to read.  Create stories with the student (shared writing) and model the need for story grammar (setting, characters, plot, sollution / beginning, middle, end).

TX language standards preK-3rd: http://www.edweek.org/ew/ewstory.cfm?slug=33stand.h20 (not in packet) PreK should remember 2 events in narrative; by 3rd grade, lots of detail expected.

Materials:
ABC sheet of  upper and lower case letters (included in packet)
or a collection of plastic or magnetic letters.
Form for teacher:  http://www.suu.edu/faculty/lundd/6350Web/Formsa/ltrassess.htm
Form for student:

Instructions:
"name" the letter:
You:  What is the "name" of this letter...
IF too difficult, have student
"identify" the letter:
You:  Can you find the ______?

Mastery:
Circle those  "names"  or   "identified"
Students do not need to be able to "name"  all letters before attempting serious reading / most of the uppercase and around half of the lower case is fine although eventually all must be mastered.
Goal - ultimately we want children to be able to say the letters (and eventually the sounds) around 1/sec. (fluent /automatic)

Materials:  Use ABC sheet  

Instructions:
You:  Here is the letter S.  Can you think of a word that begins with this letter?
TEST:
You:  Tell me a word that begins with this letter (point to it).
You:  How about this one...

Mastery:  Same as for ABC's.  Children don't need to know all before serious reading, but eventually they should master them.  Student can either give you the sound or a word beginning with that sound or emphasizing it.

Rapid-naming - Eventually, child should be able to say these sounds "automatically"...aprox'ly 1/sec.

How to Help:
Practice matching letters with concrete objects that begin with those sounds.  Lots of reading and writing and letter-sound games help. There are many in your packet.  As with learning the ABC's, get creative and have fun.  Enjoyable decodable text at instructional level with your gentle guidance offers the best opportunity to use and improve on this knowledge once established.

Game ideas: Alphabet Arc, Picture Sort L-S, and Sound Board: 
Learn to Read Games: http://www.starfall.com/n/level-a/index/load.htm?f
http://www.ldonline.org/ld_indepth/reading/straight_talk.html#activity%20to%20teach%20alphabet

Materials: 
KPAT sheet (included in packet or just use the others here)
Yopp-Singer http://teams.lacoe.edu/reading/assessments/yopp.html w.instructions
Yopp-Singer Formwww.suu.edu/faculty/lundd/6350Web/Formsa/yoppform.htm
PK for this
http://www.ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html

KPAT Instructions:  on sheet
EASY LEVEL:Can he give you a word that rhymes with two you provide?
HARDER: Can he blend the sounds YOU make into a word? (e.g., You say: /b/  /a/  /t/ and he says "bat")
HARDEST: Can he tell you the sounds in words?  (e.g., You say: "bat" and he says  /b/  /a/  /t/)

KPAT Mastery  see sheet
Rhyme (out of l0)
Blend (l0)
Initial -Middle-Final sounds

How to Help:
Phonemic awareness / be aware of hierarchy and do not ask student to do something high on the list before laying a strong foundation below. Packet activities provided.

Phonological Awareness books:
http://www.ldonline.org/ld_indepth/teaching_techniques/cld_hownow.html
Rhyme patterns: "There's a Wocket in My Pocket" (Seuss, 1974)
Alliteration: "Faint Frogs Feeling Feverish" and "Other Terrifically
                        Tantalizing Tongue Twisters (Obligato, 1983)
Assonance: "Moses Supposes His Toeses Are Roses" (Patz, 1983)

Materials:
sheet of paper and pencil

Instructions:
You:  I want you to write as many words as you can write.
(prompt to get him going and to help him along)
You:  Can you write your name?  How about Daddy?  Any color words?  How about the word "no"....

Mastery:
each correct word = l point
5 l/2 = 5 words
6 yrs. = 30
>40 = ceases to be of any use / NOW ask him to write a "story"  (sentence)

Reversals = OK
Generating words (hit, hits, hitting) = OK  (each counts as l word)

How to Help:
Teach student to write his name, to write easy words important to him (Mom, Dad, brother, sister, dog, cat)
Teach student to generate words from one 'family' (cat, bat, mat, fat)
Help student create labels for play centers, to 'write' to  friends in class, to notice words in his environment, to make lists and write stories...

Materials:
Collect samples of student's writing

Instructions:
Encourage student to draw, write, express, retell

Mastery:
-Language Level
   pictures,  letters,  word,   2-word       sentence      punctuated story (2 sentences)      2 themes
-Message Quality
   symbols        message        copies       repeats sentence patterns (Here is a...)      creates
-Directional:
   no direction            some direction         direction            spaces         more complex

How to Help:
Provide many opportunities and incentives for writing.  Support and give helpful feedback as often as you can.
Model good writing and thinkalouds to encourage correct printing, inventive spelling, spacing between words, and letter-sound connections.  Dry erase boards are great since they allow students to easily erase until they are satisfied with attempts.

Ideas for writing crazy stuff (fun) e.g., think of ways food can make noise, what if rain suddenly froze in mid air.  http://www.teachnet.com/powertools/take5/index.html%20(not%20included%20in%20packet) (not included in packet)
Writing info., assessment, and activities (4-Blocks) www.k111.k12.il.us/lafayette/FourBlocks/writing_blocks.htm
Writing - Mini Lessons www.k111.k12.il.us/lafayette/FourBlocks/mini-lessons.htm

Materials:
Collect samples of student's writing.

Instructions:
Encourage student to draw, write

Mastery:
Determine invented spelling level from several samples of student's writing.
prephonemic..........no connection to letter-sounds
phonemic...............letters represent sounds
     level l................beginning sounds mostly evident (early letter)
     level 2...............final sounds often present
     level 3...............medial sounds emerge (letter name)
transitional............patterns emerge (CVCe, doubling consonants in "happe")
                               Probably learned from reading.   Grandma can read it!
conventional........ mostly correct

How to Help:
Fun with Writing: http://www.pbs.org/launchingreaders/pdfs/tips_4.pdf
Provide many opportunities and incentives for writing.  Support and give helpful feedback as often as you can.
Model good writing and thinkalouds to encourage good spelling and letter-sound connections.
Dry erase boards are great since they allow students to easily erase until they are satisfied with attempts.

Materials:
Use wordless picture books or sequential puzzles.
Sample  (included in packet) or use "Pancakes for Breakfast" by dePaola or "A Boy, a Dog, and a Frog" by Mayer.
mentioned here: http://www.ed.gov/pubs/parents/Reader/children.html

Instructions:
Ask student to tell you a story using the picture book....or
Ask student to tell you the story in the sequential puzzle.

Mastery:
Story makes sense.
Notice how much detail he perceives from pictures.
Notice his language development and his speech.
Notice his attitude.

How to Help:
Enjoy picture books and regular books together as you support student in 'telling' the story.
Children first like to point to pictures and discuss them in relation to themselves.
Also, try using simple sequential puzzles / discussing what is happening first, next, and so on.
Later on, try to take puzzles apart and piece together again.  Retell the story.
Sequential puzzles may have:
baby, toddler, child, adult
egg, bird hatching from egg,  bird walking,  bird flying
from egg to butterfly; tadpole to frog; fall leaves to summer fun

http://www.education.sfasu.edu/ele/classes/abel/samtest.html

Materials:
Sam sheet  (included in packet or find "baby" level 1-3 of your predictable books set)

Instructions given in class and on sheet.
Helps to pinpoint beginning reading level.
If no "Sam" sheet, find a simple level 1 or 2 predictable book.  Discuss it first.  Flip through pages.  Read it for the student.  Then ask him to read it.  How well can he do?  Easy?  Give him more this level and move forward.  Hard, drop back to reading to child and encouraging his participation.  Work on letter-sounds if weak in this area.

Mastery:  should see progress

How to Help:
Find best level to begin and support student at that level.  Packet pages give many ideas for each level and sources for obtaining leveled books.

Too difficult.....Go back to working on Print Concepts, read alouds, shared reading, modeled writing, and dictated sentences.
             Read pp.20-24,26:www.nifl.gov/partnershipforreading/publications/reading_pre.pdf
                 Try this assessment to check concept of word and ability to learn words
              Voice-Point http://www.education.sfasu.edu/ele/classes/abel/318voicepoint.html
Just right.......Try out some level l and 2 books to see how he does. Support him well until you are certain.
                     We don't want to give him a bad impression of reading.
                   Read "What to do at Home" for K-3: www.nifl.gov/partnershipforreading/publications/becomes_read2.html
Easy.......... Try some level 3 books to see how he does; progress forward if these, too, are easy.
                   Read "What to do at Home" for K-3: www.nifl.gov/partnershipforreading/publications/becomes_read2.html
               Word Play: http://www.pbs.org/launchingreaders/pdfs/tips_2.pdf

See packet, and check "Running Records" assessment card and "Book Resources" for leveled book sources.
Order these booklets FREE from the govt: http://www.nifl.gov/partnershipforreading/publications/

Materials:(included in packet)
word lists for student (and one for teacher for marking)

Instructions:  included in packet
Only show a few words at a time.
Score only words read correctly in decent amount of time (should be almost automatic)
Note decoding skills (no other skills can be used / no picture, context)
Remain neutral and praise effort, not correct responses.
Be subtle about scoring or student will become too engrossed on right/wrong

Mastery:
Percentage Known (should be increasing)
Base - Ceiling
 

Can child say them quickly and easily?  This list can be used as a rough placement in books that will be easy to read since can't use other clues when identifying words.  Ultimately must be quick "by sight."  Chart progress.
Learn to read these words / learn to spell them.
How to help:
Fun with Words: http://www.pbs.org/launchingreaders/pdfs/tips_3.pdf
Making Words - How to Play the Game www.k111.k12.il.us/lafayette/FourBlocks/making_your_own.htm
Templates for Making Words www.k111.k12.il.us/lafayette/FourBlocks/making_your_own.htm
Word Wall Routine http://www.k111.k12.il.us/lafayette/FourBlocks/word_wall_routine.htm
Teaching High Frequency words / ideas: http://www.eduplace.com/rdg/res/frequent.html (not in packet)
Word Study and High Frequency Words: http://www.ablongman.com/html/gunningtour/pdf/Gunning_Ch4.pdf

Materials:
USE new TX Quick Phonics Screener or
Create a pile of nonsense words such as fap, fapping, fappest to determine which patterns student can recognize.
Print on dry erase as you ask student or create word list in 'viewer' ahead of time.
Names Test (alternative) http://www.suu.edu/faculty/lundd/6350Web/nametest.htm
Names Test Forms: http://www.suu.edu/faculty/lundd/6350Web/Formsa/namestest.htm

Instructions:
Ask student to read the 'funny' words

Mastery:
Note which patterns student needs work on and support

How to Help:
As for any spelling effort / open and closed word sorts, onset and rime wheels, "familiar patterns" word walls, writing opportunities, reading by analogy, modeled thinkalouds.  Packet ideas.

The Phonics Game Room: http://members.aol.com/phonicsrm/index.html
Game - match rhyming words http://www.quia.com/mc/65765.html
Game - next level rhyming http://www.quia.com/mc/65870.html
Word Study and High Frequency Words: http://www.ablongman.com/html/gunningtour/pdf/Gunning_Ch4.pdf
Consider 140 sequential "making words" lessons in book: "Systematic Sequential Phonics They Use" by P. Cunningham ISBN: 0-88724-581-1 (Teacher Terrific on N.Street sells it)

Running Records measure how well a child reads. They help us

• evaluate text difficulty so we can offer the student an appropriate book at his level
• group and re-group children for instruction
• accelerate a child or move him/her back to an easier level
• quickly place new students
• see what student is doing when reading (what cueing strategies he uses)
  

Easier Way / Create rubric showing what's important (recognizes most words, uses expression, stops at punctuation, pace is normal).  Determine Independent, Instructional, Frustrational reading levels
and good comprehension (around75%) by asking questions to check understanding.

Harder Way - Use these IRI directions http://www.suu.edu/faculty/lundd/6350Web/iri.htm
(Note: we are using diff. % in this class)

Materials:
Grade level text from classroom, SFA samples in reserve room 2nd shelf, from leveled books online
Use tape recorder until you get good at this.

Instructions:
Both discussed  in class. Packet pages.

How to help:
This helps you place student in reading material where he can be successful and find enjoyment.
     independent = easy, fun, homework and test level (95% or better / misses less than l in 20 words))
     instructional = with you for gentle positive scaffolded guidance
                           (reads with 90-94% accuracy)
     frustrational = careful. could turn student off to reading. (misses more than 1 in 10 words / <90% accuracy)
                          Redirect or give lots of support (read together)
Often they demand these texts(seen predictably in 2nd grade with chapter books) to impress friends.   Don't embarrass them by handing them a juvenile book in front of peers. Allow them to continue pretending--this at least reassures you that he still wants to be a reader (a good sign). Options:  Find high interest lower level texts or create a story dictated by student; these are easily written on lower level but never obvious to judgemental peers.  Joke books, trivia books, and informational books also can give you a high interest level written at lower levels. Many "Choose your own adventure" stories also work well.  They are short, exciting, and usually easier to read.  Game boards have many high frequency words on them; playing games masks the 'flash card' benefit here.  Mad Libs are tons of fun for kids and again, it is not obvious that the wording has been simplified (3rd grades and up): http://www.eduplace.com/tales/index.html (well worth your time)

Materials:   none

Instructions:
Casual conversation may work best.  It must be 'risk-free' or kids can clam up or forget what they know. Engage student in discussions or do whatever it takes to find out what he knows about what he just read. Don't badger him with empty pointless questions no one would want to remember about a book they read; be thoughtful in what you ask to get the most info.

Sometimes you can find out if he is comprehending while reading by asking a question or two as he reads along.  If his answers make sense, he is comprehending; if not, he probably isn't.  Note: There is a difference between paying attention while reading (to make sense) and recall (remembering details, theme, inferences and being able to discuss them after the reading).

Possible reasons for poor comprehension: (look closely for evidence)
-is struggling to identify every word.
-is trying to impress you with his 'reading' of the words and forgetting to pay attention.
-doesn't understand enough of the English language yet to make sense of what he is reading.
-has a poor vocabulary and the words in this book are beyond his background knowledge level.
-doesn't understand idioms and other English expressions because he is bilingual.
-hates what he is reading and would prefer to be reading something he enjoys.
-is distracted by other events going on in the room or around him or from home.
-doesn't want his peers to know he is capable (older child under peer influence).
-is having a bad hair day.
-I am sure you can think of others.

Mastery:
If he remembers anything, he is probably comprehending.   

Now, at what level? 
lst graders can 'infer' www.stenhouse.com/pdfs/0307ch02.pdf
Read Bloom's Taxonomy www.teachervision.com/lesson-plans/lesson-2171.html

___STRONG: Has he really internalized it-- knows it in depth, and has some opinions about how he might have done this or that differently?
___AVERAGE:  Can tell you a few things about what he read.
___WEAK:  Can't tell you much.

MOTIVATION:
Maybe he isn't comprehending because he hates the piece you gave him to read!
We need to know about his interest in reading material when tested:
___strong    ___average     ___weak

VOCABULARY / STRUCTURAL ANALYSIS
Maybe he doesn't read well because he doesn't understand what he is reading.
Are the words too hard?  Is his language/grammar development not strong?
Is his own vocabulary development or background knowledge empty or weak

___strong    ___average     ___weak

We need to know about his own language/vocabulary: www.suu.edu/faculty/lundd/6350Web/vocab.htm
The impact of vocabulary development: http://www.signonsandiego.com/news/education/20020722-0026-ca-satessay-critics.html
Research suggests the teacher's vocabulary may have an impact: 
 http://epaa.asu.edu/epaa/v10n36.html

FLUENCY
Maybe he is poor at quick work recognition / perhaps he is a reader but is not fluent (automatic word recognition, accurate word recognition, thoughtful 'thinking as he reads' word recognition)

Mastery:    yes  no
SEQUENCE:  Can he retell it in order (or is it all jumbled and rearranged according to how it 'pops' up in his head)?
SUMMARIZE:  Can he summarize (What was it about?)
INFERENCES:   (not stated in text) When the author says something unusual or odd or doesn't complete the idea, allowing for the reader to 'fill in' and make the mental leap on his own, can the student figure out what the author is trying to tell the reader?  (e.g., "The soup tasted like a corpse"........what does that really mean?  We know it doesn't literally mean it tasted like a dead body).  This is difficult for kids under 4th grade.

How to help:
http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld009.htm
Refer to other Comprehension section.
Also: Reading and writing self-created stories and then illustrating beginning, middle, end and eventually all  story grammar helps remind students there are special parts that go into stories.  Creating video advertisements for favorite books require students to summarize for their audience.  When discussing stories in small groups, require students to show where' in the text'  it 'states'  or 'suggests' this or that.  Some are literal, some are inferential.  A mystery paragraph could become part of the daily program where something is not entirely 'stated in the text' which would require readers to 'read between the lines' to discover hidden meaning and messages.  Because these texts would be short, they would be more manageable. Perhaps making analogies to Bin Laudin's secret messages or when people 'beat around the bush' or don't state directly their opinions in order not to hurt someone's feelings might bring home what we are doing here.  Begin easy and work your way up slowly.  Poetry, even art and music, all send 'hidden' or indirect messages and  can support this skill, as well, but don't turn them off to the arts while investigating.

Quick word recognition Fluency and beyond: http://www.stenhouse.com/pdfs/0330ch01.pdf (not in packet)
More ideas here:
http://www.stenhouse.com/pdfs/0055ch03.pdf  (not in packet)

Vocabulary Fix-its: http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld008.htm
Graphic Organizers (venn, story grammar, KWL) www.k111.k12.il.us/lafayette/fourblocks/graphic_organizers.htm
Vocabulary Games, primary grade level: http://www.stenhouse.com/pdfs/0085appc.pdf

Materials:
Packet pages.
Grade level texts from classroom, IRI, or leveled books in SFA library
Stop watch or watch with second hand

Instructions: 
Cold reading.
You may talk about the book first.
Ideally it will be one that attracts your student.
Tell student to read his best (not too fast /must be able to think as read)  

Stop him at 60 sec. The words he read correctly = wcpm (without a formula) or Allow him to read over l00 words or several pages or to the end of the passage and use this formula: #words correct          x 60    =    wcpm  (words correct per minute)         seconds Self corrections, repetitions, insertions, accents and dialects  = don't count as errors Obviously if there are too many insertions, we don't have a valid score.

Mastery:
General rule:
60 wcpm................beg. 2nd grade
80...........................3rd
100.........................4th           
200.........................6th        Refer to packet chart from TEA for specific levels.

How to Help:
http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld007.htm
Lots of enjoyable reading both independent and guided instructional, readers theater, student charting progress, partner reading.  See packet for ideas on how to get kids reading and reading again and again. 
Try Technology / software http://www.education.sfasu.edu/ele/CENTERS/learningcenter/sld013.htm
Speed Reading Fun http://readingsoft.com/quiz.html
Learn-to-Read Games: http://www.starfall.com/n/level-a/index/load.htm?f

Materials:
VAKT checklist  (included in packet)
very simple words the child can read and write
sort into 3 lists of about 5 each

Instructions:
VISUAL:
You:  I am going to show you some words.  Look at them for awhile and then I will take them away and ask you to write them.
AUDITORY:
You:  I am going to spell some words for you.  When I finish with all of them, I want you to write as many as you can remember.
KINESTHETIC-TACTILE:
You:  I am going to spell some words for you and I want you to write them down.
You:  Now I would like you to write those words down again.
You:  Now I want you to turn your paper over and see how many you can remember. Write them please.

Mastery:  none / just try to determine which is strongest preference for how this student learns best

How to Help:  Be sure to include the child's strongest modality for learning when trying to teach him.  Encourage him to utilize others, as well.
Brain Loves Music: http://www.pbs.org/newshour/extra/