Pennington Publishing Blog

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FREE Reading and Spelling AssessmentsFollowing are accurate and teachable diagnostic phonemic awareness, reading, and spelling assessments with audio files, Google forms, Google sheets, and corresponding recording matrices to help teachers determine what students know and what they do not know. All but one assessment (fluency) are whole class assessments. Each assessment is comprehensive, not a random sample, to enable teachers to teach to the results of each test item. The author s ELA/reading programs provide the resources for assessment-based whole class and individualized instruction. Click on the blue links for the assessment resources and check out the author s programs, which provide the instructional resources to teach to each assessment.PHONEMIC AWARENESS ASSESSMENTSPhonemic Awareness Assessments (Printable Copies) Use these five phonemic awareness (syllable awareness, syllable rhyming, phonemic isolation, phonemic blending, phonemic segmenting) to determine reading readiness. Each of the five assessments is administered whole class. The author s half-year or 30 minutes per day Science of Reading Intervention Program (word recognition) and full-year Teaching Reading Strategies (word recognition and language comprehension) reading intervention programs include corresponding phonemic awareness and alphabetic awareness activities to remediate all deficits indicated by the assessments.Syllable Awareness Assessment (5:48 Audio File)Syllable Rhyming Assessment (5:38 Audio File)Phonemic Isolation Assessment (5:54 Audio File)Phonemic Blending Assessment (5:53 Audio File)Phonemic Segmenting Assessment (5:21 Audio File)*****DIAGNOSTIC READING ASSESSMENTSThese comprehensive reading assessments are administered whole class (except for the reading fluency) and are teachable. Corresponding lessons, activities, and worksheets with formative assessments are featured in the author s half-year or 30 minutes per day Science of Reading Intervention Program (word recognition) and full-year Teaching Reading Strategies (word recognition and language comprehension) reading intervention programsVowel Sounds Phonics Assessment(Printable Copy with Links to 10:42 Audio File, Google Forms, and Google Sheets)*Printable and digital testing options: Use this comprehensive 52 item whole class assessment to determine your students mastery of short vowels, long vowels, silent final e, vowel digraphs, vowel diphthongs, and r-controlled vowels. The assessment uses nonsense words to test students knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Vowel Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any vowel sound phonics deficits. The author s Teaching Reading Strategies reading intervention program includes corresponding worksheets and small group activities to remediate all deficits indicated by this assessment.Consonant Sounds Phonics Assessment(Printable Copy with Links to 12:07 Audio File, Google Forms, and Google Sheets)*Printable and digital testing options: Use this comprehensive 50 item whole class assessment to determine your students mastery of consonant digraphs, beginning consonant blends, and ending consonant blends. The assessment uses nonsense words to test students knowledge of the sound-spellings to isolate the variable of sight word recognition. Unlike other phonics assessments, this assessment is not a random sample of phonics knowledge. The Consonant Sounds Phonics Assessment includes every common sound-spelling. Thus, the results of the assessment permit targeted instruction in any consonant sound phonics deficits. The author s Teaching Reading Strategies reading intervention program includes corresponding worksheets and small group activities to remediate all deficits indicated by this assessment.Heart Words Assessment (Printable Copy)Use this 108 item whole class assessment to determine your students mastery of the most common English words with one or more parts to learn by heart. The author s Teaching Reading Strategies structured literacy intervention program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program includes 3,000+ Google slides with two Heart Words in each of the 54 lessons, plus special interactive practice with these tricky words. The program also provides heart Words game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.Rimes Assessment (Printable Copy) Use this comprehensive 79 item whole class assessment to determine your students mastery of the most common English rimes. Memorization and practice of these word families such as ack, eck, ick, ock, and uck can supplement an explicit and systematic phonics program, such as found in the author s Teaching Reading Strategies structured literacy intervention program to help students orthographically map these key word parts. Experienced reading teachers know that different students respond differently to reading instruction and some remedial students especially benefit from learning onsets (such as consonant blends) and rimes. The program includes small group activities to remediate all deficits indicated by this 15-minute assessment. The program also provides rimes game card masters and individual sets of business card size game cards in the accompanying Reading and Spelling Game Cards.The Pets Fluency Assessment (Printable Copy) *The “Pets” expository fluency passage is leveled in a unique pyramid design: the first paragraph is at the first grade (Fleish-Kincaid) reading level; the second paragraph is at the second grade level; the third paragraph is at the third grade level; the fourth paragraph is at the fourth grade level; the fifth paragraph is at the fifth grade level; the sixth paragraph is at the sixth grade level; and the seventh paragraph is at the seventh grade level. Thus, the reader begins practice at an easier level to build confidence and then moves to more difficult academic language. As the student reads the fluency passage, the teacher will be able to note the reading levels at which the student has a high degree of accuracy and automaticity. Automaticity refers to the ability of the reader to read effortlessly without stumbling or sounding-out words. The 383 word passage permits the teacher to assess two-minute reading fluencies (a much better measurement than a one-minute timing).* Placement AssessmentsDIAGNOSTIC SPELLING ASSESSMENTThe 102 item assessment includes the most common previous grade-level spelling patterns.Grade 4: K-3 spelling patterns (#s 1-64)Grade 5: K-4 spelling patterns (#s 1-79)Grade 6: K-5 spelling patterns (#s 1-89)Grade 7: K-6 spelling patterns(#s 1-98)Grade 8: K-7 spelling patterns (#s 1-102)The test items are grouped by spelling patterns e.g., the four long /i/ spellings, to make posttest analysis simple. All spelling words are multi-syllabic to prevent students from identifying the words by “sight spellings” and to require recognition of the sound-spelling patterns within the context of syllables.Assessment FormatsChoose the Diagnostic Spelling Assessment format which best suits your needs:1. Printable Only: Teacher dictates the number of test items assigned to the grade levels, following the written administrative protocol. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.Resources: Diagnostic Spelling Assessment teacher administration form; Spelling Patterns Assessment Mastery Matrix.2. Audio and Printable: Teacher plays the 22:32 slow speed Diagnostic Spelling Assessment audio file for grades 4, 5, and 6 students or the 17:26 fast speed Diagnostic Spelling Assessment audio file for grades 7 and 8 students. The audio file includes all administrative directions. Students take the test on binder paper. Teacher corrects assessments according to directions and records spelling deficits on the Spelling Patterns Assessment Mastery Matrix.Resources: Diagnostic Spelling Assessment 22:38 audio file; Diagnostic Spelling Assessment 17:26 audio file; Spelling Patterns Assessment Matrix. 3. Google Forms: Teacher shares either the Diagnostic Spelling Assessment Google Form with the 22:32 slow speed for grades 4, 5, and 6 students or the form with the fast speed for grades 7 and 8 students. Note that incorrect spellings with be accompanied by the Google red squiggly line indicating a spelling error. Students may be tempted to right click the word and select the correct spelling; however, if the teacher tells the students the purpose of the test and directs them not to self-correct, students will generally follow instructions. Telling students that they will receive the same amount of credit whether the spelling is accurate or not, and using the fast speed audio also helps students avoid the temptation of cheating. Teacher uploads the students Google Forms into the Spelling Patterns Assessment Mastery Matrix Google Sheets.Resources: Resources: Diagnostic Spelling Assessment Google Forms with the 22:32 slow speed audio file for grades 4, 5, and 6 students or the the 17:26 fast speed audio file for grades 7 and 8 students; Spelling Patterns Assessment Mastery Matrix Google Sheets.*****RECOMMENDED SPELLING PROGRAMS APPLYING ASSESSMENT-BASED INSTRUCTIONDifferentiated Spelling Instruction Grades 4, 5, 6, 7, and 8 ProgramsCanadian Versions*****Teaching Reading StrategiesThe Science of Reading Intervention ProgramPennington Publishing provides two reading intervention program options for ages eight–adult. The Teaching Reading Strategies (Intervention Program) is a full-year, 55 minutes per day program which includes both word recognition and language comprehension instructional resources (Google slides and print). The word recognition components feature the easy-to-teach, interactive 5 Daily Google Slide Activities: 1. Phonemic Awareness and Morphology 2. Blending, Segmenting, and Spelling 3. Sounds and Spelling Independent Practice 4. Heart Words Independent Practice 5. The Sam and Friends Phonics Books–decodables 1ith comprehension and word fluency practice for older readers. The program also includes sound boxes and personal sound walls for weekly review.  The language comprehension components feature comprehensive vocabulary, reading fluency, reading comprehension, spelling, writing and syntax, syllabication, reading strategies, and game card lessons, worksheets, and activities. Word Recognition × Language Comprehension = Skillful Reading: The Simple View of Reading and the National Reading Panel Big 5.If you only have time for a half-year (or 30 minutes per day) program, the The Science of Reading Intervention Program features the 5 Daily Google Slide Activities, plus the sound boxes and personal word walls for an effective word recognition program.PREVIEW TEACHING READING STRATEGIES and THE SCIENCE OF READING INTERVENTION PROGRAM RESOURCES HERE for detailed product description and sample lessons.Get the SCRIP Comprehension Strategies FREE Resource: Grammar/Mechanics phonemic awareness assessments, phonics programs, reading assessments, reading intervention programs, Science of Reading Intervention Program, spelling assessments, Teaching Reading Strategies Not every English teacher believes in corrective writing feedback. Some devolve responsibility to the student writer or peer editors. Others feel that identifying grammar, usage, and mechanics errors may inhibit writing. Still others insist that writers learn these language conventions inductively through extensive writing and reading practice. For a thorough, research-based critique of these conclusions, read my related article, Writing Feedback Research.However, most English teachers tend to buy in to the necessity of corrective writing feedback at some point in the writing process. For those teachers who do use corrective writing feedback, the following story may provide a bit of insight from the student s point of view:I got back my graded essay from Ms. Peters, and she had written the word FRAG three times.I figured it must be something important, so I Googled FRAG before writing my next essay. The first search result was an ad for the FRAG first person shxxter video game. I scrolled down and Wikipedia and dictionary. com said, FRAG means to attack an unpopular or overzealous superior. Now, Ms. Peters was not the most popular English teacher, and I guess you could say she was a bit zealous about FRAGs. But I personally had no ill feelings toward her and wanted to clear the air, so the next day I approached her after class and began, About your FRAG comments on my essay- FRAG means fragment, she interrupted. Intentional fragments are permissible in narrative dialogue, but never in formal essays. I said, Ms. Peters, I would never FRAG intentionally or otherwise. As I turned to walk away, I muttered, if I knew what it was. I heard that! she said. Good example. What we can learn about corrective writing feedback from the student s FRAG experience 1. Simply circling errors or using diacritical marks produces ineffective revision. Writers do not know what they don’t know. Simply writing FRAG does not explain why the sentence is incomplete or how to fix it. Other than typos, writers rarely make mistakes when they know better. When errors are simply marked without explanation, students will continue to make the same mistakes over and over again.2. When writing feedback is postponed, little is acquired, retained, and transferred to the next writing assignment. Accordingly, summative feedback is of little value. Relying solely upon rubric scoring for writing feedback produces no statistically significant correlation with improved writing skills.3. Error marking and/or taking off points on final drafts produces minimal transfer to future writing. Students won t get scared into capitalizing on next month s essay because you dinged their grade for not doing so on last month s essay. However, if you make them self-correct on a revised rough draft, they will more likely capitalize the next time (if they understand the rules) to avoid the work.As Ferris (2004) summarizes, Students who receive feedback on their written errors will be more likely to self-correct them during revision than those who receive no feedback—and this demonstrated uptake may be a necessary step in developing longer term linguistic competence. 4. Far from inhibiting writing, focused corrective feedback on a regular basis can build student writing confidence.Students are likely to attend to and appreciate feedback on their errors, and this may motivate them both to make corrections and to work harder on improving their writing. The lack of such feedback may lead to anxiety or resentment, which could decrease motivation and lower confidence in their teachers” (Ferris, D. R. 2004).5. Teachers need to identify language convention errors, sure. But teachers also need to define terms, explain why something is an error with examples, and provide options for correction and/or revision.“Focused corrective feedback was more useful and effective than unfocused corrective feedback” (Sheen, Wright, and Moldawa 2009).How to Provide Effective Corrective Writing FeedbackIn the student FRAG example, consider using the following writing feedback to identify, define and exemplify, explain, and suggest correction and/or revision in the student s revised rough draft:

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