Assessment in the Superkids Reading Program

A ssessment in the

Superkids

Reading Program

Inside This Guide Find out more about the different kinds of assessment provided in the Superkids Reading Program.

Why Assessment Counts . . . . . . 3 Informal Assessment. . . . . . . . . . 4 Formal Assessments . . . . . . . . . . 6 Kindergarten . . . . . . . . . . . . . . . 8 Grade 1 . . . . . . . . . . . . . . . . . 10 Grade 2 . . . . . . . . . . . . . . . . . 12 Differentiating Instruction. . . 14

To see samples of complete tests, visit our website:

superkidsreading.org

2

Why Assessment Counts In order to make informed decisions about instruction and grouping, teachers need reliable, timely information about their students’ abilities and progress. Formative assessments are frequent, on-going evaluations of children’s skill development. They allow teachers to keep close watch on children’s understanding of recently taught concepts and adjust instruction and grouping to meet individual needs and solve problems that arise. Formative assessments should inform instruction. Summative assessments are administered less frequently, often at the end of a semester or school year. They give teachers a “big picture” overview of children’s understanding

and retention of essential skills taught over a longer period of time and can be useful when reporting children’s progress to others. The Superkids® Reading Program provides frequent formative assessments and periodic summative assessments to help teachers identify difficulties children are having and differentiate instruction accordingly. Assessments are done formally with tests aligned to the instruction and informally through teachers’ observations and review of children’s daily work. Based on these assessments, teachers can then reteach, reinforce, and extend lesson skills as needed using resources available in each grade of the program.

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Informal Assessment OU D

DAILy ROUTINES: Informal Assessment

Story: “What Do Crocodiles Eat for Dinner?” Story Follow-up

Every lesson begins with three Student Objectives Summary of Core Instruction Summary of Core Instruction Reading teachers quick routines that allow to informally assess skills taught the previous day or in recent lessons and reteach if necessary. The routines focus on phonemic awareness Pleasant’s Pointersonly), blending and (kindergarten Writing decoding, spelling, handwriting, and writing mechanics (second grade only). Our research indicates that teachers who do the Daily Routines every day see significant 2 gains in children’s skills. Daily Routines: Informal Assessment

Step 1 Build vocabulary and background Step 2 Guide listening and comprehension Step 3 Teach fluency

Step 4 Quick writing: Captions

Materials Picture of a crocodile (optional) CD 7, Track 1 Drawing materials Student White Boards or handwriting paper

Each unit of Meet the Superkids ends with a Read-Aloud Story in the Teacher’s Guide. This lesson could be taught anytime after the Superkids character for the unit has been introduced.

Phonemic Awareness Student Have childrenObjectives name words that begin

Daily Routines: Informal assessment Vocabulary Step 1 Check comprehension Discuss the idiom “Creeping crocodiles!” Step 2the Teach synonyms Understand meanings of creep and fierceStep 3 Review Memory Words and Comprehension pronoun use Use prior knowledge Writing Time: Sentences about an Understand characters Event and setting Materials Answer questions about a story Student Book for Units 1–2 and CD 2 Generate questions to distinguish Super Secret Reader between reality and fantasy Scissors gluepredictions Make and and confirm Drawing materials Fluency Ice Cream Journal Paper or Blackline Speak as a story character Master 9 Big Book of Decoding page 7 Handwriting paper Expressive Writing Dictate captions about a story event

11 12 1 2 10 9 3 8 4 7 6 5

Use pages 7–9.

forWriting the sound at the beginning of the words you say.ideas Tell them write a capital Generate beforetowriting letterWrite for the names Clifford and Carlos. sentences about an event cream corner Clifford Spelling crab coffee Carlos Spell Memory Words I, my, she, her, he, his

Handwriting Grammar, Usage, and Mechanics

Guide children asand they C’s and c’s Understand usecopy pronouns fromUse the correct board. capitalization and end c c C punctuation C in sentences

C

OF THE

09 20

Re

ad

Songs and Stories for Memory Word Practice

ing

Fou nda tion

r ve es e ts r igh All r

d.

LESSON 8

1

DAILY ROUTINES Informal Assessment

Decoding Write the words below on the board. Have children read across the rows several times. Then point to the words in any order and have children read them aloud again. Point out that the long a sound at the end of a word is made by ay or ey. Circle may, spray, they, and gray. brain may quake

stain spray flame

snail they skate

trail gray plate

= Dictation and Spelling straight sunlight

Dictation and Spelling

Dictate the words and sentence. Identify the Memory Words (in red).

danger weekend

child backpack

Yesterday some children had a great day. They went to work with a parent. Today they will explain what they did.

h

Have children read the sentences aloud and then copy them.

g

First grade

UNIT 1: LESSON 150

If I saw a bee, _______.

29

Second grade

Skill Work scrub

rub

t Sh is the “be quiet” sound. Ch is the sneezing sound.

rag

b

fl

h

17

ra_s h _

t

rash dish wish rush

_c h _est

fi_s h _

_c h _in

_c h _ick

Parents: Your child traced and wrote letters to complete words. Then your child read each row of rhyming words and underlined letters that are the same in each word.

_s h _op

ch lun_ _

ben_c h _

tra_s h _

sh

shop shut ship

Write sh or ch on the lines.

_s h _ip

bug

chill chop check chat

shop shut shack shrink

Pattern Words

ch

chat chill chop lunch bunch pinch inch

di_s h _

bran_c h _ 3

In each grade, Student Books or Word Work Books provide instruction and practice with letter-sound correspondence, handwriting, decoding, spelling, Memory Words (high-frequency sight words), structural analysis, grammar, vocabulary, and comprehension. Teachers can observe students’ responses during instruction and review completed Student Book or Word Work Book pages to find out who is picking up new skills quickly and who is struggling. Ten-Minute Tuck-In activities and blackline masters provide additional opportunities to informally assess the skills and provide appropriate practice.

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SUPER-DUPER, ISSUE 3

Wen Tac saw a bee, she jently ^ e ^ put her glove over it and calld Tic. ^

Rip! Sal checks his pants. He must stitch on a patch.

37

understood the information. Ask what else the author puts on the page that helps them understand and remember the answer better. (a photograph of a boy blowing a real bubble and a diagram that shows and tells that a bubble is made of liquid and air)

In every grade, children are taught how to write narratives (personal and imagined), informational texts (labels, lists, facts, research reports, directions), opinions (about favorites, reviews of books or TV shows), and other types of texts (poetry, descriptions, correspondence). Teachers assess children’s writing skills by observing them as they write, conferencing with them about their work, and reviewing their writing at different stages of the writing process. Children’s writing also provides information about their vocabulary, grammar, usage, and spelling skills.

Writing and Editing

brush

Teach comprehension: Recognize text structure

1

Expressive Writing Assignments

break pancake

Unit 2 (R), Lesson 92

Unit 1 • Lesson 2 Reader: The Best on the Planet Phonics and Spelling

4

_ush hush blush rush slush crush shush brush

Handwriting

Kindergarten

4 33 AD

_ash cash trash dash smash rash splash crash

Step

2

Have children describe the question-andanswer structure used in Issue 3. Explain that authors of informational texts can put together, or organize, facts in different ways. Discuss using questions to locate informaTell them a good writer tries to explain Would you like to be inside a big bubble tion. Explain that sometimes you look at something in a way that is easy for readers like the kids on the back cover? Why or an informational text because you want to to understand and remember. Have children why not? Would you like to try to make a find the answer to a question you have. Ask look through what andthem big bubble like that? Answers and reasons what they would do with this issue if Connect Read to Learn More “Bubbles” again and tellCheck Page 1will vary. (Connect text to self) is the same about all of the pages. (They each theydiagram wanted help to know: How does the you “Will under-a bubble pop if Start a word list by writing air and liquid on show a question about bubbles in big letters at I touchto it?” (Look for thatItquestion stand the answer the question? shows and then board. Read the Story Word air aloud Which bubble fact did you find the the most the top of the page and then give the answer to answer.)ItHelp how air getsread intothe a bubble. also children shows look at the and have children repeat it. Help them interesting or surprising? Why? Answers the question. Most of the pages show kids in is themade issueofand findand the page with What what part ofquestions the bubble liquid sound out liquid. Explain that air is what we and reasons will vary. and support is(Give a making out that writingwhat questheair question touchingthe a bubble. (page part has in it. Inabout the diagram, breathe in and out bubbles.) and liquidPoint is something opinions) bubble? giving answers is a common 4) Reread the question together. air looks like purple dots. Can you usuallyThen have wet you cantions pourand intothen something else. Water, way thatare authors organize informationsee forair when Do you have questions about bubbles children restateitthe if they you breathe in answer and out? no can or milk, and shampoo all liquids. readers. that didn’t get answered? What are calldots on someone to reread thediaanswer aloud. [Explain: The and the arrow in the Point to the big question and ask what kind they? Questions will vary. At a later time, You could for how otherair questions in the gram are just there to repeat show you gets Discuss question and A bubble is a of a sentence it is. (athe question) Read oranswer have on thin skin of liquid you could show children how to search issue. (Understand diagrams) the bubble.] 1. Reread question on page into 1 with with air in it. a child readpage it aloud. Have the children tell what the Internet using theirair questions to find is a bubble? thisis a bubble Then talk whatgum children How you about blow with like could do the answer children: might be. What Then read aloud orAsk what answers. (Generate questions) page will (what a bubble out bubble if theyshown have ahere? question the soap Youabout blow bubbles that have individuals readexplain. aloud the answer and is) Point doesn’t answer.The (Youair could look for air the into gumthis andissue it makes a bubble. labels. Ask:that the question tells the readers what page is about. Have children try to answer bookuntil that gives factsit.about stays inside another the bubble you pop Howbubbles. Where are the the question words that explain whatwords. If they using their own liquid LookThe up facts on athe Internet. is it different? skin of bubble gumAsk someone who a bubble is?have the sentence in the the white box aloud and trouble, reread answer knows lotgum, aboutnot bubbles. some bubbles bubble is made outa of soapyMake liquid. (Recognize then text structure) help them restate it. Point out that and contrast) see if you can figure out the answer for (Compare and trying to answerairthe question using their yourself.) What is inside a bubble? [Have children Preview and Predict own words is a good way to check if they find the label air and look down each line.] Have children look at the photograph of the Where did the air come from? the boy’s boy and then the drawing. Ask: mouth What part of the bubble is made of What is the boy in the big photograph a thin skin of liquid? the outer part around doing? blowing bubbles What does the the air [Have them find the label liquid and drawing show? the same boy blowing a along each line. Explain: Your skin S U P E R - D U P E R , I S S U E look 3 bubble What is the boy in the drawing covers your whole body and holds in your holding? a bottle with bubble stuff in it This blood. A soap bubble has skin, too. It’s made drawing is called a diagram. A diagram of a sticky liquid that is a mix of water and uses a picture and labels to show how the soap used to wash dishes or clothes. It something works or what it is like. What holds in the air. Add skin to the word list.] do you think you’ll learn from this dia(Determine important ideas) gram? how a bubble is made (Understand pictures and diagrams)

Lessons in the Teacher’s Guides help teachers guide children’s reading and comprehension of increasingly complex fiction and informational texts. Working with small groups allows a teacher to listen to and assess each child’s decoding and oral fluency skills and engage the group in the close reading and analysis of texts. Comprehension and vocabulary skills are developed and assessed using the lessons’ discussion questions, think-aloud models, and explicit skill instruction. Teachers can also assess children’s understanding of texts through the writing children do about their reading.

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Record Forms and Reports Quick Assessments When a child has weaknesses in a particular skill area, teachers can choose Quick Assessments from the Superkids Skill-Building Book to help pinpoint the problems. These simple, one-on-one tasks offer a quick way to assess skills in phonics, vocabulary, comprehension, and more.

Quick See See page page vi vi for for aa list list of of assessment assessment opportunities opportunities for for phonics phonics skills skills in in the the Superkids Superkids program. program. If If further further assessment assessment is is needed, needed, work work one-on-one one-on-one with with aa child child to to complete complete one one or or more more of of these these activities. activities. (See (See pages pages 260–277 260–277 for for lists lists of of

Assessments decodable decodable words words for for each each unit unit in in grades grades K–2.) K–2.) Repeat Repeat the the activity activity as as needed needed and and look look for for aa pattern pattern in in the the child’s child’s errors. errors. Then Then choose choose skillskillbuilding building activities activities that that provide provide the the targeted targeted instruction instruction or or practice practice the the child child needs. needs.

Letter-Sounds Letter-Sounds • • Show Show pictures pictures and and the the letters letters that that represent represent the the beginning beginning sounds sounds of of the the picture picture names, names, such such as as ss for for sun sun or or sh sh for for sheep. sheep. Only Only use use letters letters and and sounds sounds that that have have been been taught. taught. Have Have the the child child match match each each picture picture with with the the appropriate appropriate letter(s). letter(s). Repeat Repeat for for ending ending sounds sounds and and vowel vowel sounds. sounds.

S

• • One One at at aa time, time, show show the the letter(s) letter(s) for for aa sound sound that that has has been been taught. taught. Have Have the the child child name name the the letter(s) letter(s) and and say say the the sound. sound. If If short short and and long long vowels vowels have have been been taught, taught, show show each each vowel vowel and and ask ask the the child child to to say say its its short short and and long long sounds. sounds. Repeat Repeat for for hard hard and and soft soft cc and and g. g. • • Show Show aa few few letters letters that that children children often often confuse, confuse, such such as as b, b, dd ,, p, p, or or ch, ch, ck, ck, sh. sh. Say Say aa word word that that begins begins with with one one of of those those letter-sounds letter-sounds and and ask ask which which letter(s) letter(s) stand stand for for the the beginning beginning sound. sound.

Phonics Phonics

Program provides a variety of opportunities for teachers to informally assess children’s skills as they complete daily work and participate in classroom discussions. In this way, assessment is seamlessly integrated into instruction, making it easy for teachers to identify individual strengths and weaknesses and troubleshoot problems as they arise. Informal assessments are not treated as tests. Children are encouraged to correct their errors so they can learn from their mistakes in a positive, reassuring environment.

la nd

Use page 7 of the Big Book of Decoding or write the words below on the board. Have children identify the pattern in each group of words and then read aloud down the columns several times. Define cash (money), dash (run fast), rash (spots on the skin), blush (turn red in the face), and slush (snow mixed with water).

trash crash crush He spent his cash.

c

26 .0 7

©

Ro w

c

09

A DV E N T U R E S

Super Secret Reader

C

DaILy ROUTINES: Informal assessment Decoding

with /k/ and rhyme with each of the Reading following words: Vocabulary hop (cop) tall (call) Understand synonyms rub (cub) part (cart) Recognize and understand Memory Words map (cap) tool (cool) I, my, she, her, he, his Comprehension Dictation story detailsthe lowercase letter Ask Recall children to write

Use Track 1.

Each grade of the Superkids Reading

Reading and Comprehension

Step

illustrations, John hartman

R E A D -AL

LESSON 8 LESSON 150 Daily Routines

Check and Connect Could the kids in the big bubble float away like Jessica did in the fiddlestick story in your Reader? no Why not? The bubble would pop. Kids can’t float away in or on bubbles in real life. (Distinguish between reality and fantasy)

• • Have Have the the child child match match words words that that have have the the same same sound sound spelled spelled differently. differently. For For example, example, show show bean, bean, sleep, sleep, hen. hen. Ask Ask which which words words have have the the same same vowel vowel sound. sound. (bean, (bean, sleep) sleep)

fuv fuv kaf kaf smix smix

fun fun cap cap smell smell

bat bat boat boat boot boot

Blending Blending • • Show Show nonsense nonsense words words made made up up of of taught taught letter-sounds, letter-sounds, such such as as fuv, fuv, kaf, kaf, smix, smix, cham, cham, thek, thek, zeem, zeem, noy. noy. Ask Ask the the child child to to blend blend the the letterlettersounds sounds together together from from left left to to right. right. Don’t Don’t include include letters letters that that stand stand for for more more than than one one sound, sound, such such as as oo oo or or ow. ow. • • Show Show decodable decodable words words one one by by one. one. Have Have the the child child blend blend the the letterlettersounds sounds as as you you run run aa finger finger under under the the letters. letters. If If the the child child has has trouble trouble reading reading the the words words you you chose, chose, try try words words from from earlier earlier units units or or from from the the previous previous grade grade to to see see ifif the the difficulty difficulty is is with with aa specific specific letter-sound letter-sound or or the the length length of of the the word. word. Decoding Decoding • • Show Show decodable decodable picture picture names names and and the the corresponding corresponding pictures. pictures. Have Have the the child child match match the the names names with with the the pictures pictures and and read read each each name name aloud. aloud. • • Show Show aa list list of of decodable decodable words words that that increase increase in in difficulty difficulty and and have have the the child child read read the the list list aloud. aloud. • • Show Show two two or or three three decodable decodable words words that that look look alike, alike, such such as as bat, bat, boat, boat, boot. boot. Have Have the the child child read read aloud aloud each each word. word.

Assessment Books in each grade provide easyto-use forms for recording observations about a child’s abilities in core areas of instruction. Online reports (kindergarten and first grade) help teachers monitor children’s progress in the Superkids Online Games and Interactive Library Books. Adventures of the Superkids Student’s Name ____________________________________________________ Directions: Observe individual students as they work and record notes about the child’s strengths and weaknesses in each skill area. Put dates on your notes so you can assess the child’s progress. See page 2 of this book for more Core instruction area

Student Record Form: Informal Assessment information about informal assessment. See page 4 for a list of resources you can use to differentiate instruction.

Observation dates and notes

Phonics and structural analysis Observe skills during: • Daily Routine for Decoding • Phonics lessons • Related Independent Activities and Ten-Minute Tuck-Ins

Spelling Observe skills during: • Daily Routine for Dictation and Spelling • Spelling lessons and tests • Expressive writing products • Related Independent Activities and Ten-Minute Tuck-Ins

Comprehension Observe skills during: • Discussion of Reader stories, Read-Aloud books, Superkids Library Books

5

Formal Assessments Initial Assessment

Teachers can formally assess children’s skills at the beginning of the school year using a test included in the first Assessment Book for their grade. The test for kindergarten evaluates children’s readiness to begin formal reading instruction. The tests for first and second grades evaluate children’s retention of reading skills taught in the program in the previous grade. Second grade also has tests to assess children’s recognition of high-frequency Memory Words (sight words) taught in kindergarten and first grade.

Formal assessments in each grade

of the Superkids Reading Program give teachers a systematic way to evaluate students’ understanding of the skills taught in the lessons. Test results can be used to inform instruction and help teachers report on students’ progress to parents, administrators, and specialists. The Assessment Books for each grade provide several types of assessments for evaluating students’ skills at different times throughout the school year. The assessments for first and second grades use formats like those in standardized tests so children can become comfortable with the test formats in a more relaxed setting.

6

Periodic Assessment

Teachers can regularly assess students’ understanding of skills using Progress Tests from the Assessment Books. Each test covers skills taught in the units just completed, including letter-sound correspondences, decoding, Memory Word (sight word) recognition, and comprehension. The second-grade Assessment Books also include Fluency Assessments to administer at the beginning, middle, and end of the school year. Student and Class Record Forms help teachers keep track of children’s test results so they can plan how to meet the instructional needs of individual students and the class as a whole.

Summative Assessment

Teachers can use an End-of-Semester Test to evaluate students’ understanding and retention of major skills taught in the semester. Test results help teachers identify students who may need extra support as they begin the next semester of the program.

“ I like the sequence of

the instruction and the constant assessment with the Progress Tests. Superkids is so effective. It covers all the bases! Jennifer Dawson Teacher, Illinois

”

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Formal Assessments K I N DER GART E N B O O K

MEET TH E

A A SS SS EE S S M E S S M E N T N T

End-of-Semester Tests

1

Part 2: Child circles the letter named.

Meet the Superkids

Name:

Progress Test

4

Part 6: Child circles the given word.

Part 3: Child circles the letter for the sound at the beginning of the picture named.

Identify letters ______ /6 (5/6) + –

The Assessment Books for

Readiness Test: Part

Progress Tests

2 Reproducible Page © 2007 by Rowland Reading Foundation

kindergarten provide reproducible formal assessments, test instructions, answer keys, and Student and Class Record Forms.

3

Match pictures ______ /3 (2/3) + – 15

3 2

3

These 11 tests, administered periodically throughout the year, assess children’s understanding of skills taught in recently completed units. Each test has multiple parts that assess different skills, including: • phonological and phonemic awareness • letter recognition • letter-sound correspondences • decoding words and sentences • reading Memory Words (sight words) • comprehension

46

60

3

Associate pictures with sentences ______ /3 (2/3) + –

50

Record Forms Superkids’ Club

Name:

Progress Test

Part 4: Child circles the given word.

Student and Class Record Forms help teachers monitor children’s progress so they can make informed decisions about instruction and grouping.

5

Recognize Memory Words ______ /4 (3/4) + –

Part 5: Child circles the picture that answers the riddle.

Superkids’ Club

It has legs. It can hop. It likes grass. It is a

Superkids’ Club

Name:

Progress Test

5

Part 6 and 7: Child reads the story. Then child circles the sentence that happened first in the story and follows directions to mark the story.

It can run. It can sit. It can wag. It is a It is hot. It fits in a bun. Kids like it. It is a It can swim. It has legs. It quacks. It is a

Draw conclusions ______ /4 (3/4) + –

Class reCord form Instructions: Write students’ names in the slanted spaces. record only minuses for the objectives that each student missed. By looking at the minuses recorded across the page, you can readily see which students have like needs.

If students have difficulty mastering test objectives, you can use the corresponding lessons and blackline masters to review and reteach skills and concepts.

Superkids’ Club

Student record form—formal Assessment Blm

Test objective

Unit: lesson

PROGRESS TEST 1

Student’s name ___________________________________________________________

Identify initial sounds /b/, /r/

1(B): 86

Identify initial letter-sound correspondences b/b/, r/r/ Identify rhyming words recognize memory Words I, the, of

+–

Part 1: ____

2(r): 92

9

1(B): 88-89

11

1(B): 90

5

Part 2: ____

recall details

Part2(r): 3: 94 ____

Student’s Strengths

Part1(B): 4: 90____ Children Part2(r): 5: 94____ follow oral

follow oral directions

directions

Part 6: ____ to complete every

Part 7: ____ blackline Progress test 2

PROGRESS TEST 2

Part 1: ____

master.

Identify initial sounds /n/, /m/

Part3(N): 3: 96 ____ 4(m): 101

Part 4: ____

15, 20

Student’s Weaknesses

Reproducible Page © 2007 by Rowland Reading Foundation

Part 2: ____

Part 5: ____

Part 7: Follow oral directions ______ /4 (3/4) + –

Part 6: ____

64

43

2(r): 91

Test Progress test 1

Progress test 3

School Year_________________________________

has consistently scored well and areas where the student has scored poorly. You may also want to consult the student’s work on Student Book pages and blackline masters related to the Progress tests and record additional observations about the student’s strengths and weaknesses.



42

2, 8

91 Student record form to record information Instructions: use this part2(r): of the about individual students’1(B): test 86 results. refer 2, 8 to the class record form on pages 64-67 and record +2(r): or –91 on the chart below to indicate whether the student met the cut-off score for each test part. note areas where the student 1(B): 86 2, 8

Identify letters Bb, Rr

Part 6: Sequence events ______ /4 (3/4) + –

Part 1: ____ Part 2: ____ Part 3: ____ Part 4: ____ Part 5: ____ Part 6: ____ Part 7: ____

8

1

55


See complete tests online at . ing.org superkidsread

1

Associate pictures with words ______ /4 (3/4) + –

1

End-of-Semester Test:Part Part End-of-Level Test:

2

3

Child underlines the matching picture. P R O G R A M P R O G R A M

Child circles the picture whose name begins or ends with the same sound as the given word.


T H E S U P E R K I D T H E S R E R O W A D I N L A N D G R E A D I N G

Superkids’ Club

Name:

1


G RR AA MM PP RR OO G

Meet the Superkids

Name:

AT I O N

G A DD I I NN G S RR EE A A INDD E RL K S RU OP W T THHE E


Child circles the picture whose name begins with the same sound as the given word.

1

2 NG FO UND

6

Part 6: Child circles the sentence that tells about the picture.

37

ND RE ADI

Progress Test

1

Meet the Superkids

Name:


B

Meet the Superkids

Name:

Recognize Memory Words ______ /3 (2/3) + –

Part 7: Child circles the word that tells about the picture.

Identify initial letter-sound correspondences ______ /6 (5/6) + –

ROWLA

Used at the end of Meet the Superkids and Superkids’ Club, these tests assess children’s mastery of the major skills taught in each semester.

Progress Test


CLU

B O O K B O O K

Used at the beginning of the school year, this test assesses children’s early literacy skills, including: • shape identification • picture matching • marking conventions • position and descriptive words • phonological awareness • letter recognition • listening comprehension

Meet the Superkids

Name:


N T S S M E A S S E

Readiness Test

71

9

star

shot

shirt

corn

straw

shut

shiver

dirt

fur

7

toy

dust

burn

for

try

drip

born

fern

torn

Name stamp soil storm

12

bird

6

ending easy enjoy

9

10

11

More Adventures of the Superkids

Progress Test

Part 3: Child reads the story and then fills in the bubble beside the answer to each question.

fork

start

train

first

thirst Let’s stick Go! foil short turn Lily and Toc were pulling weeds out of the garden. The 13 sky began to get dark, 14 but the girls kept working. 15 boil jar point Suddenly, Lily dropped the hose. “Did you hear that ball joy pond rumble?” she asked. boy join paint Decode words with r-controlled vowels, oi, and oy ______ /15 (12/15) +

3

3

AT I O N

R A M P R O G

T TH HE E S RU OP W E RL K A INDDS RR EE AA D D

Adventures of the Superkids

Name: I I NN GG

PP RR OO G G

Placement Test: Part

RR AA MM

1

2

3

The girls made it to the bus before the rain started. “We missed some weeds, but at least the soil will

3

The girls were weeding the garden.

thunder

grumpy

be moist,” said Lily. Both girls giggled.

5

The Assessment Books for first

5

8

6

n r m 9

h g l

10

d t z

k y qu 11

b j d

s d l

Associate initial consonant sounds and letters ______ /11 (9/11) + 15

oat


Progress Test

Part 4: Child reads the sentence and fills in the bubble beside the choice that is the correct answer.

1 How does a helpful person act?

3

2

How does a cheerful person act?

How does a playful kitten act?

He helps others.

sad

It likes to play.

He doesn’t help others.

happy

It doesn’t like to play.

(Part 4 continued) Child reads the sentence and fills in the bubble beside the word that has almost the same meaning as the underlined word.

3 The party was fun, so we enjoyed it.

4

5

“The baby is asleep,” We’ll dig in the soil Mom said softly. and plant seeds. Name

hated

fruit

liked

tree

baked

dirt

Sal was disappointed when his team lost.

Part 6: Child plans a story about a slumber party.

Title

some pain were rain train

the girls

Name

whispered

sad

yelled

happy

cried

hungry

Understand words with -ful and -ly; and synonyms ______ /5 (4/5) First

traps

6

boat coat

eat eat heat seat

eep

Oh, yes it would, If we could, Some day, One day, New day— If we were in luck, Oh, if we had a horse!


Progress Test

deep keep sleep

thank tank

pickle

heel

yank

pick

11

12

go got

jungle 16

note

17

rain 21

13

driving

smiled smelled

long


wig wing 1

bawl

14

boil coat boy cot

3 beat

18

19

shady

hoping

she’s

bent 22

pitch 9

lock

tube

ran

pit

tapping 6

24

licked

jaw

liked

taping

ride

try

peeked pecked

hopping

shells 23

tray

4

baker 7 banker

joy

join

Lily and Ettabetta visite d the shop.

9

10

spoon

2

tries

rid

Decode short- and long-vowel words ______ /24 (18/24) +  —

1


Part 1: Child fillslog in the bubble beside the given winkword.

jug

Memory Words

coul

Name

tub

80

woul

8

pink

wheel

Unit 9, Lessons 212 and 215

1

sunny sunniest sunnier

5

small shawl

burn born

saw

bird 8

heard

cloud

hurt

clown

word

own

place

stood

please

soon

page Decode words and trickers; read contractions ______ /10 (8/10) +

 —

66

Spelling Tests

2

some

At the end of each unit, children are tested on the spelling of phonetically regular Pattern Words and irregular Memory Words.

one 3

new

Lily wanted to make new eyes for the horse. 6

5

4

7

pink

were


Student’s Name ____________________________________________________ Directions: After scoring a student’s test, look at the completed scoring lines and record the results below. Circle +, , or – to indicate the student’s score for each test part. In the last column, record notes about the student’s strengths and weaknesses and any instructional plans to reteach, reinforce, or extend specific skills. See page 3 for more information on formal assessment Test objectives

Test results

Student Record Form: Formal Assessment and page 4 for a list of resources you can use to differentiate instruction. For the End-of-Level Test, include notes about the student’s readiness for the next level of the program. Be sure to pass this information along to the teacher who will work with the student next year.

Notes on test results and plans for individual instruction

Progress Test 1, Parts 1–6 1 Decode words ending with y, ay, -ier, -iest, -ied, -ies

+

 —

 −  −

3 Sequence steps; understand setting and its importance

+

 −

+ + +

 −  −  −

+ +

 −  −

4 Understand adjectives ending with -y, -ier, -iest; understand homophones

Record Forms

Next 42

Last

Plan a story +

 —


5 Spell Memory Words; encode Pattern Words 6 Write two related sentences


Class Record Form for Progress Test 1 Directions: List students’ names across the top of the chart. Record students’ test results (+, , –) for each test part. Results can be copied from the completed scoring lines on students’ tests or their Student Record Forms. Use the

Progress Test 2, Parts 1–6 1 Read contractions with is, am, are, will; decode long-vowel trickers and words with aw, all 2 Read Memory Words 3 Identify main idea and supporting details; recognize plot: beginning, middle, end; determine cause and effect 4 Understand adjectives and antonyms 5 Spell Memory Words and contractions; encode long-vowel trickers and Pattern Words 6 Plan a personal narrative

Test results (+, , –) Test objectives

+ +

 −  −

+ +

 −  −

Part 1 Decode words ending with y, ay, -ier, -iest, -ied, -ies Part 2 Read Memory Words Part 3 Sequence steps; understand setting and its importance Part 4 Understand adjectives ending with -y, -ier, -iest; understand homophones Part 5 Spell Memory Words; encode Pattern Words

space below the chart to list plans for grouping and instruction. See page 4 for a list of resources you can use to differentiate instruction.


Then

53

2 Read Memory Words

+ +


These 10 tests, administered periodically throughout the year, assess children’s understanding of skills taught in recently completed units. Each test has multiple parts that assess different skills, including: • decoding words with new letter-sounds • reading Memory Words (sight words) • spelling • structural analysis and grammar • vocabulary • comprehension • expressive writing

ain

Unit 9, Lesson 212 (CD 1, Track 11)

could new

 —



 —

Progress Tests

would one

the rain

39

trash

bath

dripping

the weeds

j qu k 7

b p v

Draw conclusions; understand characters ______ /5 (4/5) +


k r m

t f c


grade provide reproducible formal assessments, test instructions, answer keys, and Student and Class Record Forms.

4

w v k

glad

What will make the soil moist?

38

l h d

sad

tracks

bat

clip

junk

20

Pattern Words

batch

chip

stump

not

How did the girls feel when they got back to the bus?

to get away from a big dog

right!” she said to Lily. “Let’s run!”

I N G R E A D

a fire alarm

to get the garden hose

36


T H E

NG FO UND

S R K I D S U P E

a dog

to get out of the storm

10

whip

jump

weed

15

A storm was about to start

4

5

What did Lily hear rumble?

It was very late.

Why did the girls run back to the bus?

—

Then Toc saw a flash streak across the sky. “You’re ND RE ADI

2

Why did the sky get dark?

“Let’s go,” said Lily. “It’s not safe, and I don’t want to

ROWLA

Progress Test

(Part 3 continued)

1

“We’ll be fine,” said Toc. “I want to finish this row.”

3


bump

Parents: Your child glued in the empty boxes pictures what happened in the with sentences to show story “The Straw Horse” in the order that it happene d.

“Yes,” Toc said.

get soaked.”

Used at the end of Adventures of the Superkids and More Adventures of the Superkids, these tests assess children’s mastery of the major skills taught in each semester.

shark

coin

5

3

4

mes

OF THE

8

short

3

3

’ na

B O O K

4

stay

2

2

Stud ents

M O R E A D V E N TU R ES

car

1

1

End-of-Semester Test: Part End-of-Level Test: Part 1


A S S E S S M E N T

Progress Test

Part 1: Child fills in the bubble beside the given word.

Adventures of the Superkids

Name:


B O O K

E N TU R E S O F T H E A DV

Name

Used at the beginning of the school year, this test assesses children’s mastery of skills taught in kindergarten, including: • phonological and phonemic awareness • letter recognition • letter-sound correspondences • decoding words and sentences • reading Memory Words (sight words) • comprehension


N T S S M E A S S E




GRADE 1

Placement Test

Parents: Your child listened to a song on a CD and learned the Memory Words at the top of this page.

Formal Assessments

Part 6 Write two related sentences Notes:

75

78

10

11

EL

O

ASSES

SMEN

T

BOOK Seco nd Grad e • Leve l 6

K

H

6

EL

C

V

ER

BO O K

Here you’ll find formal and informal asse ssments, a fluency asse and record-ke ssment, eping forms.

As se ss m en t Bo ok

10

can learn to come when you call them. They

19

can also learn to sit, stay, and do tricks. Did

29

you know dogs can learn a lot of different

38

words? Some experts spent three years

44

teaching a dog the names of toys. They

52

started when the dog was just a little puppy.

61

They showed her a toy and said its name.

70

Then they hid the toy and asked the dog to

80

find it. They did this again and again so the

90

dog heard the toy’s name many times. She

98

learned one or two new names every day.

106

She also had to remember the names she had

115

already learned. After three years, she had

122

learned over a thousand names! To test the

130

dog, you can put her toys in a huge pile and

141

name a toy for her to get. She will find just

152

the right toy and bring it to you. That is a

163

pretty smart dog!

166 − errors:

= CWPM:

Used to assess children’s recognition of high-frequency Memory Words (sight words) taught in kindergarten and first grade. Level 5

how many Memory Words taught in kindergarten and first-grade that they can recall. Record individual test results on a copy of the Teacher Record-Keeping Page on page 26.

3. have

Level 5

4. Memory Words Recognition Test: Student Page

(continued)

only

show 6.

out

7.

8.

girl

how

many

here

know

walk

of

he

over

me

first

oh

does

give

no

his

before

look

their

any

laugh

once

for

where would

your

now

day

both

done

put

what could

are

always

good again

to

why

there because

very

like

when one

from

been

want buy

said

which new

be

come

boy

find

you

who

were

we

coming

two

right

was

do

down

or

they

about wash

some

work

our

light

cold

warm

24

live eight old hold write


too

kind

2. fun

8 What happened at the end? The family met to plan a trip. The family decided to go to a beach near a fun park.

Recognize plot: beginning, middle, and end; use a Venn diagram; compare and contrast texts

Test Results (circle one:) √ meets cut-off ∫ below cut-off (4/5=80%) cut-off

ai: fail ey: they ange: change Super e: maàke´

ç above

______ /5

Level 6

Name:

Write theProgress Test Pattern Word

You should hold a baby carefully.

1

sadly

ay: play eigh: weigh able: table

Sam was born on April 7 2002.

5

Dear Mom1. jail You are invited to a play.

Tomorrow, Jay worked on an art 4. obey project. work

April 7, 2002

No mistake

6. gray

4

The hungry man ate a sleepy sandwich. 5 large

Both Grandma and Grandpa came to visit. 7. stable but

fast

Draw a line from the

or

No mistake

No mistake

1. pail

Use commas after a greeting in a letter and in a date; use past, present, and future tenses; use adjectives and adverbs; use conjunctions and, but, and or

24

Name:

2. gray

Child’s Score: ______ /5

3. eight

ç above

cut-off

Level 6

Progress Test

Part 5: Child writes the beginning of a personal story about a memory.

Think of a memory that you haven’t yet written about this year. On the next page, write Think of a memory that you haven’t yet written about this year. On the next page, write the beginning of a personal storystory about this start the beginning of a personal about this memory. memory. TheThe storystory shouldshould start before the before the most important event. Remember to describe the andand characters. You do not need most important event. Remember to describe thesetting setting characters. You do not need to finish the story. Just write the first 3 to 6 sentences of the story. to finish the story. Just write the first 3 to 6 sentences of the story.

Name:

(Part 5 continued)

5. plate

odd

a dish

6. face

a number

follow rules

7. grape

a body part

8. obey

a fruit

bucket

Progress Test Level 6

Name:

Part 5: Child writes the beginning of a personal story about a memory.

5

5

5

25

26

25

ç above

Test Results (circle one:) √ meets ∫ below expectations expectations

expectations

boy

6Name: fast

7

fence

writer

1 page

face car

10

call head

nice

hold

night

heard

2 waiter

please way

care knot

8

pledge


boot

Fill in the lines using

the Memory Words above

1. Which word mean s one kid?

great

The plural of that word is

5

rider fold

why

field

weigh

find

6

Decode words and read contractions Child’s Score:

grapeTest Results (circle one:) bought ç above

cut-off grow

√ meets cut-off

(8/10=80%)

9

cake plate game race ape cane

Read your Pattern Words 5 times this week. Check a box each time you read all the words correctly.

2. Something to eat What kind of food is it? 3. Which word fits this list? excellent terrific outst

children

49

Fill in the lines using

day

it happened

moan

wait

moon

8

stir

wear

stair

where

boot

store

roar

pilot

floor

pickle

flour

picture

Child’s Score: ______ /10

ç above

cut-off

Test Results (circle one:) √ meets cut-off ∫ below (8/10=80%) cut-off

57

. fruit

meat

vegetable

the Memory Words below

the star.

. If it happened the day before today,

day

.

2. The opposite of crook ed 3. Which word would you see on a warning sign?

Level 5

Student Record Form: Formal Assessment

4. Someone you don’t know is a . Notes on test results and plans for individual instruction Test objectives Test results 5. What is Ms. Bloss om Test tryin Progress 1 g to do in the sente nce below? ç √ ∫ 1 Decode words with sh, ch, tch, th, wh, le, Ms.Part Bloss om said, “The reaso ng, y/ī/, y/ē/, ay/ā/; CV, CVC, CVCe, and CVVC n you wash yourpatterns; hand contractions withe not,you is, will, are s befor eat is to ç √ ∫ Part 2 Encode Pattern Words and spell Memory kill germ s so you won’t get sick.” Words

Unit 7 • Lesson 1 Reader: Springing Spring Spelling

Record Forms

mean

right

1. If something happ ens right now, it happ ens

danger

yesterday

write

cut-off boat

Read words with long-vowel sounds, variant vowels, and r-controlled vowels; understand homonyms

the star.

1

4. You need crutches if you

straight

today

7

∫ below

4

At the endandin ofgeach week, children are tested on your leg. words from their spelling lists.

parent

explain

3

Spelling Tests

child

stranger

fern

10

Level 6

End-of-Semester Test: Part End-of-Level Test: Part

.

An adult with a child is a

break

50 Level 6

hopping

9

play clay

Unit 7 • Lesson 1 Reader: Springing Spring Phonics and Vocabulary

Progress Test


25

itions.

Test Results (circle one:) √ meets cut-off ∫ below (4/5=80%) cut-off

4. strange

shawl

book

they hey

make late same place drape mane

pink words to their defin

a color

crying

5

steak

freight weight

5. gate

will work

No mistake

Memory Words

table cable

No mistake 3. stran

April, 7 2002

can’t

with the long aà sound

change range

Dear Mom.

3

helping

learn

Pattern Words

train stain pail fail

ge

2

hoping

smart

80

Oh, no! Seven ways to spell long a- !

to spell long aà.

2. eight

No mistake

small

crabby

group

Dear Mom,

angrily

crayon

catch

______ /10

s that rhyme with the pink words below the same pattern.

Part 4: Child reads the sentence and fills in the bubble beside the choice that shows the underlined part writtenand correctly or “No mistake.” also have

Write the beginning of a personal story

12

There are many ways

Child’s Score:

23

Progress Tests

These eight tests, administered periodically throughout the year, assess children’s understanding of skills taught in the unit just completed. Each test has multiple parts that assess different skills, including: • phonics and structural analysis • spelling • vocabulary • comprehension • grammar • expressive writing

The people in both passages used Venn diagrams.

Mom listed ideas in a diagram.

crunch

lunch


Student’s Name ____________________________________________________

Part 3 Sequence events; understand homonyms;

ç

√

∫

She summarize; is tryinrecall g details to ç √ ∫ why Part correct pronouns and apostrophes it’s4 Use impo rtant to wash to show possession; correct mistakes in end your hands.

Level 5

Class Record Form for Progress Test 1 Directions: List students’ names across the top of the chart. Record students’ test results (ç, √, ∫) for each test part. Results can be copied from the completed scoring lines on students’ tests or their Student Record Forms. Use the

punctuation and capitalization

ç

√

∫

Part 1 Decode words with ar, or, ir, er, ur, aw, awn, all, aul; endings -s, -es, -ed, -ing, -er, -est, with and without spelling changes; recognize the number of syllables in a word; understand homonyms

ç

√

∫

Part 2 Encode Pattern Words and spell Memory Words

ç

√

∫

Part 3 Alphabetize to the second letter; understand descriptive language; summarize; make predictions; sequence events or steps; determine important ideas

ç

√

∫

Part 4 Understand that -ed can indicate past tense; use -er and -est to compare things

ç

√

∫

Part 5 Write a poem using alliteration

ç

√

∫

Part 5 Write about a favorite activity

space below the chart to list plans for grouping and instruction. See page 4 for a list of resources you can use to differentiate instruction.

Progress Test 2

Test results (ç, √, ∫) Test objectives

Part 1 Decode words with sh, ch, tch, th, wh, le, ng, y/ī/, y/ē/, ay/ā/; CV, CVC, CVCe, and CVVC patterns; contractions with not, is, will, are Part 2 Encode Pattern Words and spell Memory Words Part 3 Sequence events; understand homonyms; summarize; recall details


5.

her

2. exciting


she

the


I

1. wild rides


To the teacher: Use this page and the next to assess children one-on-one to see

my

Fun Park


Memory Words Recognition Test: Student Page

2.

Both

1. family does things together

22

Memory Words Recognition Test

a

2. play in sand

other and shouted, “YES!”


1.

1. swimming


Total words read:

Beach

Mom and Dad looked at the list

The people in both passages argued a lot. The people in both passages worked together to make decisions.

latch

Used at the end of The Superkids Hit Second Grade and The Superkids Take Off, these tests assess children’s mastery of the major skills taught in each semester.

10 How was the Carter family like the men in “Strauss and Davis”?

The family visited a beach.

2

How smart do you think dogs are? They

Both places are fun.

The family started their meeting.

fun park. Addie and Reggie looked at each

Level 5

grade provide reproducible formal assessments, test instructions, answer keys, and Student and Class Record Forms.

Smart Dog!

Both places have wild rides.

Mom listed ideas in a diagram.

had the kids tell about the places and listed

suggested they go to a beach near a

Directions: Have the child read the text aloud from the student page for one minute. (Stop if the passage is too hard.) Circle on a copy of this page any misread words that the child doesn’t self-correct and any words omitted. Draw a slash mark after the last word read. Next, ask the child to retell what he just read. Use the numbers at the right to determine the total number of words read. Use the formula at the bottom of the page to determine the number of correct words read per minute (CWPM). Add observations you have about the child’s reading and retelling

Both places have swimming.

Addie and Reggie shouted, “YES!”

“Both” where the circles overlapped. Then she

and said both kids had good ideas. Dad

Date:

The family met to plan a trip.

Mom drew a diagram and listed the kids’ ideas in it.

Midyear Fluency Assessment: Teacher Page

The Assessment Books for second

Given at the beginning, middle, and end of the year to measure children’s oral reading fluency. Results are recorded as a line graph on a Student Record Form so teachers can monitor each child’s progress.

Student name:

31

De T Hceo D Sa U bP leer r KeI aDDSe r r e& a W D oI r N DG WP orr oK G broao K M

Teacher Record-Keeping Page

9 Look at the diagram in the story. How are the kids’ places alike?

7 What happened in the middle?

First, Mom drew two circles that overlapped. She wrote

their ideas in the diagram.

Midyear Fluency Assessment

6 What happened at the beginning of the story?


5

mes

Fluency Assessments

Progress Test

4


BO

wanted to go to a fun park with rides. Mom said a Venn

“Beach” in one circle and “Fun Park” in the other. She wrote

EA

K broaoM

ER

V

family meeting. Addie wanted to go to the beach. Reggie

LE

o roK G N DG Wp r D oi r & aW e rr e

rKei aDDs u bpleer Da D eHceo s T

t

5

The Carter family wanted to take a trip, so they had a

diagram could help them pick a place.

T

As se ss m en Bo ok

and find formal Here you’ll ssments as informal asse nts cy assessme well as fluen eping forms. and record-ke

H

Beach or Park?

Level 6

Name:

(Part 3 continued)


BOOK

MENT

S 5 e • Leve l Seco nd Grad

ASSES

LE

C

5


EA

Progress Test

(Part 3 continued)

3

ts’ na

Used at the beginning of the school year, this test assesses children’s mastery of major skills taught in first grade, plus letter-sound correspondences taught in kindergarten.

GRADE 2 T

Level 6

Name:

2

Stud en

Beginning-of-the-Year Test

1

1

Level 5

End-of-Semester Test: Part End-of-Level Test: Part



Formal Assessments

Name:

Part 4 Use correct pronouns and apostrophes to show possession; correct mistakes in end punctuation and capitalization 91

Part 5 Write about a favorite activity Reproducible Page © 2010 by Rowland Reading Foundation

Notes:

95

13

Differentiating Instruction

1. _ap cap map nap tap lap clap scrap

11 12 1 11 12 1 2 2 10 10 3 9 39 4 8 4 8 7 6 5 7 6 5

TEN-MINUTE TUCK-INS TEN-MINUTE TUCK-INS

Optional Activities for Differentiating Instruction Optional Activities for Differentiating Instruction useteacher-led these teacher-led Tuck-Insteeth or teeth or making a peanut and jellyExtend When When you useyou these Tuck-Ins making a peanut butter butter and jelly Extend Comprehension: Comprehension: with individual children orgroups, small groups, sandwich. sandwich. Encourage them with individual children or small Encourage them to use to theuse the Recognizing patterns in text Recognizing patterns in text of thecan class the Indepen- sequence sequence wordsnext first, then, the restthe of rest the class docan the do Indepenwords first, ornext then,orand lastand last Use read-aloud books or with poemsa with a Use read-aloud books or poems dent Activities suggested on 80–82. pages 80–82.in theirindescriptions. their descriptions. dent Activities suggested on pages repetitive repetitive pattern.pattern. Remind children to look for words such Remind children to look for words such Reteach Comprehension: Reteach Comprehension: Read other aloud stories other stories or poems or poems that that first,then, next,orthen, or last they whenread they read Read aloud as first,asnext, last when Sequence Sequence a repetitive such as: repetitive patternpattern such as: because knowing when things a ahave because knowing when things happenhappen in a inhave Use a balloon (optional). Use a balloon (optional). story canthem helpunderstand them understand the storyMary Wore story can help the story MaryHer Wore Her Redby Dress by Merle Red Dress Merle Peek Peek a simple three-step The Important by Margaret ModelModel a simple three-step processprocess for for better. better. The Important Book byBook Margaret

children. For example, put a balloon to Reinforce Wise Brown children. For example, put a balloon to Wise Brown Reinforce Memory Words Memory Words your lips,air blow andtie then tie The Grouchy Lady Eric Carle your lips, blow intoairit,into andit, then The Grouchy Lady Bug byBug Ericby Carle and directions and directions You canuphold one,and two, and three Boom by Boom it. You it. can hold one,uptwo, three ChickaChicka ChickaChicka Boom Boom Bill by Bill performing each Use Memory WordCards Flash for Cards Jr. fingersfingers before before performing each step tostep to Use Memory Word Flash Unitfor3.Unit 3. MartinMartin Jr. emphasize the sequence of Ask steps. Ask emphasize the sequence of steps. Have children takereading turns reading After youaloud read aaloud two from Have children take turns and and After you read page aorpage two or from children to tellyou what first children to tell what didyou firstdid (put the(put the the3Unit 3 Memory of the help texts,children help children spellingspelling the Unit Memory Words.Words. Tell Tell one of one the texts, identifyidentify the the yournext lips),(blew nextair (blew balloonballoon to yourtolips), intoair it),into it), them you willashow a Memory Word and,repeated repeated words or phrases and describe them you will show Memory Word and, words or phrases and describe and(tied last.the(tied the balloon shut) Restate and last. balloon shut) Restate the the it isturn, theirthey turn,should they should the pattern. you continue when itwhen is their follow follow the pattern. As youAs continue to read,to read, sequence, emphasizing the first, words first, sequence, emphasizing the words these directions: encourage children to say the repeated these directions: encourage children to say the repeated (or and then), last indescripyour descripnext (ornext then), lastand in your wordsyou. withWhen you. When you reading, finish reading, words with you finish First,the read thealoud. word aloud. First, read word tion. Remind children that such words such tion. Remind children that words have children whatlike they have children discussdiscuss what they or like or Next,your closeeyes. your eyes. Next, close first,then, next,and then, areused often used as first,asnext, lastand arelast often don’t like these aboutkinds theseof kinds of stories don’t like about stories and and spell thealoud. word aloud. Then, Then, spell the word when talking about theof order of the steps when talking about the order the steps poems.poems. Last, theinword in a sentence. Last, use theuse word a sentence. to complete a task thein order in which to complete a task or the or order which in a story. things things happenhappen in a story. For a broader you can include For a broader review,review, you can include Memory from 1Units 1 and 2. Words Words from Units and 2. Help children describe other simple Help children describe other simple tasks tasksMemory thatorthey or family members that have that they family members do thatdohave a certain sequence, as brushing a certain sequence, such assuch brushing

Ten-Minute Tuck-Ins

are additional teacher-directed activities in the Teacher’s Guides for reteaching, reinforcing, and extending skill instruction.

Review of Levels 1 and 2

2. _est best nest pest rest test vest west

3. _ill bill fill hill pill spill drill quill

4. _uck buck duck luck cluck pluck stuck truck

Word families with CVC and other short-vowel patterns

Big Book of Blending and Big Books of Decoding

contain lists of decodable words that correspond with the sequence of lettersounds taught in the program and can be used for decoding practice. All lists are also available online. 5

INDEPENDENT ACTIVITIES FOR UNITS 3 AND 4

37 37

L ENS S U N I TU3N: ILTE 3S :S O 1 7O2N 1 7 2

Options for Activities

tools when the information they provide is used to individualize instruction so every child can learn and grow. The Superkids Reading Program provides a variety of resources to help teachers differentiate instruction.

14

80

Adventures of the Superkids Unit 3 Independent Activities Use after Lesson 165

Name:

1. Icky can

2. Sal steps in a

After Lesson 165

3. Lily will pop the

Phonics: ng and le picture sort Adventures of the Superkids Unit 3 Independent Activities Use after Lesson 165

4. Alf can

34

king

candle

puddle

scribble

35

juggle

the rings.

.

.

with his pen.

Provide copies of Blackline Master 35. Tell children to complete each sentence by choosing the correct le word from the top of the page and writing it on the blank lines in the sentence. Have them write in the box by each picture the number for the sentence that tells about the picture.

Provide copies of Blackline Masters 34, scissors, glue, and blank paper. Review the picture names with children. Tell them to cut apart the pictures and put those whose names end with ng in one group and those that end with le in another group. Have children glue their groups in place on a separate piece of paper.

INDEPENDENT ACTIVITIES FOR UNITS 3 AND 4

Superkids Libraries

provide additional reading practice with decodable texts for kindergarten and first grade. The libraries include engaging fiction and nonfiction books that are designated as easy, on-level, or challenging. Each book has a Teacher’s Guide lesson and activities to develop children’s comprehension and vocabulary skills. Interactive versions of the books are available online so children can read them in class, at home, or any place that has Internet access.

Superkids Skill-Building Book

is a comprehensive collection of activities to strengthen skills taught in the program and address gaps in children’s learning. It provides quick assessments, reteaching information, targeted skill practice, and challenging activities—plus many suggestions for games that make learning fun.

LEVEL 5 SEC

O

Assessments are effective teaching

Decoding and Encoding: le words bubble

You can assign these activities after the lessons indicated.


allow students to practice core lesson skills on their own while teachers work with others. They include blackline masters and cross-curricular activities.

Instructions for Blackline Masters and Other Activities


Independent Activities

You can have children: • Copy Daily Handwriting sentences. • Complete Student Book pages that you have introduced. • Complete writing assignments started in Unit 3, Lessons 170 and 172, and Unit 4, Lessons 178, 180, and 181. • Complete Blackline Masters 34–41 for Unit 3 and 42–47 for Unit 4. • Practice the current unit’s spelling words with a partner. • Take turns with a partner reading words aloud from the Big Book of Decoding. Use pages 11–12 for Unit 3 and 13–14 for Unit 4. • Reread Reader stories from Units 3 and 4 or listen to and read along with recorded readings of them on CD 3, Tracks 6–9. • Read and reread books from the Adventures of the Superkids Libraries or listen to the recorded readings. • Write on topics of their own choice using writing materials you’ve supplied.

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Recorded Readings of Texts

Decodable Reader Stories: Unit 3 ©

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are available on CDs or as audio files online. Struggling readers and English Language Learners can especially benefit from listening to fluent models of reading while following along in the text. All Superkids Library Books are also available as interactive online texts with optional audio narration.

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The Superkids Reading Program phonics-based program designed just for kindergarten through second grade that teaches all aspects of reading seamlessly integrated with the language arts. Built on scientific research and proven pedagogy, it combines rigorous instruction with highly motivational materials. is a

Kids and teachers love it!

For more information, please contact your sales consultant or the Foundation office at 800-359-7540, or visit superkidsreading.org. © 2011 by Rowland Reading Foundation. All rights reserved. Superkids is the exclusive registered trademark of Rowland Reading Foundation, Inc.

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