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1StartWordStudyVocabulary
®
&® B e n c h m a r k e d u c a t i o n c o m p a n y
Overview
AssessmentHandbook
B e n c h m a r k e d u c a t i o n c o m p a n y
WordStudyVocabulary Skill Bags
Everything you need to teach ONE SKILL is at your fingertips in EACH bag!128 ready-to-use Skill Bags make it easy to assess needs, target skills, and build success.
• Effective: build word study and phonics skills to improve spelling, reading, and vocabulary
• Flexible: can be used sequentially or to target instruction
• Time-saving: step-by-step instruction saves prep time
Ideal for Grades 3–8+
Classroom Use or Tiered
Intervention
Beginning Syllables and Affixes
32 Skill BagS
1Start
Advanced Syllables and Affixes
32 Skill BagS
2Build
32 Skill BagSBeginning Derivational
Constancy
3Spiral
32 Skill BagSAdvanced Derivational
Constancy
4Extend
B e n c h m a r k e d u c a t i o n c o m p a n y
&Overview Assessment
HAndbOOk
2 WordStudyVOCABULARY Start 1
Benchmark Education Company 629 Fifth Avenue • Pelham, NY • 10803
©2010 Benchmark Education Company, LLC. All rights reserved. No part of this publication, with the exception of the Assessment Forms and Blackline Masters, may be reproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permission in writing from the publisher. Printed in the U.S.
ISBN: 978-1-935473-88-6
For ordering information call Toll-Free 1-877-236-2465 or visit our Web site at www.benchmarkeducation.com.
©2010 Benchmark Education Company, LLC 3
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Components at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Getting Started Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Using the Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13
Managing Instruction in the Phonics/Word Study block . . . 17
Scope and Sequence . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Word Study & Vocabulary Assessment Tools
Using Assessment Results to Inform Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Storing and Managing Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Initial Screening and Placement Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Pre- and Post-Assessments for Feature Analysis . . . . . . . . . . . . . . . . . . . . . . . . . . . 29
Unit Quick-Check Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Appendix
Parent Letters (English and Spanish) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . Inside Back Cover
Table of Contents
WordStudyVOCABULARY Start 1
4 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Welcome to Benchmark Education’s Word Study & Vocabulary Skill BagsThank you for selecting Word Study & Vocabulary Skill Bags from Benchmark Education Company . There are four developmentally sequenced word study and vocabulary kits . The levels range from the beginning syllables and affixes stage to advanced derivational constancy stages of the developmental spelling continuum . Each skill bag kit provides all the lesson resources and tools needed for small-group instruction, guided practice, and independent practice opportunities in a classroom or intervention setting . Teachers and students alike will find the lessons and materials engaging, hands-on, and motivating .
Why Teach Word Study and Vocabulary Explicitly?A good reader is like a builder who is able to reach into a box of familiar tools and pull out the right one at the right moment . Like tools, each reading skill or strategy has an important use in the complex cognitive process of decoding and comprehending text .
The demands of complex text and vocabulary pose challenges for students . A student who is advancing as a reader must be able to categorize, integrate, compare, and analyze graphophonic information . Without this decoding process, the student cannot move quickly to reading for meaning . Engaging students in word study gives them strategies for analyzing multisyllabic words and a deeper understanding of prefixes, suffixes, and root words . Explicit instruction in word-solving strategies helps students read and spell quickly and accurately . It also encourages comprehension .
What Are the Goals of Word Study & Vocabulary Skill Bags?To shape the development of phonics, spelling, and vocabulary knowledge, Word Study & Vocabulary Skill Bags provide students at different stages of literacy growth with varied experiences that promote automatic and flexible control of advanced decoding and word analysis strategies . The systematic lessons will:
• Build a foundation for successful word study instruction
• Explicitly teach new and challenging word study elements
• Foster word play to support vocabulary development
• Support and motivate all learners
• Help all students achieve their full potential
Word Study & Vocabulary Skill Bags are designed for use in comprehensive literacy and reading/writing workshop classrooms . They provide a research-based, explicit, and systematic approach to teaching the phonics, spelling, and vocabulary skills students need when reading advanced and challenging texts .
“Although children’s word knowledge is enhanced by their reading and writing experiences, teacher-guided instruction and practice facilitate students’ detection of patterns in words and help them internalize their understandings .”
—Kathy Ganske
Introduction
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 5
What Is the Research Behind Word Study & Vocabulary Skill Bags?Benchmark Education’s Phonics Skill Bags and Word Study & Vocabulary Skill Bags support the various stages of phonics and spelling development . The continuum of development (Ganske, Bear, et al .) provides the instructional scope and sequence for the Phonics Skills Bags and for the Word Study & Vocabulary Skill Bags for Grades K–6 .
Stage of Development Characteristics Benchmark Education Phonics Skill Bags
and Word Study & Vocabulary Skill BagsPreliterate/Emergent
Scribbles
Letter-like symbols
Random letters
Using letters of name
Strings of letters
StartUp Phonics Skill Bags (Red Lessons)
Letter Name (Alphabetic)
Sound-by-sound word spelling and decoding
Limited sight vocabulary
Initial and final consonants, initial and final consonant blends, digraphs, short vowels, affricates
StartUp Phonics Skill Bags (Purple Lessons)
BuildUp Phonics Skill Bags
Within Word Pattern
Reading and writing chunk parts of words
VCe patterns, r-controlled vowel patterns, long vowel patterns, abstract vowels
BuildUp Phonics Skill Bags
Syllable Juncture (Syllable & Affixes)
Vowel patterns in single syllable words used correctly, learning to apply pattern knowledge within syllables and across boundaries
Accented and unaccented syllable patterns, doubling, e-drop, and no spelling change, common prefixes and suffixes
SpiralUp Phonics Skill Bags
Word Study & Vocabulary Skill Bags 1 (Start)
Word Study & Vocabulary Skill Bags 2 (Build)
Derivational Constancy (Derivational Relations)
Morphemic analysis
Silent and sounded consonants, consonant and vowel changes, Greek and Latin elements, assimilated prefixes
Word Study & Vocabulary Skill Bags 3 (Spiral)
Word Study & Vocabulary Skill Bags 4 (Extend)
I n T r O d U C T I O n
6 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Benchmark Education’s Word Study & Vocabulary Skill Bags include the following elements of effective instruction to support advanced word analysis and vocabulary development .
• Assessments that inform instruction
• Modeled, guided, and independent practice
• Whole-group, small-group, partner, and individual grouping configurations
• Linked phonics, spelling, and vocabulary development
• Ongoing spiraled review of previously taught skills and strategies
• Anchor posters, lists, and charts
• Short passages for connected text reading
• Word sorts for sound, spelling, and meaning patterns
• A variety of open, closed, sound, pattern, blind, written, and speed sorts
• Word hunts, cloze activities, and games
• Word study notebooks
• Blending and decoding practice
• Spelling practice and dictation
• Oral discussions and written reflections
• Home/school connections
• Support for English learners
• Word study investigations
Like StartUp, BuildUp, and SpiralUp Phonics, the Word Study & Vocabulary Skill Bags reflect the most current research on how to teach word study effectively .
“ . . . word study encompasses phonics, spelling, and vocabulary instruction, with children’s orthographic or spelling knowledge of central importance in determining timely instruction with word sorting as a key activity . As children move into more sophisticated word studies, spelling and vocabulary development receive increasing attention .”
—Kathy Ganske
I n T r O d U C T I O n
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 7
What the Research Says About Phonics, Spelling, and Vocabulary Word Study
Word Study & Vocabulary Skill Bags
“By categorizing words according to their features, students are able to notice similarities and differences within and across the categories that help them to form generalizations about how the words work .”
—K. Ganske, 2008
Each unit includes multisyllabic words with related patterns for comparing and analyzing .
“Once children grasp the alphabetic principle and learn the most common sound-spellings they meet in primary grade texts, their next hurdle involves decoding multisyllabic words . Explicit instruction in the six common spelling patterns, the most common syllable types, prefixes, suffixes, roots, and word origins helps students recognize larger word chunks, which makes decoding and figuring out meaning easier .”
—W. Blevins, 2001
The scope and sequence supports the advanced understandings of syllable juncture and derivational constancy development .
“Word study is active, and by making judgments about words and sorting words according to similar features, students construct their own understandings about how features work . Active, thoughtful practice helps students internalize word features and become automatic in using what they have learned .”
—D. R. Bear, M. Invernizzi, S. Templeton, F. Johnston, 2008
Each unit includes a variety of model-guide-apply learning opportunities . Word sorts, investigations, cloze passages, and interactive learning can be found in each lesson .
“Effective vocabulary instruction includes providing rich and varied language experiences, teaching individual words, teaching word learning strategies, fostering word consciousness .”
—M. Graves, 2006
Within every skill bag, students examine word categories and apply word solving and word analysis skills .
“English is one of the most morphologically complex languages . For every word we know, there are six or seven other words we can attach meaning to if we are ‘morphologically sophisticated .’”
—P. Cunningham
Students focus on units of meaning in words as they analyze Greek and Latin word elements and focus on prefixes and suffixes that alter the meanings of base words .
“As students work with words, they not only examine the sound, pattern, and meaning relationships of their spellings but also come to understand and use the words .”
—K. Ganske, 2008
Sorting by sound, pattern, and meaning provide support for developing multiple strategies for word learning .
“Word solving is basic to the complex act of reading . When readers can employ a flexible range of strategies for solving words rapidly and efficiently, attention is freed for comprehension . Word solving is fundamental to fluent, phrased reading .”
—I. Fountas & G. S. Pinnell, 2007
The systematic, explicit instruction in every skill bag promotes rapid, fluent decoding of multisyllabic words to support text comprehension .
I n T r O d U C T I O n
8 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
What Are the Features and Benefits of Word Study & Vocabulary Skill Bags?Like the Phonics Skill Bags (StartUp, BuildUp, and SpiralUp), the Word Study & Vocabulary Skill Bags build the necessary foundation for reading longer and more complex text . Following is a list of the program’s benefits to students .
Features Benefits to Students
Direct, explicit instruction in basic syllable patterns
Students learn advanced multisyllabic word-solving strategies .
Direct, explicit word study instruction
Students learn to utilize structural analysis components such as prefixes, suffixes, and root words . Word study investigation lessons spotlight additional word awareness categories and origins .
Direct, explicit spelling instruction
Students master advanced multisyllabic patterns to facilitate reading connected text .
Word sorts Students use a variety of activities to sort and to make generalizations about words according to related patterns .
Text passages Each unit includes a text passage for word hunt investigation activities that connect word study to reading .
Hands-on, multisensory tools
All types of learners are supported by instruction that is concrete, motivating, and multimodal .
I n T r O d U C T I O n
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 9
The program also offers many benefits to the implementation site .
Features Benefits to Site
Systematic and research based
Teachers implement best practices as they sequentially introduce skills designed for advanced phonics and word study development .
Organized, consistently formatted units and materials
Teachers at all experience levels can confidently manage the classroom and teach advanced phonics and word study with a minimum of advance preparation .
Whole-group, small-group, partner, and independent activities for every skill
Teachers have reteaching strategies and extension opportunities at their fingertips .
English learner support Teachers can offer additional assistance in each skill to English learners .
Spiraled curriculum Teachers continuously review prior units and build instruction on previously taught skills .
Overview & Assessment Handbook
Teachers get ongoing support, answers to important questions, and assessments to inform instruction .
Family participation Parents can support their children’s word study development utilizing the Home Connections activities .
10 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Reproducible Tools, Activities & Home Connections• 1 Per Skill Bag (12 pages each, 8 ½” x 11”)
Teacher’s Guide• 1 Per Skill Bag
(8 pages each, 8 ½’’ x 11’’)
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC2
Supporting ELs
lighthouse, baseball, ballpark.
and match it to the sketches.
Blending Practice
sometime
some/time
some/time: sometime
Review HomographsFocus Words: present, desert, tear, produce, boss
On my birthday, my best friend is going to present me with a present.
desert
Introduce Compound Words
Model
day and time Say: When I combine the words day and time I create the compound word daytime. Write daytime Compound words are formed by joining two, or more, smaller words to make a new word. Sometimes, the meaning of the smaller words can help you with the meaning of the compound word. The word daytime means a time in the day.
Guide
light, dream.
day daylight, daydream
daytime, daylight daydream
Apply
©
Kit 1_U1_TG.indd 2 6/9/10 1:16:08 AM
©2010 Benchmark Education Company, LLC Word Study & Vocabulary 1: Unit 1: Compound Words 3
Assessment Tip
Small Words Compound Word
some time sometime
Providing Support
base + ball = baseball, any + time = anytime.
Home/School Connection
Spelling Compound WordsUnit Spelling Words: sometime, anytime, lighthouse, daylight, touchdown, downtown, baseball, ballpark
sometime, anytime.
lighthouse
lighthouse.
day and lightdaylight
Kit 1_U1_TG.indd 3 6/9/10 1:16:08 AM
Components at a Glance
Each of the four Word Study & Vocabulary Kits includes 32 developmentally-sequenced skill bags . Each Skill Bag includes a consistent set of teacher and student components .
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 11
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLCCategory Cards (BLM 2)
bed ball light
back down house
any some thing
Kit 1_U1_BLM.indd 3 6/9/10 1:08:42 AM
Anchor Charts• 1 Per Skill Bag (17” x 22”)
Word and Category Card Sheets• 3 Word Card Sheets (6 copies of each sheet)
• 1 Word Sort Category Card Sheet
Overview & Assessment Handbook• 1 Per Kit (64 pages)
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
4 4
4 4
4 4
4 4
4 4
4 4
4 4
4 4
background
backpack
backward
backyard
clubhouse
countdown
doghouse
downhill
download
downstairs
downtown
housetop
housework
paperback
piggyback
touchdownWord Cards (BLM 4)
Kit 1_U1_BLM.indd 5 6/9/10 1:08:42 AMWord Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
ballpark
ballroom
baseball
basketball
bedroom
bedside
bedspread
bedtime
daylight
eyeball
flashlight
football
lighthouse
moonlight
sunlight
waterbedWord Cards (BLM 3)
Kit 1_U1_BLM.indd 4 6/9/10 1:08:42 AM
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
5 5
5 5
5 5
5 5
5 5
5 5
5 5
5 5
anybody
anyplace
anything
anytime
anywhere
everybody
everyday
everyone
everything
everywhere
somebody
someone
someplace
something
sometime
somewhereWord Cards (BLM 5)
Kit 1_U1_BLM.indd 6 6/9/10 1:08:43 AM
12 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
Use the following checklist to help you get ready to administer assessments and prepare for instruction .
Familiarize yourself with how the program works by reading Using the Components on pages 13–16 and reviewing the Scope and Sequence found on page 18 .
Examine the Skill Bag components and study the Teacher’s Guides and reproducible blackline master booklet .
Examine the assessment tasks on pages 20–62 . Familiarize yourself with the instructions for administering, scoring, and interpreting results . See page 19: Using Assessment Results to Inform Instruction .
Administer the initial screening tasks. Analyze the results to determine each student’s starting point in the Word Study & Vocabulary Skill Bag Kits and how to group students for small-group instruction .
Review the Managing Instruction in the Phonics/Word Study Block section found on page 17 to familiarize yourself with scheduling, pacing, and grouping for proper implementation .
Getting Started Checklist
©2010 Benchmark Education Company, LLC WordStudyVOCABULARY Start 1 13
Overview & Assessment HandbookThe Overview & Assessment Handbook contains initial screeners as well as pre- and post-assessments to determine students’ strengths and needs .
This handbook provides a variety of methods to gather, record, and evaluate information about your students’ phonics, spelling, and vocabulary knowledge . Based on this information, you can decide what skill instruction your students need and whether they would benefit from additional small-group or individual instruction .
Initial Screeners
Initial screeners help identify and target student needs as well as placement for intervention lessons . Student recording forms and explicit directions for administering, scoring, and analyzing results are provided for the teacher .
Initial screeners can be used for placement and grouping decisions.
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
22 WordStudyVOCABULARY Start 1
Initial Screening Student Recording/Scoring FormName: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.
12.
13.
14.
15.
16.
17.
18.
19.
20.
21.
22.
23.
24.
25.
Total Points (50 possible)
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
WordStudyVOCABULARY Start 1 23
Initial Screening Student Recording/Scoring Form (cont’d)Name: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
26.
27.
28.
29.
30.
31.
32.
33.
34.
35.
36.
37.
38.
39.
40.
41.
42.
43.
44.
45.
46.
47.
48.
49.
50.
Total Points (50 possible)
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
46 WordStudyVOCABULARY Start 1
Spelling Pre- and Post-Assessment Student Form A
Name: ___________________________________________________________________ Date: ____________
Units _____________________________________________________________ Pretest Posttest
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
Total Points (20 possible)
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
WordStudyVOCABULARY Start 1 47
Reading Pre- and Post-Assessment Student Form B
UNIT 1:
earthquakemeanwhileundergroundkeyboardalongsidesomehowbookmarklifelongbackfireoneself
UNITS 2–4:
talkingtapinghopingbowledmailedbowlingnamingshoppingmarkedclapped
UNITS 5–9:
blendedfedmassesloavesspyinggainedwroteindexesmicestraying
UNITS 10–14:
bottleexplainclimatecrueldenyingtennisdessertsirenmeteorreplied
Pre- and Post-Assessments
Use the pre- and post-assessments to evaluate a related cluster of skills within the kit . Student recording forms and explicit directions for administering, scoring, and analyzing results are provided for the teacher .
Pre- and post-assessments identify student understandings of a variety of specific features that form the targeted instructional focus of each unit.
Using the Components
U S I n G T H E C O M P O n E n T S
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Teacher’s GuidesExplicit Instruction
The 32 units in each Word Study & Vocabulary Kit teach syllable patterns, structural analysis, and vocabulary in a systematic sequence that supports current research on best practices . Each Teacher’s Guide follows a consistent sequence with five days of instruction targeting one element of word study . Teachers follow the research-based, model-guide-apply instructional pattern as students review, sort, categorize, analyze, spell, read, write, and apply word-solving strategies . The cover of each unit is a visual guide to the materials needed for each day of instruction .
“The most effective instruction in phonics, spelling, and vocabulary links word study to the texts being read, provides a systematic scope and sequence of word level skills, and provides multiple opportunities for hands-on practice and application .”
—Bear, Invernizzi, Templeton, & Johnston
Quick-Check Assessments
Each Teacher’s Guide contains a Quick-Check Assessment for the unit . Use this progress-monitoring tool to determine a student’s need for enrichment or intervention . As you analyze student responses, note which skills or words give students difficulty, then provide further practice by using the recommended activities in each unit .
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date _______________________________________
Unit 1 Quick-Check: Compound Words
Answer QuestionsDirections: Choose the correct compound word to fill in the blank in each sentence.
1. You can play baseball in a __________. ball park ballroom ballpark
2. We looked __________ for the missing toys. everyplace everyone every place
3. I built a new __________ for my dog. housetop dog house doghouse
4. The stars were shining brightly in the __________. daylight sunlight moonlight
ApplyDirections: In the space below, list five words you know that are compound words.
____________ ____________ ____________ ____________ ____________
Directions: Using the words from the word bank, write the compound words that have common words in the “Common Words” column. Write the other words in the “No Common Words” column.
Common Words No Common Words Word Bank bookcase, yourself, headphones, snowman, cookbook, sidewalk, scrapbook, throughout, headstrong, headfirst
Think and Write about Compound WordsDirections: In the space below, explain how understanding compound words helps you as a reader, speller, and writer.
_____________________________________________________________________________
_____________________________________________________________________________
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Five days of explicit instruction per Skill Bag
Unit Quick-Check Assessment for progress monitoring
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC2
Supporting ELs
lighthouse, baseball, ballpark.
and match it to the sketches.
Blending Practice
sometime
some/time
some/time: sometime
Review HomographsFocus Words: present, desert, tear, produce, boss
On my birthday, my best friend is going to present me with a present.
desert
Introduce Compound Words
Model
day and time Say: When I combine the words day and time I create the compound word daytime. Write daytime Compound words are formed by joining two, or more, smaller words to make a new word. Sometimes, the meaning of the smaller words can help you with the meaning of the compound word. The word daytime means a time in the day.
Guide
light, dream.
day daylight, daydream
daytime, daylight daydream
Apply
©
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©2010 Benchmark Education Company, LLC Word Study & Vocabulary 1: Unit 1: Compound Words 3
Assessment Tip
Small Words Compound Word
some time sometime
Providing Support
base + ball = baseball, any + time = anytime.
Home/School Connection
Spelling Compound WordsUnit Spelling Words: sometime, anytime, lighthouse, daylight, touchdown, downtown, baseball, ballpark
sometime, anytime.
lighthouse
lighthouse.
day and lightdaylight
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U S I n G T H E C O M P O n E n T S
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Informal Observation
Use informal observations to note whether students are mastering the skills . If you are uncertain about a student’s confidence with a particular skill, call on that student to perform the task during the lesson and observe what he or she does . If you feel the student requires more practice, use the suggested mini-lessons provided for each unit . Throughout the unit, teacher assessment tips are provided to help you make observations about student progress . Analyze students’ writing samples for evidence of transfer to independent writing and for tangible evidence of spelling and vocabulary development .
Reproducible Tools, Activities & Home ConnectionsEvery unit has a corresponding blackline master booklet that includes all the reproducible tools and activities needed for instruction . A Home Connection activity for students to complete with their families is included with each unit .
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLCAnchor Chart (BLM 1)
Compound Words
Compound words are words made up of two or more smaller words.
Knowing the meaning of the smaller words can often help you figure out the meaning of the compound word.
Combining words to make compound words:
I had a lot of work to do at my house, and I did all the housework by myself.
The game was down the hill, so we all ran downhill to join in.
My mother said it was time for bed, so I guess it must be bedtime.
Uncle Tomás bought us a new ball and Dad put up a basket, so now we can play basketball.
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
3 3
3 3
3 3
3 3
3 3
3 3
3 3
3 3
ballpark
ballroom
baseball
basketball
bedroom
bedside
bedspread
bedtime
daylight
eyeball
flashlight
football
lighthouse
moonlight
sunlight
waterbedWord Cards (BLM 3)
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Compound WordsDirections: Read the sentences and choose the correct compound words from the word box below to fill in the blanks. HINT: Cross off each compound word as you use it.
backyard bookshelf softball housework paperback flashlight
ballpark headphones clubhouse headache
1. When you finish reading, put the ________________ on the ________________ in the library.
2. The ________________ fitted so tightly on my head that they gave me a
________________.
3. The big ________________ game was going to be held in the ________________ downtown.
4. Our ________________ was so dirty that we all had to do a lot of
________________ to clean it up.
5. When Dad heard a noise in the ________________, he grabbed a
________________ and went out to have a look.
Making Compound WordsDirections: Match each word in the first column of the box with a word in the second column of the box to make a compound word. Write the compound words on the blanks.
play walk 6. ________________
side mate 7. ________________
class ground 8. ________________
any top 9. ________________
house body 10. ________________
Classroom Activity (BLM 7)Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Compound WordsParent Directions: Have your child read the sentences and choose the correct compound words from the word box below to fill in the blanks. There will be two words left over.
anybody bedspread something moonlight
download everybody downstairs
1. I put my new ________________ on my bed in my bedroom.
2. In the ________________, everything around me was easy to see.
3. It took forever to ________________ the new program on our computer.
4. ________________ was wrong with my bike, but I couldn’t fix it.
5. At first I didn’t know a single person at my new school, but today I know
________________.
Making Compound WordsParent Directions: Have your child match each word in the first column of the box with a word in the second column of the box to make compound words. Write the compound words on the blanks.
through back 6. ________________
book where 7. ________________
paper out 8. ________________
head case 9. ________________
every first 10. ________________
Take-Home Activity (BLM 8)Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLC
Name ___________________________________ Date ____________________________________
Making a Scrapbook A scrapbook is a book of blank pages that you fill with photos,
artwork, and notes. It helps you remember special times in your life. Your
scrapbook can be about many things—a trip, a holiday, a pet, your family. It
can be about your sports team, or a play or concert you were in, or your
class at school.
You can tape or glue anything small and flat onto a page in your
scrapbook. For example, you could tape a ticket from a basketball or a
football game in your scrapbook. You could place these next to a photo of
yourself watching the game, or playing in the game. You might also tape
a newspaper article about the game on the same page. Maybe you wrote
a poem about the game or the sport. You could put the poem in, too.
Together, all of these things will help you remember what it was like to be
at that game.
Whatever you put in a scrapbook, it has to be something that can
last a long time. For example, if you get a haircut, you can put a lock of
your hair into a plastic bag and tape it inside your scrapbook. However,
if you want to remember a big snowstorm, obviously you cannot paste a
snowflake into your scrapbook! Instead, you could glue in a picture of a
snowflake or a photo of yourself and your friends playing in the snow. You
could also cut a snowflake out of paper. Then you could use that cutout to
decorate your page about the snowstorm.
A scrapbook holds things that are important to you. It is a special
book that helps you to remember people, places, and events.
Reading Passage (BLM 9)
Word Card SheetsAnchor Chart Home Connection Activity
Classroom Activity Reading Passage
©2010 Benchmark Education Company, LLC Word Study & Vocabulary 1: Unit 1: Compound Words 3
Assessment Tip
Small Words Compound Word
some time sometime
Providing Support
base + ball = baseball, any + time = anytime.
Home/School Connection
Spelling Compound WordsUnit Spelling Words: sometime, anytime, lighthouse, daylight, touchdown, downtown, baseball, ballpark
sometime, anytime.
lighthouse
lighthouse.
day and lightdaylight
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©2010 Benchmark Education Company, LLC Word Study & Vocabulary 1: Unit 1: Compound Words 3
Assessment Tip
Small Words Compound Word
some time sometime
Providing Support
base + ball = baseball, any + time = anytime.
Home/School Connection
Spelling Compound WordsUnit Spelling Words: sometime, anytime, lighthouse, daylight, touchdown, downtown, baseball, ballpark
sometime, anytime.
lighthouse
lighthouse.
day and lightdaylight
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U S I n G T H E C O M P O n E n T S
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Support ToolsHigh-quality, durable, and motivating manipulatives are provided to support instruction .
Anchor Poster Chart
One laminated anchor poster is provided for each unit . The words on the poster introduce the targeted word study element .
[show image]
Word Cards
Three different sheets of lesson-specific word cards accompany each Skill Bag . Six copies of each sheet are provided and can be used for teacher modeling or for small-group and partner sorts and activities .
Word Sort Category Cards
One lesson-specific word sort category card sheet is included in each unit . This can be used on any surface where word sorting may occur .
Word Study & Vocabulary 1: Unit 1: Compound Words ©2010 Benchmark Education Company, LLCCategory Cards (BLM 2)
bed ball light
back down house
any some thing
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Flexible Use for Tiered InstructionWord Study & Vocabulary Skill Bags can be used in a variety of instructional settings to provide targeted instruction for whole-group, small-group, or intervention lessons . The following chart includes options for Tier One, Two, and Three instruction .
Instructional Setting Recommendations for Use
Tier One Core Instruction Daily whole-group lessons to support the 30-minute phonics/word study block . Teachers begin with the first lesson and follow the scope and sequence for the entire kit . Pre- and Post-Assessments for Feature Analysis help pinpoint specific needs and support differentiating word study instruction . Partner and independent activities for each unit provide meaningful learning for individual students who have not mastered the targeted skills .
Tier Two and Three Interventions
Daily 30-minute small-group intervention lessons . Using the results from the Initial Screening Assessment, students are placed into the kit at the appropriate developmental stage to meet their individual needs . Use the Initial Screening and Placement Assessment Forms A and B on pages 25–28 to identify the kit and specific lesson for placement .
Scheduling and PacingEach kit contains 32 Skill Bags, enough for an entire year of instruction . Each Skill Bag is designed for five days of instruction, 20–30 minutes per day . This lesson design provides explicit instruction that matches daily core and intervention time allocations . Use some or all of the activities, depending on the needs of your students . If you want students to work more quickly and learn a new element every three days, you can select just those activities that will benefit your students the most .
Promoting Word Awareness, Consciousness, and Word PlayEach unit includes suggestions for independent practice that promote word awareness and word play . Students engage in games and hands-on investigations to extend word-solving strategies and build vocabulary . Each kit has word study investigation lessons that spotlight a variety of words such as homographs, homophones, palindromes, portmanteau words, foreign words and phrases, and more .
Managing Instruction in the Phonics/Word Study block
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Word Study & Vocabulary Scope and Sequence—Kit 1Compound WordsUnit 1 Compound wordsInflectional EndingsUnit 2 Adding -ing to words with VC and VCC patternsUnit 3 Adding -ing to words with VCe and VCC patternsUnit 4 Review of double, e-drop, and nothingUnit 5 Adding -ed to wordsUnit 6 Unusual past tense wordsUnit 7 Plural endings: adding -es, -ies Unit 8 Irregular plurals Unit 9 y + inflectional endingsOpen and Closed SyllablesUnit 10 Syllable juncture in VCV and VCCV patternsUnit 11 More syllable juncture in VCV and VCCV patternsUnit 12 Syllable juncture in VCV and VVCV patternsUnit 13 Syllable juncture in VCCCV and VV patternsUnit 14 Open and closed syllables and inflected endingsVowel Patterns in Accented/Stressed SyllablesUnit 15 Long a patterns in accented syllablesUnit 16 Long i patterns in accented syllablesUnit 17 Long o patterns in accented syllablesUnit 18 Long u patterns in accented syllablesUnit 19 Long e patterns in accented syllablesUnaccented SyllablesUnit 20 Unaccented final syllables (le)Unit 21 Unaccented final syllables (le, el, il, al)Unit 22 Unaccented final syllables (er, ar, or)Unit 23 Agents Unit 24 Final -y, -ey, and -ieConsonantsUnit 25 Hard and soft cUnit 26 Hard and soft gUnit 27 The sound of k spelled ck, ic, and xAffixesUnit 28 Prefixes (re-, un-)Unit 29 Prefixes (dis-, mis-, pre-)Unit 30 Suffixes (-y, -ly, -ily)Unit 31 Comparatives (-er, -est)Word Study InvestigationsUnit 32 Anagrams
Scope and Sequence
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A variety of assessment tools are provided for initial screening and placement; for analysis of student strengths and needs; and for progress monitoring . The following chart provides recommendations for administering the assessments .
Assessments Purpose Frequency Initial Screening Assessments Identify students’ stages of
spelling development Beginning, middle, and end of the year (3 times a year)
Pre- and Post-Feature Analysis Assessments
Identify specific understandings of each word study element for a cluster of related skills/units
Before and after a variety of units with related features (8 times a year)
Unit Quick-Check Assessments
Identify mastery or areas where additional support is needed after a week of instruction
Weekly after completing each unit
Using Assessment results to Inform InstructionUse the results from the Initial Screening Assessment to determine where in the Word Study & Vocabulary Skill Bags you will begin instruction . These results highlight specific areas of need for each student . They can also be used to determine placement for intervention lessons and to identify specific needs for differentiation in Tier One core instruction . See the Initial Screening and Placement Assessment Forms A and B (pages 25–28) .
Storing and Managing AssessmentsCreate a Word Study & Vocabulary Assessment folder for each student . Collect and store the students’ Initial Screener and Pre- and Post-Assessments for Feature Analysis in the folders throughout the year . These assessments provide snapshots of each student’s understanding and growth over time . Store the Word Study & Vocabulary Assessment folders with student portfolios and other records . Unit Quick-Check Assessments can be sent home or stored in each student’s folder .
Word Study & Vocabulary Assessment Tools
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Initial Screening and Placement AssessmentsInstructions for Administering, Scoring, and Reporting ResultsAdminister the Initial Screening and Placement Assessments
1 . Make a copy of the student recording form (page 22) .
2 . Administer the initial screening assessments to small groups of students at the same time or to your entire class . Note: Use the same word list for pre- and post-assessments . All students should begin with Form A . Based on their results, some students will continue the assessment using Form B .
3 . Explain to students that you will be calling out words one at a time and using each word in a sentence . Students are to write each word on their recording forms .
4 . Collect students’ recording forms after conducting the assessment .
Score the Initial Screening and Placement Assessments (The maximum score is 100 points, 2 points per word.)
1 . If the entire word is spelled correctly, score it as 2 points .
2 . If the word is misspelled but the feature is spelled correctly, score it as 1 point . (See underlined features of each word on the master word lists found on pages 25–28) .
3 . If the word and the feature are misspelled, score it as 0 points .
4 . Document any errors (misspelled words and/or features) .
5 . Total the score for the assessment . Record the total score at the bottom of the page .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine each student’s level of understanding and/or appropriate placement for intervention lessons .
2 . Refer to the “If” and “Then” columns on the Initial Screening and Placement Assessment Forms A and B to find the units in the Word Study & Vocabulary Skill Bags that are recommended for intervention lessons .
3 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
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Student Score Recommendations
90–100% Administer Initial Screening and Placement Assessment Form B . Recommended placement in Kits 3 or 4 .
70–89% Develop differentiated instruction and provide additional supports as needed during lessons . Recommended placement in Kits 1 or 2 .
Below 70% Provide additional supports and intervention lessons to meet student needs . Note: For additional intervention lessons for students scoring below 70%, see also the Quick Phonics Assessment and Phonics Skill Bags from Benchmark Education .
Report Results from the Initial Screening and Placement Assessments
1 . Use the Initial Screening and Placement Class Summary Recording Form (page 24) to document learning over time . This form provides a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention .
• For students who need moderate support, highlight their scores in yellow .
• For students who need intensive interventions and support, highlight their scores in pink (or red) .
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Initial Screening Student Recording/Scoring FormName: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
11 .
12 .
13 .
14 .
15 .
16 .
17 .
18 .
19 .
20 .
21 .
22 .
23 .
24 .
25 .
26 .
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Initial Screening Student Recording/Scoring Form (cont’d)Name: ________________________________________________________________ Date: _________________
Initial Screening Pretest Form A Initial Screening Posttest Form A
Initial Screening Pretest Form B Initial Screening Posttest Form B
_____ Total # Words Spelled Correctly _____ Total # Features Spelled Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
27 .
28 .
29 .
30 .
31 .
32 .
33 .
34 .
35 .
36 .
37 .
38 .
39 .
40 .
41 .
42 .
43 .
44 .
45 .
46 .
47 .
48 .
49 .
50 .
Total Points (100 possible)
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Initial Screening and Placement Class Summary Recording Form
Teacher Name: _____________________________________________________ Grade Level: ____________
Student Names
Form A Pretest Form A Posttest Form B Pretest Form B Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
W O r d S T U d Y & V O C A b U L A r Y A S S E S S M E n T T O O L S
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Initial Screening and Placement Assessment Form A
Word Feature If students answer...
Then provide instruction using...
1 . passport Compound Words
1 or both items incorrectly
Word Study & Vocabulary Kit 1, Unit 1
2 . one-sided Word Study & Vocabulary Kit 2, Unit 1
3 . swimming Inflectional Endings
1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 2–9
4 . riding
5 . netted
6 . nosier
7 . halves
8 . grimmest Word Study & Vocabulary Kit 2, Units 2–3
9 . bison Open and Closed Syllables
1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 10–14
10 . demand
11 . baggage
12 . fiber
13 . minnow
14 . crayon Vowel Patterns in Accented/Stressed Syllables
2 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 15–19
15 . miser
16 . molten
17 . humor
18 . dreadful Word Study & Vocabulary Kit 2, Units 4–15
19 . system
20 . nostril
21 . publish
22 . voyage
23 . rural
24 . charcoal
25 . mortal
26 . merit
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27 . fumble Unaccented Syllables
1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 20–24
28 . morsel
29 . rumor
30 . founder
31 . failure Unaccented Syllables
1 or more items incorrectly
Word Study & Vocabulary Kit 2, Units 16–20
32 . urchin
33 . trivet
34 . against
35 . obeyed
36 . census Consonants 1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 25–27
37 . gallery
38 . academic
39 . conquer Consonants 1 or more items incorrectly
Word Study & Vocabulary Kit 2, Units 21–24
40 . muscle
41 . premix Affixes 1 or more items incorrectly
Word Study & Vocabulary Kit 1, Units 28–31
42 . strangely
43 . fuzzier
44 . exclude Affixes 1 or more items incorrectly
Word Study & Vocabulary Kit 2, Units 25–29
45 . biceps
46 . foreground
47 . injury
48 . triangle
49 . certainly
50 . nonprofit
Initial Screening and Placement Assessment Form A (cont’d)
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Initial Screening and Placement Assessment Form B
Word List Feature If students answer...
Then provide instruction using...
1 . misbehave Prefixes 1 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 1–4
2 . aftermath
3 . demolish
4 . submit
5 . irrigate Prefixes 1 or more items incorrectly
Word Study & Vocabulary Kit 4, Units 5–9
6 . collide
7 . surrender
8 . opposite
9 . assorted
10 . inaccurate
11 . heavily Suffixes 1 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 5–17
12 . dimmest
13 . musician
14 . emptiness
15 . grocery
16 . difficulty
17 . evidence Suffixes 1 or more items incorrectly
Word Study & Vocabulary Kit 4, Units 1–4
18 . occupancy
19 . reasonable
20 . believable
21 . assumption Vowel and Consonant Alternations
1 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 18–23
22 . gravity
23 . volcanic
24 . indication
25 . majority
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26 . universe Greek and Latin Elements
2 or more items incorrectly
Word Study & Vocabulary Kit 3, Units 24–29
27 . superhero
28 . photograph
29 . geology
30 . inspector
31 . audio
32 . quadruple Greek and Latin Elements
2 or more items incorrectly
Word Study & Vocabulary Kit 4, Units 10–26
33 . equality
34 . contradict
35 . eruption
36 . territory
37 . epidemic
38 . democracy
39 . primitive
40 . tripod
41 . security
42 . patriotic
43 . benefit
44 . produce
45 . genetic
46 . reception
47 . credentials
48 . fluctuate
49 . biological
50 . sectional
Initial Screening and Placement Assessment Form B (cont’d)
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Pre- and Post-Assessments for Feature AnalysisThese assessments are additional tools for determining student needs and progress over time . Teachers can select from a variety of assessment options that target a related group of units by similar features (or skills) .
Assessment options include:
• Spelling • Reading
Choose which assessment form to administer to students . See pages 42–45 for the Master Word Lists .
Assessment Purpose Frequency
Form A: Spelling Pre- and Post-Assessment
Identify features for a related set of skills that students can spell correctly before and after instruction .
Before and after teaching a related set of skills (8 times a year)
Form B: Reading Pre- and Post-Assessment
Identify features for a related set of skills that students can read correctly before and after instruction .
Before and after teaching a related set of skills (8 times a year)
Spelling Pre- and Post-Assessments • Form AInstructions for Administering, Scoring, Analyzing, and Reporting Results
Administer the Spelling Pre- and Post-Assessments
1 . Make a copy of the Spelling Pre- and Post-Assessment Student Form A (page 46) .
2 . Administer the pre- and post-assessment to small groups of students at the same time or to your entire class . Note: Use the same word list for pre- and post-assessment .
3 . Explain to students that you will be calling out words one at a time and using each word in a sentence . Students are to write each word on their recording forms .
4 . Collect students’ recording forms at the end of the assessment .
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Score the Spelling Pre- and Post-Assessments
The maximum score is 20 points, 2 points per word .
1 . If the entire word is spelled correctly, score it as 2 points .
2 . If the word is misspelled but the feature is spelled correctly, score it as 1 point . (See underlined features of each word on the Master Word Lists found on pages 42–45 .)
3 . If the word and the feature are misspelled, score it as 0 points .
4 . Document any errors (misspelled words and/or features) .
5 . Total the score for the assessment . Record the total score at the bottom of the page .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine if the student has mastered the unit skills or needs further instruction, reinforcement, or practice .
2 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
Pre-Assessment Results
Student Score Next Steps18 to 20 points
Enrichment, Independent Level
Student has control of the unit skills . Provide enrichment and more challenging activities to support continued learning .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need through differentiated instruction . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of instruction for most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction throughout the unit .
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Unit 1 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Unit 1: Compound Words
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
Post-Assessment Results
Student Score Next Steps18 to 20 points
Enrichment, Independent Level
Student has mastered the unit skills . Provide enrichment and more challenging activities to support continued learning . Proceed to the next unit of study .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions . Proceed to the next unit of study .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of additional instruction of most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction in the next unit of study .
Report Results from the Spelling Pre- and Post-Assessments
1 . Use the Pre- and Post-Assessment Class Summary sheets (pages 34–41) to document learning over time . These forms provides a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention .
4 . For students who need moderate support, highlight their scores in yellow .
5 . For students who need intensive interventions and support, highlight their scores in pink (or red) .
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Reading Pre- and Post-Assessments Instructions for Administering, Scoring, Analyzing, and Reporting Results (Form B)
Administer the Reading Pre- and Post-Assessments
1 . Make a copy of Student Recording Form B (page 47–48) and the matching Teacher Recording Form B (pages 49–56) .
2 . Administer the pre- or post-assessment to individual students . Note: use the same word list for pre- and post-assessments .
3 . Explain to students that you will be giving them a list of words to read . As they read the list, you will record if they read each word or parts of each word correctly . You will use what you learned to support their learning in the upcoming lessons .
4 . Collect student recording forms at the end of the assessment .
Score the Reading Pre- and Post-Assessments
The maximum score is 20 points, 2 points per word .
1 . If the entire word is read correctly, score it as 2 points .
2 . If the feature is read correctly, score it as 1 point . Note: the feature may be read correctly even if the entire word is not read correctly . (See underlined features of each word on the Master Word Lists found on pages 42–45 .)
3 . If the word and the feature are misread, score it as 0 points .
4 . Document any errors (mispronounced words and/or features) .
5 . Total the score for the assessment . Record the total score at the bottom of the page .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine if the student has mastered the unit skills or needs further instruction, reinforcement, or practice .
2 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
W O R D S T U D Y & V O C A B U L A R Y A S S E S S M E N T T O O L S
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Reading Pre- and Post-Assessment Student Form B
UNIT 1:
earthquakemeanwhileundergroundkeyboardalongsidesomehowbookmarklifelongbackfireoneself
UNITS 2–4:
talkingtapinghopingbowledmailedbowlingnamingshoppingmarkedclapped
UNITS 5–9:
blendedfedmassesloavesspyinggainedwroteindexesmicestraying
UNITS 10–14:
bottleexplainclimatecrueldenyingtennisdessertsirenmeteorreplied
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Pre-Assessment Results
Student Score Next Steps18 to 20 points
Enrichment, Independent Level
Student has control of the unit skills . Provide enrichment and more challenging activities to support continued learning .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need through differentiated instruction . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of instruction for most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction throughout the unit .
Post-Assessment Results
Student Score Next Steps18 to 20 points
Enrichment, Independent Level
Student has mastered the unit skills . Provide enrichment and more challenging activities to support continued learning . Proceed to the next unit of study .
14 to 17 points
Moderate Support, Instructional Level
Student has control of many of the unit skills . Provide reinforcement for areas of need . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions . Proceed to the next unit of study .
0 to 13 points
Intervention, Frustrational/ Challenging Level
Student is in need of additional instruction of most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction in the next unit of study .
Report Results from the Reading Pre- and Post-Assessments
1 . Use the Pre- and Post-Assessment Class Summary sheets (pages 34–41) to document learning over time . These forms provides a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention . For students who need moderate support, highlight their scores in yellow . For students who need intensive interventions and support, highlight their scores in pink (or red) .
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Unit 1 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Unit 1: Compound Words
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 2–4 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 2–4: Inflectional Endings
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 5–9 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 5–9: Inflectional Endings
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 10–14 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 10–14: Open and Closed Syllables
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 15–19 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 15–19: Vowel Patterns in Accented/Stressed Syllables
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 20–24 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 20–24: Unaccented Syllables
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 25–27 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 25–27: Consonants
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Units 28–31 Pre- and Post-Assessment Class SummaryTeacher Name: _____________________________________________________ Grade Level: ____________
Units 28–31: Affixes
Student Names
Spelling Pretest
Spelling Posttest
Reading Pretest
Reading Posttest
Date Administered:
Date Administered:
Date Administered:
Date Administered:
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Pre- and Post-Assessments
Master Word Lists for Feature Analysis Unit 1: Compound Words
Unit 1 Form A (Spelling Pre- and Post-Assessment)
1 . airplane 6 . become
2 . handmade 7 . schoolhouse
3 . sunlight 8 . eyeball
4 . seashore 9 . upstream
5 . footprint 10 . uplift
Unit 1 Form B (Reading Pre- and Post-Assessment)
1 . earthquake 6 . somehow
2 . meanwhile 7 . bookmark
3 . underground 8 . lifelong
4 . keyboard 9 . backfire
5 . alongside 10 . oneself
Units 2–4: Inflectional Endings
Units 2–4 Form A (Spelling Pre- and Post-Assessment)1 . asking 6 . melting
2 . making 7 . piling
3 . chaining 8 . pouting
4 . shopped 9 . wrecked
5 . named 10 . hoped
Units 2–4 Form B (Reading Pre- and Post-Assessment)
1 . talking 6 . bowling
2 . taping 7 . naming
3 . hoping 8 . shopping
4 . bowled 9 . marked
5 . mailed 10 . clapped
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Master Word Lists for Feature Analysis (cont’d)
Units 5–9: Inflectional Endings
Units 5–9 Form A (Spelling Pre- and Post-Assessment)
1 . stared 6 . trotted
2 . knew 7 . said
3 . pebbles 8 . peaches
4 . ourselves 9 . children
5 . playing 10 . spraying
Units 5–9 Form B (Reading Pre- and Post-Assessment)
1 . blended 6 . gained
2 . fed 7 . wrote
3 . masses 8 . indexes
4 . loaves 9 . mice
5 . spying 10 . straying
Units 10–14: Open and Closed Syllables
Units 10–14 Form A (Spelling Pre- and Post-Assessment)
1 . contact 6 . mustard
2 . rodent 7 . finish
3 . moment 8 . vacant
4 . create 9 . duet
5 . hopped 10 . plotted
Units 10–14 Form B (Reading Pre- and Post-Assessment)
1 . bottle 6 . tennis
2 . explain 7 . dessert
3 . climate 8 . siren
4 . cruel 9 . meteor
5 . denying 10 . replied
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Master Word Lists for Feature Analysis (cont’d)
Units 15–19: Vowel Patterns in Accented/Stressed Syllables
Units 15–19 Form A (Spelling Pre- and Post-Assessment)
1 . rainbow 6 . failure
2 . decide 7 . sidewalk
3 . cobra 8 . notice
4 . jukebox 9 . amuse
5 . female 10 . veto
Units 15–19 Form B (Reading Pre- and Post-Assessment)
1 . crater 6 . vapor
2 . tighten 7 . brightness
3 . lonesome 8 . soapy
4 . tubeless 9 . bugle
5 . ceiling 10 . neither
Units 20–24: Unaccented Syllables
Units 20–24 Form A (Spelling Pre- and Post-Assessment)
1 . trample 6 . freckle
2 . central 7 . fender
3 . solar 8 . speaker
4 . beggar 9 . treaty
5 . empty 10 . global
Units 20–24 Form B (Reading Pre- and Post-Assessment)
1 . needle 6 . scribble
2 . fossil 7 . council
3 . terror 8 . stellar
4 . vendor 9 . burglar
5 . chimney 10 . trolley
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Master Word Lists for Feature Analysis (cont’d)
Units 25–27: Consonants
Units 25–27 Form A (Spelling Pre- and Post-Assessment)
1 . cubic 6 . civic
2 . gesture 7 . genius
3 . network 8 . attack
4 . remind 9 . retake
5 . untie 10 . undone
Units 25–27 Form B (Reading Pre- and Post-Assessment)
1 . atomic 6 . elastic
2 . ginger 7 . gopher
3 . potluck 8 . panic
4 . reclaim 9 . rewind
5 . unable 10 . unsure
Units 28–31: Affixes
Units 28–31 Form A (Spelling Pre- and Post-Assessment)
1 . disagree 6 . distaste
2 . mislead 7 . misuse
3 . filthy 8 . worthy
4 . eagerly 9 . heavily
5 . toughest 10 . lazier
Units 28–31 Form B (Reading Pre- and Post-Assessment)
1 . premix 6 . pregame
2 . dismissed 7 . misplace
3 . mistrust 8 . strangely
4 . directly 9 . sincerely
5 . dimmest 10 . fuzzier
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Spelling Pre- and Post-Assessment Student Form A
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: In the spaces below, record each word your teacher provides you.
Correctly Spelled Word (2 points)
Correctly Spelled Feature (1 point)
Incorrectly Spelled Word & Feature (0 points)
1 .
2 .
3 .
4 .
5 .
6 .
7 .
8 .
9 .
10 .
Total Points (20 possible)
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Reading Pre- and Post-Assessment Student Form B
UNIT 1:
earthquakemeanwhileundergroundkeyboardalongsidesomehowbookmarklifelongbackfireoneself
UNITS 2–4:
talkingtapinghopingbowledmailedbowlingnamingshoppingmarkedclapped
UNITS 5–9:
blendedfedmassesloavesspyinggainedwroteindexesmicestraying
UNITS 10–14:
bottleexplainclimatecrueldenyingtennisdessertsirenmeteorreplied
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Reading Pre- and Post-Assessment Student Form B (cont’d)
UNITS 15–19:
cratertightenlonesometubelessceilingvaporbrightnesssoapybugleneither
UNITS 20–24:
needlefossilterrorvendorchimneyscribblecouncilstellarburglartrolley
UNITS 25–27:
atomicgingerpotluckreclaimunableelasticgopherpanicrewindunsure
UNITS 28–31:
premixdismissedmistrustdirectlydimmestpregamemisplacestrangelysincerelyfuzzier
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Reading Pre- and Post-Assessment Teacher Recording Form BUnit 1: Compound Words
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . earthquake
2 . meanwhile
3 . underground
4 . keyboard
5 . alongside
6 . somehow
7 . bookmark
8 . lifelong
9 . backfire
10 . oneself
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 2–4: Inflectional Endings
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . talking
2 . taping
3 . hoping
4 . bowled
5 . mailed
6 . bowling
7 . naming
8 . shopping
9 . marked
10 . clapped
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 5–9: Inflectional Endings
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . blended
2 . fed
3 . masses
4 . loaves
5 . spying
6 . gained
7 . wrote
8 . indexes
9 . mice
10 . straying
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 10–14: Open and Closed Syllables
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . bottle
2 . explain
3 . climate
4 . cruel
5 . denying
6 . tennis
7 . dessert
8 . siren
9 . meteor
10 . replied
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 15–19: Vowel Patterns in Accented/Stressed Syllables
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . crater
2 . tighten
3 . lonesome
4 . tubeless
5 . ceiling
6 . vapor
7 . brightness
8 . soapy
9 . bugle
10 . neither
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 20–24: Unaccented Syllables
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . needle
2 . fossil
3 . terror
4 . vendor
5 . chimney
6 . scribble
7 . council
8 . stellar
9 . burglar
10 . trolley
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 25–27: Consonants
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . atomic
2 . ginger
3 . potluck
4 . reclaim
5 . unable
6 . elastic
7 . gopher
8 . panic
9 . rewind
10 . unsure
Total Points (20 possible)
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Reading Pre- and Post-Assessment Teacher Recording Form BUnits 28–31: Affixes
Name: ___________________________________________________________________ Date: ____________
Pretest Posttest
_____ Total # Words Read Correctly _____ Total # Features Read Correctly _____ Total Combined Score
Instructions: As students read each word from the unit list, place a check mark in the appropriate column noting how they read each word or feature.
Correctly Read Word (2 points)
Incorrectly Read Word/Correctly Read Feature (1 point)
Incorrectly Read Word & Feature (0 points)
1 . premix
2 . dismissed
3 . mistrust
4 . directly
5 . dimmest
6 . pregame
7 . misplace
8 . strangely
9 . sincerely
10 . fuzzier
Total Points (20 possible)
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Unit Quick-Check AssessmentsUnit Quick-Check Assessments provide unit-specific assessments to determine mastery and student needs on a weekly basis . Quick-Check Assessments can be used to form flexible groups in need of enrichment or intervention . These assessment tools provide ongoing progress monitoring for documenting student growth and learning over time .
Instructions for Administering, Scoring, Analyzing, and Reporting ResultsAdminister and Score the Unit Quick-Check Assessment
1 . Make a copy of the student Quick-Check Assessment found on page 8 of the Teacher’s Guide for each unit .
2 . Administer the Quick-Check Assessments to students after completing each unit .
3 . Score the correct responses and total the number correct out of the possible score for each Unit Quick-Check .
Analyze Results and Plan for Instruction
1 . Analyze the results to determine if the student has mastered the unit skills or needs further instruction, reinforcement, or practice .
2 . Look for evidence of transfer in students’ reading and writing for application of word study and vocabulary learning .
Student Score Next StepsEnrichment
90–100%
Student has mastered the unit skills . Provide enrichment and more challenging activities to support continued learning . Proceed to the next unit of study .
Moderate Support
70–89%
Student has control of many of the unit skills . Provide reinforcement for areas of need . Identify specific skills needing additional support . Re-assess to determine mastery or the need for additional interventions . Proceed to the next unit of study .
Intervention
0–69%
Student is in need of additional instruction of most of the unit skills . Provide additional reinforcement and intervention lessons to support learning . Re-assess to determine mastery or the need for additional interventions . Continue to provide additional supports and differentiated instruction in the next unit of study .
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Reporting Results from the Quick-Check Assessment
1 . Use the Unit Quick-Check Assessments Class Summary sheets (pages 59–62) to document learning over time . These forms provide a summary of ongoing progress for the class throughout the school year .
2 . Use the summary to flexibly group students for appropriate continued learning and intervention .
3 . Color code student scores to identify small groups for additional support and intervention . For students who need moderate support, highlight their scores in yellow . For students who need intensive interventions and support, highlight their scores in pink (or red) .
59
Units 1–8 Quick-Check Assessments Class SummaryTeacher Name: ____________________________________________________________ Grade Level: _________
Student NamesUnit 1 Date
Administered:
Unit 2 Date
Administered:
Unit 3 Date
Administered:
Unit 4 Date
Administered:
Unit 5 Date
Administered:
Unit 6 Date
Administered:
Unit 7 Date
Administered:
Unit 8 Date
Administered:
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60 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
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62 WordStudyVOCABULARY Start 1 ©2010 Benchmark Education Company, LLC
©2010 Benchmark Education Company, LLC
Dear Parent/Guardian,
This year your child will participate in the Word Study & Vocabulary program from Benchmark Education Company. Although word study is only one of the many daily literacy activities in our classroom, this instruction provides students with a valuable tool in the complex task of learning to read, comprehend, and enjoy a variety of texts.
In Word Study & Vocabulary lessons, students learn strategies for decoding, spelling, and understanding the meaning of multisyllabic words. Every week we’ll review and practice previously taught skills and explore important new ones. Students will also participate in frequent, brief assessments in spelling, word meaning, and word analysis so that we can immediately address learning needs. You have an important role in this process as well. Watch for a Home Connection activity each week, and please continue to read to and with your child each day.
I look forward to an exciting year of learning, and I thank you for your help as your child learns to read longer and more difficult texts. Don’t hesitate to contact me with any questions or concerns.
Sincerely,
©2010 Benchmark Education Company, LLC
Estimado(a) señor(a):Durante el transcurso de este año su hijo participará en el programa de vocabulario y el estudio de palabras de Benchmark Education Company. Aunque el estudio de palabras es sólo una de las actividades cotidianas en nuestra aula, esta destreza sirve como una herramienta clave en la tarea compleja de formar a un lector comprensivo que disfrute de una variedad de textos.
En las lecciones de estudio de palabras y de vocabulario, el estudiante aprende a descodificar las palabras, a deletrear con confianza y a comprender el significado de palabras difíciles. Cada semana repasaremos destrezas de la semana anterior y aprenderemos destrezas nuevas. También el estudiante participará en evaluaciones breves y frecuentes de ortografía, significado y análisis de palabras para que podamos remediar cualquier duda en su momento. Usted tendrá un papel importante en este proceso. Usted recibirá una actividad de Participación de los padres cada semana y, por favor, siga leyendo con su hijo a diario.
Anticipo un año emocionante de aprendizaje y quisiera agradecérselo a usted de antemano, el papel integral que desempeñará en ayudar a su hijo a aprender a leer textos cada vez más complejos. Me despido de usted cordialmente y le reitero que estoy a sus órdenes para cualquier aclaración o duda.
Atentamente
B i B l i o g r a p h y
©2010 Benchmark Education Company, LLC
BibliographyAdams, M. J. Beginning to Read: Thinking and Learning About Print. Cambridge: MIT Press, 1990.
Allen, J. Words, Words, Words: Teaching Vocabulary in Grades 4–12. York: Stenhouse, 1999.
Baumann, J. F., E. C. Edwards, G. Font, C. A. Tereshinksi, E. J. Kame’enui, and S. Olejnik. “Teaching morphemic and contextual analysis to fifth-grade students.” Reading Research Quarterly 37 (2) (April/May/June 2002): 150–176.
Bear, D. R., M. Invernizzi, S. Templeton, & F. Johnston. Words Their Way: Word Study for Phonics, Spelling, and Vocabulary Instruction. Columbus: Merrill/Macmillan, 2008.
Beck, I. L., M. G. McKeown, and L. Kucan. Bringing Words to Life: Robust Vocabulary Instruction. New York: The Guilford Press, 2002.
Blevins, W. Teaching Phonics & Word Study in the Intermediate Grades: A Complete Sourcebook. New York: Scholastic, 2001.
Cunningham, P. M. Phonics They Use: Words for Reading and Writing. Boston: Allyn & Bacon, 2005.
Ehri, L. C., and J. Rosenthal. “Spelling of words: A neglected facilitator of vocabulary learning.” Journal of Literacy Research 39 (4) (2007): 389–409.
Farstrup, A. E., and S. J. Samuels, eds. What Research Has to Say About Vocabulary Instruction. IRA, 2008
Fountas, I. and Pinnell, G. S. The Continuum of Literacy Learning Grades K–8: Behaviors and Understandings to Notice, Teach, and Support. Cambridge, Heinemann, 2007.
Ganske, K. Mindful of Words: Spelling and Vocabulary Explorations 4–8. New York: The Guilford Press, 2008.
Ganske, K. Word Journeys: Assessment-Guided Phonics, Spelling, and Vocabulary Instruction. New York: The Guilford Press, 2000.
Ganske, K. Word Sorts and More: Sound, Pattern, and Meaning Explorations K-3. New York: The Guilford Press, 2006.
Graves, M. The Vocabularly Book: Learning & Instruction. New York: Teacher’s College Press, 2006.
Moats, L. “How spelling supports reading: and why it is more regular and predictable than you may think.” American Educator (2005/2006 Winter): 12–16, 20–22, 42–43.
Nagy, W. E., & J. A. Scott. “Vocabulary processes.” In M. Kamil, P. Mosenthal, P. D. Pearson, and R. Barr, eds. The handbook of reading research (Vol. 3, 269–284). New York: Longman, 2000.
National Institute of Child Health and Human Development. Report of the National Reading Panel: Teaching children to read: An evidence-based assessment of the scientific research literature on reading and its implications for reading instruction. Washington, D.C.: U.S. Government Printing Office, 2006.
Snow, C. E., S. Burns, and P. Griffin. Preventing Reading Difficulties in Young Children. Washington, D.C.: National Academies Press, 1998.
Stahl, S. A., and W. E. Nagy. Teaching Word Meanings. Mahwah: Lawrence Erlbaum Associates, 2006.
Zutell, J. “Word sorting: A developmental spelling approach to word study for delayed readers.” Reading & Writing Quarterly 14 (1998): 219–238.
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1StartWordStudyVocabulary
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&® B e n c h m a r k e d u c a t i o n c o m p a n y
Overview
AssessmentHandbook
B e n c h m a r k e d u c a t i o n c o m p a n y
WordStudyVocabulary Skill Bags
Everything you need to teach ONE SKILL is at your fingertips in EACH bag!128 ready-to-use Skill Bags make it easy to assess needs, target skills, and build success.
• Effective: build word study and phonics skills to improve spelling, reading, and vocabulary
• Flexible: can be used sequentially or to target instruction
• Time-saving: step-by-step instruction saves prep time
Ideal for Grades 3–8+
Classroom Use or Tiered
Intervention
Beginning Syllables and Affixes
32 Skill BagS
1Start
Advanced Syllables and Affixes
32 Skill BagS
2Build
32 Skill BagSBeginning Derivational
Constancy
3Spiral
32 Skill BagSAdvanced Derivational
Constancy
4Extend
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