Stretch Progress Monitoring Chart - sppsreading

Irma Brasseur-Hock is a research associate at the Center for Research on Learning at the University of Kansas. Her research interests include adolescent literacy, instructional technology, coaching, and instructional sustainability. She has coordinated several federally funded R & D projects, including one to design and field-test a reading skill profi le for struggling adolescent readers. Brasseur-Hock has extensive experience as a classroom teacher and is highly regarded for her skills as a professional development specialist in adolescent literacy and secondary school change. Michael Hock is associate director of the Center for Research on Learning at the University of Kansas. His research involves the development and validation of reading, motivation, and tutoring interventions that meet the needs of districts or agencies as well as the needs of academically underprepared adolescents and adults. His research also focuses on professional development, instructional coaching, and the school change process. Hock is also associate research professor at the University of Kansas. Donald D. Deshler is the director of the Center for Research on Learning at the

University of Kansas. His research includes designing academic interventions for struggling learners, system change, and professional learning. He and his colleagues have developed and validated the Strategic Instruction Model (SIM), a comprehensive approach to adolescent literacy that helps students learn how to learn and promotes effective instructional methods for teachers. Deshler is the Williamson Family Distinguished Professor of Special Education.

Cover credit: Bill Sykes Images/Photodisc/Getty Images.

mheonline.com

Copyright © 2012 University of Kansas All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Fusion Reading, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education 130 E. Randolph, Suite 400 Chicago, IL 60601 ISBN: 978-0-07-662707-3 MHID: 0-07-662707-1

the

BRIDGING

¤RATEGY Irma F. Brasseur-Hock, Ph.D. Michael F. Hock, Ph.D. Donald D. Deshler, Ph.D.

The contents of this instructional material were developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.

READING WORKOUT Answer Key Bothell, WA • Chicago, IL • Columbus, OH • New York, NY

Table of Contents Bridging Reading Workout Level Information . . . . . . . . . 1 Scoring Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Stretch Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . 4 Closed Syllable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Open Syllable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 VCE, Closed, and Open Syllables . . . . . . . . . . . . . . . . 15 Vowel Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R-controlled Vowels . . . . . . . . . . . . . . . . . . . . . . . . . 27 Consonant Unit Sounds . . . . . . . . . . . . . . . . . . . . . . 31 Word Beginnings and Endings . . . . . . . . . . . . . . . . . . 35 Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Train Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . .41 “P” Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 “A” Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 “R” Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 “P-A-R” Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Scrimmage Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . .105 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

Bridging Reading Workout Level Information Stretch ■■

Stretch activities 1–9 correspond to grades 4–12

■■

Mastery = 80%

Train (P, A, & R activities) ■■

Train activities 1–9 correspond to grades 4–12

■■

Mastery = 80%

Copyright © University of Kansas. Permission is granted to reproduce for classroom use.

Scrimmage ■■

See chart below for grade levels

■■

Comprehension mastery = 80% Passage

Title

Grade Level

1A 1B 1C 1D 1E 2A 2B 2C 2D 2E 3A 3B 3C 3D 3E 4A 4B 4C 4D 4E 5A 5B 5C 5D 5E 6A 6B 6C 6D 6E

The Pesticide Problem Predicting Weather Glaciers of North America Is It Alive? The Art of Bird-Watching The Legend of Robin Hood Preserved in Rock Humor Winston Churchill An Excerpt from The Adventures of Tom Sawyer Youth An Excerpt from Uncle Tom’s Cabin An Excerpt from The Red Badge of Courage An Excerpt from The Call of the Wild An Excerpt from Ethan Frome Achilles Lobsters Rain, Snow, and Hail Rocks, Arrows, and Bullets Beetlemania The Sandhill Crane Deer Just a Coincidence? An Excerpt from Lord Jim An Excerpt from House of Seven Gables An Excerpt from 20,000 Leagues Under the Sea An Excerpt from Frankenstein #1 An Excerpt from Frankenstein #2 An Excerpt from Treasure Island Eugenics

4 4 4–5 4–5 4–6 4–6 4–6 4–7 5–8 5–8 5–8 5–8 5–8 5–8 5–8 5–8 6–8 6–8 6–8 6–8 7–9 7–9 7–9 7–10 7–10 7–10 8–10 8–12 8–12 9–12

FUSION Reading

The Bridging Strategy READING WORKOUT Answer Key

1

Scoring Procedures Stretch Activities Stretch activities are quick little exercises designed to provide basic instruction or practice. As such, all you record for these activities is student participation. This is noted with either a “+” for participating or a “-” for not participating on the Stretch Progress Monitoring Chart.

Scoring Train Activities Scoring the “P” Step Train Activities For each of the activities in this section, a total of 10 points is possible. Score 1 point per item if ANY part of the word is underlined. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “P” Step section.

Note that the phrases underlined in this answer key are suggestions only. The purpose of this group of activities is for students to simply identify groups of letters that they recognize and can pronounce. Thus, there are no right and wrong answers for the “P” Step train activities. Copyright © University of Kansas. Permission is granted to reproduce for classroom use.

Scoring the “A” Step Train Activities For each of the activities in this section, a total of 10 points is possible. Score 1 point per item if the student divides off at least one of the beginnings and endings noted in this answer key. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “A” Step section.

When a word has multiple beginnings and endings, students should not be required to identify all of them to receive credit. The purpose of this group of activities is to provide students with practice in chunking words down into smaller parts. Scoring the “R” Step Train Activities For each of the activities in this section, a total of 10 points is possible (2 points for each item). For each item, score 1 point if the student has correctly marked vowels and syllables. Score 1 more point per item if the student correctly identifies the syllable formula(s) involved. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “R” Step section.

2


FUSION Reading

Scoring the “P-A-R” Steps Train Activities For each of the activities in this section, a total of 10 points is possible (2 points for each item). For each item, score 1 point if the student has divided off any word beginnings or endings and correctly marked vowels and syllables. Score 1 more point per item if the student correctly identifies the syllable formula(s) involved. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “P-A-R” Steps section.

Scoring Scrimmage Activities For each passage that the student reads in the Scrimmage section of the Reading Workout Book, you will record two scores on the Scrimmage Progress Monitoring Chart: a comprehension score and a fluency score.


The comprehension score is the percentage score the student earned for answering the questions on the passage. Each passage is worth 10 points (1 point per question). Score 1 point if the student’s answer is correct; 0 points if the answer if incorrect. Record comprehension scores next to the letter “C” on the Scrimmage Progress Monitoring Chart. The fluency score is the average Words Correct Per Minute score that students received for their three fluency reads. Students calculate this score on their Scrimmage Fluency Progress Chart. Once students have calculated this score, record it next to the letter “F” on the Scrimmage Progress Monitoring Chart.

FUSION Reading


3


FUSION Reading

Stretch Progress Monitoring Chart Class V.P. Quiz

1A

1B

1C

1D

2A

2B

2C

2D

3A

3B

3C

3D

4A

4B

4C

4D


Pre/Post Test

4

Student Name


FUSION Reading

Stretch Progress Monitoring Chart Class Student Name

5A

5B

5C

5D

6A

6B

6C

6D

7A

7B

7C

7D

8A

8B

8C

8D

9A

9B


5


Pre/Post Test

V.P. Quiz

1A

1B

1C

1D

2A

2B

2C

2D

3A

3B

3C

Mike

60

22

+

+

+

+

—

+

+

+

+

+

+

Tammy

49

30

+

—

+

+

+

+

+

+

+

+

+

Irene

68

26

+

+

+

+

—

+

+

+

+

+

+

Doug

52

28

+

+

+

+

—

+

+

+

+

Student Name

3D

+ +

4A

4B

4C

4D

—

+

+

+

—

+

+

+

+

+

+

+

+

+

+

+

6

Class First period


FUSION Reading

Example Stretch Progress Monitoring Chart


Closed Syllable

Stretch 1A

Marking

Listening

Model

Model

hat a

(bet) e

non o

(fum) u

sud u

(mat) a

Guided Practice

Guided Practice

hot o

(hus) u

ish ı

(pad) a

ment e

(sim) ı

Individual/Partner Practice

Individual Practice

fat a

(op) o

bet e

(mis) ı

rob o

(sus) u

tum u

(ness) e

il ı

(ant) a

FUSION Reading


7

8

Marking

Listening

Model

Model

bad a

(fim) ı

hit ı

(get) e

tug u

(bud) u

Guided Practice

Guided Practice

mum u

(hon) o

cap a

(en) e

pit ı

(an) a


Individual Practice

ob o

(pat) a

dis ı

(ges) e

con o

(cub) u

ac a

(im) ı

tom o

(op) o


FUSION Reading


Closed Syllable

Stretch 1B


Closed Syllable

Stretch 1C

Marking

Listening

Model

Model

cod o

(von) o

jac a

(sub) u

hut u

(hef) e

Guided Practice

Guided Practice

com o

(ig) ı

pol o

(fad) a

ran a

(des) e


Individual Practice

wep e

(bap) a

tam a

(pes) e

rom o

(tic) ı

fit ı

(ruc) u

hem e

(tos) o

FUSION Reading


9

10

Marking

Listening

Model

Model

vig ı

(at) a

rav a

(lem) e

lov o

(mot) o

Guided Practice

Guided Practice

nus u

(gan) a

nic ı

(pel) e

log o

(rob) o


Individual Practice

tut u

(mon) o

sis ı

(ris) ı

bas a

(sup) u

lim ı

(bet) e

tom o

(nal) a


FUSION Reading


Closed Syllable

Stretch 1D


Open Syllable

Stretch 2A

Marking

Listening

Model

Model

di —ı

a (cra) —

hu —u

— (slo) o

— so o

— (se) e

Guided Practice

Guided Practice

— he e

(pi) —ı

stu —u

a (kra) —

a va —

— (ro) o


Individual Practice

— fe e

— (po) o

du —u

— (ve) e

— mo o

(bi) —ı

a sa —

a (sca) —

vi —ı

(bru) —u

FUSION Reading


11

12

Marking

Listening

Model

Model

— slo o

— (lo) o

— me e

a (tra) —

a la —

— (de) e

Guided Practice

Guided Practice

tu —u

— (ro) o

— so o

(mi) —ı

li —ı

a (la) —


Individual Practice

a gra —

— (gro) o

— clo o

a (ba) —

fru —u

(shu) —u

a ha —

(twi) —ı

ni —ı

— (spe) e


FUSION Reading


Open Syllable

Stretch 2B


Open Syllable

Stretch 2C

Marking

Listening

Model

Model

— pro o

(tri) —ı

a cra —

(tru) —u

— mo o

a (na) —

Guided Practice

Guided Practice

spi —ı

— (cho) o

thri —ı

(mu) —u

— re e

(whi) —ı


Individual Practice

a sta —

(gi) —ı

fu —u

(bli) —ı

bri —ı

— (spo) o

pru —u

— (le) e

bli —ı

— (cre) e

FUSION Reading


13

14

Marking

Listening

Model

Model

chu —u

a (fra) —

a ta —

(hi) —ı

shi —ı

— (se) e

Guided Practice

Guided Practice

a stra —

(fru) —u

— dre e

a (gra) —

— go o

(hu) —u


Individual Practice

a ma —

— (te) e

fu —u

a (sta) —

— gre e

(tri) —ı

— co o

(tu) —u

— pro o

— (stre) e


FUSION Reading


Open Syllable

Stretch 2D


VCE, Closed, and Open Syllables

Stretch 3A

Marking

Syllable

Saying

Model

Model

Model

maze

vce

— a as in “maze”

pro

o

— as in “pro” o

lest

c

e as in “lest”

Guided Practice

Guided Practice

Guided Practice

gasp

c

a as in “gasp”

ro

o

— as in “ro” o

cave

vce

— a as in “cave”


Partner Practice

Individual Practice

sho

o

— as in “sho” o

plate

vce

— a as in “plate”

snab

c

a as in “snab”

rame

vce

— a as in “rame”

su

o

—u as in “su”

FUSION Reading


15

16


Marking

Syllable

Saying

Model

Model

Model

pulp

c

u as in “pulp”

joke

vce

— as in “joke” o

si

o

—ı as in “si”

Guided Practice

Guided Practice

Guided Practice

trut

c

u as in “trut”

swe

o

— as in “swe” e

hute

vce

—u as in “hute”


Partner Practice

Individual Practice

code

vce

— as in “code” o

clam

c

a as in “clam”

dame

vce

— a as in “dame”

re

o

— as in “re” e

sute

vce

—u as in “sute”


FUSION Reading


Stretch 3B



Stretch 3C

Marking

Syllable

Saying

Model

Model

Model

von

c

o as in “von”

vade

vce

— a as in “vade”

stag

c

a as in “stag”

Guided Practice

Guided Practice

Guided Practice

treme

vce

— as in “treme” e

con

c

o as in “con”

ne

o

— as in “ne” e


Partner Practice

Individual Practice

pede

vce

— as in “pede” e

wel

c

e as in “wel”

mem

c

e as in “mem”

sume

vce

—u as in “sume”

trive

vce

—ı as in “trive”

FUSION Reading


17

18


Marking

Syllable

Saying

Model

Model

Model

quire

vce

—ı as in “quire”

vent

c

e as in “vent”

ste

o

— as in “ste” e

Guided Practice

Guided Practice

Guided Practice

mare

vce

— a as in “mare”

dom

c

o as in “dom”

mire

vce

—ı as in “mire”


Partner Practice

Individual Practice

limp

c

ı as in “limp”

tate

vce

— a as in “tate”

hale

vce

— a as in “hale”

de

o

— as in “de” e

struc

c

u as in “struc”


FUSION Reading


Stretch 3D


Vowel Units - Long Vowel Sound

FUSION Reading

Stretch 4A

Marking

Saying

Model

Model

trait

a as in “trait” ai says —

boast

— as in “boast” oa says o

stray

a as in “stray” ay says —

Guided Practice

Guided Practice

claim

a as in “claim” ai says —

low

— as in “low” ow says o

cay

a as in “cay” ay says —

Individual Practice

Individual Practice

steep

— as in “steep” ee says e

bloat

— as in “bloat” oa says o

plain

a as in “plain” ai says —

knew

ew says —u as in “knew”

row

— as in “row” ow says o


19

20

Marking

Saying

Model

Model

stray

a as in “stray” ay says —

cheap

— as in “cheap” ea says e

light

igh says —ı as in “light”

Guided Practice

Guided Practice

float

— as in “float” oa says o

fright

igh says —ı as in “fright”

essay

a as in “essay” ay says —

Individual Practice

Individual Practice

low


roast

— as in “roast” oa says o

peace

— as in “peace” ea says e

cay

a as in “cay” ay says —

claim

a as in “claim” ai says —


FUSION Reading



Stretch 4B



FUSION Reading

Stretch 4C

Marking

Saying

Model

Model

tail

a as in “tail” ai says —

greed

— as in “greed” ee says e

throat

— as in “throat” oa says o

Guided Practice

Guided Practice

right

igh says —ı as in “right”

lay

a as in “lay” ay says —

row


Individual Practice

Individual Practice

few

ew says —u as in “few”

play

a as in “play” ay says —

roach

— as in “roach” oa says o

gree

— as in “gree” ee says e

feat

— as in “feat” ea says e


21

22

Marking

Saying

Model

Model

dew

ew says —u as in “dew”

ceed

— as in “ceed” ee says e

main

a as in “main” ai says —

Guided Practice

Guided Practice

ley

a as in “ley” ey says —

tain

a as in “tain” ai says —

dew

ew says —u as in “dew”

Individual Practice

Individual Practice

t ween

— as in “tween” ee says e

ney

a as in “ney” ey says —

new

ew says —u as in “new”

day

a as in “day” ay says —

plain

a as in “plain” ai says —


FUSION Reading



Stretch 4D


Vowel Units - One or Two Sounds

FUSION Reading

Stretch 5A

Marking

Saying

Model

Model

row


feat

— as in “feat” ea says e

hoist

oi says “oi” as in “hoist”

Guided Practice

Guided Practice

sprawl

aw says “aw” as in “sprawl”

moist

oi says “oi” as in “moist”

fault

au says “au” as in “fault”

Individual Practice

Individual Practice

spool

oo says “oo” as in “spool”

ouch

ou says “ou” as in “ouch”

vault

au says “au” as in “vault”

void

oi says “oi” as in “void”

mean

— as in “mean” ea says e


23

24

Marking

Saying

Model

Model

south

ou says “ou” as in “south”

heal

— as in “heal” ea says e

coy

oy says “oy” as in “coy”

Guided Practice

Guided Practice

fowl

ow says “ow” as in “fowl”

low


gloom

oo says “oo” as in “gloom”

Individual Practice

Individual Practice

hawk

aw says “aw” as in “hawk”

joice

oi says “oi” as in “joice”

stead

ea says e as in “stead”

drown

ow says “ow” as in “drown”

cause

au says “au” as in “cause”


FUSION Reading



Stretch 5B



FUSION Reading

Stretch 5C

Marking

Saying

Model

Model

proud

ou says “ou” as in “proud”

mood

oo says “oo” as in “mood”

breath

ea says e as in “breath”

Guided Practice

Guided Practice

plaud

au says “au” as in “plaud”

noy

oy says “oy” as in “noy”

thaw

aw says “aw” as in “thaw”

Individual Practice

Individual Practice

cheap

— as in “cheap” ea says e

brown

ow says “ow” as in “brown”

pause

au says “au” as in “pause”

broil

oi says “oi” as in “broil”

book

oo says “oo” as in “book”


25

26

Marking

Saying

Model

Model

law

aw says “aw” as in “law”

joy

oy says “oy” as in “joy”

flow

— as in “flow” ow says o

Guided Practice

Guided Practice

round

ou says “ou” as in “round”

heat

— as in “heat” ea says e

loon

oo says “oo” as in “loon”

Individual Practice

Individual Practice

poin

oi says “oi” as in “poin”

frown

ow says “ow” as in “frown”

vouch

ou says “ou” as in “vouch”

ceal

— as in “ceal” ea says e

doom

oo says “oo” as in “doom”


FUSION Reading



Stretch 5D