I. Oral Language and Listening Skills
Students: Listen to and follow oral directions Games; i.e., Simon Says; Mother May I?
TOKEN TEST (Standardized test); Student behavior check list (BASC, Connors)
Students: Track print when listening to familiar story; Listen to the reading of print. Language experience activities; i.e., students "read" their own dictated stories; read aloud to students from both fiction and non-fiction print. Teacher observation; students discuss and respond to questions related to the reading; i.e., facts, predictions, details. Students: Recite rhymes; sing songs; tell and re-tell stories. Teach nursery rhymes, poems and songs; provide opportunities for choral response, recitation, sharing of stories and experiences, group discussions, and play acting. Informal:
Teacher observation; criterion referenced checklist; i.e., articulation, eye contact; spontaneity, expression, vocabulary, interaction with peers.
*Skills Based Scope and Sequence Page 1, 1-6.
II. Reading Skills: Sound, Symbol, and Structure Awareness, Comprehension
Recognize separate words within a sentence.Recognize and produce rhyming words.Recognize syllables within wordsGive first sounds of words.
Blend phonemes. Put sounds together to make a word.
Activities to identify and count words within sentences; word play activities.
Teachers present opportunities for students to recognize and produce rhyming words, both isolated words and within print materials; i.e. Dr. Seuss. Teach word play activities: clap and tap syllables; Students show number of syllables with blocks.
Student names object shown in picture and gives first sound.
Play "secret language" games; i.e., "What word am I saying? /c/a/t/??"
Informal: Sawyers, TAAS, Foormans Assessment, YOPP-SINGER Phoneme Segmentation Test, STAHL.
Formal: TOPA (Test of Phonological Awareness, Torgeson), LAC (Lindamood Auditory Conceptualization) test.
Recognize and can name all the letters, upper and lower case.Recognize and name geometric shapes.Recognize and write their own names.
Read; i.e., recognize some sight words*
Teach letter names of alphabet.Teach Alphabet SongTeach geometric shapes and correct names.Multi-sensory name games; i.e., See/Trace/say; Draw; cut-out; art activities.
Give student the opportunity to read their own dictated stories; "Reads the Room;" Pattern books.
Students can name randomly presented upper and lower case letters.Student names randomly presented shapes, i.e., circle, square, triangle.
Observation and collection of written samples for portfolios.
Students keep a personalized "dictionary" of words she/he can read.
*Skills Based Scope and Sequence Page 3, Skill 16
Establish directionality for both books and words.
Write letters and words.
Explicit instruction; i.e., "This is the front of the book." "When we read and write a word, we move from left to right."
Provide a prompt; i.e., à
Provide a print rich environment i.e., items in room labeled, class books, bulletin boards; student work displayed.
Teacher observation; check list of skills related to directionality.
Understand how words, phrases, and sentences work
Begin to use book language.*
Creative language activities which build from single words to phrases to sentences.
Provide opportunities for students to identify author, illustrator, beginning and ending of stories.
One-on-one dialogue with student. Maintain portfolio.
Teacher observation of student response, one-on-one dialogue.
Understand that we get meaning from print.**
Reads and listens to simple storybooks, picture books; content area books; i.e., counting, social studies and literature books.
Uses library to choose books for pleasure and for teacher and parents to read to them.
Students re-tell stories and illustrate stories; respond to comprehension questions; i.e., who, what, where, when, why, how.
* Skills Based Scope and Sequence Page 3, Skills 1-2. Page 4, Skills 3-7. **Page 4 and 5, Skills 1-7.
III. Vocabulary, Spelling Writing:
TEACHING INTERVENTIONS ASSESSMENT
Increase their word understanding through discussion and explanation.
Provide sources for vocabulary development; i.e., discussion, books, videos, other media; language games.
Language testing; oral vocabulary review.
Use sound symbol relationships to write words. This spelling improves phonemic awareness
Students share experiences; "write" responses to questions; use magnetic letters and other multi-sensory materials to record sound symbol relationships.
Teacher dictates simple words. Students write first sounds accurately? Middle sounds? Last sounds? Teacher observation; do students use sound symbol relationship?
Use correct letter formation when writing letters.
Compose a variety of stories
Teacher provides direct instruction in correct letter formation. Practice making letters with a variety of multisensory materials and tracing them using correct formation.
Teacher provides opportunity for students to dictate stories to adults.
Observation and checklists of students use of correct letter formation.