AUTHOR DEDICATION
This book is dedicated to military families, for all the sacrifices and changes we go through that may be overlooked. — Gabriela Debrye-Walker Salaah
Oral Reading Rubric
Teacher Resources Access online resources designed to help teachers implement Our Stories Decodables lessons seamlessly, including a reading rubric to evaluate students’ oral reading abilities.
Using an Oral Reading Rubric for Formative Assessment
Formative assessment involves monitoring students’ progress during the course of learning so that you can identify their level of skills mastery. Regular formative assessment of foundational skills can be highly useful as a means of evaluating students’ facility with the specific skills they’ve been learning and practicing so that you can assess mastery and determine needs for additional support. Procedures for Formative Assessment
SPOTLIGHT ON : Military Families and Moving Identify Texts Our Stories Decodables Review Books are good choices for use as formative assessments as they offer a consolidated review of the targeted phonic elements from the three prior books. Though, as time allows, you may also use other Our Stories Decodable books that align with your phonics instruction and students’ progress. Set Expectations Let the student know that he or she will be reading aloud to you. Explain that the student can ask for help as needed and that you will give clues to help as needed. Follow a Consistent Routine Use this Oral Reading Rubric to guide you as you record observations. In this story, Mom serves in the United States Navy and needs to move her family from Maine to California. Service members can be asked to move to new states or countries as part of a Permanent Change of Station (PCS) assignment. A PCS move can be tough on families, especially when they’re asked to relocate multiple times during a service assignment. It means finding a new home, leaving familiar friends and places, and adjusting to a new job or school. At the same time, each move offers exciting opportunities to meet new people, experience new cultures, and explore different parts of the world. • Provide the student with time to preview the book and pre-read it on his or her own as time allows. • If you want to time students’ reading, begin the timing after they read the title. To calculate words correct per minute (WCPM), subtract the number of errors from the total number of words read, then divide by the total time in minutes. • Ask the student to read aloud to you at his or her own pace. If the student asks for help, provide strategic guidance such as asking him or her to try sounding out a word or to notice familiar word parts. • Give reminders as needed for high-frequency words, challenge words, and any story words. • Once the student is decoding with general proficiency, you may further coach him or her to try using expression and natural phrasing to read with fluency. • If the student struggles, consider reading the book together, noting the student’s specific needs for additional instruction and practice (e.g., sound-spellings that are not mastered, lack of fluency in reading connected text, or other specifics).
1
Respond
and Write
BOOK 1 7
Name:
Date:
The Land We Love Write about a place that is important to you and your family. Add a drawing.
OSD_Bk5_Reader_TheBigMove_GSalaah_CVR.indd 4-5
Respond and Write Every lesson offers discussion prompts and activities that encourage students to engage deeply with the content. Downloadable Respond and Writes invite students to make connections with the text and extend learning.
Respond
and Write
BOOK 5
Name:
Date:
The Big Move Write a letter to a pen pal. Describe where you live. Then draw your home.
Respond
and Write
Put the words in order to create a sentence.
BOOK 9
taught you Gram land keep healthy to the
Name:
Date:
Jayden’s Sax Jayden plays the sax on stage. What is something you might like to do at a show? Write about your talent. Then draw a picture.
DIRECTIONS: Read aloud the text for students as needed. Invite them to describe places that are important to them and to read aloud their unscrambled sentences.
Sort the words by their ending sounds.
past past just just
send
and
must
land
___st ______________ ______________ ______________
___nd ______________ ______________ ______________
DIRECTIONS: Read aloud the text for students as needed. Invite them to share what they wrote to their pen pals. Ask students to explain how they sorted the words.
Read each word. Circle the pairs of words that have the same vowel sound.
1. beat
sweet set
4 . show float
lot
2. night bit
bright
5. low
chew
blue
3. play
aim
am
DIRECTIONS: Read aloud the text for students as needed. Invite them to share about something they can perform at a show. Then have them explain how they determined which words to circle.
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