More Than Decodable Texts Our Stories Decodables include thoughtfully crafted instruction and resources to guide students through their literacy journey.
Our Stories Decodables include: • 24 student books (18 decodable student books and 6 review books; 6 copies each) • Teacher’s Guide • A website featuring: • Respond and Write resources for every text • Oral reading rubrics • Downloadable take-home books • Additional resources
Book 14
Winslow Jones, Jr. was raised in Lake Wales, Florida, by his parents with his two brothers. Ever since he was little, he was always fascinated with science and how things work. Today, Winslow is a ninth grade biology teacher. He hopes to inspire students to learn about why science is so important for the world. He currently lives in Washington, D.C., with his wife and dog. In his free time, he enjoys comics, anime, video games, and basketball. Winslow graduated from Howard University on May 11, 2023, with a Master’s Degree in Special Education.
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Book 7
by Marty Refugio Perez illustrated by Francisco Santoyo
y
e
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TEACHING PHONICS WILEY BLEVINS
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SHORT READS DECODABLES TM
READ TOKNOW T E X T S E T S
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Oral Reading Rubric
Child’s Name:
1 Applying
2 Practicing
3 Learning
Concepts of Print/ Text Navigation
Child independently tracks text and appropriately attends to punctuation. Child consistently demonstrates knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Child recognizes almost all recently taught high-frequency words. Child reads at an appropriate rate with sentence phrasing and expression.
Child demonstrates understanding of how to follow text, but may not attend to punctuation. Child demonstrates knowledge of letter- sound relationships, including knowledge of letter patterns, to correctly pronounce written words, but does so inconsistently. Child recognizes some recently taught high- frequency words. Child sometimes reads at an appropriate rate and is beginning to use sentence phrasing and expression, while still often reading word by word.
Child has difficulty identifying where to read and/or how to follow text, and does not attend to punctuation. Child does not yet demonstrate knowledge of letter-sound relationships, including knowledge of letter patterns, to correctly pronounce written words. Child does not reliably recognize recently taught high-frequency words. Child reads slowly and word by word, struggling with accuracy and not using sentence phrasing.
Word Recognition
High-Frequency Word Recognition
Phrasing/ Expression
Comprehension
Child derives meaning from text and discusses or retells ideas accurately from the text.
Child is beginning to derive meaning from text and may sometimes discuss or retell text ideas, but often requires support.
Child is unable to derive meaning from text and is not able to accurately discuss or retell ideas from the text.
Child’s Score:
Notes:
2 Teacher’s Guide
2
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