Ready4Reading Evidence Portfolio
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an activity where they look at a picture of a chin, chop, check, watch, and lunch and practice spelling the letter sounds in words (e.g., ch-i-n, ch-o-p, ch-e-ck, w-a-tch, l-u-n-ch ). Teachers then dictate, and students spell words as the teachers say: chip, chest, inch, rich, and sketch . Students are then expected to spell a complete sentence that a teacher dictates: Chad had lunch with Tom. The teacher corrects students' answers. • Step 5: Connect to Reading /Build Fluency: Teachers read the “Interactive Story: Lunch” text with students. Then students independently complete questions and prompts about the meaning of the text. Children reread the story multiple times and complete the “Quick Check: Digraphs ch, tch ” activity to build additional fluency building and formative assessment. Teachers give students two minutes to underline each word ’ s ch or tch digraph in a text. They then practice reading the words independently to prepare for a one-minute speed drill.
Program Activity Example #2 Morphology/Word Study Lesson — Five-Step Gradual Release Model
As outlined, Ready4Reading is designed to teach students to decode words based on associated word meanings and by learning how to identify word parts, such as affixes, prefixes, suffixes, and root words. Instruction focuses on plurals, contractions, inflectional ending -ed , inflectional ending -ing , inflectional endings with spelling changes, prefixes, suffixes, final- e syllables, vowel-team syllables, final syllables, open and closed syllables (V/CV, VC/V), r- controlled syllables, consonant + le syllables, and compound words.
Word study lessons follow a five-step gradual release model:
• Step 1: Develop Phonological Awareness and Introduce Sound-Spelling: Lessons are designed to activate prior knowledge by engaging students in one of four phonological awareness routines: 1) adding initial and final sounds (for plurals, inflectional endings -ed and -ing , suffixes); 2) deleting initial and final sounds (for contractions, compound words; 3) substituting initial, final, and medial sounds (for inflectional endings with spelling changes, prefixes); and 4) blending and segmenting syllables (for all syllable lessons). The program is also intended to teach sound-spelling by defining rules and generalizations and then showing how those rules can be applied to decoding. For example, a lesson on word parts defines a suffix as a letter or group of letters added to the end of a base word that changes the meaning of the base word and explains standard rules and generalizations. Students learn they may need to 1) double the consonant when adding a suffix (e.g., in the CVC word run , the final consonant is doubled as in runner , running ); 2) change words that end in -y to i before adding the suffix (e.g., lonely becomes loneliness ); 3) remove e in words that end in e before adding a suffix (except - s ). • Step 2: Model Blending: In a suffix lesson, teachers model how to blend suffixes and determine meaning by writing the words classes, chains, smiled, melted, fainting, teacher, collector, definition, national, hairy, louder, brightest, playful, harmless , and greatness on the board. Teachers underline the suffix in each word and model blending the words using the two main word parts — base word and suffix.
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