Reading Foundations Skills Block Grade 2: Module 1: Cycle 5: Lesson 25



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Reading Foundations Skills Block

Grade 2: Module 1: Cycle 5: Lesson 25





MODULE LESSONS

Grade 2: Module 1: Cycle 5 Lesson 25

Reading Foundations Skills Block

Language Arts Curriculum


Suggested Long Vowel Syllable Type Chart

Long “a”

Long “e”

Long “i”

Long “o”

Magic “e”:

make
Vowel teams:

paid

play


Magic “e”:

here
Vowel teams:

teach

need


happy


Magic “e”:

like
Vowel teams:

night

pie


shy


Magic “e”:

note
Vowel teams:

coat

snow




End of Module 1 Assessment: Lesson 25

Name: __________________________ Date: ______________

Phase: Partial Full Consolidated



Part 1: Decoding Single-Syllable Words in Isolation

Directions: Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.

Reading Behavior Annotations

Symbol

Meaning



Automatic, correct reading of a word.

SC

Student self-corrected (without prompting).

W

Student waited some time before reading the word (quiet word decoding).

/

Make a slash in between the sounds the student segmented.

For example: c/a/p c/ap cap/tain



?

Student says the word with a questioning voice or asked if they were right.

R

Student repeated the same word, whether right or wrong.

rib

rid

Write incorrect response above the word, if the student substituted a letter, omitted a sound or read the wrong word.

For example: “rib” instead of “rid,” “cup” instead of “cap,” or “dog” instead of “bag.”



X

Student does not attempt the word or says, “I don’t know.” Record incorrect response on the line.

cap

˘

Student reads the word smoothly but slowly without segmenting the individual phonemes.




Partial

say tape meep pike rains year moat

Full and Consolidated

cloaks spray steam flight tried graik

Part 2: Decoding Two-Syllable Words in Isolation

Directions: Student reads up to and including appropriate phase words. Teacher annotates reading behaviors.

Partial

happy today inside

Full

pillow sneaky keepsakes highlight tainsoak skyshow

Consolidated

delighted trakemead entryway entertained

Part 3: Automatic High-Frequency Word Reading in Isolation

Directions: These are the high-frequency words used in this module. Administer this part of the assessment to any student(s) you want to assess to determine automaticity. Teacher annotates reading behaviors.

live walk two new read our down been before boy only

open


once school tree sure none friend

Part 4: Decoding Words in Text and Reading for Fluency

Directions: Student reads sentences up to and including appropriate phase. Teacher annotates reading behaviors. Consider asking students to read it once to assess decoding and then again to assess fluency. Consider asking basic comprehension questions (e.g. “What was this passage about?”)

Partial

I can see the tree. I will go and play by it. I may be late to school.

Full

Last year my sweet friend Patty lived down the street from the new school. One day she had a really sore throat so she did not play in her baseball game.

Consolidated

She had to eat a lot of ice cream and swallow very slowly. She couldn’t even eat regular food. She had to use a spray to make the swelling go down.

Part 5: Fluency

Directions: This provides an additional opportunity to assess students’ fluency. Listen to the student read aloud and record observations about the following on the suggested fluency rubric: accuracy, phrasing, attention to punctuation, expression, speed, and self-monitoring (example: rereading to self-correct). Ask suggested (or similar) comprehension questions to check for understanding.

“Pat,” said Mom. “Today is the day you have been waiting for. Your very first day of preschool. How are you feeling?”

Pat had a big, bright smile on her face. “You are right! I have been waiting for a long time. I am big and I can go to preschool. I will go today! I feel really happy! Can you see my happy face?” Pat’s cheeks were very red from smiling so big.

Mom said, “My sweet little Pat is growing up.” Pat beamed up at her. “Now go get your backpack and hop in the jeep. We need to leave right now so we can get to school and you can meet your new friends!”



Suggested Questions:

What is this passage about? How does Pat feel? Use evidence from the text to support your answer.

Suggested Fluency Rubric

Elements of
Fluency


Not yet fluent

Somewhat fluent

Fluent

Smoothly

Many errors and/or many pauses to decode

Sounds choppy



Some errors and/or pauses to decode

Sounds somewhat choppy



Minimal or no errors and/or pauses to decode

Sounds fluid



Expression

Does not sound like natural talking

Monotone voice



Sounds like natural talking in some parts

Somewhat monotone



Sounds like natural talking




Elements of
Fluency


Not yet fluent

Somewhat fluent

Fluent

Meaning

Not yet attending to punctuation 

Some intonation that reflects the tone/mood of the text.

Little or no self-monitoring


Some attention to punctuation

Some intonation that reflects the tone/mood of the text

Some self-monitoring


Attention to punctuation

Intonation that reflects the tone/mood of the text

Self-monitoring


Just the Right Speed

Slow and labored OR rushed throughout the text.  

Somewhat slow OR rushed throughout the text.

Varies from slow to fast as appropriate throughout the text.

Part 6: Spelling Words in Isolation

Directions: Fold the paper lengthwise. Teacher says the first word, and students write it on line 1. Continue up through and including words in the students’ phase. Partial = 1–4, Full = 1–8,
Consolidated = 1–10


Part 7: Sentence Dictation

Directions: Consider dictating the first sentence to students working in the Full Alphabetic phase, and the second to those in the Consolidated Phase. Watch for conventions of capitalization, spelling, letter formation, punctuation, and spacing. Students should write the sentence on the back of the spelling assessment. Consider recording miscues above the words below.


  1. The train going east at three is slow today.

  2. The creek stays quite shallow even after it rains.

Part 8: Goal Setting

Directions: Use the table to determine which foundational knowledge/skill may need to be addressed based on the assessment and observations. Determine a goal.

Consonants, Suffixes,
and Mechanics


One-Syllable Words (Long and r-Controlled Vowel Sounds)

Two-Syllable Words

Digraphs, Blends, Inflectional Endings
Digraphs
Initial blends (2 letters)
Final blends (2 letters)
Initial blends (3 letters)
Final blends (3 letters)
Inflectional endings
Letter formation

Pattern

Closed syllable


Open syllable
Magic “e”
r-controlled
Vowel teams


Syllabication
Compound words (example: coatroom)
VC-CV (double) (example: rab-bit)
VC-CV (2 consonants) (example: nap-kin)
V-CV (closed) (example: rob-in)
V-CV (open) (example:
be-gin, na-ture)
V-C-le (example: tangle)

Fluency (use the rubric to determine a goal)









Goal:

Standard Notation for
Spelling Assessment


If…

Then…

Example

The word is spelled correctly

Leave the boxes blank

am






The word is misspelled



Write the student’s spelling in the boxes

Write the correct spelling above the boxes



Circle the error above and below the box

let





Additional Examples

A letter is reversed






Sequence of letters is reversed






Extra letters






A letter in a digraph is missing






A silent “e” is added





A silent “e” is omitted





A letter in a vowel team is missing






A letter is omitted













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