IRLA : Foundational Skills Toolkit Explicit Lessons & Hands-On Tools Provide Systematic Instruction That Builds Developmentally PreK 1 2 3 4 5 6 7 8 9 &10 11&12 Kindergarten RTM 1G 2G 1B 2B 1R 2R Wt Bk Or Pu 1Br Si Gl 2Br 1- 3Y ® Developmental Reading Taxonomy ® Built on Texas Essential Knowledge and Skills AMERICAN READING COMPANY 2015 IRLA : Independent Reading Level Assessment® Framework IRLA 60 Use Words You Know to Figure Out Words You Don't Entry Level: 18 1B Words Zone 1 Zone 2 Zone 3 Zone 4 Sight Word with Beginning Consonant Sight Word with Beginning Consonant Blend/Digraph Rhymes with a Sight Word No Sight Word (See Key Words) Final "e", Vowel Teams, and R-Controlled Vowels call stall pay cap cape Sam spam bake rain hair man plan bed bag carts sand bland pet tell team bat flat spill best sheet sick smile sing dirt fold boat luck sport junk purr 1B Entry Requirements: One-Syllable Decoding Check Common Core State Standard Foundational Skills 3abc: Use a combination of sight words, rhyming initial sounds/ blends, and chunking to decode most regularly spelled one-syllable words. 1B 1B Entry Requirements 1B Independent Reading Level Assessment 1.30-1.59 Entry Requirements: Cumulative Record Student ________________________________________ Teacher ___________________________ Room _______ Date Started ________ Evidence/Date Date Completed Phonics CCSS F.K.2c CCSS F.1.3b Manipulate Onsets and Rimes Combine initial sounds and Power Words to make new words. See Chunking Checkon page 59. Minimum score of 18. Scores Dates Decode Most One-Syllable Words Use a combination of sight words, rhyming, initial sounds/blends, and chunking to decode most regularly spelled one-syllable words. See One-Syllable Decoding Checkon page 60. Minimum score of 18. Scores Dates Word Recognition CCSS F.1.3g Read 1B Tricky Words Recognize and read grade-appropriate irregularly spelled words. See Tricky Words on page 61. Minimum score of 25. Scores Dates Comprehension CCSS F.1.4 CCSS RL/I.1.1 Read and Comprehend Unfamiliar 1B Text Apply Foundational Skills (Word-Solving) Use a combination of decoding skills, sight words, and context clues to read 1B text with 98-100% accuracy. Stop and try again if something doesn’t look right, sound right, or make sense. Apply Reading Standards (Comprehension) Determine what a text says explicitly and make logical inferences from it. See Cold Read Record on page 62. Minimum score of 4 on one Cold Read Text. A reader who is proficient at all of the above enters 1B with 1.30 points. Repeat 3. Use corresponding Foundational Skills Toolkit Lessons to teach and model specific skills. 4. Provide guided and independent practice differentiated to support students who learn at different paces. 2. Use the IRLA® to diagnose specific instructional needs. above dad family green blue 1. Identify IRLA ® Reading Level. SchoolPace ® /eIRLA ® subscribers have 24/7 access to online support in the IRLA Resource Center. (videos, activities, blackline masters, etc.) an and are 34 Practice Manipulating Onsets and Rimes Use Words You Know to Make New Words Students use a Power Word and initial letters to create both real and nonsense words and record them on the t-chart. Have students work in teams. Set a timer. Give prizes to the team with the most words in the correct columns. Flash Cards Make flash cards for every -all word. Have students drill, practice, and play a variety of games (memory, go fish, etc). Play fast. Adrenaline helps encode memory. Nursery Rhymes/Silly Stories Read, write, and sing nursery rhymes and other rhyming texts. Rhyme Boggle Write down as many real words as you can think of in one minute. GO! At end of minute, each player reads their words as others cross out the ones they also had. Everyone gets one point for each word no one else had. Letter/Sound Switch Start with a 3 letter word. Change one letter to make a new word. Continue until you can’t do any more. See who can make the most. Additional Practice Activities Sample “all” Rhyme Go to bed late, Stay very small. Go to bed early, Grow very tall. 1B Zone 1 Problems • Doesn’t know sight words (student may need to move back to Green levels) • Can’t hear/make rhymes (see oral rhyming practice in Lesson 3) • Can’t manipulate the rime/onset (see below) • Can manipulate the rime/onset when the onset is a single initial consonant, but not when it is a blend or digraph (see below). Lesson 2: onset + -all (rime) Guided Reading: Who Can I Call? Goal: Today you will be able to read a 1B book where all the hard words are built from the word all. Begin with the book cover. START by seeing what students can do without your help. If students hit an -all word they don’t know, say: • Can you find a word you know inside? Use your finger(s) to cover up the beginning/end of the word. • Add the first letter sound. Coaching Tip Every word in this book is either: • a 1G/2G Power Word • clued by a picture, or • a one-syllable word built from all (call, wall, ball). Who Can I Call? Matt Reher Drew Falchetta 1B Zone 1 Chunk: Find the sight word you know inside a new word. -all Who Can I Call? Matt Reher Drew Falchetta 1B Who Can I Call? Matt Reher Drew Falchetta 1B Who Can I Call? Matt Reher Drew Falchetta 1B Who Can I Call? Matt Reher Drew Falchetta 1B Who Can I Call? Matt Reher Drew Falchetta 1B Who Can I Call? Matt Reher Drew Falchetta Training Wheels 1B ® ™