Pennington Publishing Blog

Reading, Spelling/Vocabulary, Study Skills accent rules, affix, decoding, inflections, morphemes, oral language, phonics, prefix, roots, structural analysis, suffix, syllabication, syllable division, syllable rules, word analysis, word study

As an MA reading specialist and English-language Arts teacher, I know the value of diagnostic assessments. No two students are exactly alike. Each has different instructional needs. Each requires instruction adjusted to those needs. We could easily spend the entire school year assessing these needs via individual reading inventories or running records without spending one moment on instruction! Teaching can be overwhelming.

However, let’s bring some common sense to the what and how of English-language Arts and reading diagnostic assessments. What (which) assessments really provide meaningful and useful diagnostic data that teachers can specifically teach to and then measure student progress with subsequent formative assessment? If teachers can’t teach to it, why assess it? For example, testing grade level reading comprehension does not provide data that is teachable. But testing other components of the reading process does provide teachable and quantifiable data. Administrators frequently misunderstand teachers’ reluctance to assess and monitor progress. Teachers are more than willing to diagnostically assess students when the what will provide data that will directly inform their instruction, but they resist assessment that is unteachable and time-consuming. Which leads us to the how.

How we assess students must be efficient, reliable, and accurate. But how can elementary, middle, and high school teachers assess a class(es) full of individuals? Simple. With whole-class assessments. These assessments must be quick and easy to administer, grade, and record. Effective assessment should drive, not dominate instruction. Less time assessing leads to more time teaching.

Following are articles, free resources, and teaching tips regarding ELA/Reading Assessments from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

ELA/Reading Assessments

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

Eliminating the Trust Factor with Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/blog/reading/eliminating-the-trust-factor-with-diagnostic-elareading-assessments/

In summary, trust the science of comprehensive, diagnostic ELA/reading assessments to inform your instruction. Using this objective data will eliminate the “trust factor” and guess work and enable effective ELA and reading teachers to differentiate instruction.

Ten Criteria for Effective ELA/Reading Diagnostic Assessments

http://penningtonpublishing.com/blog/reading/ten-criteria-for-effective-elareading-diagnostic-assessments/

Diagnostic assessments are essential instructional tools for effective English-language Arts and reading teachers. However, many teachers resist using these tools because they can be time-consuming to administer, grade, record, and analyze. Here are the criteria for effective diagnostic assessments.

What’s the Value of Individual Reading Assessments?

http://penningtonpublishing.com/blog/reading/whats-the-value-of-individual-reading-assessments/

Individual reading assessments are time-consuming and inefficient. Effective reading assessments are 1. comprehensive 2. diagnostic and 3. They must be easy to give, easy to grade, and easy to record. Essentially, effective reading assessments can be delivered whole class as accurate screening tools.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Grammar/Mechanics, Reading, Spelling/Vocabulary diagnostic reading assessments, differentiated instruction, ELA assessments, fluency assessment, free ELA assessments, free reading assessments, grammar assessment, mechanics assessment, phonics assessment, progress monitoring, reading assessments, reading inventories, rimes, running records, sight word assessment, spelling assessment, standardized assessment, whole class reading assessments

Teaching remedial reading is one of the most challenging yet enriching tasks. Reading is the key to learning. With the evolving Response to Intervention (RtI) process, special education and classroom teachers are scurrying to find appropriate resources to differentiate reading instruction. What these teachers are finding is that one-size-fits-all canned reading programs are not matching the needs of all of their students. Additionally, many intervention teachers are feeling that scripted programs are ignoring teacher experience, judgment, and expertise. What is needed are resources that will allow trained professionals to differentiate reading instruction within flexible learning structures. The three-tiered RtI model looks good on paper, but quality resources are essential in these delivery models.

Most special education and classroom teachers are quite prepared to teach the reading and writing content of their courses. Their undergraduate and graduate courses reflect this preparation. However, most are less prepared to teach reading intervention. Most credential programs require only one or two reading strategy courses. Expertise is critical because the research shows that only one-in-six students reading two or more grade levels behind by middle school will ever catch up to grade level reading.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach remedial readers and reading intervention from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Reading Intervention

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

How to Teach Reading Intervention

http://penningtonpublishing.com/blog/reading/how-to-teach-reading-intervention/

Teaching reading intervention is qualitatively different from teaching beginning reading. By definition, the initial reading instruction did not “take” to a sufficient degree, so things must be done differently this time around to improve chances for success. This article defines the key ingredients for a successful reading intervention program and provides an instructional template.

Remedial Reading Intervention Placement: What Does Not and What Does Make Sense

http://penningtonpublishing.com/blog/reading/remedial-reading-intervention-placement-what-does-and-does-not-make-sense/

Placing students in remedial reading intervention classes is certainly a challenge. By understanding what does and does not make sense in the selection process, educators will be able to avoid many of the usual pitfalls of these types of programs and have a greater chance at success.

Top Ten Reasons to Teach Phonics

http://penningtonpublishing.com/blog/reading/top-ten-reasons-to-teach-phonics/

Reading is not a developmentally acquired skill. In other words, children and adults do not learn to read by simply being read to or exposed to a literate environment. Learning the sound-spelling system and applying the alphabetic code is what we call phonics instruction. Acquiring this skill will allow readers to attend to the real purpose of reading—understanding what the author says.

Should We Teach Phonics to Remedial Readers?

http://penningtonpublishing.com/blog/reading/should-we-teach-phonics-to-remedial-readers/

Although most students learn to read in their early years of school, some students experience significant reading problems. Almost always, the cause is the same. Struggling readers have not learned the sound-spelling system we call phonics. With the right diagnostic assessments and instruction, remedial readers can make significant gains.

Should We Teach Phonemic Awareness to Remedial Readers?

http://penningtonpublishing.com/blog/reading/should-we-teach-phonemic-awareness-to-remedial-readers/

Phonemic awareness is the key predictor of reading success. Many students with reading problems have not acquired this ability. This article suggests that phonemic awareness should be taught, not just caught, and provides the how’s and when’s to inform remedial reading instruction.

How and When to Teach Phonemic Awareness

http://penningtonpublishing.com/blog/reading/how-and-when-to-teach-phonemic-awareness/

Phonemic awareness is the key predictor of reading success. However, is it a pre-requisite skill or a by-product of reading? This article suggests that phonemic awareness should be taught, not caught, and provides the how’s and when’s to inform instruction.

How to Teach Sight Words

http://penningtonpublishing.com/blog/reading/how-to-teach-sight-words/

Although not a substitute for systematic phonics instruction, memorizing key sight words does makes sense to promote reading automaticity. In fact, many of the high frequency words are not phonetically decodable and must be memorized as sight words. This article details who should learn sight words and how to best teach them.

How to Teach the Alphabet

http://penningtonpublishing.com/blog/reading/how-to-teach-the-alphabet/

The alphabet is the key to reading. These twenty-six symbols combine to form a rich lexicon of 800,000 English words. The key to learning the alphabet has been the traditional “Alphabet Song.” However beneficial, this song has created significant problems for young readers and English-language learners. A few twists eliminates these issues.

How to Do Sound-by-Sound Spelling Blending

http://penningtonpublishing.com/blog/reading/how-to-do-sound-by-sound-spelling-blending/

Help your students to read in the most efficient way possible. This article gives the reading teacher or parent the exact sequence of sounds to introduce to help students learn to read. A step-by-step blending model is demonstrated with clear examples.

What’s Right and Wrong about Read Naturally?

http://penningtonpublishing.com/blog/reading/whats-wrong-with-read-naturally/

Read Naturally is a hugely successful reading fluency program. The program’s proponents have been many, including “top name” reading researchers, especially those hired on as Read Naturally presenters, and countless teacher testimonials. The program’s detractors have been few. This article will summarize the program for the uninitiated, discuss the controversies regarding the program’s research base, and analyze the pros and cons of the program.

Reading Intervention: How to Beat the Odds

http://penningtonpublishing.com/blog/reading/reading-intervention-how-to-beat-the-odds/

To beat the odds indicating that only one-in-six remedial readers will ever “catch up” to grade level, we need to analyze what has not worked and what will work. As we move in the direction of affirming teacher professionalism with the evolving RtI process, we emphasize a collaborative approach to determine how to best meet student needs. Here’s hoping that we reduce the odds of failure and increase the odds of success.

Four Critical Components to Successful Reading Intervention

http://penningtonpublishing.com/blog/reading/four-critical-components-to-successful-reading-intervention/

According to research, only one of six remedial reading students will ever progress to grade-level reading ability. However, the odds can increase dramatically when the critical components for a successful literacy intervention are addressed. How schools plan reading intervention programs is just as important as what program they use.

What Remedial Reading Teachers Want (A Manifesto)

http://penningtonpublishing.com/blog/reading/what-remedial-reading-teachers-want-a-manifesto/

Remedial reading (reading intervention) teachers of upper elementary, middle school, high school, and adult students all share the same instructional goal: help their students become fluent readers who understand what they read. Teachers want to achieve this goal in the shortest amount of instructional time. A Remedial Reading Teacher’s Manifesto will help teachers teach students, as opposed to teaching a “canned program.”

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Reading, Spelling/Vocabulary breaking the code, diagnostic reading assessments, differentiated reading instruction, Hooked on Phonics, Language!, phonics, pull-out programs, reading assessments, reading intervention, reading intervention programs, reading mastery, reading programs, remedial reading, remedial reading programs, response to intervention, rewards, RTI, special education

Effective English-language arts teachers teach both content and process. It’s a demanding job, but ELA teachers bear the primary burden of teaching not only the what of reading, but also the how of reading. Reading instruction begins, but does not end, in the elementary classroom. Secondary ELA teachers teach the advanced reading skills that are so critical to success in academia and in the workplace.

Most ELA teachers are quite prepared to teach the reading and writing content of their courses. Their undergraduate and graduate courses reflect this preparation. However, most ELA teachers are ill-prepared to teach reading strategies. Most credential programs require only one or two reading strategy courses.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach reading in the ELA classroom from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Teaching Reading in the ELA Classroom

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

To Read or Not to Read: That is the Question

http://penningtonpublishing.com/blog/reading/to-read-or-not-to-read-that-is-the-question/

When we teach a novel or short story, how much of our instruction should be teacher-dependent and how much should be teacher-independent? My thought is that we English-language arts teachers tend to err too frequently on the side of teacher-dependence and we need to move more to the side of teacher-independence.

Learning to Read and Reading to Learn

http://penningtonpublishing.com/blog/reading/learning-to-read-and-reading-to-learn/

The predominant educational philosophy in American schools can be summarized as this: Learn the skills of literacy in K-6 and apply these skills to learn academic content in 7-12. In other words, learning to read should transition to reading to learn. This pedagogical philosophy has clearly failed our students. We need to re-orient to a learning to read focus for all K-12 students.

Into, Through, but Not Beyond

http://penningtonpublishing.com/blog/reading/into-through-but-not-beyond/

English-language arts teachers and reading experts certainly agree that “into” activities help facilitate optimal  comprehension. Additionally, teachers need to use “through” activities to assist students in reading “between the lines.” However, at the “beyond” stage many English-language arts teachers and reading experts will part ways.

How to Increase Reading Comprehension Using the SCRIP Comprehension Strategies

http://penningtonpublishing.com/blog/reading/how-to-increase-reading-comprehension-using-the-scrip-comprehension-strategies/

Research shows that the best readers interact with the text as they read. This is a skill that can be effectively taught by using the SCRIPS comprehension strategies. These strategies will help improve reading comprehension and retention. With practice, students will self-prompt with these five strategies and read well independently.

How to Use Think-Alouds to Teach Reading Comprehension

http://penningtonpublishing.com/blog/reading/how-to-use-think-alouds-to-teach-reading-comprehension/

Developing an internal dialogue is critical to self-monitoring and improving reading comprehension. This is a skill that can be effectively taught by using the Think-Aloud strategy. This article shares the best strategies to teach students to develop an internal dialogue with the text.

How to Read Textbooks with PQ RAR

http://penningtonpublishing.com/blog/reading/how-to-read-textbooks-with-pq-rar/

Many teachers remember learning the SQ3R reading-study method. This article provides an updated reading-study method based upon recent reading research. Learn how to read and study at the same time with this expository reading-study method.

The Top Ten Inference Tips

http://penningtonpublishing.com/blog/reading/the-top-ten-inference-tips/

Many readers have difficulty understanding what an author implies. Knowing the common inference categories can clue readers into the meaning of difficult reading text.

How to Determine Reading Levels

http://penningtonpublishing.com/blog/reading/how-to-determine-reading-levels/

Degrees of Reading Power (DRP,) Fleish-Kincaid, Lexiles, Accelerated Reader ATOS, Reading Recovery Levels, Fry’s Readability, John’s Basic Reading Inventory, Standardized test data. Each of these measures quantifies student reading levels and purports to offer guidance regarding how to match reader to text. For the purposes of this article, we will limit discussion to why these approaches do not work and what does work to match reader to text for independent reading. The answers? Motivation and word recognition.

Five Tips To Increase Silent Reading Speed and Improve Reading Comprehension

http://penningtonpublishing.com/blog/reading/five-tips-to-increase-silent-reading-speed-and-improve-reading-comprehension/

Increasing reading speed will improve your productivity and allow you to read more. More importantly, increasing reading speed will significantly improve reading comprehension and retention. Want to plow through textbooks, articles, or manuals quickly and effectively? Want to understand and remember more of what you read? This article will help.

Why Elementary Reading Instruction is Reductive

http://penningtonpublishing.com/blog/reading/why-elementary-reading-instruction-is-reductive/

A growing trend with Response to Intervention models is to expand the reading block to more than two hours per day. Elementary reading is reductive. More time allocated for reading means less time for social studies, science, arts, and writing. This isn’t the answer. Instead, we need more efficient elementary reading instruction, based upon effective and flexible diagnostic  formative assessments, and more content-area and writing instruction at the K-6 levels.

Why Advanced Reading Skills are Increasingly Important

http://penningtonpublishing.com/blog/reading/why-advanced-reading-skills-are-increasingly-important/

Without refined reading skills, personal independence and options are severely limited. What was an adequate reading skill level thirty years ago is inadequate today. More higher level high school and college reading courses are needed to appropriately prepare students for the  information age.

Content vs. Skills Reading Instruction

http://penningtonpublishing.com/blog/reading/content-vs-skills-reading-instruction/

A key discussion point regarding reading instruction today involves those favoring skills-based instruction and those favoring content-based instruction. The debate is not either-or, but the author leans toward the skills side because students of all ages need the advanced reading skills to facilitate independent meaning-making of text.

How to Use Context Clues to Improve Reading Comprehension and Vocabulary

http://penningtonpublishing.com/blog/reading/how-to-use-context-clues-to-improve-reading-comprehension-and-vocabulary/

Learning how to use context clues to figure out the meaning of unknown words is an essential reading strategy and vocabulary-builder. Learning how to identify context clue categories will assist readers in figuring out unknown words. This article provides a step-by-step strategy to apply these categories and more efficiently use context clues.

How Not to Teach Context Clues

http://penningtonpublishing.com/blog/reading/how-not-to-teach-context-clues/

Most teachers are familiar with and teach context clues as an important reading strategy to define unknown words; however, fewer teachers are familiar with the debate over context clues as a reading strategy for word identification. Using context clues for word identification is an inefficient guessing game.

Why Round Robin and Popcorn Reading are Evil

http://penningtonpublishing.com/blog/reading/why-round-robin-and-popcorn-reading-are-evil/

Round robin and popcorn reading are the staples of reading instruction in many teacher classrooms. However, these instructional strategies have more drawbacks than benefits.

How to Teach Reading Comprehension

http://penningtonpublishing.com/blog/reading/how-to-teach-reading-comprehension/

Teachers struggle with how to teach reading comprehension. The implicit-instruction teachers hope that reading a lot really will teach comprehension through some form of osmosis. The explicit-instruction teachers teach the skills that can be quantified, but ignore meaning-making as the true purpose of reading. Here are the research-based strategies that will help teachers teach reading comprehension and promote independent reading.

How to Improve Reading Comprehension with Self-Questioning

http://penningtonpublishing.com/blog/reading/how-to-improve-reading-comprehension-with-self-questioning/

Everyone knows that to get the right answers you need to ask the right questions. Asking questions about the text as you read significantly improves reading comprehension. “Talking to the text” improves concentration and helps the reader interact with the author. Reading becomes a two-way active process, not a one-way passive activity…

Dick and Jane Revisit the Reading Wars

http://penningtonpublishing.com/blog/reading/dick-and-jane-revisit-the-reading-wars/

The whole word Cambridge University “Reading Test” hoax actually points to the fact that readers really do look at all of the letters and apply the alphabetic code to read efficiently. Remedial readers, in particular, need systematic phonics instruction to enable them to read with automaticity and attend to the meaning of the text.

The Dark Side of the KWL Reading Strategy

http://penningtonpublishing.com/blog/reading/the-dark-side-of-the-kwl-reading-strategy/

Response journals, such as the KWL reading strategy, are good note-taking vehicles and serve nicely to hold students accountable for what they read, but internal monitoring and self-questioning strategies can teach readers to understand the author’s ideas better. KWL and the like are reader-centered, not text-centered.

How and Why to Teach Fluency

http://penningtonpublishing.com/blog/reading/how-and-why-to-teach-fluency/

Knowing why and how to teach reading fluency is of critical importance to developing readers. Learn four strategies to help students improve reading fluency.

How to Differentiate Reading Fluency Practice

http://penningtonpublishing.com/blog/reading/how-to-differentiate-reading-fluency-practice/

There is no doubt that repeated reading practice does improve reading fluency. And proficient fluency is highly correlated with proficient reading comprehension. However, practicing repetitive reading passages with one-size fits all fluency recordings does not meet the diverse needs of students. This article details how to truly differentiate reading fluency practice.

Interactive Reading-Making a Movie in Your Head

http://penningtonpublishing.com/blog/reading/interactive-reading-making-a-movie-in-your-head/

Why does everyone understand movies better than reading? By using the interactive strategies that we naturally apply at the movies, we can increase our reading comprehension.

How to Get Rid of Bad Reading Habits

http://penningtonpublishing.com/blog/reading/how-to-get-rid-of-bad-reading-habits/

Getting rid of bad reading habits that interfere with reading comprehension and reading speed are essential. Improve your concentration, reading posture, attention span, and reading attitude and increase your understanding and enjoyment of what you read.

Eye Movement and Speed Reading

http://penningtonpublishing.com/blog/reading/eye-movement-and-speed-reading/

Recent reading research has found that better readers have less eye fixations per line than poor readers. Multiple eye fixations also slow down reading speed. Speed reading techniques can help readers re-train their eye fixations and so improve comprehension.

How to Skim for Main Ideas

http://penningtonpublishing.com/blog/reading/how-to-skim-for-main-ideas/

Not every text should be read the same way. Good readers vary their reading rates and control their levels of comprehension. Learning how to skim is a very useful reading skill. This article teaches how to skim textbooks, articles, and manuals and still maintain reasonable comprehension.

How to Scan for Main Ideas

http://penningtonpublishing.com/blog/reading/how-to-scan-for-main-ideas/

Not every text should be read the same way. Good readers vary their reading rates and control their levels of comprehension. Learning how to scan is a very useful reading skill. This article teaches how to scan textbooks, articles, and manuals and still maintain reasonable comprehension.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Reading differentiated reading instruction, ELA reading, how to teach reading, phonics, reading comprehension, reading fluency, reading skills, reading strategies, reading worksheets, remedial reading, teaching reading, vocabulary development

As an MA reading specialist and English-language Arts teacher, I know the value of independent reading. Despite our wonderful instruction in Greek and Latinates, context clues, and vocabulary in literature, students make their greatest vocabulary gains through independent reading at their instructional levels. Not to mention gains in reading comprehension. Teachers are understandably reluctant to allocate much class time to independent reading. Teachers are also unconvinced that their students really will read independently for homework.

However, learning how to teach students to select readings at their instructional level and providing accountability within the home and class community can improve students’ success rates and achieve our goals of turning teacher-dependent readers into truly independent readers. We might just even create a few life-long readers in the process.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to develop an effective independent reading program from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Independent Reading

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

Independent Reading Homework

http://penningtonpublishing.com/blog/reading/independent-reading-homework/

I developed an independent reading program based upon “reading discussions.” Students read at home and lead a literary discussion with their parent for three-minutes per day, four days per week to offer flexibility to families. I devolved the accountability for these assignments to the student-parent partnership. In other words, parents grade their children on the quality of the discussion and I count the points.

How to Select Books for Independent Reading

http://penningtonpublishing.com/blog/reading/how-to-select-books-for-independent-reading/

Teachers, students, and parents recognize the importance of independent reading. No thinking activity better builds content knowledge, improves vocabulary, or exposes the learner to the world and its ideas. The practical question is which reading materials most efficiently help readers access this world of knowledge? Because reading is an interactive process, the abilities and interests of the readers must also be considered to maximize the learning process.

The 18 Reasons Not to Use Accelerated Reader

http://penningtonpublishing.com/blog/reading/the-18-reasons-not-to-use-accelerated-reader/

Accelerated Reader (AR) is a simple software concept that was at the right time (late 1980s) and right place (public schools during a transition from whole language to phonics instruction) that has simply grown into an educational monolith. Following are short summaries of the most common arguments made by researchers, teachers, parents, and students as to why using AR is counterproductive. Hence, The 20 Reasons Not to Use Accelerated Reader.

Independent Reading: The Meeting of the Minds

http://penningtonpublishing.com/blog/reading/independent-reading-the-meeting-of-the-minds/

Using the format of  the old television show, Meeting of Minds, some of the greatest thinkers from different eras to discuss the subject of independent reading in the classroom.

How to Get Students to Read at Home

http://penningtonpublishing.com/blog/reading/how-to-get-students-to-read-at-home/

Teachers and parents recognize the important role of independent reading in developing reading comprehension, vocabulary, and a lifelong love of books. Learn how to promote independent reading at home and help students achieve these desired benchmarks.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Reading, Study Skills accelerated reader, AR, book reports, Book Whisperer, DEAR, independent reading, independent reading level, instructional reading level, Jim Trelease, Kelly Gallagher, reading comprehension, reading grade level, reading homework, reading incentives, reading journals, reading logs, reading practice, reading programs, reading strategies, reading worksheets, SSR, sustained silent reading

As the mandates of the Response to Intervention (RtI) process continue to transfer to public schools, special education and classroom teachers are hurrying to find appropriate resources to differentiate literacy instruction for their students. What these teachers find is that one-size-fits-all canned reading, writing, and math programs simply do not match the needs of all of their students. Additionally, many intervention teachers find that scripted programs tend to ignore teacher experience, judgment, and expertise. Instead, RtI teachers need the resources that will allow them  to differentiate literacy instruction without becoming robots. The three-tiered RtI model looks good in the triangle diagram, but quality resources are essential to make these delivery models address the needs of their students.

Most special education and classroom teachers are very prepared to teach the reading and writing content of their courses. They know how to teach. Their undergraduate and graduate courses have adequately prepared them for these tasks. However, most teachers are less prepared to teach reading, writing, and math intervention classes. For example, most credential programs require only one or two reading strategy courses. So, choosing appropriate instructional resources that will facilitate differentiated instruction, according to diagnostic and formative data are critically important.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach reading and writing intervention within the RtI process from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Response to Intervention

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

What Effective and Ineffective RtI Look Like

http://penningtonpublishing.com/blog/reading/what-effective-and-ineffective-rti-look-like/

Response to Intervention (RtI) is a K-12 site-level decision-making process designed to facilitate and coordinate early and flexible responses to student’s learning and behavioral difficulties. RtI promotes data-based decision-making with respect to service placement and on-going progress monitoring. Following are a few indicators of what effective and ineffective RtI can look like.

Eight RtI-Reading Intervention Models

http://penningtonpublishing.com/blog/reading/eight-rti-reading-intervention-models/

As administrators, special education teachers, EL coordinators, reading specialists, and teachers are scrambling to see how new Response to Intervention (RtI) guidelines will work with resources, personnel, schedules, and student populations, it may be helpful to examine eight of the many intervention models with proven track records. After all, why re-invent the wheel? Each of the following models is described and analyzed in pro-con format.

Response to Intervention: What Just Won’t Work

http://penningtonpublishing.com/blog/reading/response-to-intervention-what-just-wont-work/

With the newly released RtI document and as states and districts scramble to conform to Race to the Top carrots and sticks, voices of experience need to begin shouting quickly and boldly to be heard. Although I commend the International Reading Association (IRA) for assigning reading assessment a prominent role in their Response to Intervention (RtI) document, the language of the document betrays certain pedagogical presuppositions and is, at points, flat unrealistic.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Reading, Spelling/Vocabulary, Study Skills, Writing diagnostic reading assessments, phonics, reading assessments, reading comprehension, reading intervention, reading programs, reading strategies, reading worksheets, remedial reading, resource teachers, response to intervention, RTI, Rti grammar, RtI organization, Rti spelling, RtI teams, special education, SST, three tier instruction, vertical teaming, writing strategies

Let’s face it. Many teacher are afraid of differentiated instruction. We may have tried DI once or twice, at the behest of a supervising teacher or evaluator, but found the preparation, class management, and correcting to be overwhelming. It’s not that we teachers don’t buy in the the validity of differentiating instruction according to the needs of their students. After all, any teacher knows that a class full of cookie-cutter students is rare or non-existent. It’s just that we learn how to balance life inside of the classroom with life outside of the classroom. It’s a matter of survival. Plain and simple. So we set our defense mechanisms firmly in place. We track students. We shove the load of remediation on special education teachers or newbies. We tell gifted students to read an extra book or sent them off on field trips. We make excuses, blaming students, parents, class sizes, etc. We frankly give up and focus on doing what we can do-teach to the middle of the class.

But what if there were efficient resources and instructional practices that made adjusting instruction to the level of each student quite do-able without tearing our hair out or turning to Prosac®?

Following are articles, free resources (including reading assessments), and teaching tips regarding how to differentiate instruction from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Differentiated Instruction

Free Whole Class Diagnostic ELA/Reading Assessments

http://penningtonpublishing.com/assessments.php

Download free phonemic awareness, vowel sound phonics, consonant sound phonics, sight word, rimes, sight syllables, fluency, grammar, mechanics, and spelling assessments. All with answers and recording matrices. A true gold mine for the teacher committed to differentiated instruction!

Don’t Teach to the LCD

http://penningtonpublishing.com/blog/reading/dont-teach-to-the-lcd/

Our penchant for helping individuals can work cross-purpose to our overall mission of helping all students. In fact, we often wind up teaching to the LCD (the Lowest Common Denominator). Instead, we need to differentiate instruction to all of our students.

Differentiated Reading Instruction for Gifted Students

http://penningtonpublishing.com/blog/reading/differentiated-reading-instruction-for-gifted-students/

It’s time to differentiate reading instruction for all students, including our gifted ones. An entirely different curriculum is not the answer, but gifted students do need to be taught differently to maximize their progress and love of learning. Here are three tips that will make a difference for your gifted students.

The Dos and Don’ts of Differentiated Instruction

http://penningtonpublishing.com/blog/reading/the-dos-and-donts-of-differentiated-instruction/

With the Response to Intervention (RTI) model now being incorporated into many school districts today, it has become increasingly important to help frame the differentiated instruction (DI) discussion in an objective manner that won’t promote narrow agendas and will encourage teachers to experiment with DI in their own classrooms. At its core, differentiated instruction is simply good, sound teaching. Directly addressing the individual learning needs of our students, rather than teaching a class as though all individuals in it were basically alike, offers our best chance of success for all.

Differentiated Instruction: The What and the How

http://penningtonpublishing.com/blog/reading/differentiated-instruction-the-what-and-the-how/

Our understanding of the characteristics and proclivities of our students should inform both the what and the how of instruction. Consider this: students don’t know what they don’t know. To devolve the what of instruction to student choice is to abrogate our responsibilities as the informed, objective decision-makers.  Teaching professionals know what our students do and don’t know. Furthermore, to delegate the how of learning to students seems akin to educational malpractice.

23 Myths of Differentiated Instruction

http://penningtonpublishing.com/blog/reading/23-myths-of-differentiated-instruction/

Differentiated instruction “is simply a teacher attending to the learning needs of a particular student or small groups of students, rather than teaching a class as though all individuals in it were basically alike (Carol Ann Tomlinson)” However, 23 myths of differentiated instruction continue to dissuade teachers and administrators from embracing this instructional concept.

12 Reasons Why Teachers Resist Differentiated Instruction

http://penningtonpublishing.com/blog/reading/10-reasons-why-teachers-resist-differentiated-instruction/

Teachers resist differentiating instruction within their classroom for both internal and external reasons. Knowing why teachers prefer whole group instruction, rather than differentiated instruction can help break down barriers to change and help teachers focus on the individual needs of their students.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Mark Pennington, MA Reading Specialist, is the author of the comprehensive reading intervention curriculum, Teaching Reading Strategies. Designed to significantly increase the reading abilities of students ages eight through adult within one year, the curriculum is decidedly un-canned, adaptable to various instructional settings, and simple to use. Get multiple choice reading assessments on two CDs, formative assessments, blending and syllabication activities, phonemic awareness and phonics workshops, comprehension worksheets, multi-level fluency passages on eight CDs, 390 flashcards, posters, activities, and games. Everything teachers need to teach a diagnostically-based reading intervention program for struggling readers at all reading levels is found in this comprehensive curriculum. Perfect for Response to Intervention (RtI). ESL and Special Education students, who struggle with language/auditory processing challenges will particularly benefit. Simple directions and well-crafted activities truly make this an almost no-prep curriculum. Works well as a half-year intensive program or full-year program, with or without paraprofessional assistance. 364 pages

Grammar/Mechanics, Reading, Spelling/Vocabulary, Study Skills, Writing Carol Tomlinson, cooperative groups, DI, diagnostic reading assessments, differentiate instruction, differentiated instruction, differentiating instruction, EL, ELL, ESL, grammar assessments, group instruction, Howard Gardner, individualized instruction, reading assessments, reading groups, Rick Wormeli, spelling assessments

Despite having spelling instruction relegated to a mere editing skill tagged onto the end of the Writing Process by some writing “gurus,” good teachers continue to teach spelling through direct and differentiated instruction. Recent reading and writing research have reinforced the need to teach the structural components of words. Word analysis promotes spelling accuracy, correct pronunciation, and vocabulary development.

Spelling instruction is not solely the responsibility of primary elementary teachers. Intermediate, middle, and high school teachers need to both remediate spelling deficiencies and teach advanced spelling skills to their students. After learning the sound-spelling relationships, advanced spelling skills are acquired by learning and practicing the advanced spelling rules, syllabication and accent rules, and language derivations.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to differentiate spelling instruction in the intermediate, middle, and high school from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Spelling

TSV Diagnostic Assessment

http://penningtonpublishing.com/assessments/TSV%20Spelling%20Assessment.pdf

This diagnostic assessment tests all of the important vowel sound-spellings that students should have mastered (but frequently have not) as foundations to conventional English spelling. Included is a convenient recording matrix for the teacher to plan differentiated instruction to remediate unmastered spelling patterns.

How to Evaluate Spelling Programs

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-evaluate-spelling-programs/

With increasing attention on following Response to Intervention (RTI) guidelines, it makes sense to follow the criteria that orthographic research has established for quality spelling programs.

Ten Components of a Successful Spelling Program

http://penningtonpublishing.com/blog/spelling_vocabulary/ten-components-of-a-successful-spelling-program/

Teachers truly want to differentiate spelling instruction, but the materials, testing, instruction, and management can prove overwhelming to even the most conscientious professional. Using this Spelling Program Checklist can help teachers re-focus  to improve their spelling instruction.

How to Differentiate Spelling and Vocabulary Instruction

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-differentiate-spelling-and-vocabulary-instruction/

It makes sense to teach spelling and vocabulary together. Simply put, one affects the other. However, not all of our students are at the same levels of spelling and vocabulary mastery. So, how can an informed teacher (that is you) differentiate spelling and vocabulary instruction in an efficient manner?

Visual Spelling Strategies

http://penningtonpublishing.com/blog/spelling_vocabulary/visual-spelling-strategies/

Spelling is primarily an auditory skill; however, when used as an appropriate instructional component of a comprehensive spelling program, visual spelling strategies, such as these “picture spellings” can make sense.

Why Spelling Is So Difficult

http://penningtonpublishing.com/blog/spelling_vocabulary/why-spelling-is-so-difficult/

This article explains why the English Spelling System is so difficult to master. Seven suggestions give hope to even the most challenged speller to improve his or her spelling.

Top Twelve Spelling Trends and Fads

http://penningtonpublishing.com/blog/spelling_vocabulary/spelling-instructional-trends-and-fads/

A dozen of the most popular instructional spelling trends and fads over the last thirty years are described and rated as “TRUE” or “FALSE,” in terms of recent spelling research. Get ready to be challenged, and perhaps redirected in how you teach spelling.

Diagnostic Spelling Assessments

http://penningtonpublishing.com/blog/wp-admin/post.php?post=885&action=edit

In this series on How to Teach Spelling, this first post discusses and provides teaching resources for diagnostic spelling tests.

English Sound-Spellings

http://penningtonpublishing.com/blog/reading/how-to-teach-spelling-part-ii/

In this series on How to Teach Spelling, this second post discusses and provides teaching resources for teaching the sound-spelling system. The sound-spelling system is the foundation of conventional spelling.

Spelling Rules

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-teach-spelling-part-iii/

In this series on How to Teach Spelling, this third post discusses and provides teaching resources for teaching the eight conventional spelling rules. These eight rules go beyond the sound-spelling system to lead students to conventional spelling mastery.

The Plurals Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-plurals-spelling-rule/

The Plurals Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Ending “ion” Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“ion”-spelling-rule/

The Ending “ion” Spelling Rule Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The “able” or “ible” Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-“able”-or-“ible”-spelling-rule/

The “able” or “ible” Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Ending “an” or “en” Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-ending-“an”-or-“en”-spelling-rule/

The Ending “an” or “en” Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Double the Consonant Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-double-the-consonant-spelling-rule/

The Double the Consonant Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Silent e Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-silent-e-spelling-rule/

The Silent Final e Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The Final y Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-final-y-spelling-rule/

The Final y Spelling Rule is one of the most consistent and useful spelling rules. Find other spelling rules, tests, and songs or raps in Pennington Publishing’s Teaching Spelling and Vocabulary.

The i before e Spelling Rule

http://penningtonpublishing.com/blog/grammar_mechanics/the-i-before-e-spelling-rule/

Although only 50% of English spellings conform to a predictable sound-spelling relationship, applying The i before e Spelling Rule will significantly increase spelling accuracy.

Spelling Lists and Tests

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-teach-spelling-part-iv/

Teachers who are serious about effective spelling instruction use the spelling pre-test as a diagnostic assessment to differentiate instruction. In this article, teachers will learn how to supplement the spelling pre-test with useful free hyperlinked resources.

Effective Spelling Practice

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-teach-spelling-part-v/

Effective spelling practice is not exclusively memorization. Good spelling practice connects to language development, vocabulary, structural analysis, auditory processing, and writing. Learn how to practice spelling effectively.

Vowel Team Spelling Games

http://penningtonpublishing.com/blog/spelling_vocabulary/vowel-team-spelling-games/

Spellers often struggle in the “Within Word” stage of spelling development. The key challenge for spellers within this spelling stage involves the vowel sound-spellings. These three spelling games will help your remedial spellers both recognize and practice these vowel team spellings.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Teaching Spelling and Vocabulary is the comprehensive curriculum that integrates spelling and vocabulary instruction. Perfect for RtI and intervention classes, the resources teach the standards-based conventional spelling rules with spelling tests, word sorts, and memorable spelling songs. Also get 64 remedial vowel-sound spelling worksheets that correspond with the comprehensive TSV Diagnostic Spelling Assessment to enable the teacher to truly differentiate spelling instruction. Vocabulary instruction is provided through weekly Greek and Latin affixes/roots worksheets, syllable and accent pattern worksheets, context clues worksheets, and syllable transformers. Additional resources include spelling games, vocabulary games, spelling and vocabulary flashcards, extensive word lists, and more. No other spelling-vocabulary program matches the comprehensive resources of this curriculum.  Truly differentiate instruction with the resources found in this large three-ring binder. 377 pages

Also check out Differentiated Spelling Instruction, the complementary fourth through eighth grade (Levels A-E) standards-based spelling series, designed to integrate instruction in spelling, structural analysis, and vocabulary. Each level has 32 weekly spelling pattern lessons and all the resources needed to differentiate spelling instruction: spelling pattern word lists with spelling sort worksheets, formative and summative assessments with recording matrices, review games, memory songs with MP3 links, supplementary word lists, and more.

Grammar/Mechanics, Spelling/Vocabulary, Writing differentiated spelling instruction, English spelling, orthography, spelling, spelling instruction, spelling lists, spelling rules, spelling word lists, structural analysis, teaching spelling, word analysis, word parts, word study, Words Their Way

Vocabulary instruction is vitally important to advanced reading comprehension and writing. Words are the foundations of our language. Students learn the words they need to converse, read, and write in three key ways. First, students learn academic vocabulary through wide reading in a variety of genre at their instructional level. Simply lots of reading does not improve vocabulary. What is read determines what is learned. It may be that most teachers need to increase the textual complexity of class novels and assigned independent reading to maximize vocabulary growth. Second, students improve their vocabulary from becoming more efficient in recognizing context clues and applying the context clue categories to making educated guesses as to the meanings of unknown words. Looking up every word in the dictionary is not advisable. Third, learning high frequency Greek and Latin roots/affixes builds academic vocabulary. Greek and Latinates are found in 50% of all English dictionary entries.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach vocabulary in the intermediate, middle, and high school from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

Vocabulary

How to Improve Your Vocabulary

http://penningtonpublishing.com/blog/spelling_vocabulary/how-to-improve-your-vocabulary/

Knowing common Greek and Latin prefixes, roots, and suffixes will significantly improve one’s vocabulary. In fact, over half of the words in any dictionary contain a Greek or Latin word part. Academic language especially relies on Greek and Latin. This article gives the high frequency word parts to improve anyone’s vocabulary.

Context Clues Vocabulary Review Game

http://penningtonpublishing.com/blog/reading/context-clues-categories/

This context clues vocabulary review game helps students apply the five major context clues categories to informed word guessing. Using the Pictionary® game, students drawing context clues according to the five categories.

Vocabulary Word Part Games

http://penningtonpublishing.com/blog/reading/vocabulary-word-part-games/

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary word part review games.

Vocabulary Review Games

http://penningtonpublishing.com/blog/reading/vocabulary-review-games/

Students are more likely to use study and practice procedures that are “game-like” and less boring than simple rote memorization. Here are some fun and effective vocabulary review games.

Top 40 Vocabulary Pet Peeves

http://penningtonpublishing.com/blog/reading/top-40-vocabulary-pet-peeves/

Here is the list of the Top 40 Vocabulary Pet Peeves that make Americans see read. Read, laugh, and cringe over mistakes that you or your friends make when abusing these words.

How to Memorize Vocabulary

http://penningtonpublishing.com/blog/reading/practical-tips-to-memorize-vocabulary/

Many people want to improve their vocabularies, but memorization and retention are the key roadblocks. Not everyone has a natural ability to memorize. However, memorization is a skill that can be learned and improved upon with commitment and practice.

How to Teach and Learn Precise Vocabulary

http://penningtonpublishing.com/blog/reading/why-precise-vocabulary-memorization-is-important-and-how-to-teach-it/

Memorizing words with precise denotative and connotative definitions is important. Sloppy use of our language inhibits effective communication and leads to misunderstandings. Learn the techniques to teach vocabulary with precise meanings.

The Problem with Most Vocabulary Instruction Part I

http://penningtonpublishing.com/blog/reading/the-problem-with-most-vocabulary-instruction-part-1/

Most teachers teach vocabulary inefficiently. Learn the common mistakes that teachers make in vocabulary instruction and how to re-orient vocabulary instruction to help students make real gains in vocabulary acquisition.

How We Learn Vocabulary from Reading Part II

http://penningtonpublishing.com/blog/reading/how-we-learn-vocabulary-from-reading-part-ii/

Most vocabulary beyond the first ten thousand words comes from independent reading. Wide reading of challenging academic text produces the greatest net vocabulary gain.

How to Double Vocabulary Acquisition from Reading Part III

http://penningtonpublishing.com/blog/reading/how-to-double-vocabulary-acquisition-from-reading-part-iii/

Refining the skills of context clues strategies will help readers increase vocabulary. Wide reading of challenging academic text is the most efficient method of vocabulary acquisition.

How We Learn Vocabulary from Word Parts Part IV

http://penningtonpublishing.com/blog/reading/how-we-learn-vocabulary-from-word-parts-part-iv/

In addition to widespread academic reading, learning the most common Greek and Latin word parts (morphemes) is the most efficient means of vocabulary acquisition.

How to Teach the Most Efficient Word Parts Part V

http://penningtonpublishing.com/blog/reading/how-to-teach-the-most-efficient-word-parts-part-v/

Teaching the most common Greek and Latin word parts is an efficient means of vocabulary instruction. This article provides games and instructional strategies to learn these word parts.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………

Teaching Spelling and Vocabulary is the comprehensive curriculum that integrates spelling and vocabulary instruction. Perfect for RtI and intervention classes, the resources teach the standards-based conventional spelling rules with spelling tests, word sorts, and memorable spelling songs. Also get 64 remedial vowel-sound spelling worksheets that correspond with the comprehensive TSV Diagnostic Spelling Assessment to enable the teacher to truly differentiate spelling instruction. Vocabulary instruction is provided through weekly Greek and Latin affixes/roots worksheets, syllable and accent pattern worksheets, context clues worksheets, and syllable transformers. Additional resources include spelling games, vocabulary games, spelling and vocabulary flashcards, extensive word lists, and more. No other spelling-vocabulary program matches the comprehensive resources of this curriculum.  Truly differentiate instruction with the resources found in this large three-ring binder. 377 pages

Reading, Spelling/Vocabulary, Study Skills context clue strategies, context clues, English vocabulary, Greek and Latin, morphemes, vocabulary, vocabulary acquisition, vocabulary instruction, vocabulary worksheets, word parts, Words Their Way

In my first year of teaching, I assigned a group of eighth grade students what I thought was a rather straight-forward assignment: a five paragraph essay on the causes of the Civil War. I had brilliantly lectured on the three chief causes of the war and so had high expectations that my students would be able to both regurgitate my content and then analyze with a modicum of creative thought. I even was kind enough to jot down this brief organizational structure on the board: Paragraphs: #1 Introduction #2 First Cause #3 Second Cause #4 Third Cause #5 Conclusion. Stop laughing.

The results were not as I expected. Most students came up with five paragraphs. Well, at least they were indented. The introductory paragraph largely consisted of either “In this essay I’m going to talk about the chief causes of the Civil War” or “Once upon a time there was a great Civil War.” The body paragraphs briefly summarized their notes on what I had said. The concluding paragraph largely consisted of “In this essay I talked about the chief causes of the Civil War.” The structure was relatively easy to master, but there was no analysis. The students had no clue about what to put into an introduction and a conclusion. I confess I had no clue either. I could “do them” (at least my college professors seemed to think so), but I certainly could not “teach them.”

Many intermediate, middle, and high school teachers fall into the same trap. Our content papers, on-demand writing fluencies, and standardized tests push us to teach the various domains (genres) of essays as end-products. We wind up teaching these structures, but fail to scaffold the essay strategies that enable students to write coherently with originality and authentic voices. Let’s spend more time on the process, rather than on the product, with respect to essay instruction and practice. It’s hard and sometimes tedious work for students and teacher, but the pay-off is worth the effort.

Following are articles, free resources (including reading assessments), and teaching tips regarding how to teach essay strategies from the Pennington Publishing Blog. Bookmark and visit us often. Oh, and don’t forget to copy down the 10% discount code found only on this blog to purchase the quality curricula and resources offered by Pennington Publishing.

How to Teach Essay Strategies

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Coaching writing, especially essay strategies, is a lot like coaching football. Ask any football coach what wins football games and you are likely to get practice as the answer. Football coaches live for the conditioning, the blocking sled, the tackle practice, and the omnipresent videotape. Perhaps we ELA teachers should take a page from our coaches’ playbooks and be a bit more process-centered. Now, I’m not talking about the writing process; I’m talking about teaching the essay strategies that will prepare students for the big game.

How to Write an Introduction

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Few teachers know how to teach essay introductions. Simply stating a “hook” or a “lead” and then stating the thesis make a rather weak introductory paragraph. The article shares the best strategies to include in an essay introduction in a memorable and easy-to-understand format.

How to Write a Conclusion

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Few teachers know how to teach essay conclusions. Simply re-stating the thesis and summarizing make a rather weak conclusion. The article shares the best strategies to include in a conclusion in a memorable and easy-to-understand format.

How to Write Body Paragraphs

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Writing good body paragraphs is more than using proper paragraph structure. That structure should also provide the evidence to develop the points of the essay. A variety of evidence is necessary to convince the reader of your thesis. This article teaches how to write effective body paragraphs with eight different types of evidence.

How to Use Numerical Values to Write Essays

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Many developing writers get lost in the jargon of writing instruction. Simplify the terms and anyone can write a well-structured multi-paragraph essay. Using an intuitive numerical system, this easy-to-understand and teach system of essay development will quickly take writers from complete sentences to the five-paragraph essay and beyond. It just makes sense.

How to Teach Transitions

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Transition words are essential ingredients of coherent writing. Using transition words is somewhat of a writing science. Teachers can “teach” the nuts and bolts of this science. However,  using transition words is also somewhat of a refined art.  Matters of writing style don’t “come naturally” to most writers. With targeted practice, students can learn to incorporate transitions as important features of their own writing styles.

How to Teach Thesis Statements

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The most important part of the multi-paragraph essay is a well-worded thesis statement. The thesis statement should state the author’s purpose for writing or the point to be proved. Learn how to teach the thesis statement and get three thesis statement worksheets to help your students practice.

How to Teach Proofreading Strategies

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Writers make errors in spelling, grammar, punctuation, capitalization, proper use of quotes, paragraphs, usage, and word choice for a variety of reasons. Effective proofreading strategies can help writers find and make corrections to improve their writing.

How to Teach Students to Write in Complete Sentences

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Developing writers often have problems writing in complete sentences. Three teaching techniques will help your students write coherent and complete sentences.

How to Write Complex Sentences

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Writers can increase the maturity of their writing by learning how to convert simple sentences into complex sentences. The article uses easy-to-understand language and clear examples to help developing writers.

More Articles, Free Resources, and Teaching Tips from the Pennington Publishing Blog

English-language Arts Standards

English-language Arts Instruction

Essay Strategies

The Writing Process/Writers Workshop

Writing Style

Grammar and Mechanics

Spelling

Vocabulary

Structural Analysis/Syllabication/Oral Language

Teaching Reading in the ELA Classroom

ELA/Reading Assessments

Reading Intervention

Independent Reading

Response to Intervention

EL/ESL

Differentiated Instruction (RtI)

Critical Thinking

Study Skills

Test Preparation

Educational Issues and Teaching Trends

Developmental Characteristics

Professional Development

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Teaching Essay Strategies is the comprehensive writing curriculum, designed to teach your students how to write coherent multi-paragraph essays. Students progress at their own pace through 42 sequential essay strategy worksheets and  skill lessons (including writing style, parallelism, coherency, unity, and writing evidence) to compose 8 complete essays in the different essay genres. Also get 64 sentence revision (sentence combining and grammatical sentence patterns) and 64 rhetorical stance “opener” lessons, 8 on-demand writing fluencies, remedial writing worksheets, writing posters, holistic and analytical rubrics, graphic organizers, and editing resources. No other writing program matches the comprehensive resources of this curriculum. Truly individualize  instruction with the resources found in this large three-ring binder. 359 pages

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