Superkids Levels 5 and 6 Units/Lessons and Materials*
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1 ENTRY LEVEL Spelling Students are asked to spell lists of words representing phonics features necessary to be successful at each grade level. Teachers score spelling based on the specific phonics features that are represented in each word. Word Recognition in Isolation The capacity to obtain meaning from print depends strongly on accurate, automatic recognition of core reading vocabulary at each grade level. As a result, provides eight graded word lists to gauge students progress throughout the year. Daily Dictation and Spelling Routines WWB 1/1, 2, 4, 5, 6, 10, 11, 15, 16, 19, 20 WWB 2/1, 3, 5, 6, 8, 9, 10, 11, 12, 14, 15, 16, 20 WWB 3/1, 5, 6, 8, 10, 11, 15, 16, 20 WWB 4/1, 5, 6, 10, 11, 15, 16, 20 WWB 5/1, 4, 5, 6, 10, 11, 15, 16, 19, 20 WWB 6/1, 5, 6, 9, 10, 11, 14, 15, 16, 20 WWB 7/1, 5, 6, 9, 10, 11, 14, 15, 16, 19, 20 WWB 8/1, 4, 5, 6, 9, 10, 11, 14, 15, 16, 17, 19, 20 Superkids Skill-Building Book, pp , 202 WWB 1/2, 3, 6, 10, 11, 17 WWB 2/1, 3, 6, 11, 17 WWB 3/2, 6, 11, 16, 18 WWB 4/1, 6, 9, 11, 16 WWB 6/1, 4, 6, 11, 14, 16 WWB 7/1, 6, 9, 11, 16 Superkids Skill-Building Book, pp , 118 Page 1 of 7
2 LEVEL A: ORAL READING IN CONTEXT Passage Reading Students are asked to read a leveled passage while the teacher takes a running record to determine students instructional reading level. Reader Stories, Articles, and Books in Lessons: WWB 1/2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,, 20; SM 1/2, 3, 4, 5, 6, 7, 8, 9, 10; BC 1/11, 12, 13, 14, 16, Page 2 of 7
3 LEVEL A: ORAL READING IN CONTEXT (continued) Timed Passage Readings Teachers can time passage readings with a stopwatch. Entering the students time in minutes and seconds into the score entry system enables the system to calculate students reading rate in words per minute. Reader Stories, Articles, and Books in Lessons: WWB 1/2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,, 20; SM 1/2, 3, 4, 5, 6, 7, 8, 9, 10; BC 1/11, 12, 13, 14, 16, Superkids Skill-Building Book, pp Page 3 of 7
4 LEVEL A: ORAL READING IN CONTEXT (continued) Comprehension Comprehension is assessed in 1 3 as part of the Oral Reading in Context task. After reading a passage out loud, students answer a set of comprehension questions about that passage. The comprehension questions are in a multiple-choice format. Guide Reading in Lessons: WWB 1/2, 3, 4, 5, 6, 7, 8, 9, 10, 11, 12, 13, 14, 15, 16,, 20; SM 1/2, 3, 4, 5, 6, 7, 8, 9, 10; BC 1/11, 12, 13, 14, 16, Check Comprehension in Lessons: WWB 1/5, 6, 11, 13, 15, 20 WWB 2/5, 10, 15, 20 WWB 3/10, 15, 20 WWB 4/5, 10, 15, 19, 20 WWB 5/5, 10, 15, 20 WWB 6/5, 10, 15 WWB 7/5, 10, 15, 20 WWB 8/5, 10, 15, 20 Superkids Skill-Building Book, pp , , 180 Page 4 of 7
5 LEVEL A: ORAL READING IN CONTEXT (continued) Fluency Oral reading fluency is rated with the fluency rating guide. Students oral reading is scored on a 3-point scale according to their phrasing and expression. LEVEL B: ALPHABETICS Alphabet Recognition The single best predictor of early reading achievement is accurate, rapid identification of upper- and lower-case letters of the alphabet (Adams, 1990). 1 3 assess students ability to name the 26 lower-case letters of the alphabet. WWB 1/3, 5, 7, 10, 12, 15, 18, 20; SM 1/7; BC 1/15, 20 WWB 2/2, 5, 7, 10, 12, 15, 18, 20; SM 2/3 4, 7; BC 2/15, 20 WWB 3/2, 5, 7, 10, 12, 15, 17, 20; SM 3/2, 6; BC 3/15, 20 WWB 4/2, 5, 7, 10, 12, 15, 17, 20; SM 4/2, 4; BC 4/15, 20 WWB 5/2, 5, 7, 10, 12, 15, 17, 20; SM 5/4, 7; BC 5/15, 20 WWB 6/2, 5, 7, 10, 12, 15, 17, 20; SM 6/2, 10; BC 6/15, 20 WWB 7/2, 5, 7, 10, 12, 15, 18, 20; SM 7/2, 6; BC 7/15, 20 WWB 8/2, 5, 7, 10, 12, 15, 17, 20; SM 8/7, 10; BC 8/15, 20 Superkids Skill-Building Book, pp WWB 1/1, 2, 6, 11, 12, 16, 18 WWB 2/1, 6, 11, 16 WWB 3/1, 2, 6, 13, 16 WWB 4/1, 6, 11, 16 WWB 6/1, 6, 11 WWB 7/1, 6, 11, 16 Superkids Skill-Building Book, pp , 52 Page 5 of 7
6 LEVEL B: ALPHABETICS (continued) Letter Sounds Students are asked to produce the sounds of 23 letters of the alphabet, as well as three digraphs. Concept of Word The Concept-of-Word task measures students ability to accurately touch words in a memorized rhyme as well as their ability to use context to identify individual words within a given line of text. Both of these phenomena are important precursors to learning to read. WWB 1/1, 2, 4, 6, 11, 12, 14, 16, 18, 19 WWB 2/1, 2, 6, 11, 16 WWB 3/1, 2, 6, 8, 11, 13, 16 WWB 4/1, 6, 11, 16 WWB 6/1, 6, 11 WWB 7/1, 6, 11, 16 Superkids Skill-Building Book, pp , 32, 55 58, 76 WWB 1/2, 3, 6, 9, 10, 11, 13, 17 WWB 2/1, 3, 4, 6, 7, 8, 9, 11, 12, 13, 14,, 20 WWB 3/1, 2, 3, 4, 6, 7, 8, 9, 11, 13, 14, 16, 17, 20 WWB 4/1, 2, 3, 4, 6, 7, 8, 9, 11, 12, 16, 17, 18 WWB 5/1, 2, 3, 6, 7, 8, 9, 11, 12, 13, 14, 16, 17, 18 WWB 6/1, 2, 3, 4, 6, 7, 9, 11, 12, 13, 14, 16, 18, 20 WWB 7/1, 3, 4, 6, 7, 8, 9, 11, 12, 13, 14, 16, 17, 19 WWB 8/1, 2, 6, 7, 8, 9, 11, 13, 14, 16, 17, 19, Bonus Lesson 1 Superkids Skill-Building Book, pp , Page 6 of 7
7 LEVEL C: PHONEMIC AWARENESS Blending In the blending task, students are asked to blend individual phonemes together to come up with a word (e.g., /c/+/a/+/t/ = cat). Items move from two-phoneme words to fourphoneme words. Sound-to-Letter The Sound-to-Letter task requires phoneme segmentation in addition to knowledge of letter sounds. The teacher says a word (e.g., map); the students segments a specific phoneme within that word and tells the teacher the letter that represents either the beginning, middle, or ending phoneme in that word. Daily Decoding Routines WWB 1/1 20; SM 1/1 10; BC 1/11, 12, 13, 14, 16, Superkids Skill-Building Book, pp. 25, 59 72, WWB 1/6, 14, 16, 19 WWB 2/1, 6, 11, 12 WWB 3/1, 2, 6, 8, 11, 13, 16 WWB 4/6, 11, 16 WWB 6/1, 6, 11, 20 WWB 7/1, 6, 11, 16 Superkids Skill-Building Book, pp. 26, Page 7 of 7
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