BLACKLINE MASTERS FOR LEVEL 1 INSTRUCTION AND ASSESSMENT
BLACKLINE MASTERS FORINSTRUCTION AND ASSESSMENTLEVEL 13rd EditionSpecialized Program Individualizing Reading ExcellenceSheila Clark-Edmands
Specialized Program Individualizing Reading Excellence3rd EditionBlackline Masters for Instructionand AssessmentLevel 1Sheila Clark-Edmands
Editorial Project Manager: Tracey NewmanSenior Editor: Laura A. WoollettAssistant Editor: Rachel L. SmithDesigner: Rhonda Sheets 2012 by School Specialty, Inc. All rights reserved. The purchase of this book entitles the buyer to reproducedesignated pages for instructional use. Reproduction for an entire school system or for commercial use is prohibitedwithout written permission.Printed in Benton Harbor, MI, in July 2011ISBN 978-0-8388-5703-81 2 3 4 5 PPG 15 14 13 12 11
ContentsINTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vInteractive Whiteboard Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . vBLACKLINE MASTERS FOR INSTRUCTIONLesson Planners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1Key Word Concept Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3short a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3short i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4short o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5short u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6short e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7sh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8ch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10wh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11ang, ing, ong, ung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12ank, ink, onk, unk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13Key Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14Phoneme Segmentation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25Sight Word and Decodable Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 42Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 63Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 68Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 71
S.P. I.R. E. Level 1BLACKLINE MASTERS FOR ASSESSMENTConcept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . 109Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111short a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .short i . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .short o . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .short u . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .short e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .sh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .wh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ang, ing, ong, ung . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ank, ink, onk, unk . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .111113115117119121123125127129131Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 149Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 153
IntroductionIntroductionThe S.P.I.R.E. Blackline Masters for Instruction and Assessment are provided in botha spiral-bound book and a CD-ROM. The CD-ROM also supplies an answer keyfor select pages, but otherwise the content is the same. You may use whicheverformat is most convenient for you. All Blackline Masters (BLMs) are cited at pointof-use in the Teacher’s Guide.The BLMs are organized in two sections: Instruction and Assessment. TheInstruction BLMs are essential to the lessons in the Teacher’s Guide; withoutthem, the lessons do not adhere to the fidelity of S.P.I.R.E.’s instructional plan.The Assessment BLMs provide ongoing formative assessment, a final cumulativetest for the level, and summary forms for recording and reporting.INTERACTIVE WHITEBOARD ACTIVITIESInteractive Whiteboards (IWBs) are becoming more available to a greaternumber of classrooms, and IWB activities can provide engagement and a largeinteractive format for instructional modeling and practice. While any material onthe S.P.I.R.E. Blackline Masters CD-ROM can be used on an IWB, we particularlyrecommend activities using the Phoneme Segmentation Sheet, the PhonemeGrapheme Sheet, the Word Find Sheet in the Introductory Lessons, and thegraphic organizers in the Reinforcing Lessons. These would work especially wellin settings with large groups.S.P. I.R.E. Level 1 Introductionv
S.P. I.R. E. Level 1Blackline Masters for InstructionLESSON PLANNERSThese blank planners are available for both types of lessons: Introductory and Reinforcing.The Planners supplement the Teacher’s Guide Steps Overview pages and allow teachers tocreate their own lessons for each concept.KEY WORD CONCEPT SHEETSThese sheets introduce each new concept to students. Used in Step 1 of every IntroductoryLesson, these large illustrations can be held up for the lesson and then displayed as areminder of the concept.PHONEME SEGMENTATION SHEETStudents will use this sheet, as well as white and green circle-shaped markers, for phonemicawareness activities in Step 2. The circles are used to represent phonemes: white forconsonant sounds and green for vowel sounds. Students may also use blue syllablerectangles as they segment sounds in each syllable of a word. You may wish to model theseactivities using the identical large magnetic Phoneme Segmentation Sheet and circles,available as a S.P.I.R.E. ancillary.SIGHT WORD CARDSThese cards match the red ones in the Word Cards pack and should be printed, if possible,on red card stock. They give students the opportunity for individual daily practice with andreinforcement of high-utility, “stop and remember” words.DECODABLE 1 WORD CARDSThese cards match the green ones in the Word Cards pack and should be printed, if possible,on green card stock. They give students the opportunity for individual daily practice with andreinforcement of fully decodable, “go-right-ahead-and-read-them” words.vi S.P. I.R.E. Level 1 Introduction
IntroductionDECODABLE 2 WORD CARDSThese cards match the yellow ones in the Word Cards pack and should be printed, ifpossible, on yellow card stock. They give students the opportunity for individual dailypractice with and reinforcement of words with less common pronunciations. These wordsshould be approached with caution, since one or more of their letter-sound relationships areunexpected, given what is already known about more common pronunciations forthose letters.SMALL LETTERSCopy the Small Letters onto the appropriate colored paper or card stock (consonants onwhite, vowels on green, welded sounds on yellow) and then cut out. Magnetic tape can beapplied to the letters so they can be used on a metal surface. Students use the Small Lettersfor word-building activities in Step 3. Alternately, students may use a Magnet Board andLetters or the Small Letter Cards (preprinted on appropriately-colored card stock) both ofwhich are available as S.P.I.R.E. ancillaries.WORD FIND SHEETSThe Word Find Sheets are used in Step 6 of the Introductory Lessons. Students read andcircle all of the new concept words they can find on a Word Sheet, mark them in green, andthen read them aloud.DICTATION PAPERAt Level 1, there are five different types of Dictation Paper for use in Steps 7, 9, and 10,allowing for differentiation of student and lesson characteristics:1. Traffic Light Dictation Paper is useful for students who still struggle with letterformation and need reminders about directing their lines and curves. Have students colorthe traffic light red, yellow, and green, and use those words in your directions. (For example,say: The lowercase w begins at the yellow line ) There are five lines available for writingon this paper.2. Full Lesson Sounds and Words Dictation Paper allows for ten sounds and ten words,the usual number dictated in lessons.3. Full Lesson Sentence Dictation Paper has ten lines for ten sentences.S.P.I.R.E. Level 1 Introductionvii
S.P. I.R. E. Level 14. Short Lesson Dictation Paper allows for five sounds, five words, and two sentences onone sheet of paper and can be used for Reinforcing Lessons, lessons less than 60 minuteslong, and lessons for students whose writing is particularly labored.5. Classification Dictation Paper is useful when giving two example words that contrast(e.g., a short a word and a short i word). Have students write each example (e.g., hat and hit)at the top of a column. Students then write dictated words in one column or the other.GRAPHIC ORGANIZERSThese blank graphic organizers should be used in Step 6 of the Reinforcing Lessons toenhance comprehension of the reading passages. Annotated versions of the organizers arefound in Step 6 of the Teacher’s Guide under Comprehension Activities.CONCEPT MASTERY FLUENCY DRILLSRecommended as part of Step 4, the Concept Mastery Fluency Drills reinforce new conceptsand develop automaticity with decodable words in order to build fluency in reading.The drills can be used instructionally with students needing more reading practice withcertain concepts.On the BLMs, a concept is underlined on the first three lines to cue the student. Beginningwith the fourth line, the underlining is dropped.There are many ways in which the drills can be used for reading practice: Students can read to an instructional aide. Students can read to each other in pairs. Students can read to parent or sibling at home. The drills can be done as a choral reading. Display a copy of the drill using an overhead projector or other technology.Point to the words and read orally in unison with students.viii S.P. I.R.E. Level 1 Introduction
IntroductionBlackline Masters for AssessmentCONCEPT MASTERY FLUENCY DRILLSThese drills, described above in their instructional role, can also be used as an assessmentof automaticity.AdministrationWhen used for assessment, the drills should be conducted only once per sitting, as asecond immediate reading would not be an indication of true automaticity but rather ofshort-term memory.First reading: Make two copies of the Fluency Drill. Keep one to use as a recording formand place one in front of the student.Review the first three lines with the student, then begin a one-minute timed drill startingwith the fourth line.Have the student read words from left to right. Do not stop the student, even if an erroris made.Indicate errors above any misread words on the recording form. Write SO above words thatwere sounded out and SC above words that the student self corrects. Sounded-out and selfcorrected words are counted as correct.Subsequent readings: Have the student begin reading with the first line and read forone minute.Scoring and ReportingFirst reading: Subtract the number of errors from the total number of words read; thisprovides a baseline for comparison with subsequent readings. Help the student recordthis information on the Progress Report. Have the student write the date at the top ofthe first column and draw a line indicating the number of words read correctly. If desired,the student can write the number of words read correctly in the column and/or colorthe column.Subsequent readings: Each drill is repeated and charted on the Progress Report three tofive times. One Progress Report can be used to record the initial and subsequent readings.S.P. I.R.E. Level 1 Introductionix
S.P. I.R. E. Level 1DECODING ASSESSMENTSThe Decoding Assessments are individual oral reading tests used to demonstrate specificconcept acquisition and to inform diagnostic teaching. Two Assessments (Forms A and B)are provided for each concept. They can be used to: clarify results from the Initial Placement Assessment. determine which words or word patterns need further instruction. determine when students are ready to progress to the next concept.Marked student copies should be dated and filed in the student’s daily work binderwhen completed.AdministrationEach Decoding Assessment can be used as a pretest (before teaching to see if students needinstruction on a particular concept) or as a posttest (after a lesson to see if students are readyto move on to the next concept and to measure progress). Administration is the same inboth cases.Make two copies of the Decoding Assessment. Keep one to use as a recording form andplace one in front of the student.Single word reading: Have the student read words from left to right. Do not stop thestudent, even if an error is made.Indicate errors above any misread words on the recording form. Write SO above words thatwere sounded out and SC above words that the student self corrects. Sounded-out and selfcorrected words are counted as correct.If the student completes Single Word Reading with at least 50 percent accuracy, continue toSentence/Phrase Reading.Sentence reading: Administer in the same manner, marking mistakes, sounded-out, andself-corrected words on the recording form. Count only the words for the target concept. Inthe CD-ROM version, the answer key indicates which words contain target concepts.Scoring and ReportingIf percentages are needed, count the number of misread target words in both SingleWord Reading and Sentence Reading and subtract from the total number of target words.Sounded-out and self-corrected words should be counted as correct but noted for furtherremediation. (See “Sounded-out words” on the next page.) Divide the number of targetwords incorrect by the number of target words correct to get an accuracy percentage.x S.P. I.R.E. Level 1 Introduction
IntroductionSounded-out words: If a student consistently sounds out words without automaticity, butreads correctly, incorporate additional automaticity practice. This can be done using FluencyDrills, Word Cards, or by rereading passages in the Reader and/or reading the IllustratedDecodable Readers.Misread words: Misread words should be incorporated in subsequent S.P.I.R.E. lessonsduring Step 3 (Word Building), Step 9 (Spelling), and/or Step 10 (Sentence Dictation). Youmay also want to write misread words on a sheet and have the student practice decodingthem, using them orally in a sentence, or writing sentences with the words.Disfluent reading: Students who read the phrases and sentences with a lack of expressionwill need additional practice to improve fluent and expressive reading. This can be donewith story rereads.Pretest results: Students demonstrating at least 80 percent accuracy can skip the testedconcept and move on to the next concept. If 80 percent accuracy is not achieved, conductthe lessons for that concept, beginning with the Introductory Lesson.Posttest results: Students demonstrating at least 80 percent accuracy can move on tothe next concept. If 80 percent accuracy is not achieved, conduct any unused ReinforcingLessons for that concept until 80 percent accuracy is attained. You may also use theAppendix in the Teacher’s Guide to create a new Reinforcing Lesson(s) until 80 percentaccuracy is attained.QUICK CHECKSFor use as informal formative assessment, there is one Quick Check per lesson. QuickChecks can be used at the end-of-class as a “ticket out the door.” Their purpose is to ensurethe
S .P .I .R .E . Level 1 Introduction v Introduction Introduction The S.P.I.R.E. Blackline Masters for Instruction and Assessment are provided in both a spiral-bound book and a CD-ROM . The CD-ROM also supplies an answer key for select pages, but otherwise the content is the same .
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