Teacher Book: Unit Check-Up Response Page Teacher uses page to record students’ responses during Unit Check-Ups. Scores are transferred to the Group Tracking Chart to determine whether the group is ready to advance to the next Unit.
Unit 6 Check-Ups RESPONSE FORM SET 1
SET 2
STUDENT: ______________________ DATE: ______________________ # OF ERRORS
N O N S E N S E 1. coth WORDS 2. shum
# CORRECT
SET 3
________________________ ________________________ # OF ERRORS
________________________ ________________________
# CORRECT
# OF ERRORS
# CORRECT
SET 4
________________________ ________________________ # OF ERRORS
_________ / 16
# CORRECT
__________ / 16
_________ / 16
_________ / 16
____________ 1. dush
____________ 1. kish
____________ 1. shog
____________
____________ 2. thid
____________ 2. thop
____________ 2. thun
____________
3. said
____________ 3. into
____________ 3. were
____________ 3. said
____________
4. were
____________ 4. said
____________ 4. said
____________ 4. into
____________
R E A L 5. thin WORDS 6. cash
____________ 5. ship
____________ 5. rush
____________ 5. thug
____________
____________ 6. thud
____________ 6. path
____________ 6. dash
____________
M U LT I - 7. finish
____________ 7. punish
____________ 7. radish
____________ 7. polish
____________
HEART WORDS
SYLLABLE W O R D S 8. dishrag SENTENCE
____________
Thad said you got catfish at that shop. (8)
Unit 8.Check-Up Student Pages: 8. sunfish ____________ hotspot ____________ 8. catfish ____________ (booklet in back pocket of Teacher Book) Hal was in a rush to finish Dan saidindividually this hot mu n isread That comicset kid is a lot of Students one containing nonsense words, real words, math. (8) for you. (8) fun. (8)and a sentence. Teacher records responses on Response Form. SET 6
DATE: ______________________ # OF ERRORS
# CORRECT
SET 7 UNIT 6
SET 5
STUDENT: ______________________
Check-Ups ________________________Unit ________________________ STUDENT PAGES ________________________ ________________________ # OF ERRORS
__________ / 16
# CORRECT S E T 1 # OF ERRORS
__________ / 16coth
N O N S E N S E 1. hish W O R D S 2. thag
____________
1. shug
____________
2. thod
____________
3. were
____________
3. said
3. into ____________ Thad said
____________
4. were
____________
HEART W O R D S 4. into
____________
1. nush 2. cath
REAL W O R D S 6. moth
____________
6. gash
____________
M U LT I - 7. ashcan
____________
7. dishrag
said 7. upshot ____________ into
____________
8. codfish
____________
the shop? (8)
Do not let the cat into
5. hush
dush 6. Thad thid
1. lish
____________
2. thog
____________
8. dogfish
____________
that____________ shop.
____________
4. said
____________
____________
5. than
____________
____________
6. gosh
____________
ship thud7. thinnish punish ____________ ____________
8. potshot
Hal was in a rush to finish math. Did the fat dog hop in that
SET 3
the attic. (8)
# CORRECT
__________ / 16
3. into ____________ you got catfish at
4. were
____________
S E N T E N C E Did Collin rush to get into
# OF ERRORS
____________
SET 2
5. math
SYLLABLE W O R D S 8. dishpan
________________________ ________________________
said were thin cash finish dishrag
____________
5. lash
# CORRECT
shum __________ / 16
SET 8
ashcan?thop (8) kish
sunfish ____________ ____________
Nan said she had to punish the lad. (8)
were said rush path radish hotshot
R E CO M M E N DAT I O N S 0-1 error: Move on. Dan said this hot muffin is for you. 2 errors: Move on with caution; provide extra practice in next Unit. 3+4 errors: Do not move on; provide extra practice in current Unit. SET Re-assess before moving on.
MARKING • Mark a check ( ) for words read correctly. • Write any incorrect response on the line provided or above the word in the sentence. • Self-corrections count as errors, write SC to indicate self-correction. • Words read sound-by-sound count as errors, write SBS to indicate sound-by-sound.
shog thun
See Program Guide page 24 for more detailed directions and information.
said into thug dash polish catfish
P h oni cs Plu g - In ON E © 2014 Re ads t e r s , L LC
That comic kid is a lot of fun. 9
UC-11
Phonics Plug-In ONE © 2014 Readsters, LLC
Teacher Book: Group Tracking Chart Teacher uses chart to track student progress based on Unit Check-Ups.
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UNIT 4
Teacher Book: Unit 4 – Part 10 – Decodable Words: Mark & Read Mirrors student Practice Book page. Teacher uses page to record students' performance while students individually Mark & Read the sounds and then the word for each word in a set.
10 Part 10
Decodable Words: Mark & Read P R AC T I C E
Individual Turns
Set 1
Set 2
Set 3
Set 4
1.
d i d __
1.
l o t __
1.
h a d __
1.
c u t __
2.
a d __
2.
c u p __
2.
s u n __
2.
d i g __
3.
p a l __
3.
k i d __
3.
h a m __
3.
p u p __
4.
g u m __
4.
n a p __
4.
l i d __
4.
l i p __
5.
k i t __
5.
l u g __
5.
d u g __
5.
K i p __
6.
h u g __
6.
g a l __
6.
K i m __
6.
l o t __
Extra Practice
Set 5
Set 6
Set 7
Set 8
1.
h o t __
1.
u p __
1.
d a d __
1.
g o t __
2.
d i p __
2.
d o g __
2.
d o t __
2.
k i d __
3.
r u g __
3.
s u n __
3.
s a d __
3.
s u m __
4.
K i p __
4.
K i m __
4.
l u g __
4.
f u n __
5.
a n __
5.
a t __
5.
k i t __
5.
l i t __
6.
m u d __
6.
d i d __
6.
n u t __
6.
f i t __
78
P h on i c s P l u g - I n O N E © 2 0 1 4 R e a d s t e r s , L LC
11 Part 11
Multi-Syllable Words: Parts to Whole MARK & READ
pic nic
picnic
picnic
MY T U R Nǖ YO U R T U R N
1.
mis fit
2.
misfit
misfit
lap dog l a p d o g lapdog UNIT 5
UNIT 5
Teacher Book: Unit 5 – Part 11. Multi-Syllable Words: Parts to Whole - Modeling Page Teacher uses page to model and lead students in using Mark & Read to read two-syllable words.
11 Part 11
Multi-Syllable Whole After teacher hasWords: modeledParts Mark &to Read, the page will look like this. MARK & READ
pic nic
picnic
picnic
MY T U R Nǖ YO U R T U R N
1.
112
mis fit
2.
misfit
misfit
lap dog l a p d o g lapdog P h o n i c s P l u g - I n O N E © 2 0 1 4 R e a d s t e r s , L LC
Teacher Book: Unit 7 – Part 12 – Multi-Syllable Words: Whole Word Mirrors student Practice Book page. Teacher uses page to record students' performance while students have individual turns underlining and naming the vowels in a word, scooping and reading each syllable, and reading each word in a set of words. All students then read the set of words without marking.
Multi-Syllable Words: Whole Word P R AC T I C E
Individual Turns
Set 1 1.
l i m i t __
1.
limit __
2.
u p s e t __
2.
upset __
3.
s i c k e n __
3.
sicken __
Set 2 1.
r e l i s h __
1.
relish __
2.
s o l i d __
2.
solid __
3.
u n l o c k __
3.
unlock __
Set 3
h i d d e n __ 2. s u n u p __ 1.
3.
u n p a c k __
hidden __ 2. sunup __ 1.
3.
unpack __
1.
redfish __
Set 4 1.
r e d f i s h __
t h i c k e t __ 3. r o t t e n __
2.
thicket __ 3. rotten __
2.
Phoni cs Plu g -In ONE © 2 0 1 4 R e a d s t e r s , L LC
193
UNIT 7
12 Part 12
Teacher Book: Unit 5 – Part 11. Multi-Syllable Words: Parts to Whole - Modeling Page Teacher uses page to model and lead students in using Mark & Read to read two-syllable words.
Word Patterns MY T U R Nǖ YO U R T U R N
UNIT 9
13 Part 13
-et 1.
2.
yet wet
3.
lot
4.
let
P h o n i c s P l u g - I n O N E © 2 0 1 4 R e a d s t e r s , L LC
After teacher has modeled Mark & Read, the page will look like this.
MY T U R Nǖ YO U R T U R N
-et 1.
yet
2.
wet
3.
lot
4.
let 271
UNIT 7
Teacher Book: Unit 7 – Part 25 –Decodable Passage Mirrors student Practice Book page. Teacher uses page to record students' performance while students have individual turns reading a section of the decodable passage.
25 Part 25
Decodable Passage P R AC T I C E
Pick a Pet ____
A 1
Peg said, “Dad can I get a pet? Ned got a
2
tomcat and Nick got a lapdog. Can I get one?” (21) ____
B 3
Dad said, “You can pick a pet at the Tiptop
4
Pet Shop.” They got in the pickup to go to
5
the shop.
(22)
____
C 6
Peg ran into the shop. Dad said, “Peg, you can
7
pick one pet, not ten.” Peg got to the fish. She
8
said, “No fish.”
(24)
____
D 9
Peg said to the man at the shop, “Can I see
10
that kitten?” He let her pick up the kitten. “No,”
11
Peg said, “not this kitten.”
214
(26)
P h on i c s P l u g - I n O N E © 2 0 1 4 R e a d s t e r s , L LC
Teacher Book: Glossary - Student Friendly Definitions The glossary in the Teacher Book has student friendly definitions for possibly unfamiliar words so the teacher can quickly provide the meaning for a word if students need it.
Glossary S T U D E N T F R I E N D LY D E F I N I T I O N S
M madcap
FIRST USED IN UNIT
— Madcap means very silly. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
madman — A madman is a crazy person. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 madmen — Madmen are two or more crazy people.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 magnet
— A magnet is a piece of metal, like iron or steel, that sticks to other metals. . . . . . . . . . . . . . . 7
mascot
— A mascot is a symbol for a team, often an animal.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
mash
— To mash something is to make it soft, like mashed potatoes. . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
mat
— A small rug, such as a rug in a bathroom. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1
max
— Max is a short word for ‘maximum’ and means the most. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
mesh
— 1. Mesh is a net-like cloth you can see through. 2. To mesh is to work well together. . . . . . . 7
mid
— Mid means in the middle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
midship
— Midship is the middle part of a ship. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
mill
— A mill is a place where grain is ground to make our.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
mimic
— To mimic something means to act like that thing, such as mimicking a dog by crawling and barking. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
mis t
— A mis t is someone who isn’t like the other people around him. . . . . . . . . . . . . . . . . . . . . . . . . 5
mishmash — A mishmash is a mix of things. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
G-6
mob
— A mob is a group of angry people. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
moth
— A moth is bug that looks like a plain brown butter y. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
muck
— Muck is mud.. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7
muƪ
— A muƪ is a tube-like covering to keep hands warm. Ear muƪs cover the ears to keep them warm. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
muƯn
— A muƯn is a small round breakfast cake or bread that is sweet. . . . . . . . . . . . . . . . . . . . . . . . . 5
mug
— A mug is a heavy cup with a handle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
mum
— To be mum is to keep quiet and not tell a secret. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
mush
— Mush is a squishy mess. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
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