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sQ1=new Array();sQ1[1]=new Array("http://www.readskill.com/","Welcome to the first reading skills development program featuring complete sets of manipulatives.","Students of all ages and abilities advance literacy skills with manipulatives. Sets are available for phonemic awareness, phonics, Dolch sight words, vocabulary, reading comprehension, and writing skills.","The only reading skills development program featuring sets of laminated manipulatives                   search  Products Resources Support Ideal materials for differentiating instruction Students of all ages and abilities advance literacy skills with manipulatives. Most people are action-oriented and learn best with hands-on strategies. Students are eager to use these fun materials that systematically teach skills. Check out features and benefits of Reading Manipulatives products.   More  Practical ideas & resources for teachers Interest and literacy skills soar when manipulatives become core program components. For each category of skills, the scope and sequence are delineated. Then engaging activities and materials for building skills are presented. Free, downloadable resources give teachers much-needed support.   More  Manipulatives motivate adolescents Test scores show that as students get older, their literacy skills actually begin to decline. Reading Manipulatives products utilize individualized, hands-on activities to advance critical skills in older students of all levels. Students are involved, self-directed, challenged, and make amazing progress.   More  Product demos & instructional aids Reading Manipulatives products teach essential literacy skills and can replace expendables. View Flash demos to see how manipulatives develop skills from phonemic awareness through comprehension. Each demo has a free resource that explains the skill and can help with lesson planning.   More         Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: how to read, learn to read, learning to read, reading comprehension, reading skill, reading skills, reading strategy, reading, reading program, reading help, reading fluency, teach to read, reading problems, reading education, reading difficulty, home school reading, reading manipulatives, teaching reading skills, teaching literacy skills, phonics, reading, manipulatives, phonics manipulatives, reading skills, phonemic awareness, Dolch sight words, fluency, vocabulary development, scrambled sentences, structural analysis, decoding, writing, grammar, usage, parts of speech Author: Reading Manipulatives");sQ1[2]=new Array("http://www.readskill.com/Products/","Reading Manipulatives | Products","Reading Manipulatives materials assure mastery of key literacy skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook  Reading Manipulatives materials assure mastery of key skills. Why reading manipulatives? Ours is the only program that builds literacy skills with comprehensive sets of manipulatives. Over 1000 unique activities cover all types and levels of skills.   More  Save 15% on multi-product sets Multiple products are grouped by grade-level suitability or targeted skills. Packages offer savings and assure that the full range of skills and levels are covered.   More  No Child Left Behind compliance Reading Manipulatives materials are developed by experienced teachers, based on brain and learning research, and follow NCLB parameters.   More  Teacher feedback Teachers using our products are an invaluable resource. Read what others have to say about Reading Manipulatives products or give us your input.   More  Quick ordering If you know what you want to order and do not want to view product descriptions, click below. This live order form contains all Reading Manipulatives products.   Order   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: Literacy Skills, Phonemic Awareness, Decoding and Blending, Structural Analysis, Fluency, Vocabulary, Comprehension, Skill-Area Sets, Reading Manipulatives, No Child Left Behind Author: Reading Manipulatives");sQ1[3]=new Array("http://www.readskill.com/Resources/","Reading Manipulatives | Resources","Product demonstrations and free resources to help teach literacy skills","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Reading Manipulatives offers more reasons to visit online. Essential literacy skills & how to teach them All literacy skill strands are covered. Sections explain skill components and suggests strategies and materials for developing skill proficiency.   More   Product demos & free resources These animated demos show how Reading Manipulatives products develop a variety of skills. Each demo is accompanied by a downloadable resource.   More   Tips for Teachers Issues Issues show how to teach literacy skills and have practical aids that assist teachers. Skills are explained and instructional strategies are presented.   More   Student Aids These worthwhile aids help students master critical skills. Includes short vowel posters & songs, spelling dictionaries, capitalization & punctuation charts.   More   Reading Manipulatives Sourcebook The thorough coverage of all types of literacy skills and the practical resources that are included make the Sourcebook an invaluable guide for teachers.   More     Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading resources, tips for teachers, NCLB compliance, ESL, reading fluency, learning to read, literacy skills, reading strategies, reading materials, teaching reading Author: Reading Manipulatives");sQ1[4]=new Array("http://www.readskill.com/Support/","Reading Manipulatives | Support","Helpful information about Reading Manipulatives, ordering, contact information, products and policies.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Reading Manipulatives products are teacher-developed, student-favored, and 100% effective and guaranteed.  Home Support About RM FAQs Ordering Quick Order Order Form Contact Us Catalog About Reading Manipulatives Reading Manipulatives, founded in 1996, is teacher-owned and operated. Our outstanding products have been developed, tried, and improved over decades.   More  Get answers or help We appreciation your interest and want to provide quick, efficient service. Click here for answers to FAQs or to obtain assistance with products and orders.   More  Ordering options and policies This section lists payment options, delivery time, shipping and handling charges, and return procedures for both online orders and billed institutional orders.   More   Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, help, order information, catalog request, assistance, Contact us, policies, FAQ, About us Author: Reading Manipulatives");sQ1[5]=new Array("http://www.readskill.com/Resources/differentiated_instruction.htm","Reading Manipulatives | Differentiated Instruction","Free downloadable resources for teaching reading skills and literacy skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Use Reading Manipulatives materials to differentiate instruction. Provide worthwhile activities Teaching reading has always been demanding because a typical classroom has several reading groups. Comprehensive sets of manipulatives or cards keep students productively occupied working on individualized activities as small-group or one-on-one instruction is conducted. Reduce repetitive preparation The sets can eliminate boring worksheets and rescue teachers from repetitive preparation. Unlike worksheets and other random assignments, products cover targeted skills holistically and provide adequate practice to assure mastery. Also, eliminating cumbersome directions allows students to focus on skills. Select & prepare sets First teachers select products that meet developmental needs of students. Next, initial time must be invested in cutting and packaging sets. The sets replace expendables and can be used for years, so they ultimately save resources and teacher time. Products are printed on cover-weight paper, coded, and laminated. Introduce skills & materials Teachers familiarize students with the skills and materials format. Every set in a product is unique, so students work through a series over several weeks. In most sets, students can select, complete, correct, and record their activities. The hands-on activities motivate and engage students, resulting in significant progress. Meet needs of all students The ability ranges and diversity in classrooms continue to widen. These individualized materials allow students to be placed in appropriate instructional levels, all of which have similar appearances. The abundant practice each level affords allows students to advance. They work at appropriate levels in materials that interest them. Foster student accountability Active involvement builds accountability. In most sets, students can select, complete, correct, and record their activities. They are motivated to finish all sets in a series and achieve significant progress. Manipulatives promote cooperative learning and work great with tutors.  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading teacher materials, free reading resources, phonemic awareness, Idioms, analogies, capitalization, varian vowels, blending short and long vowel bases, short and long vowel patters, syllabication rules Author: Reading Manipulatives");sQ1[6]=new Array("http://www.readskill.com/Resources/TipsForTeachers/","Reading Manipulatives | Tips for Teachers","Free Tips for Teachers issues contain instructional strategies and materials for developing reading skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form Tips for Teachers issues contain instructional strategies and materials.  PHONEMIC AWARENESS Understand the analytic and synthetic approaches (English phonemes resource list and skill aspects) Download   SHORT/LONG VOWEL PATTERNS How to teach this key phonics skill with flip strips (68 combinations covering all vowel spellings) Download   BLENDING SLV BASES Ideal technique to build this challenging skill (resource list of 140+ bases with 1200+ words) Download   VARIANT VOWELS Which ones matter and how to teach them (50 variant vowel word families with 300+ words) Download   SYLLABICATION RULES Teach the 4 rules holistically and apply in order (resource list with 88 words that follow each rule) Download   DOLCH SIGHT WORDS Sight word acquisition is a key to fluent reading (Dolch lists by level and decoding characteristics) Download   SCRAMBLED SENTENCES Build fluency and advance English usage concepts (how to make scrambled sentences) Download   AFFIXES & ROOTS How to use affixes and roots to build vocabulary (prefixes and suffixes resource lists) Download   ANALOGIES Perfect for developing reasoning and vocabulary (resource list broken down by relationship type) Download   LITERAL COMPREHENSION Using context, facts, main idea and sequence (manipulatives to improve comprehension skills) Download   IDIOMS-FIGURATIVE LANGUAGE Fun ways to share these colorful expressions (50 well-known idioms, their meanings and origins) Download   CAPITALIZATION & PUNCTUATION Rules and strategies for getting them used (free capitalization and punctuation charts) Download    Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved.  Keywords: short vowel patterns, long vowel patterns, blending, variant vowels, syllabication rules, capitalization, quotes and mechanics, analogies, idioms, reading skills, reading comprehension, learning to read Author: Reading Manipulatives");sQ1[7]=new Array("http://www.readskill.com/Resources/Adolescent_Literacy.htm","Reading Manipulatives | Adolescent Literacy","Manipulatives are ideal for use with English language learners.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Sets of manipulatives & skills cards advance adolescent literacy. Stagnating reading skills in middle school Since the enactment of the No Child Left Behind (NCLB) law in 2002, the National Association of Educational Progress (NAEP) has administered annual tests to fourth and eighth graders nationwide. Reading results are dismal. Gains in reading achievement for fourth graders have been marginal, while performance of eighth graders has declined. In fact, NAEP test results for students in fifth through eighth grades show little or no progress during 30 years of testing. Darvin Winick, chairman of the bipartisan group set up by Congress to oversee NCLB, acknowledged in a 2007 interview, “Probably the educational establishment needs to look at middle school reading to see why we’re not making progress there.” Physical and emotional changes brought on by puberty often take precedence over academics. To advance skills, programs must consider the potent needs for belonging and self worth that exist in adolescence. Additionally, the increasing numbers of at-risk students in our schools are a challenge to reach during these years. Why individualized Reading Manipulatives products work Reading Manipulatives products are amazingly effective with older students of all ability levels. The self-directed activities methodically develop a wide array of skills in a holistic manner. These are reasons why the comprehensive sets of materials build skills. Manipulatives tap into the multiple intelligences most often demonstrated by adolescents: spatial, bodily-kinesthetic, and interpersonal. Manipulatives seem like games, so they engage older students. Most Americans learn best with hands-on approaches. Products address achievement gaps at all levels and cover literacy skills from phonemic awareness through critical reading and composition. Often literacy skills instruction ceases by middle school. These individualized materials continue to advance key language concepts. All readers benefit from thought-provoking activities. Multilevel sets have a similar appearance, removing the stigma that is often attached to materials used by at-risk students. Our products do not appear remedial or babyish. Serving as mentors helps middle school students to thrive. The individualized sets encourage cooperative learning. Students naturally assist one another. Classrooms have a wide range of student needs and abilities. Reading Manipulatives products can provide suitable differentiated instruction for any student. Students are responsible for selecting, completing, checking, and tracking activities. This personal involvement builds accountability and interest. Complete sets of skills cards review key English-usage concepts with mini-lessons and application drills. English Language Learners (ELLs) are the fastest growing student population. These intuitive, natural approaches need less explanation, removing language barriers. Products are available for ELLs at various skill and language levels and help teachers with instruction. Students who have experienced repeated failure with other approaches often succeed with manipulatives. Multilevel sets allow them to progress as they master skills. The comprehensive sets are ideal for lab-like programs. Students benefit from continued literacy skill instruction. As they work on suitable materials, teachers are freed for instruction.  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, English Language Learners, ELL, second language literacy, literacy skills Author: Reading Manipulatives");sQ1[8]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/","Reading Manipulatives Grade-Level Sets","Sets of manipulatives which are ideal for differentiating instruction.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Complete sets of manipulatives are ideal for differentiating instruction. KINDERGARTEN SET 00K $275 Phonemic awareness, reading readiness – Includes 6 products ($387 value):    085, 095, 105, 110, 120, 150  FIRST GRADE SET 001 $275 Phonemic awareness, decoding, blending – Includes 8 products ($323 value):    130, 140, 150, 210, 220, 230, 240, 260  SECOND GRADE SET 002 $275 Decoding, blending, structural analysis, fluency – Includes 9 products ($322 value):    135, 210, 270, 285, 310, 327, 430, 505, 610  THIRD GRADE SET 003 $325 Blending, structural analysis, vocabulary, comprehension, fluency – Includes 9 products ($380 value):    270, 310, 320, 328, 410, 435, 510, 515, 615  FOURTH GRADE SET 004 $325 Structural analysis, vocabulary, comprehension, usage – Includes 9 products ($386 value):    320, 328, 360, 415, 435, 460, 510, 515, 640  FIFTH GRADE SET 005 $350 Vocabulary, comprehension, critical reading, usage – Includes 9 products ($407 value):    330, 340, 415, 450, 460, 520, 530, 555, 650  SIXTH GRADE SET 006 $350 Vocabulary, comprehension, critical reading, usage – Includes 9 products ($412 value):    330, 345, 420, 450, 465, 520, 530, 555, 670  SEVENTH GRADE SET 007 $350 Vocabulary, comprehension, critical reading, usage – Includes 9 products ($412 value):    330, 335, 345, 420, 465, 530, 550, 555, 675  EIGHTH GRADE SET 008 $350 Vocabulary, comprehension, critical reading, usage – Includes 9 products ($412 value):    330, 335, 345, 420, 465, 530, 550, 555, 680  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading readiness, auditory discrimination, vocabulary, word mastery, decoding and blending, comprehension, usage, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[9]=new Array("http://www.readskill.com/Resources/ProductDemos/","Reading Manipulatives | Product Demos","Flash demonstrations of selected Reading Manipulatives products.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form See how individualized manipulatives can develop key literacy skills Reading Manipulatives materials teach essential skills and can replace expendables in programs. Check out these animated demos to see how manipulatives are used to build phonemic awareness, phonics, fluency, vocabulary, and comprehension. Each demo is accompanied by a free, downloadable resource.  PHONEMIC AWARENESS  Teach phonemes in isolation with fun songs, blend them to form words, and segment like phonemes. View Demo Download Tips Issue    SHORT & LONG VOWEL PATTERNS    Use flip strips to teach the spelling patterns and then decode words that follow these patterns. View Demo Download Tips Issue   SYLLABICATION RULES    Students learn 4 rules and then apply them in order. This holistic approach leads to mastery. View Demo Download Tips Issue   PREFIXES & SUFFIXES    Familiarity with prefix meaning and suffix usage helps students to figure out vocabulary words. View Demo Download Tips Issue   LITERAL COMPREHENSION    Manipulatives are useful for building comprehension skills of sequencing and main idea identification. View Demo Download Tips Issue   SCRAMBLED SENTENCES   Build fluency and advance English usage concepts with multilevel, fact-filled scrambled sentences. View Demo Download Tips Issue    Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulative product demonstrations, phonics, reading, manipulatives, phonic manipulatives, reading skills, phonemic awareness, scrambled sentences, structural analysis, decoding Author: Reading Manipulatives");sQ1[10]=new Array("http://www.readskill.com/SiteMap.htm","Reading Manipulatives | Site Map","Our site map is a guide to content on readskill.com - You can access any area directly from this page","Shopping Cart | Site Map | Contact Us     search  Products Resources Support    Site Map        Home Index Contact Us Form Teacher Feedback Teacher Feedback Form View Shopping Cart Products Index Phonemic Awareness Reading Readiness - 085 Phoneme Songs - 095 Phoneme Songs Mini Set - 098 Phoneme Songs CD Only - 099 Rhyming - 105 Initial Phoneme Sorts - 110 Final Phoneme Sorts - 120 Short/Long Vowel Phonemes - 130 SLV Posters and CD Only - 135 Blend & Digraph Sorts - 140 Story Sequencing - 150 Decoding & Blending SLV Flip Strips - 210 SLV Decoding - 220 SLV Sentences - 230 Variant Vowels - 240 SLV Word Families - 250 Star Blending - 260 Intermediate Blending - 270 Structural Analysis Syllable Sorts - 310 Syllabication - 320 Contractions/Possessives - 325 Prefix/Root/Suffix A - 327 Prefix/Root/Suffix B - 328 Suffix Spelling Changes - 350 Fluency Dolch Sight Words - 280 Dolch Sentences - 285 Scrambled Sentences Farm 1 - 610 American Landmarks 1 - 615 Birds 1 - 620 Dangerous Creatures 2 - 640 World Landmarks 2 - 645 Nature 2 - 650 Dangerous Creatures 3 - 670 Watchable Animals 3 - 675 Lost Civilizations 3 - 680 Vocabulary Suffixes Match-Ups - 330 Prefixes Match-Ups A - 340 Prefixes Match-Ups B - 345 Latin Roots - 335 Compound Words A - 430 Compound Words B - 435 Compound Words Centered A - 445 Compound Words Centered B - 450 Synonyms Match-Ups A - 410 Synonyms Match-Ups B - 415 Synonyms Match-Ups C - 420 Analogies Match-Ups A - 460 Analogies Match-Ups B - 465 Comprehension Sentence Sequencing A - 505 Sentence Sequencing B - 510 Paragraph Sequencing A - 515 Paragraph Sequencing B - 520 Idioms - 530 True/False/Opinion - 555 Communication Subjects & Predicates - 360 Parts of Speech Sentences A - 370 Parts of Speech Sentences B - 375 Capitalization/Punctuation A - 380 Capitalization/Punctuation B - 385 Irregular Verbs - 390 Troublesome Usages - 395 Outlining - 540 Transitions & Conjunctions - 550 Multi-Product Sets Skill-Area Sets Reading Readiness Set - 100 Auditory Discrimination Set - 200 Decoding I Set - 300 Decoding II Set - 400 Vocabulary I Set - 500 Vocabulary II Set - 600 Comprehension Set - 700 Usage I Set - 750 Usage II Set - 775 Scrambled Sentences Set 1 - 800 Scrambled Sentences Set 2 - 850 Scrambled Sentences Set 3 - 900 Multi-Grade Sets School-Wide Set - 1000 Primary Grades Set - 1025 Middle Grades Set - 1050 Middle School Set - 1075 Set Contents Grade-Level Sets Kindergarten Set First Grade Set Second Grade Set Third Grade Set Fourth Grade Set Fifth Grade Set Sixth Grade Set Seventh Grade Set Eighth Grade Set Sourcebook Resources Index Literacy Skills Product Demos Phonemic Awareness SLV Patterns Syllabication Rules Prefixes & Suffixes Literal Comprehension Scrambled Sentences Tips for Teachers Issues Phonemic Awareness Short/Long Vowel Patterns Blending SLV Bases Variant Vowels Syllabication Rules Dolch Sight Words Scrambled Sentences Affixes & Roots Analogies Literal Comprehension Idioms-Figurative Language Capitalization & Punctuation Student Aids Short Vowel Posers & Songs Spelling Dictionary High-Frequency Spelling Words Capitalization/Punctuation Charts Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form Support Index About RM FAQs Ordering Quick Order Page Order Form Contact Us Catalog     Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved.      Keywords: site map, customer service, help, information, how to read, learn to read, learning to read, reading comprehension, reading skills / Author: Reading Manipulatives");sQ1[11]=new Array("http://www.readskill.com/ContactUs.htm","Reading Manipulatives | Contact Us","If you have questions or need assistance, use this contact form.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support       Contact us   If you have questions that are not answered on the site or you need assistance with an order, fill out our form below. A representative will get back to you in a timely manner with the information that you need.  Name: E-mail address: Comments or questions:       Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved.  Keywords: reading manipulatives, contact form Author: Reading Manipulatives");sQ1[12]=new Array("http://www.readskill.com/Products/PhonemicAwareness/","Reading Manipulatives | Phonemic Awareness Products","Lay a foundation for reading success with fun manipulatives and songs","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Lay a foundation for reading success with fun manipulatives & songs. READING READINESS MATCH-UPS 085 $38 Visual discrimination – Match upper & lower case letters in 8 sets with 6 pairs – Match 2 words that are alike in 8 sets with 6 groups of 3  RHYMING MATCH-UPS & MORE 105 $40 Rhyming & blending word families – Match 5 pairs of rhyming pictures in 8 sets – Build rhyming skills with 24 single-phoneme word families – 12 rhymes with matching pictures  STORY SEQUENCING 150 $40 Story structure & language development – Arrange 4 pictures that convey a story in 12 sets – Identify story elements and tell story in sentences  PHONEME SONGS & BLENDING 095 $140 PHONEME SONGS — MINI-SET 098 $50 Phoneme pronunciation and blending – 29 engaging, colorful posters & CD with songs – Phoneme illustrations for word on front with picture on back – Word families with phoneme illustrations behind letters  INITIAL PHONEME SORTS 110 $45 FINAL PHONEME SORTS 120 $35 Phoneme segmentation – Sort 27 pictures by 3 initial phonemes in 8 sets – Sort 27 pictures by 3 initial phonemes in 6 sets  SHORT/LONG VOWEL PHONEMES 130 $50 SV POSTERS & CD ONLY 135 $25 Short & long vowel pronunciation and segmentation – 5 short vowel posters & CD with vowel songs (in both) – Sort 20 pictures by short or long vowels (7 sets in 130) – 90 multiuse short-vowel pictures (in 130)  BLEND & DIGRAPH SORTS 140 $35 Blends & Digraphs – Sort 30 pictures by blends or digraphs in 8 sets – Sets for digraphs, L-blends, R-blends, S-blends   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved.   Keywords: reading readiness, phonemic awareness, blend and digraph sorts, short vowel phonemes, long vowel phonemes, rhyming, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[13]=new Array("http://www.readskill.com/Products/DecodingBlending/","Reading Manipulatives Decoding & Blending Products","Teach short and long vowel patterns using decoding and blending materials.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Comprehensive, engaging manipulatives build key phonics skills. FLIP STRIPS — SLV PATTERNS 210 $28 Short and long vowel spelling patterns – 105 flip strips for all short/long vowel spelling combinations  SLV DECODING MATCH-UPS 220 $40 Decoding words with short & long vowels – Match 16 words following SLV patterns to 16 pictures – 1 set for each short vowel & 1 for each short/long combination  SLV SCRAMBLED SENTENCES 230 $40 Decoding SLV words & sentence structure – 24 sets of 3 sentences with matching pictures – Learn about capitalization, punctuation, word order  VARIANT VOWEL WF & SS 240 $40 Decoding & blending words with variant vowels – 35 bases, 255 words formed – 12 sets of 3 sentences with matching pictures – Learn about capitalization, punctuation, word order  SLV WORD FAMILIES 250 $30 Blending onsets to short & long vowel rimes – 91 bases, 651 words formed  STAR BLENDING 260 $50 Blending rimes to onsets to complete stars – 3 stars per set formed by adding points to make words – 26 sets of 3 stars in 2 levels  INTERMEDIATE BLENDING 270 $40 Blending bases to digraphs & blends – 20 sets containing 30 to 34 bases – Initial sounds are digraphs, L-blends, R-blends, or S-blends   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: decoding, blending, short vowels, long vowels, literacy skills, reading, manipulatives, reading skills, slv patterns, variant vowels Author: Reading Manipulatives");sQ1[14]=new Array("http://www.readskill.com/Products/StructuralAnalysis/","Reading Manipulatives Structural Analysis Products","Key structural analysis concepts improve decoding and encoding skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Syllable Sorts Syllabication Contractions/Possessives Prefix/Root/Suffix Suffix Spelling Changes Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Key structural analysis concepts improve decoding & encoding skills. SYLLABLE SORTS 310 $30 Dividing 2-syllable words according to syllabication rules – 4 syllabication rules are taught – 12 sets with 36 words to sort by rule applied  SYLLABICATION — LONGER WORDS 320 $30 Dividing words with 3 or more syllables according to rules – Syllabication rules at the top of each card – 15 cards containing 30 words to divide according to rules  CONTRACTIONS & POSSESSIVES 325 $22 Flip strips for contactions & posessives – 42 flip strips illustrate the formation of English contractions – 35 flip strips turn singular possessives into plural possessives  PREFIX/ROOT/SUFFIX A 327 $42 PREFIX/ROOT/SUFFIX B 328 $42 Affixes as structural components of words – 18 sets containing 10 root words with affixes to match – Cloze sentences to match to each of the words formed  SUFFIX SPELLING CHANGES 350 $25 Teaches spelling rules for adding suffixes – 4 charts containing the spelling rules for adding suffixes – 30 drill cards build spelling proficiency & consciousness   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: short and long vowels, affixes, blending and decoding, syllabication, structural analysis, reading comprehension, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[15]=new Array("http://www.readskill.com/Products/Fluency/","Reading Manipulatives Fluency Products","Fluency manipulatives target Dolch sight words and assembling complex sentences.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Dolch Sight Words Dolch Sentences Scrambled Sentences Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Memorization of high-frequency sight words advances fluency. DOLCH SIGHT WORDS 280 $50 Sight vocabulary (Dolch 220) – 220 color-coded, double-sided flash cards – 25 spelling lessons built around Dolch 220 & phonetic principles  DOLCH WORK/PLAY SENTENCES 285 $45 Practice Dolch sight words in scrambled sentences – 24 sets containing 4 sentences & matching photos – Build linguistic & usage competency  FARM 1 610 $45 AMERICAN LANDMARKS 1 615 $45 BIRDS 1 620 $45 DANGEROUS CREATURES 2 640 $45 WORLD LANDMARKS 2 645 $45 NATURE 2 650 $45 DANGEROUS CREATURES 3 670 $50 WATCHABLE ANIMALS 3 675 $50 LOST CIVILIZATIONS 3 680 $50 Linguistics, grammar, language, vocabulary, facts – 12 sets of 5 color-coded sentences per product – Engaging color photos for each set topic – Learn fascinating facts while developing multiple skills Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: Dolch words, fluency manipulatives, improving fluency, reading comprehension, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[16]=new Array("http://www.readskill.com/Products/Vocabulary/","Reading Manipulatives Vocabulary Products","Teach students to use words properly in context, expand their vocabulary, and how to utilize affixes.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook Holistic strategies expand vocabulary & meaning-analysis concepts. SUFFIXES MATCH-UPS 330 $38 Suffix usage & how they affect parts of speech – 12 sets of 15 suffixes to match to root words – 12 cloze sentences to match for word usage  PREFIXES MATCH-UPS A 340 $38 PREFIXES MATCH-UPS B 345 $38 Prefix usage & how they affect meaning – 12 sets of 15 prefixes to match to root words – 12 cloze sentences to match for word meaning  LATIN ROOTS MATCH-UPS 335 $48 Analyze word meaning through component meaning – 14 sets containing annotated Latin root words, prefixes, suffixes – Sets have 3 different Latin roots with 5 examples for each  COMPOUND WORDS A 430 $32 COMPOUND WORDS B 435 $48 Build compound words (justification signals word position) – 16 sets of 14 compunds words in Level A – 24 sets of 14 compunds words in Level B  COMPOUND WORDS CENTERED A 445 $32 COMPOUND WORDS CENTERED B 450 $48 Build compound words (centering makes more challenging) – 16 sets of 14 compunds words in Level A – 24 sets of 14 compunds words in Level B  SYNONYMS MATCH-UPS A 410 $48 SYNONYMS MATCH-UPS B 415 $48 SYNONYMS MATCH-UPS C 420 $48 Word meaning & usage of synonyms – 20 sets of 14 pairs of synonyms to match per level – Cloze sentence card for word meaning & synonym substitution  ANALOGIES MATCH-UPS A 460 $40 ANALOGIES MATCH-UPS B 465 $40 Vocabulary & reasoning – 18 sets of 10 analogies per level – Answer keys show relationship type    Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: affixes, building vocabulary, analogies, synonyms, compound words, prefixes, suffixes, latin roots, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[17]=new Array("http://www.readskill.com/Products/Comprehension/","Reading Manipulatives Comprehension Products","Build key comprehension skills via extensive practice with structured reading selections followed by activities that check comprehension.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Sentence Sequencing Paragraph Sequencing Idioms True/False/Opinion Communication Multi-Product Sets Sourcebook Students read intriguing factual stories and advance comprehension. SENTENCE SEQUENCING A 505 $35 SENTENCE SEQUENCING B 510 $42 Literal comprehension: sequence – 24 sets of 7 sentences to sequence in Level A – 30 sets of 7 sentences to sequence in Level B  PARAGRAPH SEQUENCING A 515 $55 PARAGRAPH SEQUENCING B 520 $55 Literal comprehension: sequence & main idea – 30 sets of 4 paragraphs to sequence in Level A with main ideas to match – 30 sets of 5 paragraphs to sequence in Level B with main ideas to match  IDIOM MATCH-UPS 530 $45 Inferential comprehension: figurative language – 18 sets of 10 idioms to match to sentences showing usage – Idiom origin is on back of idiom cards  TRUE/FALSE/OPINION SORTS 555 $50 Critical reading: determining fact or opinion – 28 stories (approx. 375 words) with 10 statements each to sort – Double-sided cards (statement on front, answer with support on back) – Develops critical reading, or interpretation skills   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading comprehension skills, literal comprehension, critical reading, comprehension strategies, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[18]=new Array("http://www.readskill.com/Products/Communication/","Reading Manipulatives Communication Products","Develop writing skills and usage concepts.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Complete materials build usage concepts & writing competency. SUBJECT/PREDICATE MATCH-UPS 360 $36 Sentence construction – Match subjects to predicates in 15 sets of 10 pairs – Learn key components of English sentences  PARTS OF SPEECH SENTENCES A 370 $46 PARTS OF SPEECH SENTENCES B 375 $54 How parts of speech are used in sentences – 18 sets of stories containing 5 scrambled sentences each (per level) – Color-coded parts of speech demonstrate usage  CAPITALIZATION/PUNCTUATION A 380 $45 CAPITALIZATION/PUNCTUATION B 385 $52 Reviews rules for capitalization & punctuation – 18 capitalization cards and lessons per level – 18 punctuation cards & lessons in Level A, 24 in Level B  IRREGULAR VERBS CARDS 390 $30 Clarifies usage of 50 irregular verbs – 24 double-sided irregular verb cards with lessons & practice  TROUBLESOME WORDS & USAGES 395 $45 Lessons on grammar & writing pitfalls – 18 cards with lessons & practice for commonly misused words – 18 cards with lessons & practice for problematic writing constructions  OUTLINING — STORIES & STEPS 540 $55 Identifying topics, subtopics, & details – 28 sets develop outlining skills in 4 levels – 8 outline essay starters transfer skills to writing  TRANSITIONS & CONJUNCTIONS 550 $55 Selecting transitions or conjunctions & sequencing – 25 sets of 5 paragraphs with 4 transitions or conjunctions per paragraph – Develops comprehension (sequencing) and usage (word choice)    Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: writing skills, phonics, reading, manipulatives, literacy skills, phonic manipulatives, reading skills Author: Reading Manipulatives");sQ1[19]=new Array("http://www.readskill.com/Products/Sets/","Reading Manipulatives | Products | Sets","Reading Manipulatives materials assure mastery of key literacy skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook  Save 15% on multi-product sets of individualized materials Differentiated instruction Advance literacy skills with complete sets of manipulatives and skills cards. Products cover targeted skills holistically and provide adequate practice for mastery. Active student involvement increases commitment.   More  Grade-level sets These product groupings address an array of skills suitable for students in each grade level. The sets supplement core reading programs and can be used for seatwork or stations, freeing teachers from repetitive lesson preparation.   More  Skill-area sets For all categories of literacy skills from phonemic awareness through comprehension, these sets assure that the full sequence of skills and levels are covered. Sets are ideal for those targeting specific types of skills.   More  Multi-grade sets The School-Wide Resource Set includes every Reading Manipulatives product. The other groupings are for multi-grades (primary, middle, and middle school). These large groupings can be used in labs or shared.   More   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: Literacy Skills, Phonemic Awareness, Decoding and Blending, Structural Analysis, Fluency, Vocabulary, Comprehension, Skill-Area Sets, Reading Manipulatives, No Child Left Behind Author: Reading Manipulatives");sQ1[20]=new Array("http://www.readskill.com/Products/Sourcebook/","Reading Manipulatives - Sourcebook","","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Practical strategies, materials, and resources for literacy teachers  SOURCEBOOK READING MANIPULATIVES SOURCEBOOK Reading Manipulatives Sourcebook shows how to teach essential literacy skills and has practical aids that every teacher needs. From research findings and program management through step-by-step directions and complete resources for implementation, this Sourcebook is the ultimate guide for educators. First the Sourcebook gives rationale for reading manipulatives. Materials construction tips and strategies for managing individualized reading programs are delineated. The final 6 sections are divided according to skills: phonemic awareness, phonics, fluency, vocabulary, comprehension, and communication. All levels and types of skills are covered, making the Sourcebook a worthwhile resource for any teacher. After each key skill is explained, instructional steps and materials are presented. The explicit teaching suggestions and comprehensive resource lists offer valuable support to all teachers, whether or not they choose to use manipulatives. Download Excerpts  BUY | SOURCEBOOK050$40 Sections Included: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Communication Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Author: Reading Manipulatives");sQ1[21]=new Array("http://www.readskill.com/Resources/FeaturesBenefits/","Reading Manipulatives | Features & Benefits","Features and benefits of Reading Manipulatives materials","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Features & benefits of Reading Manipulatives materials Individualized — 1000+ unique sets All sets in each product are different. Once students are introduced to the skills and shown how to do the manipulatives or skills cards, they are able to work independently through the entire series. By the time they complete all the sets, students demonstrate skill proficiency. These structured, repetitive materials lead to student independence and allow teachers to manage individualized reading programs. Suitable for all age and ability levels For gifted or reluctant readers, from readiness through adult, these amazing materials work! Comprehensive Reading Manipulatives products assure that the full range of skills is covered. Students work at appropriate levels in materials they are interested in. As a result, skills and test scores improve. Foster student accountability A lab-like setting where students have choices is remarkably effective. Active involvement builds accountability. Teachers familiarize students with the skills and materials format. Then, in most sets, students can select, complete, correct, and record their activities. They are motivated to work through the sets and achieve superior results. Natural, intuitive approaches Manipulatives utilize natural approaches to develop key reading and writing abilities. Sequencing and blending are a few examples of many skills that can be taught more intuitively with manipulatives. When cumbersome directions and steps are eliminated, students are more apt to grasp concepts and improve skills. Challenging multilevels The ability ranges and diversity in classrooms continue to widen. Many Reading Manipulatives products are multilevel. Students are placed in appropriate instructional levels. The abundant practice each level affords prepares them to move to higher levels. All levels have a similar appearance, taking away stigma that is often attached to materials used with special-needs students. Many products contain fascinating facts The comprehension, syntax, and usage materials use trivia and intriguing factual stories to engage students. As students improve reading and language arts skills, they learn about the world and its inhabitants. Cost-effective and reusable Reading Manipulatives products are a great value. The individualized materials are printed on cover-weight paper and commercially laminated. The 3-mil film is nearly twice as thick as what most schools use and is applied at high temperatures, allowing for cutting after lamination. These durable materials should last for years. Also, students tend to take care of the manipulatives because they appreciate and enjoy them. All sets and pieces coded All of the 1000 plus sets and pieces within them have unique codes. These are used for tracking completed sets and selecting activities that have not yet been done. Codes maintain integrity of the manipulatives by assuring that pieces are in the correct sets. Cutting & packaging Products must be cut and packaged prior to use. Sheets are designed to make the cutting as easy as possible, and 4-mil zipper bags to hold the individual sets are furnished. Even though initial time must be invested, the manipulatives replace expendable materials. In the long run, time and resources are saved. Once classes have an array of instructional manipulatives in use, teachers are released from the daily drudgery of preparing seatwork for every reading group. Checking and recording activities After students are introduced to a new series, they are able to select sets, work independently, correct their work, and record it on their checklists. Answer keys are provided whenever possible since students benefit from checking their own work. Guides contain black-line masters of checklists to copy and place in student folders. Students use these to choose sets and keep track of the ones they have completed.  Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading programs, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[22]=new Array("http://www.readskill.com/Resources/NCLBCompliance/","Reading Manipulatives | NCLB Compliance","No Child Left Behind Act - Research and Compliance","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  No Child Left Behind Act — Research & Compliance Parameters of the legislation On January 8, 2002, President Bush signed into law the No Child Left Behind Act of 2001 (NCLB). This law represents the most sweeping K-12 education changes to the Elementary and Secondary Education Act (ESEA) since it was enacted in 1965. NCLB legislation is based on these reform principles:   • emphasis on teaching methods that have been scientifically proven to work;   • stronger accountability for results;   • increased flexibility and local control; and   • expanded options for parents. The legislation's mandatory clauses (yearly testing of all students, subsequent grading of schools with repercussions for failing schools, requirement that methods be scientifically proven) give the federal government unprecedented influence over reading programs in local school districts. In actuality, federal involvement over many decades led to NCLB. The National Assessment of Educational Progress (NAEP) has tracked student performance with annual testing of students in grades 4, 8, and 12. Reading and writing scores have remained relatively flat since testing began in 1971. This is particularly disturbing given how low those scores have been. For example, in 2003, 37 percent of fourth graders could not even read at basic level, meaning they could barely read a sentence without difficulty. Only 32 percent had proficient or advanced reading skills. As a matter of fact, scores over the thirty-year period show fewer than one-third of the nation's students attaining reading proficiency. In 1965, the National Institutes of Childhood Health and Human Development (NICHD) first began funding scientific research focusing on reading and learning disabilities. Perhaps because of the National Commission on Excellence in Education’s scathing 1983 report, A Nation at Risk, the 1985 Health Research Extension Act directed NICHD to broaden and improve the quality of reading research. Dr. Reid Lyon has headed a team of over 100 researchers in education, medicine, and psychology at multiple research centers (14 to 18), including Harvard, Yale, Johns Hopkins, the Universities of Houston and Colorado, and Florida State. A major issue with reading research had been inconsistency in findings. Reid established detailed sampling requirements and increased scientific rigor. As a result, NICHD has amassed a sizeable body of highly replicable and significant data. Research findings from this agency played a key role in the establishment of NCLB parameters and guidelines. Reading First targeted skills The first phase of NCLB is Reading First, an initiative aimed at helping every child across the nation to become a successful reader by the end of third grade. The primary grades are the optimum window for teaching children to read; yet two-thirds of students nationwide have not acquired adequate reading skills by fourth grade. Over 70 percent of that group continues to have poor achievement throughout their educations and are far more likely to drop out of school. For these reasons, the federal government promised to distribute up to $6 billion over the next several years to state and local early reading programs; however, this funding is below expected levels due to growing budget deficits. The National Reading Panel (NRP) issued a report in 2000 that responded to a Congressional mandate to help parents, teachers, and policymakers identify key skills and methods central to reading achievement. The panel began its work with a thorough analysis of a National Research Council report, Preventing Reading Difficulties in Young Children (Snow, Burns, Griffin, 1998). Then they set up parameters to screen some of the 1000 studies in reading instruction found in public databases since 1966 and identified methods that consistently related to reading success. NRP established these definitions and areas of study for skills critical to early reading success, which must be systematically and explicitly taught:   • phonemic awareness – the ability to hear and identify sounds in spoken words;   • phonics – the relationship between letters of written language and sounds of spoken language;   • fluency – the capacity to read text accurately and quickly;   • vocabulary – the words students must know to communicate effectively; and   • comprehension – the ability to understand and gain meaning from what has been read. How Reading Manipulatives Products Support NCLB Reading First skill-area summaries are from the Center for the Improvement of Early Reading Achievement (CIERA) report, The Research Building Blocks for Teaching Children to Read. Each is followed by specific references to how Reading Manipulatives products support these objectives. This information provides the scientific support that districts may require. CIERA phonemic awareness summary 1. Phonemic awareness is the ability to hear, identify, and manipulate individual sounds called phonemes in spoken words. 2. Phonemic awareness is important because it improves children's word reading and reading comprehension and helps children learn to spell. 3. Phonemic awareness can be developed through a number of activities, including asking children to: identify phonemes, categorize phonemes, blend phonemes to form words, segment words into phonemes, delete or add phonemes to form new words, and substitute phonemes to make new words. 4. Phonemic awareness instruction is most effective when children are taught to manipulate phonemes by using the letters of the alphabet and when instruction focuses on only one or two rather than several types of phoneme manipulation. RM phonemic awareness products Scientific research clearly demonstrates the benefits of explicit phonics, and CIERA instructional strategies (3 & 4) appear to suggest explicit phonics methodology. In the Reading Manipulatives Phoneme Songs & Blending program, clever songs and memorable posters teach isolated phonemes. Once students know phoneme sounds, they learn to blend them together to form words. Blending is a difficult task for many. Representing phonemes with pictures prior to introducing letters facilitates this process. Word families place the graphemes (letters) over the pictures and are excellent for building blending proficiency. This multisensory phonemic awareness program meets all CIERA criteria. Once students have basic phonemic awareness concepts, Initial, Final, and Vowel Phoneme Sorts and give students practice identifying and segmenting phonemes. As students figure out the names for the pictures, they improving vocabulary and thinking skills. CIERA phonics summary 1. Phonics helps children learn the relationships between the letters of written language and the sounds of spoken language. 2. Phonics instruction is important because it leads to an understanding of the alphabetic principle (the systematic and predictable relationships between written letters and spoken sounds). 3. Programs of phonics instruction are effective when they are systematic (the plan of instruction includes a carefully selected set of letter-sound relationships that are organized into a logical sequence) and explicit (the programs provide teachers with precise directions for the teaching of these relationships). 4. Effective phonics programs provide ample opportunities for children to apply what they are learning about letters and sounds to the reading of words, sentences, and stories. 5. Systematic and explicit phonics instruction significantly improves children's word recognition, spelling, and reading comprehension and is most effective when it begins in kindergarten or first grade. RM phonics products Reading Manipulatives phonics materials are optimal for meeting these objectives and assuring that all students learn key phonics skills. Students today are primarily kinesthetic learners. The game-like feel of manipulatives motivates students of all ages, so they work at higher levels and accomplish more. Fragmented skills instruction in workbooks and black-line masters is ineffective, and that is a major reason why educators pulled back from structured phonics during the whole language era. Completeness and continuity lead to mastery. Our phonics products identify the key phonetic principles and then teach them systematically and explicitly. Students enjoy the manipulatives and will gladly repeat them as often as needed. Knowledge of short/long vowel phonemes and patterns is the most utilitarian phonics skill. Of the 44 phonemes in the English language, those with the highest utility are the 5 short vowels. Students should first learn consonant phonemes. Then, once they master the short and long vowel sounds and patterns, they can begin to unravel the fascinating puzzle of written language through the application of key phonetic principles. Thorough and fun sets of manipulatives enable all students to master decoding and blending skills. Next, Reading Manipulatives offers several products to develop orthographic skills. Our holistic approaches to teaching affixes and syllabication are amazingly effective. Teachers tell us that they have a better understanding of how these skills work now that they have used our methodical products. Last, but not least, Reading Manipulatives phonics materials can be used for all age levels. The structure and format of these comprehensive products does not insult older students. They work just as well with adults and they do with primary students. CIERA fluency summary 1. Fluency is the ability to read a text accurately and quickly. 2. Fluency is important because it frees students to understand what they read. 3. Reading fluency can be developed by modeling fluent reading by having students engage in repeated oral reading. 4. Monitoring student progress in reading fluency is useful in evaluating instruction and setting instructional goals, and it can motivate students. RM fluency products Since fluency deals with reading text accurately and quickly, it stands to reason that teaching fluency is not directly developed with manipulatives or other materials. However, we do have 2 products that deal with sight vocabulary acquisition. Amazingly, knowing short/long vowels and patterns unlocks 50 percent of the Dolch 220 words. We have combined strategies for teaching sight vocabulary with Reading Manipulatives phonics materials. This leads to faster mastery of these high frequency words, thereby improving fluency. CIERA vocabulary summary 1. Vocabulary refers to the words we must know to communicate effectively. Oral vocabulary refers to words that we use in speaking or recognize in listening. Reading vocabulary refers to words we recognize or use in print. 2. Vocabulary is important because beginning readers use their oral vocabulary to make sense of the words they see in print. Readers must know what most of the words mean before they can understand what they are reading. 3. Vocabulary can be developed indirectly, when students engage daily in oral language, listen to adults read to them, and read extensively on their own. It is developed directly, when students are explicitly taught both individual words and word learning strategies. RM vocabulary products Reading Manipulatives has effective, multilevel vocabulary products. These materials cleverly combine manipulatives with usage checks. Levels are available for students of all ages and abilities. Levels have a similar appearance, taking away much of the stigma that is often attached to materials used with below-grade-level students. Our holistic approach to studying affixes builds genuine understanding of the function of prefixes, suffixes, and Latin root words. Students build words, study functions, and match cloze sentences to verify understanding of the vocabulary words. Our synonym material paves the way for synonym substitution, a powerful writing strategy. Analogies are excellent for building vocabulary and reasoning abilities. Both familiarize students with common testing formats. Reading Manipulatives vocabulary materials are challenging, valuable activities. Older students enjoy manipulatives and work at higher levels because of this. CIERA text comprehension summary 1. Text comprehension is important because it is the reason for reading. 2. Text comprehension is purposeful and active. 3. Text comprehension can be developed by teaching comprehension strategies. 4. Text comprehension strategies can be taught through explicit instruction, through cooperative learning, and by helping readers use strategies flexibly and in combination. RM text comprehension products Manipulatives are ideal for developing many comprehension and usage skills. What better way to teach sequencing or word order than with movable pieces? Comprehension strategies are taught in a structured manner, and abundant practice leads to mastery. Concepts learned from the manipulatives transfer readily from reading to writing. Activities in comprehensive sets of manipulatives contain fascinating facts to engage students. As they improving reading and language arts skills, students learn about the world and its inhabitants. The materials also foster student accountability. They are coded and have checklists to track completed work. Teachers familiarize students with the skills and materials format. Then, in most sets, students can select, complete, correct, and record their activities. Students are accountable for choices and progress. They are more motivated, and they always have worthwhile choices of things to do in their spare time.  Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, No Child Left Behind,NCLB legislation, Reading First, Center for the Improvement of Early Reading Achievement, phonemic awareness, phonics, fluency, vocabulary, text comprehension, reading comprehension Author: Reading Manipulatives");sQ1[23]=new Array("http://www.readskill.com/TeacherFeedback.htm","Reading Manipulatives | Teacher Feedback","Feedback from teachers and homeschoolers who have used Reading Manipulatives products","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Feedback Form Catalog Order Form  Those who try Reading Manipulatives products come back for more. Experienced teachers developed the comprehensive, well-researched products offered by Reading Manipulatives. In less hectic times, teachers actually found time to make materials to supplement the reading programs in use in their classrooms. But today’s teachers have more demands coming from all directions, and spare time is nonexistent. Products offered by Reading Manipulatives fill the void with effective, engaging materials that teach all types and levels of literacy skills. We realize that those using our products are an invaluable resource. Feedback lets us know what educators like, plus it helps us to improve current offerings and expand the product line. The ratings and comments that follow were taken from product evaluation questionnaires filled in by existing Reading Manipulatives customers, as well as from e-mails and other communication. Respondents gave each statement on the questionnaire a rating from 1 to 5, with 5 being the highest. The figures below show the average of all responses. A sampling of responses relevant to the category follows the ratings.  WHAT OTHER EDUCATORS HAD TO SAY Skills coverage and content Reading Manipulatives has the only literacy-skill-development program featuring comprehensive sets of manipulatives. The materials may seem like games, but, in fact, they are unique, individualized student sets that teach skills holistically. Both teachers and students respond positively to hands-on methods.    • develop skills in a logical, comprehensive manner – 4.7    • meet student needs with suitable levels or multilevels – 4.8    • engage students with interesting activities and topics – 4.6 “These high-interest materials are easily adaptable to my lessons and a diversity of learners.” “Students grasp concepts faster and get lots of opportunities to practice and review skills.” “By having more than one level, I can meet the needs of all of my readers.” “The logical progression of difficulty makes it easy for all students to work independently.” “Phoneme illustrations have helped my ESOL students to learn and remember English sounds. Also, songs provide repeated listening to a voice other than mine.” “I didn’t realize how much I relied on your products until I took a new job. Now I am buying them myself as I can afford them. I’d rather pay for great products so I can spend time with my family. Thank you.” “Interesting, effective ways to improve sentence structure, comprehension, and writing.” “Students love the stories. I am constantly being asked, ‘Is this true?’” “The manipulatives do a better job preparing my students for tests than the test-preparation materials that the district gives me.” Student involvement and effectiveness A lab-like setting where students have choices is remarkably effective. Active involvement builds accountability. Once students are taught the skills and introduced to the sets of manipulatives, in most cases they are able to select, complete, correct, and record activities. They are highly motivated to work through the sets and achieve superior results.    • understand products and work independently through activities – 4.7    • actively involved in selection, completion, checking, and record keeping – 4.7    • prefer manipulatives and skills cards over other choices – 4.8 “Hands-on is so much more effective than pencil and paper. My students love to work with all the products I have from your company.” “My students come into class asking to use the games, and I think, ‘You mean the learning games?’” “The manipulatives are easy to modify for my limited English speakers.” “The day I introduced scrambled sentences to my eighth graders, they didn’t want to leave when the period bell rang.” “The materials for older students, especially in language mechanics, are great and fill a gap.” “My students always prefer hands-on activities. They seem to grasp concepts much faster when they use manipulatives.” “A much-needed break from pencil and paper. Students definitely enjoy manipulatives and stay on task when using them.” “I love the self-checking manipulatives. My students want to work through an entire set, so I have to assign certain activities each day to assure a balance.” “With all the emphasis on basic skills and testing, it’s great to have materials to challenge my advanced students.” Product design and durability Reading Manipulatives products are a great value. The individualized materials are printed on cover-weight paper and commercially laminated, making them quite durable. Every piece is coded to maintain set integrity. Students tend to take care of the manipulatives because they appreciate and enjoy them.    • durable due to paper and lamination weight – 4.9    • make excellent use of color, graphics, and type – 4.8    • maintain integrity of the sets with logical, easy-to-understand coding – 4.9 “I was blown away by the sense of organization in the manipulatives.” “Coding makes it easy to organize and keep track. Students like to check and record their work.” “Nice to get them laminated and with zipper bags since we were able to start using them quickly.” “High quality, durable products that my students love. Keep up the good work!” “They are colorful, durable, and so adaptable to lots and lots of my lessons.” “Sets were a pain to cut and assemble, but now I have used them over and over, and they are as good as new. I got back the time invested long ago.” “Materials are colorful and durable; however, my favorite feature is that they are so student-friendly.” PLEASE GIVE US YOUR FEEDBACK To make our products the best that they can be, we solicit your ongoing feedback. Let us know what you and your students like, how the products are working for you, and what you think should be improved. Your feedback can help us to make our materials the best that they can be since computerized publishing allows continual updating. Also, let us know if you have suggestions for products that develop skills not currently addressed. Give Feedback  Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives feedback, reading manipulatives opinions, reading manipulatives evaluation Author: Reading Manipulatives");sQ1[24]=new Array("http://www.readskill.com/Resources/QuickOrder.htm","Reading Manipulatives - Quick Order page","Identifying and matching subjects and predicates helps students to understand these sentence components.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Quick Order Page   050 Sourcebook $40 BUY  085 Reading Readiness Match-Ups $38 BUY  095 Phoneme Songs & Blending $140 BUY  098 Phoneme Songs — Mini-Set $50 BUY  099 Phoneme Songs CD Only $15 BUY  105 Rhyming Match-Ups & More $40 BUY  110 Initial Phoneme Sorts $45 BUY  120 Final Phoneme Sorts $35 BUY  130 Short/Long Vowel Phonemes $50 BUY  135 Short Vowel Posters & CD $25 BUY  140 Blend & Digraph Sorts $35 BUY  150 Story Sequencing $40 BUY  210 Flip Strips — SLV Patterns $28 BUY  220 SLV Decoding Match-Ups $40 BUY  230 SLV Scrambled Sentences $40 BUY  240 Variant Vowel Word Families & SS $40 BUY  250 SLV Word Families $30 BUY  260 Star Blending A & B $50 BUY  270 Intermediate Blending $40 BUY  280 Dolch Sight Words $50 BUY  285 Dolch Work/Play Sentences $45 BUY  310 Syllable Sorts $30 BUY  320 Syllabication — Longer Words $30 BUY  325 Contractions & Possessives Flip Strips $22 BUY  327 Prefix/Root/Suffix A $42 BUY  328 Prefix/Root/Suffix B $42 BUY  330 Suffixes Match-Ups $38 BUY  335 Latin Roots Match-Ups $48 BUY  340 Prefixes Match-Ups A $38 BUY  345 Prefixes Match-Ups B $38 BUY  350 Suffix Spelling Changes Cards $25 BUY  360 Subject/Predicate Match-Ups $36 BUY  370 Parts of Speech Sentences A $46 BUY  375 Parts of Speech Sentences B $54 BUY  380 Capitalization/Punctuation A $45 BUY  385 Capitalization/Punctuation B $52 BUY  390 Irregular Verbs Cards $30 BUY  395 Troublesome Words & Usage Cards $45 BUY  410 Synonyms Match-Ups A $48 BUY  415 Synonyms Match-Ups B $48 BUY  420 Synonyms Match-Ups C $48 BUY  430 Compound Words A $32 BUY  435 Compound Words B $48 BUY  445 Compound Words Centered A $32 BUY  450 Compound Words Centered B $48 BUY  460 Analogies Match-Ups A $40 BUY  465 Analogies Match-Ups B $40 BUY  505 Sentence Sequencing A $35 BUY  510 Sentence Sequencing B $42 BUY  515 Paragraph Sequencing A $55 BUY  520 Paragraph Sequencing B $55 BUY  530 Idiom Match-Ups $45 BUY  540 Outlining — Stories & Steps $55 BUY  550 Transitions & Conjunctions $55 BUY  555 True/False/Opinion Sorts $50 BUY  610 Farm 1 Scrambled Sentences $45 BUY  615 American Landmarks 1 Scrambled S. $45 BUY  620 Birds 1 Scrambled Sentences $45 BUY  640 Dangerous Creatures 2 Scrambled S. $45 BUY  645 World Landmarks 2 Scrambled Sent. $45 BUY  650 Nature 2 Scrambled Sentences $45 BUY  670 Dangerous Creatures 3 Scrambled S. $50 BUY  675 Watchable Animals 3 Scrambled S. $50 BUY  680 Lost Civilizations 3 Scrambled Sent. $50 BUY  00K Kindergarten Set $275 BUY  001 First Grade Set $275 BUY  002 Second Grade Set $275 BUY  003 Third Grade Set $325 BUY  004 Fourth Grade Set $325 BUY  005 Fifth Grade Set $350 BUY  006 Sixth Grade Set $350 BUY  007 Seventh Grade Set $350 BUY  008 Eighth Grade Set $350 BUY  100 Reading Readiness Set $250 BUY  200 Auditory Discrimination Set $140 BUY  300 Decoding - Level I Set $225 BUY  400 Decoding - Level II Set $225 BUY  500 Vocabulary - Level I Set $190 BUY  600 Vocabulary - Level II Set $325 BUY  700 Comprehension Set $300 BUY  750 Usage - Level I Set $110 BUY  775 Usage - Level II Set $160 BUY  800 Scrambled Sentences - Animals $120 BUY  850 Scrambled Sentences - Animals/Nature $120 BUY  900 Scrambled Sentences - Landmarks $120 BUY  1000 School-Wide Set $2300 BUY  1025 Primary Grades Set $900 BUY  1050 Middle Grades Set $1200 BUY  1075 Middle School Set $1700 BUY  44B Qty 100 4 mil 4x4 bags $5 BUY  46B Qty 100 4 mil 4x6 bags $6 BUY  58B Qty 100 4 mil 5x8 bags $9 BUY  69B Qty 100 4 mil 6x9 bags $12 BUY  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, subjects, predicates, sentence structure, literacy skills, phonics, reading, reading skills, phonic manipulatives, communication, forming sentences Author: Reading Manipulatives");sQ1[25]=new Array("http://www.readskill.com/Resources/LiteracySkills/","Reading Manipulatives | Literacy Skills","Free downloadable resources for teaching reading skills and literacy skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Teach key literacy skills with individualized, hands-on materials. For each literacy skill area listed below, online resources are provided. These sections first summarize the scope of the skills and scientific findings. Then essential skills within this category are discussed. Instructional steps and materials are given, along with links to Reading Manipulatives products that are related to the skills. PHONEMIC AWARENESS   Hands-on, natural approaches are far more effective with young children, so manipulatives are ideal for developing phonemic awareness. Instruction & Resources  DECODING & BLENDING   Manipulatives are optimal for imparting key phonics skills because they employ engaging strategies and provide plentiful practice. Instruction & Resources  STRUCTURAL ANALYSIS   Structural elements of words follow predictable patterns. Holistic materials help students to understand affixes and master syllabication rules. Instruction & Resources  FLUENCY   Sight vocabulary acquisition advances fluent reading. Assembling scrambled sentences helps students to understand the structure of language. Instruction & Resources  VOCABULARY   Vocabulary manipulatives build word knowledge with intuitive, holistic materials. Cloze sentences assure that students use words in properly context. Instruction & Resources  COMPREHENSION   Build key skills by providing extensive practice with manipulatives that check comprehension of reading selections. Some materials target critical reading. Instruction & Resources  COMMUNICATION   Structured sets of skill-development cards assure that key grammar and writing concepts are taught. Manipulatives are used to advance some skills. Instruction & Resources   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading teacher materials, free reading resources, phonemic awareness, Idioms, analogies, capitalization, varian vowels, blending short and long vowel bases, short and long vowel patters, syllabication rules Author: Reading Manipulatives");sQ1[26]=new Array("http://www.readskill.com/Resources/StudentAids/","Reading Manipulatives | Student Aids","Free Tips for Teachers issues contain instructional strategies and materials for developing reading skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form Ready-to-use student aids help you to impart crucial literacy skills. We have taken some of the most necessary building blocks for reading and writing and created invaluable student reference tools. Try them and you’ll be amazed at how much they help you and your students.   SHORT VOWEL POSTERS & SONGS Teach challenging short vowel phonemes with memorable auditory associations and songs. View/Download Resource   SPELLING DICTIONARY These reproducible booklets help early readers learn to read and spell high-frequency words. View/Download Resource   HIGH-FREQUENCY SPELLING WORDS Having this list of troublesome, high-use words helps older students improve spelling accuracy. View/Download Resource   CAPITALIZATION/PUNCTUATION CHARTS Readable, accordion-style wall charts summarize the rules and help students to remember them. View/Download Resource  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved.  Keywords: short vowel patterns, long vowel patterns, blending, variant vowels, syllabication rules, capitalization, quotes and mechanics, analogies, idioms, reading skills, reading comprehension, learning to read Author: Reading Manipulatives");sQ1[27]=new Array("http://www.readskill.com/Resources/ScientificBasis/","Reading Manipulatives | Scientific Basis","Scientific basis for Reading Manipulatives products","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Scientific basis for Reading Manipulatives products In order to be classified as evidence-based, an instructional program or practices must be tested and have a record of success. Reading Manipulatives products have been created by teachers, tested over many years, and they meet NCLB standards. Students who used them have made remarkable progress, developed self-esteem, improved their organization and accountability, and cultivated a greater enjoyment of reading and writing. The following characteristics, which are predicated by findings of educational and brain research, are fundamental design and content principles of the manipulatives. Experiential and engaging American children and adults of today are action-oriented; consequently, tactile modalities are now dominant for all ages, not just children. Data from millions of Myers-Briggs style tests shows that 70 percent of Americans are sensing types who learn best with hands-on, experiential materials that proceed in a step-to-step manner. For this reason, manipulatives that build literacy skills are extremely effective and result in students staying on task. Challenging and multilevel For many students, removing written responses reduces risk and stress, which often cause diminished performance. Studies confirm that an atmosphere combining low threat with significant challenge is most conducive to learning, making multilevel materials optimal. Grade-level designations are not attached to Reading Manipulatives products because students should be offered whatever they are capable of accomplishing. Natural Manipulatives utilize natural approaches for developing many reading skills, such as sequencing or blending. Since activities are intuitive, cumbersome directions are eliminated. Holistic Fragmented instruction inhibits learning, and this is the major problem with workbooks and worksheets. Reading Manipulatives products employ holistic methodology, covering the entire scope of each literacy skill. Additionally, the plentiful practice leads to mastery. Student-centered A lab-like setting where students have choices is remarkably effective. Active involvement builds accountability. Once students are taught the skills and introduced to the sets of manipulatives, in most cases they are able to select, complete, correct, and record activities. They are highly motivated to work through the sets and achieve superior results. The visible nature of manipulatives encourages interaction. Students naturally assist one another. Tutors have greater confidence as they learn about the skills and their students. Opportunities for expanding language abound.  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Author: Reading Manipulatives");sQ1[28]=new Array("http://www.readskill.com/Resources/SecondLanguage/","Reading Manipulatives | Second Language","Manipulatives are ideal for use with English language learners.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Manipulatives are ideal for use with English language learners. Second language literacy instruction In the United States, English language learners (ELLs) are the most rapidly expanding student population, doubling in the past decade. In 2001-2002, one in ten K–12 students spoke a primary language other than English, and the number of ELLs is expected to climb to 40 percent of the total school population by 2050. While ELLs exhibit a wide range of both English and subject matter proficiency, research indicates that students with a primary language other than English are twice as likely to read below grade level and to drop out of school. Certainly, this is partially because many of these students live in poverty and have parents with low levels of education. In addition, they often attend poorly funded schools in urban or rural areas. Widespread differences of opinion exist as to how we address the needs of ELLs. Some believe that linguistic diversity enriches us, yet others think nothing but English should be spoken in schools and government. Funding also comes into play. Bilingual education is more costly to implement than English-only programs, such as Structured English Immersion (SEI), so this undoubted influences program implementation. In reality, advocates seem to support varied program types and objectives with their research. Reading Manipulatives products complement bilingual programs and can be core program components in SEI programs. The following are among the many reasons that manipulatives are effective for teaching literacy skills to ELLs. Manipulatives can be easily adapted to suit learner skills or abilities. The intuitive, natural approaches need less explanation, removing language barriers. Manipulatives are less threatening and far more engaging. Sets can be done at any pace and repeated until mastery is attained. Explicit phonemic awareness and blending materials allow ELLs to read English words before they can speak English proficiently. Auditory discrimination and phonics manipulatives incorporate text with vibrant graphics and are useful for teaching English vocabulary. Decoding manipulatives offer abundant practice applying rules as students learn English words and structure. Scrambled sentences teach English syntax as they foster reading comprehension and fluency.  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, English Language Learners, ELL, second language literacy, literacy skills Author: Reading Manipulatives");sQ1[29]=new Array("http://www.readskill.com/Resources/Sourcebook/","Reading Manipulatives | Sourcebook","Welcome to the first reading skills development program featuring complete sets of phonic based reading manipulatives.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form Practical strategies, materials, and resources for literacy teachers.  SOURCEBOOK READING MANIPULATIVES SOURCEBOOK Reading Manipulatives Sourcebook shows how to teach essential literacy skills and has practical aids that every teacher needs. From research findings and program management through step-by-step directions and complete resources for implementation, this Sourcebook is the ultimate guide for educators. First the Sourcebook gives rationale for reading manipulatives. Materials construction tips and strategies for managing individualized reading programs are delineated. The final 6 sections are divided according to skills: phonemic awareness, phonics, fluency, vocabulary, comprehension, and communication. All levels and types of skills are covered, making the Sourcebook a worthwhile resource for any teacher. After each key skill is explained, instructional steps and materials are presented. The explicit teaching suggestions and comprehensive resource lists offer valuable support to all teachers, whether or not they choose to use manipulatives. Download Excerpts  BUY | SOURCEBOOK050$40 Sections Included: • Phonemic Awareness • Phonics • Fluency • Vocabulary • Comprehension • Communication Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, phonics, reading, manipulatives, phonic manipulatives, reading skills, phonemic awareness, scrambled sentences, structural analysis, decoding Author: Reading Manipulatives");sQ1[30]=new Array("http://www.readskill.com/Resources/CatalogRequest/","Reading Manipulatives | 2008 Catalog Request","Fill out this form to receive a free 2008 product catalog.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support  2008 Catalog Request Form  Reading Manipulatives is committed to keeping our planet clean and green by reducing, reusing, and recycling resources. Our laminated materials can be reused for years. Viewing our catalog online reduces paper use and waste, so we encourage this option. However, if needed, catalogs are mailed to addresses in the United States. VIEW 2008 CATALOG (PDF)   To request a Reading Manipulatives catalog by mail, fill in the form below and click the SUBMIT button.   Name:   School name:  Address:  City:  State: Alabama Alaska Arizona Arkansas California Colorado Connecticut Delaware District of Columbia Florida Georgia Hawaii Idaho Illinois Indiana Iowa Kansas Kentucky Louisiana Maine Maryland Massachusetts Michigan Minnesota Mississippi Missouri Montana Nebraska Nevada New Hampshire New Jersey New Mexico New York North Carolina North Dakota Ohio Oklahoma Oregon Pennsylvania Rhode Island South Carolina South Dakota Tennessee Texas Utah Vermont Virginia Washington West Virginia Wisconsin Wyoming  ZIP code:  This address : School Home Other  E-mail address :  How you found us: Search engine Catalog Link from another site Ad Referral Other  About you: Teacher Administrator Homeschooler Parent Other  Comments:      Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives product catalog Author: Reading Manipulatives");sQ1[31]=new Array("http://www.readskill.com/Resources/OrderForm.pdf","Layout 1","","ITEM # PRODUCT DESCRIPTIONS PRICE QTY TOTAL 050 085 095 098 099 105 110 120 130 135 140 150 210 220 230 240 250 260 270 280 285 310 320 325 327 328 330 335 340 345 350 360 370 375 380 385 390 395 410 415 420 430 435 445 450 460 465 505 510 515 520 530 540 550 555 610 615 620 640 645 650 670 675 680 Reading Manipulatives Sourcebook Reading Readiness Match-Ups Phoneme Songs & Blending Phoneme Songs ­ Mini-Set Phoneme Songs CD Only Rhyming Match-Ups & More Initial Phoneme Sorts Final Phoneme Sorts Short/Long Vowel Phonemes Short Vowel Posters & CD Blend & Digraph Sorts Story Sequencing Flip Strips ­ SLV Patterns SLV Decoding Match-Ups SLV Scrambled Sentences Variant Vowel Word Families & SS SLV Word Families Star Blending A & B Intermediate Blending Dolch Sight Words Dolch Work/Play Sentences Syllable Sorts Syllabication ­ Longer Words Contractions & Possessives Flip Strips Prefix/Root/Suffix A Prefix/Root/Suffix B Suffixes Match-Ups Latin Roots Match-Ups Prefixes Match-Ups A Prefixes Match-Ups B Suffix Spelling Changes Cards Subject/Predicate Match-Ups Parts of Speech Sentences A Parts of Speech Sentences B Capitalization/Punctuation A Capitalization/Punctuation B Irregular Verbs Cards Troublesome Words & Usages Cards Synonyms Match-Ups A Synonyms Match-Ups B Synonyms Match-Ups C Compound Words A Compound Words B Compound Words Centered A Compound Words Centered B Analogies Match-Ups A Analogies Match-Ups B Sentence Sequencing A Sentence Sequencing B Paragraph Sequencing A Paragraph Sequencing B Idiom Match-Ups Outlining ­ Stories & Steps Transitions & Conjunctions True/False/Opinion Sorts Farm 1 Scrambled Sentences American Landmarks 1 Scrambled Sent. Birds 1 Scrambled Sent. Dangerous Creatures 2 Scrambled Sent. World Landmarks 2 Scrambled Sent. Nature 2 Scrambled Sent. Dangerous Creatures 3 Scrambled Sent. Watchable Animals 3 Scrambled Sent. Lost Civilizations 3 Scrambled Sent. $40 $38 $140 $50 $15 $40 $45 $35 $50 $25 $35 $40 $28 $40 $40 $40 $30 $50 $40 $50 $45 $30 $30 $22 $42 $42 $38 $48 $38 $38 $25 $36 $46 $54 $45 $52 $30 $45 $48 $48 $48 $32 $48 $32 $48 $40 $40 $35 $42 $55 $55 $45 $55 $55 $50 $45 $45 $45 $45 $45 $45 $50 $50 $50 Reading Manipulatives 2008 Order Form ITEM # 15% Savings on Sets Kindergarten Set First Grade Set Second Grade Set Third Grade Set Fourth Grade Set Fifth Grade Set Sixth Grade Set Seventh Grade Set Eighth Grade Set Reading Readiness Set Auditory Discrimination Set Decoding ­ Level I Set Decoding ­ Level II Set Vocabulary ­ Level I Set Vocabulary ­ Level II Set Comprehension Set Usage ­ Level I Set Usage ­ Level II Set Scrambled Sentences ­ Animals Scrambled Sentences ­ Animals/Nature Scrambled Sentences ­ Landmarks School-Wide Set Primary Grades Set Middle Grades Set Middle School Set REPLACEMENT BAGS PRICE QTY TOTAL 00K 001 002 003 004 005 006 007 008 100 200 300 400 500 600 700 750 775 800 850 900 1000 1025 1050 1075 ITEM # $275 $275 $275 $325 $325 $350 $350 $350 $350 $250 $140 $225 $225 $190 $325 $300 $110 $160 $120 $120 $120 $2300 $900 $1200 $1700 PRICE QTY TOTAL 44B 46B 58B 69B Qty 100 4 mil 4 x 4 bags Qty 100 4 mil 4 x 6 bags Qty 100 4 mil 5 x 8 bags Qty 100 4 mil 6 x 9 bags $5 $6 $9 $12 SHIPPING & HANDLING Up to $100 ­ $10 minimum $100 to $999 ­ 10% $1000 to $1999 ­ 8% $2000 and up ­ 6% AK, HI, Canada ­ 15%, $15 min. Outside U.S. ­ Exact charges Reading Manipulatives, Inc. 1725 E. Mountain View Rd. Phoenix, AZ 85020-2345 ORDER SUMMARY PRODUCT TOTAL SHIPPING AZ RES. TAX (8.3%) GRAND TOTAL ORDER 8 8 8 · 9 9 7 · 2 4 4 8 OR FAX 8 7 7 · 9 9 7 · 7 6 8 5 _______________________________ www.readingmanipulatives.com Institutions: Authorized, signed purchase orders are accepted by mail or fax. Terms are net 30 days, no cash discount. Individuals: Payment must be made with order. Please mail orders with checks. Credit card orders can be placed online, or by phone or fax. SHIP TO: Individual/School: ___________________________________________________________ Attention: Address: City/State/Zip: Phone/Fax ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ ___________________________________________________________ CREDIT CARD PAYMENT: Account Number: Expiration Date: ___________________________________________________________ ________________ Security Code: ________________");sQ1[32]=new Array("http://www.readskill.com/Support/AboutRM.htm","Reading Manipulatives | About Us","Reading Manipulatives – a company run by teachers for teachers","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Reading Manipulatives – a company run by teachers for teachers Home Support About RM FAQs Ordering Quick Order Order Form Contact Us Catalog After years of laying the groundwork, Nancy Walentas launched Reading Manipulatives in 1996. Nancy actually began developing holistic, hands-on materials in the 70s in order to teach literacy skills to the wide range of students she serviced as a Reading Specialist. The positive response and tremendous skills gains students made when utilizing her materials launched her into a career of manipulative materials development. Nancy taught practical reading courses for the University of Virginia and the University of Colorado in which teachers learned to create and use individualized, hand-on materials to build literacy skills. Her collaboration with many teachers ultimately led to the products offered by Reading Manipulatives. These are the types of outstanding materials that teachers made in less hectic and stressful times. Ironically, the active involvement fostered by manipulatives is more beneficial than ever due to the pace and interactive nature of life today. Reading Manipulatives has grown dramatically because once teachers and students try these materials, they come back more. Our products are used with students of all ages and abilities. Individualized, student-centered manipulatives are amazingly effective with preschoolers through adults, and they address all types and levels of literacy skills. The teachers at Reading Manipulatives want you to see how motivation and skills soar when manipulatives are added to daily instructional routines. That is why we are offering a variety of worthwhile, downloadable resources for free on this web site. In addition, we solicit your feedback since we are continually developing new products and improving current offerings.       Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: Nancy Walentas, reading manipulatives, literacy skills, reading specialist, manipulatives, phonic manipulatives, reading skills Author: Reading Manipulatives");sQ1[33]=new Array("http://www.readskill.com/Support/FAQ.htm","Reading Manipulatives | FAQs","Frequently asked questions about Reading Manipulatives products and policies.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Frequently asked questions Home Support About RM FAQs Ordering Quick Order Order Form Contact Us Catalog PRODUCT DESIGN Are products ready to use or is preparation necessary? Products must be cut and packaged prior to use. The good news is that the materials are commercially laminated with 3-mil film (twice the weight of what most school laminating presses use). Since the lamination is heavy and applied at high temperatures, the materials can be cut after lamination without risk of peeling at the edges. Also, materials have been designed to make them as easy as possible to cut. Heavy, 4 mil zipper bags are provided so you can package individual sets as you cut. With all the pieces involved, how durable are the products? Products are printed on 8.5 X 11” cover stock, which does not peel at the core. The laminated sheets are heavy-duty, and you should be able to use them as often as needed and for years to come. Also, students tend to take care of the materials because they enjoy them. What happens if pieces are separated from the sets they belongs in? Every single piece in all Reading Manipulatives products has a unique code in order to maintain the integrity of the sets. Any misplaced piece can be tracked to the set it belongs in. The codes are also used for record keeping. How do students know which sets within any product that they have completed? Set codes indicate the product and the individual sets within that product. Students use these codes to keep track of completed sets, as well as to select sets that have not been done. Products come with student checklists. Prior to using the manipulatives, the teacher must copy and distribute these. Students use their checklists to select sets and mark them off once completed. Amazingly, this system increases student motivation and involvement because they see the scope of the materials and want to finish the entire series. What determines the number of student sets within a product, and do students need to complete all sets? The goal of all Reading Manipulatives products is to provide adequate practice for mastery. In some products, the sets cover a range of targeted skills. In others, all sets are similar, but students continue to perfect skills as they work through the multiple sets. If multilevels of products are available, most students are ready to advance to a higher level once they complete all of the sets in the prior level. Do products come with storage boxes? No. Teachers need to find storage containers for the sets. Many types and sizes of plastic storage boxes are available. Once the manipulatives are prepared and packaged into individual sets, select storage devices that hold and display the sets most efficiently. Those that offer high visibility speed the selection process. Since students will be choosing sets that they have not yet completed, classroom organization is important. It works best to spread the various materials that are in use to locations throughout the classroom so students will not have to congregate in a single area. Can I get replacement zipper bags? Three sizes of heavy-duty, 4-mil zipper bags are supplied with our manipulatives. Replacements are sold in quantities of 100. The order codes and prices are: 44B, 4X4, $4; 46B, 4X6. $5; 69B, 6X9, $9. PRODUCT CONTENT Are the manipulatives games? The hands-on, student-centered activities are engaging, but they are not games. Products cover all components of the targeted skills and offer abundant practice that leads to mastery. Comprehensive Reading Manipulatives materials are available for all types and levels of literacy skills. When students work at suitable levels in materials that interest them, skills and test scores improve. Why are there no grade level designations on Reading Manipulatives products? As school populations become more diverse, the ability range of students in any classroom continues to widen. National Center for Educational Statistics (NCES) composite reading statistics for grades 1, 4, 8, and 12 for the past decade demonstrate that 25 to 36% of students are below basic, having limited skills, and only 31 to 36% are at or above proficient. Overwhelmed teachers tend to gear instruction toward students in the middle. As a result, students at the top may lack challenging activities and those at the bottom struggle. An important characteristic of Reading Manipulatives products is that most are effective with any age level. Our decoding products, while generally used in the primary grades, are effective in adult literacy classes. By the same token, there are bright young students who can be challenged with the vocabulary, syntax, and comprehension manipulatives. For approximate grade-level ranges, refer to the products we recommend in our grade-level set groupings. Can Reading Manipulatives products supplement basal or other structured reading programs? These challenging sets of manipulatives and skills cards can be part of the core instructional programs. The individualized materials work exceptionally well in lab-like classroom environments and free teachers to work with small groups or individuals. However, they replace expendables and complement other programs. Once classes have an array of instructional manipulatives in use, teachers are released from the daily drudgery of preparing seat work for every reading group. Are manipulatives suitable for older students? Although educators do not typically use manipulatives with students in middle or high school, they are optimal for a few reasons. Manipulatives suit the multiple intelligences most often demonstrated by adolescents: spatial, bodily-kinesthetic, and interpersonal. Active involvement promotes interest and accountability. Finally, the span of abilities gets wider with each passing year. Multilevel sets allow for proper placement, yet they have similar appearances, which takes away much of the stigma that is often attached to remedial materials. Reading Manipulatives offers products that are appropriate for students of all abilities. Can manipulatives really develop skills as well as more traditional approaches? Based on millions of learning style tests, 70 percent of Americans are sensing types who learn best with hands-on approaches that proceed in a step-to-step manner and are experiential in nature. Students of all abilities and ages are far more apt to stay on task with manipulatives. Their game-like feel motivates students, so they work at higher levels and accomplish more. Active involvement in selection, checking work, and recording progress builds accountability. Plus, manipulatives encourage peer interaction and foster community. Are Reading Manipulatives products based on scientific principles, and do they meet NCLB compliance requirements? Extensive brain research of the past 20 years indicates that skills should be taught holistically because fragmented instruction inhibits learning. Reading Manipulatives products employ structured, repetitive strategies to cover skills and achieve objectives. Students identify patterns and connect concepts with previous experiences. Completeness and continuity lead to mastery. Data from learning-style research validates efficacy of hands-on materials. The majority of individuals, regardless of age, learn best when they are actively involved. Manipulatives encourage team learning and interaction, which are also of great value. Yes, these teacher-developed and tested materials cover critical reading and language arts skills in a scientifically sound manner and are supported by research findings. COMPANY POLICIES What is the return policy? Your satisfaction is guaranteed. If any products do not meet your expectations or needs, they can be returned or exchanged within 60 days. Full credit, less shipping charges, will be issued. Simply mail back and enclose a copy of the invoice with your return. Are online orders secure and what is the privacy policy? All data entered online is secure. No personal information will be shared. We will not contact you except to respond to an inquiry or to settle an issue with your order. Does Reading Manipulatives sell its products in stores or through other companies? No. At this time, Reading Manipulatives designs and publishes all products found in our catalog or on this site. We are the sole source for these products. Do you offer discounts to schools or for large orders? The prices in our catalog and online apply to all. Multiple products are grouped into grade-level and skill-area sets, and these sets offer an average savings of 15 percent over single product prices. Also, the percentage charged for shipping is reduced in stages for larger orders.       Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved.   Keywords: reading manipulatives products, reading manipulatives company policies, phonics, reading, manipulatives, phonic manipulatives, reading skills, literacy skills, reading comprehension Author: Reading Manipulatives");sQ1[34]=new Array("http://www.readskill.com/Support/Ordering.htm","Reading Manipulatives | Ordering","Information about payment/terms, sales tax, shipping, returns, ordering by fax, ordering by mail. ","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Ordering options and policies Home Support About RM FAQs Ordering Quick Order Order Form Contact Us Catalog PAYMENT & TERMS Orders by individuals Payment with order is required for individuals. Credit card orders can be placed online, or by phone, fax, or mail. If paying by check, mail with order. Billed institutional orders Authorized, signed purchase orders must be furnished by fax or mail. For private schools that do not use purchase orders, an order on a school form or stationery can be sent. Terms for billed orders are net 30 days, no cash discount. SALES TAX Orders shipped to addresses within Arizona are charged 8.3% sales tax. Otherwise, Reading Manipulatives does not collect state sales taxes. SHIPPING TIMES & CHARGES Fast delivery is a priority, so we strive to keep all products in stock. Your order will ship within one week. Packages are shipped from Arizona. The shipping and handling charges are as follows: $10.00 minimum $100 to $999 – 10% $1000 to $1999 – 8% $2000 and up – 6% AK, HI, Canada – 15%, $15 minimum Outside U.S. – Exact charges TO PLACE ORDER Online: www.readingmanipulatives.com or www.readskill.com Use our convenient Quick Order Page. All data entered online is secure and confidential. By mail: Reading Manipulatives, Inc. 1725 East Mountain View Road Phoenix, AZ 85020-2345 By fax: 1-602-997-7685 or 1-877-997-7685 (toll free) By phone: 1-602-997-2448 or 1-888-997-2448 (toll free) RETURN POLICY As a teacher-owned and operated company, we are sensitive to your needs. If any product does not meet your expectations, it can be returned or exchanged within 60 days. Full credit, less shipping charges, will be issued. There is no need to call for authorization. Simply enclose a copy of the invoice with the return.    Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, ordering, institutional orders, company policies Author: Reading Manipulatives");sQ1[35]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/PhonemicAwarenessTips.pdf","PhonemicAwarenessTips.pdf","","TIPS FOR TEACHERS PHONEMIC AWARENESS SKILL OVERVIEW: Phonemic awareness Phonemes are the sounds of spoken language, and English is comprised of about 41 of them. Before children can learn to read, they must demonstrate phonemic awareness, the ability to hear, identify, and manipulate the phonemes in spoken words. Some competencies exhibited by children having phonemic awareness are: · pronouncing phonemes in isolation (/m/ /r/ /s/); · blending phonemes to form words (/d/ /o/ /g/ dog); · identifying words that begin with the same sound (fish, fan, fire start with /f/); and · segmenting the first and last sounds of a word (bat starts with /b/ and ends with /t/). Phonemic awareness is the most elemental component of the broader category of phonological awareness. Both deal with spoken language, but phonological awareness entails identifying and manipulating larger parts of spoken language, such as words and syllables. Demonstrations of phonological awareness are: · recognizing or producing oral rhymes (boat rhymes with coat, the pig is big); · identifying or counting syllables (par·ty = 2, el·e·phant = 3); · identifying graphemic bases, or rimes (cat, hat, and bat have the base ­at); and · reading word families by blending initial sounds to bases (­ake: make, bake, cake, take). The importance of phonemic awareness to early reading success has only come to the forefront in the past 15 to 20 years. The NICHD synthesized data from over 100 researchers at 14 sites, and the findings indicated that lack of phonemic awareness is the underlying cause of reading disabilities, including dyslexia. Children who are not conscious of the sound structure of words become poor readers. Of those who struggle with phonemic awareness in their first year of school, 90 percent continue to exhibit reading difficulties four years later, and 75 percent remain reading-disabled in high school. Most children learn to read regardless of how they are taught, yet an estimated 30 percent lack phonemic awareness. Studies show that nearly all beginning readers can develop phonemic awareness if given intensive systematic instruction. Research validates the superiority of methodology in which phonemes are taught in isolation and then blended to form words. Analytic approaches, which are commonly used, require students to extract like sounds from words. This task requires a sophisticated level of phonemic awareness, so students lacking this skill cannot compare, contrast, or extract sounds. Phonemic awareness instruction is crucial for all students lacking in this skill. Early intervention is important since the older students get, the more difficult it is to overcome established habits and reading disabilities. Assessment of students' phonemic awareness skills determines how much instruction is needed and what type of instruction is suitable. Some students may need basic instruction (being taught phonemes in isolation to train them to hear phonemes in spoken words) and others more advanced instruction (segmenting, blending, deleting, adding, or substituting phonemes). Hands-on, natural approaches are far more effective with young children, so manipulatives are ideal for developing phonemic awareness. Explanations of the Reading Manipulatives products that follow show useful strategies. Additionally, the resource list of English phonemes on the following page should clarify the analytic and synthetic approaches to phoneme instruction. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Phonemic Awareness p. 1 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com RESOURCE LIST ENGLISH PHONEMES Students are given words that contain the phoneme and must extract the similar sound in each word (usually in the initial position). Phonemes are taught in isolation using sound associations and illustrations. Students then learn to blend phonemes to form words. LONG VOWELS ANALYTIC cake, play, rain tree, meat, be hive, fly, sigh rose, snow, boat use, few SYNTHETIC article "a" said when scared pronoun "I" said when surprised pronoun "you" ANALYTIC APPROACH SYNTHETIC APPROACH BREATH CONSONANTS ANALYTIC foot, phone cat, key, duck horn pig sun, city top chair, match shell, wish thump wheel SYNTHETIC hissing cat clock pendulum huffing of a runner corn popping hissing snake typewriter keys chugging train prompt to be quiet SHORT VOWELS ANALYTIC apple egg igloo ostrich umbrella SYNTHETIC something tastes bad asking to repeat you don't like a smell as doctor checks throat trying to remember VARIANT VOWELS SYNTHETIC something's too bad wailing ghost doing push-ups when you get hurt pogo stick spring howling dog seal fork spur, her, work, fur growling dog ANALYTIC saw, ball, taught moon, chew book, put cow, house boy, oil car VOICED CONSONANTS ANALYTIC bunny dog goat jar lamp moon nest rabbit valentine watch yarn zebra song the, with SYNTHETIC babbling baby dripping faucet gulping of drink engine of old car ringing alarm clock something tastes good running motor growling dog vibrating sound whirling lasso yo-yo moving on string buzzing bee gong Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Phonemic Awareness p. 2 READING MANIPULATIVES PRODUCT: Phoneme Songs & Blending This amazing explicit phoneme program shows students how reading works. Through music, sound association, and wonderful illustrations, children learn 29 phonemes. The first set of songs has the 5 short vowels. Each of the subsequent 6 sets introduces 4 more phonemes. After each set, color-coordinated phoneme picture cards illustrate how sounds are blended together to form words. The 80 cards have phoneme pictures on one side and an illustration of the word formed by the phonemes on the other. This is an ideal method for teaching phonemic awareness. Word families are optimal for developing blending skills. The 36 word families, which have a light image of the phoneme illustration behind each letter, form 180 words. The mini-set is a more affordable, abbreviated version. Phoneme illustrations are printed 4 to a page (4.25" x 5.5"). Product comes with CD, word families, and 12 word cards with pictures. PHONEME SONGS & BLENDING PHONEME SONGS MINI-SET 095 098 $140 $50 Synthetic approach: In this program, phonemes are taught in isolation and then blended to form words. Sounds used in the charts and illustrations are in the resource list on the previous page. PHONEME PICTURE CARDS SIDE ONE SIDE T WO PHONEME SONGS ( I am trying hard to recall u u u Why it was I made this call. u u u My memory's so bad that I can bet If it isn't written down, I will forget. u u u ( ( ( ( ( ( ( ( ( e e e It's sure hard for Grandma to hear. She puts her hand up by her ear. e e e Everyone starts to talk so loud. We sound just like a noisy crowd. e e e ( ( ( ( When I'm surprised, I often say o o o I open my mouth and look this way. o o o I like surprises that make me glad And not the ones when things are bad. o o o The little baby talks this way. b b b It's the only thing I hear her say. b b b As she crawls around on the ground, She keeps repeating the very same sound. b b b WORD FAMILIES h w s w w w w r ide w The typewriter's letters are in front of me, t t t But it takes so long to find each key. t t t When I push the keys, this sound I hear. And on the paper, the letters appear. t t t The whirring fan makes this sound n n n As the motor spins the blades around. n n n The fan helps to keep us cool, But I'd prefer a swimming pool. n n n 5 v 5 5 t 5 r 5 f p c m an 5 5 5 Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Phonemic Awareness p. 3 ( ( ( ( READING MANIPULATIVES PRODUCTS: Initial & Final Phoneme Sorts Engaging pictures build vocabulary and provide abundant practice identifying and segmenting initial and final phonemes. The sets contain 9 pictures for 3 phonemes, 3 letter cards, and an example card. The 8 sets of Initial Phoneme Sorts cover 24 initial sounds (consonants, hard and soft sounds of C and G, digraphs). Six sets of Final Phoneme Sorts target 17 final sounds. These phoneme segmentation manipulatives are color-coordinated with Phoneme Songs & Blending, our remarkably effective program that uses songs to teach phonemes in isolation. The phonemes are grouped the same and background colors match. INITIAL PHONEME SORTS FINAL PHONEME SORTS 110 120 $45 $35 Analytic approach: Initial and final phoneme sorts are phoneme segmentation activities. Students should be able to say phonemes in isolation before being expected to extract them from words. Phonemes in the Phoneme Songs & Blending sets and the Initial and Final Phoneme Sorts are color-coordinated. INSTRUCTION: Phoneme attributes & order Historically, students have been taught consonants before vowels. However, every word and syllable must contain a vowel, so the Reading Manipulatives Phoneme Songs & Blending program actually begins with the 5 short vowels, which are among the most commonly used English phonemes. It is true that short vowels can be challenging for children to hear and learn, but when they are taught in isolation with memorable auditory associations, students have little trouble with them. Long vowels "say their names" so students generally find them easier to remember and master. As for consonant phonemes, there are some characteristics to consider when planning instructional programs. The ability to hear phonemes and articulate them in speech are two different skills. Children hear and learn the more challenging speech phonemes, even if they cannot pronounce them properly. Consonants can be voiced or voiceless (breath). With voiced consonants, the vocal cords vibrate. With unvoiced, they do not. The mouth moves the same way for production of the following pairs of phonemes. The first is voiced and the second is voiceless: d/t; b/p; g/k; v/f; j/ch; z/s, and th (the)/th (thumb). Teaching students to feel the vibrations in their vocal cords often helps them to distinguish between these phoneme pairs. Certain consonants have a significantly higher frequency of occurrence. S, t, and r are the most common (with s and r being among the hardest phonemes to articulate). If we look at all phonemes, o, s, t, a, r, and e appear in 50 percent of English words. These, along with n, i, l, u, c, and p, occur in 80 percent of English words. However, since spelling patterns, word length, and word utility are far more important to beginning readers, frequency of occurrence should not be overvalued. Consonant reliability is more important to consider. Consistent consonant phonemes are: b, d, f, h, j, k, l, m, n, p, q (/kw/), r, v, z. Troublesome phonemes are: c sounds like /s/ and g sounds like /j/ when they come before e, i, or y, but c usually makes the /k/ sound; c, w, s, and t when followed by h form digraph phonemes (chip, when, she, that); s often sounds like /z/ in final positions (was, boxes). These variability issues should not be taught. Students learn these as reading proficiency increases. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Phonemic Awareness p. 4");sQ1[36]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/SLVPatternsTips.pdf","SLVPatternsTips.pdf","","TIPS FOR TEACHERS SHORT/LONG VOWEL PATTERNS 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com READING MANIPULATIVES PRODUCT: Flip Strips ­ SLV patterns Flip strips are a perfect visual tool for illustrating short/long vowel patterns. Abstract verbiage confuses students. This hands-on, concrete method is unbelievably effective. The flip strips show that when a word has one vowel, it is short. As the second vowel is flipped over, the first vowel becomes long and the second is silent. Flip strips can be used with students of all ages for decoding or encoding instruction. The large size (1.6" x 8.5") works well with groups. The 105 in this set include nearly every possible short to long word combination. They cover the final "e" and two-vowels-together patterns. FLIP STRIPS ­ SLV PATTERNS 210 $28 TEACHING STRATEGIES: Using short/long vowel patterns to decode words Step 1 ­ Teach vowel phonemes First make sure that students can identify and produce the vowel phonemes. Consider using explicit phonics. Introducing phonemes in isolation with sounds students have made or heard vastly improves chances that they will remember the sounds. Reading Manipulatives has amazingly effective phoneme songs and posters (Short Vowel Posters & CD ­ 135). You can listen to the songs on our website or download free short vowel posters. Long vowels are easier to master. Remind students that the long vowels "say their names." Long u is somewhat troublesome since it has two sounds (as in fuse [fyooz] and plume [ploom]). Work with the easier vowels first. Students tend to predict the long u sound without any difficulty after they become comfortable with short and long vowels and patterns. Step 2 ­ Teach short/long vowel patterns Once students can identify and make the short and long sounds, teach vowel patterns. Simplify the basic concepts being taught. Teach this rule for short/long vowel patterns: When there is one vowel in the word (at the beginning or the middle), the vowel sound is short. When there are two vowels, the first vowel is long and the second is silent. Flip strips are ideal to demonstrate and teach this. Students read the short vowel word. When the second vowel is flipped over, the word is then read with a long vowel sound. Most one-syllable words follow this rule, making it an excellent building block for beginning readers. This concept is taught before variant vowel phonograms, which are obvious exceptions. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ SLV Patterns MAKING MATERIALS: Short/long vowel pattern flip strips 1. 2. 3. 4. Line off cover-weight sheets of paper (8.5 x 11 inches) into 7 horizontal strips (1.6 inches high). Draw a vertical line 2.25 inches from right side. Fold along that line from back to front. Write the words on the strips. If the word ends in a silent e, then write the entire short vowel word outside the fold. Then write the e on the folded over piece. If the long-vowel word has two vowels together, or if the short vowel word ends in -ck or -ll, then the -ck, -ll, or final consonant has to be under the fold (see examples below). It is easier to write the long vowel word (with the right side folded over) first. FRONT Draw lines. Write words after making vertical fold. Lift fold to write letters underneath. BACK No need to draw lines since words are written from front after fold is made. can bit not cub ran set lick VCE Pattern ­ A back bake can cane cap cape fat fate hat hate made mad man mane plan plane rate rat snake snack tap tape VV Pattern ­ OA blot bloat cost coast cot coat got goat rod road sop soap e e e e in at ke VV Pattern ­ A I bat bait bran brain clam claim mad maid man main paid pad pal pail pan pain plan plain rain ran van vain VV Pattern ­ EE bet beet fed feed fell feel met meet steep step wed weed VV Pattern ­ EA bed bead bet beat den dean men mean met meat neat net read red set seat speck speak steam stem VCE Pattern ­ O clock cloak hop hope mop mope not note rob robe rode rod slop slope RESOURCE LIST: Short/long vowel combinations for flip strips VCE Pattern ­ I bit bite dim dime fin fine hid hide kit kite like lick quit quite rip ripe shin shine slide slid spin spine VCE Pattern ­ U cub cube cut cute fuss fuse hug huge plume plum tub tube fold here");sQ1[37]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/BlendingTips.pdf","BlendingTips.pdf","","TIPS FOR TEACHERS BLENDING (SLV BASES) READING MANIPULATIVES PRODUCT: Intermediate Blending 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com RB-8 br eeze cr amp dr ift fr ost RB-8 RB-8 gr ade pr ice tr ench RB-8 Intermediate blending drills this critical skill in a more open-ended manner. The 20 sets are grouped by digraphs, L-blends, R-blends, and S-blends. Each set has 4 to 7 beginning sounds and 32 to 34 bases that follow the short/long vowel patterns or contain variant vowel phonemes (underlined to signal their occurrence). The final set in each group contains 3-letter blends, which are especially challenging. Students line up the blends or digraphs. Then they sound out a base, blend it to the initial sounds until they find a word, and place it there. Since a base may blend to more than one beginning sound, answer keys are not possible. INTERMEDIATE BLENDING 270 $40 RB-8 RB-8 RB-8 RB-8 RB-8 RB-8 RB-8 RB-8 RB-8 RB-8 TEACHING STRATEGIES: Blending bases containing short/long vowels Phonetic blending is the ability to join phonemes in a smooth enough manner to approximate a pronunciation that enables identification of the word. Blending is a challenging skill, but if teachers model blending and separating sounds and provide plentiful practice, students develop proficiency. Manipulatives are ideal materials to use for teaching blending since graphemic bases, or rimes, can be decoded and then onsets blended to them to form words. Step 1 ­ Teach short/long vowel patterns Since the bases must be decoded before proceeding with these blending activities, students must first be taught short/long vowel phonemes and spelling patterns (Short/Long Vowel Patterns TIPS issue). Step 2 ­ Teach rhyming and word family blending Rhyming is the most straightforward way to introduce blending and help students to acquire basic blending skills. Listen to rhyming stories and sing rhyming songs. Then help children to identify the rhyming words. Next, let them predict words to complete rhymes. Once children can identify and predict rhyme, introduce word families. It is easier to blend onsets to a rime with word families since rhyming facilitates blending. At first, use only single phonemes. Once students become more proficient, consonant blends can be added. Step 3 ­ Blend rimes and onsets until a word is formed First the student should decode the phonemic base, or rime, using short/long vowel patterns (or variant vowels once they have been introduced). Each base must be blended to multiple phonemes or blends until a word is formed. The rime is placed there, then the student moves on to the next one. Bases may be able to be joined to multiple initial sounds. If a word is spelled differently (i.e., clame) or a rule breaker (i.e., love), point it out but accept the word since this a reading, not spelling, activity. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Blending p. 1 MAKING MATERIALS: Blending bases to initial sounds 1. 2. 3. Line off cover-weight sheets of paper (8.5 x 11 inches) into 8 horizontal strips (1.375 inches high). Draw 4 vertical lines to divide the width of the page into 5 columns (1.7 inches wide). Break sets according to initial sounds. If students do not need to work on consonant phonemes, use only blends and digraphs (see list below). Make multiple sets for each group. Three-letter blends are challenging, so use them in the final set of each group. Sets must be coded in some way. This can be done by using varied ink/paper color or with symbol codes (as on example below). The tedious step in making these blending manipulatives is selecting bases for the sets. Use the 3-page resource list that follows. A variety of short/long vowels should be included in each set. Decide how many sets of each consonant/blend/digraph group to make (2 to 4). Then draft the sets by working through the resource list, filling in endings for all sets. Write or use a computer and printer to make the sets. Again, code with color or in some other way. Laminate cards. Cut apart and place pieces in zipper bags or other storage devices. Create a checklist to track the sets as they are completed. 4. 5. 6. 7. 8. SETS Draw lines. Write 4­7 initial sounds in left column and 32 bases in remaining columns. R-Blends q #1 INITIAL SOUNDS Make 2 to 4 sets for single consonants, digraphs, and each blend groups. ab q ace ack ade q q q q br ag q ain q ame ank q q q cr ash ay q q eam eat q q Digraphs are two letters that form a single phoneme. Blends consist of two or more consonant phonemes blended together. The following is a list of digraphs and blends. Group them in the sets as follows: Digraphs: ch, sh, th, wh L-Blends: bl, cl, fl, gl, pl, sl, spl R-Blends: br, cr, dr, fr, gr, pr, tr, shr, thr, spr, str S-Blends: sc, sk, (sl), sm, sn, sp, squ, st, sw, scr, (spl), (spr), (str) Digraphs and blends are also found at the end of words or syllables. The following are final digraphs and blends (many of which appear in the bases): Final digraphs: ch, sh, th, ng Final blends: ld, lk, mp, nd, nk, nt, rd, rf, rk, rp, sk, sp, st q q dr ee fr ibe gr int q een eeze ess q q q q ick ip q ill ize ost q im og ow q q q q q q q pr oke op q q q q q tr uck ug q q ush ust q q VARIANT VOWELS Another Tips for Teachers issue contains teaching strategies and phonemic bases for high-utility variant vowel phonograms. Once students learn them, some bases containing variant vowels can be added to these sets. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Blending p. 2 RESOURCE LIST: Short/long vowel word families SHORT A ­ab blab cab crab dab drab gab grab jab lab nab scab slab stab tab ­ack back black clack crack hack jack lack pack quack rack sack shack slack smack snack stack tack track whack ­ad bad clad dad fad glad had lad mad pad sad tad ­ag bag brag crag drag flag gag lag nag rag sag shag snag stag tag wag ­act fact pact tact tract ­aft craft draft graft raft shaft ­am clam dam dram gram ham jam ram sham slam yam ­amp camp champ clamp cramp damp lamp ramp stamp tramp ­and band bland brand grand hand land sand stand strand ­an an ban bran can clan fan man pan plan ran scan span tan than van ­ank bank blank clank crank dank drank flank frank hank lank plank prank rank sank shank spank swank thank tank yank ­ang bang clang gang hang pang rang sang slang sprang tang ­ant ant chant grant pant plant rant scant slant ­ap cap chap clap flap gap lap map nap rap sap scrap slap snap strap tap trap wrap ­ash bash brash cash clash crash dash flash gash hash lash mash rash sash slash smash stash thrash trash ­ast blast cast fast last mast past vast ­ass bass brass class glass grass lass mass pass ­at bat brat cat chat fat flat hat mat pat rat sat scat slat that vat ­atch batch catch scratch hatch match patch LONG A ­ace brace face grace lace mace pace place race space trace ­ade blade fade glade grade jade made shade spade trade wade ­age age cage page rage sage stage wage ­ail bail fail frail hail jail mail nail pail quail rail sail snail tail trail wail ­ain brain chain gain main pain plain rain sprain stain strain train vain ­ane cane crane lane mane pane plane sane ­ake bake brake cake fake flake lake make quake rake sake shake snake stake take wake ­ame blame came fame flame frame game lame name same shame tame ­ate crate date fate gate grate hate late mate plate rate skate state ­ay bay clay day fray gay gray hay jay lay may pay play pray ray say slay spray stay stray sway tray way ­ave brave cave crave gave grave pave rave save shave slave wave SHORT E ­eck check deck fleck heck neck peck speck wreck ­ed bed bled bred fed fled led red shed shred sled sped wed ­ell bell cell dell fell hell jell quell sell shell smell spell swell tell well yell ­en den hen men pen ten then when wren ­end bend blend end fend lend mend send spend tend trend ­ent bent cent dent gent lent rent scent sent spent tent vent went ­est best chest crest guest jest nest pest quest rest test vest west zest ­ess bless chess dress guess less mess press stress Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Blending p. 3 ­et bet fret get jet let met net pet set wet yet ­eal deal heal meal peal real seal squeal steal veal zeal ­eap cheap heap leap reap ­ean bean clean dean glean lean mean wean ­eam beam cream dream gleam ream scream seam steam stream team ­ee bee fee flee free glee knee see spree tee thee three tree wee ­eed bleed deed feed greed heed need reed seed speed weed ­eel feel heel keel kneel peel reel steel wheel ­een green queen screen seen sheen teen ­eep cheep creep deep jeep keep peep seep sheep sleep steep sweep weep ­eet beet feet fleet greet meet sheet sleet street sweet tweet SHORT I ­ib bib crib fib nib glib rib ­ick brick chick click flick kick lick pick quick sick slick stick thick tick trick wick ­id bid did grid hid kid lid rid skid slid squid ­iff cliff skiff sniff stiff whiff ­ift drift gift lift rift shift sift swift thrift ­ig big dig fig jig pig rig sprig swig twig wig ­ill bill chill dill drill fill frill gill grill hill ill kill mill pill quill sill skill spill still thrill till twill will ­im brim dim grim him prim rim skim slim swim trim vim ­in in bin chin din fin gin grin in kin pin shin sin skin spin thin tin twin win ­ing bring cling ding fling king ping ring sing sling spring sting string swing thing wing wring zing LONG E ­eat beat bleat cheat cleat feat heat meat neat peat pleat seat treat wheat ­eak beak bleak creak leak peak sneak speak squeak streak teak weak ­eek cheek creek leek meek peek seek sleek week ­ip blip chip clip dip drip flip grip hip lip nip quip rip ship sip slip snip strip tip trip whip zip ­int flint glint hint lint mint print splint sprint squint stint tint ­ish dish fish swish squish wish ­isk brisk disk frisk risk whisk ­iss bliss hiss kiss miss ­ist fist gist list mist twist wrist ­it bit fit flit grit hit it kit knit lit pit quit sit skit slit spit split twit wit itch bitch ditch itch hitch pitch snitch stitch switch twitch witch LONG I ­ice dice lice mice nice price rice slice splice spice thrice twice vice ­ide bide bride chide glide hide pride ride side slide snide stride tide wide ­ile file bile mile pile smile tile vile while ­ike bike dike hike like pike spike strike ­ime chime crime dime grime lime prime slime time shine shrine spine swine vine whine wine ­ie die lie pie tie ­ife knife life strife wife ­ipe gripe pipe ripe snipe stripe swipe wipe ­ire fire hire spire tire wire ­ite bite kite mite quite rite site spite white write ­ive chive dive drive five hive strive thrive ­ink blink brink chink clink drink kink link mink pink rink shrink sink stink think wink ­ine brine dine fine line mine nine pine Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Blending p. 4 SHORT O ­ob bob blob cob gob job knob lob mob rob slob snob sob ­ock block clock crock dock flock frock hock knock lock mock rock shock smock sock stock ­oss boss cross gloss loss moss toss ­od clod cod god mod nod plod pod prod rod shod sod trod ­og bog clog cog dog flog fog frog hog jog log slog smog ­ong bong dong gong long prong song strong thong throng tong wrong ­op chop cop crop drop flop hop mop plop pop prop shop slop stop top ­ot blot clot cot got hot jot knot lot not plot pot rot shot slot spot tot trot ­oth broth cloth froth moth LONG O ­oach coach poach roach ­oad load road toad ­oak cloak croak soak ­oal coal foal goal shoal ­oam foam loam roam ­oan loan groan moan ­oat bloat boat coat float goat moat oat throat ­oast boast coast roast toast ­obe globe lobe probe robe ­ode code lode mode node rode strode ­oke broke choke coke joke poke smoke spoke stoke stroke woke ­ole dole hole mole pole role stole whole ­one bone clone cone crone drone hone lone phone prone stone tone zone ­ome chrome dome home ­ope cope dope grope hope mope nope pope rope scope slope ­ose chose close hose nose pose prose rose those ­ote note quote rote vote wrote ­ow bow blow glow grow know low row show slow snow stow tow ­own blown flown grown known own shown SHORT U ­ud bud dud mud spud stud thud ­ub club cub dub flub grub hub nub pub rub scrub shrub snub stub tub ­uck buck cluck duck huck luck muck pluck puck shuck struck suck truck tuck ­uff bluff buff cuff fluff gruff muff puff scuff snuff stuff ­ug bug chug drug dug hug jug lug mug plug rug shrug slug smug snug tug ­un bun fun gun nun pun run shun spun stun sun ­um bum chum drum glum gum hum plum rum scum slum sum swum ­unch bunch brunch crunch hunch lunch munch punch scrunch ­unk bunk chunk drunk dunk flunk funk hunk junk plunk punk shrunk skunk slunk spunk stunk sunk trunk ­ump bump chump clump dump grump hump jump lump plump pump rump slump stump trump ­ung clung flung hung lung rung slung sprung strung stung sung swung wrung ­unt blunt bunt grunt hunt punt runt stunt ­ush blush brush crush flush gush hush lush mush plush rush slush thrush ­ust bust crust dust just must rust thrust trust ­ut but cut glut gut hut jut nut rut shut smut strut LONG U ­ude crude dude nude prude rude ­ue blue clue due flue glue true ­uit fruit suit ­use fuse muse use ­ute brute chute cute flute jute mute Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Blending p. 5");sQ1[38]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/VariantVowelsTips.pdf","VariantVowelsTips.pdf","","TIPS FOR TEACHERS VARIANT VOWELS READING MANIPULATIVES PRODUCT: Variant Vowels Exposure to high frequency variant vowel phonograms is beneficial. Word families for 15 commonly used variant vowels are included. Students blend initial sounds to 42 bases, reading the 283 words formed. Once students are familiar with the word families, they are ready for the 12 sets of scrambled sentences. These are the same format as the SLV sentences, except that they have words with variant vowel phonograms (underlined to alert students). VARIANT VOWELS 240 $40 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com TEACHING STRATEGIES: Blending bases containing variant vowels Once students are adept at decoding words containing short and long vowels, the English vowel phonemes with variant pronunciations and spellings can be introduced. Variant vowel phonemes and spellings with a high frequency of occurrence are listed on the following page. Most of these variant vowels are phonemes, and several have multiple spellings. These spellings are actually what students need to recognize, and that is why word families are an excellent strategy. It does not matter that oo as in zoo sounds the same as one of the long u spellings (fruit) or the ew spelling (new). Do not dwell on phonetic information that is irrelevant and may confuse students. Teach concepts in the most simplified manner possible. Step 1 ­ Select variant vowel spellings and instructional sequence The Reading Manipulatives variant vowel product cover all of these variant vowel phonemes and spellings with word families and then proceed to scrambled sentences. Step 2 ­ Teach common variant vowels with word families Word families are the easiest way to drill repetitive variant vowel spellings. Before introducing variant vowels, make sure that students are adept at decoding words containing short and long vowels. Since these are more common, they are more useful in the decoding process. When variant vowel usages are limited (such as the ou in could), cover them in sight words. Step 3 ­ Provide decoding practice with scrambled sentences Again, students must first be introduced to short/long vowel phonemes and spelling patterns since the majority of the words in the scrambled sentences must be decoded using this phonetic information. Strive to include as many variant vowel spellings as possible. Underline variant vowels in all manipulatives to signal their occurrence. This encourages students to think about and apply what they have learned about these sounds and spellings. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Variant Vowels p. 1 RESOURCE LIST: Common variant vowel phonemes and spellings R-Controlled (first three more common) .. 1. a as in car ^ 2. ur as in fur (spelled ur, ir, er, and [w]or) ^ 3. or as in for (same sound for or, ore, and oar) ^ 4. ar as in air (spelled are and air) ^ 5. ir as in ear (spelled ear and eer) OO 1. 2. (two sounds, two spellings) AL / AU / AW (one sound, three spellings) ^ 1. o as in all ^ 2. o as in saw ^ 3. o as in taught OU /OW (one sound, two spellings) 1. ou as in out 2. ow as in now OI / OY (one sound, two spellings) 1. oi as in oil 2. oy as in boy -- oo as in zoo and few oo as in took ( MAKING MATERIALS: Blending bases to initial sounds 1. 2. Line off cover-weight sheets of paper (8.5 x 11 inches) into 8 horizontal strips (1.375 inches high). Draw 4 vertical lines to divide the width of the page into 5 columns. Draw the lines at 1.4 inch spacing. The last column will be twice as wide and can be divided in half when more initial sounds are needed (see example below). Use the accompanying resource list for the word families. Any initial sounds forming words that are too difficult (sound or vocabulary) can be skipped or pulled as students read the word families. Sets must be coded in some way. This can be done with symbol codes (as on examples below). Each page can be on a different color, thereby limiting the number of unique codes needed. Laminate cards. Cut apart and place pieces in zipper bags or other storage devices. Small rubber bands can be used to keep word families together. ADD VARIANT VOWELS TO SLV BLENDING SETS 3. 4. 7. WORD FAMILIES q b q c q f st r r q h all t q q q m sm q q q w s bl s If you made short/long vowel pattern blending sets from Blending issue, add some variant vowel bases after they are taught with word families. An example of SLV pattern set is on left and possible bases to add are on the right. Always underline variant vowel phonograms. Otherwise, students may think the first of two vowels is long. Eventually, they will memorize these phonemes. R-Blends q #1 s br f t cl s b gr h d s s gl oom s ound 5 ab q ace ack ade q q q aw q q ook own q q q q q 5 5 5 5 5 q br ag q ain q ame ank q q oop oil q q q q " " " n sm " r 5 h " q cr ash ay q q eam eat q q q awn oin q q q q q q q dr ee fr ibe gr int q een eeze ess q q ood ound ool q q q q q " " " f d " y ear f ew x x q q ick ip q ill ize ost q im og ow q ouch q q q q x bl ch x x q q q q q oom out q q q q q x x x q pr oke op q q q q oon ow q q q q q x n thr scr kn br x x dr q tr uck ug q q ush ust q q ew q owl q q q q Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Variant Vowels p. 2 RESOURCE LIST: Variant vowel word families o as in all ­alk balk chalk stalk talk walk ­aw caw claw craw draw flaw gnaw jaw law paw raw saw slaw squaw straw ­all all ball call fall gall hall mall small squall stall tall wall ­aught caught fraught naught taught ­ause cause clause pause ­awn dawn drawn fawn lawn pawn prawn spawn yawn ­ark bark dark hark lark mark park shark spark stark ­arm arm charm farm harm ­arn barn darn yarn ­arp carp harp sharp tarp ir as in ear ­ear clear dear ear fear gear hear near rear sear shear smear spear tear year ­eer beer deer jeer peer queer sneer steer glare mare rare scare share snare spare square stare ­ore bore chore core fore gore more pore score shore sore store swore tore wore ­ork cork fork stork ­orn born corn horn morn scorn shorn sworn thorn torn worn ­ort fort port short snort sport ­oar boar roar soar ur as in fur ­urn burn churn turn ­ur blur fur slur spur ­urse curse nurse purse ­irt dirt flirt shirt skirt squirt ­ound bound found ground hound mound pound round sound ­ouse douse house louse mouse spouse ­ow bow brow chow cow how now plow vow wow ­owl fowl growl howl jowl owl prowl scowl ­own brown clown crown down drown frown gown town oi as in oil ­oil boil broil coil foil soil spoil toil ­oin coin groin join loin ­oy boy coy joy soy toy ­oo boo coo goo moo shoo too woo zoo ­ool cool drool fool pool school spool stool ­oom bloom boom broom doom oo as in zoo ­ew blew brew chew crew dew drew few flew hew knew new pew screw skew slew stew threw gloom groom loom room ­oon boon croon goon loon moon noon soon spoon swoon ­ood brood food mood ­oop droop hoop loop scoop sloop snoop swoop troop ­oot boot loot root shoot toot a as in car ­ar bar car char far jar mar scar star tar ­ard bard card guard hard lard yard ­art cart chart dart mart part smart start tart oo as in took ­ood good hood stood wood ­ook book brook cook crook hook look shook took ­ould could should would ou as in out ­ouch couch crouch grouch ouch pouch slouch ­out bout out pout scout shout spout sprout stout trout ar as in air ­air chair fair flair hair pair stair ­are bare blare care dare fare flare or as in for ­orch porch scorch torch Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Variant Vowels p. 3");sQ1[39]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/SyllabicationTips.pdf","SyllabicationTips.pdf","","TIPS FOR TEACHERS SYLLABICATION RULES READING MANIPULATIVES PRODUCT: Syllable Sorts P/R/S nonsense fiercely climbing STEP 1: Divide off affixes. VC / C V dentist sentence pumpkin STEP 2: Divide between consonants. VC / V study river olive V/CV rumor focus vacant 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com Students consider all syllabication rules as they break down two-syllable words. Students sort 36 words in each set by 4 basic rules, applying them in order. This material provides abundant practice, thereby allowing students to see patterns and decode rapidly. Once students have worked through the 12 sets, they are ready to apply steps to longer words. Improving syllabication consciousness is a valuable spelling aid. Syllable Sorts 310 $30 STEPS 3 & 4: If one consonant is between vowels, divide after long vowel or after consonant if vowel is short. TEACHING STRATEGIES: Assure that students have prerequisite phonics skills Students who need to use syllabication to decode words must be taught syllabication rules holistically. When they apply basic rules in steps, they begin to recognize patterns and break down unknown words. Initially, the rules are applied to two-syllable rules. Once students learn the patterns, the same rules are used to break down longer words. Even those students who read words with ease in context generally improve spelling accuracy if they become more cognizant of word structure and syllabication patterns. Students should possess certain prerequisite skills and concepts before being taught the syllabication rules. Frequently, it is necessary to review short and long vowels, as well as prefixes/root words/suffixes, before proceeding with syllabication. You will see why as you review the following foundation concepts. · Each syllable must contain a sounded vowel. It can be a single vowel sound (i·de·a) or used with one or more consonant sounds (be·gin). · There are two kinds of syllables: open and closed. A closed syllable ends with a consonant and the vowel is usually short (or a schwa). An open syllable ends with a vowel that is generally long (clo·ver, e·vent). The vowel may be a y pronounced as /e/ (fun·ny) or occasionally / i/ (my·self). · Since the first rule deals with dividing between root words and affixes, students must be familiar with prefixes, suffixes, and root words. · Digraphs, or two consonants that make a single sound (ch, sh, th, wh, ng, nk, ng, ck, ...), cannot be divided (buck·le, noth·ing, cash·ier, bush·el, fur·ther). · In some cases, blends are not divided (se·cret, mi·grate, ze·bra). Do not preteach since students discover this when identifying open vs. closed syllables. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Syllabication p. 1 MAKING MATERIALS: Syllable Sorts 1. 2. 3. 4. 5. 6. 7. Line off cover-weight sheets of paper (8.5 x 11 inches) into 10 horizontal strips (1.1"). Draw vertical lines at 4.25" (center), 2.125" (center left column), and 6.375" (center right column). Use the accompanying syllabication resource list. Write the 4 rules at the tops of the columns Write 9 words for each rule below it. Sets must be coded in some way. This can be done with codes or color. Laminate cards. Cut apart and place pieces in zipper bags or other storage devices. Create a checklist to track the completed sets. SYLLABICATION RULES -- APPLY IN ORDER P / R / S -- Check the word for prefixes and suffixes. The first step is to divide between them and the root word. If necessary, affixes need to be reviewed with the students (farm·er, read·ing, mis·take). VC / C V -- Check for multiple consonants together between vowels. Divide between the consonants (can·dy, hap·py, el·bow). If a word has one consonant between vowels, decide whether the first vowel is long or short. V / C V -- If the vowel is long, divide after the vowel leaving an open syllable (fa·vor, sea·son, stu·pid). VC / V -- Otherwise, divide after the consonant leaving a closed syllable (hon·ey, plur·al, drag·on). Students consider all of the rules as they sort the words. By the time they have completed several of the Syllable Sorts, they begin to see the patterns. Soon they have the strategies they need to break down unknown multisyllabic words. SYLLABLE SORTS Draw lines. Write the syllabication rules at the top of each column. Then write 9 words that follow each rule below it (RM product 310). SYLLABICATION ­ LONGER WORDS The same rules are applied to divide words of 3 or more syllables (RM product 320). In the sample below, division lines have been inserted. Divide into syllables. Apply rules in order. P/R/S VC/CV V/CV VC/V Prefix / Root / Suffix 1. Remove affixes. VC/CV 2. Look for multiple consonants in middle. First syllable is closed. VC/V Closed syllable (short / schwa) V/CV Open syllable (long / schwa) asking allow clover camel 3. Determine whether syllable is open or closed. beside center eager closet in dus try com pu ter | | pa tri ot ic ab sorb ing gra cious ly sup ple ment con struc tion ben e fi cial cel e bra tion un sus pect ing ac cept a ble stim u la tion | | | | ex pla na tion com mun i cate ac ci den tal ap pro pri ate triv i al hy dro gen trans por ta tion ad ver tise ment per son al i ty de mol ish | | | | | | | || brighter clumsy haven finish cul ti vat ed lovely grammar ladle honey | | | | | | | | dis ap pear ance un con di tion al gen er a tion | | | | | | | | prepaid hello major modern | | | | | | || | | | | | | | | restless humble photo robin sup er vi sor sliding signal rumor shovel | | | | | | | | | | con ser va tion es tab lish re place ment | | | | | | | | | tallest silly season vision | | | | | | || | unkind suggest tiny widow | | | | | | Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Syllabication p. 2 RESOURCE LIST: Two-syllable words P/R/S Identify and remove affixes act·or art·ist ask·ing bash·ful be·side big·ger blind·ness bold·ly book·let boss·y breath·less bump·y care·ful climb·ing clos·est cloud·less com·ing count·less cream·y cry·ing dark·ness dear·est deep·er dis·cover dream·ing drop·per drown·ing end·less ex·port farm·er fear·ful fore·cast fool·ish friend·ly fur·ry grace·ful hand·y hard·en hill·y hot·ter im·prove itch·y joy·ous love·ly loud·er luck·y mis·spell mis·take morn·ing nois·y non·sense pack·age pain·less part·ly pay·ment peace·ful plant·ed play·ful pre·view quick·ly rain·y real·ly re·fill re·pay rest·ful sad·ly salt·y sleep·y slow·est small·er soft·ly sog·gy stop·ping sub·way sweet·er tall·est thank·ful think·ing thirst·y thought·ful throw·ing tract·or treat·ment un·fair vast·ly want·ed warm·est wind·y af·ter ap·ple ar·row ath·lete bal·loon bas·ket ber·ry blis·ter bot·tle bun·ny but·ter but·ton cab·bage can·dle can·dy car·rot cat·tle chan·nel cir·cle cof·fee com·mon com·pete con·test con·tract cot·ton coun·cil cur·rent cus·tom den·tist diz·zy el·bow en·joy fan·cy fif·teen fil·ter fol·low for·bid for·get fran·tic fun·ny gen·tle gos·sip ham·ster hap·pen VC/CV Divide between consonants hel·lo hel·met hur·ry kit·ten lad·der let·ter let·tuce lob·ster lum·ber mat·tress mon·key mon·ster nap·kin of·fice pat·tern pen·cil pen·ny pic·nic pic·ture pis·tol plas·tic plen·ty prob·lem pup·py pump·kin pur·ple rab·bit rib·bon scis·sors sen·tence sig·nal sil·ly sis·ter soc·cer sub·ject sum·mer tar·get thun·der tur·key whis·per win·dow win·ter wis·dom won·der at·om bod·y both·er buck·et cab·in cam·el chap·el chis·el cit·y civ·il clev·er clin·ic clos·et VC/V First syllable closed (short) mon·ey nick·el nov·el ol·ive pan·ic ped·al pet·al pit·y piv·ot plan·et pres·ent prof·it prop·er pun·ish quiv·er rad·ish rap·id reb·el rel·ic rel·ish rig·id riv·er rob·in sal·ad sav·age schol·ar sev·en sher·iff shiv·er shov·el shriv·el stud·y tim·id top·ic trag·ic trav·el trop·ic ven·om vig·or vis·it viv·id vol·ume wag·on wid·ow ba·by ba·con ba·gel ba·sic be·gin V/CV First syllable open (long) mo·tor mu·sic na·tion no·tion o·bey o·dor o·pen o·val pa·per pho·to pi·lot po·ny pre·tend pri·vate pu·pil ra·dar ra·zor rea·son re·cess re·gard re·sist ri·val ro·bot ro·tate ru·mor se·cret si·lent si·ren so·da so·lo spi·der stu·pid su·per ta·ble ti·dy ti·ger to·tal tu·na u·nite va·cant va·por vi·rus wa·ger ze·ro be·hind ca·ble ce·dar ce·ment cli·mate clo·ver co·coa cra·dle de·cay de·mand de·stroy di·gest do·nate do·nor du·ty ea·ger ea·sel e·qual e·ven e·vil fe·ver fi·nal fla·vor fo·cus glo·bal gro·cer he·ro ho·tel ho·ly hu·mor i·dle i·tem la·bel la·dy le·gal lo·cate ma·jor mi·nus mo·ment col·umn com·et cop·y cred·it crit·ic dev·il dig·it drag·on fin·ish for·est frag·ile grav·el hab·it hon·ey hon·or im·age lem·on lev·el lil·y lim·it lin·en liz·ard log·ic mag·ic man·age med·al men·u met·al mim·ic min·ute mod·ern Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Syllabication p. 3");sQ1[40]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/DolchTips.pdf","DolchTips.pdf","","TIPS FOR TEACHERS DOLCH 220 SIGHT WORDS SKILL OVERVIEW: Fluency Fluency is the ability to read a text accurately and quickly. Fluent readers recognize words automatically and read aloud effortlessly and with expression. They are able to group words into meaningful phrases and extract meaning from what they have read. They simultaneously relate what they are reading to the entire selection, as well as their own background knowledge. Unless students can read fluently, reading comprehension is hindered. Fluent reading takes practice, and therefore the skill is honed slowly. Additionally, students do not develop fluency until they have a solid foundation of word analysis skills. Most students who cannot read fluently must put too much effort into decoding. They read slowly, word for word, with unnatural phrase grouping, and this negatively impacts comprehension. Other students recognize words automatically and understand what they are reading, but their reading still lacks expression. These students may need to be taught the phrases and clauses that signal appropriate breaking points in the text. More than 50 years ago, E.W. Dolch came up with a list of 220 words that he claimed comprised 50 to 75 percent or more of the words in children's reading material. The words in his list contain all parts of speech except nouns. Over the decades, textbook publishers and children's book authors have used the Dolch 220 list as a guide. Obviously students who can recognize most words by sight are better, more fluent readers. Young readers benefit from memorizing these high-frequency words. 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com INSTRUCTION: Sight word acquisition As people read, their eyes move in jumps across the lines of print. The length and speed of the jumps are determined by the reader's familiarity with the material. Eyes move more rapidly when the person knows the words and comprehends the text. However, when an unknown word or concept is encountered, the jumps slow down to give the reader time to analyze the passage. When reading orally, unknown words stop readers and cause deterioration in fluency. The human brain looks for meaningful whole units and patterns. Since words are meaningful units, young readers soon begin to recognize them, regardless of the methods being utilized to teach them to read. During the primary grades, children continue to expand their repertoire of sight words. They are not learned as a result of specific lessons, but mastered over time (Dolch suggests three years). Step 1 ­ Make flash cards or word lists Teachers of beginning readers should come up with a plan to teach or review words that have a high rate of occurrence. The Dolch 220 Resource List on the following page is sorted by frequency of use and shows Dolch's suggested introduction levels, although these levels should be modified to correlate with existing instructional programs. Flash cards are a worthwhile instructional aid. Step 2 ­ Integrate sight words with phonics instruction Amazingly, half of the Dolch 220 words are one-syllable words that follow short and long vowel patterns. Another 14 percent have variant vowels, and 14 percent are words with more than one syllable. That leaves only 48 words, or 22 percent, that are phonetic rule breakers. If sight words are taught in tandem with phonics lessons, children master sight words at a much faster rate. Identify the words that are rule breakers to help students remember them. A resource list sorted by these categories is on page 4. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Dolch 220 Sight Words/Fluency p. 1 READING MANIPULATIVES PRODUCT: Dolch Sight Words CARD FRONT ­ WORD ONLY CARD BACK ­ PHONETIC MARKINGS please new jump good oo as in look ( SHORT/LONG VOWELS 110 WORDS ­ 50% SLV PATTERN FLIP STRIPS ( Have you analyzed the characteristics of the 220 Dolch sight words? Amazingly, exactly half (110) are one-syllable words that follow short/long vowel patterns. Thirty words have common variant vowels and 30 have multiple syllables. That leaves only 48 phonetic rule breakers that must be memorized. This product employs an array of techniques to help students learn these high-frequency words. First, the flash cards are broken by colors into the above 4 categories. One side of the card has the word with vowel sounds and syllables noted. The reverse side has only the word. The detailed guide gives strategies for teaching these words through an integrated reading/ writing/spelling program. Twenty-five spelling lessons group the words by characteristics. Word families are used to shrink or expand the list. DOLCH SIGHT WORDS 280 $50 VARIANT VOWELS 30 WORDS ­ 14% VARIANT VOWELS funny al ways ^ o as in all SYLLABLES (2 OR 3) 30 WORDS ­ 14% SYLLABLE SORTS the come cum ( PHONETIC RULE BREAKERS 48 WORDS ­ 22% MAKING MATERIALS: Sight-word flash cards 1. 2. 3. Line off 8.5 x 11 card stock in a landscape orientation into 4 rows (2.125 inches) and 2 columns (5.5 inches), making 8 flash cards per sheet Use 4 different colors, one for each of the categories below; write words according to breakdown in Dolch 220 Resource List ­ Decoding Categories on p. 4 Write the word only on one side and the word with phonetic cues on the other; remember, the back words must be flipped from left to right. MAKING MATERIALS: Spelling dictionaries containing high-frequency words Spelling dictionaries are a powerful reading and writing tool for young students. Pages are a compilation of the Dolch 220 list (words in bold) and other high-frequency reading and writing lists. As children write sentences and stories, they should use their dictionaries to find words they need to spell. Many students do not have Ll Mm laid made must long instant recognition of all words, so they are developing land make making my look both decoding and encoding skills. Other needed words loose man large myself lose many May (month) last can be written on the lines. lost may March late laugh love me Monday Each dictionary is comprised of 7 sheets of paper learn lunch meant ______________ leave ______________ men ______________ printed printed double-sided. The sheets are then folded to left ______________ mess ______________ form a 5.5 x 8.5 inch booklet. The 14 masters for the leg ______________ milk ______________ let ______________ minute ______________ dictionary can be found in the student resources section of let's (let us) ______________ money ______________ letter ______________ more ______________ the Reading Manipulatives web site. light ______________ morning ______________ like ______________ most ______________ There are also masters for a double-sided spelling little ______________ mother ______________ reference list that is suitable for older students. much live ______________ ______________ Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Dolch 220 Sight Words/Fluency p. 2 RESOURCE LIST DOLCH 220 ­ LEVEL & FREQUENCY 1 2 3 4 5 6 7 8 9 10 11 12 13 14 15 16 17 18 19 20 21 22 23 24 25 26 27 28 29 30 31 32 33 34 35 36 37 38 39 40 41 42 43 44 did what so see not were get them like one this my would me will yes big went are come if now long no came ask very an over your its ride into just blue red from good any about around want don't how P P p PP PP 1 P 1 P PP P PP 2 PP P P PP P P PP 3 P 3 P P 1 2 1 1 2 2 P P 1 PP PP 1 P 1 3 2 P 2 1 45 46 47 48 49 50 51 52 53 54 55 56 57 58 59 60 61 62 63 64 65 66 67 68 69 70 71 72 73 74 75 76 77 78 79 80 81 82 83 84 85 86 87 88 know right put too got take where every pretty jump green four away old by their here saw call after well think ran let help make going sleep brown yellow five six walk two or before eat again play who been may stop off 1 2 1 P 3 1 PP 1 P 1 2 P PP 1 1 2 PP P 2 1 P 1 P 1 PP PP 1 2 P PP 2 3 1 PP 2 2 P 1 PP P 2 1 1 2 89 90 91 92 93 94 95 96 97 98 99 100 101 102 103 104 105 106 107 108 109 110 111 112 113 114 115 116 117 118 119 120 121 122 123 124 125 126 127 128 129 130 131 132 never seven eight cold today fly myself round tell much keep give work first try new must start black white ten does bring goes write always drink once soon made run gave open has find only us three our better hold buy funny warm 3 3 3 2 3 1 3 1 2 3 3 1 2 2 3 P P 3 P P 3 2 3 2 2 2 3 1 P 2 PP 2 1 1 PP 3 2 PP PP 3 3 2 PP 1 133 134 135 136 137 138 139 140 141 142 143 144 145 146 147 148 149 150 151 152 153 154 155 156 157 158 159 160 161 162 163 164 165 166 167 168 169 170 171 172 173 174 175 176 ate full those done use fast say light pick hurt pull cut kind both sit which fall carry small under read why own found wash show hot because far live draw clean grow best upon these sing together please thank wish many shall laugh P 3 2 3 2 2 P 3 3 3 2 3 3 2 2 2 3 3 3 P 2 2 3 2 2 3 3 2 3 1 3 3 3 2 2 2 2 3 P 1 2 2 3 3 177 178 179 180 181 182 183 184 185 186 187 188 189 190 191 192 193 194 195 196 197 198 199 200 201 202 203 204 205 206 207 208 209 210 211 212 213 214 215 216 217 218 219 220 the to and he a I you it of in was said his that she for on they but had at him with up all look is her there some out as be have go we am then little down do can could when PP PP PP P PP 1 PP PP 1 PP P PP 1 P P PP P P P 1 P 1 P PP P PP PP 1 P 1 P 1 P P PP PP P 1 PP PP P PP 1 1 Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Dolch 220 Sight Words/Fluency p. 3 RESOURCE LIST DOLCH 220 ­ DECODING CATEGORIES ran red run shall sing sit six stop tell ten thank that them then think this up us well went when which will wish with yes LONG VOWELS ate be blue by came clean eat five fly gave go goes green grow he I keep know like made make may me my no own play please read ride say see she show sleep so take these those three try use we white why write VARIANT VOWELS all are brown call down draw fall far first for found good her here how hurt look new now or our out round saw small soon start too walk warm work SYLLABLES go·ing af·ter al·ways bet·ter car·ry fun·ny in·to lit·tle on·ly pret·ty un·der yel·low a·bout a·gain a·round a·way be·cause be·fore my·self o·pen o·ver to·day to·geth·er u·pon an·y ev·ery man·y nev·er sev·en ver·y RULE BREAKERS a been both buy cold come could do does done don't eight find found from full give have hold kind laugh light live of old once one pull put right said some the their there they to two you your want was wash were what where who would SHORT VOWELS am an and as ask at best big black bring but can cut did drink fast get got had has help him his hot if in is it its jump just let long much must not off on pick Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Dolch 220 Sight Words/Fluency p. 4");sQ1[41]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/ScrambledSentencesTips.pdf","ScrambledSentencesTips.pdf","","TIPS FOR TEACHERS SCRAMBLED SENTENCES SKILL OVERVIEW: Fluency Fluency is the ability to read a text accurately and quickly. Fluent readers recognize words automatically and read aloud effortlessly and with expression. They are able to group words into meaningful phrases and extract meaning from what they have read. They simultaneously relate what they are reading to the entire selection, as well as their own background knowledge. Unless students can read fluently, reading comprehension is hindered. Fluent reading takes practice, and therefore the skill is honed slowly. Additionally, students do not develop fluency until they have a solid foundation of word analysis skills. Most students who cannot read fluently must put too much effort into decoding. They read slowly, word for word, with unnatural phrase grouping, and this negatively impacts comprehension. Other students recognize words automatically and understand what they are reading, but their reading still lacks expression. These students may need to be taught the phrases and clauses that signal appropriate breaking points in the text. A key characteristic of fluent reading is the ability to group words in meaningful clusters while reading. Scrambled sentences are an excellent device for building concepts about blocks of text. As students arrange words into sentences, their awareness of sentence structrue improves. They begin to: take cues from capitalization and punctuation; identify subjects and predicates; put modifiers with nouns or verbs; build prepositional phrases; use conjunctions to provide cohesive ties. Students enjoy scrambled sentences due to their puzzle-like format and hardly realize how much they are learning from them. 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com MANIPULATIVES: Making scrambled sentences Step 1 ­ Select topics and gather resources Scrambled sentence sets are ideal for teaching interesting facts. Once students move beyond decoding, use nonfiction topics for manipulatives. Not only do students enjoy the challenge of arranging the sentences, they are motivated by learning about a topic, especially if sentences are engaging and wellwritten. If possible, find photos to go with the sets because these draw students into activities. Step 2 ­ Write sentences and organize into levels Scrambled sentences are tedious to make, but it is time well spent. Students develop multiple skills and learn interesting facts as they put the sentences together. Products in the Reading Manipulatives scrambled sentence series have 5 different colored sentences in each set. These are always put together in the same order since they tell an orderly progression of facts. You could use 4 sentences, but less would not be enough information. As you write the sentences, consider linguistic difficulty level. It is important to make multilevel series. Each of these should have at least 10 sets. After students work through those, they develop skills that enable them to succeed with longer, more complex sentences. On the following page, one scrambled sentence set from each Reading Manipulatives level is shown as an example. Notice that sentence length and syntactical sophistication increase in each level. Reading Manipulatives also offers scrambled sentences targeting Dolch 220 words and Dolch nouns. These give students practice reading these high-use words. The goal is to get students to recognize the words by sight, thereby improving reading fluency. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Scrambled Sentences/Fluency p. 1 READING MANIPULATIVES PRODUCTS: Scrambled Sentences LEVEL 1 SENTENCE LENGTH ­ 5 TO 9 WORDS POSSESSIVES, SINGLE ADJECTIVES SIMPLE ADVERBIAL PHRASES ONLY Students devour scrambled sentences because they are interesting and fun. These increasingly complex forms of written language improve linguistic and grammatical competency. Some of the skills scrambled sentences teach are: ­ sentence structure (subject/predicate, phrases) ­ capitalization and punctuation ­ conjunctions (providing cohesive ties) ­ adjective and adverbial phrases ­ vocabulary and facts ­ organizational skills There are 12 sets in each series. Each set has 5 color-coded sentences that give facts about a topic. The color photo draws students into the activity. LEVEL 2 SENTENCE LENGTH ­ 8 TO 11 WORDS MULTIPLE ADJECTIVES, WORDS IN SERIES MORE COMPLEX PHRASES & VOCABULARY These examples illustrate how levels increase in complexity. Students should start in level 1 or 2 to develop strategies and skills necessary for success. FARM 1 AMERICAN LANDMARKS 1 BIRDS 1 DANGEROUS CREATURES 2 WORLD LANDMARKS 2 NATURE 2 DANGEROUS CREATURES 3 WATCHABLE ANIMALS 3 LOST CIVILIZATIONS 3 610 615 620 640 645 650 670 675 680 $45 $45 $45 $45 $45 $45 $50 $50 $50 LEVEL 3 SENTENCE LENGTH ­ 12 TO 16 WORDS COMPOUND & DETAILED SENTENCES SOPHISTICATED LINGUISTIC FEATURES Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Scrambled Sentences/Fluency p. 2");sQ1[42]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/AffixesTips.pdf","AffixesTips.pdf","","TIPS FOR TEACHERS AFFIXES & ROOTS SKILL OVERVIEW: Affixes and roots The English language has been strongly influenced by other languages over the centuries, particularly by Latin and Greek. Understanding the structure of these two western classical languages affords many insights into the formation and meaning of English vocabulary words. Greek and Latin are inflecting languages in which words and usage are modified by the addition of prefixes and suffixes. Familiarity with prefix meaning, suffix usage, and the most common Latin roots can provide clues for figuring out tens of thousands of words. Step 1 ­ Teach common prefixes and their meanings Prefixes are placed at the beginning of words to change meaning. Learning approximately 20 high-utility prefixes can significantly enhance one's ability to analyze word meaning. For example, the following prefixes all mean not or opposite: dis ­ disappear, distraction, dismiss, dispute im ­ immature, imperfect, improbable, impudent in ­ inequity, ineffective, incredible, insecure, inaccessible ir ­ irresponsible, irreverent, irregular, irresistible un ­ unobstructed, unrealistic, unbeaten, uncivilized Step 2 ­ Show how suffixes modify parts of speech Suffixes added to the end of words affect usage rather than meaning. Most commonly, suffixes denote verb tense, noun plurals, or adjective degree. Understanding these uses improves grammar, but does not build vocabulary. However, recognizing how suffixes are utilized to modify parts of speech can be a worthwhile meaning-analysis strategy. Identifying the usage might help a reader to get the gist of what is being said. The following show suffixes modifying parts of speech: -ant, -ent (verb to adjective) ­ observe to observant, differ to different, defy to defiant -ty (adjective to noun) ­ active to activity, safe to safety, cruel to cruelty -ion (verb to noun) ­ collect to collection, act to action, appreciate to appreciation Step 3 ­ Study the most frequently used Latin roots Frequently occurring Latin roots and their variant forms are potent vocabulary builders. Just learning the top 25 would offer insight into innumerable English words. Some that are more straightforward, such as port or scribe, may be learned with little instruction. However, structured lessons would unlock many others and may be needed for some students. The following are examples of the Latin root mit, miss, which means to send or let go. The word meanings in parentheses couple both the root and prefix meanings. commit/commission (send together); transmit/transmission (send across); admit/admission (let go toward); remit/remission/remittance/remiss (send back); intermission/intermittent (let go between); emit/emission/emissary (send out of ) 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Affixes & Roots p. 1 PREFIX MEANINGS & EXAMPLES a­ (before consonants) . . . . . . . . . . . . . . . . .on, in, to, of, not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .aboard, ashore, apart, asymmetric an­ (before vowels) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .anesthetic, another, anarchy ab­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .from, away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .abnormal, abstain, abstract ac­, ad­, af­, . . . . . . . . . . . . . . . . . . . . . . . . . .to, toward . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .accent, acquire, admit, adapt, ag­, as­, at­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .affair, aggressive, assign, attune ambi­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .both . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ambidextrous, ambiguous amphi­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .amphitheater, amphibian ante­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .before . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .antecedent, anteroom anti­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .against, oppose . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .antifreeze, antitrust, antidote arch­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .chief . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .archangel, archrival auto­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .of/by self . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .automobile, autograph, automatic be­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .by, away . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .beside, behave, befriend, beneath bi­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .two, twice . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .bipartisan, bicycle, bifocal, biweekly by­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .near, aside . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .bypass, bystander, bylaw circum­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .circumstance, circumspect co­, com­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . .with, together . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .cooperate, coincide, combat, con­, col­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .combine, conflict, conduct, collect, cor­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .collaborate, correct, correspond contra­, counter­ . . . . . . . . . . . . . . . . . . . . .against, opposite . . . . . . . . . . . . . . . . . . . . . . . . . . . .contradict, counterproposal de­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .away, down, opposite . . . . . . . . . . . . . . . . . . . . . . . .depart, decay, deplete, deactivate dis­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .opposite, from, away . . . . . . . . . . . . . . . . . . . . . . . . .dishonest, disobey, disgust, discount en­, em­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .put into, on, make . . . . . . . . . . . . . . . . . . . . . . . . . . . .endanger, enforce, emphasis epi­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .upon, around . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .epidermis, epilogue, epidemic e­, ex­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .out of, from . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .emit, evict, exhale, export, exclaim en­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .make, in . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .enlarge, entrust, enfold for­, fore­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . .away, in front of . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .forget, foretell, foreground in­, im­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .in, into . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .inject, intense, impress, impact in­, im­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .indefinite, impatient, impossible, il­, ir­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .illiterate, illegal, irresponsible inter­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .between, mutual . . . . . . . . . . . . . . . . . . . . . . . . . . . . .interact, international, interrupt intra­, intro­ . . . . . . . . . . . . . . . . . . . . . . . . . .within, into . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .intramural, intravenous, introduce mis­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .wrong . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .mismanage, misinterpret, mistake mono­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .one . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .monolateral, monotone multi­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .several . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .multifaceted, multicolored non­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .not . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .nonviolent, nonsense, nonfiction ob­, of­, op­ . . . . . . . . . . . . . . . . . . . . . . . . . .in way of, toward . . . . . . . . . . . . . . . . . . . . . . . . . . . .obstacle, obscure, offense, oppose per­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .throughout, completely . . . . . . . . . . . . . . . . . . . . . .permit, perplex, pertain pre­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .before . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .prehistoric, prepaid, preschool post­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .after . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .postpone, posttest, postscript pro­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .support, before, forward . . . . . . . . . . . . . . . . . . . . .pronoun, proponent, profess re­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .back, again . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .repeat, retract, return, reconstruct semi­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .partly, half . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .semicircle, semiannual, semiskilled sub­, suc­, suf­ . . . . . . . . . . . . . . . . . . . . . . .under, lower, next . . . . . . . . . . . . . . . . . . . . . . . . . . . .submarine, succeed, suffer, sug­, sup­, sus­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .suggest, suppose, suspend, suspect super­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .over, above . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .supernatural, supervise tele­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .from a distance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .telephone, telepathy, television trans­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .across, beyond, change . . . . . . . . . . . . . . . . . . . . . .transport, transform, transcript ultra­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .beyond . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .ultraviolet, ultrasonic un­ . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .not, opposite . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .unpleasant, unlikely, untie, unfair Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Affixes & Roots p. 2 SUFFIX USAGE & EXAMPLES ­able, ­ible . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .laughable, portable, visible ­ability, ­ibility . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .marketability, credibility ­acy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .diplomacy, accuracy, literacy ­age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .percentage, courage, package ­al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .comical, annual, familial ­an, ­ian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .American, magician, optician ­ance, ­ence, ­ancy, ­ency . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .acceptance, conference, constancy, emergency ­ant, ­ent . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .observant, different, indulgent . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .assistant, president ­ar, ­er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .singular, sweeter (comparative) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .beggar, liar, teacher, southerner ­arian . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .disciplinarian, humanitarian ­ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .verb (past tense) . . . . . . . . . . . . . . . . . .walked, hummed, played . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .feathered, treasured, striped ­en . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .verb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .loosen, harden, weaken . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .earthen, swollen, wooden ­es . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun (plural) . . . . . . . . . . . . . . . . . . . . . .boxes, dishes, ladies, kisses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .verb (present indicative) . . . . . . . . . .teaches, brushes, fixes ­est . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective (superlative) . . . . . . . . . . . . .prettiest, kindest, snowiest ­ful . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .colorful, beautiful, wonderful ­fy, ­ify . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .verb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .petrify, magnify, intensify, satisfy, ­ic, ­ical . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .heroic, dramatic, terrific, historical, technical ­ing . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .verb (participle) . . . . . . . . . . . . . . . . . . .throwing, plowing, fighting . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .blessing, paneling ­ion, ­sion . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .fashion, champion, division, vision, inversion ­tion . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .motion, suggestion, contribution ­ish . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .childish, yellowish, English ­ism . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .criticism, autism, fanaticism ­ist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .lyricist, motorist, biologist ­istic . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .legalistic, ritualistic ­ity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .density, curiosity, brevity ­ive . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .disruptive, evasive, lucrative ­ize . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .verb . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .alphabetize, equalize, emphasize ­less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .hopeless, thoughtless, colorless ­ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adverb . . . . . . . . . . . . . . . . . . . . . . . . . . . .meanly, roughly, thoughtlessly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .elderly, daily, womanly ­ment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .development, accomplishment ­ness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .loudness, meanness, kindness ­ory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .auditory, discriminatory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .directory, observatory ­ous . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .joyous, serious, courteous, gracious ­osity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .curiosity, monstrosity ­th . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .growth, health, width . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective (numeric) . . . . . . . . . . . . . . .fifth, sixteenth ­ty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .activity, certainty, safety, property . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective (numeric) . . . . . . . . . . . . . . .twenty, sixty ­ure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .architecture, legislature ­ward(s) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adverb . . . . . . . . . . . . . . . . . . . . . . . . . . . .homeward, backwards, forward ­y . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .adjective . . . . . . . . . . . . . . . . . . . . . . . . . .curly, windy, messy, fruity . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .noun . . . . . . . . . . . . . . . . . . . . . . . . . . . . .jealousy, blasphemy Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Affixes & Roots p. 3 READING MANIPULATIVES PRODUCTS: Suffixes, Prefixes & Latin Roots Match-Ups inter mission BETWEEN When we went to the theater, there was an __________ before the final act. This holistic approach to studying affixes builds genuine understanding of the function of prefixes and suffixes. In the 12 suffix sets, students learn that suffixes added to the end of root words change English words from one part of speech to another (words in each set follow the same pattern, such as verb to noun). Root word cards show spelling changes. Prefixes carry meaning and are added before root words to change the meaning of the new word. Prefix meaning is noted under the prefix. Level B has suffixes added to root words (root noted). Latin root sets have 5 roots each for 3 Latin words. The root and prefix meanings, as well as suffix part of speech, are noted on the cards. Using these is a superb way to build vocabulary. For each of the 15 combinations in sets, there is a cloze sentence to tie usage and comprehension to the new words formed. Sentences often help students to figure out combinations. SUFFIXES MATCH-UPS 330 340 345 335 $38 $38 $38 $48 un fasten OPPOSITE Bob could not __________ the boat from the dock because the knot was too tight. micro biology SMALL __________ is the study of minute organisms that live on our planet. en title PUT INTO Often age will __________ you to more privileges than your younger siblings. pre paid BEFORE The last month of his rent was _________, so John had some extra cash. RM PRODUCTS: 340, 345 PREFIXES MATCH-UPS A & B friend ly NOUN ¦ ADJECTIVE One reason that Mary usually gets invited to go places is that she is __________ and thoughtful. nature al NOUN ¦ ADJECTIVE If we do not preserve our __________ resources, future generations will not be able to enjoy them. suburb an NOUN ¦ ADJECTIVE A major change in cities in the 20th century was that people moved to __________ communities. PREFIXES MATCH-UPS A PREFIXES MATCH-UPS B LATIN ROOTS MATCH-UPS moment ary NOUN ¦ ADJECTIVE Even a __________ lapse of concentration when driving can lead to a terrible accident. baby ish NOUN ¦ ADJECTIVE It is so __________ to pout just because you did not get your way. RM PRODUCT: 330 SUFFIXES MATCH-UPS ad vert ise TOWARD -VERT-, -VERS- TURN VERB Cigarette companies are not allowed to ________ on television. INSTRUCTION: Build foundation with lessons Latin root and affix meaning provide insights into the meaning of advanced vocabulary words. Due to the steps involved in analyzing meaning, work with these concepts before using manipulatives. The following is a sample word-study group: vert, vers ­ Latin root meaning to turn advertise ­ verb, turn toward adversity ­ noun, turn against avert ­ verb, turn aside or from convertible ­ adjective, turn into divert ­ verb, turn away extrovert ­ noun, turn outward introvert ­ noun, turn within reverse ­ verb, turn back revert ­ verb, turn back subversive ­ adjective, turn under traverse ­ verb, turn across vertical ­ adjective, turn up vertigo ­ noun, turn around re vert ed BACK -VERT-, -VERS- TURN VERB He ________ to his old ways every time he was around his family. vert igo -VERT-, -VERS- TURN NOUN She has attacks of dizziness, called ________, when she gets up too fast. tra verse ing ACROSS -VERT-, -VERS- TURN VERB Mountain goats are good at ________ steep hills. con vert ible WITH -VERT-, -VERS- TURN VERB TO ADJECTIVE We get to put the roof down on our ________ when the weather is nice. RM PRODUCT: 335 LATIN ROOTS MATCH-UPS Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Affixes & Roots p. 4");sQ1[43]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/AnalogiesTips.pdf","AnalogiesTips.pdf","","TIPS FOR TEACHERS ANALOGIES READING MANIPULATIVES PRODUCT: Analogies Match-Ups orange : fruit : : spinach : vegetable produce plan 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com Analogies are excellent for developing vocabulary and reasoning abilities. This material also familiarizes students with this common testing format. Each level has 18 sets. Students line up the 10 incomplete analogies. Then they determine the relationship between the first pair of words. They must find a match having the same relationship to complete the second pair. In order to make this more challenging, 10 trick words representing potential misses are included with the 10 correct matches. Answer keys identify the relationship that exists between the two words in each part of the analogy. ANALOGIES MATCH-UPS A 460 465 $40 $40 touchdown : football : : goal : hockey necessary : essential : : lasting : permanent eternity hop : rabbit : : prance : horse hamster country United States : nation : : Africa : continent anxious minor : major : : eager : reluctant casserole lemonade : beverage : : torte : dessert adjective boys : noun : : swim : verb ocean ANALOGIES MATCH-UPS B mountain : hill : : sea : pond tooth EXTRA WORDS (POTENTIAL MISSES) ignore : neglect : : decay : rot SKILL OVERVIEW: Think critically, analyze relationships, and build vocabulary Analogies require learners to use higher-level thinking strategies to associate two words that are not commonly linked and ascertain what relationship exists between the two words. Once the implied analogy pattern (synonyms, antonyms, homonyms, degree, part to whole, function, characteristic, etc.) is determined, the task is to create a similar relationship for the next pair of words. To solve an analogy, the first step is to read the given analogy in a sentence. In the first analogy above, this would be: "Orange is to fruit as spinach is to _________." Next, verbalize the relationship that exists between the first two words: "An orange is a type or kind of fruit." Extend that relationship to the next word: "Spinach is a type or kind of _________." Vegetable is correct because it is the food group for spinach. Produce does not fit since it includes both fruits and vegetables, and it is not a food group. An analogy must always have parallel structure. For instance, if the relationship is part to whole (mattress to bed), the second pair cannot be whole to part (sofa to cushion). It would have to be: "Mattress is to bed as cushion is to sofa." Since analogies are a way of developing or testing vocabulary, students are hindered when they are unfamiliar with words that are among the choices. For instance, one must know the word torte to know that dessert, not casserole, is the correct choice for: "Lemonade is to beverage as torte is to _________." Vocabulary difficulty determines the level (A or B) in the resource list and materials. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Analogies p. 1 MAKING MATERIALS: Analogies Match-Ups 1. 2. 3. Line off cover-weight sheets of paper (8.5 x 11 inches) into 8 to 10 horizontal strips. Draw vertical lines at 4.25 (center) and 6.375 (center of right column) inches to divide the page. Use the accompanying analogies resource list. The first relationship of the analogy and the first word of the second relationship are written or printed on the left. The word that completes the second relationship is written in the next box. In the final box, write a trick word (one that has some relationship, but not the correct one). Include at least 2 synonym analogies per set, along with 1 each of other types of relationships. Note that in the resource list, 2 levels are given. Occasionally, a type of relationship can be more challenging. For the most part, however, the vocabulary load determines the difficulty or level. Sets must be coded in some way. This can be done with codes or color. Laminate cards. Cut apart and place pieces in zipper bags or other storage devices. Create a checklist to track the completed sets. POSSIBLE ANALOGY RELATIONSHIPS: 1. 2. 3. 4. 5. 6. 7. 8. 9. 10. 11. 12. 13. 14. 15. 16. 17. 18. 19. 20. synonyms (competent, capable) antonyms (bold, shy) homonyms (piece, peace) action to object (smell, perfume) animal to animal's sound (turkey, gobble) animal to group (lion, pride) category to example (insect, mosquito) example to category (human, omnivore) degree (prick, impale) cause to effect (wound, blood) locomotion to animal (slither, snake) fruit to dried variety (grape, raisin) object to composition (credit card, plastic) vehicle/vessel to stopping agent (ship, anchor) workplace to worker (garage, mechanic) person to tool (dentist, drill) sport to scoring event (baseball, run) player to sport (quarterback, football) slang to word (cop, policeman) object to location (Andes, South America) 4. 5. 6. ANALOGY MATCH-UPS Draw lines. For each analogy, write the first pair and the first word of the second pair in the left column. Write the correct match and trick word on the right. mean : cruel : : empty : vacant full sob : bawl : : admit : confess deny early : late : : fast slow quick teach : taught : : leave : left go hot : warm : : cold : cool freezing hand : wrist : : foot : ankle toes gasoline : automobile : : food : human stomach school : teacher : : courtroom : judge criminal touchdown : football : : goal : hockey baseball restaurant : waiter : : church : is to as pastor restaurant is to waiter as church is to pastor Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Analogies p. 2 RESOURCE LIST: Analogy types SYNONYMS delicate : fragile : : miserable : unhappy spiteful : vindictive : : grotesque : hideous ANTONYMS generous : stingy : : artificial : genuine humble : arrogant : : intermittent : continual HOMONYMS pair : pear : : merry : marry waive : wave : shoot : chute CATEGORY TO EXAMPLE insect : mosquito : : bird : parrot organ : kidney : : disease : tuberculosis CATEGORY TO EXAMPLE gemstone : ruby : : building : skyscraper river : Mississippi : : ocean : Pacific EXAMPLE TO CATEGORY dollar : bill : : dime : coin cotton : natural : : acetate : synthetic WHOLE TO PART hand : finger : : computer : keyboard word : syllables : : poem : stanzas PART OF SPEECH boys : noun : : swim : verb tomorrow : adverb : : awkward : adjective PRESENT TO PAST (IRREGULAR) forget : forgot : : stand : stood teach : taught : leave : left ADJECTIVE TO NOUN canine : dog : : feline : cat nocturnal : night : : lunar : moon ACTION TO OBJECT toss : hand : : kick : foot poach : eggs : : saute : vegetables ANIMAL TO SKIN COVERING human : skin : : reptile : scales ANIMAL TO GROUP lions : pride : : ants : colony ANIMAL TO MEAT PRODUCT pig : pork : : cow : beef deer : venison : : sheep : mutton CAUSE AND EFFECT fire : heat : : wound : blood collision : damage : : crime : punishment Copyright © Reading Manipulatives, Inc. A B A B A B A B A B A B A B A B A B A B A B A B A B A B CONTINENT TO ANIMAL Australia : kangaroo : : China : panda U. S. : buffalo : : Mexico : chihuahua OBJECT TO FUNCTION clock : time : : thermometer : temperature barometer : pressure : : odometer : mileage CUTTER TO OBJECT scissors : fabric : : saw : lumber chain saw : tree : : scalpel : skin DEGREE hot : warm : : cold : cool call : scream : : prick : impale EQUIPMENT TO SPORT racket : tennis : : club : golf puck : hockey : : cue : billiards ETHNIC ORIGIN TO FOOD Italian : spaghetti : : Mexican : taco Chinese : chop suey : : Greek : hummus MOUNTAIN RANGE TO CONTINENT Andes : South America : : Himalayas : Asia OBJECT TO ACTION crane : lift : : tugboat : pull grater : shred : : drill : bore OBJECT TO COMPOSITION pillow : feathers : : mittens : yarn antennae : metal : : mirror : glass OBJECT TO CONTAINER eggs : carton : : jam : jar pea : pod : : corn : husk SPECIALIST TO ITEM DISPENSED physician : prescription : : general : order orthodontist : braces : : optometrist : glasses SCIENCE TO FIELD OF STUDY zoology : animals : : botany : plants PART TO WHOLE keys : piano : : strings : guitar shutter : camera : : transmission : car WORKER TO TOOL fisherman : net : : dentist : drill wrench : plumber : : needle : seamstress WORKPLACE TO WORKER school : teacher : : courtroom : judge church : clergyman : : garage : mechanic A B A B A B A B A B A B B A B A B A B A B B A B A B A B Tips for Teachers ­ Analogies p. 3");sQ1[44]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/LiteralComprehensionTips.pdf","LiteralComprehensionTips.pdf","","TIPS FOR TEACHERS LITERAL COMPREHENSION SKILL OVERVIEW: Literal comprehension Reading comprehension is grasping and interpreting text meaning. While reading entails a hierarchy of skills, comprehension is the ultimate objective. Readers do not understand text if they cannot read words fluently. The cognitive capacity of humans is limited, so if students must allocate excessive thought to word analysis, little is left for comprehension. Thus, the first step toward developing comprehension skills is to teach students to decode well. At the most elemental level, reading involves a literal interpretation of an author's words. Since readers construct meaning using their prior knowledge, even literal comprehension varies from one reader to another. Still, students must have a strong foundation in these fundamental comprehension skills before they can shift focus to critical reading. For this reason, it is valuable to incorporate materials into instructional programs that build the following skills while affording students with reading opportunities. · CONTEXT Readers use context to predict word meaning or select missing words. The context may actually define words, relate words to prior knowledge, or provide information to build concepts. · FACTS As people read, they must attend to factual details. Exercises that check whether students acquire the key information from a selection are worthwhile. Text discussions, however, are often too focused on facts. Questions should also target inference and analysis, which are higher-level comprehension skills. · MAIN IDEA It is important for readers to be able to identify the main idea of each paragraph since this enables them to find supporting details. These abilities then lead to summary and synthesis of what has been read. · SEQUENCE If students grasp the entirety of what they are reading, they can sequence the events. Manipulatives are an ideal format for developing this skill. 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com TEACHING STRATEGIES: Sequencing and main idea Step 1 ­ Plan comprehension activities that suit program and student needs Language arts skills are interrelated. For instance, being able to identify main ideas is equally helpful to readers and writers. Look for ways to support all aspects of your program while building key reading skills. Nonfiction reading selections can relate to other subject areas. Step 2 ­ Use materials that provide opportunities to read and teach skills Reading Manipulatives comprehension products build skills and afford meaningful reading activities to students. The nonfiction topics interest students, so they actually enjoy reading the stories and working on the skills. An advantage of manipulatives is that multilevel sets can target the wide ability ranges in a classroom. The levels have a similar appearanc so below-level students are not self-conscious. Step 3 ­ Encourage students to use strategies to monitor comprehension In content area reading, comprehension strategies should be applied. Until students become competent readers, they may need to be shown how to monitor comprehension. Teach students tactics to use when their understanding seems to be breaking down. Some of these include: word analysis, vocabulary expansion, or rereading. They can also look forward in the text seeking meaning clarification. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Literal Comprehension p. 1 READING MANIPULATIVES PRODUCTS: Sentence and Paragraph Sequencing The Titanic's Failed Warning Manipulatives are a natural, effective way for students to sequence sentences. Students put the title card first and then arrange the 7 sentences in sequential order. Manipulatives allow students to keep rearranging until a story makes sense. The 24 sets in Sentence Sequencing A contain topics that are more suitable for younger students (everyday experiences, true animal tales, fables, humor). The nonfiction content of other Reading Manipulatives sequencing products raises concept load and readability. The 30 sets in level B are based on factual events and people. Topics are interesting and suitable for third grade through adult. SENTENCE SEQUENCING A SENTENCE SEQUENCING B 505 510 $35 $42 COMPREHENSION MANIPULATIVES Manipulatives build comprehension skills by providing extensive practice using structured reading selections followed by activities that check comprehension. Some products focus on literal comprehension and others on critical reading. Manipulatives are ideal for fostering the cooperative learning that is so valuable for advancing viable text comprehension strategies. The magnificent Titanic left London for New York on its first voyage. On the fourth day, April 14, 1912, the Titanic was near Greenland. The night of the 14th, an operator on the Californian warned the Titanic of icebergs. The weary Titanic operator told him to quit bothering him. An iceberg ripped the Titanic open at 11:40 P.M., and it rapidly began to sink. The Californian's operator, who had gone to bed at 11:30, never heard the distress calls. By 2:20 A.M., the Titanic had sunk, taking 1,500 people down with her. RM PRODUCTS: 505, 510 SENTENCE SEQUENCING A & B Queen Elizabeth II, Grease Monkey The huge numbers of men in the armed forces during World War II created a shortage of workers on home fronts. Women, wanting to contribute to the war effort, filled many jobs traditionally held by male workers. Comprehension, sequencing, and main idea are all targeted. WOMEN FILL MEN'S JOBS DURING WAR Britain's dignified Queen Elizabeth II, who at the time was eighteen-year-old Princess Elizabeth, signed up for a course in heavy mechanics. She didn't even know how to drive. PRINCESS ELIZABETH VOLUNTEERS On her first day of training, the princess' commander picked her up at Windsor Castle. When she arrived at the training center, Elizabeth found a jacked-up car without wheels awaiting her. She learned to strip and service engines. ELIZABETH LEARNS TO REPAIR ENGINES Elizabeth had to take a test at the end of her mechanic's training. The day of her test, King George VI found his daughter in greasy overalls under a car. He teased her about not being able to get the car going. What Elizabeth did not know was that the king had secretly removed the car's distributor. KING GEORGE'S EXAM TRICK First students must read and comprehend the paragraphs. Then they arrange them sequentially. Finally, main ideas are matched to paragraphs. The 30 sets contain high-interest, nonfiction stories. The stories in Level A have 4 paragraphs and main ideas. The sequence is more obvious than in Level B. Content is suitable for third grade or above. Level B sets have 5 paragraphs and main ideas. Many stories are based on historic events making them suitable for upper elementary through adult. This material builds the concept of one topic per paragraph. Skills developed improve students' abilities to form paragraphs when they are writing. PARAGRAPH SEQUENCING A 515 520 $55 $55 After she learned to service military vehicles, Elizabeth was taught how to drive them. She was treated "like any other" except that each evening she returned to the castle. The princess' commander gave her a positive evaluation saying, "Her Royal Highness is a very good and considerate driver." PARAGRAPH SEQUENCING B ELIZABETH'S DRIVING EVALUATION RM PRODUCTS: 515, 520 PARAGRAPH SEQUENCING A & B Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Literal Comprehension p. 2");sQ1[45]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/IdiomsTips.pdf","IdiomsTips.pdf","","TIPS FOR TEACHERS IDIOMS ­ FIGURATIVE LANGUAGE READING MANIPULATIVES PRODUCT: Idiom Match-Ups Since Jack had told lies before, his coach did not believe him. cried wolf 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com Our teacher was right when she said that book was boring. hit the nail on the head Understanding idiomatic expressions facilitates comprehension since students tend to interpret language literally. Idioms should be formally taught for several reasons. Students are less exposed to figurative language than in the past, and idioms are especially confusing to English language learners. In addition, idioms illustrate the richness and cultural diversity of our language. The 18 sets cover 180 idioms. Each set has 10 sentences with a word or words underlined. Students use contextual clues to decide which idiom can be substituted, then match the pairs. The origin of each idiom is on the back of the idiom card. Finding out how these colorful sayings became part of the English vernacular is interesting and should aid comprehension. IDIOM MATCH-UPS 530 $45 Mary avoided the issue rather than telling me the facts. beat around the bush Our class studied so we'd do well in the current-events contest. boned up Tim didn't finish everything because he tried to do too much. bit off more than he could chew The boys got going and picked up all the trash in the alley. took the bull by the horns I used my connections to get tickets to the sold-out show. pulled strings Ted blamed others every time he had a problem. passed the buck Susan found out about her surprise party because Jill told. let the cat out of the bag Last night it poured, so soccer practice was cancelled. rained cats and dogs During heavy rains in 17th-century England, some streets became filthy rivers carrying cats and dogs. ORIGIN ON BACK SKILL OVERVIEW: Inferential comprehension of idioms An idiom is an expression in which the meaning cannot be derived from the conjoined meanings of its elements. In figurative language, meaning is conveyed by suggesting that something is like something else. Therefore, the expression must be comprehended metaphorically. For instance, when someone says, "It's raining cats and dogs," it has nothing to do with cats and dogs. This idiom dating back to 17th century England means it is raining hard (see origin above). The reader must use context or prior knowledge to infer what the expression actually means. Every language has its own unique figurative language usages. In this fast-paced, media-dominated age (Internet, television), many communication skills, including familiarity with idiomatic usages, are waning. The high number of idioms and their frequency of use make them a critical component of comprehension and language acquisition. Idioms often confuse native speakers, and they are especially challenging for foreign students. Do not assume that idioms will be learned through informal exposure. Direct instruction is necessary to assure that students develop familiarity with commonly used idioms. Model appropriate use of idioms in instruction. Repeated and correct exposure to idioms can build understanding and give students confidence to use the idioms themselves. Instruction is more effective if idioms are grouped according to metaphorical themes (i.e., colors: redneck, yellow belly, green with envy, blackball) or usage (nouns, verbs, adjectives). Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Idioms p. 1 MAKING MATERIALS: Idiom match 1. 2. 3. Line off cover-weight sheets of paper (8.5 x 11 inches) into 8 horizontal strips (1.375 inches high). Draw a vertical line at about 5.75 inches to divide the width of the page into 2 sections. Use the accompanying idiom resource list. The sentence will be written or printed on the left, and the corresponding idiom on the right. Write the meaning of the idiom on the back of the idiom card. Understanding origins helps students to remember the idiomatic usages. Sets will be more challenging if you do not mix parts of speech. For instance, the idioms in the set illustrated on the previous page are all verbs and those in the sample below replace adjectives. Sets must be coded in some way. This can be done with codes or color. Laminate cards. Cut apart and place pieces in zipper bags or other storage devices. Create a checklist to track the completed sets. Sherry has no patience, so she may never finish the puzzle. I got nervous and backed out just as I was about to try the jump. Our indispensable school custodian is skilled and hard-working. Joan was feeling depressed because she was not invited. After our team won the soccer championship, we were elated. When I heard that you were going to Europe, I was jealous. The Rolling Stones prove that age alone doesn't make people old. I try to avoid Jill when I see her because she is annoying. ants in her pants cold feet worth his weight in gold down in the dumps 4. 5. on cloud nine green with envy 6. 7. over the hill a pain in the neck TEACHING STRATEGIES: Idiom use 1. 2. 3. 4. 5. 6. 7. 8. Idiom of the day. Select and use an idiom at the start of a day or period. Encourage students to use it at least once that day (give bonus points for doing so). Give extra credit for using idioms in assignments. Find examples of idioms in printed material or on television. Discuss use and meaning. Tell a story laden with idioms. Students are to write down idioms they identify as the story is told. See who finds the most. Add-on story. List several idioms on the board. Discuss meanings. Start a story, using one of the idioms. Each person adds to the story and uses another idiom in the process. Illustrating idioms literally. This is a fun way to contrast literal and figurative meanings. Write idioms on index cards. Have students draw a literal illustration on another card. Group these pairs in sets and allow students to match the pairs. Charades or guessing games. Act out or give clues to lead teammates to guessing the correct idiom. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Idioms p. 2 IDIOMS ­ FIGURATIVE LANGUAGE IDIOM ants in his/her pant at the end of the rope bark up the wrong tree batting a thousand beat around the bush bite off more than one can chew blow off steam break the ice carry the weight of the world on one's shoulders chip off the old block cold feet cold shoulder count chickens before they hatch cry over spilled milk cry wolf down in the dumps eat one's words eyes bigger than stomach fish out of water fly off the handle get up on wrong side of bed give a taste of own medicine green with envy hands were tied have one's head in clouds Copyright © Reading Manipulatives, Inc. MEANING restless, can't sit still out of patience follow the incorrect course doing a perfect job not getting to the point try to do more than one has time or ability for. release energy to become more open, friendly worried like one's parent nervous, hesitant reject someone making plans based on what has not yet happened lie warning against danger feeling dismal and depressed regret something said ask for more than can be eaten outside natural element lose control be in a bad mood do same bad thing to someone that person did to you quite jealous unable to help in any way not know what is going on ORIGIN Ants in one's pants would make one jump around and be restless. Animals at the end of their tethers cannot go further. Hunting dogs were trained to tree raccoons and bark, but often the raccoon escaped. 1,000 is the perfect average in baseball with a base hit every time at bat. Hunters need to proceed slowly and carefully if approaching a bush to beat out a bird. One who takes a very large bite is trying to chew too much in a mouthful. Early steam engines had so safety valves so engineers had to release pressure by pulling a lever. Sometimes it is necessary for ships to break up the ice so other ships can pass. Greek god Zeus punished Atlas by making him carry the heavens on his shoulders. A piece of wood has the same characteristics as the larger block it was cut from. People jumping into cold water might complain of cold feet and back out. Knights got hot meals, but unwelcome guests were given cold mutton shoulder. Farmers cannot count on one chicken per egg since some will not hatch. Aesop's fable tells of a shepherd's false "wolf" alarms; when a real wolf appeared, no one came. Feeling like you are in a garbage dump is gloomy. If courier delivered parchment bearing bad news to a nobleman, he made the courier eat the paper. Hungry people may look at food and decide they can eat more than they actually can. A fish out of water is out of its element and cannot function properly. Handmade axes sometimes flew off the handle and injured someone nearby. Romans thought getting up on the left side of the bed brought bad luck. Tasting medicine given to others might make one more sympathetic. Green is associated with envy, so jealous suitors used green jade as a potion. Captives' hands are tied, rendering them powerless. One cannot tell what is going on if buried in clouds. Tips for Teachers ­ Idioms p. 3 feeling bad when it can't be undone Once milk has spilled, little can be done about it. IDIOM high horse hit the spot hold your horses in a nutshell in one ear and out the other in the bag jump the gun leave no stone unturned let the cat out of the bag mind one's Ps and Qs on cloud nine once in a blue moon over the hill pain in the neck pull strings put foot in mouth put one's cards on the table put the cart before the horse raining cats and dogs save for a rainy day split hairs stick one's neck out straw that broke camel's back strike it rich tip of the iceberg up the creek without a paddle worth weight in gold Copyright © Reading Manipulatives, Inc. MEANING acting superior satisfies fully be patient in very few words not hearing or remembering success is assured start too soon look everywhere tell the secret be careful and precise feeling elated or happy infrequently to never getting old obnoxious, irritating use influence to get desires say something one shouldn't not to conceal anything reverse the order of things torrential (very hard) rain plan ahead arguing over trivial matters take risks alludes to the final tiny thing that makes everything fall apart become wealthy small part of larger problem hopeless situation quite valuable ORIGIN In parades in Medieval England, royalty rode on horses at least a hand taller than the average mount. The spot is the bull's eye on a target. Jockeys must not start horses until signal is given. The Bible, Koran, and Iliad have all been copied in such tiny print that they fit in a nutshell. Something that goes in one ear and out the other makes no impression on the mind. Birds and other small animals safely in the game bag mean a successful hunt. An anxious runner may jump the gun, or start before the starter fires the pistol in a track event. Polycrates found the treasure that the Persians had hidden in the battlefield by turning over every stone. Unscrupulous merchants put cats in bags that were supposed to contain piglets or other animals. A "p" reversed carelessly is a "q." Meteorologists classify clouds by number, with number nine being the highest clouds. The celestial occurrence,"blue moon," refers to the rare occurrence of two full moons in a month. Comparing life to a hill, once people pass the midpoint, they are over the hill and headed down. Having a pain in the neck is irritating. Refers to marionettes being worked by their strings. You couldn't say the wrong thing with foot in mouth. When playing card games, cards are laid on a table at the end of a hand to see who has the better cards. An order that must be followed if things are to work; i.e., cart before a horse wouldn't work. During heavy rains in 17th-century England, some streets became filthy rivers carrying cats and dogs. Since people can't know what the future will bring, they should prepare for bad times (rainy days). Hair strands are exceptionally thin and it was once thought that they were impossible to split. Chickens stick their necks out on the chopping block making it easier for the butcher to chop heads off. The strongest camel can carry about 1200 pounds, and a straw more might literally break its back. Prospectors' finds of oil, gold and other precious minerals are called strikes. Most of an iceberg is hidden under the water, thereby concealing the true danger. A boatman in a creek without a paddle would have no way to move against the current. At present gold prices, a person worth one's weight in gold would be worth over a million dollars. Tips for Teachers ­ Idioms p. 4");sQ1[46]=new Array("http://www.readskill.com/Resources/LiteracySkills/pdf/CapPunTips.pdf","CapPunTips.pdf","","TIPS FOR TEACHERS CAPITALIZATION & PUNCTUATION SKILL OVERVIEW: Capitalization and punctuation rules Written communication, even for the most skilled authors, is a complex, constant quest. The more one learns about writing and language, the more the self-challenge intensifies. For this reason, school programs should provide explicit writing instruction along with abundant writing experiences. Not only do students learn to write through writing, the process enhances understanding of written language and improves overall knowledge. Students have been taught capitalization and punctuation rules since early grades, yet they tend to be careless in their application, or they do not fully understand all aspects of the rules. Often instruction is so random that skills are not solidified. Additionally, students forget the rules in time due to inadequate review or practice. For this reason, using charts to review the rules and then posting them not only helps students to remember the rules, it lets them know that you expect application in written work. 1725 East Mountain View Road Phoenix, AZ 85020-2345 www.readskill.com READING MANIPULATIVES PRODUCT: Capitalization/Punctuation A & B PEOPLE ­ NAMES & INITIALS: Martha Washington William Shakespeare George W. Bush F. D. Roosevelt Albert Einstein Elvis Presley CAP­1A J. K. Rowling Harry Potter Complete card sets review and drill all capitalization and punctuation rules. There are 18 double-sided cards per capitalization level. Each starts by summarizing a category of words that are capitalized. Students must find the words needing capitals in the 10 sentences and write them correctly on a sheet of paper. The final lesson activity is a paragraph to correct. In level A, the words needing to be capitalized are either examples of the card topic or the first word in the sentence. In level B, no words in the paragraph will be capitalized, so all rules must be considered. Punctuation cards also begin with a usage summary and examples. Level A contains 18 double-sided cards and covers end-of-sentence punctuation, periods, apostrophes, commas, quotation marks, and colons. Level B has 24 double-sided cards that include all of the above, plus hyphens, semicolons, and parentheses. All capitalization cards must be completed prior to starting punctuation cards. There are no capitals on these cards. Students correct the capitalization, as well as adding punctuation (related to the card topic). Level A contains 10 sentences. Level B has 10 sentences followed by a paragraph. Facts and trivia make the cards more interesting. CAPITALIZATION/PUNCTUATION A CAPITALIZATION/PUNCTUATION B 380 385 $45 $52 Names given to ANIMALS are also capitalized. ­ Snoopy (dog), Bugs Bunny (rabbit), Tweety (bird) Number a paper from 1­10. Find the names or initials in each sentence that need to be capitalized. Write them correctly on your paper. 1. 2. charles schultz based his charlie brown character on his own childhood. An Indian named javier pereira from Columbia, South America, died in 1955 at the age of 166. 6. 7. 8. 9 10. 3. samuel d. riddle left nearly $4 million in his will to maintain the grave of his racehorse, man o' war. sigmund freud and his children collected mushrooms on their frequent hiking holidays. 4. president william h. harrison caught cold on his inauguration day and died 30 days later. barbie and ken dolls were named after the children of ruth handler, their inventor. 5. When bugs bunny first appeared in 1935, he was called happy rabbit. In July 1940, john v. sigmund swam for 89 hours, going 292 miles down the Mississippi River. lucille ball and desi arnez starred in one of the most popular television series ever, I Love Lucy. j. k. rowling tells about the adventures of harry potter, ron weasley, and hermione granger. 10 SENTENCES Write all words from the following paragraph that need capital letters on your paper. Be on the lookout for people's names and initials. Check your work. laurie and rob roberts were rafting on the Colorado River with their Labrador retrievers. bo was full-grown and dutchess was a puppy. the swift current flipped the raft. laurie and bo were trapped under it. finally, bo was able to escape. he dove back under the raft and pulled laurie out by her hair. she then grabbed on to bo's tail and let him pull her to shore. Write 3 sentences that contain names and initials of people. CAPITALIZATION A (FRONT/BACK) PARAGRAPH HYPHENS ­ In two or more words joined to form an adjective PUN­20B John Glenn, the first American to orbit Earth, was 77 years old when he returned to space. (77 and old describe years) The first American to orbit Earth, 77-year-old John Glenn, returned to space after 36 years. (77-year-old describes John Glenn) A mole can dig a 300-foot-long tunnel in one night. (300-foot-long describes tunnel) Find all the words that need to be capitalized and write them correctly on your paper. If a punctuation mark needs to be added, write the word preceding the punctuation mark on your paper, followed by the punctuation mark. 1. russian born vladimir horowitz, who became a u.s. citizen in 1944, was one of the world's greatest classical pianists PUNCTUATION B (FRONT/BACK) 2. 3. 4. sixty-three years after he first performed there, ninety-four year old george burns performed at PUN­20B proctor's theater in schenectady, new york 5. the 26 mile long berlin wall was torn down in 1989 after communism began to crumble martin miller was working as a full time lobbiest for senior citizens when he was 97 years old 6. a recording that elvis presley had made as a gift for his mother led to the discovery of this dr. benjamin spock, author of the best selling book roll star rock and for parents, was arrested in a world peace demonstration when he was 83 7. 8. 9. the first mail order catalog was published by benjamin franklin in the 1700s two tons of water are required to grow enough wheat for a one pound loaf of bread actress marlene dietrich ate sardine and onion sandwiches on rye bread to lull herself to sleep when a woman reaches her peak strength at about age 25, she has the same muscle power as a 60 year old man of the same size PUNCTUATION CARDS REQUIRE THAT CAPITALS BE ADDED 10. Find all the words that need to be capitalized and write them correctly on your paper. If a punctuation mark needs to be added, write the word preceding the punctuation mark on your paper, followed by the punctuation mark. russian yuliya vorobyeva received a 398 volt shock while driving a crane in 1978. the 37 year old woman was pronounced dead, but later she regained consciousness during an autopsy. yuliya did not sleep for 6 months, and then she slept for a long time. when she awoke, yuliya could see right through people. a hospital hired her to use her X ray vision to diagnose rare illnesses. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Capitalization & Punctuation p. 1 MAKING MATERIALS: Capitalization and punctuation charts 1. Capitalization and punctuation charts are in separate files. Additionally, the charts in each file are grouped by odd and even numbers. If you print odd numbers on one color and even on another, the rules are more readable on the wall. After printing, cut each sheet into 2 horizontal charts; laminate cards. Use the codes in the lower right corner of each card to compile the charts (C-# for capitalization, P-# for punctuation). Arrange the cards for capitalization (1­24) and punctuation (1­34) in order. Rotate colors (odd numbers one color, even the other color) to make the rules more readable. Use 2 to 3 strips of tape on the backs to hold the cards of the accordion together. Leave enough space between the cards for them to be folded for storage. The cards can be grouped into sets in order to fit your wall space. Punctuation charts should be grouped by punctuation marks. Place the card with the mark name at the top, followed by the rules for that mark. Punctuation charts 25­34 cover hyphens, semicolons, colons, and parentheses. These concepts are not addressed in Reading Manipulatives Capitalization/ Punctuation A skills cards. If you purchased the level A cards or these charts cover concepts that are too advanced for your students, do not put them up. USE CAPITALS FOR: FIRST WORD IN SENTENCE Sentences start with capital letters. Will you always remember this? NAMES & INITIALS Susan B. Anthony Anne Frank George W. Bush Donald Duck 2. 3. TITLES President Lincoln Dr. Wong Mr. P. Jones, Jr. Queen Mary I (pronoun) I have to meet Pam after school. Did you know that I won a prize? NAMES for RELATIVES I don't want Mom to see my sister. (used as a name without a modifier) 4. 5. ORGANIZATIONS & GROUPS U. S. Air Force Girl Scouts Denver Broncos the Beatles NATIONALITIES (or origin) American Texan European French toast (nouns or adjectives) ** RACIAL & RELIGIOUS Caucasian Asian Latino Catholic Buddhist Jew RELIGIONS & GOD Christianity Islam Judaism Holy Spirit Allah Jehovah DAYS & MONTHS Sunday Wednesday Monday July November April UTILIZATION: Reviewing the rules and posting charts These readable, accordion-style wall charts summarize the capitalization and punctuation rules. They correlate to Reading Manipulatives Capitalization/ Punctuation A & B skills cards, but can be used independently. In order to make the charts as readable as possible from various vantage points in a classroom, the text in both the rules and examples is quite abbreviated. If teachers discuss the rule cards as they are introduced and posted, students understand them and will more likely cross reference the charts as needed. Consider posting charts in stages after mini-lessons related rules. Correlating them to lessons helps students to reference the charts as needed. There are so many rules and charts that students may not be efficient at finding what they need if they have not been familiarized with them in stages. Charts also demonstrate that these skills are valued and expected. It is easier to demand that students use proper capitalization and punctuation if they have reminders of the rules readily available. HOLIDAYS New Year's Day Christmas Cinco de Mayo Kwanzaa SPECIFIC THINGS Kitty Hawk Pulitzer Prize Liberty Bell Stanley Cup CITIES, STATES, NATIONS Phoenix Honolulu London Arizona Hawaii England CONTINENTS & PLANETS Africa North America Jupiter Earth (not the earth referring to land) BUILDING & PLACE NAMES White House Statue of Liberty Grand Canyon Central Park WATER & LAND NAMES Pacific Ocean Mississippi River Death Valley Rocky Mountains REGIONS Much of the Southwest is desert. (not compass directions or adjectives) COMPANIES & BRANDS Apple General Mills Macintosh Cheerios PLACES of BUSINESS STUDENT AIDS: Capitalization and punctuation In addition to these wall charts, in the Student Aids section of the Reading Manipulatives site are sheets that summarize capitalization and punctuation rules. Once the rules are reviewed, give students a copy of each sheet to refer to when writing. They can be put back to back in a plastic sleeve and kept in their notebooks or writing folders. Copyright © Reading Manipulatives, Inc. Tips for Teachers ­ Capitalization & Punctuation p. 2 Olive Garden Target Mall of the Americas Sears EVENT NAMES Civil War Mardi Gras Information Age Boston Tea Party FIRST WORD­POETRY LINE I think that I will never see A poem as lovely as a tree. PRINTED MATERIALS The Wizard of Oz Old Yeller Wall Street Journal Newsweek ENTERTAINMENT WORKS Sixty Minutes Silent Night Sound of Music Titanic");sQ1[47]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/","Reading Manipulatives Skill-Area Sets","Sets of manipulatives which assure the full sequence of skills and levels.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook These money-saving sets assure the full sequence of skills and levels. READING READINESS SET 100 $250 Phonemic awareness – Includes 4 products ($298 value):    085, 095, 105, 150  AUDITORY DISCRIMINATION SET 200 $140 Phonemic awareness – Includes 4 products ($165 value):    110, 120, 130, 140  DECODING I SET 300 $225 DECODING II SET 400 $225 Decoding, blending, structural analysis (400 only) – Level I includes 7 products ($253 value):    135, 210, 220, 230, 240, 250, 260 – Level II includes 8 products ($259 value):    210, 270, 310, 320, 325, 327, 328, 350  VOCABULARY I SET 500 $190 VOCABULARY II SET 600 $325 Vocabulary development – Level I includes 5 products ($216 value):    410, 415, 430, 435, 460 – Level II includes 9 products ($378 value):   330, 335, 340, 345, 415, 420, 445, 450, 465  COMPREHENSION SET 700 $300 Sequencing, main idea, figurative language, outlining – Includes 7 products ($342 value):    510, 515, 520, 530, 540, 550, 555  USAGE I SET 750 $110 USAGE II SET 775 $160 Parts of speech, capitalization, punctuation, grammar – Level I includes 3 products ($127 value):    360, 370, 380 – Level II includes 4 products ($181 value):   375, 385, 390, 395  SCRAMBLED SENTENCES SET 1 800 $120 SCRAMBLED SENTENCES SET 2 850 $120 SCRAMBLED SENTENCES SET 3 900 $120 Syntax, grammar, language, vocabulary, facts – Includes 12 sets per product, with 5 sentences and photo in each – Set 1 (Animals) includes 610, 640, 670 – Set 2 (Animals & Nature) includes 620, 650, 675 – Set 3 (Landmarks) includes 615, 645, 680  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading readiness, auditory discrimination, vocabulary, word mastery, decoding and blending, comprehension, usage, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[48]=new Array("http://www.readskill.com/Products/Sets/MultiGradeSets/","Reading Manipulatives Grade-Level Sets","Build fluency in readers with hands-on materials that cover every aspect of targeted skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Set Contents Sourcebook These large product groupings can be used in reading labs or shared. SCHOOL-WIDE SET 1000 $2300 One of every Reading Manipulatives product – 62 products ($2708 value)  PRIMARY GRADES SET 1025 $900 Materials for readiness through third grade – 25 products ($1037 value)  MIDDLE GRADES SET 1050 $1200 Materials for third through sixth grade – 34 products ($1382 value)  MIDDLE SCHOOL SET 1075 $1700 Materials for sixth grade through adult – 46 products ($1940 value)   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: primary grades, middle grades, middle school, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[49]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/KindergartenSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Kindergarten","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 6 products containing 100 student activities  GRADE-LEVEL SETS KINDERGARTEN SET Products:     Reading Readiness Match-Ups (085)     Phoneme Songs & Blending (095)     Rhyming Match-Ups & More (105)     Initial Phoneme Sorts (110)     Final Phoneme Sorts (120)     Story Sequencing (150) BUY | KINDERGARTEN SET00K$275 6 products ($338 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. 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Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[50]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/FirstGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | First Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 8 products containing 115 student activities  GRADE-LEVEL SETS FIRST GRADE SET Products:     Short & Long Vowel Phonemes (130)     Blend & Digraph Sorts (140)     Story Sequencing (150)     Flip Strips–SLV Patterns (210)     SLV Decoding Match-Ups (220)     SLV Scrambled Sentences (230)     Variant Vowel Word Families & SS (240)     Star Blending A & B (260) BUY | FIRST GRADE SET001$275 8 products ($323 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. 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Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[51]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/SecondGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Second Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 145 student activities  GRADE-LEVEL SETS SECOND GRADE SET Products:     Short Vowel Posters & CD (135)     Flip Strips–SLV Patterns (210)     Intermediate Blending (270)     Dolch Work/Play Sentences (280)     Syllable Sorts (310)     Prefix/Root/Suffix A (327)     Compound Words A (430)     Sentence Sequencing A (505)     Farm 1 (610) BUY | SECOND GRADE SET002$275 9 products ($322 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[52]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/ThirdGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Third Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 181 student activities  GRADE-LEVEL SETS THIRD GRADE SET Products:     Intermediate Blending (270)     Syllable Sorts (310)     Syllabication–Longer Words (320)     Prefix/Root/Suffix B (328)     Synonyms Match-Ups A (410)     Compound Words B (435)     Sentence Sequencing B (510)     Paragraph Sequencing A (515)     American Landmarks 1 (615) BUY | THIRD GRADE SET003$325 9 products ($380 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[53]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/FourthGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Fourth Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 182 student activities  GRADE-LEVEL SETS FOURTH GRADE SET Products:     Syllabication–Longer Words (320)     Prefix/Root/Suffix B (328)     Subject/Predicate Match-Ups (360)     Synonyms Match-Ups B (415)     Compound Words B (435)     Analogies Match-Ups A (460)     Sentence Sequencing B (510)     Paragraph Sequencing A (515)     Dangerous Creatures 2 (640) BUY | FOURTH GRADE SET004$325 9 products ($386 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[54]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/FifthGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Fifth Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 174 student activities  GRADE-LEVEL SETS FIFTH GRADE SET Products:     Suffixes Match-Ups (330)     Prefixes Match-Ups A (340)     Synonyms Match-Ups B (415)     Compound Words Centered B (450)     Analogies Match-Ups A (460)     Paragraph Sequencing B (520)     Idiom Match-Ups (530)     True/False/Opinion Sorts (555)     Nature 2 (650) BUY | FIFTH GRADE SET005$350 9 products ($407 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[55]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/SixthGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Sixth Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 174 student activities  GRADE-LEVEL SETS SIXTH GRADE SET Products:     Suffixes Match-Ups (330)     Prefixes Match-Ups B (345)     Compound Words Centered B (450)     Analogies Match-Ups B (465)     Paragraph Sequencing B (520)     Idiom Match-Ups (530)     True/False/Opinion Sorts (555)     Dangerous Creatures 3 (670) BUY | SIXTH GRADE SET006$350 9 products ($412 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[56]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/SeventhGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Seventh Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 159 student activities  GRADE-LEVEL SETS SEVENTH GRADE SET Products:     Suffixes Match-Ups (330)     Prefixes Match-Ups B (345)     Latin Roots Match-Ups (335)     Synonyms Match-Ups C (420)     Analogies Match-Ups B (465)     Idiom Match-Ups (530)     Transitions & Conjunctions (550)     True/False/Opinion Sorts (555)     Watchable Animals 3 (675) BUY | SEVENTH GRADE SET007$350 9 products ($412 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[57]=new Array("http://www.readskill.com/Products/Sets/GradeLevelSets/EighthGradeSet.htm","Reading Manipulatives | Sets | Grade-level Sets | Eighth Grade","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook 9 products containing 159 student activities  GRADE-LEVEL SETS EIGHTH GRADE SET Products:     Suffixes Match-Ups (330)     Prefixes Match-Ups B (345)     Latin Roots Match-Ups (335)     Synonyms Match-Ups C (420)     Analogies Match-Ups B (465)     Idiom Match-Ups (530)     Transitions & Conjunctions (550)     True/False/Opinion Sorts (555)     Lost Civilizations 3 (680) BUY | EIGHTH GRADE SET008$350 9 products ($412 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[58]=new Array("http://www.readskill.com/TeacherFeedbackForm.htm","Reading Manipulatives | Teacher Feedback Form","We welcome your feedback so that we may continue to improve our offerings.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support  Teacher Feedback Form  We welcome your comments and suggestions. Please fill in the form below and click the SUBMIT button.  Name:  Position or title:  School name:  City & state:  Grade level: K-3 4-6 middle school high school adult  Ability level: below average average advanced special needs  How many RM products: none 1-3 4-10 10">more than 10  How long: less than 1 year 1-3 years 3-5 years 5">more than 5 years  Comments related to: specific product(s) general web site free resources other  Can we use comments & name: yes no  Skills coverage:  Student response:  Product design:  Strengths or weaknesses:  Suggestions:    Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: provide feedback, product evaluations Author: Reading Manipulatives");sQ1[59]=new Array("http://www.readskill.com/Products/PhonemicAwareness/085ReadingReadiness.htm","Reading Manipulatives - Phonemic Awareness - Reading Readiness","Matching activities develop several reading readiness skills.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Matching activities develop several reading readiness skills.  PHONEMIC AWARENESS READING READINESS MATCH-UPS Students match large, colorful cards to improve visual discrimination, letter and color identification, left to right progression, and organizational skills. In 8 sets, students match 6 pairs of capital and lower-case letters. Commonly confused letters are grouped together. Students attend to letter order and left-to-right progression with word match cards. The 8 sets contain 6 groups of 3 words. First, students sort the cards by colors. Then they match the 2 words of the 3 that are alike and set aside the reversal. This is a visual task, not a reading activity. BUY | READING READINESS085$38 8 sets of upper/lower case 8 sets of word match In Reading Readiness Set 100 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading readiness, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[60]=new Array("http://www.readskill.com/Products/PhonemicAwareness/095PhonemeSongs.htm","Reading Manipulatives | Phonemic Awareness | Phoneme Songs","Teach students how reading works with phoneme songs and blending.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Show how reading works with phoneme songs and blending. PHONEMIC AWARENESS PHONEME SONGS & BLENDING Through music, sound association, and wonderful illustrations, children learn 29 phonemes. The first set of songs has the 5 short vowels. Each of the subsequent 6 sets introduces 4 more phonemes. After each set, color-coordinated phoneme picture cards illustrate how sounds are blended together to form words. The 80 cards have phoneme pictures on one side and an illustration of the word on the other. This is an ideal method for teaching phonemic awareness. Word families are optimal for developing blending skills. The 36 word families form 180 words. The Phoneme Songs Mini-Set is a more affordable version of this product. This set has phoneme illustrations printed 4 to a page (4.25" x 5.5"). It includes the CD, 36 word families, and 12 word cards with matching pictures.   BUY | PHONEME SONGS & BLENDING095$140 29 phoneme posters (8.5” x 11”) Phoneme Songs CD 80 phoneme picture cards 36 word families/180 words In Reading Readiness Set 100 BUY | PHONEME SONGS MINI-SET  098$50 29 phoneme poster cards (4.25” x 5.5”) Phoneme Songs CD 12 word cards with matching pictures 36 word families/144 words BUY | PHONEME SONGS CD ONLY  099$15 CD is included in 095 & 098. 099 is to purchase CD only. Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: phonemic awareness, blending, phoneme songs, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[61]=new Array("http://www.readskill.com/Products/PhonemicAwareness/105Rhyming.htm","Reading Manipulatives - Phonemic Awareness - Rhyming","Rhyming improves auditory discrimination and readiness while building vocabulary.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Rhyme teaches students that words share common sounds.  PHONEMIC AWARENESS RHYMING MATCH-UPS & MORE Eight sets have 5 pairs of rhyming picture cards to match. As students identify rhymes, they improve auditory discrimination and reading readiness while building vocabulary. Optional use, color-coordinated word cards are provided. Single phoneme word families show students multiple onsets (beginning sounds) can be added to a rime (base) to make rhyming words. Another 4 sets have 5 groups of 3 rhyming pictures. Guide explains how to use these for sort games or optional yarn yokes. There are 12 rhymes to complete with matching pictures. This multifaceted material offers many ways to build rhyming concepts and proficiency. BUY | RHYMING MATCH-UPS & MORE105$40 8 sets of 5 rhyming pairs 24 word families 20 optional-use pictures 12 rhymes with pictures In Reading Readiness Set 100 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: rhyming, phonemic awareness, auditory discrimination, reading readiness, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[62]=new Array("http://www.readskill.com/Products/PhonemicAwareness/110PhonemeSorts.htm","Reading Manipulatives - Phonemic Awareness - Phoneme Sorts","Build vocabulary while learning to identify and segment initial and final phonemes.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Pictures provide abundant practice segmenting phonemes.  PHONEMIC AWARENESS PHONEME SORTS The sets contain 9 pictures for 3 phonemes, 3 letter cards, and an example card. The 8 sets of Initial Phoneme Sorts cover 24 initial sounds (consonants, hard and soft sounds of C and G, digraphs). Six sets of Final Phoneme Sorts target 17 final sounds. Pictures may introduce students to new vocabulary words. The phonemes in these implicit phonics Initial and Final Phoneme Sorts are color-coordinated with the explicit phonics Phoneme Songs. Phonemes are grouped the same and background colors match. BUY | INITIAL PHONEME SORTS110$45 BUY | FINAL PHONEME SORTS  120$35 8 initial phoneme sets with 27 pictures 6 final phoneme sets with 27 pictures In Auditory Discrimination Set 200 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: phoneme sorts, phonemic awareness, auditory discrimination, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[63]=new Array("http://www.readskill.com/Products/PhonemicAwareness/130ShortLongVowels.htm","Reading Manipulatives - Phonemic Awareness - Short & Long Vowels","Recognition and production of short/long vowel sounds is a decoding prerequisite.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Knowing short and long vowels is a decoding prerequisite. PHONEMIC AWARENESS SHORT & LONG VOWELS Music and auditory association are amazingly effective for teaching students to produce and identify the difficult short vowel phonemes. These fun explicit phoneme songs and great posters make it easy to master these sounds. The guide includes black-line masters for student songbooks. Students must identify vowel phonemes in the 7 sets of 20-card vowel sorts. Five cover the short and long phonemes for each vowel and two require that students discriminate between 2 short vowels. There are also 3 sheets of 30 pictures (6 for each short vowel) with color-coordinated sound cards. Guide tells how to use these for yarn yokes, sorts, or game activities.  Click on the pictures to hear the Short Vowel Phoneme Songs BUY | SHORT/ LONG VOWEL PHONEMES130$50 BUY | SV POSTERS & CD ONLY135$25 5 posters/CD with songs 7 sets containing 20 pictures 30 optional-use pictures In Auditory Discrimination Set 200  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: short vowels, long vowels, vowel phonemes, phoneme sorts, phonemic awareness, auditory discrimination, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[64]=new Array("http://www.readskill.com/Products/PhonemicAwareness/140BlendsDigraphs.htm","Reading Manipulatives - Phonemic Awareness - Blends & Digraphs","Improve vocabulary and discrimination using blend and digraph manipulatives.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook 240 pictures to improve auditory discrimination & vocabulary  PHONEMIC AWARENESS BLEND & DIGRAPH SORTS Many students have a difficult time discriminating consonant blends and digraphs. Sorting pictures according to onsets builds auditory awareness. The L-blends, R-blends, S-blends, and digraphs have 2 sets each of 30 pictures and coordinating sound cards. Materials can be used for sort activities. Guide has directions for group games and shows how to make yarn yokes. BUY | BLEND & DIGRAPH SORTS140$35 8 sets containing 30 pictures In Auditory Discrimination Set 200 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: blends and digraphs, consonant blends, auditory awareness, phonemic awareness, auditory discrimination, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[65]=new Array("http://www.readskill.com/Products/PhonemicAwareness/150StorySequencing.htm","Reading Manipulatives - Phonemic Awareness - Story Sequencing","Fun picture sequencing stories build key literacy skills","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Reading Readiness Rhyming Story Sequencing Phoneme Songs Phoneme Sorts Short & Long Vowels Blends & Digraphs Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets> Sourcebook Fun picture sequencing stories build key literacy skills.  PHONEMIC AWARENESS STORY SEQUENCING Children should be able to identify story elements and verbalize a sequence of events to tell a story. This product builds this key reading readiness skill with 12 stories about children and humorous happenings in their lives. Each story is conveyed with 4 pictures. Students first analyze what is going on in the pictures. They must determine the time order in which the events occurred. Next they lay the pictures out in order from left to right. Finally, children narrate the story portrayed by the pictures, demonstrating proficient use of vocabulary and syntax. The engaging stories provide abundant opportunities for language interaction and growth. BUY | STORY SEQUENCING150$40 12 stories to sequence 4 pictures per story In Reading Readiness Set 100 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading readiness, story sequencing, phonemic awareness, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[66]=new Array("http://www.readskill.com/Products/DecodingBlending/210FlipStrips.htm","Reading Manipulatives - Decoding and Blending - SLV Flip Strips","Recognizing short and long vowel spelling patterns by using manipulatives.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Flip strips are ideal for illustrating short/long vowel patterns.  DECODING & BLENDING SLV FLIP STRIPS Abstract verbiage confuses students. This hands-on, concrete method is unbelievably effective. The flip strips show that when a word has one vowel, it is short. As the second vowel is flipped over, the first vowel becomes long and the second is silent. Flips strips can be used at any level for decoding or encoding instruction. The large size (1.5" x 8") works well with groups. The 105 in this set include nearly every possible short to long word combination. They cover the final “e” and two-vowels-together patterns. BUY | SLV FLIP STRIPS210$28 105 flip strips in all In Decoding I Set 300 In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: Short vowels, long vowels, decoding, blending, reading comprehension skills, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[67]=new Array("http://www.readskill.com/Products/DecodingBlending/220Decoding.htm","Reading Manipulatives - Blending and Decoding - SLV Decoding","Applying short and long vowel patterns to decode words.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Students decode words following short/long vowel patterns.  DECODING & BLENDING SLV DECODING Often the words are not predictable so students find they have to apply the short and long patterns to decode words, rather than use consonants to guess. Each word is matched to the corresponding illustration. Sets contain 16 stimulating pictures and matching words. There are 10 color-coded sets (one for each short vowel and one for each short/long combination). BUY | SLV DECODING MATCHUPS220$40 10 sets containing 16 pairs In Decoding I Set 300 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: Short vowels, long vowels, decoding, blending, reading comprehension skills, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[68]=new Array("http://www.readskill.com/Products/DecodingBlending/230ScrambledSentences.htm","Reading Manipulatives - Blending and Decoding - SLV Scrambled Sentences","Scrambled sentences develop several key reading skills in beginning readers. ","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Scrambled sentences develop several key reading skills.  DECODING & BLENDING SLV SCRAMBLED SENTENCES Students practice decoding words with short/long vowel patterns in the 24 sets of 3 sentences with matching pictures. A few sight words (such as “the”) are included. They begin to look for the first word (with the capital) and the last word (with the period or question mark). Common suffixes are on some words. Pictures provide clues. These fun scrambled sentences can be one of the first real “reading” experiences for many students. Coupling decodable words and predictability ensures success. BUY | SLV SCRAMBLED SENTENCES230$40 24 sets containing 3 sentences 72 coordinating pictures In Decoding I Set 300 Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: Short vowels, long vowels, decoding, blending, literacy skills, reading skills, writing skills, sight words Author: Reading Manipulatives");sQ1[69]=new Array("http://www.readskill.com/Products/DecodingBlending/240VariantVowels.htm","Reading Manipulatives - Decoding and Blending - Variant Vowels","Teaching with variant vowel phonemes.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Exposure to high frequency variant vowels is beneficial.  DECODING & BLENDING VARIANT VOWEL WORD FAMILIES & SS Word families for 15 commonly used variant vowels are included. Students blend initial sounds to 35 bases, reading the 255 words formed. Once students are familiar with the word families, they are ready for the 12 sets of scrambled sentences. These are the same format as the SLV sentences, except that they have words with variant vowel phonemes (underlined to alert students). BUY | VARIANT VOWELS240$40 12 sets containing 3 sentences 36 coordinating pictures 35 bases, 255 words formed In Decoding I Set 300 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: variant vowels, phonemes, short vowels, long vowels, decoding, blending, reading comprehension, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[70]=new Array("http://www.readskill.com/Products/DecodingBlending/250WordFamilies.htm","Reading Manipulatives - Decoding and Blending - SLV Word Families","Use word families to develop beginning reading sklls and extend spelling skills.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Word families are the easiest way to build blending proficiency.  DECODING & BLENDING SLV WORD FAMILIES Word families are the easiest method for developing blending proficiency. Not only are word families ideal for beginning readers and special-needs students, they can be utilized to help all students extend spelling skills. Students first decode the base using short and long vowel spelling patterns. Then they blend each initial sound to the base to read the word formed. Rhyming facilitates the blending process. Consonants, blends, and digraphs are added to the 91 bases to form 651 words. Word families are primarily a reading activity, rather than seatwork. The other two blending products that Reading Manipulatives offers have student sets that can be done independently. BUY | SLV WORD FAMILIES250$30 91 bases, 651 words formed In Decoding Set 300 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: word families, short vowels, long vowels, decoding, blending, reading comprehension skills, literacy skills, reading skills, writing skills Author: Reading Manipulatives");sQ1[71]=new Array("http://www.readskill.com/Products/DecodingBlending/260StarBlending.htm","Reading Manipulatives | Decoding and Blending | Star Blending","Teaching short and long vowel patterns by blending onsets and rimes.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Star Blending affords extensive, multi-level blending practice.  DECODING & BLENDING STAR BLENDING Each set has 3 initial sounds (8 per star) and 24 bases that follow short/long vowel patterns. All common phonemic bases are covered. Six variant vowel bases (underlined to signal their occurrence) are also included. These extra points give students a few additional choices, simplifying the activity. Level A contains only single initial phonemes. Level B has initial blends. BUY | STAR BLENDING 260$50 3 stars with 30 bases in each set 26 total sets in 2 levels In Decoding I Set 300 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: Short vowels, long vowels, decoding, blending, rimes, onsets, reading comprehension, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[72]=new Array("http://www.readskill.com/Products/DecodingBlending/270IntermediateBlending.htm","Reading Manipulatives - Decoding and Blending - Intermediate Blending","Teaching short and long vowel spelling patterns and variant vowels using blending exercises.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending SLV Flip Strips SLV Decoding SLV Sentences Variant Vowels SLV Word Families Star Blending Intermediate Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Solidify skills with these open-ended blending activities.  DECODING & BLENDING INTERMEDIATE BLENDING The 20 sets are grouped by digraphs, L-blends, R-blends, and S-blends. Each set has 4 to 7 beginning sounds and 32 to 34 bases that follow the short/long vowel patterns or contain variant vowel phonemes (underlined to signal their occurrence). The final set in each group contains 3-letter blends, which are especially challenging. Students line up the blends or digraphs. Then they sound out a base, blend it to the initial sounds until they find a word, and place it there. There are often multiple possibilities since a base may blend to several of the beginning sounds. For this reason, answer keys are not possible. BUY | INTERMEDIATE BLENDING 270$40 20 sets containing 30 to 34 bases In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: short vowels, long vowels, blends, digraphs, decoding, blending, reading comprehension, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[73]=new Array("http://www.readskill.com/Products/StructuralAnalysis/310SyllableSorts.htm","Reading Manipulatives - Structural Analysis - Syllable Sorts","Understanding the four rules of syllabication will help students with spelling and word decoding.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Syllable Sorts Syllabication Contractions/Possessives Prefix/Root/Suffix Suffix Spelling Changes Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Students divide two-syllable words according to syllabication rules.  STRUCTURAL ANALYSIS SYLLABLE SORTS Students sort the 36 words in each set by four basic rules, applying them in order. This material provides abundant practice, thereby allowing students to see patterns and decode rapidly. Once students have worked through these 12 sets, they are then ready to apply steps to longer words. Improving syllabication consciousness is a valuable spelling aid. BUY | SYLLABLE SORTS310$30 12 sets containing 36 words In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: structural analysis, syllabication, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[74]=new Array("http://www.readskill.com/Products/StructuralAnalysis/320Syllabication.htm","Reading Manipulatives - Structural Analysis - Syllabication","Applying the four rules of syllabication to multisyllabic words increases students ability to read them.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Syllable Sorts Syllabication Contractions/Possessives Prefix/Root/Suffix Suffix Spelling Changes Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Apply the same syllabication rules to divide longer words.  STRUCTURAL ANALYSIS SYLLABICATION Each of the 15 cards in this set contains 30 words having from 3 to 6 syllables. Students can use dry erase markers to divide the words, or they can write divided words on a sheet of paper. Once these challenging words are broken into syllables, students should be able to read them. Answer keys show the division lines and the rule (1–3) that was applied. BUY | SYLLABICATION 320$30 15 cards with 30 words, AK In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: structural analysis, syllabication, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[75]=new Array("http://www.readskill.com/Products/StructuralAnalysis/325Contractions.htm","Reading Manipulatives - Structural Analysis - Contractions & Possessives","Teach how to form contractions and possessives and how apostrophes are used.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Syllable Sorts Syllabication Contractions/Possessives Prefix/Root/Suffix Suffix Spelling Changes Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Flip strips show how contractions and possessives are formed.  STRUCTURAL ANALYSIS CONTRACTIONS & POSSESSIVES These large flip strips (1.5” x 8”) teach students how apostrophes are used in contractions and possessives. There are 45 flip strips that cover all common contractions and 35 change singular possessives to plural possessives. Regular and irregular patterns and spellings are included. BUY | CONTRACTIONS/POSSESSIVES325$22 42 contraction flip strips 35 singular/plural possessives In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: contractions, possessives, apostrophes, structural analysis, reading comprehension, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[76]=new Array("http://www.readskill.com/Products/StructuralAnalysis/327PrefixRootSuffix.htm","Reading Manipulatives - Structural Analysis - Prefix/Root/Suffix","Understanding affixes improves decoding and encoding skills.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Syllable Sorts Syllabication Contractions/Possessives Prefix/Root/Suffix Suffix Spelling Changes Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Understanding affixes improves decoding and encoding skills.  STRUCTURAL ANALYSIS PREFIX/ROOT/SUFFIX The most common use of suffixes is to denote verb tense or noun plurals. Suffixes are also added to form comparative and superlative adjectives. Another use is to change words from one part of speech to another (i.e., act to actor, verb to noun). The 18 sets in each of these levels are aimed at building structural knowledge. First students arrange the 10 root words in a column. In small print under each root word, it denotes whether the root is a verb (tense), noun (plural), adjective (comparative or superlative), or part of speech being changed. Students then read the cloze sentences and use context to match root words, suffixes, and sentences. For some words, a prefix must also be added. BUY | PREFIX/ROOT/SUFFIX A 327$42 BUY | PREFIX/ROOT/SUFFIX B 328$42 18 sets of 10 prefixes/root words/suffixes 10 cloze sentence cards per set, AK In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: affixes, prefixes, suffixes, structural analysis, reading comprehension, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[77]=new Array("http://www.readskill.com/Products/StructuralAnalysis/350SuffixSpellingChanges.htm","Reading Manipulatives - Structural Analysis - Suffix Spelling Changes","The English language rules with the highest validity and utility are those relating to suffix spelling changes.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Syllable Sorts Syllabication Contractions/Possessives Prefix/Root/Suffix Suffix Spelling Changes Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook All students should know rules for suffix spelling changes.  STRUCTURAL ANALYSIS SUFFIX SPELLING CHANGES The English language rules with highest validity and utility are those relating to suffix spelling changes. Students at all grade levels can be taught the rules, drilled in their application, and expected to apply them. Start by teaching each rule and having students do the drill cards. Once all the rules have been covered and posted, add suffixes to words on spelling tests. Insist on application of the rules in written work. If students get careless when adding suffixes or forget the rules, they can repeat cards. BUY | SUFFIX SPELLING CHANGES350$25 30 drill cards, 4 rule charts, AK In Decoding II Set 400 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: suffixes, suffix rules, structural analysis, reading comprehension, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[78]=new Array("http://www.readskill.com/Products/Fluency/280DolchSightWords.htm","Reading Manipulatives | Fluency | Dolch Sight Words","Teach dolch sight words using an integrated reading/writing/spelling program.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Dolch Sight Words Dolch Sentences Scrambled Sentences Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Use phonetic categories to accelerate mastery of Dolch sight words.  FLUENCY DOLCH SIGHT WORDS Have you analyzed the characteristics of the 220 Dolch sight words? Amazingly, exactly half (110) are one-syllable words that follow short/long vowel patterns. Thirty words have common variant vowels and 30 have multiple syllables. That leaves only 48 phonetic rule breakers that must be memorized. To see the words divided according to category, download a copy of the Dolch 220 by decoding category. This product employs an array of techniques to help students learn these high-frequency words. First, the flash cards are broken by color-coding into the above 4 categories. One side of the card has the word with vowel sounds and syllables noted. The reverse side has only the word. The comprehensive guide gives strategies for teaching these words through an integrated reading/writing/spelling program. Thirty spelling lessons group the words by characteristics. Word families are used to shrink or expand the list. Short/Long Vowel Patterns 110 Words – 50% Variant Vowels 30 Words – 14% Syllables (2 or 3) 30 Words – 14% Phonetic Rule Breakers 48 Words – 22% BUY | DOLCH SIGHT WORDS280$50 220 color-coded, double-sided flash cards 25 spelling lessons in comprehensive guide Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: dolch words, dolch sight words, blending, short vowels, long vowels, literacy skills, reading, manipulatives, flash cards, reading skills, word families Author: Reading Manipulatives");sQ1[79]=new Array("http://www.readskill.com/Products/Fluency/285DolchSentences.htm","Reading Manipulatives | Fluency | Dolch Sentences","Improve vocabulary, capitalization, syntax and punctuation skills using Dolch sight words in scrambled sentences.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Dolch Sight Words Dolch Sentences Scrambled Sentences Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Practice Dolch words in sentences and improve multiple skills.  FLUENCY DOLCH WORK/PLAY SENTENCES Each of the 24 sets has a work photo and a play photo. Students put together 2 color-coded sentences for topics. Most of the words used in the sentences are from the Dolch 220 and the Dolch 95 noun lists. These scrambled sentences also improve students’ understanding of sentence structure, vocabulary, capitalization, punctuation, and syntax. BUY | DOLCH WORK/PLAY SENTENCES285$45 24 sets of 4 sentences 2 photos per set Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: Dolch 220, Dolch 95, Dolch words, Dolch sight words, literacy skills, reading, manipulatives, reading skills, vocabulary, capitalization, punctuation Author: Reading Manipulatives");sQ1[80]=new Array("http://www.readskill.com/Products/Fluency/610ScrambledSentences.htm","Reading Manipulatives | Fluency | Scrambled Sentences","Scrambled sentence manipulatives help students understand the structure of language.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Dolch Sight Words Dolch Sentences Scrambled Sentences Vocabulary Comprehension Communication Multi-Product Sets Sourcebook Engaging scrambled sentences advance language concepts.  FLUENCY SCRAMBLED SENTENCES Students devour scrambled sentences because they are interesting and fun. These increasingly complex forms of written language improve linguistic and grammatical competency. Some of the skills scrambled sentences teach are:   – sentence structure (subject/predicate, phrases)   – capitalization and punctuation   – conjunctions (providing cohesive ties)   – adjective and adverbial phrases   – vocabulary and facts   – organizational skills There are 12 sets in each series. Each set has 5 color-coded sentences that give facts about a topic. The color photo draws students into the activity. Since the language comlexity increases in each level, students should start in level 1 or 2 to develop strategies and skills necessary for success. BUY | FARM 1 BUY | AMERICAN LANDMARKS 1 BUY | BIRDS 1 BUY | DANGEROUS CREATURES 2 BUY | WORLD LANDMARKS 2 BUY | NATURE 2 BUY | DANGEROUS CREATURES 3 BUY | WATCHABLE ANIMALS 3 BUY | LOST CIVILIZATIONS 3 12 sets of 5 color-coded sentences 12 color photos per series, AK 610, 640, 670 In Animal Set 800 620, 650, 675 In Animal/Nature Set 850 615, 645, 680 In Landmark Set 900 610 615 620 640 645 650 670 675 680 $45 $45 $45 $45 $45 $45 $50 $50 $50 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: phonics manipulatives, complex sentences, organizing parts of speech, increase fluency, reading comprehension, literacy skills, reading, manipulatives, reading skills Author: Reading Manipulatives");sQ1[81]=new Array("http://www.readskill.com/Products/Vocabulary/330Suffixes.htm","Reading Manipulatives - Vocabulary - Suffixes","Teach students how suffixes added to the end of root words change English words from one part of speech to another (e.g. verb to noun).","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook This holistic approach teaches the functions of suffixes.  VOCABULARY SUFFIXES Each of the 12 Suffix Match-Ups sets each covers 15 suffixes. Students match the suffixes to root words. When the spelling of a root word must be modified, it is noted on the card. There is a cloze sentence to tie usage and comprehension to the new words formed. Sentences often help students to figure out combinations. The most common uses of suffixes are to modify verb tense and to form comparative or superlative adjectives. Suffix Match-Ups sets teach students how suffixes are added to the end of root words to change English words from one part of speech to another (words in each set follow the same pattern, such as verbs to adjectives). Understanding this can be a valuable vocabulary expansion device. BUY | SUFFIXES MATCH-UPS    330$38 12 sets each of 15 affixes/root words 12 cloze sentences per set, AK In Vocabulary II Set 600 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: suffixes, root words, affixes, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[82]=new Array("http://www.readskill.com/Products/Vocabulary/340Prefixes.htm","Reading Manipulatives - Vocabulary - Prefixes","Prefixes carry meaning and are added before root words to change the meaning of the new word.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook Prefixes carry meaning and are powerful vocabulary builders.  VOCABULARY PREFIXES Prefixes are added before root words to change the meaning of the new word. To build this concept, Prefix Match-Ups note the prefix meaning under the prefix. Each of the 12 Prefix Match-Ups sets each covers 15 prefixes. Students match the prefixes to root words. There is a cloze sentence to tie usage and comprehension to the new words formed. Sentences often help students to figure out combinations. The root words in Level A do not have suffixes. Those in Level B have suffixes added to root words, but the root is noted on the card. BUY | PREFIXES MATCH-UPS A340$38 BUY | PREFIXES MATCH-UPS B345$38 12 sets each of 15 affixes/root words 12 cloze sentences per set, AK In Vocabulary II Set 600 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: prefixes, building vocabulary, affixes, root words, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[83]=new Array("http://www.readskill.com/Products/Vocabulary/335LatinRoots.htm","Reading Manipulatives - Vocabulary - Latin Roots","Using root and prefix meaning, along with suffix part of speech, is a superb way to build vocabulary.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook This intuitive study of word components expands vocabulary.  VOCABULARY LATIN ROOTS The 14 Latin root sets have 5 roots for each of 3 Latin words. First students arrange the 15 roots (3 groups of 5) in a vertical column. Then they read the cloze sentences, attempt to predict the words, and add affixes to the roots to form words. Students learn to use the Latin root and prefix meaning, along with suffix part of speech, to analyze words and build vocabulary. BUY | LATIN ROOTS335$48 14 sets of 15 in Latin Roots In Vocabulary II Set 600 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: suffixes, prefixes, building vocabulary, latin roots, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[84]=new Array("http://www.readskill.com/Products/Vocabulary/430CompoundWords.htm","Reading Manipulatives - Vocabulary - Compound Words","Improve thinking and organizational skills using compound word manipulatives.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook This intuitive study of word components expands vocabulary.  VOCABULARY COMPOUND WORDS Students learn new vocabulary and concepts as they work their way to the final matches of the 560 compound words. They also improve thinking and organizational skills. Compound word sets are ideal for filling small blocks of time. The 28 words in each set form 14 compounds. Level A contains 16 sets of commonly used compound words. Level B has 24 sets of more difficult compounds. Centering the words makes this a far more challenging activity. Instead of knowing the 12 beginnings and only having to match the endings, now students must deal with 24 words that can go in either position. BUY | COMPOUND WORDS A430$32 BUY | COMPOUND WORDS B435$48 16 sets of 14 pairs in Level A, AK 24 sets of 14 pairs in Level B, AK Aligned in Vocabulary I Set 500 BUY | COMPOUND WORDS CENTERED A445$32 BUY | COMPOUND WORDS CENTERED B450$48 16 Sets of 14 pairs in Level A, AK 24 Sets of 14 pairs in Level B, AK CW Centered in Vocabulary II set 600 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: compound word, building vocabulary, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[85]=new Array("http://www.readskill.com/Products/Vocabulary/410Synonyms.htm","Reading Manipulatives - Vocabulary - Synonyms","Develop writing skills using synonym substitution.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook This material paves the way for synonym substitution.  VOCABULARY SYNONYM MATCH-UPS First students match the 14 synonym pairs. Reference skills are developed as they use the thesaurus to look up unfamiliar words. Then they complete the cloze activity that measures comprehension as it familiarizes students with this common testing format. They must substitute the synonyms that match word choices in the box, practicing synonym substitution. Optional bonus activities are included. These multilevel sets break down artificial grade-level barriers. Third graders and high school students may work in the same level without stigma attached. BUY | SYNONYM MATCH-UPS A410$48 BUY | SYNONYM MATCH-UPS B415$48 BUY | SYNONYM MATCH-UPS C420$48 20 sets each containing 14 pairs 1 cloze sentence card per set, AK Levels A & B in Vocabulary I Set 500 Levels B & C in Vocabulary II Set 600 Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: synonyms, building vocabulary, synonym substitution, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[86]=new Array("http://www.readskill.com/Products/Vocabulary/460Analogies.htm","Reading Manipulatives - Vocabulary - Analogies","Analogies are excellent for developing vocabulary and reasoning abilities.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Suffixes Prefixes Latin Roots Compound Words Synonyms Analogies Comprehension Communication Multi-Product Sets Sourcebook Analogies build both vocabulary and reasoning abilities.  VOCABULARY ANALOGIES MATCH-UPS This material also familiarizes students with this common testing format. Each level has 18 sets. Students line up the 10 incomplete analogies. Then they determine the relationship that exists between the first pair of words. They must find a match having the same relationship to complete the second pair. In order to make this more challenging, 10 “dummy” words representing potential misses are included with the 10 correct matches. Answer keys identify the relationship that exists between the two words in each part of the analogy. BUY | ANALOGIES MATCH-UPS A460$40 BUY | ANALOGIES MATCH-UPS B465$40 18 Sets containing 10 analogies, AK In Vocabulary II Set 600 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: analogies, building vocabulary, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[87]=new Array("http://www.readskill.com/Products/Comprehension/505SentenceSequencing.htm","Reading Manipulatives - Comprehension - Sentence Sequencing","Improve comprehension skills by sequencing sentences until a story makes sense.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Sentence Sequencing Paragraph Sequencing Idioms True/False/Opinion Communication Multi-Product Sets Sourcebook Movable sentence strips are ideal for sequencing.  COMPREHENSION SENTENCE SEQUENCING Students put the title card first and then arrange the 7 sentences in sequential order. Manipulatives allow students to keep rearranging until a story makes sense. The 24 sets in Sentence Sequencing A contain topics that are more suitable for younger students (everyday experiences, true animal tales, fables, humor). The nonfiction content of other Reading Manipulatives sequencing products raises concept load and readability. The 30 sets in level B are based on factual events and people. Topics are interesting and suitable for third grade through adult. BUY | SENTENCE SEQUENCING A505$35 BUY | SENTENCE SEQUENCING B510$42 24 sets in Level A, AK 30 sets in Level B, AK Level B in Comprehension Set 700 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading comprehension, sentence sequencing, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[88]=new Array("http://www.readskill.com/Products/Comprehension/515ParagraphSequencing.htm","Reading Manipulatives - Comprehension - Paragraph Sequencing","Improve comprehension skills by reading, then sequencing paragraphs until a story makes sense.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Sentence Sequencing Paragraph Sequencing Idioms True/False/Opinion Communication Multi-Product Sets Sourcebook Comprehension, sequencing, and main idea are targeted.  COMPREHENSION PARAGRAPH SEQUENCING First students must read and comprehend the paragraphs. Then they arrange them sequentially. Finally, main ideas are matched to paragraphs. The 30 sets contain intriguing, nonfiction stories. The stories in Level A have 4 paragraphs and main ideas. The sequence is more obvious than in Level B. Content is suitable for third grade or above. Level B sets have 5 paragraphs and main ideas. Many stories are based on historic events, making the interest level suitable for upper elementary through adult. This material builds the concept of one idea per paragraph. Skills developed will improve students’ abilities to form paragraphs when writing. BUY | PARAGRAPH SEQUENCING A515$55 BUY | PARAGRAPH SEQUENCING B520$55 30 sets of 4 para./main ideas in Level A, AK 30 sets of 5 para./main ideas in Level B, AK In Comprehension Set 700 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading comprehension, sentence sequencing, forming paragraphs, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[89]=new Array("http://www.readskill.com/Products/Comprehension/530Idioms.htm","Reading Manipulatives - Comprehension - Idioms","Improve comprehension skills by using figurative language, such as idioms.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Sentence Sequencing Paragraph Sequencing Idioms True/False/Opinion Communication Multi-Product Sets Sourcebook Familiarity with idiomatic expressions facilitates comprehension.  COMPREHENSION IDIOM MATCH-UPS Students should be formally introduced to idioms for several reasons. There is less exposure to figurative language than in the past. More students speak English as a second language. These interesting idioms teach students about the richness and cultural diversity of our language. The 18 sets cover 180 idioms. Each set has 10 sentences with a word or words underlined. Students use contextual clues to decide which idiom can be substituted, then match the pairs. The origin of each idiom is on the back of the idiom card. Finding out how these colorful sayings became part of the English vernacular is interesting and should aid comprehension. BUY | IDIOM MATCH-UPS 530$45 18 sets containing 10 idioms, AK In Comprehension Set 700 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading comprehension, literal, figurative, idioms, idiomatic expressions, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[90]=new Array("http://www.readskill.com/Products/Comprehension/555TrueFalseOpinion.htm","Reading Manipulatives - Comprehension - True/False/Opinion","Improve literal and inferentional comprehension skills by identifying types of opinions.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Sentence Sequencing Paragraph Sequencing Idioms True/False/Opinion Communication Multi-Product Sets Sourcebook Learning to identify opinions is a key critical reading strategy.  COMPREHENSION TRUE/FALSE/OPINION After reading a story of approximately 375 words, the student sorts 10 statements related to the topic as either true, false, or opinion. This sorting activity ingeniously builds both literal and inferential comprehension skills. On the back of each card is a reference to story facts or a reason why the statement expresses opinion (categorized as judgment, speculation, generalization, advice, personal). As students repeatedly read explanations of why statements are factual, incorrect, or opinions, they develop better evaluation strategies. The 28 sets in this series are high-interest topics about famous people, gross science, mythology, and public policies. Students learn facts while improving comprehension skills. BUY | TRUE/FALSE/OPINION SORTS 555$50 28 sets containing story, 10 T/F/O cards In Comprehension Set 700 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading comprehension skills, opinion, types of opinion, judgement, speculation, generalization, advice, personal opinion, literacy skills, reading skills, writing skills, comprehension Author: Reading Manipulatives");sQ1[91]=new Array("http://www.readskill.com/Products/Communication/360SubjectPredicate.htm","Reading Manipulatives - Subjects & Predicates","Identifying and matching subjects and predicates helps students to understand these sentence components.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Matching subjects to predicates clarifies these sentence components.  COMMUNICATION SUBJECT/PREDICATE MATCH-UPS Students must first identify the subjects (the part of the sentence about which something is told) and the predicates (the part that tells something about the subject). Since initial capitalization and final punctuation would be signals, these are omitted. Students match the subjects to the predicates to form sentences. They then see how the two parts of each sentence communicate a complete thought. Each of the 15 sets contains 10 subjects and 10 predicates. Students will learn facts and trivia as they read the sentences. BUY | SUBJECTS & PREDICATES360 $36 15 sets of 10 subjects/predicates In Usage I Set 750 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, subjects, predicates, sentence structure, literacy skills, phonics, reading, reading skills, phonic manipulatives, communication, forming sentences Author: Reading Manipulatives");sQ1[92]=new Array("http://www.readskill.com/Products/Communication/370PartsOfSpeech.htm","Reading Manipulatives - Parts of Speech Sentences","How nouns, verbs, adjectives, adverbs, conjunctions, and pronouns are used in sentences","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Sentences with color-coded parts of speech build usage concepts.  COMMUNICATION PARTS OF SPEECH SENTENCES This ingenious strategy shows how nouns, verbs, adjectives, adverbs, conjunctions, and pronouns are used in sentences. Prepositional phrases are identified as adverbial or adjective phrases. In the final analysis, the part of speech of a word or phrase is determined by how it is used in a sentence. So what better way is there to teach these confusing concepts? First students put the 5 sequential scrambled sentences together. Then, as they analyze the sentences, students see the function of the words and phrases, or their parts of speech. Students link adjectives and adverbs to the words they modify. Repeated exposure to adverbial and adjective phrases clarifies these challenging usage concepts. There are 18 sets of scrambled sentences per level. Each set has 5 sentences about high-interest, nonfiction topics. There are an average of 9 words per sentence in level A. Word and sentence length in Level B average 20 percent more. Sentence structure and concepts are also more difficult. BUY | PARTS OF SPEECH SENTENCES A370$46 BUY | PARTS OF SPEECH SENTENCES B375$54 18 sets of 5 sentences per level Color-coded parts of speech, AK Level A in Usage I Set 750 Level B in Usage II Set 775 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, nouns, verbs, adjectives, adverbs, conjunctions, pronouns, literacy skills, phonics, reading, reading skills, phonic manipulatives, communication Author: Reading Manipulatives");sQ1[93]=new Array("http://www.readskill.com/Products/Communication/380CapitalizationPunctuation.htm","Reading Manipulatives - Capitalization & Punctuation","Rules for capitalization and punctuation.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Complete card sets review and drill all capitalization/punctuation rules.  COMMUNICATION CAPITALIZATION/PUNCTUATION There are 18 double-sided cards per capitalization level. Each starts by summarizing a category of words that are capitalized. Students must find the words needing capitals in the 10 sentences and write them correctly on a sheet of paper. The final lesson activity is a paragraph to correct. In level A, the words needing to be capitalized are either examples of the card topic or the first word in the sentence. In level B, no words in the paragraph will be capitalized, so all rules must be considered. Punctuation cards also begin with a usage summary and examples. Level A contains 18 double-sided cards and covers end-of-sentence punctuation, apostrophes, commas, quotation marks, and colons. Level B has 24 double-sided cards that include all of the above, plus hyphens, semicolons, and parentheses. All capitalization cards must be completed prior to starting the punctuation cards. There are no capitals on these cards. Students correct the capitalization, as well as adding punctuation (related to the card topic). Level A contains 10 sentences. Level B has 10 sentences followed by a paragraph. An exceptional feature of these sets is that the sentences and paragraphs are nonfiction. The facts and trivia make the activity more interesting for the students.  BUY | CAPITALIZATION/PUNCTUATION A380$45 BUY | CAPITALIZATION/PUNCTUATION B385$52 18 capitalization cards per level 18 punctuation cards in level A 24 punctuation cards in level B Level A & charts in Usage I Set 750 Level B & charts in Usage II Set 775 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: capitalization, punctuation, reading manipulatives, literacy skills, phonics, reading, reading skills, phonic manipulatives, communication Author: Reading Manipulatives");sQ1[94]=new Array("http://www.readskill.com/Products/Communication/390IrregularVerbs.htm","Reading Manipulatives - Irregular Verbs","How to use verbs that do not follow standard English patterns.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Clarify usage of 50 tricky irregular verbs with this 24-card set.  COMMUNICATION IRREGULAR VERBS Verbs that do not follow standard English patterns are covered in this series. At the top of each side of a lesson card, the tenses of an irregular verb are shown. The student writes the correct verb form to complete each of 10 sentences (20 in all after both sides are completed). Then the work is checked with the answer key and recorded in the checklist, which is used as a tracking device. The fascinating facts and trivia on these cards make learning grammar more enjoyable. BUY | IRREGULAR VERBS390$30 24 irregular verb cards, AK In Usage II Set 775 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: verb forms, verbs, learning grammar, irregular verbs, tenses, literacy skills, phonics, reading, reading skills, communication Author: Reading Manipulatives");sQ1[95]=new Array("http://www.readskill.com/Products/Communication/395TroublesomeWords.htm","Reading Manipulatives - Troublesome Usages","Improve writing skills by avoiding common usage errors.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Help students to avoid common language usage errors.  COMMUNICATION TROUBLESOME WORDS & USAGES English is complex and irregular, yet there are a limited number of high frequency errors. This product teaches writers correct usages for these. Each of the 36 double-sided cards starts with a mini-lesson that explains in simple terms a problematic usage. Students then apply the concepts by selecting correct words for sentences. The 18 troublesome words cards look at commonly confused words (i.e., its/it’s, good/well, fewer/less, lie/lay, who/whom). The 18 usage cards deal principally with pronoun and verb issues. These cards ensure that students are exposed to lessons on grammar and writing pitfalls. BUY | TROUBLESOME USAGES395$45 36 troublesome words & usages cards, AK In Usage II Set 775 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: troublesome words, troublesome usages, common writing mistakes, literacy skills, phonics, reading, reading skills, phonic manipulatives, communication Author: Reading Manipulatives");sQ1[96]=new Array("http://www.readskill.com/Products/Communication/540Outlining.htm","Reading Manipulatives - Outlining","Using outlining to improve writing skills.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Outlining improves composition of paragraphs, stories, and reports.  COMMUNICATION OUTLINING — STORIES & STEPS No skill is a better tool for writers than outlining. Organizing topics, subtopics, and details leads to well-structured, coherent, and complete compositions. These sets develop outlining skills in 4 stages. In the first level, students read a story and then arrange the manipulative outline. Next, they study the outline after reading the story and write paragraph subtopics. Level 3 requires that they write details for the four paragraph subtopics. Finally, students compose the entire outline. The fact-filled, non-fiction stories are written to enable students to succeed. The unique design of the materials models outlining throughout. As students work through the 28 sets, they develop this critical skill. The stories and outlines in this set follow the 4-paragraph essay format. By the end of the series, students should be able to write essays from outlines. This set includes 8 outline essay starters. These help students solidify the transfer of outlining skills to writing skills. Teachers can then give students outlines to guide compositions. BUY | OUTLINING — STORIES & STEPS540$55 28 sets (7 each of 4 levels) 1 story/outline per set, AK 8 outline essay starters In Comprehension Set 700 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: outlining, outlining skills, organizing topics, structured writing, writing skills, literacy skills, communication Author: Reading Manipulatives");sQ1[97]=new Array("http://www.readskill.com/Products/Communication/550Transitions.htm","Reading Manipulatives - Transitions & Conjunctions","How to select appropriate words to join sentences and clauses.  Choosing the right transition or conjuction.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Subjects & Predicates Parts of Speech Sentences Capitalization/Punctuation Irregular Verbs Troublesome Usages Outlining Transitions & Conjunctions Multi-Product Sets Sourcebook Improve composition flow with better transitions and conjunctions.  COMMUNICATION TRANSITIONS & CONJUNCTIONS Are your students stalled on "and" & "then"? This material cleverly leads them to selection of more appropriate words to join sentences and clauses. First students must read and sequence the 5 paragraphs. Each paragraph is a different color, because they must next select from the 4 words of the same color to fill in the blanks. Content is carefully structured to expand their repertoire of suitable choices. This multifaceted material builds comprehension (sequencing) and writing (improved transition and conjunction choices) skills. Nonfiction content also teaches students interesting facts. BUY | TRANSITIONS & CONJUNCTIONS550$55 25 sets of 5 paragraphs, AK 4 transitions, conjunctions per paragraph In Comprehension Set 700 Home | Products | Resources | Support | Site Map Copyright © 2005 Reading Manipulatives. All Rights Reserved. Keywords: transition words, transitions, conjuctions, improving composition flow, writing skills, literacy skills, communication Author: Reading Manipulatives");sQ1[98]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/100ReadingReadinessSet.htm","Reading Manipulatives | Skill-Area Sets | Reading Readiness Set","Build reading readiness skills in young readers with hands-on materials.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Improve phonemic awareness and other reading readiness skills  SKILL-AREA SETS READING READINESS Grades:         Kindergarten, first grade         Special-needs, pre-emergent readers Contents:         Reading Readiness Match-Ups (085)         Phoneme Songs & Blending (095)         Rhyming Match-Ups & More (105)         Story Sequencing (150) BUY | READING READINESS SET100$250 4 products ($298 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading readiness, phonemic awareness, reading skills, learning to read, reading program, teaching materials, teaching reading Author: Reading Manipulatives");sQ1[99]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/200AuditoryDiscSet.htm","Reading Manipulatives | Skill-Area Sets | Auditory Discrimination Set","Build fluency in primary grade readers with hands-on materials that teach phonemic awareness, blending and decoding, and short/long vowel phonemes.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Identify and segment phonemes and consonant blends  SKILL-AREA SETS AUDITORY DISCRIMINATION SET Grades:         Primary grades         Special-needs Contents:         Initial Phoneme Sorts (110)         Final Phoneme Sorts (120)         Blend & Digraph Sorts (140)         Short & Long Vowel Phonemes (130) BUY | AUDITORY DISCRIMINATION SET200$140 4 products ($165 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: primary grades, phonemic awareness, auditory discrimination, decoding and blending, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[100]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/300DecodingSets.htm","Reading Manipulatives | Skill-Area Sets | Decoding Sets","Multilevel activities to advance word and structural analysis skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Multilevel activities to advance word and structural analysis skills SKILL-AREA SETS DECODING I SET Grades:         Primary grades         Special-needs Contents:         Short Vowel Posters & CD (135)         Flip Strips (SLV Patterns) (210)         SLV Decoding Match-Ups (220)         SLV Scrambled Sentences (230)         Variant Vowel Word Families and SS (240)         SLV Word Families (250)         Star Blending A & B (260)  BUY | DECODING I SET300$225 7 products ($253 value)  SKILL-AREA SETS DECODING II SET Grades:         Second through fourth developmental         Special-needs through adult Contents:         Flip Strips (SLV Patterns) (210)         Intermediate Blending (270)         Syllable Sorts (310)         Syllabication – Longer Words (320)         Flip Strips (Contractions/Possessives) (325)         Prefix/Root/Suffix A & B (327 & 328)         Suffix Spelling Changes Cards (350)   BUY | DECODING II SET400$225 8 products ($259 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: primary grades, decoding and blending, phonemic awareness, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[101]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/500VocabularySets.htm","Reading Manipulatives | Skill-Area Sets | Vocabulary Sets","Build vocabulary in readers with manipulatives that teach compound words, synonyms, analogies, suffixes, prefixes and latin roots.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Holistic, intuitive manipulatives that lead to word mastery SKILL-AREA SETS VOCABULARY I SET Grades:         Second through fourth         Special-needs through adult Contents:         Compound Words Match-Ups A & B (430 / 435)         Synonyms Match-Ups A & B (410 / 415)         Analogies Match-ups A (460)   BUY | VOCABULARY I SET500$190 5 products ($216 value)  SKILL-AREA SETS VOCABULARY II SET Grades:         Fourth through adult developmental Contents:         Compound Words Centered A & B (445 / 450)         Synonyms Match-Ups B & C (415 / 420)         Analogies March-Ups B (465)         Suffixes Match-Ups (330)         Prefixes Match-Ups A & B (340 / 345)         Latin Root Match-Ups (335)  BUY | VOCABULARY II SET600$325 9 products ($378 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: compound words, synonyms, analogies, suffixes, prefixes,latin roots, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[102]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/700ComprehensionSet.htm","Reading Manipulatives | Skill-Area Sets | Comprehension Set","Develop literal comprehension, critical reading, and composition.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Develop literal comprehension, critical reading, and composition  SKILL-AREA SETS COMPREHENSION Grades:         Fourth through eighth developmental         Special-needs through adult Contents:         Sentence Sequencing B (510)         Paragraph Sequencing/Main Idea A (515)         Paragraph Sequencing/Main Idea B (520)         Idiom Match-Ups (530)         Transitions & Conjunctions (550)         Outlining – Stories & Steps (540)         True/False/Opinion Sort (555) BUY | COMPREHENSION SET700$300 7 products ($342 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: literal comprehension, critical reading, composition, reading skills, learning to read, reading program, teaching materials, teaching reading, reading comprehension, reading problems Author: Reading Manipulatives");sQ1[103]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/750UsageSets.htm","Reading Manipulatives | Skill-Area Sets | Usage Sets","Improve grammar, mechanics, and written communication skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Improve grammar, mechanics, and written communication skills SKILL-AREA SETS USAGE I SET Grades:         Third through sixth developmental         Special-needs through adult Contents:         Subject/Predicate Match-Ups (360)         Parts of Speech Scrambled Sentences A (370)         Capitalization/Punctuation A (380)  BUY | USAGE I SET750$110 3 products ($127 value) SKILL-AREA SETS USAGE II SET Grades:         Fifth through eighth developmental         Review through adult Contents:         Parts of Speech Scrambled Sentences B (375)         Capitalization/Punctuation B Cards (385)         Irregular Verbs Cards (390)         Troublesome Words & Usage Cards (395) BUY | USAGE II SET775$160 4 products ($181 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: grammar, mechanics, reading skills, learning to read, reading program, teaching materials, teaching reading, reading comprehension, reading problems Author: Reading Manipulatives");sQ1[104]=new Array("http://www.readskill.com/Products/Sets/SkillAreaSets/800ScramSentSets.htm","Reading Manipulatives | Skill Area Sets | Scrambled Sentences Sets","Improve liguistic and grammatical competency with scrambled sentence manipulatives.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Sourcebook Teach English usage and facts with fun scrambled sentences SCRAMBLED SENTENCES SETS ANIMAL SERIES Levels:         1 - second through fourth         2 - third through sixth         3 - fifth through adult Contents:         Farm 1 (610)         Dangerous Creatures 2 (640)         Dangerous Creatures 3 (670) BUY | ANIMAL SERIES 800$120 3 products ($140 value) SCRAMBLED SENTENCES SETS ANIMALS/NATURE SERIES Levels:         1 - second through fourth         2 - third through sixth         3 - fifth through adult Contents:         Birds 1 (620)         Nature 2 (650)         Watchable Animals 3 (675) BUY | ANIMALS/NATURE SERIES850$120 3 products ($140 value) SCRAMBLED SENTENCES SETS LANDMARK SERIES Levels:         1 - second through fourth         2 - third through sixth         3 - fifth through adult Contents:         American Landmarks 1 (615)         World Landmarks 2 (645)         Lost Civilizations 3 (680) BUY | LANDMARK SERIES900$120 3 products ($140 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading competency, writing skills, literacy skills, reading skills, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[105]=new Array("http://www.readskill.com/Products/Sets/MultiGradeSets/1000SchoolWide.htm","Reading Manipulatives - School-Wide Resource Set","1000+ individualized activities to improve all literacy skills.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Set Contents Sourcebook 1000+ individualized activities to improve all literacy skills  MULTI-GRADE SETS SCHOOL-WIDE SET The School-Wide Set includes every Reading Manipulatives product. These comprehensive, skill-development activities can supplement any core reading program. The sets of individualized, laminated manipulatives and skills cards are ideal for seatwork activities or stations. Students work on needed skills, and teachers are freed for instruction. If you purchase all 62 products, the sets can be put in resource rooms, media centers, or libraries so that all teachers and students can share them. Every student set in a product is different. Once students are introduced to the skills and shown how to do the activities, they work independently. Completion of all sets leads to mastery. Students are motivated by their game-like feel so they work at higher levels and accomplish more. Products & Skills: 6 Phonemic Awareness (29 student sets) 3 Reading Readiness (36 student sets) 7 Decoding & Blending (106 student sets) 6 Structural Analysis (93 student sets) 2 Sight Words (24 student sets) 13 Vocabulary (238 student sets) 8 Comprehension (213 student sets) 9 Scrambled Sentence/Syntax (108 student sets) 3 Parts of Speech (75 student sets) 4 Written Communication (138 student sets) 1 Reading Manipulatives Sourcebook   BUY | SCHOOL-WIDE SET1000$2300 All 62 Reading Manipulatives products ($2708 value)  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[106]=new Array("http://www.readskill.com/Products/Sets/MultiGradeSets/1025PrimaryGrades.htm","Reading Manipulatives - Primary Grades Set","Build fluency in young readers with hands-on materials that teach phonemic awareness, phonics, and sight words.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Set Contents Sourcebook 25 products containing 300 student activities  MULTI-GRADE SETS PRIMARY GRADES SET The instructional needs of young students vary widely. Some children come to school reading, yet thirty percent need intensive phonemic awareness instruction before they can learn to read. Research has found that most reading problems are averted when children are taught phonemic awareness and phonics. Early intervention is vital since the older students get, the more difficult it is to overcome established habits and disabilities. Hands-on, holistic methods are far more effective with young children, so manipulatives are ideal for building reading proficiency. Comprehensive sets systematically develop key phonics, fluency, and comprehension skills. Products & Skills: 6 Phonemic Awareness (29 student sets) 3 Reading Readiness (36 student sets) 7 Decoding & Blending (106 student sets) 5 Structural Analysis (76 student sets) 2 Sight Words (24 student sets) 1 Comprehension (24 student sets) 1 Reading Manipulatives Sourcebook BUY | PRIMARY GRADES SET1025$900 25 products ($1037 value)   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: primary grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[107]=new Array("http://www.readskill.com/Products/Sets/MultiGradeSets/1050MiddleGrades.htm","Reading Manipulatives - Middle Grades Set","Structured sets of manipulatives teach students to use explicit strategies to expand vocabulary, comprehend text, and read critically.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Set Contents Sourcebook 34 products containing 600 student activities  MULTI-GRADE SETS MIDDLE GRADES SET Structured sets of manipulatives build fluency by teaching students to use explicit strategies to expand vocabulary and comprehend text. The materials are ideal for independent work and fostering accountability. All language arts skills are interrelated, and by the middle grades, English grammar and writing instruction are receiving more emphasis. Scrambled sentences improve syntax and usage concepts. Manipulatives and complete sets of cards teach writing mechanics and rules. Phonics products are included for students who have not mastered essential word analysis skills. Products & Skills: 3 Decoding & Blending (22 student sets) 6 Structural Analysis (93 student sets) 6 Vocabulary (120 student sets) 7 Comprehension (183 student sets) 6 Scrambled Sentence/Syntax (72 student sets) 2 Parts of Speech (45 student sets) 3 Written Communication (96 student sets) 1 Reading Manipulatives Sourcebook  BUY | MIDDLE GRADES SET1050$1200 34 products ($1382 value)  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle grades, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[108]=new Array("http://www.readskill.com/Products/Sets/MultiGradeSets/1075MiddleSchool.htm","Reading Manipulatives - Middle School Set","Expand literacy skills of remedial through advanced students.","Shopping Cart | Site Map | Contact Us      search  Products Resources Support  Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Grade-Level Sets Skill-Area Sets Multi-Grade Sets Set Contents Sourcebook 46 products with nearly 1000 student sets  MULTI-GRADE SETS MIDDLE SCHOOL SET Test scores show that as students get older, their literacy skills actually begin to decline. Focus shifts to content subjects, but students still need explicit instruction if they are to advance reading and writing capabilities. Although educators do not typically use manipulatives with this age group, they work amazingly well and students are eager to use them. Active student involvement promotes interest and accountability. Multilevel sets allow for proper placement, yet they have similar appearances, which takes away much of the stigma that is often attached to remedial materials. These challenging sets of manipulatives and skills cards can be part of the core instructional program for all older students, regardless of ability level. The individualized materials work exceptionally well in lab-like classroom environments and free teachers to work with small groups or individuals. Explicit strategies are utilized to develop vocabulary, comprehension, usage, and language fluency skills with systematic, holistic methods. Word and structural analysis manipulatives are also included for remedial students. Products & Skills: 9 Word Analysis (115 student sets) 13 Vocabulary (238 student sets) 7 Comprehension (189 student sets) 9 Scrambled Sentence/Syntax (108 student sets) 3 Parts of Speech (75 student sets) 4 Written Communication (138 student sets) 1 Reading Manipulatives Sourcebook  BUY | MIDDLE SCHOOL SET1075$1700 46 products ($1940 value) Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: middle school, phonemic awareness, reading readiness, decoding and blending, structural analysis, sight words, vocabulary, comprehension, syntax, parts of speech, written communication, reading skills, reading comprehension, learning to read, reading program, teaching materials, teaching reading, reading fluency, reading problems Author: Reading Manipulatives");sQ1[109]=new Array("http://www.readskill.com/Products/Sets/MultiGradeSets/SetContents.htm","Set Contents","","PRODUCTS INCLUDED IN EACH SET Item Product Description Price PG MG MS SW 050 Reading Manipulatives Sourcebook $40 * * * * 085 Reading Readiness Match-Ups $38 * * 095 Phoneme Songs & Blending $140 * * 105 Rhyming Match-Ups & More $40 * * 110 Initial Phoneme Sorts $45 * * 120 Final Phoneme Sorts $35 * * 130 Short/Long Vowel Phonemes $50 * * 135 Short Vowel Posters & CD $25 * * * * 140 Blend & Digraph Sorts $35 * * 150 Story Sequencing $40 * * 210 Flip Strips – SLV Patterns $28 * * * * 220 SLV Decoding Match-Ups $40 * * 230 SLV Scrambled Sentences $40 * * 240 Variant Vowel Word Families & SS $40 * * 250 SLV Word Families $30 * * 260 Star Blending A, B, & C $50 * * 270 Intermediate Blending $40 * * * * 280 Dolch Sight Words $50 * * 285 Dolch Work/Play Scram. Sent. $45 * * 310 Syllable Sorts $30 * * * * 320 Syllabication – Longer Words $30 * * * 325 Contractions/Possessives Flip Strips $22 * * * * 327 Prefix/Root/Suffix A $42 * * * * 328 Prefix/Root/Suffix B $42 * * * 330 Suffixes Match-Ups $38 * * 335 Latin Roots Match-Ups $48 * * 340 Prefixes Match-Ups A $38 * * 345 Prefixes Match-Ups B $38 * * 350 Suffix Spelling Changes Cards $25 * * * * 360 Subject/Predicate Match-Ups $36 * * * 370 Parts of Speech Sentences A $46 * * * 375 Parts of Speech Sentences B $54 * * 380 Capitalization/Punctuation A $45 * * * 385 Capitalization/Punctuation B $52 * * 390 Irregular Verbs Cards $30 * * * 395 Troublesome Words & Usages $45 * * * 410 Synonyms Match-Ups A $48 * * * 415 Synonyms Match-Ups B $48 * * * 420 Synonyms Match-Ups C $48 * * 430 Compound Words A $32 * * * 435 Compound Words B $48 * * * 445 Compound Words Centered A $32 * * * 450 Compound Words Centered B $48 * * * 460 Analogies Match-Ups A $40 * * * 465 Analogies Match-Ups B $40 * * 505 Sentence Sequencing A $35 * * * 510 Sentence Sequencing B $42 * * * 515 Paragraph Sequencing A $55 * * * 520 Paragraph Sequencing B $55 * * 530 Idiom Match-Ups $45 * * * 540 Outlining – Stories & Steps $55 * * * 550 Transitions & Conjunctions $55 * * * 555 True/False/Opinion Sort $50 * * * 610 Farm I Scram. Sentences $45 * * * 615 American Landmarks I Scram. Sent. $45 * * * 620 Birds I Scrambled Sent. $45 * * * 640 Dangerous Creatures 2 Scram. Sent. $45 * * * 645 World Landmarks 2 Scram. Sent. $45 * * * 650 Nature 2 Scram. Sent. $45 * * * 670 Dangerous Creatures 3 Scram. Sent. $50 * * 675 Watchable Animals 3 Scram. Sent. $50 * * 680 Lost Civilizations 3 Scram. Sent. $50 * *");sQ1[110]=new Array("http://www.readskill.com/Resources/StudentAids/PostersSongs/","Reading Manipulatives - Posters & Songs","Teach the five short vowels via auditory associations.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids SV Posters & Songs Spelling Capitalization/Punctuation Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Teach short vowels in a snap with clever auditory associations. Being able to produce and segment short and long vowel phonemes is a decoding prerequisite. The five short vowels are the most commonly used phonemes, yet the most challenging to learn. However, students easily learn them when they are taught in isolation with auditory associations. Reading Manipulatives short vowel posters help students to remember and differentiate among the short vowel phonemes. Long vowels, which say their names, are easier to produce and identify.  Click on the pictures to hear the Short Vowel Phoneme Songs Short Vowel Posters Since these memorable posters can be invaluable resources to students and teachers, we are making them available for free to those who visit our site. Try them and you will be amazed at how quickly your students learn the short vowel phonemes. The color backgrounds have been removed from the PDFs to conserve ink when printing. Remember, you can purchase the laminated Reading Manipulatives Short Vowel Posters & CD for only $20. Download Short Vowel Posters Short Vowel Songbook This songbook has the words for the Reading Manipulatives phoneme songs, as well as the illustrations. Black and white masters are provided with the products, but this color version can be downloaded and printed. The short vowel songbook is in downloadable PDF format. The PDF file has 6 single-sided pages, but the pages need to be copied double-sided. Copy pages on 8.5” by 11” paper that will not bleed through. Assemble in this order: Sheet 1: Front – a picture / a words; Back – e picture / i words Sheet 2: Front – i picture / e words; Back – u picture / o words Sheet 3: Front – o picture / u words; Back– back cover / front cover Place sheet one on the top, front side up, followed by sheets two and three. Fold all three sheets in half (short a illustration and words are the center pages). Stitch down the center on a sewing machine or staple with a long-arm stapler. Download Short Vowel Songbook  Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, phonics, reading, manipulatives, short vowels, reading skills, literacy skills Author: Reading Manipulatives");sQ1[111]=new Array("http://www.readskill.com/Resources/StudentAids/Spelling/","Reading Manipulatives - Spelling","Reference lists of high-frequency words to improve encoding and decoding.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids SV Posters & Songs Spelling Capitalization/Punctuation Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Lists of high-frequency words improve encoding & decoding. Spelling dictionaries are a powerful reading and writing tool for young students. Pages are a compilation of the Dolch 220 list (in bold) and other high-frequency reading and writing lists. As children write sentences and stories, they should use their dictionaries to find words they need to spell. Many students do not have instant recognition of all words, so they are developing both decoding and encoding skills. Other needed words can be written on the lines. Construction guidelines •  Copy the 14 spelling dictionary masters double-sided (7 sheets of paper) •  Assemble the 7 sheets in this order: FRONT BACK Outside Back Front Cover Inside Front Back Cover Z Title (blank) Y W A B V U C D TH T E F S R G H Q P I J O N K L M •  Place cover on bottom and arrange pages with backs facing up (L M on top) •  Fold in half; unfold and staple with a long-arm stapler or stitch Download Spelling Dictionary Spelling reference list for older students This spelling reference list is suitable for older students. The words in this list include the Dolch 220 words, high-use writing words, and frequently misspelled words. There are some nouns that fit these categories, but most of the words are other parts of speech. Copy the two pages double-sided, put into a plastic sleeve, and have students keep this reference tool in a notebook or writing folder. The words in this list are spelling nemeses for many students. If they have this sheet for quick reference, students are more apt to check for correct spelling and eventually memorize them. Download Spelling Reference List  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, phonics, reading, manipulatives, short vowels, reading skills, literacy skills Author: Reading Manipulatives");sQ1[112]=new Array("http://www.readskill.com/Resources/StudentAids/CapPunRules/","Reading Manipulatives - Capitalization/Punctuation","Wall charts remind students of capitalization & punctuation rules","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids SV Posters & Songs Spelling Capitalization/Punctuation Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Wall charts remind students of capitalization & punctuation rules. These readable, accordion-style wall charts summarize the capitalization and punctuation rules. They correlate to Reading Manipulatives Capitalization/Punctuation A and B skills cards, but can be used independently. In order to make the charts as readable as possible from various vantage points in a classroom, the text in both the rules and examples is quite abbreviated. If teachers discuss the rule cards as they are introduced and posted, students will better understand them. Consider posting charts in stages after mini-lessons related to the rules. Correlating them to lessons helps students to reference the charts as needed. There are so many rules and charts that students may not be efficient at finding what they need if they have not been familiarized with them in stages. Charts remind students of the rules and help them apply them in all their assignments. They also demonstrate that these skills are valued and expected. It is easier to demand that students use proper capitalization and punctuation if they have reminders of the rules readily available. Printing & assembly The capitalization and punctuation charts are in separate files. Additionally, the charts in each file are grouped by odd and even numbers. If you print odd numbers on one color and even on another, the rules are more readable on the wall. The capitalization chart file has 6 pages of odd numbers and 6 pages of even numbers. The punctuation chart files has 8 pages of odd numbers and 8 pages of even numbers. Additionally, due to the uneven number of pages (17 total), it has one page that contains rules 33 and 34. Each sheet contains two rule cards. Make a horizontal cut to separate the two cards. The lower right-hand corner of each card has a code to denote set (C-# for capitalization, P-# for punctuation) and sequential order. Once the cuts have all been made, arrange the cards for capitalization (1–24) and punctuation (1–34) in order. Turn the cards over. Use two to three strips of tape on the backs to hold the cards of the accordion together. Leave enough space between the cards for them to be folded into a pile for storage. The cards can be grouped into sets in order to fit your wall space. Punctuation charts should be grouped by punctuation marks. Place the card with the mark name at the top, followed by the rules for that mark. Download Capitalization Charts Download Punctuation Charts Download Capitalization/Punctuation Student Reference Sheets  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, phonics, reading, manipulatives, short vowels, reading skills, literacy skills Author: Reading Manipulatives");sQ1[113]=new Array("http://www.readskill.com/Products/Sourcebook/Excerpts.pdf","050 RM Sourcebook","","INSTRUCTION FIGURATIVE LANGUAGE In expressions of figurative language, meaning cannot be derived from the conjoined meanings of the words. Rather, meaning is conveyed by suggesting that something is like something else. Therefore, the expression must be comprehended metaphorically. For instance, when someone says, "It's raining cats and dogs," it has nothing to do with cats and dogs. This idiom dating back to 17th century England means that it is raining hard. The reader must use context or prior knowledge to infer what the expression actually means. Every language has its own unique figurative language usages. In this fast-paced, mediadominated age, many communication skills, including familiarity with figurative language, are waning. The high number and frequency of use of idioms should make them an important component of comprehension and language acquisition. Idioms often confuse native speakers, and they are especially challenging for ESL students. S TEP 1 ­ T EACH F IGURATIVE L ANGUAGE D IRECTLY AND M ODEL A PPROPRIATE U SAGE Do not assume that idioms will be learned through informal exposure. Direct instruction is necessary to assure that students develop familiarity with common idioms. Model appropriate use of idioms in instruction. S TEP 2 ­ D EVELOP M ANIPULATIVES OR P LAN R EPETITIVE A CTIVITIES Idioms are a unique and interesting language usage, and there are many ways that they can be incorporated into weekly classroom activities. Idiom match manipulatives assure that students are exposed to a wide variety of idioms. On the bottom of p. 217 are additional suggestions for teaching idioms or other types of figurative language. T YPES OF F IGURATIVE L ANGUAGE · IDIOM A saying that carries meaning based on its use in the language My dad blew his stack when I broke the window. (became furious) · SIMILE A comparison of two objects linked by the words "like" or "as" Grandmother's face turned white as snow when she heard the news. · METAPHOR A comparison or analogy that does not contain "like" or "as" Our teacher has a mountain of papers on her desk. · PERSONIFICATION Endowing inanimate objects or ideas with life-like qualities The wind roaring through the trees kept me awake. · HYPERBOLE A gross exaggeration The eerie noises in the haunted house scared the children to death. · SYNECDOCHE A less inclusive word is used for a more inclusive word or visa versa Mary wouldn't hurt a fly, so she couldn't have done it. (anything) 216 Reading Manipulatives Sourcebook Copyright © 2005 MANIPULATIVES IDIOM MATCH-UPS Understanding idiomatic expressions facilitates comprehension since students tend to interpret language literally. Students read sentences and then find an idiom to replace the underlined words in each sentence. The origin of the idiom can be written on the back of the card. S TUDENT O BJECTIVES · Identify and recall common idioms by reviewing how they are used and their origins · Substitute literal words or phrases in sentences with idiomatic usages C ONSTRUCTION G UIDELINES · Divide sheet into 10 horizontal strips (1.1 inch); draw vertical line at 5.5 inch · Write sentence in left frame; underline sentence text that idiom will replace (Idiom Resource List, pp. 218­227) · Write idiom in right frame; write origin on the back (sample on pp. 231­232) · Activity is more challenging if idioms in each set have the same usage (nouns, verbs, adjectives, etc.) Since Jack had told lies before, his coach did not believe him. cried wolf Our teacher was right when she said that book was boring. hit the nail on the head Mary avoided the issue rather than telling me the facts. beat around the bush Our class studied so we'd do well in the current-events contest. boned up Tim didn't finish everything because he tried to do too much. bit off more than he could chew The boys got going and picked up all the trash in the alley. took the bull by the horns I used my connections to get tickets to the sold-out show. pulled strings Ted blamed others every time he had a problem. passed the buck Susan found out about her surprise party because Jill told. let the cat out of the bag Last night it poured, so soccer practice was cancelled. rained cats and dogs During heavy rains in 17th-century England, some streets became filthy rivers carrying cats and dogs. RM PRODUCT: 530 IDIOM MATCH-UPS ORIGIN ON BACK TIP USE MULTIPLE STRATEGIES TO EXPOSE STUDENTS TO IDIOMS · Idiom of the day ­ select and use an idiom at the start of a day or period; encourage students to use it at least once that day (give bonus points for doing so) · Give extra credit for using idioms in assignments · Find examples of idioms in printed material or on television; discuss use and meaning · Tell a story laden with idioms, asking students are to write down idioms they identify; see who finds the most · Add-on story ­ list several idioms on the board; discuss meanings; start a story, using one of the idioms; each person adds to the story and uses another idiom in the process · Illustrating idioms literally to contrast the literal and figurative meanings · Write idioms on index cards; have students draw a literal illustration on another card; group these pairs in sets and allow students to match the pairs Copyright © 2005 Comprehension 217 RESOURCE LIST IDIOMS ­ FIGURATIVE LANGUAGE MEANING restless, can't sit still that which is held dearest out of patience follow an incorrect course IDIOM ants in his/her pants apple of one's eye at the end of the rope bark up the wrong tree ORIGIN Ants in one's pants would make one jump around and be restless. Because it is essential to sight, the eye's apple, or pupil, is to be cherished and protected. An animal at the end of its tether cannot go any further. Hunting dogs were trained to tree raccoons and bark, but often the raccoon fooled them and escaped. 1,000 is the perfect average in baseball, with a base hit every time at bat. Hunters need to proceed slowly and carefully if approaching a bush to beat out a bird. The eight ball in a pool game must be sunk last or the person loses. Wooden ship decks have long seams at the edges called devils. Sailors repairing them risk falling overboard. One who takes a very large bite is trying to chew too much in a mouthful. Some bitter ingredients in pills cannot be masked and are hard to swallow. Early steam engines had no safety valves, so engineers pulled a lever to release pressure. A steamboat's smokestack could blow off if the boiler overheated. Two dogs will fight over a single bone tossed between them. Bones were once used to polish shoes; to study would polish one's knowledge. Sterling silver is expensive; babies in rich families may have had silver baby spoons. Sometimes it is necessary for ships to break up the ice so other ships can pass. The applause a performer receives may seem like it could cause a building to collapse. Candles would burn quickly and run out of energy if the wick was lit on both ends. When peace was made between two Indian tribes, it was customary to bury the chiefs' tomahawks. Copyright © 2005 batting a thousand beat around the bush behind the eight ball between the devil and the deep blue sea bite off more than one can chew bitter pill to swallow blow off steam blow one's stack bone to pick bone up born with silver spoon in one's mouth break the ice bring the house down burn the candle at both ends bury the hatchet doing a perfect job not getting to the point out of luck between two dangers try to do more than one has time or ability for. hard to accept release anger or tension vent anger, lash out an area of contention refine, study wealthy to initiate and be friendly applauding enthusiastically doing too much let bygones be bygones 218 Reading Manipulatives Sourcebook Mother was furious when she caught me lying to her. ID­2 ID­2 mad as a wet hen Everywhere I look, this neighborhood seems to be deteriorating. ID­2 ID­2 going to pot I try to avoid Jill when I see her because she is annoying. ID­2 ID­2 a pain in the neck Greg was incompetent when he first tried water skiing. ID­2 ID­2 a fish out of water Getting the yard cleaned up was easy once we got going. ID­2 ID­2 a piece of cake Sandra was rich so she traveled all over the world. ID­2 ID­2 born with a silver spoon in her mouth Often bad habits are so ingrained that changing them is difficult. ID­2 ID­2 dyed in the wool My Grandmother said I was small last time she saw me. ID­2 ID­2 knee-high to a grasshopper Our teacher said she was losing it because of the confusion. ID­2 ID­2 going bananas It seems harder than ever to get ahead in this tough world. ID­2 ID­2 dog-eat-dog Copyright © 2005 Sample: Idiom Match-Ups (front) 231");sQ1[114]=new Array("http://www.readskill.com/Products","Reading Manipulatives | Products","Reading Manipulatives materials assure mastery of key literacy skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Products Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Multi-Product Sets Sourcebook  Reading Manipulatives materials assure mastery of key skills. Why reading manipulatives? Ours is the only program that builds literacy skills with comprehensive sets of manipulatives. Over 1000 unique activities cover all types and levels of skills.   More  Save 15% on multi-product sets Multiple products are grouped by grade-level suitability or targeted skills. Packages offer savings and assure that the full range of skills and levels are covered.   More  No Child Left Behind compliance Reading Manipulatives materials are developed by experienced teachers, based on brain and learning research, and follow NCLB parameters.   More  Teacher feedback Teachers using our products are an invaluable resource. Read what others have to say about Reading Manipulatives products or give us your input.   More  Quick ordering If you know what you want to order and do not want to view product descriptions, click below. This live order form contains all Reading Manipulatives products.   Order   Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: Literacy Skills, Phonemic Awareness, Decoding and Blending, Structural Analysis, Fluency, Vocabulary, Comprehension, Skill-Area Sets, Reading Manipulatives, No Child Left Behind Author: Reading Manipulatives");sQ1[115]=new Array("http://www.readskill.com/Resources","Reading Manipulatives | Resources","Product demonstrations and free resources to help teach literacy skills","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Reading Manipulatives offers more reasons to visit online. Essential literacy skills & how to teach them All literacy skill strands are covered. Sections explain skill components and suggests strategies and materials for developing skill proficiency.   More   Product demos & free resources These animated demos show how Reading Manipulatives products develop a variety of skills. Each demo is accompanied by a downloadable resource.   More   Tips for Teachers Issues Issues show how to teach literacy skills and have practical aids that assist teachers. Skills are explained and instructional strategies are presented.   More   Student Aids These worthwhile aids help students master critical skills. Includes short vowel posters & songs, spelling dictionaries, capitalization & punctuation charts.   More   Reading Manipulatives Sourcebook The thorough coverage of all types of literacy skills and the practical resources that are included make the Sourcebook an invaluable guide for teachers.   More     Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading resources, tips for teachers, NCLB compliance, ESL, reading fluency, learning to read, literacy skills, reading strategies, reading materials, teaching reading Author: Reading Manipulatives");sQ1[116]=new Array("http://www.readskill.com/Support","Reading Manipulatives | Support","Helpful information about Reading Manipulatives, ordering, contact information, products and policies.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Reading Manipulatives products are teacher-developed, student-favored, and 100% effective and guaranteed.  Home Support About RM FAQs Ordering Quick Order Order Form Contact Us Catalog About Reading Manipulatives Reading Manipulatives, founded in 1996, is teacher-owned and operated. Our outstanding products have been developed, tried, and improved over decades.   More  Get answers or help We appreciation your interest and want to provide quick, efficient service. Click here for answers to FAQs or to obtain assistance with products and orders.   More  Ordering options and policies This section lists payment options, delivery time, shipping and handling charges, and return procedures for both online orders and billed institutional orders.   More   Home | Products | Resources | Support | Site Map Copyright © 2006 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, help, order information, catalog request, assistance, Contact us, policies, FAQ, About us Author: Reading Manipulatives");sQ1[117]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsPhonemic.htm","Reading Manipulatives | Phonemic Awareness Tips","Phonemic awareness is needed before students can learn to read.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Phonemic awareness is needed before students can learn to read. PHONEMIC AWARENESS Phonemes are the sounds of spoken language, and English is comprised of about 41 of them. Before children can learn to read, they must demonstrate phonemic awareness, the ability to hear, identify, and manipulate the phonemes in spoken words. Some competencies exhibited by children having phonemic awareness are:    •  pronouncing phonemes in isolation (/m/ /r/ /s/);    •  blending phonemes to form words (/d/ /o/ /g/ dog);    •  identifying words that begin with the same sound (fish, fan, fire start with /f/); and    •  segmenting the first and last sounds of a word (bat starts with /b/ and ends with /t/). The importance of phonemic awareness to early reading success has only come to the forefront in the past 15 to 20 years. The NICHD synthesized data from over 100 researchers at 14 sites, and the findings indicated that lack of phonemic awareness is the underlying cause of reading disabilities, including dyslexia. Most children learn to read regardless of how they are taught, yet an estimated 30 percent lack phonemic awareness. In spite of this, studies also show that nearly all beginning readers can develop phonemic awareness if given intensive systematic instruction. Research also validates the superiority of methodology in which phonemes are taught in isolation and then blended to form words. Analytic approaches, which are commonly used, require students to extract like sounds from words. This task requires a sophisticated level of phonemic awareness, so students lacking this skill cannot compare, contrast, or extract sounds. Phoneme instruction Hands-on, natural approaches are far more effective with young children, so manipulatives are ideal for developing phonemic awareness. The following sequence is recommended. Step 1 - Teach phonemes as isolated sounds First, teach the most commonly used English phonemes in isolation. This is referred to as a synthetic approach. Auditory associations that children have heard and can relate to are most effective since this helps them to hear, say, and recall the phonemes. In early instruction, do not associate letter names with the sounds. The English Phonemes Resource List, which is available for download at the end of this section, specifies associations used in the Reading Manipulatives Phoneme Songs & Blending program. Step 2 - Blend phonemes to form words In the early stages of blending, teachers should help students blend isolated phonemes to form words. A worthwhile strategy is to use pictures that represent the phonemes. Line up three phoneme pictures that can be blended into a word. Help students to blend the phonemes from left to right to read the word. Start with picture blending even though some students may already know the graphemes that represent the phonemes. Step 3 - Break three-phoneme words into onsets and rimes The onset of a syllable is the initial phoneme or blend; the rime is the vowel and any subsequent consonants (also called a phonemic or graphemic base). One of the most effective methods for introducing blending is with word families. These groups of rhyming words are formed with a common base and multiple initial phonemes or blends (i.e., -at with phonemes: bat, cat, chat, fat, hat, mat, pat, sat, that; -at with blends: brat, scat, slat). By representing phonemes with picture associations, word families can be done before letters are attached to the sounds. Step 4 - Work with phonemes in words Once students are able to hear and produce phonemes, they can work with sounds at the word level. The following analytic activities require preexisting phonemic awareness concepts. For instance, if students are presented with groups of words that begin with or contain a phoneme, they must deduce that the similar sound in each example is what is being considered. They must already know what phonemes are and the sounds they make in order to perform this task. For this reason, the following analytic activities extend and solidify phoneme competency:    •  phoneme isolation - student hears individual sounds within a word (man begins with /m/)    •  phoneme identity - student hears same sounds in different words (/f/ in fan, father, fish)    •  phoneme segmentation - student breaks a word into separate sounds (sock = /s/ /o/ /k/)    •  phoneme addition - student creates a new word by adding a phoneme (/s/ + top = stop)    •  phoneme substitution - student changes phoneme to make new word (fire /f/ to /t/ = tire) Initial Phoneme, Final Phoneme, and Blend & Digraph Sorts afford student with plentiful practice on these skills. In addition, the pictures can be used to teach vocabulary words. Download Phonemic Awareness Tips  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, phonics, reading skills, phonemic awareness, phonemes Author: Reading Manipulatives");sQ1[118]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsDecoding.htm","Reading Manipulatives | Tips For Teachers | Decoding and Blending Tips","Natural, holistic manipulatives build decoding and blending skills.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Natural, holistic manipulatives build decoding and blending skills. PHONICS — DECODING & BLENDING Phonics is the study of relationships that exist between phonemes, the sounds of spoken language, and graphemes, the letters that represent them. In the alphabetic stage of reading, children begin to recognize the systematic and predictable letter-sound correspondences of the English language. While many children deduce these relationships without formal instruction, phonics is essential for at-risk learners. The formal teaching of phonics has been and remains a contentious issue. However, due to the recommendations of the National Reading Panel, phonics instruction is a cornerstone of NCLB and Reading First requirements. Systematic, explicit phonics instruction is most effective in early grades. Primary students in structured phonics programs demonstrate significant gains in decoding, spelling, and comprehension. Older students receiving regular phonics instruction improve decoding and spelling skills, but their comprehension remains inadequate. When students must devote too much time to word analysis, they read with a strategy imbalance and are not able to shift attention to meaning. Reading Manipulatives products identify and teach phonics concepts that have a high degree of utility. Manipulatives are optimal for imparting key phonics skills because they employ natural, engaging strategies to teach decoding, blending, and structural analysis. Phonics manipulatives systematically develop word analysis strategies while offering the plentiful practice students need. They are also ideal for tailoring programs to meet individual needs. Students are able to work through appropriate sets of manipulatives until mastery is attained. In the sections that follow, key phonics skills are discussed in the order that they should be taught. Instructional strategies, hands-on materials, and resources are offered. For some of the skills, downloadable Tips for Teachers issues are available. Short/Long Vowel Sounds & Spelling Patterns Once students recognize most consonant phonemes, they need to learn short and long vowel phonemes and spelling patterns. Understanding these concepts helps beginning readers decode many words. As a matter of fact, half of the high-frequency words in the Dolch 220 list can be decoded using short/long vowel phonemes and patterns. Step 1 - Teach phonemes First make sure that students can identify and produce the vowel phonemes. Teach the short vowel phonemes in isolation using sound associations to help students learn and remember these challenging phonemes. The examples below are used in the Reading Manipulatives Phoneme Songs and Blending program. Long vowels are easier to master. Remind students that the long vowels "say their names." Long u is somewhat troublesome since it has two sounds (as in fuse [fyooz] and plume [ploom]). Click on the pictures to hear the Short Vowel Phoneme Songs Step 2 - Teach short/long vowel patterns Next, teach vowel patterns. Simplify the basic concepts being taught. Teach this rule for short/long vowel patterns: When there is one vowel in the word (at the beginning or the middle), the vowel is short. When there are two vowels, the first vowel is long and the second is silent. Flip Strips - SLV Patterns are ideal for demonstrating and teaching these patterns. Students read the short vowel word. When the second vowel is flipped over, the word is then read with a long vowel. Most one-syllable words follow this rule, making it an excellent building block for beginning readers. This concept is taught before the introduction of variant vowels, which are obvious exceptions. Step 3 - Decode words that follow the patterns After students know short/long vowel sounds and spelling patterns, they can use these to decode words. With ample practice, application becomes automatic. Provide decoding practice by using matching games. First students look at the word to determine if the vowel phoneme is short (one vowel) or long (two vowels). Then they read the word and match it to a picture ( SLV Decoding Match-Ups). Scrambled sentences containing words that follow the SLV patterns can be one of the first reading experiences for children ( SLV Scrambled Sentences). Students decode the words, arrange them into sentences, and match the illustrations. Short vowel posters & songbook You will be amazed at how fast your students will master the short vowel phonemes if you use these fun posters and songs. Our Short/Long Vowel Phonemes manipulatives include the Phoneme Songs CD, posters, and many sort activities. Also, the Posters & CD are available separately. However, to help all students to learn these challenging sounds, teachers can download free PDF versions of the posters and a songbook. Download Short Vowel Posters Download Short Vowel Songbook SLV Patterns Tips for Teachers issue Short and long vowel pattern flip strips are one of the easier manipulatives to make. The SLV Patterns Tips for Teachers includes the spelling rule, construction directions and pattern, and 68 short to long vowel spelling combinations. Flip strips help students to master this key decoding concept. Download SLV Patterns Tips Blending — SLV Bases Phonetic blending is the ability to join phonemes in a smooth enough manner to approximate a pronunciation that enables identification of the word. Blending is a challenging skill, but if teachers model blending and separating sounds and provide plentiful practice, students develop blending proficiency. Research indicates that students who spend greater than average amounts of time on blending score higher than average reading test scores through the second grade. Manipulatives are an ideal material to use for teaching blending since rimes can be decoded and then onsets blended to them to form words. Step 1 - Teach or review short/long vowel patterns Since the graphemic bases, or rimes, must be decoded before proceeding with these blending activities, students must first be introduced to short/long vowel phonemes and spelling patterns. Step 2 - Teach rhyming and word family blending Rhyming is the most straightforward way to introduce blending and help students to acquire basic blending skills. Listen to rhyming stories and sing rhyming songs. Nursery rhymes are an ideal resource for improving rhyming capabilities. Help children to identify the rhyming words. Next, let them predict words to complete rhymes ( Rhyming Match-Ups & More). Once children can identify and predict rhyme, introduce word families ( SLV Word Families). It is easier to blend onsets to a rime with word families since rhyming facilitates blending. At first, use only single phonemes. Once students become more proficient, consonant blends can be added. Step 3 - Decode words that follow the patterns The first step is for the student to decode the phonemic base, or rime, using short/long vowel patterns (or variant vowels once they have been introduced). In both Star Blending and Intermediate Blending, each base must be blended to multiple phonemes or blends until a word is formed. The rime is placed there, then the student moves on to the next one. Some bases can be joined to multiple initial sounds. If a word is spelled differently (i.e., clame, sleak) or a rule breaker (i.e., love), point it out but accept the word since this a reading, not spelling, activity. Step 4 - Extend blending concepts into encoding activities Students are focusing on phonetic elements and spellings, so consider integrating blending concepts (onsets and rimes) with writing and spelling programs. Teach students to remove the rimes of spelling words and change the onsets. Ask them to write rhyming words for words in spelling lists. If the group can handle it, expect them to be able to spell any word that rhymes with list words when tested. Varying methodologies in each Reading Manipulatives blending product Rhyming facilitates the blending process, so SLV Word Families is used for teaching blending. This product is principally a reading activity, and over 1000 words using single phonemes and blends are formed in the word families. Star Blending is a multilevel product that is suitable for centers because students will have 3 complete stars when finished. Intermediate Blending has only blends and digraphs as the initial sounds, and there are many possible combinations for the words. This product is ideal for honing blending skills. SLV Blending Tips for Teachers issue This issue has a resource list that will be an invaluable aid to any teacher of reading. The list contains over 100 rimes or bases and 1000+ words that are made by adding various onsets to them. The list can be used for making blending manipulatives (issue also has teaching rules and strategies; construction guidelines and pattern) or other instructional ideas. For instance, the rhyming words can be used to create or expand spelling lists. Download Blending (SLV Bases) Tips Variant Vowels Once students are adept at decoding words containing short and long vowels, the English vowel phonemes with variant pronunciations and spellings can be introduced. The following is a listing of variant vowel phonemes and spellings with a high frequency of occurrence:    R-Controlled (first three more common)        1. a as in car        2. ur as in fur (spelled ur, ir, er, and [w]or)        3. or as in for (same sound for or, ore, and oar)        4. ar as in air (spelled are and air)        5. ir as in ear (spelled ear and eer)    OO (two sounds, one spelling)        1. oo as in zoo and few        2. oo as in took    AL / AU / AW (one sound, three spellings)        1. o as in all        2. o as in saw        3. o as in taught    OU /OW (one sound, two spellings)        1. ou as in out        2. ow as in now    OI / OY (one sound, two spellings)        1. oi as in oil        2. oy as in boy Most of these variant vowels are phonemes, and several have multiple spellings. These spellings are actually what students need to recognize, and that is why word families are an excellent strategy. It does not matter that oo as in zoo sounds the same as one of the long u spellings (fruit) or the ew spelling (new). Do not dwell on phonetic information that is irrelevant and may confuse students. Teach concepts in the most simplified manner possible. Step 1 - Select variant vowel spellings and instructional sequence Before introducing variant vowels, make sure that students are adept at decoding words containing short and long vowels since these are more common. Then, use the variant vowels listed above to plan instruction for variant vowels. If usages are limited (such as the ou in could), cover them in sight words Step 2 - Teach common variant vowels with word families Word families are the easiest way to drill repetitive variant vowel spellings. The Tips for Teachers issue on variant vowels and the Reading Manipulatives variant vowel product contain word families for these spellings. Step 3 - Provide decoding practice with scrambled sentences Scrambled sentences are included in the Variant Vowel Word Families & Scrambled Sentences product. Students must first be introduced to short/long vowel phonemes and spelling patterns since the majority of the words in the scrambled sentences must be decoded using this phonetic information. If making scrambled sentences, strive to include as many variant vowel spellings as possible. Underline variant vowels in all manipulatives to signal their occurrence. This encourages students to think about and apply what they have learned about these sounds and spellings. Step 4 - Teach variant vowels with encoding activities For students in second grade or higher, consider teaching variant vowel spellings by category as part of the spelling program. Use the word families resource list in the Tips for Teachers issue to select spellings with a high frequency of occurrence. For instance, 7 bases for ar variant vowel phoneme contain 43 words. Spelling lessons are a valuable strategy for reviewing phonetic concepts with students of all ages and abilities. Variant Vowels Tips for Teachers issue Once students know short/long vowel phonemes and spelling patterns, they need to learn high-utility variant vowel phonemes and spellings. This issue covers these and contains 50 variant vowel word families with 375 words. Download Variant Vowels Tips  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: decoding and blending tips, phonics, decoding, blending, short vowel patterns, long vowel patterns, reading skills, phonemic awareness, variant vowels, blending Author: Reading Manipulatives");sQ1[119]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsStructural.htm","Reading Manipulatives | Structural Analysis Tips","Understanding structural patterns of words improves reading.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Understanding structural patterns of words improves reading. PHONICS — STRUCTURAL ANALYSIS Once students are competent at using letter-sound relationships to decode words, they begin to recognize meaningful units of words, such as graphemic bases (-an, -ain), affixes (-ed, re-), or syllables (be•cause, to•geth•er). Structural elements of words follow predictable patterns. Able readers deduce these patterns without giving them much thought. They perceive common roots and affixes, divide words rapidly, and decode accurately. On the other hand, struggling readers are not adept at recognizing or utilizing structural cues, so they need formal instruction. All students, even those who read with ease, spell more accurately as cognizance of orthographic features advances. Prefix/Root/Suffix Initially, students learn to recognize how affixes and root words are used as structural elements of words. This is the objective of our Prefix/Root/Suffix manipulatives. In the vocabulary section and materials, students learn to use the meaning of these word parts to expand vocabulary. Step 1 - Teach students to identify prefixes/root words/suffixes When introducing prefix/root word/suffix identification and usage to students, it is preferable to use roots that are English words after affixes are removed. Students grasp these concepts more readily when dealing with affixes on known words. The third example below contains a Latin root (voc, vok - to call), an example of root words to avoid in phonics exercises.    Prefix    Root    Suffix     dis      grace     ful     re        turn       ing     pro      vok        ed    (Latin root) Step 2 - Teach or review common suffix usages Suffixes are added to the end of words to modify usage. These are common suffix usages:    • -s or -es to form plurals or third-person-singular verbs    •  -ed to form past tense verbs    •  -ing to form present participle verbs    •  -er to form comparative adjectives or -est to form superlative adjectives. In addition, suffixes are used to change words from one part of speech to another (act -> actor, verb -> noun). As students are learning about orthographic characteristics of words, it is suffix recognition that is the goal. Complexities of usage can be learned once they read proficiently. Step 3 - Teach how prefixes are used to change word meaning Prefixes are placed at the beginning of words to change meaning. "Pre" in "prefix" is a prefix meaning "before" or "in front of." The study of prefixes and their affect on meaning is a valuable strategy for expanding word knowledge and is covered in the vocabulary section. As a word analysis strategy, prefix recognition and general usage concepts are the objectives. Students need to be able to recognize and remove prefixes when breaking down words. Download Affixes & Roots Tips Syllabication Syllabication, or the breaking down of words into each uninterrupted unit of spoken language, is often taught in such a fragmented manner in materials that students are unable to pull all components together into a viable word analysis strategy. Research indicates that readers generally use sounds to determine syllable division. If this is the case, students must already know what the strategies are intended to teach. Students who need to use syllabication to decode words must be taught syllabication rules holistically. When they apply basic rules in steps, they begin to recognize patterns and break down unknown words. Initially, the rules are applied to two-syllable rules. Once students learn the patterns, the same rules are used to break down longer words. Even those students who read words with ease in context generally improve spelling accuracy if they become more cognizant of word structure and syllabication patterns. Step 1 - Assure that students have prerequisite phonics skills Students should possess certain prerequisite skills and concepts before being taught the syllabication rules. Frequently, it is necessary to review short and long vowels, as well as prefixes/root words/suffixes, before proceeding with syllabication. You will see why as you review the following foundation concepts. Each syllable must contain a sounded vowel. It can be a single vowel sound (i•de•a) or used with one or more consonant sounds (be•gin). There are two kinds of syllables: open and closed. A closed syllable ends with a consonant and the vowel is usually short (or a schwa). An open syllable ends with a vowel that is generally long (clo•ver, e•vent). The vowel may be a y pronounced as /e/ (fun•ny) or occasionally /i/ (my•self). Since the first rule deals with dividing between root words and affixes, students must be familiar with prefixes, suffixes, and root words. Digraphs, or two consonants that make a single sound (ch, sh, th, wh, ng, nk, ng, ck, …), cannot be divided (buck•le, noth•ing, cash•ier, bush•el, fur•ther). In some cases, blends are not divided (se•cret, mi•grate, ze•bra). Do not preteach since students discover this when identifying open vs. closed syllables. Step 2 - Teach syllabication rules and apply in order The Reading Manipulatives Syllable Sorts manipulatives have students sort two-syllable words according to these division rules: Prefix/Root/Suffix - Check the word for prefixes and suffixes. The first step is to divide between affixes and the root word because this rule overrides the others. VC/CV - Check for multiple consonants between vowels. Divide between consonants. V/CV or VC/V - If the word has one consonant between vowels, decide whether the vowel before the consonant is short or long. If vowel is long, divide after the vowel leaving an open syllable. Otherwise, divide after the consonant leaving a closed syllable. Syllabication Tips for Teachers issue Learn how to teach syllabication holistically so students will actually apply the rules for decoding. A resource list with 67 examples for each of the 4 syllabication categories is included. Download Syllabication Rules Tips Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, phonics, structural analysis, reading skills, syllabication, prefixes, roots, suffixes, Author: Reading Manipulatives");sQ1[120]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsFluency.htm","Reading Manipulatives | Fluency Tips","Fluency entails reading words automatically and with expression.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Fluency entails reading words automatically and with expression. FLUENCY Fluency is the ability to read a text accurately and quickly. Fluent readers recognize words automatically and read aloud effortlessly and with expression. They are able to group words into meaningful phrases and extract meaning from what they have read. They simultaneously relate what they are reading to the entire selection, as well as their own background knowledge. Unless students can read fluently, reading comprehension is hindered. Fluent reading takes practice, and therefore the skill is honed slowly. Additionally, students do not develop fluency until they have a solid foundation of word analysis skills. Most students who cannot read fluently must put too much effort into decoding. They read slowly, word for word, with unnatural phrase grouping, and this negatively impacts comprehension. Other students recognize words automatically and understand what they are reading, but their reading still lacks expression. They may need to be taught the phrases and clauses that signal appropriate breaking points in the text. Sight Word Acquisition As people read, their eyes move in jumps across the lines of print. The length and speed of the jumps are determined by the reader's familiarity with the material. Eyes move more rapidly when the person knows the words and comprehends the text. However, when an unknown word or concept is encountered, the jumps slow down to give the reader time to analyze the passage. When reading orally, unknown words stop readers and cause deterioration in fluency. The human brain looks for meaningful whole units and patterns. Since words are meaningful units, young readers soon begin to recognize them, regardless of the methods being utilized to teach them to read. During the primary grades, children continue to expand their repertoire of sight words. They are not learned as a result of specific lessons, but mastered over time (Dolch suggests three years). This section suggests strategies for speeding the acquisition of sight vocabulary. Why is the Dolch 220 the most commonly used list of sight words? Certainly the longevity of Dolch's list attests to its value, even though there are some discrepancies. Dolch also developed a list of 95 nouns. It is more dated by time, with many of the nouns relating to a more rural lifestyle. Few nouns have the frequency of use of pronouns, articles, and other parts of speech. Those that do (i.e., thing, people) often appear in other high-frequency word lists. Step 1 - Make flash cards or word lists Teachers of beginning readers should come up with a plan to teach or review words that have a high rate of occurrence. At the end of this section is a downloadable Dolch 220 resource list sorted according to decoding characteristics. Flash cards are a worthwhile instructional aid. Consider color-coding the cards by these categories, as is done in the Reading Manipulatives Dolch Sight Words product. Step 2 - Integrate sight words with phonics instruction Amazingly, half of the Dolch 220 words are one-syllable words that follow short and long vowel patterns. Another 14 percent have variant vowels, and 14 percent are words with more than one syllable. That leaves only 48 words, or 22 percent, that are phonetic rule breakers. If sight words are taught in tandem with phonics lessons, children master sight words at a much faster rate. Identify the words that are rule breakers to help students remember them. Step 3 - Use sight words to plan spelling lists and lessons As children are learning to read, they are also starting to write. They need to know these high-use words when writing. Consider building spelling lessons that include these words and correlate to phonics instruction. Download Dolch 220 Sightwords Tips Scrambled Sentences Students are eager to do scrambled sentences because of their puzzle-like qualities and interesting facts. Yet using scrambled sentences sets that represent increasingly complex examples of written language builds fluency while improving linguistic and grammatical competency. Completed sentences provide opportunities for oral reading. As students put the sentences together, their awareness of sentence structure improves. Without getting bogged down in terminology, they soon identify subjects and predicates; organize words into phrases; link adjectives and adverbs to the words they modify; and use conjunctions to provide cohesive ties. Scrambled sentences also model accurate capitalization and punctuation. Students learn to utilize these as organizational cues. Topics can teach facts that complement the curriculum and improve vocabulary. Step 1 - Select topics and gather resources Scrambled sentence sets are ideal for teaching interesting facts. Once students move beyond decoding, use nonfiction topics for manipulatives. Not only do students enjoy the challenge of arranging the sentences, they are motivated by learning about a topic, especially if sentences are engaging and well-written. If possible, find photos or graphics to go along with the sets. These quickly draw students into activities. Step 2 - Write sentences and organize into levels Scrambled sentences are tedious to make, but it is time well spent. Students develop multiple skills and learn interesting facts as they put the sentences together. Products in the Reading Manipulatives scrambled sentence series have five different colored sentences in each set. These are always put together in the same order since they relay an orderly progression of facts. You could use four sentences, but less would not be enough information. As you write the sentences, consider linguistic difficulty level. It is important to make multilevel series. Each of these should have at least ten sets. After students work through those, they develop skills that enable them to succeed with longer, more complex sentences. One scrambled sentence set from each Reading Manipulatives level is shown as an example in the downloadable resource. Notice that sentence length and syntactical sophistication increase in each level. Download Scrambled Sentences Tips Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: reading manipulatives, fluency, site word acquisition, scrambled sentences, reading skills, phonemic awareness, scrambled sentences, structural analysis, decoding Author: Reading Manipulatives");sQ1[121]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsVocabulary.htm","Reading Manipulatives | Vocabulary Tips","Free tips for teachers regarding vocabulary development.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Explicit instruction can advance word knowledge and usage. VOCABULARY Vocabulary, or the repertoire of words that an individual knows and uses to communicate, is key component of effective reading from the earliest stages and is central to comprehension. Students cannot understand what they are reading if they do not know what the words mean. Additionally, comprehension degrades proportionally to unknown vocabulary. Most words are learned through everyday language experiences. Interactions with adults are the best way for children to expand their vocabularies. Through sharing of events and books, adults provide knowledge and stimuli that children need. Once individuals are fluent readers, books and other types of written communication are optimal for expanding vocabulary and concepts. Despite the fact that most vocabulary is acquired indirectly, research suggests that vocabulary can be improved with explicit instruction. Direct instruction helps students to learn words that have not been mastered from life experiences. It can be provided through oral discussion that familiarizes students with vocabulary words, often offered before a story or text lesson is read. These introductory vocabulary lessons also aid comprehension. The discourse teaches the words and lays groundwork for the content that is to be covered. If students are to remember the words and make them part of their working vocabularies, they need repeated exposure and additional practice using the words over an extended period of time. Ambiguities of the English language make learning words a challenge. Multiple meanings, spellings, and pronunciations confuse students and hinder verbal or written communication. Direct vocabulary instruction develops awareness of synonyms, antonyms, homonyms, and heteronyms. Lessons or manipulatives can teach students both words and specific strategies. Structural features of words offer clues to meaning. Prefixes are added before root words to modify the meaning. Since prefixes carry meaning, being familiar with them can be valuable for vocabulary expansion. Suffixes are added to the end of words to change the part of speech. If students can identify the root word and determine the part of speech, often they can figure out what the word means. Root words also have meaning. Study of Latin root words and the many words that can be formed from them is a powerful strategy for analyzing word meaning and expanding vocabulary. Another technique that is worthwhile for advancing word concepts is classification, or the ability to categorize vocabulary words into classes. When using categories, students consider words in terms of their class membership rather than as separate entities. Students can be asked to sort words by categories or find words that do not belong. Word relationship analysis, such as analogies, is a type of classification skill. In addition to vocabulary improvement, studying classes and relationships builds reasoning skills. Affixes & Roots The English language has been strongly influenced by other languages over the centuries, particularly by Latin and Greek. Understanding the structure of these two western classical languages affords many insights into the formation and meaning of English vocabulary words. Greek and Latin are inflecting languages in which words and usage are modified by the addition of prefixes and suffixes. Familiarity with prefix meaning, suffix usage, and the most common Latin roots can provide clues for figuring out tens of thousands of words. Step 1 - Teach common prefixes and their meanings Prefixes are placed at the beginning of words to change meaning. Learning approximately 20 high-utility prefixes can significantly enhance one’s ability to analyze word meaning. For example, the following common prefixes all mean not or opposite:   dis – disappear, distraction, dismiss, dispute    im – immature, imperfect, improbable, impudent    in – inequity, ineffective, incredible, insecure, inaccessible    ir – irresponsible, irreverent, irregular, irresistible    un – unobstructed, unrealistic, unbeaten, uncivilized Step 2 - Show how suffixes modify parts of speech Suffixes added to the end of words affect usage rather than meaning. Most commonly, suffixes denote verb tense, noun plurals, or adjective degree. Understanding these uses improves grammar, but does not build vocabulary. However, recognizing how suffixes are utilized to modify parts of speech can be a worthwhile meaning-analysis strategy. Identifying the usage might help a reader to get the gist of what is being said. The following show suffixes modifying parts of speech:    -ant, -ent (verb to adjective) - observe to observant, differ to different, defy to defiant    -ty (adjective to noun) - active to activity, safe to safety, cruel to cruelty    -ion (verb to noun) - collect to collection, act to action, appreciate to appreciation Step 3 - Study the most frequently used Latin roots Frequently occurring Latin roots and their variant forms are potent vocabulary builders. Just learning the top 25 would offer insight into innumerable English words. Some that are more straightforward, such as port or scribe, may be learned with little instruction. However, structured lessons would unlock many others. These words are examples of the Latin root mit, miss, which means to send or let go. The word meanings in parentheses couple both the root and prefix meanings.    commit/commission (send together); transmit/transmission (send across);    admit/admission (let go toward); remit/remission/remittance/remiss (send back);    intermission/intermittent (let go between); emit/emission/emissary (send out of) Reading Manipulatives affix products for vocabulary development: Suffixes Match-Ups, Prefixes Match-Ups and Latin Roots Match-Ups Download Affixes & Roots Tips "Onym" Words The suffix -onym is derived from the Greek word for name. Words that end in -onym refer to a category of words. Often the class is based on relationships between word pairs, such as synonyms and antonyms. Other classes have spelling, sound, or meaning similarities or differences, such as homonyms or heteronyms. Knowledge of the following word types is necessary for vocabulary use and spelling accuracy. Synonyms Of all these groups, synonyms are most significant for vocabulary improvement. Synonyms are words that have the same meanings. However, synonyms often have different connotations or tone, and considering these features leads to more accurate choices. Additionally, some words are quite overused (good tops the list), and students must strive to select alternate words. The built-in thesauruses in word processing programs are excellent tools for today's writers. Before students maximize this feature in their writing, they must be cognizant of word nuances and repetition. Manipulatives provide structured study of synonyms that make students think about synonyms as they write and train them to consider word choices. Antonyms Antonyms, or words having opposite meanings, are useful for concept and vocabulary understanding, but they do not improve usage. For instance, if you say that superb is the opposite of poor, most students would comprehend the word meaning. But would it be preferable to say that superb is another word for outstanding? Focusing on synonyms is the superior strategy. Homonyms Homo comes from the Greek word meaning one. Homonyms are two words having the same pronunciation but different meanings, origins, or spellings. Rather than bogging down with additional terminology, Reading Manipulatives uses this inclusive definition of homonym to refer to words that are pronounced the same but have either different spellings (to, too, two) or meanings (bat-device for hitting baseballs, bat-flying nocturnal animal). Heteronyms Heteronyms are words that are spelled the same, but they differ in both meaning and pronunciation (reocord v, recoord n). Students figure out heteronyms on their own by using context. However, heteronyms can be used in creative ways to demonstrate the idiosyncrasies of English and test the writing skills of students. Instructional Strategies & Materials Manipulatives are effective for improving vocabulary through synonym association and substitution. Manipulatives could also be used with antonyms, but antonym matching is not as worthwhile as either a vocabulary development or writing strategy. Step 1 - Teach the characteristics of each category Before moving students into manipulatives or skills cards, be sure that they know what synonyms, antonyms, homonyms, or heteronyms are. Introduce these concepts one at a time and follow the lesson with some type of activity. Step 2 - Make sets of manipulatives and skills cards Comprehensive sets of manipulatives and skills cards assure that key vocabulary words are covered and that students have adequate practice to master skills. This proves to be far more beneficial than the random lessons that are generally used. These sets become part of the daily assignments. The initial time invested is returned as students repeatedly work on the materials and as they are reused with future classes. Synonyms Match-Ups and Compound Words Match-Ups are manipulative products. The multilevel synonym matching activity teaches synonym substitution, a powerful writing strategy, and uses cloze sentences to check vocabulary usage. Compound word matching builds vocabulary and reasoning skills. USE 415.jpg Homonyms are best taught through writing since they must be spelled and used correctly. Sets of skills cards that trigger sentences and cover high-use homonyms are helpful. Homonyms or heteronyms provide worthwhile sentence-writing activities. Students can demonstrate correct usage of homonyms or heteronyms in the sentences while improving general composition skills. The sets of skills cards can be incorporated into daily work routines. Step 3 - Integrate and immerse Consider making the homonyms, synonyms, or antonyms part of some weekly spelling lists. Students tend to focus on their list words, and immersion helps students remember the concepts. Additionally, homonyms are spelling nemeses for many. For example, one extensive analysis of student-writing samples listed improper use of its and it's as the leading error. Teach word use at every opportunity. Research suggests that words are not mastered without repeated exposure, with four being the average that is necessary. Students may understand the characteristics of the word categories, but they will not retain individual vocabulary words unless they practice these words over time. Analogies Analogies require learners to use higher-level thinking strategies to associate two words that are not commonly linked and ascertain what relationship exists between the two words. Once the implied analogy pattern (synonyms, antonyms, homonyms, degree, part to whole, function, characteristic, etc.) is determined, the task is to create a similar relationship for the next pair of words. Analogies are used to develop and test vocabulary since students must know the meaning of the words in order to complete an analogy. Step 1 - Teach what analogies are and the format they are written in Analogies are a type of word puzzle containing two pairs of words, both of which are based on the same type of relationship. The first pair of words is given, along with the first word of the second pair. Students must determine the relationship that exists between the first pair of words and then complete the second pair with a word following the same pattern. In solving an analogy, the first step is to read the given analogy in a sentence. In the case of the analogy shown (painter : brush : : barber : ________ / choices: shears or hair), it is read, “painter is to brush as barber is to _________.” Next, verbalize the relationship that exists between the first two words: “A painter uses a brush.” Extend that relationship to the next word: “A barber uses _________.” (worker to tool) Step 2 - Study multiple analogies and determine types of word relationships The following examples show types of relationships and analogy form:    •  synonyms (competent : capable : : believable : plausible )    •  antonyms (bold : shy : : risky : safe)    •  homonyms (piece : peace : : seen : scene)    •  action to object (pull : tugboat : : lift : crane)    •  animal to animal’s sound (turkey : gobble : : owl : hoot)    •  animal to group (lion : pride : : goose : gaggle)    •  category to example (insect : mosquito : : amphibian : frog)    •  example to category (human : omnivore : : moose : herbivore)    •  degree (prick : impale : : call : scream)    •  cause to effect (wound : blood : : fire : heat)    •  locomotion to animal (slither : snake : : hop : kangaroo)    •  fruit to dried variety (grape : raisin : : plum : prune)    •  object to composition (credit card : plastic : : antennae : metal)    •  vehicle/vessel to stopping agent (ship : anchor : : automobile : brakes)    •  workplace to worker (garage : mechanic : : school : teacher)    •  sport to scoring event (baseball : run : : football : touchdown)    •  player to sport (quarterback : football : : goalie : soccer)    •  slang to word (cop : policeman : : dough : money) An analogy must always have parallel structure. For instance, if the relationship is part to whole (mattress to bed), the second pair cannot be whole to part (sofa to cushion). It would have to be: mattress is to bed as cushion is to sofa. Step 3 - Structure options to build vocabulary Since analogies are a method for developing or testing vocabulary, students are hindered when they are unfamiliar with words that are among the choices. For instance, in this analogy (lemonade : beverage : : torte is to _________ / choices: casserole or dessert), one must know the word torte to know that dessert, not casserole, is the correct choice. Vocabulary expansion is a goal, so students must look up words that they are unsure of. The Reading Manipulatives Analogies Match-Ups are leveled by vocabulary difficulty and include various types of word relationships. Analogies Tips for Teachers issue Analogies are perfect for developing reasoning and vocabulary. This issue explains the skill, shows how to make analogy match-ups, and includes a resource list broken down by relationship type. Download Analogies Tips  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: vocabulary, vocabulary tips, reading manipulatives, phonics, reading comprehension, reading skills, affixes, roots, synonyms, antonyms, homonyms, heteronyms, analogies Author: Reading Manipulatives");sQ1[122]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsComprehension.htm","Reading Manipulatives | Comprehension Tips","Teach strategies that can help readers to construct meaning.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Teach strategies that can help readers to construct meaning. COMPREHENSION Reading comprehension is grasping and interpreting text meaning. While reading entails a hierarchy of skills, comprehension is the ultimate objective. Readers do not understand text if they cannot read words fluently. The cognitive capacity of humans is limited. If students must allocate excessive thought to word analysis, little is left for comprehension. Thus, the first step toward developing comprehension skills is to teach students to decode well. Additionally, fluency and comprehension are improved when students have extensive vocabularies or if they receive direct vocabulary instruction for the words in the selection prior to reading. Research in cognitive science shows that meaning is not inherent in text, but is constructed by readers. In order to comprehend, two equally important competencies are needed. First, readers must be able to decode the words. Next, the readers must comprehend the spoken language that the words represent, forming interpretations and inferences. Skilled readers take meaning analysis to an even higher level with metacognition, or the thinking about and controlling of the reading process. Due to the role of reader cognition in comprehension, linking new information to prior knowledge and experiences of students is vital. Yet, despite the abundant comprehension research findings that have been amassed in the past 25 years, little has changed in how comprehension is approached in most classrooms. Studies document that instruction is generally text driven, with teachers posing fact-check questions to students after selections are read. Also, textbooks are often poorly written, further setting students up for failure. All students, even those with solid reading skills, benefit from being taught tactics for improving comprehension. Cognitive strategy instruction prepares students for reading; activates existing concepts; and helps them to predict, organize, and set goals for reading. Whenever possible, establish relevance to increase student interest. Teachers who explain and model the processes involved in comprehension are vital if these skills are to be imparted. For this reason, teachers, as well as students, need to be taught text-comprehension strategies. Instructional programs that teach reading as thinking take time to develop. Staff members often have to adjust beliefs and refine new practices. Staff development should provide practical assistance and mentoring, and the school environment must support experimentation. In this era of the World Wide Web and other data sources, there is growing concern that elementary reading curriculum has been and remains too focused on narrative text. From early ages, students would benefit from greater exposure to expository text. With training, students can begin to judge the value of the information that they are being bombarded with. Students today are far more aware of global information due to instant communication and abundant media sources. As a result of this widespread exposure to varied viewpoints, cultural theorists are promoting awareness that any text might have a variety of valid interpretations due to inherent cultural differences of readers. These changing demands dictate that comprehension strategies be taught early, thoroughly, and continually. Literal Comprehension At the most elemental level, reading involves a literal interpretation of an author's words. Since readers construct meaning using their prior knowledge, even literal comprehension varies from one reader to another. Still, students must have a strong foundation in these fundamental comprehension skills before they can shift focus to critical reading. For this reason, it is valuable to incorporate materials into instructional programs that build the following skills while affording students with reading opportunities. CONTEXT – Readers use context to predict word meaning or select missing words. The context may actually define words, relate words to prior knowledge, or provide information to build concepts. FACTS – As people read, they must attend to factual details. Exercises that check whether students acquire the key information from a selection are worthwhile. Text discussions, however, are often too focused on facts. Questions should also target inference and analysis, which are higher-level comprehension skills. MAIN IDEA – It is important for readers to be able to identify the main idea of each paragraph since this enables them to find supporting details. These abilities lead to summary and synthesis of what has been read. SEQUENCE – If students grasp the entirety of what they are reading, they can sequence the events. Manipulatives are an ideal format for developing this skill. Step 1 - Plan comprehension activities that suit program and student needs Language arts skills are interrelated. For instance, being able to identify main ideas is equally helpful to readers and writers. Look for ways to support all aspects of your program while building key reading skills. Nonfiction reading selections can relate to other subject areas. Step 2 - Make or use materials that provide opportunities to read and teach skills Reading Manipulatives comprehension products build skills and afford meaningful reading activities to students. The nonfiction topics interest students, so they actually enjoy reading the stories and working on the skills. An advantage of manipulatives is that multilevel sets can target the wide ability ranges in a classroom. The levels have a similar appearance, removing the stigma that is often attached to materials used with below-level students. Step 3 - Incorporate these reading activities into daily work Worthwhile materials engage students and free teachers to work with groups and individuals as needed. Students are more successful when they are accountable for choices and progress. Additionally, classroom materials can be structured to improve test-taking skills by familiarizing students common formats used in standardized reading tests, such as cloze sentences and multiple choice. Reading Manipulatives literal comprehension manipulatives Sentence Sequencing manipulatives require that students arrange seven sentences according to order in which the events occurred. Level A includes many fiction stories and is more suitable for younger students. Level B and all other Reading Manipulatives comprehension products are based on actual events or people. Multiple literal comprehension skills are targeted in the Paragraph Sequencing stories. First, students must read and sequence the paragraphs. Next, they must match the main idea to each paragraph. Download Literal Comprehension Tips Critical Reading The ultimate goal of reading is to comprehend, or glean meaning from text. Once students become proficient decoders, they begin to focus on assessing what the text says. They construct meaning by reading for facts and identifying main ideas. As readers become more skilled, they begin to evaluate text. They judge the quality, worth, accuracy, and reliability of what is being read. Among the evaluation strategies are:    •  identifying the theme or author’s purpose    •  judging author’s tone    •  using prior knowledge to comprehend and validate    •  becoming aware of the author’s point of view    •  recognizing persuasive elements employed by the author    •  distinguishing fact from opinion Particularly in nonfiction text, critical readers recognize that a selection is one individual’s version of the subject matter. Readers need to go beyond basic comprehension of text to evaluating and questioning the information presented. In other words, readers must actively analyze what is being read so they can assess meaning. Program obstacles to critical reading Schools and/or teachers often present stumbling blocks to the goal of developing critical readers. For starters, text discussions following reading sessions are often too mired in literal comprehension questions. Teachers must make a conscious effort to lead students toward dialogue that includes application, analysis, synthesis, and evaluation. Comprehension obstacles often result if a single textbook is utilized for a subject. This creates a halo effect on the contents, portraying them as factual, when in fact they reflect the perspective of the author(s). If students are taught assessment techniques and encouraged to approach reading critically, then the hazard of a single text is lessened. To further demonstrate that all texts are subject to interpretation, teachers can and should have students read selections that offer contrasting viewpoints on subject matter. Another issue in schools is the tendency to avoid controversial subjects while advocating conformity. With the pressures that are coming down on teachers from all sides, this problem is likely being exacerbated. Administrative policies and fear of backlash or litigation, not to mention the requirements just to get expected material covered, do not create environments that encourage critical evaluation of text and beliefs. Finally, all teachers bring their own prejudices and emotions into their classrooms. Educators are products of their upbringings and experiences, just as students are. To create a classroom atmosphere conducive to critical thinking and reading, teachers must analyze their own beliefs and opinions and encourage their students to do the same. In the Reading Manipulatives True/False/Opinion Sorts product, students read a story and then sort ten statements related to the topic as either true, false, or opinion. This sorting activity ingeniously builds both literal and critical comprehension skills because on the back of each card is a reference to story facts or an explanation of what type of opinion is being expressed. Explanations help students to develop better evaluation strategies. Students learn various types of opinions and how to distinguish their use in context. Figurative Language - Idioms In expressions of figurative language, meaning cannot be derived from the conjoined meanings of the words. Rather, meaning is conveyed by suggesting that something is like something else. Therefore, the expression must be comprehended metaphorically. For instance, when someone says, “It’s raining cats and dogs,” it has nothing to do with cats and dogs. This idiom dating back to 17th century England means that it is raining hard. The reader must use context or prior knowledge to infer what the expression actually means. The following are various types of figurative language: IDIOM – A saying that carries meaning based on its use in the language    My dad blew his stack when I broke the window. (became furious) SIMILE – A comparison of two objects linked by the words “like” or “as”    Grandmother’s face turned white as snow when she heard the news. METAPHOR – A comparison or analogy that does not contain “like” or “as”    Our teacher has a mountain of papers on her desk. PERSONIFICATION – Endowing inanimate objects or ideas with life-like qualities    The wind roaring through the trees kept me awake. HYPERBOLE – A gross exaggeration    The eerie noises in the haunted house scared the children to death. SYNECDOCHE – A less inclusive word is used for a more inclusive word or visa versa    Mary wouldn’t hurt a fly, so she couldn’t have done it. (anything) Every language has its own unique figurative language usages. In this fast-paced, media-dominated age, many communication skills, including familiarity with figurative language, are waning. The high number and frequency of use of idioms should make them an important component of comprehension and language acquisition. Idioms often confuse native speakers, and they are especially challenging for second-language students. Teach idiomatic expressions and model appropriate usage Direct instruction is necessary to assure that students develop familiarity with commonly used idioms. Repeated and correct exposure to idioms can build understanding and give students confidence to use the idioms themselves. Instruction is more effective if idioms are grouped according to metaphorical themes (i.e., colors: redneck, yellow belly, green with envy, blackball) or usage (nouns, verbs, adjectives). Idiom Match-Ups expose students to 180 idioms in the 18 sets. Each set has 10 sentences with a word or words underlined. Students use contextual clues to decide which idiom can be substituted, then match the pairs. The origin of each idiom is on the back of the idiom card. Finding out how these colorful sayings became part of the English vernacular is interesting and should aid comprehension. Idioms Tips for Teachers issue This issue gives fun ways to share these colorful expressions. It includes a resource list containing 50 well-known idioms, along with their meanings and origins. Download Idioms Tips  Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: figurative language, critical reading, literal comprehension, comprehension, reading comprehension, idioms Author: Reading Manipulatives");sQ1[123]=new Array("http://www.readskill.com/Resources/LiteracySkills/TipsCommunications.htm","Reading Manipulatives | Communication Tips","Provide explicit writing instruction, along with abundant practice.","Shopping Cart | Site Map | Contact Us     search  Products Resources Support Home Resources Literacy Skills Phonemic Awareness Decoding & Blending Structural Analysis Fluency Vocabulary Comprehension Communication Product Demos Tips for Teachers Issues Student Aids Features & Benefits Scientific Basis NCLB Compliance Differentiated Instruction Adolescent Literacy Second Language Sourcebook Catalog Order Form  Provide explicit writing instruction, along with abundant practice. COMMUNICATION Written communication, even for the most skilled authors, is a complex, constant quest. The more one learns about writing and language, the more the self-challenge intensifies. For this reason, school programs should provide explicit writing instruction along with abundant writing experiences. Not only do students learn to write through writing, the process enhances understanding of written language and improves overall knowledge. While programs focus primarily on the development of writing skills, oral language must also be considered. The number of students in U.S. classrooms having English as a second language has more than doubled in the past decade and remains the fastest-growing student population group. Native English speakers also benefit from structured oral language development. Many common grammatical errors are present in both oral and written communication. Research findings document that literacy learning is most efficient when reading and writing are taught in tandem. These skills are so closely interrelated that combining them in instruction is efficient and speeds the attainment of proficiency in both areas. Studies show that the weak link is writing instruction. When programs do not have adequate instructional emphasis on writing, both writing and reading are negatively impacted. Writing should be taught in meaningful contexts. All too often, students associate writing with occasional classroom story-writing sessions. In actuality, most writing is for utilitarian purposes. Educators should provide opportunities to write for varied purposes. Not only will this develop writing proficiency in many arenas, it provides ongoing, meaningful writing tasks. These are some of the types of writing: instrumental writing (notes, letters, e-mails) – purposeful communication to express ideas and opinions, convey information, and meet objectives journal writing – personal journals or those connected with curriculum component narrative writing – fiction stories that should contain elements of story structure and encourage creativity biographical writing – nonfiction accounts of experiences in their own or others’ lives expository writing – reports, factual information, or analysis of varied topics poetic writing – expressions of thoughts or events through use of poetic structures. Parts of Speech English words are divided into categories according to usage, and students need to understand word function from the earliest grades. The parts of speech are: verbs, nouns, pronouns, adjectives, adverbs, prepositions, and conjunctions. Interjections (words of surprise, such as oh or wow) are rarely used and can be taught separately. Parts of speech explain how a word is used in a sentence, which means that words often function as multiple parts of speech. This can be quite confusing, as is shown with more.  ADJECTIVE  More people than ever do not have health insurance.  ADVERB   Mother’s garden is more beautiful than ever before.  NOUN  I liked the idea better the more I thought about it.  PRONOUN    More were discovered as the search continued. To make matters more perplexing, there is not universal agreement on every grammatical matter. When there are several parts of speech for a word, it can be challenging to ascertain what the part of speech is based on its usage in the sentence. Conflicts among dictionaries and other reference sources can be found. Confusing usages should be avoided, and teachers should focus on information that benefits students at their instructional levels. Reading Manipulatives has color-coded Parts of Speech Sentences. Students build usage concepts as they put the scrambled sentences together. Each piece has an alphanumeric code that denotes set and sentence number. Students must first sort the words into five sentences. Next students put the sequential scrambled sentences together. Then, as they analyze the sentences, students see how nouns, verbs, adjectives, adverbs, conjunctions, and pronouns are used in sentences. This concrete method shows students the function of words and phrases, or their parts of speech. English Verb Construction In many languages, verb construction is straightforward, following clearly defined patterns. However, this is hardly the case with English. While singular or plural forms and tense may be handled by simply adding the appropriate suffix, many verbs have irregular forms. Additionally, auxiliary verbs are necessary in some constructions. The verb tense denotes the time of the action or being of a verb. Tense is always marked by the first verb in a verb phrase. If the verb is not a simple present or past verb (she sleeps, she slept), the first auxiliary, which precedes the main verb, indicates the tense (she has been sleeping, she was sleeping). Verb forms used with helping verbs are referred to as participles. The past and past participle of many frequently used English verbs have irregular formations. The Reading Manipulatives Irregular Verb Cards clarify usage of 50 troublesome verbs. Students are given the present, past, present participle, and past participle verb forms at the top of the card. They must select the correct verb tense to complete each cloze sentence.  Grammar While fluent communication is highly valued in our society, using proper English is a daunting task. English is rife with irregularities, and acceptable usages are occasionally revised. In addition, English has several times more words than any other language, and new words are constantly being added. For these reasons, improving communication skills, particularly writing, is a tremendous challenge facing teachers and students. If students are taught to avoid a limited number of common communication errors and writing pitfalls, they can improve their writing substantially. These grammatical and syntactical errors detract from credibility. On the other hand, command over written and spoken language enhances an individual’s ability to communicate with and convince others. Inaccurate usage of certain words or grammatical constructions is often habitual. As a matter of fact, misuse is so common that many do not recognize the errors. If teachers offer lessons on these topics and extend application into assignments, writing skills of students are advanced. The following are some particularly confusing usages. Pronoun case (subjective, possessive, objective) is often confused, particularly in usages with compound subjects or objects. Who is used instead of whom in the objective case, and misuse is so common that it is becoming acceptable. Possessive pronouns and contractions are interchanged (its and it’s). Adjectives and adverbs are interchanged. Good is commonly used instead of well, especially with linking verbs or the verb do. Students should understand that adjectives follow linking verbs, and that adjectives modify nouns and adverbs modify verbs. Transitive verbs need objects and intransitive do not. Many individuals confuse the transitive verb lay with intransitive verb lie, which has lay as its past tense. Relative pronouns that, which, and who are often used incorrectly when beginning a dependent clause that refers back to an antecedent. That is used in restrictive clauses that provide specifying information. Which can be used in restrictive clauses or in clauses that provide additional information, and these clauses should be set off with commas. Who is used when the clause gives more information about a person(s). When two negative words are used in a statement, the intended meaning is reversed. Do not shift from present tense to past tense (or vice versa) unless there is a reason. The Reading Manipulatives Troublesome Words & Usages skills cards demonstrate correct usages for these grammar and writing nemeses. Application exercises then help students to improve their communication by recognizing errors and learning correct usages. Mechanics Most mechanics rules are absolute. For instance, sentences and proper nouns begin with capital letters. Others have alternative acceptable styles, but a writer must be consistent in the style that is selected throughout a composition. Since a teacher or materials utilized in a classroom must teach concepts, students should be taught specific rules for handling these variable usages. Otherwise, they are likely to be inconsistent in their application. Reading Manipulatives offers two levels of Capitalization & Punctuation cards. These sets assure that students review and apply all capitalization and punctuation rules. Each card begins with a lesson on a category of words that are capitalized or a specific punctuation usage. Exercises on the cards then provide drill to assure that students understand the rules and apply them accurately. All capitalization cards are to be done first because punctuation cards drill punctuation rules and also require students to add capital letters as needed. Capitalization & Punctuation Tips for Teachers issue This issue offers strategies for remembering words that need capital letters. A reproducible student reference chart lists the categories of proper nouns that must be capitalized, along with examples. The one-page handout should be a valuable aid for students. Download Capitalization & Punctuation Tips Sentence Construction A sentence is a group of words that expresses a complete thought. They are written in four forms, according to function: declarative (statement, includes most sentences), interrogative (question), exclamatory (sudden, strong statement), and imperative (command). A sentence contains two essential parts, a subject and a predicate. In some sentences, the subject is understood. Generally, these sentences are commands (Get the dog out of the street.). The subject is who (person, animal) or what (thing, place, idea) the sentence is about. The subject is doing or being something. The first part of the sentence contains the subject. A simple subject is the subject of the sentence stripped of all modifiers. The predicate is the second part of the sentence. It tells what the subject does, has, or is. Predicates always begin with a verb. Think of a predicate as the "completer" of a sentence. Likewise, the simple predicate is the verb alone. These sentences are divided into subject and predicates. The simple subjects and predicates are underlined.      More Indians / live in Arizona than any other state.      The country of China / has the largest population in the world.      The nonpoisonous boa constrictor / squeezes its prey to death. Understanding subjects and predicates helps students to write complete sentences. Reading Manipulatives build this concept with Subject/Predicate Match-Ups. Students must first identify the subjects (the part of the sentence about which something is told) and the predicates (the part that tells something about the subject). Initial capitalization and final punctuation would be signals, so these should be omitted. Students then match the subjects to the predicates, forming sentences that communicate a complete thought. Paragraphs & Compositions able to select a topic for each paragraph and support it with details. Next students must learn to combine paragraphs into compositions. Style and quality are developed as they become more experienced writers. While the best way to improve one’s writing is to write, manipulatives are effective for building some skills that are necessary for writers. Students need instruction in order to learn to effectively use transitions to build coherence in their writing. Most inexperienced writers have a difficult time getting their compositions to flow. A composition as a chain of events, thoughts, or ideas, and to be effective, the links need to lock into one another without the reader noticing. It is well chosen transitions that make this happen. Transitions & Conjunctions manipulatives teach students the functions of these words and expose them to a wide variety of transition word options. Outlining is a powerful tool for writers, and it is particularly suited to factual essays or reports. Prior to learning to outline, students should be able to identify the topic sentence or main idea of each paragraph they read. The Paragraph Sequencing manipulatives improve this literal comprehension skill. Once students know that each paragraph develops the story topic and is about a main idea, or subtopic, they are ready to reverse the process and learn outlining. At this point, teach outlining in leveled stages. The Reading Manipulatives Outlining Stories and Steps manipulatives teach outlining in these steps:      Level 1 – read an essay and arrange a manipulative outline      Level 2 – arrange the manipulative outline and then write subtopics for A, B, C, and D      Level 3 – write the outline (topic and subtopics are given), determining the details for paragraph subtopics      Level 4 – compose the entire outline using provided framework After students can compose an outline, they should be able to write essays from outlines. Initially, students should be provided with a straightforward essay starter that clearly defines the content of each paragraph. They should be able to use teacher-created outlines to guide compositions. With practice, students can write their own outlines for essays, stories, and reports. Home | Products | Resources | Support | Site Map Copyright © 2008 Reading Manipulatives. All Rights Reserved. Keywords: writing skills, oral language, written communication, parts of speech, english verb construction, grammar, capitalization tips, sentence construction, paragraphs and composition Author: Reading Manipulatives");sQ1[124]=new Array("http://www.readskill.com/Resources/Sourcebook/Excerpts.pdf","050 RM Sourcebook","","INSTRUCTION FIGURATIVE LANGUAGE In expressions of figurative language, meaning cannot be derived from the conjoined meanings of the words. Rather, meaning is conveyed by suggesting that something is like something else. Therefore, the expression must be comprehended metaphorically. For instance, when someone says, "It's raining cats and dogs," it has nothing to do with cats and dogs. This idiom dating back to 17th century England means that it is raining hard. The reader must use context or prior knowledge to infer what the expression actually means. Every language has its own unique figurative language usages. In this fast-paced, mediadominated age, many communication skills, including familiarity with figurative language, are waning. The high number and frequency of use of idioms should make them an important component of comprehension and language acquisition. Idioms often confuse native speakers, and they are especially challenging for ESL students. S TEP 1 ­ T EACH F IGURATIVE L ANGUAGE D IRECTLY AND M ODEL A PPROPRIATE U SAGE Do not assume that idioms will be learned through informal exposure. Direct instruction is necessary to assure that students develop familiarity with common idioms. Model appropriate use of idioms in instruction. S TEP 2 ­ D EVELOP M ANIPULATIVES OR P LAN R EPETITIVE A CTIVITIES Idioms are a unique and interesting language usage, and there are many ways that they can be incorporated into weekly classroom activities. Idiom match manipulatives assure that students are exposed to a wide variety of idioms. On the bottom of p. 217 are additional suggestions for teaching idioms or other types of figurative language. T YPES OF F IGURATIVE L ANGUAGE · IDIOM A saying that carries meaning based on its use in the language My dad blew his stack when I broke the window. (became furious) · SIMILE A comparison of two objects linked by the words "like" or "as" Grandmother's face turned white as snow when she heard the news. · METAPHOR A comparison or analogy that does not contain "like" or "as" Our teacher has a mountain of papers on her desk. · PERSONIFICATION Endowing inanimate objects or ideas with life-like qualities The wind roaring through the trees kept me awake. · HYPERBOLE A gross exaggeration The eerie noises in the haunted house scared the children to death. · SYNECDOCHE A less inclusive word is used for a more inclusive word or visa versa Mary wouldn't hurt a fly, so she couldn't have done it. (anything) 216 Reading Manipulatives Sourcebook Copyright © 2005 MANIPULATIVES IDIOM MATCH-UPS Understanding idiomatic expressions facilitates comprehension since students tend to interpret language literally. Students read sentences and then find an idiom to replace the underlined words in each sentence. The origin of the idiom can be written on the back of the card. S TUDENT O BJECTIVES · Identify and recall common idioms by reviewing how they are used and their origins · Substitute literal words or phrases in sentences with idiomatic usages C ONSTRUCTION G UIDELINES · Divide sheet into 10 horizontal strips (1.1 inch); draw vertical line at 5.5 inch · Write sentence in left frame; underline sentence text that idiom will replace (Idiom Resource List, pp. 218­227) · Write idiom in right frame; write origin on the back (sample on pp. 231­232) · Activity is more challenging if idioms in each set have the same usage (nouns, verbs, adjectives, etc.) Since Jack had told lies before, his coach did not believe him. cried wolf Our teacher was right when she said that book was boring. hit the nail on the head Mary avoided the issue rather than telling me the facts. beat around the bush Our class studied so we'd do well in the current-events contest. boned up Tim didn't finish everything because he tried to do too much. bit off more than he could chew The boys got going and picked up all the trash in the alley. took the bull by the horns I used my connections to get tickets to the sold-out show. pulled strings Ted blamed others every time he had a problem. passed the buck Susan found out about her surprise party because Jill told. let the cat out of the bag Last night it poured, so soccer practice was cancelled. rained cats and dogs During heavy rains in 17th-century England, some streets became filthy rivers carrying cats and dogs. RM PRODUCT: 530 IDIOM MATCH-UPS ORIGIN ON BACK TIP USE MULTIPLE STRATEGIES TO EXPOSE STUDENTS TO IDIOMS · Idiom of the day ­ select and use an idiom at the start of a day or period; encourage students to use it at least once that day (give bonus points for doing so) · Give extra credit for using idioms in assignments · Find examples of idioms in printed material or on television; discuss use and meaning · Tell a story laden with idioms, asking students are to write down idioms they identify; see who finds the most · Add-on story ­ list several idioms on the board; discuss meanings; start a story, using one of the idioms; each person adds to the story and uses another idiom in the process · Illustrating idioms literally to contrast the literal and figurative meanings · Write idioms on index cards; have students draw a literal illustration on another card; group these pairs in sets and allow students to match the pairs Copyright © 2005 Comprehension 217 RESOURCE LIST IDIOMS ­ FIGURATIVE LANGUAGE MEANING restless, can't sit still that which is held dearest out of patience follow an incorrect course IDIOM ants in his/her pants apple of one's eye at the end of the rope bark up the wrong tree ORIGIN Ants in one's pants would make one jump around and be restless. Because it is essential to sight, the eye's apple, or pupil, is to be cherished and protected. An animal at the end of its tether cannot go any further. Hunting dogs were trained to tree raccoons and bark, but often the raccoon fooled them and escaped. 1,000 is the perfect average in baseball, with a base hit every time at bat. Hunters need to proceed slowly and carefully if approaching a bush to beat out a bird. The eight ball in a pool game must be sunk last or the person loses. Wooden ship decks have long seams at the edges called devils. Sailors repairing them risk falling overboard. One who takes a very large bite is trying to chew too much in a mouthful. Some bitter ingredients in pills cannot be masked and are hard to swallow. Early steam engines had no safety valves, so engineers pulled a lever to release pressure. A steamboat's smokestack could blow off if the boiler overheated. Two dogs will fight over a single bone tossed between them. Bones were once used to polish shoes; to study would polish one's knowledge. Sterling silver is expensive; babies in rich families may have had silver baby spoons. Sometimes it is necessary for ships to break up the ice so other ships can pass. The applause a performer receives may seem like it could cause a building to collapse. Candles would burn quickly and run out of energy if the wick was lit on both ends. When peace was made between two Indian tribes, it was customary to bury the chiefs' tomahawks. Copyright © 2005 batting a thousand beat around the bush behind the eight ball between the devil and the deep blue sea bite off more than one can chew bitter pill to swallow blow off steam blow one's stack bone to pick bone up born with silver spoon in one's mouth break the ice bring the house down burn the candle at both ends bury the hatchet doing a perfect job not getting to the point out of luck between two dangers try to do more than one has time or ability for. hard to accept release anger or tension vent anger, lash out an area of contention refine, study wealthy to initiate and be friendly applauding enthusiastically doing too much let bygones be bygones 218 Reading Manipulatives Sourcebook Mother was furious when she caught me lying to her. ID­2 ID­2 mad as a wet hen Everywhere I look, this neighborhood seems to be deteriorating. ID­2 ID­2 going to pot I try to avoid Jill when I see her because she is annoying. ID­2 ID­2 a pain in the neck Greg was incompetent when he first tried water skiing. ID­2 ID­2 a fish out of water Getting the yard cleaned up was easy once we got going. ID­2 ID­2 a piece of cake Sandra was rich so she traveled all over the world. ID­2 ID­2 born with a silver spoon in her mouth Often bad habits are so ingrained that changing them is difficult. ID­2 ID­2 dyed in the wool My Grandmother said I was small last time she saw me. ID­2 ID­2 knee-high to a grasshopper Our teacher said she was losing it because of the confusion. ID­2 ID­2 going bananas It seems harder than ever to get ahead in this tough world. ID­2 ID­2 dog-eat-dog Copyright © 2005 Sample: Idiom Match-Ups (front) 231");sQ1[125]=new Array("http://www.readskill.com/RM_Catalog_2008.pdf","Layout 1","","T ALL LITERACY SKILLS H E F E READING SKILLS AT S UR E T I N G E S T C O M P L E ON LY E DEV LOPMENT PROGRAM M A N I P U L AT I V E S O F INDIVIDUALIZED SETS HOLISTIC & ORGANIZED DURABLE LAMINATION 2008 CATALOG ENGAGING ACTIVITIES THAT SYSTEMATICALLY TEACH SKILLS GREAT FOR DIFFERENTIATED INSTRUCTION, SEATWORK, OR STATIONS READING MANIPULATIVES ­ THE IDEAL CHOICE FOR TODAY'S STUDENTS In recent years, there has been a push toward rigid core reading programs as a way to improve key skills and test scores. Now educators are coming full circle to what expert teachers have always known. Children differ. Reading Manipulatives products are comprehensive skill-development activities that supplement any core reading program. The sets of individualized, laminated skills cards and manipulatives can be used for seatwork activities or stations. Students work on needed skills, and teachers are freed for instruction. All sets in a product are different. Once students are introduced to the skills and shown how to do the manipulatives, they work independently. Completion of all sets leads to mastery. Reading Manipulatives materials are ideal for providing differentiated instruction. Products are available for all types of literacy skills. Students are motivated by their game-like feel so they work at higher levels and accomplish more. Try them and you too will find that students advance skills, become more accountable, and are motivated to complete the sets. Why manipulatives? Scientific and evidence-based Reading Manipulatives products have been developed by master teachers and used extensively with students over many years. These hands-on activities engage students and foster an interest in reading. The sets advance skills because they build all facets of the skills holistically and thoroughly. Data from learning-style research validates the efficacy of handson materials. The majority of individuals, regardless of age, learn best when are actively involved. QUICK PRODUCT FINDER PHONEMIC AWARENESS Phoneme Recognition & Songs Rhyming, Readiness, Language Phoneme Segmentation 4-5 6-7 6-8 8-11 10-13 10-11 12-14 15 18-19 22-23 22 23 24-25 24-26 PRODUCTS Durable and reusable Reading Manipulatives products are printed on cover-weight paper and commercially laminated. Every piece has a code to maintain set integrity. Even though initial time must be invested to cut and package sets, the manipulatives replace expendables and can be used year after year. Using them saves both trees and teacher time. PHONICS Short/Long Vowel Patterns Blending Variant Vowels Structural Analysis FLUENCY Dolch Sight Words Scrambled Sentences VOCABULARY Synonyms, Compound Words Affix & Root Analysis Analogies Individualized ­ 1000+ unique sets Products are comprised of multiple sets of manipulatives or skills cards. As students work through an entire series, they learn targeted skills. These structured materials can replace worksheets and board work, thereby releasing teachers from the daily drudgery of preparing seatwork for every reading group. A lab-like setting where students have choices is remarkably effective. Gorilla's Expensive Ice Cream Cone COMPREHENSION M A N I P U L AT I V E S Natural, intuitive approaches Manipulatives utilize natural approaches to develop key reading and writing abilities. Sequencing and blending are a few examples of many skills that can be taught more intuitively with manipulatives. When cumbersome directions and steps are eliminated, students are more apt to grasp concepts and improve skills. Literal: Sequence, Main Idea Critical Reading Gorilla went up to the counter and ordered an ice cream cone. GRAMMAR & COMPOSITION Parts of Speech Grammar & Mechanics Outlining 21 16-17 26 30-31 32-33 14, 16, 20, 29 "What flavor would you like?" asked the startled man. "Banana Nut, of course," replied Gorilla. Then Gorilla put a $10 bill on the counter to pay for it. SET GROUPINGS FOR SAVINGS By Grade Level By Skill Area By Multi-Grades The man thought, "Gorillas can't know much about money," so he have him $1 in change. As Gorilla turned to leave, the man said, "We don't get too many gorillas in here." "No wonder," said Gorilla, "since you charge $9 for an ice cream cone. TEACHER RESOURCES Reading Manipulatives Sourcebook 28 www.readingmanipulatives.com 35 Suitable for all ages and abilities Reading Manipulatives materials are available for all types and levels of literacy skills. Examples are from products that teach affixes. Prefix/Root/Suffix teaches structural elements and contains fewer matches per set (10 vs. 15). Prefixes Match-Ups use affix features and meaning for vocabulary development. repl(y¦i) ed VERB Foster student accountability Active involvement builds accountability. In most sets, students can select, complete, correct, and record their activities. They are motivated to finish all sets in a series and achieve superior results. Manipulatives promote cooperative learning. Students naturally assist one another. Sets are structured to do the teaching, making them ideal for use with tutors or volunteers. Before we coul PFA­3 had to cons d go on the field trip, ent by sign ing the form a parent Bob's research . some of the was not carefully done facts in his report were , because Jill had to inac reph was not sure rase her request beca curate. about what use Mom she wanted. The custome r since she needasked to postdate her chec ed a day to transfer the k The biologist money. organisms used a microscope to study the in pond wate r. Sometimes pneumonia, when an individual has a lung may severe collapse. If you think you your bragging are going to impr ess me with , think agai n. I wonder who who was aske was the very first famo d to sign an us autograph. person When the doct he removed or discovered the abno it and did a rmal cyst, biopsy. Even though you save timethe bypass is a few mile since there s is less traffi longer, Most peop c. le disappro ve of shortens lives and causes smoking since it disease. It is important else their child for parents to enforce rules ren will not take them serio or Intrastate com usly. state rather merce applies to trade than between within a states. The head chee rleader used lead the crow d in the chee a megaphone to rs. Children who better when attend preschool tend they start kind to do ergarten. When our teacher asked who wrote the note, no one ___________. PREFIX A PREFIX/ROOT/SUFFIX A & B pre caution "before" de odorize "away" odor You must take every ___________ to avoid rats since they carry horrible diseases. If someone in a house smokes, it may be necessary to ___________ the air periodically. PREFIXES MATCH-UPS A PREFIXES MATCH-UPS B 2 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 3 TEACH PHONEMES IN ISOLATION TO DEVELOP PHONEMIC AWARENESS The importance of phonemic awareness to early reading success has only come to the forefront in the past 15 to 20 years. NICHD synthesized data from over 100 researchers at 14 sites and concluded that lack of phonemic awareness is the underlying cause of reading disabilities, including dyslexia. Children who are not conscious of the sound structure of words become poor readers. Research validates that methodology in which phonemes are taught in isolation and then blended to form words is superior. Students must conceptualize that phonemes are the sounds that make up spoken language and be able to differentiate those sounds before they are able to extract like phonemes from words. The Phoneme Songs & Blending program teaches isolated phonemes with clever songs and memorable posters. Once students know phoneme sounds, they learn to blend them together to form words. Blending is a difficult task. Representing phonemes with pictures prior to introducing letters facilitates this process. Use of explicit phonics in a language-rich environment leads to reading success. Here's a more affordable version of our terrific Phoneme Songs & Blending. This mini-set comes with a CD, which contains 29 catchy phoneme songs. The phoneme illustrations are printed 4 to a page (4.25" x 5.5"). After each new set of songs is introduced, the guide gives words (200+) that are formed with the phonemes. Arrange cards and help children to blend the phonemes to read words (/f/ /i/ /sh/ in photo). For each set, 2 phoneme-illustrated words match color illustrations. Word families with phoneme pictures behind the letters provide the sound-letterword link for beginning readers. This version of our Phoneme Songs program is suitable for one-on-one or small-group instruction, tutoring, or home use. PHONEMIC AWARENESS PHONEME SONGS ­ MINI-SET 28-098 $50 PHONEMIC AWARENESS This amazing explicit phoneme program shows students how reading works. Through music, sound association, and wonderful illustrations, children learn 29 phonemes. The first set of songs has the 5 short vowels. Each of the subsequent 6 sets introduces 4 more phonemes. After each set, color-coordinated phoneme picture cards illustrate how sounds are blended together to form words. The 80 cards have phoneme pictures on one side and an illustration of the word formed by the phonemes on the other. This is an ideal method for teaching phonemic awareness. Word families are optimal for developing blending skills. The 36 word families, which have a light image of the phoneme illustration behind each letter, form 180 words. 29 phoneme posters & CD with songs 80 phoneme picture cards 36 word families/180 words IN READING READINESS SET 100 FRONT ­ 3 PHONEMES BACK ­ WORD MADE PHONEME SONGS & BLENDING PHONEME CD ONLY 28-095 28-099 $140 $15 4 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 5 Rhyming improves auditory discrimination and readiness while building vocabulary. Eight sets have 5 pairs of rhyming picture cards to match. Optional use, color-coordinated word cards are provided. Another 4 sets have 5 groups of 3 rhyming pictures. Guide explains how to use these for sort games or optional yarn yokes. There are 12 rhymes to complete with matching pictures. Single phoneme word families supplement the activities. This multifaceted material offers many ways to build rhyming concepts and proficiency. Engaging pictures build vocabulary and provide abundant practice identifying and segmenting initial and final phonemes. The sets contain 9 pictures for 3 phonemes, 3 letter cards, and an example card. The 8 sets of Initial Phoneme Sorts cover 24 initial sounds (consonants, hard and soft sounds of C and G, digraphs). Six sets of Final Phoneme Sorts target 17 final sounds. These phoneme segmentation manipulatives are color-coordinated with Phoneme Songs & Blending, our remarkably effective program that uses songs to teach phonemes in isolation. The phonemes are grouped the same and background colors match. Students match large, colorful cards to advance several reading readiness skills. In 8 sets, students match 6 pairs of capital and lower-case letters. Commonly confused letters are grouped together. Students attend to letter order and left-to-right progression with word match cards. The 8 sets contain 6 groups of 3 words. First, students sort the cards by colors. Then they match 2 words of the 3 that are alike and set aside the reversal. This is a visual task, not a reading activity. These activities improve organizational skills. RHYMING MATCH-UPS & MORE 28-105 $40 INITIAL PHONEME SORTS FINAL PHONEME SORTS 28-110 28-120 $45 $35 READING READINESS MATCH-UPS 28-085 $38 B b PHONEMIC AWARENESS 8 initial phoneme sets with 27 pictures 6 final phoneme sets with 27 pictures IN was # was # saw READING READINESS # D d bag bag $ $ gab $ AUDITORY DISCRIMINATION SET 200 Q q may may yam ) ) ) honemes in the Phoneme Songs & Blending sets and the Initial and Final Phoneme Sorts are color-coordinated. Phoneme groupings and background colors are the same. P Fun picture stories to sequence are ideal springboards for language development. Children should be able to identify story elements and verbalize a sequence of events to tell a story. This product builds this key reading readiness skill with 12 stories about children and humorous happenings in their lives. Each story is conveyed with 4 pictures. Students first analyze what is going on in the pictures. They must determine the time order in which the events occurred. Next they lay the pictures out in order from left to right. Finally, children narrate the story portrayed by the pictures, demonstrating proficient use of vocabulary and syntax. The engaging stories provide abundant opportunities for language interaction and growth. G g gum gum mug + + + O o star % star % rats % C c 12 stories to sequence 4 pictures per story IN pot ' pot ' top ' READING READINESS SET 100 8 sets of upper/lower case 8 sets of word match IN READING READINESS SET 100 8 sets of 5 rhyming pairs 24 word families 12 rhymes with pictures IN PHONEMIC AWARENESS MANIPULATIVES Hands-on, natural materials are far more effective with young children, so manipulatives are ideal for developing phonemic awareness. The Phoneme Songs & Blending program teaches phonemes in isolation with clever songs and memorable posters. Children blend phonemes into words, using picture associations first and then graphemes. Once students understand that spoken language is comprised of phonemes, manipulatives give students practice identifying and segmenting phonemes. Word families are the easiest blending task and can be utilized to develop blending proficiency. CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 7 READING READINESS SET 100 STORY SEQUENCING 28-150 $40 6 RESOURCES & ORDERING @ READSKILL.COM 240 initial blend and digraph pictures improve discrimination and vocabulary. Many students have a difficult time decoding and encoding consonant blends and digraphs. Sorting pictures according to onsets builds these skills. The L-blends, R-blends, S-blends, and digraphs have 2 sets each of 30 pictures to use as sorts or for other activities. Recognition and production of short/long vowel sounds is a decoding prerequisite. Music and auditory association are amazingly effective for teaching students to produce and identify the difficult short vowel phonemes. These fun explicit phoneme songs and great posters make it easy to master these sounds. The guide includes black-line masters for student songbooks. Students must identify vowel phonemes in the 7 sets of 20-card vowel sorts. Five cover the short and long phonemes for each vowel and two require that students discriminate between 2 short vowels. Discriminating among all 5 short vowels is particularly challenging, so 3 sheets of 30 pictures (6 for each short vowel) are also included. These can be used for games or other activities. Students apply vowel pattern rules to decode words in this matching activity. Often words are not predictable so students must utilize short and long vowel spelling patterns to decode words, rather than relying on consonants. Each set contains 16 stimulating pictures and matching words. There are 10 color-coded sets (one for each short vowel and one for each short/long combination). BLEND & DIGRAPH SORTS 28-140 $35 SLV DECODING MATCH-UPS 28-220 $40 8 sets of 30 pictures IN AUDITORY DISCRIMINATION SET 200 time dish SHORT/LONG VOWEL PHONEMES SHORT VOWEL POSTERS & CD 28-130 28-135 $50 $25 slice clip PHONICS sing 1 Phoneme Songs CD 7 sets of 20 pictures 5 short vowel phoneme posters 90 short vowel pictures IN gift DECODING trick file AUDITORY DISCRIMINATION SET 200 dive shine flip bl 105 Flip strips in all fr sp ch Flip strips are a perfect visual tool for illustrating short/long vowel patterns. Abstract verbiage confuses students. This hands-on, concrete method is unbelievably effective. The flip strips show that when a word has one vowel, it is short. As the second vowel is flipped over, the first vowel becomes long and the second is silent. Flip strips can be used with students of all ages for decoding or encoding instruction. The large size (1.6" x 8.5") works well with groups. The 105 in this set include nearly every possible short to long word combination. They cover the final "e" and two-vowels-together patterns. twin IN DECODING I SET 300 & DECODING II SET 400 ride hike wise dig FLIP STRIPS ­ SLV PATTERNS 28-210 $28 10 sets of 16 pairs IN DECODING I SET 300 9 8 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 Word families are the easiest method for developing blending proficiency. Not only are word families ideal for beginning readers and special-needs students, they can be utilized to help all students extend spelling skills. Students first decode the base using short and long vowel spelling patterns. Then they blend each initial sound to the base to read the word formed. Rhyming facilitates the blending process. Consonants, blends, and digraphs are added to the 91 bases to form 651 words. Word families are primarily a reading activity, rather than seatwork. The other two blending products that Reading Manipulatives offers have student sets that can be done independently. Scrambled sentences develop several key reading skills in beginning readers. Students practice decoding words with short/long vowel patterns in the 24 sets of 3 sentences with matching pictures. A few sight words (such as the) are included. They soon begin to look for the first word (with the capital) and the last word (with the period or question mark). Common suffixes are on some words. Pictures provide clues. These fun scrambled sentences can be one of the first actual reading experiences for many students. Coupling decodable words and predictability ensures success. Star Blending affords extensive practice blending onsets and rimes. Each set has 3 initial sounds (8 per star) and 24 rimes that follow short/long vowel patterns. All common phonemic bases are covered. Six variant vowel bases (underlined to signal their occurrence) are also included. These extra points give students a few additional choices, simplifying the activity. Level A contains single initial phonemes. Level B has initial blends and digraphs. STAR BLENDING A & B 28-260 $50 SLV SCRAMBLED SENTENCES SLV WORD FAMILIES 28-250 $30 28-230 $40 PHONICS MANIPULATIVES Manipulatives are optimal for imparting key phonics skills because they employ natural, engaging strategies to teach decoding, blending, and structural analysis. These phonics manipulatives systematically teach the skills in a holistic manner while offering the plentiful practice students need. Individualized materials assure that students are able to work through developmentally appropriate sets of manipulatives until mastery is attained. PHONICS 24 sets with 3 sentences 72 coordinating pictures IN BLENDING DECODING I SET 300 Exposure to frequently used variant vowel phonemes is beneficial. 91 bases, 651 words formed IN 3 stars with 30 bases per set 26 total sets in 2 levels IN DECODING I SET 300 Word families for 15 commonly used variant vowel phonemes are included. Students blend initial sounds to 35 bases, reading the 255 words formed. Once students are familiar with the word families, they are ready for the 12 sets of scrambled sentences. These are the same format as the SLV sentences, except that they have words with variant vowels (underlined to alert students). DECODING I SET 300 VARIANT VOWELS 28-240 $40 12 sets with 3 sentences 36 coordinating pictures 35 bases, 255 words formed IN DECODING I SET 300 10 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 11 Understanding how affixes are used as structural components of words builds decoding and encoding skills. The 18 sets in each of these levels are aimed at building structural awareness. First students arrange the 10 root words in a column. In small print under each root word, it denotes whether the root is a verb (tense), noun (plural), adjective (comparative or superlative), or part of speech being changed. Students then read the cloze sentences and use context to match root words, suffixes, and sentences. Some need prefixes added. Students consider all syllabication rules as they break down two-syllable words. Students sort the 36 words in each set by 4 basic rules, applying them in order. This material provides abundant practice, thereby allowing students to see patterns and decode rapidly. Once students have worked through these 12 sets, they are then ready to apply steps to longer words. Improving syllabication consciousness is a valuable spelling aid. P/R/S nonsense VC/CV dentist Multisyllabic words are divided into syllables by applying the same rules. Each of the 15 cards in this set contains 30 words having from 3 to 6 syllables. Students can use dry erase markers to divide the words, or they can write divided words on a sheet of paper. Rules are applied in order (rules are noted on page header). Once these challenging words are broken into syllables, students should be able to read them. Intermediate blending drills this critical skill in a more open-ended manner. The 20 sets are grouped by digraphs, L-blends, R-blends, and S-blends. Each set has 4 to 7 beginning sounds and 32 to 35 bases that follow the short/long vowel patterns or contain variant vowel phonemes (underlined to signal their occurrence). The final set in each group contains 3-letter blends, which are especially challenging. Students line up the blends or digraphs. Then they sound out a base, blend it to the initial sounds until they find a word, and place it there. Since a base may blend to more than one beginning sound, answer keys are not possible. fiercely climbing sentence pumpkin Syllabication #6 in| dus| try com| pu| ter cul| ti| vat| ed dis| ap| pear| ance un| con| di| tion| al gen| er| a| tion ex| pla| na| tion com| mun| i| ca| tion ap| pro| pri| ate ac| ci| den| tal triv| i| al de| mol| ish ad| ver| tise| ment hy| dro| gen trans| por| ta| tion es| tab| lish re| place| ment pa| tri| ot| ic gra| cious| ly veg| e| ta| tion per| son| al| i| ty STEP 1 STEP 2 SYLLABICATION ­ LONGER WORDS 28-320 Syllabication #6 VC/V Closed syllable (short / schwa) 3. Divide off affixes Divide between consonants $30 sup| er| in| ten| dent con| ser| va| tion SYLLABLE SORTS PREFIX/ROOT/SUFFIX A PREFIX/ROOT/SUFFIX B bab(y¦i) es NOUN ­ PLURAL 28-310 $30 VC/V study river olive V/CV Divide into syllables. Apply rules in order. Prefix / Root / Suffix VC/CV 2. Look for multiple consonants in middle. First syllable is closed. ab| sorb| ing con| struc| tion ben| e| fi| cial 28-327 28-328 $42 $42 rumor V/CV Open syllable (long / schwa) 1. Remove affixes. cel| e| bra| tion un| sus| pect| ing ac| cept| a| ble Determine whether syllable is open or closed. INTERMEDIATE BLENDING 28-270 $40 There is a law that says __________ in cars must be strapped in car seats. focus vacant industry computer c u l t i va t e d disappearance construction beneficial celebration unsuspecting a c c e p t a bl e stimulation ex p l a n a t i o n communication appropriate accidental trivial demolish stim| u| la| tion come ing VERB My grandmother is __________ for a visit next week. a d ve r t i s e m e n t hy d r o g e n transpor tation replacement patriotic graciously ve g e t a t i o n personality br eeze S T R U C T U R A L A N A LY S I S gr ound pr ize tr ust de part s PHONICS "away" VERB We need to hurry because our plane __________ at 3:15 p.m. re| place| ment 1 1 STEP 3 For a single consonant between vowels, divide after vowel if long (open syllable) or after consonant if short (closed syllable) unconditional generation superintendent pa| tri| ot| ic 3 3 1 cr amp dr ift fr ost kiss ed VERB Snow White woke up from her sleeping spell after the prince __________ her. gra| cious| ly 3 1 think ing VERB What were you __________ when you stepped into the street without looking? ve g | e | t a | t i o n 3 3 1 c o n s e r va t i o n e s t a bl i s h absorbing per| son| al| i| ty 2 1 1 3 seem s VERB It __________ like Mary is mad at me because she won't even talk to me. fast er ADJECTIVE ­ COMPARATIVE The hare was __________ than the tortoise, but it did not win the race. Rules applied (1­3) shown on answer keys eas(y¦i) est ADJECTIVE ­ SUPERLATIVE The signs for the __________ trails on ski slopes are marked with green circles. 12 sets of 36 words, AK IN 15 cards with 30 words, AK IN 20 sets with 30 to 34 bases IN DECODING II SET 400 DECODING II SET 400 act ive VERB¦ADJECTIVE People often gain weight if they are not __________ enough. DECODING II SET 400 tele phone s "from a distance" NOUN Once all _________ had cords, and you couldn't walk around while using them. 18 sets of 10 prefix/root/suffix 10 sentence cards per set, AK IN Flip strips are ideal for demonstrating how to form contractions and singular/ plural possessives. These large flip strips (1.6" x 8.5") teach students how apostrophes are used in contractions and possessives. There are 45 flip strips that cover all common contractions and 35 change singular possessives to plural possessives. Regular and irregular patterns and spellings are included. DECODING II SET 400 CONTRACTIONS & POSSESSIVES 28-325 $22 42 contraction flip strips 35 singular/plural possessives IN DECODING II SET 400 CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 13 12 RESOURCES & ORDERING @ READSKILL.COM Primary-Grade Readers The instructional needs of young students vary widely. Some children come to school reading, yet thirty percent need intensive phonemic awareness instruction before they can learn to read. Research has found that most reading problems are averted when children are taught phonemic awareness and phonics. Early intervention is vital since the older students get, the more difficult it is to overcome established habits and disabilities. Hands-on, holistic methods are far more effective with young children, so manipulatives are ideal for building reading proficiency. Comprehensive, engaging sets of manipulatives systematically develop key phonics skills. Sentences improve fluency and comprehension. PRIMARY GRADES RESOURCE SET PHONEMIC AWARENESS Phoneme Songs & Blending (p. 4) Initial & Final Phoneme Sorts (p. 6) Blend & Digraph Sorts (p. 8) Short & Long Vowel Phonemes (p. 8) Have you analyzed the characteristics of the 220 Dolch sight words? Amazingly, exactly half (110) are one-syllable words that follow shortlong vowel patterns. Thirty words have common variant vowels and 30 have multiple syllables. That leaves only 48 phonetic rule breakers that must be memorized. This product employs an array of techniques to help students learn these high-frequency words. First, the flash cards are broken by colors into the above 4 categories. One side of the card has the word with vowel sounds and syllables noted. The reverse side has only the word. The detailed guide gives strategies for teaching these words through an integrated reading/writing/ spelling program. Twenty-five spelling lessons group the words by characteristics. Word families are used to shrink or expand the list. READING READINESS Reading Readiness Match-Ups (p. 7) Rhyming Match-Ups & More (p. 6) Story Sequencing (p. 6) PHONICS ­ DECODING & BLENDING Flip Strips ­ SLV patterns (p. 9) SLV Decoding Match-Ups (p. 9) SLV Scrambled Sentences (p. 10) Variant Vowel Word Families and SS (p. 10) SLV Word Families (p. 10) Star Blending A, B & C (p. 11) Intermediate Blending (p. 13) Practice Dolch sight words with scrambled sentences and develop many skills. 24 sets of 4 sentences Each of the 24 sets has work and play photos. Students put together 2 color-coded sentences for 2 photos per set topics. Most of the words used in the sentences are from the Dolch 220 and the Dolch 95 noun lists. These scrambled sentences also improve students' understanding of sentence structure, vocabulary, capitalization, punctuation, and syntax. S AV E O N P R O D U C T S E T S Reading Manipulatives materials help children to become fluent readers. 25 products contain 300 student activities, providing plentiful, holistic practice that leads to skill mastery. PHONICS ­ STRUCTURAL ANALYSIS Syllable Sorts (p. 12) Contractions/Possessives Flip Strips (p. 12) Prefix/Root/Suffix A (p. 12) Suffix Spelling Changes Cards (p. 15) Compound Words Match-Ups A (p. 20) DOLCH SIGHT WORDS 28-280 $50 FLUENCY DOLCH WORK/PLAY SENTENCES 28-285 $45 220 color-coded, double-sided flash cards 25 spelling lessons in comprehensive guide FLUENCY ­ SIGHT WORDS Dolch Sight Words (p. 14) Dolch Work/Play Sentences (p. 15) SHORT/LONG VOWELS 110 WORDS ­ 50% COMPREHENSION Sentence Sequencing A (p. 24) 25 PRODUCTS ($1037 VALUE) 28-1025 $900 VARIANT VOWELS 30 WORDS ­ 14% SYLLABLES (2 OR 3) 30 WORDS ­ 14% The English language rules with highest validity and utility are those relating to suffix spelling changes. Students at all grade levels can be taught the rules, drilled in their application, and expected to apply them. Start by teaching each rule and having students do the drill cards. Once all the rules have been covered and posted, add suffixes to words on spelling tests. Insist on application of the rules in written work. If students get careless when adding suffixes or forget the rules, they can repeat cards. RULE 1 RULE 3 30 drill cards, 4 rule charts, AK IN SUFFIXES 1-2 (­s or ­es) Add ­s or ­es to make plurals. 1. crutch 10. lake 11. latch Words ending with s, x, z, ch, or sh, add ­es dress dresses box boxes church churches miss misses buzz buzzes RULE 2 Words ending with a silent e, drop the e if suffix begins with a vowel nice nicer nicest nicely live lives lived living lively scared scaring scary DECODING II SET 400 2. town 3. wing 4. kiss 5. tablet 6. church 7. bus SUFFIXES 2-5 (­y root words) Add ­er or ­est to the adjectives. 1. nasty 2. easy 3. early 7. silly 8. clumsy 9. fancy 10. tidy RULE BREAKERS 48 WORDS ­ 22% RULE 4 8. ranch 9. nose 4. thirsty Words wish wishes ending inscare scares y preceded by a consonant, change the y to i if suffix begins with e try tries tried trying play plays played playing Words ending in one vowel followed by one consonant, double the final consonant if suffix begins with a vowel wet wets wetting wetter wettest chat chats chatted chatter chatty 5. cozy 6. gay SUFFIXES 3/4-8 (drop silent e) 11. weary (double final consonant) Add ­s or ­es, ­ed, and ­ing to the verbs 12. grouchy 1. tap 2. tape 3. wear 4. shop 5. claim 6. slam 7. gulp 8. rub 9. share 10. pinch ORDER 8 8 8 · 9 9 7 · 2 4 4 8 OR FAX 8 7 7 · 9 9 7 · 7 6 8 5 _______________________________ www.readingmanipulatives.com SUFFIX SPELLING CHANGES 28-350 $25 baby babies key keys 14 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 15 Middle-Grade Readers By third grade, most students should be proficient at decoding, blending, and using orthographic features of words, such as rimes, affixes, or syllables. Continued phonics instruction is needed if those skills are not mastered. Fluent readers are shifting their focus to comprehension. Structured sets of manipulatives that feature interesting, nonfiction stories build meaninganalysis skills. As students work their way through the multiple sets in each series, they become more proficient at using explicit strategies to expand vocabulary, comprehend text, and read critically. All language arts skills are interrelated, and by the middle grades, English grammar and writing instruction are receiving more emphasis. Scrambled sentences improve syntax and usage concepts. Manipulatives and complete sets of cards teach writing mechanics and rules. MIDDLE GRADES RESOURCE SET PHONICS ­ WORD & STRUCTURAL ANALYSIS Short Vowel Posters & CD (p. 8) Flip Strips ­ SLV Patterns (p. 9) Intermediate Blending (p. 13) Syllable Sorts (p. 12) Syllabication ­ Longer Words (p. 13) Contractions/Possessives Flip Strips (p. 12) Prefix/Root/Suffix A & B (p. 12) Suffix Spelling Changes Cards (p. 15) Help students improve their writing by avoiding common usage errors. English is complex and irregular, yet there are a limited number of high-frequency errors. This product teaches writers correct usages for these. Each of the 36 double-sided cards starts with a mini-lesson that explains in simple terms a problematic usage. Students then apply the concepts by selecting correct words for sentences. The 18 troublesome words cards look at commonly confused words (i.e., its/it's, good/well, fewer/less, lie/lay, who/whom). The 18 usage cards deal principally with pronoun and verb issues. These cards ensure that students are exposed to lessons on grammar and writing pitfalls. Complete card sets review and drill all capitalization and punctuation rules. There are 18 double-sided cards per capitalization level. Each starts by summarizing a category of words that are capitalized. Students must find the words needing capitals in the 10 sentences and write them correctly on a sheet of paper. The final lesson activity is a paragraph to correct. In level A, the words needing to be capitalized are either examples of the card topic or the first word in the sentence. In level B, no words in the paragraph will be capitalized, so all rules must be considered. Punctuation cards also begin with a usage summary and examples. Level A contains 18 double-sided cards and covers end-of-sentence punctuation, periods, apostrophes, commas, quotation marks, and colons. Level B has 24 double-sided cards that include all of the above, plus hyphens, semicolons, and parentheses. All capitalization cards must be completed prior to starting punctuation cards. There are no capitals on these cards. Students correct the capitalization, as well as adding punctuation (related to the card topic). Level A contains 10 sentences. Level B has 10 sentences followed by a paragraph. Facts and trivia make the cards more interesting. VOCABULARY DEVELOPMENT Compound Words Match-Ups A & B (p. 22) Compound Words Centered A (p. 22) Synonyms Match-Ups A & B (p. 23) Analogies Match-Ups A (p. 23) S AV E O N P R O D U C T S E T S Cover skills from word analysis through critical reading and composition with 35 products containing more than 600 student sets. The materials are ideal for independent work and fostering accountability. SYNTAX & LANGUAGE FLUENCY Scrambled Sentences ­ Levels 1 & 2 (p. 18) Subject/Predicate Match-Ups (p. 21) Parts of Speech Sentences A (p. 21) TROUBLESOME WORDS & USAGES 28-395 $45 GRAMMAR & USAGE 36 cards, AK IN COMPREHENSION & CRITICAL READING Sentence Sequencing A & B (p. 24) Paragraph Sequencing A (p. 24) True/False/Opinion Sorts (p. 25) Idiom Match-Ups (p. 26) USAGE II SET 775 ITS (POSSESSIVE PRONOUN) or IT'S (CONTRACTION ­ IT IS) # TOP STUDENT ERROR # TW­1A Possessives of nouns are formed with apostrophes (teacher's pet, girls' rest room, Sadie's leash). Possessive pronouns DO NOT have apostrophes (its, hers, yours, its, his, theirs, ours). The rabbit left its burrow to search for food because it's hungry. It's important to remember that pronouns used to indicate ownership never have apostrophes. Number a paper from 1­15. Decide which words are correct and write them on your paper. Check your work. COMPREHENSION & COMPOSITION Outlining ­ Stories & Steps (p. 26) Transitions & Conjunctions (p. 27) PRONOUNS IN COMPOUND SUBJECTS & OBJECTS 1. A dog can be identified by __________ nose print, just as humans are identified by fingerprints. 2. You better not get caught with eagle feathers because __________ against the law to have them. 3. A horned toad can squirt blood from ____________ eyes and flatten itself if threatened. TU­1 CAPITALIZATION/PUNCTUATION A CAPITALIZATION/PUNCTUATION B 28-380 28-385 $45 $52 GRAMMAR & USAGE Capitalization/Punctuation A (p. 17) Irregular Verbs Cards (p. 16) Troublesome Words & Usages Cards (p. 17) 35 PRODUCTS ($1382 VALUE) 28-1050 $1200 A PRONOUN compounded with a NOUN, either as a subject or an object, does not change form. 4. An opossum bears __________ young 12 to 13 days after conception, but an elephant is in the womb TEST which pronoun form is correct by saying without the other half of the compound (see below). 20 months. for over Grandmother sent a check to be split between my sister and me. (between...me.) 5. The Frisbee got ________ start in the 1870s when Yale students threw empty tins from Frisbe pies. When my cousin and I play chess, he usually wins. (When I play chess...) 6. pronoun. __________ foolhardy to squander the resources on our planet, so why are we doing so? If a pronoun follows than, complete sentence to determine whether to use a subject or object Dave is older than Travis or I [am]. Jack treats Paul better than [he treats] me. 7. A starfish is the only animal that can turn __________ stomach inside out. Number a paper from 1­15. Decide which words are correct and write them on your paper. Check8. Inwork. your Australia, the number one pizza topping is eggs, and in the United States _________ pepperoni. 1. It seems to Dad and (I, me) that you get in trouble whenever you and (he, him) get together. 2. James said that Fred, Bill, and (he, him) had been chosen to represent the debate team 3. Every summer my cousins and (we, us) get to spend two weeks on our grandparents' farm. 4. Kerri's sister, who was a bigger Beatle fan than (she, her), has every one of their original albums. 5. My father's boss and (he, him) got to go to Broadway show when they were on a business trip. 6. Would (he, him) and (she, her) be enjoying that kiss as much if they realized as many as 278 bacteria colonies are being exchanged? 7. Fred picked James to be on his team because he's a better player than (I, me). 18 capitalization cards, AK 18 punctuation cards in level A 24 punctuation cards in level B USAGE I SET 750 LEVEL B & CHARTS IN USAGE II SET 775 LEVEL A & CHARTS IN give (-s) gave giving given Clarify usage of 50 tricky irregular verbs with these 24 double-sided cards. gotten or got PEOPLE ­ NAMES & INITIALS: CAP­1A Albert Einstein Elvis Presley J. K. Rowling Harry Potter GIV­4B Number a paper from 1­10. Write the verb form that would complete each sentence. Remember that the final two verb forms are used with helping verbs (or -ing as a gerund). Check your work. Use each of the verb forms from these irregular verbs in a quality sentence. NOTE: forgive(-s), forgave, forgiving, forgiven (same spelling pattern) 1. In ancient China, Confucius ____________ his followers advice about living and achieving happiness. 2. A cow ____________ approximately 200,000 glasses of milk in her lifetime. get (-s) got getting LESSON/EXAMPLES CAPITALIZATION A (FRONT/BACK) 6. 7. 8. 9 10. HYPHENS ­ In two or more words joined to form an adjective PUN­20B 3. Robin Hood roamed the Sherwood Forest, robbing the rich and ___________ the money to the poor. GIV­4A Number a paper from 1­10. Write the verb form that would complete each sentence. Remember that the final two two giant are used with National Zoo in Washington, D.C. 4. In the 1970s, China ____________verb forms pandas to thehelping verbs (or -ing as a gerund). Check your work. Use each of the verb forms from these irregular verbs in a quality sentence. 5. Gold, silver, and bronze medals are ____________ to the top three contestants in the Olympics. NOTE: forget (-s), forgot, forgetting, forgotten or forgot (same spelling pattern) 6. Thirty-eight thousand African-American Union soldiers ____________bad, people breathe pure oxygen in oxygen bars. 1. In cities where air pollution has ____________ very their lives during the Civil War. 7. Smallpox vaccinations are no longer ___________ because that disease died,been eradicated. 2. Thirty million people who ____________ the flu in 1918 has making it the worst epidemic in history. 8. All of the roles in Shakespeare's plays were originally ____________ to men and boys. 3. Plants ____________ their green coloring from a pigment called chlorophyll. 9. France ____________ the Statue of Liberty to the United States in 1884. 4. Walt Disney, a pioneer in animation, ____________ 35 Oscars between 1931 and 1969. 10. The anaconda, one of the world's largest snakes, ____________ live birth rather than laying eggs. 5. During a crescendo, the music is ____________ louder and louder. 6. Pigs, walruses, light-colored horses, and noses of dogs can ____________ sunburned. 7. Since the ozone layer is being depleted, more people are ____________ skin cancer. 8. People who kissed Ireland's Blarney Stone are supposed to have ____________ the skill of flattery. 9. We can blame our mosquito bites on females who are ____________ nutrition for their eggs. 10. An average of 40 Americans per day ____________ seriously hurt on trampolines. Verbs that do not follow standard English patterns are covered in this series. At the top of each card, the tenses of an irregular verb are shown. The student writes the correct verb form to complete each of 10 sentences (20 in all after both sides are completed). Then the work is checked with the answer key and recorded in the checklist, which is used as a tracking device. The fascinating facts and trivia on these cards make learning grammar more enjoyable. Martha Washington William Shakespeare George W. Bush F. D. Roosevelt John Glenn, the first American to orbit Earth, was 77 years old when he returned to space. (77 and old describe years) The first American to orbit Earth, 77-year-old John Glenn, returned to space after 36 years. (77-year-old describes John Glenn) Names given to ANIMALS are also capitalized. ­ Snoopy (dog), Bugs Bunny (rabbit), Tweety (bird) Number a paper from 1­10. Find the names or initials in each sentence that need to be capitalized. Write them correctly on your paper. 1. 2. charles schultz based his charlie brown character on his own childhood. An Indian named javier pereira from Columbia, South America, died in 1955 at the age of 166. A mole can dig a 300-foot-long tunnel in one night. (300-foot-long describes tunnel) Find all the words that need to be capitalized and write them correctly on your paper. If a punctuation mark needs to be added, write the word preceding the punctuation mark on your paper, followed by the punctuation mark. 1. russian born vladimir horowitz, who became a u.s. citizen in 1944, was one of the world's greatest classical pianists sixty-three years after he first performed there, ninety-four year old george burns performed at proctor's theater in schenectady, new york 5. the 26 mile long berlin wall was torn down in 1989 after communism began to crumble martin miller was working as a full time lobbiest for senior citizens when he was 97 years old 6. a recording that elvis presley had made as a gift for his mother led to the discovery of this dr. benjamin spock, author of the best selling book roll star rock and for parents, was arrested in a world peace demonstration when he was 83 7. the first mail order catalog was published by benjamin franklin in the 1700s two tons of water are required to grow enough wheat for a one pound loaf of bread actress marlene dietrich ate sardine and onion sandwiches on rye bread to lull herself to sleep when a woman reaches her peak strength at about age 25, she has the same muscle power as a 60 year old man of the same size 3. samuel d. riddle left nearly $4 million in his will to maintain the grave of his racehorse, man o' war. sigmund freud and his children collected mushrooms on their frequent hiking holidays. 4. president william h. harrison caught cold on his inauguration day and died 30 days later. barbie and ken dolls were named after the children of ruth handler, their inventor. 5. When bugs bunny first appeared in 1935, he was called happy rabbit. In July 1940, john v. sigmund swam for 89 hours, going 292 miles down the Mississippi River. lucille ball and desi arnez starred in one of the most popular television series ever, I Love Lucy. j. k. rowling tells about the adventures of harry potter, ron weasley, and hermione granger. 2. PUN­20B 3. 4. 10 SENTENCES Write all words from the following paragraph that need capital letters on your paper. Be on the lookout for people's names and initials. Check your work. laurie and rob roberts were rafting on the Colorado River with their Labrador retrievers. bo was full-grown and dutchess was a puppy. the swift current flipped the raft. laurie and bo were trapped under it. finally, bo was able to escape. he dove back under the raft and pulled laurie out by her hair. she then grabbed on to bo's tail and let him pull her to shore. Write 3 sentences that contain names and initials of people. PUNCTUATION B (FRONT/BACK) 8. 9. 10. 24 cards, AK IN PARAGRAPH USAGE II SET 775 IRREGULAR VERBS CARDS 28-390 $30 PUNCTUATION CARDS REQUIRE THAT CAPITALS BE ADDED Find all the words that need to be capitalized and write them correctly on your paper. If a punctuation mark needs to be added, write the word preceding the punctuation mark on your paper, followed by the punctuation mark. russian yuliya vorobyeva received a 398 volt shock while driving a crane in 1978. the 37 year old woman was pronounced dead, but later she regained consciousness during an autopsy. yuliya did not sleep for 6 months, and then she slept for a long time. when she awoke, yuliya could see right through people. a hospital hired her to use her X ray vision to diagnose rare illnesses. 16 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 17 SCRAMBLED SENTENCE SET CONTENTS FARM 1 Farming Flower Farms Pigs Hens Roosters Turkeys Cattle Goats Horses Geese Ducks Sheep Students devour scrambled sentences because they are interesting and fun. These increasingly complex forms of written language improve linguistic and grammatical competency. Some of the skills scrambled sentences teach are: ­ sentence structure (subject/predicate, phrases) ­ capitalization and punctuation ­ conjunctions (providing cohesive ties) ­ adjective and adverbial phrases ­ vocabulary and facts ­ organizational skills There are 12 sets in each series. Each set has 5 color-coded sentences that give facts about a topic. The color photo draws students into the activity. These examples illustrate how levels increase in complexity. Students should start in level 1 or 2 to develop strategies and skills necessary for success. LEVEL 1 AMERICAN LANDMARKS 1 Kilauea Volcano Mt. Rushmore Statue of Liberty Indep. Square Niagara Falls Alamo Carlsbad Caverns White House Gateway Arch Alcatraz Grand Canyon Yellowstone BIRDS 1 About birds Parrots Pelicans Penguins Owls Peacocks Robins Hawks Swans Woodpeckers Eagles Hummingbirds LEVEL 2 DANGEROUS CREATURES 2 Cockroaches Rattlesnakes Leopards Lions Centipedes Sea Anemones Rhinoceroses Lynxes Porcupines California Newts Coyotes Grizzly Bears WORLD LANDMARKS 2 Taj Mahal Kremlin Pisa Tower U.S. Capitol Great Wall Olympic Stadium Forbidden City Westminster Abbey Great Sphinx Mt. Kilimanjaro Eiffel Tower Bran Castle NATURE 2 Moon Sun Tides Water Deserts Glaciers Seasons Mountains Reefs Canyons Pollution Preservation ENGLISH STRUCTURE FLUENCY FARM 1 AMERICAN LANDMARKS 1 BIRDS 1 DANGEROUS CREATURES 2 WORLD LANDMARKS 2 NATURE 2 DANGEROUS CREATURES 3 WATCHABLE ANIMALS 3 LOST CIVILIZATIONS 3 28-610 28-615 28-620 28-640 28-645 28-650 28-670 28-675 28-680 $45 $45 $45 $45 $45 $45 $50 $50 $50 LEVEL 3 DANGEROUS CREATURES 3 Mosquitoes Brown Rats Polar Bears Scorpions Houseflies Cougars Jaguars Water Moccasins Tigers Wolves Moose Gila Monsters LOST CIVILIZATIONS 3 Easter Island Angkor, Cambodia Petra, Jordan Atlantis Stonehenge Ancient Greeks Ancient Romans Ancient Egyptians Anasazi Indians Toltecs Mayas Nazca Indians WATCHABLE ANIMALS 3 Gorillas Giraffes Sea Lions Beavers Dolphins Horned Toads Ostriches Tree Frogs Chameleons Flamingos Marine Iguanas Bald Eagles AMERICAN LANDMARK PHOTOS FLUENCY MANIPULATIVES Reading Manipulatives has products that target sight vocabulary acquisition. If these are integrated with phonics manipulatives, the rate at which the sight words are memorized accelerates. Scrambled sentence manipulatives help students understand the structure of language. As students put increasingly complex sets of sentences together, they become adept at organizing phrases and other parts of speech. This ability to group text builds fluency. Completed sentences provide opportunities for oral reading. 12 sets of 5 color-coded sentences 12 color photos per series, AK 610, 640, 670 IN ANIMAL SET 800 620, 650, 675 IN ANIMAL/NATURE SET 850 615, 645, 680 IN LANDMARK SET 900 ORDER 8 8 8 · 9 9 7 · 2 4 4 8 OR FAX 8 7 7 · 9 9 7 · 7 6 8 5 _______________________________ www.readingmanipulatives.com 18 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 19 Middle-School Readers Test scores show that as students get older, their literacy skills actually begin to decline. Focus shifts to content subjects, but students still need explicit instruction if they are to advance reading and writing capabilities. Although educators do not typically use manipulatives with this age group, they are optimal for a few reasons. Manipulatives suit multiple intelligences most often demonstrated by adolescents: spatial, interpersonal, and bodilykinesthetic. Active student involvement promotes interest and accountability. Finally, the span of abilities gets wider with each passing year. Multilevel sets allow for proper placement, yet they have similar appearances, which takes away much of the stigma that is often attached to remedial materials. These challenging sets of manipulatives and skills cards can be part of the core instructional program for all older students, regardless of ability level. The individualized materials work exceptionally well in lab-like classroom environments and free teachers to work with small groups or individuals. Explicit strategies are utilized to develop vocabulary, comprehension, usage, and language fluency skills with systematic, holistic methods. Word and structural analysis manipulatives are also included for remedial students. MIDDLE SCHOOL RESOURCE SET VOCABULARY DEVELOPMENT Compound Words A & B (p. 22) Compound Words Centered A & B (p. 22) Synonyms Match-Ups A, B & C (p. 23) Analogies Match-Ups A & B (p. 23) Suffixes Match-Ups (p. 22) Prefixes Match-Ups A & B (p. 22) Latin Roots Match-Ups (p. 22) LEVEL B Identifying and matching subjects and predicates helps students to understand these sentence components. Students must first identify the subjects (the part of the sentence about which something is told) and the predicates (the part that tells something about the subject). Since initial capitalization and final punctuation would be signals, these are omitted. Students match the subjects to the predicates to form sentences. They then see how the two parts of each sentence communicate a complete thought. Each of the 15 sets has 10 subjects and 10 predicates. Sentences contain facts and trivia. COMPREHENSION & CRITICAL READING Sentence Sequencing B (p. 24) Paragraph Sequencing A & B (p. 24) True/False/Opinion Sorts (p. 25) Idiom Match-Ups (p. 26) COMPREHENSION & COMPOSITION Outlining ­ Stories & Steps (p. 26) Transitions & Conjunctions (p. 27) LEVEL A SUBJECT/PREDICATE MATCH-UPS the koala, anteater, and sea horse all 28-360 have pouches $36 S AV E O N P R O D U C T S E T S GRAMMAR & USAGE Capitalization/Punctuation A & B (p. 17) Irregular Verbs Cards (p. 16) Troublesome Words & Usages Cards (p. 17) more Indians live in Arizona than any other state ENGLISH USAGE Mickey Mouse was Walt Disney's first cartoon character the largest island in the world is Greenland SYNTAX & LANGUAGE FLUENCY Scrambled Sentences ­ Levels 1, 2 & 3 (p. 18) Subject/Predicate Match-Ups (p. 21) Parts of Speech Sentences A & B (p. 21) Scrambled sentences with color-coded parts of speech build usage concepts. This ingenious strategy shows how nouns, verbs, adjectives, adverbs, conjunctions, and pronouns are used in sentences. Prepositional phrases are identified as adverbial or adjective phrases. In the final analysis, the part of speech of a word or phrase is determined by how it is used in a sentence. So what better way is there to teach these challenging English usage concepts? First students put the 5 sequential scrambled sentences together. Then, as they analyze the sentences, students see the function of the words and phrases, or their parts of speech. They become more adept at identifying and linking modifiers. There are 18 sets of scrambled sentences per level. Each set has 5 sentences about a high-interest, nonfiction topic. the sun is at the center of our solar system the human tongue has 9000 taste buds on it WORD & STRUCTURAL ANALYSIS (REMEDIAL) These comprehensive, self-directed activities methodically develop a wide array of skills in a holistic manner. 47 products with nearly 1000 student sets expand literacy skills of remedial through advanced students. Short Vowel Posters & CD (p. 8) Flip Strips ­ SLV Patterns (p. 9) Intermediate Blending (p. 13) Syllable Sorts (p. 12) Syllabication ­ Longer Words (p. 13) Contractions/Possessives Flip Strips (p. 12) Prefix/Root/Suffix A & B (p. 12) Suffix Spelling Changes Cards (p. 15) 47 PRODUCTS ($1940 VALUE) 28-1075 $1700 the galaxy we live in is called the Milky Way the Pacific Ocean's deepest point is seven miles down each year, Earth completes one orbit around the sun the country of China has the largest population in the world 15 sets with 10 pairs IN USAGE I SET 750 PARTS OF SPEECH SENTENCES A PARTS OF SPEECH SENTENCES B 28-370 28-375 $46 $54 18 sets of 5 sentences per level Color-coded parts of speech, AK LEVEL LEVEL A IN USAGE I SET 750 B IN USAGE II SET 775 20 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 21 Students can't seem to get enough of the puzzle-like compound words match-ups. Students learn new vocabulary and concepts as they work their way to the final matches of the 560 compound words. They also improve thinking and organizational skills. Compound word sets are ideal for filling small blocks of time. The 28 words in each set form 14 compounds. Level A contains 16 sets of commonly used compound words. Level B has 24 sets of more difficult vocabulary words. This holistic approach to studying affixes builds genuine understanding of the function of prefixes and suffixes. In the 12 suffix sets, students learn that suffixes added to the end of root words change English words from one part of speech to another (words in each set follow the same pattern, such as verb to noun). Root word cards show spelling changes. Prefixes carry meaning and are added before root words to change the meaning of the new word. Prefix meaning is noted under the prefix. Level B has suffixes added to root words (root noted). Latin root sets have 5 roots for 3 Latin words. Using root and prefix meaning, along with suffix part of speech, is a superb way to build vocabulary. For each of the 15 combinations in sets, there is a cloze sentence to tie usage and comprehension to the new words formed. Sentences often help students to figure out combinations. Analogies are excellent for developing vocabulary and reasoning abilities. ex tract ed OUT OF -TRACT- DRAG, PULL VERB Before Jill got her braces, she had to get four of her teeth ________. sun PO S: (n) nou The n© y adje of t pass ct h e con tract ion TOGETHER -TRACT- DRAG, PULL VERB TO NOUN When you combine can and not into can't, you have a ________. sub tract ing LOWER -TRACT- DRAG, PULL VERB Bankers must be very skilled at adding and ________ numbers. eir ive n cru gers ise w wa ere lu roo sw t: _ arm cky b ___ and ecau ___ ___ se e __ ___ very ___ d __. ay re tract able BACK -TRACT- DRAG, PULL VERB TO ADJECTIVE The new car comes standard with a ________ sunroof. dis tract s APART FROM -TRACT- DRAG, PULL VERB Greg's stereo ________ me while I am trying to do my homework. ad vert ise TOWARD -VERT-, -VERS- TURN VERB Cigarette companies are not allowed to ________ on television. COMPOUND WORDS A COMPOUND WORDS B 28-430 28-435 $32 $48 If e v the eryo gro ne w up, il mo l ___ _ re will ____ _ be acc __ wit h om plis the o hed the rs in . "wit h" co ope rate re vert ed BACK -VERT-, -VERS- TURN VERB He ________ to his old ways every time he was around his family. vert igo -VERT-, -VERS- TURN NOUN She has attacks of dizziness, called ________, when she gets up too fast. This material also familiarizes students with this common testing format. Each level has 18 sets. Students line up the 10 incomplete analogies. Then they determine the relationship between the first pair of words. They must find a match having the same relationship to complete the second pair. To make this more challenging, 10 trick words representing potential misses are included with the 10 correct matches. Answer keys identify the relationship that exists between the two words in each part of the analogy. tra verse ing ACROSS -VERT-, -VERS- TURN VERB Mountain goats are good at ________ steep hills. con vert ible WITH -VERT-, -VERS- TURN VERB TO ADJECTIVE We get to put the roof down on our ________ when the weather is nice. ANALOGIES MATCH-UPS A ANALOGIES MATCH-UPS B 28-460 28-465 $40 $40 book case week end heart black bottle count nick door worry post green break mail neck inte rn atio The nal re sav a ing re __ "be twe en" nati on in cred ible NOT -CRED- TRUST ADJECTIVE He lifted the car off his son in an ________ feat of strength. credit or -CRED- TRUST NOUN The ________ did not get paid because the man had claimed bankruptcy. VOCABULARY down town every body finger print grape fruit cow boy tea spoon hot _dog SUFFIXES MATCH-UPS down name mat wart _office 28-330 28-340 28-345 28-335 $38 $38 $38 $48 the _ end _____ ang ___ ere d w agree hale me pop nts a ula imed tion at . dis credit ed OPPOSITE -CRED- TRUST VERB He ________ his own name by lying and not keeping his word. lemonade : beverage : : torte : dessert VOCABULARY cred ence -CRED- TRUST NOUN Always check out facts rather than give ________ to rumors you may hear. PREFIXES MATCH-UPS A PREFIXES MATCH-UPS B LATIN ROOTS MATCH-UPS ac credit ation TOWARD -CRED- TRUST NOUN Schools must meet standards in order to receive ________ from the state. 12 sets of 15 in Prefixes & Suffixes 14 sets of 15 in Latin Roots IN orange : fruit : : spinach : vegetable VOCABULARY II SET 600 tiny : gigantic : : identical : different charming : delightful : : impolite : rude aware SB­5 Number a paper from 1­10. Find a word on the right that would complete each sentence. Write the synonym that matched each of your choices. Add suffixes if needed. Check work. conscious This material paves the way for synonym substitution, a powerful writing strategy. First students match the 14 synonym pairs. Reference skills are developed as they use a thesaurus or dictionary to look up unfamiliar words. Then they complete the cloze activity that measures comprehension as it familiarizes students with this common testing format. They must substitute the synonyms that match word choices in the box, practicing synonym substitution. These multilevel sets break down artificial gradelevel barriers. Third graders and high school students may work in the same level without stigma attached. soccer : goal : : baseball : run house thoughtful 1. Skating on the frozen lake can be ____________, so be sure the ice is thick. 2. When someone dies, families generally ____________ their loss. flexible WORD LIST sadness 3. Restaurants are inspected periodically to make sure they are ____________. 4. Helping your mother weed the garden was very ____________. 5. You could feel the ____________ spread over our team after we lost. 6. That hose sat in the sun so long that it is no longer ____________. 7. Someone has been leaving ____________ letters in my desk for two weeks. 8. It is critical to be ____________ of how we are damaging our environment. considerate mountain : hill : : sea : pond risky hazardous COMPOUNDS LEVEL A RIGHT/LEFT ALIGNED VERSION COMPOUNDS LEVEL B CENTERED VERSION risky gain aware clean secret inform mourn comprehend understand hop : rabbit : : prance : horse secret mysterious Centering the words makes this a far more challenging activity. Instead of knowing the 12 beginnings and only having to match the endings, now students must deal with 24 words that can go in either position. 9. We will all ____________ if we conserve our planet's natural resources. thoughtful 10. All parents are going to be ____________ by mail of their child's test results. cautious careful 18 sets of 10 analogies, AK LEVEL A IN LEVEL B IN inform notify mourn grieve VOCABULARY I SET 500 VOCABULARY II SET 600 flexible pliable adore SA­1 SA­1 cherish COMPOUND WORDS CENTERED A COMPOUND WORDS CENTERED B 28-445 28-450 $32 $48 finish SB­1 complete VOCABULARY MANIPULATIVES SYNONYMS MATCH-UPS A 28-410 28-415 28-420 $48 $48 $48 SYNONYMS MATCH-UPS B SYNONYMS MATCH-UPS C SB­1 achieve accomplish SC­1 SC­1 16 sets of 14 pairs in Level A, AK 24 sets of 14 pairs in Level B, AK ALIGNED IN VOCABULARY I SET 500 CENTERED IN VOCABULARY II SET 600 consider contemplate 20 sets each containing 14 pairs 1 cloze sentence card per set, AK LEVELS A & B IN LEVELS B & C IN VOCABULARY I SET 500 VOCABULARY II SET 600 Vocabulary is expanded with intuitive, holistic manipulatives that include cloze sentences to assure that students use words properly in context. They learn to utilize prefixes, suffixes, and Latin root words to analyze meaning. Synonym substitution, a powerful writing strategy, is taught, as well as compound words. Analogies advance both word knowledge and thinking skills. 22 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 23 Manipulatives are a natural, effective way for students to sequence sentences. Students put the title card first and then arrange the 7 sentences in sequential order. Manipulatives allow students to keep rearranging until a story makes sense. The 24 sets in Sentence Sequencing A contain topics that are more suitable for younger students (everyday experiences, true animal tales, fables, humor). The nonfiction content of other Reading Manipulatives sequencing products raises concept load and readability. The 30 sets in level B are based on factual events and people. Topics are interesting and suitable for third grade through adult. Comprehension, sequencing, and main idea are all targeted. First students must read and comprehend the paragraphs. Then they arrange them sequentially. Finally, main ideas are matched to paragraphs. The 30 sets contain high-interest, nonfiction stories. The stories in Level A have 4 paragraphs and main ideas. The sequence is more obvious than in Level B. Content is suitable for third grade or above. Level B sets have 5 paragraphs and main ideas. Many stories are based on historic events making them suitable for upper elementary through adult. This material builds the concept of one topic per paragraph. Skills developed improve students' abilities to form paragraphs when writing. Attacking Birds Queen Elizabeth II, Grease Monkey TYPES OF OPINIONS The huge numbers of men in the armed forces during World War II created a shortage of workers on home fronts. Women, wanting to contribute to the war effort, filled many jobs traditionally held by male workers. Becoming familiar with various types of opinion statements helps students to identify them and to be more judicious readers. In True/False/Opinion Sorts, opinions are broken into the following categories: WOMEN FILL MEN'S JOBS DURING WAR Alfred Hitchcock, the master of suspense, was filming a movie called The Birds in 1963. Producers had already spent $250,000 on mechanical birds, but they did not work. That is when they decided to use real birds. HITCHCOCK'S MOVIE GENERALIZATION A statement that is too broad or inclusive (implies that something always or never is the case). Extremely creative children struggle in traditional schools. No one had ever worked with so many untrained animals before. Only 125 of the thousands of birds in the film were trained. Bird expert, Ray Berwick, taught them stunts and used other tricks to create the illusion. TRAINING BIRDS Britain's dignified Queen Elizabeth II, who at the time was eighteen-year-old Princess Elizabeth, signed up for a course in heavy mechanics. She didn't even know how to drive. PRINCESS ELIZABETH VOLUNTEERS For instance, he rewarded seagulls for landing on people's heads when they were standing still. The birds would follow the people and land on them as soon as they stopped. Filming was then cut so that the birds could receive their food treats. SEAGULL TRICK On her first day of training, the princess' commander picked her up at Windsor Castle. When she arrived at the training center, Elizabeth found a jacked-up car without wheels awaiting her. She learned to strip and service engines. LEARNING TO REPAIR ENGINES JUDGMENT Adjectives often signal viewpoints. They may be comparative (guiltier) or superlative (worst) forms. Despite his fame and fortune, Elvis had a tragic life. SENTENCE SEQUENCING A SENTENCE SEQUENCING B COMPREHENSION 28-505 28-510 $35 $42 PARAGRAPH SEQUENCING A PARAGRAPH SEQUENCING B 28-515 28-520 $55 $55 After the film was completed, the birds were released. Berwick claimed that trained birds would forget the tricks in one week. There were reports during the first week of seagulls landing on people's heads. Only those who worked on The Birds could understand this phenomenon. RELEASING THE BIRDS Elizabeth had to take a test at the end of her mechanic's training. The day of her test, King George VI found his daughter in greasy overalls under a car. He teased her about not being able to get the car going. What Elizabeth did not know was that the king had secretly removed the car's distributor. KING GEORGE'S EXAM TRICK SPECULATION Conjunctions (because, since, if) are used in speculative statements (X happens because of Y). Mr. Rogers knew how to help kids because he was a minister. 24 sets in Level A, AK 30 sets in Level B, AK LEVEL B IN 30 sets of 4 para./main ideas in Level A, AK 30 sets of 5 para./main ideas in Level B, AK IN After she learned to service military vehicles, Elizabeth was taught how to drive them. She was treated "like any other" except that each evening she returned to the castle. Her commander gave her a positive evaluation saying, "Her Royal Highness is a very good and extremely considerate driver." ELIZABETH'S DRIVING EVALUATION CRITICAL READING ADVICE Certain verbs (should, must, might, ought) and their opposites signal advice is about to be given. Minors should not be allowed to use violent video games. COMPREHENSION SET 700 The Titanic's Failed Warning COMPREHENSION SET 700 PERSONAL The pronoun I is a signal that the author is expressing a personal opinion (I think may be implied). The magnificent Titanic left London for New York on its first voyage. TRUE FALSE OPINION Scorpions are much smaller than they were millions of years ago, but these dangerous creatures are still scary. Scientists find scorpions fascinating to study because of their amazing ability to adapt and survive. It is thrilling to find scorpions at night with a black light and then stomp on them. Learning to identify types of opinions is a key critical reading strategy. After reading a story of approximately 375 words, the student sorts 10 statements related to the topic as either true, false, or opinion. This sorting activity ingeniously builds both literal and inferential comprehension skills. On the back of each card is a reference to story facts or a reason why the statement expresses opinion (categorized as judgment, speculation, generalization, advice, personal). As students repeatedly read explanations of why statements are opinions, factual, or false, they develop better evaluation strategies. The 28 sets in this series are high-interest topics about famous people, gross science, mythology, and public policies. Students learn facts while improving reading comprehension skills. I don't believe the pet psychic can really talk to animals. Gross Creatures: Scorpions Scorpions have lived on Earth for 450 million years. They were here before the dinosaurs and survived whatever caused dinosaurs to become extinct. Back then, however, scorpions were a whopping 3 feet long. Perhaps they have endured because they need little energy to grow or live. Their metabolic rate (energy they use to stay alive) is less than that of a growing carrot. They can go a year without eating, and some kinds live 20 or more years. There are 1,500 types of these creepy Arachnids (spider family). Scorpions have lobsterlike pincers, 8 legs, and glow-in-the-dark skeletons. They have four eyes, but very poor eyesight. Scorpions do not have tails. It is actually the end of a scorpion's abdomen that curves up and is topped with a poisonous sac and a sharp, nasty stinger. All scorpions are poisonous, but only 25 species have venom that can kill people. Only one kind of deadly scorpion lives in the United States, and they are found in the Southwest. On the fourth day, April 14, 1912, the Titanic was near Greenland. Scorpion venom causes some paralysis in those who have been stung. A scorpion has a stinger and sac of poisonous venom at the tip of its tail. The night of the 14th, an operator on the Californian warned the Titanic of icebergs. Scorpions do not eat much because they use so little energy. In the United States, scorpions are found only in the Southwest. The weary Titanic operator told him to quit bothering him. People are more likely to step on scorpions at night. Scorpions mainly use their poisonous stingers for protection. An iceberg ripped the Titanic open at 11:40 P.M., and it rapidly began to sink. Prehistoric scorpions were heartier or more adaptable than dinosaurs. The Californian's operator, who had gone to bed at 11:30, never heard the distress calls. STORY CONTINUED ON BACK TRUE. They were here before the dinosaurs and survived whatever caused dinosaurs to become extinct. FALSE. Scorpions mainly use their venom to paralyze prey so they can eat them. OPINION­JUDGMENT. The adjective thrilling indicates judgment. Whether this is thrilling is a matter of opinion. By 2:20 A.M., the Titanic had sunk, taking 1500 people down with her. CARD BACKS WITH EXPLANATIONS COMPREHENSION MANIPULATIVES Manipulatives build key comprehension skills by providing extensive practice using structured reading selections followed by activities that check comprehension. Some products focus on literal comprehension and others on critical reading. Manipulatives are ideal for fostering the cooperative learning that is so valuable for advancing viable text comprehension strategies. TRUE/FALSE/OPINION SORTS 28-555 $50 28 sets with story, 10 T/F/O statements IN COMPREHENSION SET 700 24 RESOURCES & ORDERING @ READSKILL.COM CALL 8 8 8 ­ 9 9 7 ­ 2 4 4 8 FAX 877­997­7685 25 Understanding idiomatic expressions facilitates comprehension since students tend to interpret language literally. Idioms should be formally taught for several reasons. Students are less exposed to figurative language than in the past, and idioms are especially confusing to English language learners. In addition, idioms illustrate the richness and cultural diversity of our language. The 18 sets cover 180 idioms. Each set has 10 sentences with a word or words underlined. Students use contextual clues to decide which idiom can be substituted, then match the pairs. The origin of each idiom is on the back of the idiom card. Finding out how these colorful sayings became part of the English vernacular is interesting and should aid comprehension. Outlining skills improve composition of paragraphs, stories, and reports. No skill is a better tool for writers than outlining. Organizing topics, subtopics, and details leads to well-structured, coherent compositions. These sets develop outlining skills in 4 stages. In the first level, students read a story and then arrange the manipulative outline. Next, they study the outline after reading the story and write paragraph subtopics. Level 3 requires that they write details for the 4 paragraph subtopics. Finally, students compose the entire outline. The nonfiction stories are structured to enable students to succeed. The unique design of the materials models outlining throughout. Students master outlining as they work through the 28 sets. The stories and outlines in this set follow the 4paragraph essay format. By the end of the series, students should be able to write essays from outlines. This set includes 8 outline essay starters. These help students solidify the transfer of outlining skills to writing skills. Teachers can then give students outlines to guide compositions. Nobel Prize A Nobel Prize is considered to be one of the greatest honors bestowed. Each year, a Nobel Prize winner for each of six fields is selected from among t