Irma Brasseur-Hock is a research associate at the Center for Research on Learning at the University of Kansas. Her research interests include adolescent literacy, instructional technology, coaching, and instructional sustainability. She has coordinated several federally funded R & D projects, including one to design and field-test a reading skill profi le for struggling adolescent readers. Brasseur-Hock has extensive experience as a classroom teacher and is highly regarded for her skills as a professional development specialist in adolescent literacy and secondary school change. Michael Hock is associate director of the Center for Research on Learning at the University of Kansas. His research involves the development and validation of reading, motivation, and tutoring interventions that meet the needs of districts or agencies as well as the needs of academically underprepared adolescents and adults. His research also focuses on professional development, instructional coaching, and the school change process. Hock is also associate research professor at the University of Kansas. Donald D. Deshler is the director of the Center for Research on Learning at the
University of Kansas. His research includes designing academic interventions for struggling learners, system change, and professional learning. He and his colleagues have developed and validated the Strategic Instruction Model (SIM), a comprehensive approach to adolescent literacy that helps students learn how to learn and promotes effective instructional methods for teachers. Deshler is the Williamson Family Distinguished Professor of Special Education.
Cover credit: Bill Sykes Images/Photodisc/Getty Images.
mheonline.com
Copyright © 2012 University of Kansas All rights reserved. The contents, or parts thereof, may be reproduced in print form for non-profit educational use with Fusion Reading, provided such reproductions bear copyright notice, but may not be reproduced in any form for any other purpose without the prior written consent of The McGraw-Hill Companies, Inc., including, but not limited to, network storage or transmission, or broadcast for distance learning. Send all inquiries to: McGraw-Hill Education 130 E. Randolph, Suite 400 Chicago, IL 60601 ISBN: 978-0-07-662707-3 MHID: 0-07-662707-1
the
BRIDGING
¤RATEGY Irma F. Brasseur-Hock, Ph.D. Michael F. Hock, Ph.D. Donald D. Deshler, Ph.D.
The contents of this instructional material were developed under a grant from the Department of Education. However, the contents do not necessarily represent the policy of the Department of Education, and you should not assume endorsement by the Federal Government.
READING WORKOUT Answer Key Bothell, WA • Chicago, IL • Columbus, OH • New York, NY
Table of Contents Bridging Reading Workout Level Information . . . . . . . . . 1 Scoring Procedures . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Stretch Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . . 4 Closed Syllable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Open Syllable . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11 VCE, Closed, and Open Syllables . . . . . . . . . . . . . . . . 15 Vowel Units . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19 R-controlled Vowels . . . . . . . . . . . . . . . . . . . . . . . . . 27 Consonant Unit Sounds . . . . . . . . . . . . . . . . . . . . . . 31 Word Beginnings and Endings . . . . . . . . . . . . . . . . . . 35 Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 39 Train Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . . .41 “P” Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43 “A” Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 61 “R” Step . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 79 “P-A-R” Steps . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97 Scrimmage Progress Monitoring Chart . . . . . . . . . . . . . . . . . . . .105 Answer Key . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108
Bridging Reading Workout Level Information Stretch ■■
Stretch activities 1–9 correspond to grades 4–12
■■
Mastery = 80%
Train (P, A, & R activities) ■■
Train activities 1–9 correspond to grades 4–12
■■
Mastery = 80%
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Scrimmage ■■
See chart below for grade levels
■■
Comprehension mastery = 80% Passage
Title
Grade Level
1A 1B 1C 1D 1E 2A 2B 2C 2D 2E 3A 3B 3C 3D 3E 4A 4B 4C 4D 4E 5A 5B 5C 5D 5E 6A 6B 6C 6D 6E
The Pesticide Problem Predicting Weather Glaciers of North America Is It Alive? The Art of Bird-Watching The Legend of Robin Hood Preserved in Rock Humor Winston Churchill An Excerpt from The Adventures of Tom Sawyer Youth An Excerpt from Uncle Tom’s Cabin An Excerpt from The Red Badge of Courage An Excerpt from The Call of the Wild An Excerpt from Ethan Frome Achilles Lobsters Rain, Snow, and Hail Rocks, Arrows, and Bullets Beetlemania The Sandhill Crane Deer Just a Coincidence? An Excerpt from Lord Jim An Excerpt from House of Seven Gables An Excerpt from 20,000 Leagues Under the Sea An Excerpt from Frankenstein #1 An Excerpt from Frankenstein #2 An Excerpt from Treasure Island Eugenics
4 4 4–5 4–5 4–6 4–6 4–6 4–7 5–8 5–8 5–8 5–8 5–8 5–8 5–8 5–8 6–8 6–8 6–8 6–8 7–9 7–9 7–9 7–10 7–10 7–10 8–10 8–12 8–12 9–12
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
1
Scoring Procedures Stretch Activities Stretch activities are quick little exercises designed to provide basic instruction or practice. As such, all you record for these activities is student participation. This is noted with either a “+” for participating or a “-” for not participating on the Stretch Progress Monitoring Chart.
Scoring Train Activities Scoring the “P” Step Train Activities For each of the activities in this section, a total of 10 points is possible. Score 1 point per item if ANY part of the word is underlined. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “P” Step section.
Note that the phrases underlined in this answer key are suggestions only. The purpose of this group of activities is for students to simply identify groups of letters that they recognize and can pronounce. Thus, there are no right and wrong answers for the “P” Step train activities. Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Scoring the “A” Step Train Activities For each of the activities in this section, a total of 10 points is possible. Score 1 point per item if the student divides off at least one of the beginnings and endings noted in this answer key. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “A” Step section.
When a word has multiple beginnings and endings, students should not be required to identify all of them to receive credit. The purpose of this group of activities is to provide students with practice in chunking words down into smaller parts. Scoring the “R” Step Train Activities For each of the activities in this section, a total of 10 points is possible (2 points for each item). For each item, score 1 point if the student has correctly marked vowels and syllables. Score 1 more point per item if the student correctly identifies the syllable formula(s) involved. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “R” Step section.
2
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Scoring the “P-A-R” Steps Train Activities For each of the activities in this section, a total of 10 points is possible (2 points for each item). For each item, score 1 point if the student has divided off any word beginnings or endings and correctly marked vowels and syllables. Score 1 more point per item if the student correctly identifies the syllable formula(s) involved. This includes the words that you model and use for guided practice. Determine the percentage correct that each student earned. Record students’ scores on the Train Progress Monitoring Chart in the “P-A-R” Steps section.
Scoring Scrimmage Activities For each passage that the student reads in the Scrimmage section of the Reading Workout Book, you will record two scores on the Scrimmage Progress Monitoring Chart: a comprehension score and a fluency score.
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
The comprehension score is the percentage score the student earned for answering the questions on the passage. Each passage is worth 10 points (1 point per question). Score 1 point if the student’s answer is correct; 0 points if the answer if incorrect. Record comprehension scores next to the letter “C” on the Scrimmage Progress Monitoring Chart. The fluency score is the average Words Correct Per Minute score that students received for their three fluency reads. Students calculate this score on their Scrimmage Fluency Progress Chart. Once students have calculated this score, record it next to the letter “F” on the Scrimmage Progress Monitoring Chart.
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
3
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
FUSION Reading
Stretch Progress Monitoring Chart Class V.P. Quiz
1A
1B
1C
1D
2A
2B
2C
2D
3A
3B
3C
3D
4A
4B
4C
4D
The Bridging Strategy READING WORKOUT Answer Key
Pre/Post Test
4
Student Name
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
FUSION Reading
Stretch Progress Monitoring Chart Class Student Name
5A
5B
5C
5D
6A
6B
6C
6D
7A
7B
7C
7D
8A
8B
8C
8D
9A
9B
The Bridging Strategy READING WORKOUT Answer Key
5
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Pre/Post Test
V.P. Quiz
1A
1B
1C
1D
2A
2B
2C
2D
3A
3B
3C
Mike
60
22
+
+
+
+
—
+
+
+
+
+
+
Tammy
49
30
+
—
+
+
+
+
+
+
+
+
+
Irene
68
26
+
+
+
+
—
+
+
+
+
+
+
Doug
52
28
+
+
+
+
—
+
+
+
+
Student Name
3D
+ +
4A
4B
4C
4D
—
+
+
+
—
+
+
+
+
+
+
+
+
+
+
+
6
Class First period
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Example Stretch Progress Monitoring Chart
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Closed Syllable
Stretch 1A
Marking
Listening
Model
Model
hat a
(bet) e
non o
(fum) u
sud u
(mat) a
Guided Practice
Guided Practice
hot o
(hus) u
ish ı
(pad) a
ment e
(sim) ı
Individual/Partner Practice
Individual Practice
fat a
(op) o
bet e
(mis) ı
rob o
(sus) u
tum u
(ness) e
il ı
(ant) a
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
7
8
Marking
Listening
Model
Model
bad a
(fim) ı
hit ı
(get) e
tug u
(bud) u
Guided Practice
Guided Practice
mum u
(hon) o
cap a
(en) e
pit ı
(an) a
Individual/Partner Practice
Individual Practice
ob o
(pat) a
dis ı
(ges) e
con o
(cub) u
ac a
(im) ı
tom o
(op) o
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Closed Syllable
Stretch 1B
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Closed Syllable
Stretch 1C
Marking
Listening
Model
Model
cod o
(von) o
jac a
(sub) u
hut u
(hef) e
Guided Practice
Guided Practice
com o
(ig) ı
pol o
(fad) a
ran a
(des) e
Individual/Partner Practice
Individual Practice
wep e
(bap) a
tam a
(pes) e
rom o
(tic) ı
fit ı
(ruc) u
hem e
(tos) o
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
9
10
Marking
Listening
Model
Model
vig ı
(at) a
rav a
(lem) e
lov o
(mot) o
Guided Practice
Guided Practice
nus u
(gan) a
nic ı
(pel) e
log o
(rob) o
Individual/Partner Practice
Individual Practice
tut u
(mon) o
sis ı
(ris) ı
bas a
(sup) u
lim ı
(bet) e
tom o
(nal) a
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Closed Syllable
Stretch 1D
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Open Syllable
Stretch 2A
Marking
Listening
Model
Model
di —ı
a (cra) —
hu —u
— (slo) o
— so o
— (se) e
Guided Practice
Guided Practice
— he e
(pi) —ı
stu —u
a (kra) —
a va —
— (ro) o
Individual/Partner Practice
Individual Practice
— fe e
— (po) o
du —u
— (ve) e
— mo o
(bi) —ı
a sa —
a (sca) —
vi —ı
(bru) —u
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
11
12
Marking
Listening
Model
Model
— slo o
— (lo) o
— me e
a (tra) —
a la —
— (de) e
Guided Practice
Guided Practice
tu —u
— (ro) o
— so o
(mi) —ı
li —ı
a (la) —
Individual/Partner Practice
Individual Practice
a gra —
— (gro) o
— clo o
a (ba) —
fru —u
(shu) —u
a ha —
(twi) —ı
ni —ı
— (spe) e
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Open Syllable
Stretch 2B
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Open Syllable
Stretch 2C
Marking
Listening
Model
Model
— pro o
(tri) —ı
a cra —
(tru) —u
— mo o
a (na) —
Guided Practice
Guided Practice
spi —ı
— (cho) o
thri —ı
(mu) —u
— re e
(whi) —ı
Individual/Partner Practice
Individual Practice
a sta —
(gi) —ı
fu —u
(bli) —ı
bri —ı
— (spo) o
pru —u
— (le) e
bli —ı
— (cre) e
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
13
14
Marking
Listening
Model
Model
chu —u
a (fra) —
a ta —
(hi) —ı
shi —ı
— (se) e
Guided Practice
Guided Practice
a stra —
(fru) —u
— dre e
a (gra) —
— go o
(hu) —u
Individual/Partner Practice
Individual Practice
a ma —
— (te) e
fu —u
a (sta) —
— gre e
(tri) —ı
— co o
(tu) —u
— pro o
— (stre) e
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Open Syllable
Stretch 2D
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
VCE, Closed, and Open Syllables
Stretch 3A
Marking
Syllable
Saying
Model
Model
Model
maze
vce
— a as in “maze”
pro
o
— as in “pro” o
lest
c
e as in “lest”
Guided Practice
Guided Practice
Guided Practice
gasp
c
a as in “gasp”
ro
o
— as in “ro” o
cave
vce
— a as in “cave”
Individual/Partner Practice
Partner Practice
Individual Practice
sho
o
— as in “sho” o
plate
vce
— a as in “plate”
snab
c
a as in “snab”
rame
vce
— a as in “rame”
su
o
—u as in “su”
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
15
16
VCE, Closed, and Open Syllables
Marking
Syllable
Saying
Model
Model
Model
pulp
c
u as in “pulp”
joke
vce
— as in “joke” o
si
o
—ı as in “si”
Guided Practice
Guided Practice
Guided Practice
trut
c
u as in “trut”
swe
o
— as in “swe” e
hute
vce
—u as in “hute”
Individual/Partner Practice
Partner Practice
Individual Practice
code
vce
— as in “code” o
clam
c
a as in “clam”
dame
vce
— a as in “dame”
re
o
— as in “re” e
sute
vce
—u as in “sute”
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Stretch 3B
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
VCE, Closed, and Open Syllables
Stretch 3C
Marking
Syllable
Saying
Model
Model
Model
von
c
o as in “von”
vade
vce
— a as in “vade”
stag
c
a as in “stag”
Guided Practice
Guided Practice
Guided Practice
treme
vce
— as in “treme” e
con
c
o as in “con”
ne
o
— as in “ne” e
Individual/Partner Practice
Partner Practice
Individual Practice
pede
vce
— as in “pede” e
wel
c
e as in “wel”
mem
c
e as in “mem”
sume
vce
—u as in “sume”
trive
vce
—ı as in “trive”
FUSION Reading
The Bridging Strategy READING WORKOUT Answer Key
17
18
VCE, Closed, and Open Syllables
Marking
Syllable
Saying
Model
Model
Model
quire
vce
—ı as in “quire”
vent
c
e as in “vent”
ste
o
— as in “ste” e
Guided Practice
Guided Practice
Guided Practice
mare
vce
— a as in “mare”
dom
c
o as in “dom”
mire
vce
—ı as in “mire”
Individual/Partner Practice
Partner Practice
Individual Practice
limp
c
ı as in “limp”
tate
vce
— a as in “tate”
hale
vce
— a as in “hale”
de
o
— as in “de” e
struc
c
u as in “struc”
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Stretch 3D
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - Long Vowel Sound
FUSION Reading
Stretch 4A
Marking
Saying
Model
Model
trait
a as in “trait” ai says —
boast
— as in “boast” oa says o
stray
a as in “stray” ay says —
Guided Practice
Guided Practice
claim
a as in “claim” ai says —
low
— as in “low” ow says o
cay
a as in “cay” ay says —
Individual Practice
Individual Practice
steep
— as in “steep” ee says e
bloat
— as in “bloat” oa says o
plain
a as in “plain” ai says —
knew
ew says —u as in “knew”
row
— as in “row” ow says o
The Bridging Strategy READING WORKOUT Answer Key
19
20
Marking
Saying
Model
Model
stray
a as in “stray” ay says —
cheap
— as in “cheap” ea says e
light
igh says —ı as in “light”
Guided Practice
Guided Practice
float
— as in “float” oa says o
fright
igh says —ı as in “fright”
essay
a as in “essay” ay says —
Individual Practice
Individual Practice
low
— as in “low” ow says o
roast
— as in “roast” oa says o
peace
— as in “peace” ea says e
cay
a as in “cay” ay says —
claim
a as in “claim” ai says —
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - Long Vowel Sound
Stretch 4B
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - Long Vowel Sound
FUSION Reading
Stretch 4C
Marking
Saying
Model
Model
tail
a as in “tail” ai says —
greed
— as in “greed” ee says e
throat
— as in “throat” oa says o
Guided Practice
Guided Practice
right
igh says —ı as in “right”
lay
a as in “lay” ay says —
row
— as in “row” ow says o
Individual Practice
Individual Practice
few
ew says —u as in “few”
play
a as in “play” ay says —
roach
— as in “roach” oa says o
gree
— as in “gree” ee says e
feat
— as in “feat” ea says e
The Bridging Strategy READING WORKOUT Answer Key
21
22
Marking
Saying
Model
Model
dew
ew says —u as in “dew”
ceed
— as in “ceed” ee says e
main
a as in “main” ai says —
Guided Practice
Guided Practice
ley
a as in “ley” ey says —
tain
a as in “tain” ai says —
dew
ew says —u as in “dew”
Individual Practice
Individual Practice
t ween
— as in “tween” ee says e
ney
a as in “ney” ey says —
new
ew says —u as in “new”
day
a as in “day” ay says —
plain
a as in “plain” ai says —
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - Long Vowel Sound
Stretch 4D
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - One or Two Sounds
FUSION Reading
Stretch 5A
Marking
Saying
Model
Model
row
— as in “row” ow says o
feat
— as in “feat” ea says e
hoist
oi says “oi” as in “hoist”
Guided Practice
Guided Practice
sprawl
aw says “aw” as in “sprawl”
moist
oi says “oi” as in “moist”
fault
au says “au” as in “fault”
Individual Practice
Individual Practice
spool
oo says “oo” as in “spool”
ouch
ou says “ou” as in “ouch”
vault
au says “au” as in “vault”
void
oi says “oi” as in “void”
mean
— as in “mean” ea says e
The Bridging Strategy READING WORKOUT Answer Key
23
24
Marking
Saying
Model
Model
south
ou says “ou” as in “south”
heal
— as in “heal” ea says e
coy
oy says “oy” as in “coy”
Guided Practice
Guided Practice
fowl
ow says “ow” as in “fowl”
low
— as in “low” ow says o
gloom
oo says “oo” as in “gloom”
Individual Practice
Individual Practice
hawk
aw says “aw” as in “hawk”
joice
oi says “oi” as in “joice”
stead
ea says e as in “stead”
drown
ow says “ow” as in “drown”
cause
au says “au” as in “cause”
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - One or Two Sounds
Stretch 5B
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - One or Two Sounds
FUSION Reading
Stretch 5C
Marking
Saying
Model
Model
proud
ou says “ou” as in “proud”
mood
oo says “oo” as in “mood”
breath
ea says e as in “breath”
Guided Practice
Guided Practice
plaud
au says “au” as in “plaud”
noy
oy says “oy” as in “noy”
thaw
aw says “aw” as in “thaw”
Individual Practice
Individual Practice
cheap
— as in “cheap” ea says e
brown
ow says “ow” as in “brown”
pause
au says “au” as in “pause”
broil
oi says “oi” as in “broil”
book
oo says “oo” as in “book”
The Bridging Strategy READING WORKOUT Answer Key
25
26
Marking
Saying
Model
Model
law
aw says “aw” as in “law”
joy
oy says “oy” as in “joy”
flow
— as in “flow” ow says o
Guided Practice
Guided Practice
round
ou says “ou” as in “round”
heat
— as in “heat” ea says e
loon
oo says “oo” as in “loon”
Individual Practice
Individual Practice
poin
oi says “oi” as in “poin”
frown
ow says “ow” as in “frown”
vouch
ou says “ou” as in “vouch”
ceal
— as in “ceal” ea says e
doom
oo says “oo” as in “doom”
The Bridging Strategy READING WORKOUT Answer Key
FUSION Reading
Copyright © University of Kansas. Permission is granted to reproduce for classroom use.
Vowel Units - One or Two Sounds
Stretch 5D
