First Steps Teacher’s Manual

First Steps Teacher’s ManualA Comprehensive Early Literacy Program

Third Edition Revised

Developed by Cheryl Campbell and Tricia Gray

CR Success Learning

Program Overview of First Steps Literacy Program

Contact:Cheryl Rose Campbell

303-699-75663447 S. Birch StreetDenver, CO 20222

[email protected]

www.crsuccesslearning.com

CR Success First Steps ProgramCreating Reading Success

Detailed Description

www.crsuccesslearning.com

Section Page Title

InstructionalDesign

3 Key Strengths

4 Reading Model

5 Powerful Results

6 Systematic, Structured, and Sequential

Components of the

Program

7 Critical Skills (Five Components)

8 Scope and Sequence of the First Steps Program

9 Planning Schedule for First Steps

10 Phonemic Awareness

11 Phonics

12 Language Ladders

13 Decodable Texts

14 Comprehension

15 Vocabulary and Fluency

16 Handwriting

Assessment 17-19 Assessment

CR Success Learning, LLC Instructional Design 3

Phonemic AwarenessThe phonemic awareness lessons are fun, engaging, andactive. The unique methods of Pinching Sounds and One-Breath Blending enhance instruction. After the initial oralintroduction, students practice segmenting, blending, andmanipulating phonemes as they work with the letter tiles onthe magnetic folders. Students are taught how to applyphonemic awareness to reading and spelling.

Alphabetic Principle/PhonicsStudents are taught sound-symbol correspondences in amemorable way, using sound analogies and hand gestures.Students have multiple opportunities to build and readchains of words on the CR SuccessMagnetic Folder.

VocabularyRich vocabulary instruction is an important part of theprogram. Students are taught vocabulary both directly andindirectly. First Steps develops specific vocabulary routines,including Focus Word, Four-Step Vocabulary, analyzingwords in context, and consistent use of academic vocabulary.

T.R.I.C.K.y Word InstructionWhen the students have acquired an understanding of thealphabetic principle, they begin to memorize words that arenot decodable or at a higher phonetic level. These words arealways learned in context. Instruction for T.R.I.C.K.y Wordsis clearly different from instruction and methods fordecodable words.

FluencyAutomatic word recognition is achieved by providingstudents numerous opportunities to read words on the CRSuccessMagnetic Folder and in Language Ladders.Students are encouraged to do multiple readings of thedecodable books that accompany the program. CR SuccessFirst Steps encourages a multidimensional view of fluency bylooking at accuracy, prosody, and phrasing as well as rate.

Handwriting:Home Run Handwriting is taught with a precise routine thatincorporates gross and fine motor exercises. The program isdirectly aligned to the reading and spelling instruction.Students’ motor memory of the letters reinforces theirknowledge of sound-symbol correspondences. Studentspractice printing words and sentences that are at theirreading and spelling levels.

WritingWriting instruction is sequenced so that it supports thedecoding instruction. Students progress from drawing,labeling, and interactive writing to writing dictated sentencesand independent writing. Students learn basic punctuationand capitalization rules.

ComprehensionThese specific strategies are presented: Concepts of Print,Retell, Main Idea, Visualizing, Connecting and Non-fictionFeatures. Rich literature is shared with the students duringdaily read alouds. Graphic Organizers help the studentsorganize their ideas.

CR Success First StepsCreating Reading Success

Key Strengths That Accelerate Learning• Is based on the scientific research of reading and learning• Builds on the developmental hierarchies of learning• Has a comprehensive scope and sequence that presents all skills sequentially• Provides a spiral, cumulative instruction• Uses explicit and direct instruction (I Do, We Do, You Do)• Presents dynamic, hands-on lessons that are highly engaging• Is teacher-friendly in its design and use• Allows for differentiation to meet all students’ needs• Incorporates both summative and formative assessments• Encourages family involvement through weekly newsletters• Has a reading model that emphasizes growth and cognitive connections.

4 Instructional Design CR Success Learning, LLC

The Reading Model

CR Success Learning, LLC Instructional Design 5

Teachers nationwide have consistently delivered strong,measurable gains in reading, when teaching with CRSuccess First Steps Program. This comprehensive literacyprogram is based on more than six years of application inhundreds of classrooms. The acceleration of learningproduced by CR Success is attributed to the uniquestrengths of the program, including its explicit, systematiccurriculum; its streamlined, dynamic design; its ability tomeet students at their point of need, and its highlyengaging and motivating approach.

Here are just a few of our results:

Summer Scholars (Denver), 2012A group of students received intensive six-weekinstruction in the CR Success First Steps Program. Here arethe results, as shown on two of the DIBELS subtests.

Adams 14 School DistrictSeveral teachers in this school district describe theiroutcomes:

The new edition to the First Steps program is user friendlyand offers many multi-sensory opportunities for students tobecome proficient in learning the letter sounds, segmenting,blending, and sight words. Also, the First Steps assessmentspre/mid/post, formative and summative provide detailinformation on each student and determine next steps.Within the program there are games to reinforce conceptsand suggestions on how to differentiate the lessons to meetthe needs of the students. I would highly recommend thisprogram to general and special education teachers.

~Arlene Vigil-Olech

The First Steps program is a tremendous program forteaching early literacy skills to young and strugglingstudents. My students have benefited from the explicit andpurposeful phonemic awareness and phonics instruction. Asstudents progress they also benefit from the explicitcomprehension instruction. One of the greatest features ofthe First Steps program is the continual opportunity forpractice with structured error correction. The program isdesigned in such a way that students are successful nomatter what level they are on! All of my students, using theFirst Steps program, have greatly improved their ability tohear and manipulate sounds in words and each has becomea reader this year. ~Jamie McDaniels

Douglas County School DistrictI piloted Level K and Level 1 of CR Success First StepsProgram for two years in my 1st and 2nd grade classroomat Pine Lane Elementary in Douglas County SchoolDistrict. Both classes had 24% ELA students and morethan 50% of my students started on ILPS. Thiscomprehensive reading program was so successful, that bymid-year, almost 90% of my students had already made ayear’s growth in decoding and comprehension! Mystudents’ scores on MAP, DRA 2 and DIBELS wereconsistently above the district average.

Powerful Results

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PhonemicSegmentation

NonsenseWordFluency

6 Instructional Design CR Success Learning, LLC

Objectives of CR Success First Steps ProgramBy the end of this level, students will be able to:• Understand high-utility concepts-of-print(recognize directionality, match words, identifyrole of author and illustrator, identify basicpunctuation)• Produce and expand complex sentences in sharedlanguage activities• Identify, blend, segment, and manipulatephonemes in CVC words• Identify thirty-one sound-letter associations (20consonants, 5 short vowels, 6 consonant teams) • Associate long and short sounds with commonspellings for the five major vowels• Understand alphabetic principle; identify letters bysounds • Have an automatic recognition of forty or morehigh-frequency, non-phonetic words or higherconcept words• Read one-syllable, short vowel words• Read words, phrases, sentences that are composedof CVC words and high-frequency words• Read decodable text at a DRA Level 4-6 and at afluency rate of 30wcpm, after several readings• Apply basic comprehension strategies, with anemphasis on sequential retell• Ask and answer questions about key details in texts• Increase Tier 1 and Tier 2 vocabulary• Use targeted vocabulary (words and phrases)acquired through conversation, reading and beingread to, and responding to texts• Print manuscript letters in lowercase anduppercase• Print a simple dictated sentence with spacesbetween words and ending punctuation• Write a simple sentence to narrate or to inform• Draws a knowledge of sound-symbol correspondesto spell VC, CVC words• Uses prints 10 No Excuse words correctly inwriting

Grounded in research-based methods, academicstandards, and best practices, the CR Success First StepsProgram presents a systematic and sequential approachto reading instruction. It has a highly structured scopeand sequence. The competencies that are developed arecumulative and build upon each other, from lesson tolesson and from level to level.

Systematic, Structured, and Sequential

Skills Developed in the CR Success First Steps Program

• Phonemic Awareness

• Phonics and the Alphabet Principle

• High-Frequency Words (TRICKy Words)

• Fluency

• Comprehension

• Vocabulary

• Spelling

• Handwriting

• Oral Language

CR Success Learning, LLC Components of the Program 7

Critical Components of ReadingThis table gives an overview of the five essential components of reading instruction. In addition, the CR SuccessFirst Steps Program develops spelling and handwriting.

Critical Components/Goals

CR Success Reading Instruction ELL Considerations

Phonem

ic Awareness

To understand that wordsare made up of sounds thatcan be identified, blended,segmented, andmanipulated

• Direct instruction in identifying,blending, segmenting, andmanipulating phonemes• Engaging games and activities usingsongs, puppets, photo cards forvocabulary and mouth positions• Teaching students how to applyPhonemic Awareness in reading andspelling tasks

• Meaningful activities using familiarvocabulary • Teacher training, so that teachers considerthe linguistic characteristics of students’native language• Use of visual aids and prompts• Teaching with sound analogies

Phonics

To learn the systematic andpredictable patterns in theEnglish language

• Explicit instruction in 2sound-symbolassociations for the basic code• Multisensory approach, using stories,magnetic boards, visual posters, songsand chants• Reading/Spelling sounds, words,sentences• Decodable text aligned to concepts

• Extra practice for sound-symbolassociations that are different in thestudents’ native languages• Many CR Successmethods fit therequirements of sheltered Englishinstruction (clear, precise language, use ofhands-on materials, opportunities formeaningful practice, etc.)

Vocabulary

To increase comprehensionby understanding themeaning of words withincontext

• Direct and indirect teaching ofvocabulary • Specific vocabulary routines• Pre-teaching of vocabulary beforestudents read text• Development of students’ wordawareness

• CR Successmethods, including direct andindirect teaching of vocabulary, rich oraldiscussions and teaching morphology,support ELL students• Pre-teaching of challenging text (idioms,pronouns, syntax, etc.)

Compre-

hension

To read for meaning byactively interacting with thetext

• Direct instruction in features of printand sequential retell • Modeling and direct instruction incomprehension strategies• Literal and higher-level questions

• Emphasis on developing backgroundknowledge• Exposure to high-quality literaturethrough read-alouds

Fluency

To read aloud with fluency(rate, accuracy, phrasing,and expression), whichpromotes comprehension

• Modeled fluent reading• Use of In-and-Out Reading• Instruction in phrasing• Multidimensional view of fluency• Use of Language Ladders to practicereading words, phrases, sentences

• Rereading text• Reading with proficient readers• Recording reading• Practice with phrases/sentences that mighthave a different syntax than nativelanguage

8 Components of the Program CR Success Learning, LLC

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

PhonemicAwareness

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Mid-year Assessment

Handwriting � � � � � � � � � � � � � � � � � � �

Sound-LetterCorrespondence � � � � � � � � � � � � �

Folder Lesson Steps 1 and 2

Intr

o.

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LanguageLadder Lesson � � � � �

GuidedReading � � � � � � � � � � � � � � �

T.R.I.C.K.yWords � � � � � � � � � � � � � � � � � � � � �

Comprehension Concepts of Print Retell Main Idea Visualizing Connections Non-Fiction

Writing NamePictures& Labels

Interactive Writing Independent Writing

Scope and Sequence of the First Steps Program


Planning Schedule for First StepsGeneral: 10-20 minutes Read Aloud, Shared Reading

10-20 minutes Modeled/Interactive WritingWhole Group Instruction ranges from 10 to 30 minutes. Typically, the time is in the 20-25 minutes range.Small Group Instruction ranges from 10 minutes to 15 minutes. On Friday, Small Group instructiondoesn’t occur, except during the Language Ladder weeks.

Milestones Whole Group Small Group(minutes per group)

Weeks 1-5Students learn routines.All instruction is whole group during these weeks.The beginning emphasis is phonemic awareness and learningthe first sound-symbol correspondences.Week 3 begins sound-symbol instruction.Week 4 introduces Magnetic Folders.

M-F22 minutes

M-FNA

Weeks 6-11Small Group instruction begins for M-Th.Whole Group time is shortened for this time period.On Friday, the teacher uses small group time for assessment orindividual conferences.T.R.I.C.K.y Word instruction begins on Week 11.

M-Th12 minutes

M-Th10 minutes

F20-30 minutes

F(Individual Assessments,except Week 10, when theassessment is done wholegroup.)

Weeks 12, 14, 17, 20, 24The full Folder Lesson begins on Week 12.The emphasis is on Language Ladders.Assessment is done during small groups on Friday.Handwriting ends on Week 17.

M-F25 minutes

M-F10-15 minutes

Week 16 Mid-Year Assessment

Weeks 13, 15, 18, 19, 21, 22, 23, 25, 26, 27Guided Reading begins Week 13.The emphasis is on text reading, comprehension, vocabulary.

M10 minutes(Week 18: 20 minutes)

M15 minutes

T-Th15 minutes

T-Th15 minutes

F15 minutes

F(Individual Assessment)

Weeks 28-32The emphasis is on Non-fiction.

M10- 20 minutes

M15 minutes

T-Th15 minutes

T-Th15 minutes

F15 minutes

F(Individual Assessment)


The phonemic awareness lessons in the CR Successprograms are based on research and best practices.They are fun, engaging, and active. First Steps beginswith a nine-week unit on phonemic awareness. Thisprovides the recommended amount of instructionaltime for phonemic awareness. However, there aresuggestions for extended lessons to assist students whoneed more time to develop these skills. After the initialoral instruction, students are actively involved insegmenting, blending, and manipulating phonemes asthey work with the letter tiles on the CR Successmagnetic folders.

Key Features of the CR Success Approach toPhonemic Awareness:• Selects developmentally appropriate activities forthe age of the students• Keeps it playful and active; teaches with games,songs and puppets• Uses a I Do-We Do-You Do model; teachersmodel activity, provide guided practice, supportindependent practice• Clearly differentiates between broaderphonological skills and phonemic awareness skills• Focuses on high-utility phonemic awareness skillsthat are directly related to reading, spelling, andwriting: identifying phonemes, isolatingphonemes, blending phonemes, segmentingphonemes, and manipulating phonemes• Teaches in short periods of time (10-20 minutes)• Centers lesson on one or two phonemicawareness skills• Uses 122 photo cards and concrete objects toprovide meaningful activities as well as buildvocabulary• Assist teachers in choosing the correct amount ofscaffolding for students to be successful• Follows a developmental sequence, progressingfrom easier tasks to more difficult tasks • Combines phonemic awareness activities withletter instruction

Here are two examples of activities from First Steps Program, Level K:

Segmenting with PawsStudents use the sound boxes to segment the sounds theyhear in a three-phoneme word.

Zip Line BlendingStudents learn how to use continuous blending to readwords such as big, let, tan, cup, sob, etc.

Phonemic Awareness

7.4 PAWS Page © 2012 F.A.S.T. Learning , LLC

E15 Zip Line Blending © 2012 F.A.S.T. Learning , LLC


The CR Success First Steps Program teaches explicit,systematic phonics in a concise and memorablemanner, The basic code is taught in the program and isreinforced by songs, stories, and visual aids.

Key Features of the CR Success Approach to Phonics:• Develops the basic code: consonants, short andlong vowels, consonant digraphs• Uses a multisensory approach, with gestures,visual aids, songs, and stories

Example of Sound Cards Students learn to associate the sound with the letterthrough the Sound Cards and gestures, The baby babbles/b/, /b/, /b/, The gesture is pretending to hold and rock ababy.

• Uses sound analogies that builds on studentsbackground knowledge• Provides simultaneous, multisensory instruction(students learn the formation and sound of letterssimultaneously)

Example of Visual Aid:

First Steps teaches consonant teams or digraphs, Twoletters team together to spell one sound: /sh/ the quietteam, /wh/ the birthday team, /th/ the rude team, /ch/ thekarate chop team, /qu/ the queen team, /ng/ the king team.

• Emphasizes daily review and practice in a spiralcurriculum• Begins with the most consistent and high-utilityconsonants and short vowels• Integrates reading and spelling when the studentswork with the CR SuccessMagnetic folder

• Instructs students how to learn phoneticallyirregular words (T.R.I.C.K.y words), using aspecific approach that is different from theapproach for decodable words

• Is aligned to the Foundations Program

Phonics

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The CR Success First Steps Program provides lessons forstudents to sort and then read words, phrases andsentences. These lessons promote the student’s ability todecode one-syllable words and to identify high-frequency words and in the context of phrases andsentences.

Language Ladders

Jim can run with Mom.

can swim

Jim can run

Liz and Dad can swim.

run

swim

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Jim can run with Mom.

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Liz and Dad can swim.

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24.4Language Ladder

© 2012 F.A.S.T. Learning , LLC

Example ofIndividualLanguageLadder

Language Ladder Mat

Language Ladder Photo Card 17 L

The pet is very wet.

t

The pet pet

v

pet

v

Language Ladder Mat

Language Ladder Photo Card 18

L

I go to the vet to fix my pet.

to the vet

T

vet

I go to the vet to fix my pet.

Language Ladder Mat

Language Ladder Photo Card 19 L

Ken can see the red jets.

a

the red jets jets

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jets

n

Language Ladder Mat

Language Ladder Photo Card 20

The men met at the net.

at the net

t

net

T Example of Language Ladders forthe short vowel /e/


“Oh,” said Liz.

“Jim did that.

He likes to make dots.”

“Liz,” said Mom.

“Tell us about the dots.”

12 13

1110

Tux is a fun dog.

He likes to jump.

He likes to run.

He likes to roll.

The CR Success Readers, sequentially written, decodablebooks, build on the CR Success First Steps Programphonetic concepts in the order they are taught.Engaging and age appropriate, the CR Success Readersadvance the students’ application of phonetic conceptswhile they provide opportunities for meaningfulreading. The use of reoccurring characters and typicalevents appeal to all students.

The CR Success Readers:Book SeriesSmall Steps, Sunshine Books, Bridge BooksSunshine Books, Bridge Books, Tales of Friends(New in 2014-2015) Popperdoddle Files

Decodable Texts

Examples of Texts from Small Steps

1110

Is Sam in the pan?

No!

The pan is big.

But the lid is on.

Sam can not get

in the pan.

Book 2, Small StepsWhere is Sam?

Phonetic Concept: CVC words

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Book 7, Small StepsTuxPhonetic Concept: CVC words

Book 9, Small StepsThe Fib

Phonetic Concept: CVC words

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ComprehensionComprehension, or reading for meaning, is the ultimate goal of reading instruction. The CR Success First StepsProgram recognizes that students must develop both automatic word recognition skills and linguisticcomprehension skills. These latter skills include oral language development and emphasize vocabulary, backgroundknowledge, inferential thinking, an understanding of pronoun references and syntax, and sequential thinking.

In First Steps, the emphasis is on oral language skills, the ability to give a sequential retell of a narrative, and theability to state the main idea/key details of informative text. The teacher models these abilities and guides thestudents with graphic organizers:

Story Map Hanger Map

Types of QuestionsEven at the beginning level of reading, questioning abouttext involves three levels: Here (the answer is directlystated in the text), Hidden (the answer is in several parts ofthe text), Head (reader needs to use cues in the text as wellas previous knowledge to answer the questions).

The Story Map

Characters Sett ing

Proble

m

Events to Solve the Problem

Solut ion

The Story Map © 2012 F.A.S.T. Learning , LLC Non-fiction Hanger Map © 2012 F.A.S.T. Learning , LLC

Main Idea

Type Picture Clue Examples

HEREThe answer isHERE, in onesentence in thetext/

Put your finger on the sentence where... When did... (action happen) ? Where did / does (an action occur)? How many...? How much...? What color?What happened at the beginning of the text? What happened next? What happened after that? What happened at the end of the text? What happened after (character) spoke these words (words spoken)?What happened when (character) (action)?What happened just before (action)?Who spoke to (character) at (place)?Who spoke the words (quote)?Where in the text does it say (quote)?Tell me who showed (an emotion)Find the word in this sentence that means (definition).

HIDDENThe answer is inseveral parts ofthe text .

List the names of the main characters.List 3 things (character) did at (location).Find the words that the author has used to describe smell. Find the words that the author has used to describe how somethingfeels. Find the words that the author has used to describe how somethingtastes.What words has the author used to help us build a picture in ourminds of what (location) looks like?What words has the author used to describe the movement of(character)?What words has the author used to describe the movement of(object)?What is the text mainly about?(Insert word) has three meanings in the dictionary. Which is themost appropriate meaning here?

HEADYou need to useclues in the textand in your head

Why do you think the author wrote this piece?What do you think the author's message is in this text?In your opinion, what is the best example of description in the text?i.e a passage that created a vivid image in your mind's eye.What lessons from this author's writing can you apply to yourwriting to make it more interesting for your readers?How do you think the author felt about (character)?

Understanding Reading Comprehension Questions: The 3 H Method


VocabularyA strong vocabulary is essential for readingcomprehension. The CR Success First Steps Programdevelops specific vocabulary routines, including FocusWord, Four-Step Vocabulary, analyzing words incontext, and consistent use of academic vocabulary.

Key Features of the CR Success Approach toVocabulary:• Teaches vocabulary both directly and indirectly• Models new vocabulary through rich oralinteraction

• Concentrates on high-frequency words,including word with multiple meanings andacademic vocabulary

• Pre-teaches specific vocabulary before studentsread the text, using Focus Word and Four-StepVocabulary

• Develops students’ awareness and interest inwords

• Promotes wide reading, both through readingaloud to students and independent reading

FluencyIn the CR Success First Steps Program, the goal forfluency instruction is comprehension, CR Successadvocates a multidimensional view: fluency involvesaccuracy, rate, prosody, and phrasing.

Key Features of the CR Success Approach toFluency:• Ensures that students are reading text at theirinstructional or independent reading level

• Provide numerous opportunities to read andreread accessible text

• Models fluent reading of text• Uses In-and-Out Reading, an instructionalmethod to promote fluency

• Teaches phrasing• Uses techniques such as Language Ladders,chants, songs, and reader’s theater

• Encourages reading stamina• Assesses with 1-minute fluency checks andfluency rubrics

23.4 Words/Phrases for Tux © 2012 F.A.S.T. Learning , LLC

Yellow Words

� all black jump spot

� will an call patch

� then back get roll

� wet

Red Phrases

� has a white patch

� Tux loves mud

� into the tub

� wet, black mud

� likes to run

� you are all mud

� rolls in the mud

� you go

Green Words

� at but dog fun

� has have his hug

� in is Jim Lab

� Liz Mom mud on

� rub run tub Tux

Tux Tux

Name__________________________________________________________ Date_____________________

Fluency Check for Sam the Cat

Sam the Cat 3

Sam can nap. 6

Sam can nap on a van. 12

Dad ran. 14

No, no! Not on the van! 20

No, Sam! 22

Sam sat 24

Sam sat on a cap. 29

Dad ran. 31

No, no! Not on the cap! 37

No, Sam! 39

Sam ran. 41

Sam has a map. 45

Dad is sad. 48

No, no! No, Sam. 52

Sam ran. 54

Sam is in the jam. 59

Dad is mad. 62

No, no, Sam! 65

Sam ran. 67

Sam is on Dad’s lap. 72

Dad can pat Sam. 76

Sam can nap. 79

Dad and Sam can nap. 84

13.6 Fluency Check for Sam the Cat © 2012 F.A.S.T. Learning , LLC

Words Correct: (Total Number of Words - Errors) ______wcpm

Accuracy: (Words Correct/Total Number of Words) _______%

Error Code Key

Substitutions: SubstitutionText

Self-correction: Error SCText

Insertion: ^ Error SCText

Omission: — Text

Hesitation: /Text/

Repetition: — R Text

Appeal: A Text

Teacher Told: T Text


HandwritingThe handwriting programs (Home Run Handwriting K-2) of CR Success’s Early Literacy Program are directlyaligned to the reading and spelling instruction. The curricula are mutually supportive. In Home Run Handwriting,students say the letters sounds as they print the letters. This practice reinforces the students’ motor memory of thesound-letter associations. When students print words and sentences, the words are selected by their reading andspelling levels. Thus handwriting reinforces reading, spelling, and writing.

Scope and Sequence of Home Run Handwriting:

Objectives

Posture, PaperPencil

Follows the Rule of 5 in regard to posture, paper position, and pencil grasp.

Fine Motor Uses one hand consistently when writing.

Vocabulary When given directions, responds to directional terms and handwriting vocabulary.

Letter FormationMakes correct beginning stroke for lowercase letters: vertical line is top to bottom, horizontalstroke is left to right, and curve stroke is counterclockwise. When given a model, correctlyforms all lowercase and uppercase letters.

Words andSentences

Copies VC, CVC words and high-frequency words. Prints words with letters close together.

Writing Conventions

Prints left-to-right. Capitalizes first letter in a sentence. Uses ending punctuation.Prints own name. Copies VC, CVC and high- frequency words.

Fluency Learns to print lowercase letters in one motion a, b, c, d, e, g, h, l, m, n, o, p, q, r, s, u, v, w, z.

Organization of LettersThe lowercase letters are categorized by their starting strokes:

Bat Letters:Tall: b, h, k, l, t Short: i, m, n, u, r Drop: j, p

Ball Letters: o, a, c, d, g, q;

Foul Ball Letters: f, s

Slide Letters: v, w, x, y

Run Letters: e, z

CR Success Learning, LLC Assessment 17

It is essential to track students’ progress and to sharethis information with the students. The practice ofeffective progress monitoring leads to more effectiveteaching and learning. The goals are to determine therate of a student’s achievement and to provideinformation to inform instruction. Teachers are givendirections during the training and in the manuals onhow use the assessments to modify the curriculum andthe curriculum timelines, as well as how to differentiateinstruction.

One effective method of differentiating instruction isthe CR Success First Steps Scaffolding Staircase. Teachersgive different degrees of support to the students,depending on the students’ individual needs.

Example of Scaffolding Staircase

Progress Monitoring tools include: ObservationChecklist, Fluency Checks, Phonemic Awareness Tests,Sound-Symbol Tests, Comprehension Rubric. Theseassessments involve brief and frequent samplings of astudent’s of a performance on a specific task. Theyallow the teacher to adjust instruction and torecommend interventions.

Teachers often use other progress monitoring tools,such as DIBELS, for progress monitoring. CR Successworks with schools to use the results to informinstruction within the program.

The design and implementation of the CR Success FirstSteps Program Assessments aligns with the bestpractices for successful RTI implementation, asdescribed by What Works Clearinghouse. Students arescreened for possible reading problems at the beginningof the year and at mid-year. The program provides timefor differentiated reading instruction and offersintensive, systematic instruction for students who arescoring below benchmark levels. Monitoring of studentprogress occurs as often as once a week.

Example of Fluency Check

Example of Sound-Symbol Test

Assessment: Formative Assessment - Progress Monitoring

Informal Assessment: Indentifying Ending Sounds

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Level Description Next Steps Differentiation Intervention

Proficient �,-��',��('+"+,�',%0��'�"&&��"�,�%0�*�+)('�+��0"��',"�0"' �,!��'�"' �+(-'��

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Pre-emergent

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24 • Week 3 F.A.S.T. Learning, LLC

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Scaffolding Instructional Support for Emergent and Pre-emergent Students

Name__________________________________________________________ Date_____________________

Fluency Check for Tux

Jim and Liz get a dog. 6

He is a black Lab. 11

He has a white patch. 16

Liz hugs the dog. 20

She rubs his spot. 24

“Look at you,” said Liz. 29

“You have on a tuxedo.” 34

Jim hugs the dog. 38

“We will call you Tux!” 43

Tux is a fun dog. 48

He likes to jump. 52

He likes to run. 56

He likes to roll. 60

But… 61

Tux loves mud. 64

Wet, black mud. 67

“Oh, no!” said Mom. 71

“Into the tub you go!” 76

But… 77

Tux runs back. 80

He jumps into the mud. 85

Wet, black mud. 88

And… 89

Tux rolls in the mud. 94

Wet, black mud. 97

“Oh, no!” said Mom. 101

“You are all mud, Tux. 106

Into the tub you go. 111

Then into the house you go!” 117

23.8a Fluency Check for Tux © 2012 F.A.S.T. Learning , LLC

Error Code Key

Substitutions: SubstitutionText

Self-correction: Error SCText

Insertion: ^ Error SCText

Omission: — Text

Hesitation: /Text/

Repetition: — R Text

Appeal: A Text

Teacher Told: T Text

Words Correct: (Total Number of Words - Errors) ______wcpm

Accuracy: (Words Correct/Total Number of Words) _______%

Assessment 3-b © 2012 F.A.S.T. Learning , LLC

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18 Assessment CR Success Learning, LLC

The CR Success First Steps Program has developedmultiple assessment measures in order to providetimely, reliable, and relevant data for instruction. Thesecontent and performance- driven assessments fulfill thefollowing objectives: 1) place students at theappropriate level, 2) monitor each student’s progress, 3)inform instructional planning, and 4) evaluate growth.

All efforts were made to make the tests free from biasand distortion. For example, when the tests were givenby multiple teachers to multiple students, the teachersfound consistency or reliability in the measurement ofstudent achievement. Cyle Feingold, whose tutoringcompany has administered pre-and post test tests toover 1,000 students, reports: “Not only did each subtestaccurately measure what it was designed to measure, wefound the results were consistent among our team ofevaluators.”

The CR Success First Steps Program offers opportunitiesfor differentiated instruction through multiple entrypoints. A flow chart in the manual assist the teachers indetermining which assessment to use with each child.These individual diagnostic tests determines eachstudent’s starting point in the program, so teachers cantailor lesson plans and let students move at their ownpace.

CR Success recognizes that schools will need to alsoadminister standardized tests, such as DIBELS Next,Reading Boost, and state test. CR Success will assistschools in interpreting the results of these tests andaligning the results to the CR Success First StepsProgram.

First Steps Summative Assessment• Provides initial baseline data and shows growth• Can be used as pre-, mid-, and post test• Assesses print conventions, sound-symbolassociations, phonemic awareness, sight wordvocabulary, nonsense word decoding, early readingcomprehension• Provides analysis of each area

Assessment: Summative Assessments for Placement and Evaluation

F.A.S.T. First Steps Assessment © 2012 F.A.S.T. Learning , LLC

First Steps Assessment Record Sheet

Name___________________________________________________________ Grade________ Examiner_________________________________

A - Letter Sounds

15 points/30 items

B - PhonemicIdenti8cation

20 points/10 items

C - Blending

10 points/5 items

D - Segmenting

10 points/5 items

E - T.R.I.C.K.y Words

10 points/40 items

F - ReadingSyllables

20 points/10 items

Identifying Sounds of Letters

s a t r p

n i c l m

o b f u d

e g h k v

j z w x y

sh th qu ch wh

Identifying Sounds in Words

First Sounds

sun (/s/)

lock (/l/)

top (/t/)

pigs (/p/)

bike (/b/)

Ending Sounds

dress (/s/)

ham (/m/)

rat (/t/)

pan (/n/)

bed (/d/)

Identifying Words byBlending Sounds

/i/ /t/ (it)

/m/ /a/ /d/ (mad)

/b/ /a/ /g/ (bag)

/p/ /e/ /n/ (pen)

/ch/ /o/ /p/ (chop)

Identifying Sequenceof Sounds in Words

man (/m/ /a/ /n/)

cup (/k/ /u/ /p/)

log (/l/ /o/ /g/)

Msh (/f/ /i/ /sh)

nest (/n/ /e/ /s/ /t/)

Reading Words Reading Syllables

Circle 2 points if read as asyllable

Circle 1 point if read assounds, then as syllable

vom 1 2

sem 1 2

fet 1 2

rish 1 2

thup 1 2

un 1 2

hab 1 2

mot 1 2

jix 1 2

dap 1 2

Number Correct x .5 = Number Correct x 2 = Number Correct x 2 = Number Correct x 2 = Number Correct x .25 = Number Correct x 1 or 2 =

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�� you�� now�� look�� into�� white�� love�� here�� away�� for�� put�� my�� go�� her�� make�� about�� your�� very�� day�� school�� was

Pre: Red Pen Mid: Blue Pen End: Green Pen

F.A.S.T. First Steps Assessment © 2012 F.A.S.T. Learning , LLC

G - Response to Text (15 points/9 items) Summary Formative Summary

Concepts of Print

1 – IdentiMes role ofauthor

1 – IdentiMes role ofillustrator

1 – Points to Mrst word on a page

1 – Points to last word on a page

1 – Makes plausibleprediction

2 – Has accurate voice print match

1 – Locates T.R.I.C.K.Yword

1 – IdentiMes period

Retell

Choose one of theseresponses:

1 –Tells one or twoevents

2 –Tells most events butnot in order

3 –Tells all events inorder

Add these points ifstudent includes theseelements:

1 – Uses names ofcharacters

1 – Describes problem

1 –Tells central message

Pretest

Date: ______________

Score: _____/100

Strengths:A B C D E F G

Areas of Need:A B C D E F G

Phonemic Awareness

Subtests Date of ProMciency Week First Tested

First Sounds _________________ Week 2

Ending Sounds _________________ Week 4

Medial Sounds _________________ Week 5

Segmenting _________________ Week 7

Blending _________________ Week 9

Mid-Year Test

Date: ______________

Score: _____/100

Strengths:A B C D E F G

Areas of Need:A B C D E F G

Letter/Sound ____/10 ____/20 ____/30

Date ______ ______ ______

F.A.S.T. Lesson ____/50 ____/50 ____/50 ____/50 ____/50

Date ______ ______ ______ ______ ______

Word Recognition ____/20 ____/20 ____/20 ____/20 ____/20

Date ______ ______ ______ ______ ______

Post Test Small Steps WCPM Comp. Sunshine Series WCPM Comp.

Sam the Cat The Sun

Date: ______________ Where is Sam? Day and Night

Too Hot Seasons

Score: _____/100 Liz Can Hop The Water Cycle

Tan and Fit To Grow a Plant

Strengths: Jim and Dad

A B C D E F G Tux

The Big Box

Total Number of Points: Areas of Need: The Fib

A B C D E F G The Big Day

19 Assessment CR Success Learning, LLC

The CR Success First Steps Program has embedded theprogress monitoring assessments into the curriculum.CR Success provides specific, simple, and quick ways toassess students on central skills and concepts. CR Success also stipulates standards of studentperformance. When students are experiencingdifficulty, the program offers analysis of the student’sperformance (strengths and weaknesses), so that theteachers can adjust instruction.

Assessment: Ongoing Analysis to Improve Instruction

104 • Week 13 F.A.S.T. Learning, LLC

Formal Assessment: Reading Sam the Cat

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Level Description Strategies

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Documents

First Steps Teacher’s Manual