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Megawords 1 • List 2 9
WORD LIST 2 VC/CV Closed SyllablesWORD LIST 2
Notes:•Listwordsareclassifiedaccordingtovowelsoundofthefirstsyllable.
•Suggestionsforpracticalspellingwordsareindicatedwithanasterisk(*).Oryoumaywanttodecidewithstudentswhichwordstheywillberesponsibleforspelling,andhavethemplaceanasterisknexttoeachofthosewords.
•Somelistwordshavemultiplepronunciationsand/ormeanings.Discussthesewithstudentsasappropriate.
Three-Syllable Words:
Atlantic badminton establish fantastic Wisconsin
/ā/ /ē/ /ī/ /ō/ /ŭ/
absent*actressaddress*annexatlas*attic*banditbasket*blanket*cactuscampuscandidcanyoncatnipchannel*Dallasflannel
franticgallon*gallophappen*magnet*mammal*mantismascotnapkin*rabbitrandom*sandalsandwich*tablettalcumtraffic*
dentaldentist*enchanthecticlesson*mentalpretzelseldomselfishsplendidtendontennis*velvet
children* chipmunkinfantinfectinsect*insultkidnapkitten*mittenPhillippicnic*pilgrim*quintetribbonsignaltinselwisdom
blossombonnetbottom*coffincollectcommon*congress*connect*conquestconsentcontact*contest*convictcottonfossil*gobletgoblingossipobject*opticostrichproblem*progresstonsil
button*customhumbughundred*husbandmuffinmusketnutmegpublic*publish*pumpkinpuppetsubject*subtract*sudden*trumpettunneluntil*
10 Megawords 1 • Teacher’s Guide
Work with One-Syllable Words and Word PartsTellstudentsthattheywillbelearningaboutdifferenttypesofsyllables.SAY:Asyllable isagroupoflettersthathasasinglevowelsound.Asyllablecanbeawordorpartofaword.Thewordsstay,miss,stripe,and Iareone-syllablewords.Otherexamplesofsyllablesthatarenotwordsareop,lect,andpre.
ObjeCTIVe Students will correctly identify, pronounce, and sort VC words and syllables.
Practice Page 2A
•Tellstudentsthatonekindofsyllableiscalledaclosed syllable (VC). SAY:Therearethreethingstorememberaboutaclosedsyllable:
1. Ithasonlyonevowel.
2. Thevowelhasashortsound.
3. Itendsinaconsonant.
•Reviewtheshortvowelsoundswithstudentsasnecessary(/a/asin apple; /e/asin egg;/ĭ/asinigloo;/o/asin octopus; /u/asin umbrella).
•Thendisplaytheclosed-syllablewordsat,big,andmust.Tellstudentsthattheyareallexamplesofclosedsyllablesthatarewords.Foreachword,haveastudentpointoutthevowel,saythesoundthevowelmakes,pointoutthefinalconsonant(s),andreadthewordaloud.
•Tellstudentsthattheyaregoingtoreadsomeclosed-syllablewords.Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2A.Thenhavethemcompletethepage,makingsuretheyunderstandthedirectionsforeachactivity.
•ForActivity2,dictatethefollowingwords. DICTATION:1.win;2.cut;3.best;4.flip;5.rant;6.rock
Practice Pages 2B–2C
•Displaytheclosedsyllablesfran, ab, cus,andtist.Explainthatsomeclosedsyllablesarenotwordsthemselves,butarepartsofwords.Still,theyhaveonlyoneshortvowelandendinaconsonant.Foreachsyllable,havestudentspointoutthevowel,saythevowelsound,pointoutthefinalconsonant,andreadthesyllablealoud.
STeP
1
Reading
CONCePTS COVeReD• Syllable • AccentedandUnaccentedSyllables
• ClosedSyllable(VC) • VC/CVSyllabicationRule
• SchwaSound • DoubleMiddleConsonantSpellingRule
VC/CV Closed SyllablesWORD LIST 2
Megawords 1 • List 2 11
Review:• Aclosedsyllablehasonevowel.• Thevowelhasashortsound.• Thesyllableendsinaconsonant.
•eXCePTION Displaysyllablesquin,quest,quiv,quit,ques,andquill.Explainthatquispronounced/kw/andwillalwaysbefollowedbyanothervowel.Thedisplayedqusyllablesareclosed,andthevowelaftertheuhasashortsound.Havestudentspronounceeachsyllable.
•Havestudentsreadindependentlyorwithyoutheboxedtexton2B.Thenhavethemcomplete2Band2C,makingsuretheyunderstandthedirections.ForActivity1on2C,youmaywanttodemonstrateforstudentshowtomarkashortvowelsoundinaclosedsyllablebyplacingabreve(˘)overthevowel.
DIFFeReNTIATING INSTRUCTION Forstudentswhoneedfurtherpracticeidentifyingclosedsyllables,tryawordsortactivity.Makeasetofcardswithclosedsyllablesandothertypesofsyllables(seepage161foradditionalsyllabletypes).Havestudentssortthecardsintotwopiles—closedandnotclosed—andhavethemexplaintheirreasoning.Forexample,apandtistareclosedbecausetheyeachhaveonevowelandendinaconsonant;nee isnotclosedbecauseithastwovowels;cuisnotclosedbecauseitendsinavowel.
ObjeCTIVe Students will correctly spell closed syllables.
Practice Page 2D
•Displayclosedsyllablessect,tract,fect,andtect,andreadthemaloudtostudents,underliningthectineachwordasyousayit.Tellstudentsthatsomesyllablesendintheconsonantblendct.Explainthatmanystudentshavetroublespellingwordsthatendinctbecausetheblendishardtohear.Invitethemtosayeachctsyllablewithyouasyoupointtoit.
•Thentellstudentstheywillpracticespellingsyllableswithct.HavethemcompleteActivity1,makingsuretheyunderstandthedirections.ForActivity2,dictatethefollowingsyllables,makingsurethatstudentsrepeatthesyllablesaloudwhilespelling.
DICTATION:1.dal;2.lect;3.ton;4.den;5.sect;6.cus;7.quin;8.cof;9.tist;10.tact;11.prog;12.lish
• Ifneeded,helpstudentsfindthectsyllableinthelongerwordsinActivity3.
Review: Ifyouhearashort-vowelsoundinasyllable:• Whatkindofsyllableisit?closed• Howmanyvowelsdoesithave?1• Isthelastletteravoweloraconsonant?consonant
Spelling
12 Megawords 1 • Teacher’s Guide
Work with Combined Word Parts
ObjeCTIVe Students will pronounce individual closed syllables and combine them to read a whole word. They will match syllables to build real words.
Practice Page 2E
•Tellstudentsthatmanywordsareformedbyputtingtwoclosedsyllablestogether.
•Usingtheexamplebelow,pointouttheindividualclosedsyllablesconandtact,andshowstudentshowtomarkthevowelsshortwithabreve(˘).Thenpronouncethesyllables,combinethemtoreadtheword,anddrawalinebetweentheindividualsyllablesintheword.Askstudentstorepeatthesyllablesandthecombinedwordasyoupointtoeach.
example: con tact co n|ta ct
•Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2E.Thenhavethemcompletethepage,makingsuretheyunderstandthedirectionsforeachactivity.
•VOCAbULARY Asstudentsreadthewholewords,reviewselectedwordmeaningsthattheymayfinddifficult.Usethefollowingasmodels,makingsurestudentsunderstandthattheremaybepronunciationchangesinmultiple-meaningwords.
— Nutmegisaspiceusedinbakingandcooking.
— Aconvictisapersoninprison;toconvictsomeoneistofindthatpersonguiltyofacrime.
Practice Pages 2F–2G
•Explaintostudentsthatwhentwoclosedsyllablesarecombinedtomakeatwo-syllableword,thevowelinthesecondsyllableisoftennotwhattheymightexpect.Instead,itmayhaveeitherashort-isoundortheschwasound,whichsoundslikeshortu(/u/).
•Displaytheschwasymbol:ә . SAY:Theschwa soundismarkedwiththissymbol.Mostvowellettersandletter
combinationscanmaketheschwasound.Theschwasoundisfoundonlyintheunaccentedsyllable,whichisusuallythesecondsyllableofatwo-syllableword.
DIFFeReNTIATING INSTRUCTION Asneeded,providethefollowingexplanationandexamplesofaccentedandunaccentedsyllables.
Theaccented syllablehasmoreemphasisthantheothersyllableorsyllablesinaword.Theaccentedsyllableispronouncedwithaclearvowelsound.Forexample,inthewordhappen,thefirstsyllable /hap/istheaccentedsyllable.
Unaccented syllableshavelessemphasis.Theyareoftenpronouncedwithaschwaorshort-isound.Forexample,inthewordhappen,thesecondsyllable/pә n/istheunaccentedsyllable.
Saysomelistwords,andhavestudentsdistinguishaccentedandunaccentedsyllablesineach.
STeP
2Reading
Megawords 1 • List 2 13
•Usingtheexamplebelow,pointouttheindividualclosedsyllableskitandten. Markthevowelinthefirstsyllableshort(˘)andputaschwasymbol(ә ) abovethevowelinthesecondsyllable.Thenpronouncethesyllables,combinethemtoreadtheword,anddrawalinebetweentheindividualsyllablesintheword.Askstudentstorepeatthesyllablesandthecombinedwordasyoupointtoeach.
example: kit ten kit|ten•Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2F.Then
havethemcomplete2Fand2G,makingsuretheyunderstandthedirections.
•VOCAbULARY Asstudentsreadthewholewordson2F,reviewselectedwordmeaningsthattheymayfinddifficult.Usethefollowingasmodels,makingsurestudentsunderstandthattheremaybepronunciationchangesinmultiple-meaningwords.
— Asubjectisatopic,theme,orareaofstudy.Ifyousubjectsomeonetosomething,youmakethemexperienceit.
— Seldom means“rarely”or“notoften.”
ObjeCTIVe Students will isolate, pronounce, and spell closed syllables that are parts of list words. They will build vocabulary.
Practice Page 2H
•ForActivity1,dictatethefollowingwords.Makesurethatstudentsrepeateachwordandspellthemissingsyllable.Thenhavethemsaythewholewordastheywriteit.
DICTATION: 1.talcum;2.musket;3.ribbon;4.splendid;5.subtract;6.atlas;7.trumpet;8.ostrich;9.seldom;10.pilgrim;11.dentist;12.problem;13.kidnap;14.selfish;15.insect;16.contest;17.cactus;18.nutmeg;19.contact;20.establish
Review:Ifasyllableisclosed,thevowelsoundisshort.Aclosedsyllablehasonlyonevowelanditendsinaconsonant.
Practice Pages 2I–2J
Review:Thesecondsyllableofatwo-syllablewordoftenhastheshort-isoundortheschwasound(/ә /).Thesesoundscanbedifficulttospellbecauseallofthevowelscanmakethesound,andyouhavetorememberwhichvoweltouse.
•Tellstudentstheywillbelearningshort-iandschwaspellingpatternsthatshowupattheendofList2words.
•Displaythewordbasketandreaditaloud,underliningtheetasyousayit.Explainthatetasinbasketisacommonspellingfor/ә t/or/ĭt/attheendofwords.
•Displaythewordatticandreaditaloud,underliningtheicasyousayit.Tellstudentsthaticisacommonspellingfor/ĭk/attheendoftwo-andthree-syllablewords.
•Thendisplaythewordbottomandreaditaloudtostudents,underliningtheomasyousayit.Tellstudentsthatomisacommonwaytospell/ә m/attheendofwords.
Spelling
14 Megawords 1 • Teacher’s Guide
•eXCePTION Displaythewordproblemandreaditaloudtostudents,underliningtheemasyousayit.Explainthatthewordproblemisanexception:/ә m/attheendofproblemisspelledem.
Review:Howdoyouspellthesecommonendings? • /ә t/ = et asinbasket • /ĭk/ =ic asinattic • /ә m/ =om asinbottom
•Havestudentsreadindependentlyorwithyoutheboxedtexton2Iand2J.Thenhavethemcompletethepages,makingsuretheyunderstandthedirectionsforeachactivity.Havestudentsuseadictionaryorworkwithapartnerasnecessary.
Work with the Whole Word
ObjeCTIVe Students will apply the VC/CV Syllabication Rule to read words correctly.
Practice Pages 2K–2L
• IntroducetheVC/CV Syllabication Rule. SAY: Whentwoconsonantsstandbetweentwovowels,youdividethewordbetweentheconsonants.Thefirstvowelisusuallyshortbecausethesyllableisclosed.
•ExplainthatinList2words,thesecondsyllableisalsoclosed,butbecauseitisunaccentedthesecondvowelsoundwilleitherbeshortorschwa.
•Displaythewordsatlasandselfish.Labelthevowelsandconsonantsundertheappropriatelettersasshownbelow.Foreachword,applytheVC/CVRulebydrawingalinebetweentheconsonants,andmarktheshortvowelsoundinthefirstsyllablewithabreve(˘).Havestudentsreadthewordsaloudwithyou.
at |lass e l |f i s h
vcc v v c c v
Review:TheVC/CVSyllabicationRulesaysthatiftwoconsonantsstandbetweentwovowels,youdividethewordbetweentheconsonants.
•Thenexplainthatifmore than twoconsonantsstandbetweentwovowels,youdividebetweentheconsonantssothatconsonantblends(tr, dr, nd, mp, gr)anddigraphs (ch, th, sh, wh)staytogether.
•Explainthatifthreeconsonantsinthemiddleoftheword(e.g.,congress) includetwopossibleblends(ngorgr),youkeepther-blendtogetherwhendividingthewordintosyllables.Displayandmarkthisexample:
c o n |g r e s s v c c v
•Havestudentsreadindependentlyorwithyoutheboxedtexton2Kand2L.Thenhavethemcompletethesepages,makingsuretheyunderstandthedirectionsforeachactivity.
STeP
3Reading
Megawords 1 • List 2 15
ObjeCTIVe Students will spell list words with special attention to schwa endings and double middle consonants.
Practice Page 2M
•Displaythewordsribbon, kitten,andnapkin,circlingthelasttwolettersineachwordasyousayit.Tellstudentsthat/ә n/attheendofatwo-syllablewordcanbespelledoneofthreeways:onasinribbon,enasinkitten,orinasinnapkin.
•Havestudentsreadindependentlyorwithyoutheboxedtexton2M.Thenhavethemcompletethepage,makingsuretheyunderstandthedirectionsforeachactivity.
Practice Pages 2N–2O
• IntroducetheDouble Middle Consonant Spelling Rule:SAY: Inatwo-syllableword,whenyouhearoneconsonantafterthefirstshortvowelsound,doubleit.(SeeList6forexceptionstothisrule.)
•Displaythewordsgallopandribbon,underliningthedoubleconsonantineach.Readeachwordaloud,havingstudentslistencloselyforthefirstshortvowelsoundfollowedbyasingleconsonantsound.Thenhaveavolunteerexplainwhyeachwordhasadoublemiddleconsonant.
•Havestudentsreadindependentlyorwithyoutheboxedtextonthetopof2N.Thenhavethemcomplete2Nand2O,makingsuretheyunderstandthedirections.
•ForActivity1on2O,dictatethefollowingwords.Makesurestudentsrepeatthewordsandsoundouteachsyllablewhilespelling.
DICTATION: 1.dentist;2.basket;3.sudden;4.signal;5.problem;6.happen;7.subject;8.selfish;9.establish;10.fantastic
DIFFeReNTIATING INSTRUCTION Somestudentsmaybereadyforpracticeinbuildingwords.Challengestudentstocreatefamiliesofwordsbyaddingcommonaffixes(-s,-ed,-ing,-(t)ion,-ly,un-,anddis-)tolistwords.Discusschangesinpartofspeechandmeaning.
Work with Words in Context
ObjeCTIVe Students will complete sentences using list words.
Practice Pages 2P–2R
•Havestudentscomplete2P,2Q,and2R,makingsuretheyunderstandthedirections.For2Qand2R,havestudentsuseadictionaryorworkwithapartnerasnecessary.
Spelling STeP
4Comprehension
16 Megawords 1 • Teacher’s Guide
ObjeCTIVe Students will read and spell sentences that contain List 2 words. Students will use correctly-spelled list words in their own writing.
Practice Page 2S
•HavestudentscompleteActivities1–3,makingsuretheyunderstandthedirections.
DIFFeReNTIATING INSTRUCTION Forstudentswhoneedfluencypractice,askthemtoreadthesentencesinActivity1on2Ssilentlyaftertheyhavecircledthewords.Thenhavethemimprovetheirfluencybyreadingthesentencesaloudtoapartnerseveraltimes.
•ForActivity2on2S,choosethreesentencesfromthefirstactivitytodictate.Havestudentswritethesentencesonaseparatepieceofpaper.
•ForActivity3on2S,challengestudentstousetenList2wordsinabriefnarrativeordescriptiveparagraph.Encouragethemtobecreative.
Monitor Progress to Increase Reading and Spelling Accuracy
ObjeCTIVe Students will read words from List 2 with 90 percent accuracy and record their progress on the Accuracy Checklists. Students will spell ten spelling words from List 2 with 90 percent accuracy and record their progress on the Accuracy Checklists.
•Activity4on2Sisareadingandspellingskillcheck.
•Foreachstudent,maketwocopiesofList 2/Reading Skill Check, Form A or B (page144).(Youmayalsoselecttenwordsofyourchoice.)Giveacopytothestudentandaskhimorhertoreadthewordsaloudtoyouasyouindicateerrorsandomissionsonthesecondcopy.Sharethestudent’sperformancewithhimorher,andhavethestudentrecordtheperformanceontheAccuracy Checklist.
•ProvidestudentswithacopyofList 2/Spelling Skill Check(page160).Selecttenwordsfromthelistordictatethefollowingwords.Sharestudents’performancewiththem,andhavestudentsrecordtheirperformanceontheAccuracy Checklist.
DICTATION: 1.basket;2.dentist;3.lesson;4.common;5.problem;6.public;7.sudden;8.attic;9.pilgrim;10.kitten
ASSeSSMeNT Ifstudentsdonotachieve90percentaccuracy,orifreadingand/orspellingaccuracyarenotimproving,morepracticeshouldbedoneonthelearningsteps.Erroranalysiscanhelppinpointtheareasofconcern.Skillchecksshouldberepeateduntilstudentshaveachieved90percentaccuracyorbetter.
Reading, Spelling, and Writing
STeP
5Reading and Spelling Skill Check
Megawords 1 • List 2 17
Monitor Progress to build Reading Proficiency
ObjeCTIVe Students will read list words with speed and accuracy.
•Activity5on2Sisawordproficiencyassessment.
•OncestudentshavedemonstratedthattheycanreadaselectionofList2wordsuntimedwith90percentaccuracy,theyshouldworkonincreasingreadingspeedbydoingfrequentratetimings.
•Useastopwatchorsecondhandtotimeeachstudentasheorshereadsthelistforaminute.Awarm-uptimingcanbeusedforpracticebeforedoingasecond“official”timing.Ifthestudentfinishesthelistinlessthanaminute,heorsheshouldreturntothebeginningandcontinuetoreaduntilthetimeisup.
•HavestudentsrecordperformanceontheWord Proficiency Graph,indicatingthenumberofwordsreadcorrectlyinaminuteaswellasthenumberoferrors.Agoalof45to50wordsperminutewithtwoorfewererrorsontwoofthreeconsecutivedaysisrealisticformoststudents;however,goalsshouldbeindividualizedasappropriate.
ASSeSSMeNT Ifastudentmakesmorethanfourerrorsontimedreadings,discontinuetimingthestudentandfocusyourinstructioninsteadonreadingaccuracy.Identifyandanalyzeerrorsandconcentrateyourteachingonthespecificproblemareas.Iferrorsareminimalbutthestudentisstillnotmeetingprojectedgoals,heorsheprobablyneedsmorepracticewiththewords.Markedimprovementcanoftenbemadeifthewordlistispracticedathome.
ObjeCTIVe Students will read a passage with accuracy and at a reasonable rate, with attention to expression and phrasing, and then answer vocabulary and comprehension questions about it. Students will do repeated readings of that passage to build fluency.
Practice Page 2T
The Road Race • 182 words
Passage Comprehension
•HavestudentslookatActivity1.TellthemtheyaregoingtoreadapassagethatincludesseveralList2words.
•Directstudentstothewordsatthetopofthepage.HavestudentspracticeList2WordsandReviewWordsbyreadingthemaloud.IntroducePassageWordsbyreadingthemaloud,andgivestudentstimetoreadthemwithaccuracy.Reviewmeaningsofwordsasnecessary.
•Havestudentsreadthepassageandanswerthequestionsindependently.
•Forstudentswhoneedadditionalhelp,providesupportasnecessarybyidentifyingunknownwordsorpointingoutthepartofthepassagewhereananswercanbefound.
STeP
6 Word Proficiency
Passage Comprehension and Fluency
18 Megawords 1 • Teacher’s Guide
Fluency
•Studentswillbeevaluatedforfluencyindividually.
•TellstudentsthatforActivity2,theywillbedoingrepeatedreadingsofthepassagetobuildspeedandaccuracy.
•Discussfluencyachievementandgoals,andhavestudentscontinuerepeatedreadingsuntilthosegoalsaremet.Betweentimings,havestudentslookoverthepassage,rereadit,andpracticeanywordsthatcauseddifficulty.
• IfstudentsarebeingtimedforWordCountPerMinute(WCPM),usetheRecording Form for Practice Page 2T(page145)toindicateanyerrorsandtodeterminerate(marknumberofwordsreadbystudentinoneminute,minuserrors).Noteexpressionandphrasingasappropriate.
•ShareWCPMperformanceandhavestudentsrecorditontheFluency Graph.WCPMgoalsshouldbeindividualizedasappropriateaccordingtograde-specificguidelinesfororalreadingfluency.YoumaywishtorefertoWCPMratesofHasbrouckandTindaloralreadingfluencydata(2005).
MEGAWORDSRECORDING FORMS
144 Megawords 1 • Teacher’s Guide
© SSI • M
AY BE DU
PLICATEDList 2 Reading Skill Check, Form A
Name _________________________________ Date _________________
cactus mammal
seldom hectic
infect chipmunk
optic tonsil
trumpet tunnel
List 2 Reading Skill Check, Form B
Name _________________________________ Date _________________
atlas wisdom
actress goblet
splendid contact
velvet musket
mitten publish
Megawords 1 • Teacher’s Guide 145
© S
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ATED
The Road Race
“Maybe today is the day,” thought Phillip. It was the start
of the Atlantic Road Race, and hundreds of runners waited for
the signal.
Then the starting shot went off. At first, it was like a traffic jam
of people, so it was hard to get going. But that wasn’t a problem
for long. Soon the pack thinned out, and Phillip moved ahead.
Phillip kept a good pace, but he was not happy with his
progress. Everyone was galloping past him. He ran faster.
In the last stretch of the race, Phillip was in the lead. Then,
all of a sudden, he tripped on a pothole in the road and fell.
He was in a lot of pain, and he thought he might have pulled
a tendon in his leg. But he saw the finish line ahead. He got up
and slowly limped toward it.
“Maybe I didn’t get to run through the ribbon,” Phillip said
after the race, “but at least I crossed the line.” And Phillip told
himself that it would not be long until he was running again.
14
25
27
40
53
64
76
85
98
112
126
141
146
157
170
182
List 2 Recording Form for Practice Page 2T
Name _____________________________________ Date ___________________
List 2 Words Review Words Passage Words
Phillip
Atlantic
hundreds
signal
traffic
problem
progress
galloping
sudden
tendon
ribbon
until
maybe
today
everyone
himself
thought
people
ahead
finish
toward
through
Fluency Rate
Words read in 1 minute
Errors WCPM
3
162 Megawords 1 • Teacher’s Guide
© SSI • M
AY BE DU
PLICATEDAccuracy Checklist
Megawords 1, Lists 1–8
Name
Word List Examples Check Test Scores Date:
Reading Skill Check
Spelling Skill Check
1. Compound Words
without haystack
Reading Spelling
2. VC/CV Closed Syllables
tonsil splendid
3. VC/CV Closed and Silent-e Syllables
stampede escape
4. VC/CV Closed and r-Controlled Syllables
lobster garlic
Review List: 1–4
5. V/CV tulip raven
6. VC/V relish comet
7. /Cle stumble purple
8. V/V diet fluid
Review List: 1–8
Record accuracy score as a fraction: # correct # attempted
Megawords 1 • Teacher’s Guide 163
© S
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MAY
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ATED
WCPM
Errors
80
70
60
50
40
30
20
10
0
Word Proficiency Graph
Name Words read correctly in one minute (WCPM)
Goal Errors
Word List* Date Errors WCPM**
*Repeat Word Lists as many times as needed. **Word Count Per Minute (WCPM) = Words read in one minute - Errors
164 Megawords 1 • Teacher’s Guide
© SSI • M
AY BE DU
PLICATED
WCPM
Errors
160
80
60
40
20
0
Name Words read correctly in one minute (WCPM)
Goal Errors
Passage* Date Errors WCPM**
* Repeat Passages as many times as needed. **Word Count Per Minute (WCPM) = Words read in one minute - Errors
Fluency Graph
140
120
100