CCSS READING FOUNDATIONAL SKILLSKindergarten

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Demonstrate understanding of the organization and basic features of print.1. Follow words from left to right, top to bottom, and page by page. 2. Recognize that spoken words are represented in written language by specific sequences of letters. 3. Understand that works are separated by spaces in print. Recognize and name all upper- and lowercase letters of the alphabet.

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).1. Recognize and produce rhyming words. 2. Count, pronounce, blend, and segment syllables in spoken words. 3. Blend and segment onsets and rimes of single-syllable spoken works. 4. Isolate and pronounce the initial, medial vowel, and final sounds (phonemes) in three-phoneme (consonant-vowel-consonant, or CVC) words. (This does not include CVCs ending with /l/,/r/, or /x/.)

5. Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new words.

Know and apply grade-level phonics and word analysis skills in decoding words.1. Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary or many of the most frequent sound for each consonant.

2. Associate the long and short sounds with common spellings (graphemes) for the five major vowels. 3. Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does). 4. Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Copyright RIME MAGIC 2014 Sharon Zinke rimemagic.com

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CCSS READING FOUNDATIONAL SKILLSFirst Grade

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Demonstrate understanding of the organization and basic features of print.Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).1. Distinguish long from short vowel sounds in spoken single-syllable words. 2. Orally produce single-syllable words by blending sounds (phonemes), including consonant blends. 3. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in spoken single-syllable words. 4. Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Know and apply grade-level phonics and word analysis skills in decoding words.1. Know the spelling-sound correspondences for common consonant digraphs. 2. Decode regularly spelled one-syllable words. 3. Know final -e and common vowel team conventions for representing long vowel sounds. 4. Use knowledge that every syllable must have a vowel sound to determine the number of syllables in a printed word. 5. Decode two-syllable words following basic patterns by breaking the words into syllables. 6. Read words with inflectional endings. 7. Recognize and read grade-appropriate irregularly spelled words.

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CCSS READING FOUNDATIONAL SKILLSSecond Grade

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Know and apply grade-level phonics and word analysis skills in decoding words.1. Distinguish long and short vowels when reading regularly spelled one-syllable words. 2. Know spelling-sound correspondences for additional common vowel teams. 3. Decode regularly spelled two-syllable words with long vowels. 4. Decode words with common prefixes and suffixes. 5. Identify words with inconsistent but common spelling-sound correspondences. 6. Recognize and read grade-appropriate irregularly spelled words.

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CCSS READING FOUNDATIONAL SKILLS

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Know and apply grade-level phonics and word analysis skills in decoding words.1. Identify and know the meaning of the most common prefixes and derivational suffixes. 2. Decode words with common Latin suffixes. 3. Decode multi-syllable words. 4. Read grade-appropriate irregularly spelled words.

Fourth GradeKnow and apply grade-level phonics and word analysis skills in decoding words.1. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context

Fifth GradeKnow and apply grade-level phonics and word analysis skills in decoding words.1. Use combined knowledge of all letter-sound correspondences, syllabication patterns, and morphology (e.g., roots and affixes) to read accurately unfamiliar multi-syllabic words in context and out of context

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Get started now with reading intervention that works Teachers and schools can easily order kits and books at www.rimemagic.com.

Contact Sharon Zinke at Rime Magic: shayrime@rimemagic.com or 510.356.7247

Closing the Gap for Struggling Readers

Are you looking for an effective set of reading intervention strategies that will bring your students up to grade level in word recognition before the end of third grade? Students who have already fallen behind in word recognition and fluency can catch up easily and quickly!

Get the kit

Rime Magic Card Kit All the materials you need to bring your struggling readers up to speed in decoding (includes the book).

Get the book

The Decoding Solution: Rime Magic & Fast Success for Struggling Readers Published by Scholastic.

• A breakthrough in decoding success! • Addresses all of the Reading Foundational Skills in the Common Core State

Standards at every grade level. • Short, engaging lessons leave plenty of time for shared, guided, and

independent reading. • Intervention that quickly brings older students up to grade level. • Prevent decoding difficulties above the third grade • Provide classroom strategies that give all of your students an edge in both

decoding and spelling.

About Rime Magic

When students who have struggled with reading and participated in reading intervention groups for years are introduced to Rime Magic, they sit right up and pay attention. They realize right away that there is something very different going on. A few minutes into the first lesson, they can see that this is going to make a difference. Rime Magic takes decoding instruction to a level that makes it easily transfer to reading. Instead of practicing isolated phonics skills, students learn to see the rime inside a word (example: slippery). After experiencing the Rime Magic sequence, they will no longer have to rely on

Get started now with reading intervention that works Teachers and schools can easily order kits and books at www.rimemagic.com.

Contact Sharon Zinke at Rime Magic: shayrime@rimemagic.com or 510.356.7247

“sounding out” words from beginning to end, a strategy that is most often frustrating and confusing, given the irregularity of the English language. They will begin to see words in “chunks”that make sense to them, allowing more efficient word recognition. INTERVENTION Very short sessions with Rime Magic will make a significant difference in word recognition for students who have fallen behind. You can expect to see fast growth for most students after just a few sessions. Upper-grade students who score below a 3.0 word-recognition grade equivalent will quickly respond to Rime Magic strategies, moving closer and closer to reading grade-level text easily, able to participate with their peers in classroom language arts activities. PREVENTION Five to ten minutes of Rime Magic each morning will prevent your first- and second-grade students from falling behind in word recognition. You can slip a few minutes of Rime Magic into any language arts program you might be using in your classroom, and watch what happens! Students transitioning from Spanish will find English reading much more accessible and have fun in the process. Students with a specific learning disability can make good progress in overcoming blending difficulties, often making enough growth to rejoin their classmates in mainstream language arts activities.

Sharon Zinke, a specialist in literacy development and reading intervention, has worked extensively with struggling readers at elementary, middle, and high schools to quickly raise the decoding and word recognition levels of students reading significantly below grade level and to assist intervention teams in setting up structures that support effective reading intervention and classroom support. She works extensively in the classroom with children and collaborates with classroom teachers, literacy coaches, special education teachers, and RTI teams to plan effective intervention and classroom strategies for struggling readers. She has taught reading and literacy courses (Classroom-Tested

Reading Techniques and the RICA preparation course) at the University of California Extension, Berkeley, with rave reviews. Sharon is committed to children learning to read in a way that feels natural to them. She believes that classrooms must be filled with books that are leveled to meet the needs of each and every child, especially in the early grades. Sharon has worked with struggling readers at elementary, middle, and high schools in her years as a Classroom Teacher, Reading Specialist, Resource Specialist, and Reading Intervention Specialist. She knows from decades of classroom experience that reading is all about comprehension and interacting with text and that we need to offer our students daily opportunities to read deeply and talk with their peers about what they are reading.

Find full instructions and DVD in the book The Decoding Solution: Rime Magic and Fast Success for Struggling Readers (Scholastic, 2013). All content copyright Sharon Zinke 2010-2013. Rime Magic is a trademark owned by Sharon Zinke.

RIME MAGIC®: The Decoding Solution for Struggling Readers

Sharon Zinke 510) 653-7431 Reading Intervention Specialist ekniz2@gmail.com

Rime Magic Card Kits and Professional Development: www.rimemagic.com Step 1: Review Short-Vowel Sounds Be sure students are familiar with short-vowel sounds before introducing Magic Rimes. Step 2: Spell One-Syllable Words with Magic Rimes Say two-letter, short-vowel Magic Rimes three times each, chiming in with students. Have students spell one-syllable words, placing finger(s) in front of rime, representing the onset. Step 3: Introduce Common Endings s ed ing er est le y Keep the endings card where students can see it. Step 4: Spell Two-Syllable Words with Magic Rimes Again say rimes three times with students. Spell two- and three-syllable words using fingers to represent the onset and the ending(s). Before spelling the word, ask students which ending they hear. *Reinforcement Activity: What’s My Rime? (More Reinforcement Activities found in book - see below) Deal out three Magic Rime Cards to each student, face up. Say a word that has one of the rimes in it and ask who has the rime. Student holds it up, teacher spells word with students (using fingers) and replaces it with another rime. (Ex: Teacher says “slippery” and student who has “ip” holds up the card.) Step 5: Time for Embedded Rimes Hold up Embedded Rime Cards and ask students to identify the magic rime inside the word and then read the word. With practice, they will begin to see the rimes inside words as they read. *Reinforcement Activity: Highlight the Rime Students use a pencil and a colored pen to write a list of Embedded Rime words on paper. All letters are in pencil except the Magic Rime, which is in color. Step 6: Spell Words Using the Rest of the Rimes Practice spelling words with these cards, using finger placement for the onset and the endings. Step 7: Real Reading - Ongoing Read connected text throughout Rime Magic sequence. Reinforce the transition to connected text by pointing out or calling attention to the rime (“Do you see the ig in this word?” or “What do you see?”).

Find full instructions and DVD in the book The Decoding Solution: Rime Magic and Fast Success for Struggling Readers (Scholastic, 2013). All content copyright Sharon Zinke 2010-2013. Rime Magic is a trademark owned by Sharon Zinke.

RIME MAGIC®: The Decoding Solution for Struggling Readers 2-Letter, Short Vowel Rimes ab eb ib ob ub ad ed id od ud ag eg ig og ug am em im om um an en in on un ap ep ip op up at et it ot ut “The Rest of the Rimes” ack eck ick ock uck ank enk ink onk unk ang eng ing ong ung ail ain ake ale ame ash ate aw ay eat ell est ice ide ight ill ine oke ore ump eam ush ow ook ish all oss ast ade ite ape ace ane old ent and ate ar ust end ond esh eld ull oll ope ipe ew ile ole ule ude ime ome ine

Find full instructions and DVD in the book The Decoding Solution: Rime Magic and Fast Success for Struggling Readers (Scholastic, 2013). All content copyright Sharon Zinke 2010-2013. Rime Magic is a trademark owned by Sharon Zinke.

RIME MAGIC®: The Decoding Solution for Struggling Readers

Embedded Rimes shattered

scattered

splatter

planned

strapped

paddle

ladder

slamming

hammer

stopping

sloppy

hotter

spotted

robbery

spitting

spinning

winner

slippery

dripping

flipper

wiggle

jiggling

shimmering

guppy

puddle

muddy

funny

running

stubby

scrubbing

drummer

strumming

sputtered

gutter

settled

stepped

snuggle

struggle

juggling

juggle

rubbed

robbed

butter

letter