MHEonline.com | 2

Turn struggling students into confident, skilled, passionate learners SRA Early Interventions in Reading meets the supplemental, or Tier 2, intervention needs of students. With the three-tiered instructional approach, you can effectively address essential reading skills for students who need to make adequate progress with their core reading programs.

Prevent Failure with Early Intervention✓ Critical content with consistent routines✓ Intensive support for early learners✓ Placement tests and daily progress✓ Frequent assessment to ensure appropriate pacing

Promote Literacy and Meet the Common Core✓ Oral language and Vocabulary Development ✓ Phonological and Phonemic Awareness✓ Letter-Sound Combination✓ Concepts of Print✓ Word Recognition and Spelling✓ Fluency✓ Vocabulary✓ Comprehension Strategies

Promise Success with Proven, Proactive Instruction✓ Prescribed, classroom-tested lesson plans and routines✓ Scaffolding that ensures student understanding✓ Teacher modeling of new concepts✓ Ample guided practice with timely feedback

Make grade-level

progress in just 1 year!

For students in grades K–3

99 percent of at-risk students who used SRA

Early Interventions in Reading for 1 year were no longer

at risk to fail reading.

Placement and Assessment Guide

ISBN: 978-0-02-114631-4MHID: 0-02-114631-4

MHEonline.com

Level 2

Patricia MathesJoseph Torgesen

Placement and Assessment Guide

Catch them before they failwith proven SRA Early Interventions in ReadingResearch shows that children who have difficulty learning to read tend to fall behind their peers. You can prevent reading problems for at-risk students with early intervention support.

When at-risk students used SRA Early Interventions in Reading…• 99 percent were no longer at risk to fail reading after 1 year.• Reading skills were positively affected.• The gap between average performers and struggling readers was closed.• Students sustained a higher level of achievement into Grades 2 and 3.

Copyright © The M

cGraw

-Hill Com

panies, Inc. Permission is granted to reproduce for classroom

use.

6 Placement Test Record, Level 2 Placement and Assessment Guide, Level 2

Section 4—A

Number of

Errors

happier impression sadness

passage dislike

1 or no errors:

Continue to Section

4—B.

2 or more errors:

Stop administration.

Place student in

Level 2, Teacher’s

Edition B, Lesson 41.

Section 4—B

Number of

Errors

I have a story I want you to read for me.

Read this story as fast as you can without

making a mistake.

(Point to the first word of the story, and say,

“Begin here.” Start the stopwatch. Time student

for 1 minute.)

As student reads, mark each error with a

dark slash (/). Errors include:

✓ Omissions

✓ Insertions

✓ Mispronunciations not caused by a

speech defect (for example, house

instead of home or leaving off inflection

endings -s, -ed, and -ing)

✓ Words requiring more than 4 seconds

✓ Each word left unread after one minute

If a student cannot read a word within

4 seconds, tell student to go to the next

word, put a slash (/) through the word on

the record sheet, and point to the next

word in the sentence.

As the men paddled, we skimmed

over the muddy waters, but it was

hard work. We were moving

against the current.

I looked for something I could use

to block the harsh sunlight, but the

boat offered little comfort—not

even seats. Instead, we sat cross-

legged on the hard floor as the

sounds of splashing water trickled

past us on our important mission.

2 or fewer errors:

Place student in

regular classroom

reading instruction

only.

3 or more errors:

Stop administration.

Place student in

Level 2, Teacher’s

Edition B, Lesson 41.

0001-0014_RD_A_PAG_2_S01_1

14631.indd 6

6/23/11 11:15 PM

Copy

righ

t ©

The

McG

raw

-Hill

Com

pani

es, I

nc. P

erm

issi

on is

gra

nted

to

repr

oduc

e fo

r cl

assr

oom

use

.

Placement and Assessment Guide, Level 2 Placement Test, Level 2 7

Placement Test, Level 2

Section 1

proceed spoil dawning

caught window

What color are your eyes? Are they blue? Are they

brown? What about your hair? Is it light or dark?

Many children have eyes and hair like yours. And

many are as tall as you. A few have noses or hands

like yours.

0001-0014_RD_A_PAG_2_S01_1

14631.indd 7

6/23/11 11:15 PM

Copyright © The M

cGraw

-Hill Com

panies, Inc. Permission is granted to reproduce for classroom

use.

28 Assessment 1

Placement and Assessment Guide, Level 2

Student

Date

Words Correct Per Minute

Fluency1. Have student read the fluency passage.

2. Time student for 1 minute.

3. Determine and record the number of

words student read correctly in 1 minute.

4. Fluency Goal = 44 words correct per

minute

(Point to Part 3 on the student’s page.)

I have a story I want you to read for

me. Read this story as fast as you can

without making a mistake.

(Point to the first word of the story, and

say, “Begin here.” Start the stopwatch.

Time student for 1 minute.)

As student reads, mark each error with a

dark slash (/). At the end of 1 minute, place

a double slash after the last word read in

the passage (//).

Errors include:

• Omissions

• Insertions

• Mispronunciations not caused by a

speech defect (for example, house

instead of home or leaving off

inflectional endings -s, -ed, and -ing)

• Words requiring more than 4 seconds

If a student cannot read a word within

4 seconds, tell student to go to the next

word, put a slash (/) through the word on

the record sheet, and point to the next

word in the sentence.

After student reads the passage, praise his

or her effort reading the passage. Do not

offer praise for performance.

Determining number of words read

correctly in 1 minute:

• Count the total number of words read.

• Subtract the number of errors (slashes).

• Write the words read correctly in

1 minute in the space provided.

• Fluency Goal = 44 words correct per

minute

Remediation

(Before starting Lesson 11, review any

letter-sounds or words students had

trouble with on Assessment 1. Write on the

marker board the items students missed.

Using the model-lead-test strategy, review

the letter-sounds and words with students.)

Rosa lay quiet and still in her bed. The sun was bright, but her

bedroom was dark. The curtains were closed. The doctor had said

it must be that way. “Your eyes must rest if you want them to get

well,” he had told her.

14254045

Rosa had been ill, and the sickness had hurt her eyes. She knew

her eyes might not get better.

5864

0027-0050_RD_A_PAG_2_S02_1

14631.indd 28

6/23/11 11:14 PM

Copy

righ

t ©

The

McG

raw

-Hill

Com

pani

es, I

nc. P

erm

issi

on is

gra

nted

to

repr

oduc

e fo

r cl

assr

oom

use

.

Placement and Assessment Guide, Level 2 Student’s Page, Assessment 1 29

Assessment 1Lessons 1–10

Part 1

_ee _oy cy _ew oi

Part 2

headlight hundred boiling

0027-0050_RD_A_PAG_2_S02_1

14631.indd 29

6/23/11 11:14 PM

Placement and

Assessment Guide

ISBN: 978-0-02-114631-4

MHID: 0-02-114631-4

MHEonline.com

Level 2

Patricia Mathes

Joseph Torgesen

Placement and

Assessment Guide

Comprehensive assessment to ensure adequate student progress

SRA Early Interventions in Reading makes it easy for you to make placement decisions and monitor your students’ progress. You get everything you need to assess and place your students in the program, including:

✓ A Screening Tool✓ A Placement Test✓ Ongoing Assessment

1.5

1

.5

0

-.5

-1

-1.5

-2October December February April

MONTH

Z-SC

ORE

Growth in Untimed Word Reading • Houston, TX

Average Achievers

Tier 1 Only

SRA Early Interventions in Reading

Students using SRA Early Interventions in Reading made substantial growth to close the gap with average readers.

MHEonline.com | 4

Take a Closer Lookat early reading interventionSRA Early Interventions in Reading goes beyond other supplemental programs to provide intensive support that:

✓ Significantly increases the number of students performing at grade level.✓ Brings the majority of at-risk students to national averages.✓ Produces results that are long lasting.

For students in aLL LEvELS

Focus of Intruction At the end of the level, students can:

Level KStudents master skills with integrated content strands that target big ideas and extensive cumulative review.

• Oral language and vocabulary development

• Listening comprehension

• Phonological and phonemic awareness

• Concepts of print

• Letter names

• Letter-sound correspondences

• Word recognition

• Print upper- and lowercase letters

• Draw on knowledge of sound-letter relationships to build and sound out simple words

• Recognize ten common high-frequency words

• Engage in group reading activities with prompting and support

Level 1Students learn new concepts in “small doses” with opportunities to practice and gain mastery.

• Phonemic awareness

• Letter-sound correspondences

• Final -e and common vowel team conventions

• Two-syllable words

• Spelling-sound correspondences for sounds with multiple spellings

• Word recognition

• Vocabulary development

• Oral reading fluency Comprehension of written text

• Read and spell words representing all six syllable types

• Read irregularly spelled words

• Attain normal fluency levels of 60 words per minute on end-of-first-grade text

• Apply comprehension strategies with an emphasis on sequencing, story retell, story grammar, and main idea

Level 2Students build letter and word knowledge as they apply comprehension strategies in science and social studies.

• Spelling-sound correspondences for long and short vowels, and common vowel teams

• Prefixes, suffixes, and common word parts

• Multisyllabic words

• Vocabulary and background knowledge development

• Oral reading fluency

• Comprehension of written text

• Use frequently occurring inflections and affixes as clues to word meaning

• Use chunking strategies to read multisyllabic words

• Use context to determine word meaning

• Attain normal fluency levels of 99 words per minute of end-of second grade text

• Apply advanced comprehension strategies to science and social studies text

Level 2 Comprehension Strategies:

Background knowledgeCompare/ContrastContent webs and graphic organizersMain idea Making inferences

Paragraph shrinkingStory grammar, prediction, and retelling VisualizationWhat I Know - What I LearnedSummarization

TIER 2: For students at risk who require additional support.

• High-efficiency, rapid response

• Systematic, strategic, and specialized research-based intervention

• Small-group, differentiated instruction

• At least 30 minutes per day in addition to core instruction

2

MHEonline.com | 6

Student Materials

Stop and Go Game Set Practice phonemic awareness with fun game (Level K)

Challenge Stories Reinforce reading accuracy and speed with take-home stories (Level 1)

Story Time Readers Build fluency and comprehension with short, decodable stories (Level 1)

Student Edition Use fiction and nonfiction selections to introduce big ideas, themes, and comprehension strategies (Level 2)

Chapter Books Develop science and social studies concepts with high-interest text and related vocabulary (Level 2)

activity Books Provide skill development and related practice for every lesson (All Levels)

Technology

Digital assessment Checks and Progress Monitoring Records• Instantly input daily student mastery checks

by lesson and activity

• Monitor and track periodic progress by group and individual student

Interactive Teacher Tools• Show concepts and skills with interactive

games, graphic organizers, and more

• Provide vocabulary practice with word and content webs

• Monitor understanding with T-charts

• Play games with dynamic sequence and grammar charts

Board Displays• Instantly display instructional letters,

words, and sentences

• Help students follow lesson routines

Integrate Technology into your classroom!Easy-to-use online teacher tools powered by ConnectED

MHEonline.com | 8

Teacher Materials

Picture Magnets Manipulate images and words to sequence stories, learn sounds and build sentences (Level K)

Read-aloud Book Read poems, fiction, and nonfiction to students (Level K)

Story Time Readers Blackline Masters Provide reading practice for stories in program (Level 1)

Building Background Book and videos Help students visualize concepts and vocabulary with short, theme-based videos and nonfiction photographs (Level 2)

Pictures for Language and Literacy SupportSupport vocabulary visually with nonfiction photographs (Levels K–1)

Teacher’s Edition Help students master skills with sequenced, teacher-directed instruction (All Levels) Placement and assessment Guide

Evaluate and monitor student progress (All Levels)

Staff Development Guide and Teaching Tutor Provide overview of critical content strands and instructor demos (All Levels)

activity Book answer Key Provide answers to the student (Levels 1-2)

Maxwell Teach and motivate students with fun hand puppet (All Levels)

Letter/Sound Cards Teach and differentiate letter sounds through illustrations and poems-project, zoom, and highlight on your whiteboard (All Levels)

Tricky Word Cards Offer easy ways to teach tricky words- click to review or shuffle words in each lesson online (Levels 1–2)

IN 11 W 8639 08/2012