Phonological Book Revised-1

RTI
Phonological Awareness
Interventions for the
Regular Classroom
Teacher
Second Edition
Letter Recognition
Letter Sounds
Rhyming & Word Families
Word Parts & Segmenting
Blending
Sight Word Recognition
Dr. Sherri Dobbs Santos

Copyright 2012 (Second Edition) Dr. Sherri Dobbs Santos
All rights reserved
The classroom teacher may reproduce copies of materials in this book for
classroom use only. The reproduction of any part for an entire school or school
system is strictly prohibited.
ISBN# 978-0-578-02195-9
Special thanks to Janice Miller for her second pair of eyes and her meticulous
editing of this book.
Cover Design by artist Richard Dobbs Jr.

See more of his work at:
www.dobbsart.com
Books by Dr. Sherri Dobbs Santos:

RTI: Speech and Language Interventions for the Regular Classroom Teacher
RTI: Phonological Awareness Interventions for the Regular Classroom Teacher
RTI Intervention Focus: Letter Recognition
RTI Intervention Focus: Letter Sounds
RTI Intervention Focus: Rhyming and Word Families
RTI Intervention Focus: Word Parts and Segmenting
RTI Intervention Focus: Blending
RTI Intervention Focus: Sight Word Recognition
RTI Intervention Focus: Number Recognition
I DO – WE DO – YOU DO: An RTI Intervention for Math Problem Solving Grades 1-5
Benjamin Franklin Biography and Plays
Thomas Jefferson Biography and Plays
Lewis and Clark Biography and Plays
Sacagawea Biography and Plays
Mavis Davis Unlocks the Past
All books available for purchase at www.rtiyoucando.com or at

http://www.lulu.com/spotlight/sherrisantos.
Contact Dr. Sherri Dobbs Santos at: [email protected]
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TABLE OF CONTENTS
Introduction.................................................................................................................................8
What is RTI? ...................................................................................................................................9
Overview ...........................................................................................................................................10
Evidence Based ................................................................................................................................11
Delivery Method & How to Use This Manual .............................................................................14
Where Do I Begin?...........................................................................................................................15
Phonological Awareness Screening Progression Chart............................................................16
Progress Monitoring, Documentation, Graphs, and Data Analysis ........................................17
LETTER RECOGNITION
Overview............................................................................................................................................20
Progress Monitoring .......................................................................................................................21
Let’s Get Started!...........................................................................................................................23
Universal Screening .......................................................................................................................24
RTI Graphs .......................................................................................................................................30
Lesson Checklist ..............................................................................................................................32
Mini-Assessments Recording Sheets ........................................................................................33
Alphabet Charts.............................................................................................................................36
Intervention Lessons......................................................................................................................39
Letter Cards.....................................................................................................................................54
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LETTER SOUNDS
Overview............................................................................................................................................60
Let’s Get Started!...........................................................................................................................63
Universal Screening .......................................................................................................................64
RTI Graph..........................................................................................................................................68
Supplemental Progress Monitoring and Graphs......................................................................69
Lesson Checklist ..............................................................................................................................75
Mini-Assessments Recording Sheets ........................................................................................76
Alphabet Charts...............................................................................................................................81
Intervention Lessons......................................................................................................................84
Letter/Blends Cards......................................................................................................................116
RHYMING AND WORD FAMILIES
Overview...........................................................................................................................................122
Progress Monitoring .....................................................................................................................123
Let’s Get Started!.........................................................................................................................125
Universal Screening .....................................................................................................................126
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RTI Graph........................................................................................................................................130
Lesson Checklist ............................................................................................................................131
Mini-Assessments Recording Sheets ......................................................................................133
Intervention Lessons....................................................................................................................139
Word Family Cards........................................................................................................................173
WORD PARTS AND SEGMENTING
Overview...........................................................................................................................................194
Let’s Get Started!.........................................................................................................................197
RTI Graph.......................................................................................................................................205
Supplemental Progress Monitoring and Graphs....................................................................206
Mini-Assessments Recording Sheets ......................................................................................217
Intervention Lessons...................................................................................................................223
5
BLENDING
Overview..........................................................................................................................................254
Progress Monitoring ....................................................................................................................255
Let’s Get Started!........................................................................................................................257
RTI Graph.......................................................................................................................................266
Supplemental Progress Monitoring and Graphs....................................................................267
Mini-Assessments Recording Sheets .....................................................................................292
SIGHT WORD RECOGNITION
Overview..........................................................................................................................................316
Let’s Get Started!........................................................................................................................319
RTI Graph.......................................................................................................................................323
Lesson Checklist ...........................................................................................................................324
6
Mini-Assessments Recording Sheets .....................................................................................325
Sight Word Cards........................................................................................................................355
7
INTRODUCTION
When the RTI model was introduced in my school district in 2007, I thought, here we go
again; a new program, new ideas, and a whole new set of acronyms to remember. By the time
RTI came around, I was no longer teaching in the regular classroom. I had been promoted to
the position of Student Support Specialist (SSS) and was to coordinate the Student
Support Team (SST) process at two elementary schools in Henry County, Georgia. Among my
duties as the SSS, I was to assist teachers with students experiencing difficulties in the
classroom, whether it was for academic reasons, behavior concerns, attention issues, speech
difficulties, problems with fine motor coordination, etc. I was to coordinate meetings with
parents, give students screening evaluations, and provide teachers with the support and
materials needed to help their at-risk students. I was also the person who facilitated the
process of referring students for special education testing. I was responsible for collecting
the evidence necessary to make a referral for testing which, in many cases, led to placement
into special education classes. I became quite proficient at establishing procedures, rules,
and guidelines and my teachers were trying their best to provide individualized interventions
for their students at the different tiers outlined in the RTI model. They were willing to try
new techniques and were doing their best to document what they were doing. However,
despite the time I spent researching best practices and reading up on the latest research to
share with them they were struggling, and I felt their frustrations. I had created
“intervention sheets” for my teachers which cited the research and gave a general idea of
how to implement an RTI intervention with a student. Yet, despite my best efforts, my
teachers were still struggling. When listening to their concerns about RTI, it became clear to
me that they needed something more specific. They wanted something that was easy-to-
implement, structured, and actually helped the student. They were begging for specific
lessons and a guide to help them through the RTI process. They didn’t want to have to spend
extra hours searching for materials or researching how to implement interventions. They also
didn’t want to spend extra time creating assessments to evaluate students throughout the
intervention process. My teachers were looking to me for answers and I was under pressure
to give them the solutions they were desperately searching for. That’s when I started
thinking about creating an intervention format that was easy-to-follow, contained lessons
that were both based on the latest research, and also provided the baseline and data point
assessments necessary for progress monitoring. I began with the U.S. Department of
Education Institute of Education Sciences: What Works Clearinghouse website. From the
research studies that either met or met with reservations the “What Works Clearinghouse”
(WWC) evidence standards in the area of phonological awareness training plus letter
knowledge training I created a format of lessons which are user friendly, easy to implement
and easy to document. What follows is the compilation of that research.
8
WHAT IS RTI?
Response to Intervention (RTI) is a multi-tier approach to the early identification and
support of students with learning and behavior needs. The RTI process begins with high-
quality instruction and universal screening of all children in the general education
classroom. Struggling learners are provided with interventions at increasing levels of
intensity to accelerate their rate of learning. These services may be provided by a variety
of personnel, including general education teachers, special educators, and specialists.
Progress is closely monitored to assess both the learning rate and level of performance of
individual students. Educational decisions about the intensity and duration of interventions
are based on individual student response to instruction. RTI is designed for use when
making decisions in both general education and special education, creating a well-
integrated system of instruction and intervention guided by child outcome data. (National
Center for Learning Disabilities, 2008)
RTI MODEL
Each state has adopted an RTI model through which students receive appropriate
interventions based on their individual needs. The diagram below is an example of a four
tier model (from the state of Georgia), however, many states have opted for a three tier
model. For students suspected of having a Specific Learning Disability, an appropriate
intervention must be implemented for a minimum of twelve academic weeks. Monitoring of
the student’s progress throughout the intervention must occur. A baseline assessment
must be given before the intervention begins and at least four data points (assessments)
must be taken throughout the twelve week period (approximately once every three weeks).
The interventions in this manual are designed to be monitored more frequently (weekly or
bi-weekly) and are implemented at the student’s pace for a period of at least 12 weeks.
9
OVERVIEW
This manual consists of six sections, one each for the following phonological areas: Letter
Recognition, Letter Sounds, Rhyming and Word Families, Word Parts and Segmenting,
Blending, and Sight Word Recognition. Each section comes complete with a universal
screening/baseline assessment, progress monitoring/data point assessments, mini-lesson
assessments, intervention lessons, and any necessary supplemental materials such as letter
cards, word cards, or charts. Although the six interventions in this manual can be used for
RTI purposes, they are also models of good teaching practices as is evidenced by research
(see next page). Each intervention is designed to provide the teacher/interventionist with the
tools necessary to improve student achievement in the six target phonological areas. The
timeline for each intervention is 12 weeks with at least three 30-minute intervention lessons
taught per week. Intervention progress monitoring occurs weekly or every other week.
However, the intervention session lessons in this manual are not timed and should be taught in
succession. The student sets the pace according to his/her ability to understand and master
the material. A student may be able to finish two or three lessons in a twenty or thirty minute
time span whereas another student may be able to only complete and master one lesson over a
period of three or four days or even weeks. RTI is an individualized process and is strictly
geared to meet the individual needs of the student. This book is not intended to replace the
regular classroom curriculum and is not comprehensive or exhaustive. The lessons in this
manual should be considered supplemental to what is already being taught in the classroom and
are geared to help fill the learning gaps of struggling students whose weak phonics skills
interfere with their ability to read fluently which then negatively impacts their ability to
comprehend written text. These interventions are intended to strengthen skills through
intensive exposure to basic phonological concepts and each individual lesson should be taught
to mastery. Using sorting, comparing and contrasting activities, repetition, and drill and
practice, these interventions can bring success to those who otherwise would continue to fall
through the cracks by helping build a strong foundation on which higher levels of learning can
occur.
The step-by-step intervention lessons included for each intervention is intended to guide both
teachers and students through the intervention and provide a format through which ideas are
modeled, discussed, explained, and identified. This format also encourages a non-threatening,
open-ended dialogue to occur between teachers and their students. The decision to adjust,
revise, lengthen, or discontinue an intervention should be based on the data collected on a
weekly or bi-weekly basis and should be made in the context of a committee that includes the
teacher, the student’s parents, administrators, counselors, and/or other highly qualified
educational personnel. The student’s RTI should be assessed by looking at how much progress
was made overall and where the student is functioning in relation to the standards set forth
by the state and/or district. Students who make significant progress but who are still
functioning below grade level may simply need more time to catch up. Just because a student
is below grade level does not mean he/she has a disability and is a candidate for special
education. The RTI process is an individualized process and rash decisions concerning a
student’s placement into special education should be avoided at all costs.
10
EVIDENCE BASED
The interventions in this manual were developed and designed using the strongest of five
recommendations cited in the following report:
Gersten, R., Compton, D., Connor, C.M., Dimino, J., Santoro, L., Linan-Thompson, S., and Tilly,
W.D. (2008). Assisting students struggling with reading: Response to Intervention and multi-
tier intervention for reading in the primary grades. A practice guide. (NCEE 2009-4045).
Washington, DC: National Center for Education Evaluation and Regional Assistance,
Institute of Education Sciences, U.S. Department of Education. Retrieved from
http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
This report is available on the IES website at http://ies.ed.gov/ncee and

http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
The Institute of Education Sciences (IES) publishes practice guides in education to bring the
best available evidence and expertise to bear on the types of systemic challenges that cannot
currently be addressed by single interventions or programs. Authors of practice guides seldom
conduct the types of systematic literature searches that are the backbone of a meta-analysis,
although they take advantage of such work when it is already published. Instead, authors use
their expertise to identify the most important research with respect to their
recommendations, augmented by a search of recent publications to ensure that research
citations are up-to-date. Unique to IES-sponsored practice guides is that they are subjected
to rigorous external peer review through the same office that is responsible for independent
review of other IES publications. A critical task for peer reviewers of a practice guide is to
determine whether the evidence cited in support of particular recommendations is up-to-date
and that studies of similar or better quality that point in a different direction have not been
ignored. Because practice guides depend on the expertise of their authors and their group
decision-making, the content of
a practice guide is not and should not be viewed as a set of recommendations that in every case
depends on and flows inevitably from scientific research. The goal of this practice guide is to
formulate specific and coherent evidence-based recommendations for use by educators
addressing the challenge of reducing the number of children who fail to learn how to read
proficiently by using “response to intervention” as a means of both preventing reading
difficulty and identifying students who need more help. This is called Response to Intervention
(RtI). The guide provides practical, clear information on critical RtI topics and is based on the
best
available evidence as judged by the panel. Recommendations in this guide should not be
construed to imply that no further research is warranted on the effectiveness of particular
RtI strategies. http://ies.ed.gov/ncee/wwc/publications/practiceguides/.
The expert panel that authored the IES practice guide used the criteria established by the What
Works Clearinghouse to support each recommendation and to determine the level of evidence found
to back them up. The level of strength of evidence found for each recommendation is explained on
the following page: http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf
11
Strong: refers to consistent and generalizable evidence that an intervention program causes better
outcomes.
Moderate: refers to evidence from studies that allow strong causal conclusions but cannot be
generalized with assurance to the population on which a recommendation is focused (perhaps
because the findings have not been widely replicated) or to evidence from studies that are
generalizable but have more causal ambiguity than offered by experimental designs (such as
statistical models of correlational data or group comparison designs for which equivalence of
the groups at pretest is uncertain).
Low: refers to expert opinion based on reasonable extrapolations from research and theory on other
topics and evidence from studies that do not meet the standards for moderate or strong evidence.
The Table below shows the panel’s recommendations and corresponding levels of evidence
Level of
Recommendation evidence
1. Screen all students for potential reading problems at the beginning of the year and again in the middle of
Moderate
the year. Regularly monitor the progress of students at risk for developing reading disabilities.
Tier 1 intervention/general education
2. Provide time for differentiated reading instruction for all students based on assessments of students’
Low
current reading level.
Tier 2 intervention
3. Provide intensive, systematic instruction on up to three foundational reading skills in small groups to
students who score below the benchmark score on universal screening. Typically, these groups meet Strong
between three and five times a week, for 20 to 40 minutes.
4. Monitor the progress of tier 2 students at least once a month. Use these data to determine whether
students still require intervention. For those students still making insufficient progress, school wide Low
teams should design a tier 3 intervention plan.
Tier 3 intervention
5. Provide intensive instruction on a daily basis that promotes the development of the various components of
reading proficiency to students who show minimal progress after reasonable time in tier 2 small group Low
instruction (tier 3).
http://ies.ed.gov/ncee/wwc/pdf/practiceguides/rti_reading_pg_021809.pdf
THE INTERVENTIONS IN THIS BOOK WERE CREATED PRIMARILY USING RECOMMENDATION

#3(see table above).
RECOMMENDATION #3
Provide intensive, systematic instruction on up to three foundational reading skills in small groups to
students who score below the benchmark score on universal screening. Typically, these groups meet
between three and five times a week, for 20 to 40 minutes.
The expert panel stated:

Tier 2 instruction should take place in small homogenous groups ranging from three to four
students using curricula that address the major components of reading instruction
(comprehension, fluency, phonemic awareness, phonics, and vocabulary). The areas of instruction
are based on the results of students’ scores on universal screening. Instruction should be
12
systematic—building skills gradually and introducing skills first in isolation and then integrating
them with other skills. Explicit instruction involves more teacher-student interaction, including
frequent opportunities for student practice and comprehensible and specific feedback.
Intensive instruction should occur three to five times per week for 20 to 40 minutes.
Level of evidence: Strong

The panel judged the evidence supporting this recommendation as strong based on 11 studies
that met WWC standards or that met WWC standards with reservations. These studies on
supplemental instruction in reading support tier 2 intervention as a way to improve reading
performance in decoding. Six studies showed positive effects on decoding, and four showed
effects on both decoding and reading comprehension. Six studies involved one-on-one
instruction, and the remainder used small groups ranging from two to five students. Given that
effect sizes were not significantly higher for the one-on-one approach, small group work could
be considered more practical for implementation.
The following are the research citations for the 11 studies noted on the previous page:
Ebaugh, J. C. (2000). The effects of fluency instruction on the literacy development of at-risk
first graders. (Doctoral dissertation, Fordham University, 2000). Dissertation Abstracts
International, 61(06A), 0072
Ehri, L. C., Dreyer, L. G., Flugman, B., & Gross, A. (2007). Reading rescue: An effective tutoring
intervention model for language-minority students who are struggling readers in first grade.
American Educational Research Journal, 44(2), 414–48.
Gibbs, S. E. L. (2001). Effects of a one-to-one phonological awareness intervention on first

grade students identified as at risk for the acquisition of beginning reading. (Doctoral
dissertation, University of South Carolina, 2001). Dissertation Abstracts International,
62(07A), 0202.
Gunn, B., Biglan, A., Smolkowski, K., & Ary, D. (2000). The efficacy of supplemental instruction in
decoding skills for Hispanic and non-Hispanic students in early elementary school. The Journal
of Special Education, 34(2), 90–103.
Jenkins, J. R., Peyton, J. A., Sanders, E. A., & Vadasy, P. F. (2004). Effects of reading decodable
texts in supplemental first-grade tutoring. Scientific Studies of Reading, 8(1), 53–85.
Lennon, J. E., & Slesinski, C. (1999). Early intervention in reading: Results of a screening and
intervention program for kindergarten students. School Psychology Review, 28(3), 353–364.
Mathes, P. G., Denton, C., Fletcher, J., Anthony, J., Francis, D., & Schatschneider, C. (2005).
The effects of theoretically different instruction and student characteristics on the skills of
struggling readers. Reading Research Quarterly, 40(2), 148–182.
13
McMaster, K. L., Fuchs, D., Fuchs, L. S., & Compton, D. L. (2005). Responding to nonresponders:
An experimental field trial of identification and intervention methods. Exceptional Children,
71(4), 445–463.
Vadasy, P. F., Jenkins, J. R., Antil, L. R., Wayne, S. K., & O’Connor, R. E. (1997). The
effectiveness of one-to-one tutoring by community tutors for at-risk beginning readers.
Learning Disability Quarterly, 20(2), 126–139.
Vadasy, P. F., Sanders, E. A., & Peyton, J. A. (2005). Relative effectiveness of reading practice
or word-level instruction in supplemental tutoring: How text matters. Journal of Learning
Disabilities, 38(4), 364–380.
Vaughn, S., & Fuchs, L.S. (2006). A response to “Competing views: A dialogue on response to
intervention.” Assessment for Effective Intervention, 32(1), 58–61.
DELIVERY METHOD:
The intervention in this book is most conducive to one-on-one instruction in which the
teacher/tutor works individually with the student. However, this intervention can also
be implemented with a small group of two to four students. If a small group approach
is used, be sure that every student in the group has his/her own set of necessary
materials (letter cards, charts, student sheets, etc.).
HOW TO USE THIS MANUAL:

This manual is designed to give teachers the tools necessary to implement an evidence-
based intervention for students struggling with phonological awareness skills. The lessons
walk the teacher, tutor, or interventionist through the steps of implementation and
provide him/her with an easy-to-administer short assessment which tells if the student is
ready to move on to the next lesson or if re-teaching is necessary. TEACHING TO
MASTERY is the goal. The student sets the pace and may spend differing amounts of
times on different lessons. This manual also supplies the teacher, tutor, or interventionist
with the documents needed for universal screening/baseline and data point assessments
and for the graphing of the student’s response to the intervention (RTI).
14
WHERE DO I BEGIN?
UNIVERSAL SCREENINGS/BASELINE ASSESSMENTS
Each of the interventions in this manual include a universal screening assessment (intended
for all students or a select few) as it serves to pinpoint the area(s) of greatest weakness.
If, however, your state or district mandates the use of other universal screening
assessments to assess phonological awareness and/or sight word knowledge, then by all
means use them. Be mindful that the universal screening is given before the intervention
begins and is actually the tool used to determine the student’s area(s) of weakness so that
a plan of action can be decided upon and implemented. In addition, it is noteworthy to state
that the student must complete any screening assessment without assistance so as to get
an accurate picture of where he/she is functioning.
It is the universal screening that alerts the teacher/tutor to the need for further
intervention in a specific area. Other factors may also indicate the need for more intensive
intervention such as poor classroom performance, standardized tests, common formative
assessments, etc. For the purpose of identifying which of the phonological awareness
components a student needs help with, the universal screenings in this manual should be
given in sequential order starting with the most basic element; letter recognition, and
ending with the most complex element; blending or sight word recognition. Although sight
word recognition isn’t a true phonological skill, it is included in this manual because
many students need intensive focus on those basic high frequency words most seen in
printed text. If a student meets the cut score or goal score on the five phonological
awareness screenings yet falls below standards in sight word recognition, then the
intervention may start with sight word recognition rather than phonological awareness.
However, if through the progression of the universal screenings it becomes clear that an
intervention is needed for a specific element then stop screening and begin intervening at
that point. Reference the chart on the next page for the order in which the screening
assessments are to be administered.
15
PHONOLOGICAL AWARENESS SCREENING PROGRESSION CHART
ELEMENT RESULTS OF UNIVERSAL SCREENING NEXT STEP
Student does not recognize all 52 capital and STOP SCREENING
Letter
lowercase letters as is evidenced by the Letter Begin the Letter Recognition
Recognition Recognition Universal Screening. intervention.
Student does recognize all 52 capital and CONTINUE SCREENING

Letter
lowercase letters as is evidenced by the Letter Continue on to the next screening
Recognition Recognition Universal Screening. assessment (Letter Sounds).
Student does not know all 61 letter sounds and STOP SCREENING
Letter Sounds blends as is evidenced by the Letter Sounds Begin the Letter Sounds
Universal Screening. intervention.
CONTINUE SCREENING
Student does know all 61 letter sounds and
Continue on to the next screening
Letter Sounds blends as is evidenced by the Letter Sounds
assessment (Rhyming and Word
Universal Screening.
Families).
Student scores below a predetermined criterion
Rhyming & Word (established by the teacher, school, or district) STOP SCREENING
Begin the Rhyming and Word
Families on the Rhyming and Word Families Universal
Screening. Families intervention.
CONTINUE SCREENING
Student scores at or above the cut score
Rhyming & Word Continue on to the next screening
(predetermined) on the Rhyming and Word
Families Families Universal Screening.
assessment (Word Parts and
Segmenting).
STOP SCREENING
Word Parts and (established by the teacher, school, or district)
Begin the Word Parts and
Segmenting on the Word Parts and Segmenting Universal
Segmenting intervention.
Screening.
Student scores at or above the cut score CONTINUE SCREENING
Word Parts and
(predetermined) on the Word Parts and Continue on to the next screening
Segmenting Segmenting Universal Screening. assessment (Blending).
STOP SCREENING
Blending (established by the teacher, school, or district)
Begin the Blending intervention.
on the Blending Universal Screening.
CONTINUE SCREENING
Student scores at or above the cut score (as
Continue on to the next screening
Blending predetermined) on the Blending Universal
assessment (Sight Word
Screening.
Recognition).
STOP SCREENING
Sight Word (established by the teacher, school, or district)
Begin the Sight Word
Recognition on the Sight Word Recognition Universal
Recognition intervention.
Screening.
NO INTERVENTIONS ARE
Student scores at or above the cut score (as NEEDED IN THE AREAS OF
Sight Word
predetermined) on the Sight Word Recognition PHONOLOGICAL AWARENESS
Recognition Universal Screening. or SIGHT WORD
RECOGNITION
16
PROGRESS MONITORING
In order to ascertain whether or not the chosen intervention is effective, data should be
gathered on a weekly or bi-weekly basis (specified in the intervention directions) through
progress monitoring data point assessments. As with the universal screening, the student
must complete the progress monitoring data point assessments without assistance. All data
point assessments can be scored directly on the corresponding recording sheets provided
to you in this manual. It is worthy to note that the universal screening/baseline
assessments are identical to the weekly data point assessments. This gives the
educator/assessor a simple way to collect data as well as creates a format that is easy to
read and analyze. Because of the continuity among the assessments, the educator/assessor
will essentially be comparing ‘oranges to oranges’ which allows for a more accurate picture
of how the student is progressing throughout the intervention.
PROGRESS MONITORING DOCUMENTATION, GRAPHS, AND DATA ANALYSIS
For the purpose of data analysis for any of the interventions in this manual, a graph will be
needed to record the data from the universal screening/baseline assessment and each data
point assessment (provided in this manual). Graphs are an easy-to-read ‘snap shot’ of how
the student performs each week and are an excellent tool to use when looking at overall
progress and effectiveness of an intervention. The data should be analyzed weekly rather
than at the end of the 12 weeks so that changes or adjustments to the intervention may be
made DURING the 12 week period. Each section in this manual includes a sample RTI
intervention graph for a particular element to illustrate what data may look like after
several weeks of intervention. Careful examination of the data collected each week must
occur (preferably in the context of a data analysis team) in order to adequately assess the
effectiveness of the intervention and to pinpoint new or continued areas of weakness. This
on-going weekly review of the data is crucial and should be the catalyst which drives future
instruction for the struggling student.
17
18
LETTER
RECOGNITION
19
LETTER RECOGNITION OVERVIEW
Once it is determined that a student needs this intervention (as evidenced on the Universal
Screening: Letter Recognition Assessment), make a copy of the appropriate pages (listed
on the “Letter Recognition Let’s Get Started!” page) including the “Letter Recognition
Lesson Checklist.” Use the checklist to check off when each lesson was taught and when it
was mastered. Do not move forward to a new lesson until the student has mastered the
lesson he/she is currently on. Also, to assess the student’s response to the intervention, be
sure to monitor his/her progress weekly throughout the twelve-week implementation period
using the Progress Monitoring Assessments (regardless of which lesson he/she is currently
working on). If a student completes all of the Letter Recognition lessons within two to six
weeks, he/she still needs to be assessed for at least 2 additional weeks past the point of
mastery so as to rule out “lucky guesses” or a fluke with the assessment showing said
mastery, If the student has truly MASTERED the Letter Recognition Intervention before
the 12-week intervention period ends (as evidenced by the Progress Monitoring: Letter
Recognition Assessments), it would be prudent to move on to an intervention which focuses
on more complex concepts such as letter sounds, rhyming and word families, segmenting and
word parts, or blending. Be sure to collect baseline data before beginning any new
intervention.
The mini- assessments that are a part of the individual lessons are NOT to be used as data
point assessments or the universal screening/baseline. The purpose of those assessments is
to assist the teacher, tutor, or interventionist in knowing whether or not the student has
or has not mastered a particular lesson. The overall timeline for the intervention is 12
weeks with at least three 30-minute sessions occurring each week. However, the
intervention session lessons in this manual are not timed and should be taught in succession.
The student sets the pace according to his/her ability to understand and master the
material. A student may be able to finish two or three lessons in a twenty or thirty minute
time span whereas another student may be able to only complete and master one lesson over
a period of three or four days or even weeks. RTI is an individualized process and is strictly
geared to meet the individual needs of the student. This book is not intended to replace
the regular classroom curriculum and is not comprehensive or exhaustive. The lessons in
this manual should be considered supplemental to what is already being taught in the
classroom and are geared to help fill the learning gaps of struggling students whose weak
phonics skills interfere with their ability to read fluently which then negatively impacts
their ability to comprehend written text. This intervention is intended to strengthen skills
through intensive exposure to basic phonological concepts and each individual lesson should
be taught to mastery. Using sorting, comparing and contrasting activities, repetition, and
drill and practice, this intervention can bring success to those who otherwise would
continue to fall through the cracks by helping build a strong foundation on which higher
levels of learning can occur.
20
PROGRESS MONITORING
As stated before, in order to ascertain whether or not the Letter Recognition intervention in
this manual is effective, data should be gathered on a weekly basis through the progress
monitoring assessments. As with the universal screening, the student must complete the
progress monitoring assessments without extra prompts or assistance. All progress
monitoring assessments can be scored directly on the corresponding recording sheets
provided to you in this manual. It is worthy to note that the universal screening/baseline
assessments are identical to the weekly progress monitoring assessments in both format and
structure. This gives the educator/assessor a simple way to collect data as well as creates a
format that is easy to read and analyze. Because of the continuity among the assessments,
the educator/assessor will essentially be comparing ‘oranges to oranges’ which allows for a
more accurate picture of how the student is progressing throughout the intervention.
PROGRESS MONITORING DOCUMENTATION, GRAPH, AND DATA ANALYSIS For

the purpose of data analysis for the Letter Recognition intervention, a graph will be needed
to record the data from the universal screening/baseline assessment and each progress
monitoring assessment. Graphs are an easy-to-read ‘snap shot’ of how the student performs
each week and are an excellent tool to use when looking at overall progress and
effectiveness of an intervention. The data should be analyzed weekly rather than at the end
of the 12 weeks so that changes or adjustments to the intervention may be made DURING
the 12 week period. The graph below is an example of what an RTI intervention graph may
look like after the 11th week of a Letter Recognition intervention. Careful examination of the
data collected each week must occur (preferably in the context of a data analysis team) in
order to adequately assess the effectiveness of the intervention and to pinpoint areas of
weakness. This on-going weekly review of the data is crucial and should be the catalyst
which drives future instruction for the struggling student.
SAMPLE GRAPH FOR STUDENT ‘X’ :

Capital Letter & Lowercase Letter Recognition Combined
50
40
30
Student Score
20
10
0
US/B
DP1 DP2 DP3 DP4 DP5 DP6 DP7 DP8 DP9 DP10 DP11 DP12
L
Date 8/7 8/14 8/21 8/28 9/4 9/18 9/25 10/2 10/9 10/16 10/16 10/23
Student Score 1 2 5 7 9 8 14 16 23 25 28 30
Goal* 2 5 8 11 14 17 22 27 33 39 44 48 52
21
What does the sample graph on the previous page tell us about Student ‘X’? According to the
universal screening/baseline assessment (given 8-7-11) the student was only able to identify 1 out
of 52 lowercase and capital letters. The intervention focused on letter recognition and after 11
weeks of intervention, Student ‘X’ has made progress but has yet to master all 52 of the letters
needed to move forward with higher level skills. One decline in the number of letters known was
noted (on 9-18-11) but Student ‘X’s growth line overall steadily increased. At the end of the 11th
week of intervention, Student ‘X’ can now recognize 30 of the 52 lowercase and capital letters.
Student ‘X’ has responded well to the intervention. Additional time with the same intervention
would be the logical recommendation for this student until mastery of all 52 letters has been
obtained.
SPECIAL NOTE:
Progress Monitoring Assessments of ONLY capital letter recognition and ONLY lowercase letter
recognition are included in this manual to give the teacher/interventionist the option of
documenting each case separately. To assess and document all 52 letters, simply give the student
both assessments each week and tabulate the totals from the two data recording sheets.
22
Let’s Get Started!
To implement the Letter Recognition intervention in this manual, make a copy

of the following pages for each student in the intervention group:
 Universal Screening Letter Recognition Assessment Recording Sheet (p. 24)

 Universal Screening Letter Recognition Student Assessment Sheet (p. 25)
 Progress Monitoring Data Point Assessments:
o Capital Letter Recognition Recording Sheet (p. 26)
o Capital Letters Student Assessment Sheet (p. 27)
o Lowercase Letter Recognition Recording Sheet (p. 28)
o Lowercase Letters Student Assessment Sheet (p. 29)
(Special Note: If progress monitoring of capital letter recognition is the only focus, then copy
pages 26 & 27. If progress monitoring of lowercase letters is the only focus then copy pages
28 & 29. However, if the focus is to assess and document all 52 letters [capital and
lowercase], simply give the student both assessments each week and tabulate the totals from
the two data recording sheets [pages 26 & 28]).
 RTI Graphs:
o Capital Letter Recognition RTI Graph (top of p. 30)
o Lowercase Letter Recognition RTI Graph (bottom of p. 30)
o Capital AND Lowercase Letter Recognition RTI Graph (p. 31)
(Special Note: As stated above concerning the data point assessments, if progress monitoring
of capital letter recognition is the only focus, then copy page 30 and plot the data points on
the top graph. If progress monitoring of lowercase letters is the only focus then copy page 30
and plot the data points on the bottom graph. However, if the focus is to assess and
document all 52 letters [capital and lowercase], simply give the student both assessments each
week and tabulate the totals from the two data recording sheets from pages 26 & 28 and plot
the overall results on the graph on page 31).
 Letter Recognition Lesson Checklist (p. 32)

 Letter Recognition Mini-Assessments Recording Sheet (pp. 33-35)
 Capital Letter Alphabet Chart (p. 36)
 Lowercase Letter Alphabet Chart (p. 37)
 Alphabet Chart Capital & Lowercase Combined (p. 38)
If needed, the letter cards on pages 54-57 can be copied and cut out to use
for intervention sessions.
23
Universal Screening
Letter Recognition Assessment Recording Sheet
CAPITAL & LOWERCASE LETTERS
Directions: have the student read from the “Letter Recognition: Student Sheet” as you mark correct responses on this screening sheet.
Place a √ under each letter the student can confidently and accurately identify. If a student spends more than five seconds on a
particular letter, have him/her skip that letter and move on to the next one. DO NOT provide the student with the correct response.
Allow the student a total of TWO MINUTES to read the letters.
Date: __________________
CAPITAL LETTERS
D I B J H N
Q G S U E V
O A P W Y F
K Z C T L M
X R Total capital letters correct: (out of 26)
LOWERCASE LETTERS
e j m l b g
a n k r t q
h s v d y w
u x f o i z
p c Total lowercase letters correct: (out of 26)
Grand Total correct out of 52 (both capital and lowercase):
24
Universal Screening Letter Recognition Student Assessment Sheet
To be used for the Universal Screening Assessment
Read Across
CAPITAL LETTERS
D I B J H N
Q G S U E V
O A P W Y F
K Z C T L M
X R
LOWERCASE LETTERS
e j m l b g
a n k r t q
h s v d y w
u x f o i z
p c
25
Progress Monitoring
Capital Letter Recognition Recording Sheet
Student Name: Grade: Teacher:
Directions: Have the student read from the “Capital Letters Student Assessment Sheet” as you mark correct responses on this data sheet.
Place a √ under each letter the student can confidently and accurately identify. If a student spends more than five seconds on a particular
letter, have him/her skip that letter and move on to the next one. DO NOT provide the student with the correct response. Allow the student
a total of TWO MINUTES to read the letters.
Baseline/Universal Screening (Capital Letters Only): (Date: ) Total # Correct: (out of 26)
D I B J H N Q G S U E V O A P W Y F K Z C T L M X R
Data Point #1: (Date: ) Total # Correct: _

H N C M I D L U T A J S Z K B E Y R V X F Q W O P G

I M D L B Q V J U R G N Y E T O W H X A P Z K S C F

E J R T C Q S H P D O Z F I K B X G W Y U L N V M A

P A S B U C O D T E N F Y G M W L X K V J R I Z Q H

A C E G J L P S W V M O U X R Y Z N T Q K H F I D B
Data Point #6: (Date: ) Total # Correct:

J P H O X C U I N T A Y K F Q B W V R L Z E S D G M

K L M Q R C B A S I T J H G Y Z U V X W F E D N O P

G E N J O F R U P C W H Q I Z X A S Y M B L V T K D

L O R V K U X M H E C S A I G B Z T D W Y N P F Q J

H K D O S Z F L C Y P U V Q X G W T B R E J M I A N

B I A F K E R J V Q D Y C Z L H U W G N S M X P T O

I D F E P M U S Z A H R V G Y K T X J Q B N W C O L
26
Capital Letters Student Assessment Sheet
(TWO MINUTE ASSESSMENT)
Data Point 1:
H N C M I D L U T A J S Z K B E Y R V X F Q W O P G
Data Point 2:
I M D L B Q V J U R G N Y E T O W H X A P Z K S C F
Data Point 3:
E J R T C Q S H P D O Z F I K B X G W Y U L N V M A
Data Point 4:
P A S B U C O D T E N F Y G M W L X K V J R I Z Q H
Data Point 5:
A C E G J L P S W V M O U X R Y Z N T Q K H F I D B
Data Point 6:
J P H O X C U I N T A Y K F Q B W V R L Z E S D G M
Data Point 7:
K L M Q R C B A S I T J H G Y Z U V X W F E D N O P
Data Point 8:
G E N J O F R U P C W H Q I Z X A S Y M B L V T K D
Data Point 9:
L O R V K U X M H E C S A I G B Z T D W Y N P F Q J
Data Point 10:
H K D O S Z F L C Y P U V Q X G W T B R E J M I A N
Data Point 11:
B I A F K E R J V Q D Y C Z L H U W G N S M X P T O
Data Point 12:
I D F E P M U S Z A H R V G Y K T X J Q B N W C O L
27
Progress Monitoring
Lowercase Letter Recognition Recording Sheet
Student Name: ________________________________ Grade: ______ Teacher: ____________
Directions: Have the student read from the Lowercase Letters Student Assessment Sheet (going across each row) as you mark
correct responses on this data sheet. Place a √ under each letter the student can confidently and accurately identify. If a student
spends more than five seconds on a particular letter, have him/her skip that letter and move on to the next on the list. DO NOT
provide the student with the correct response.
Baseline/Universal Screening (Lowercase Letters Only): (Date: ) Total # Correct: _ (out of 26)
e j m l b g a n k r t q h s v d y w u x f o i z p c

g m b s w p t h a o c f y l z i x e v k q u r n d j

a f j q v m r l y u k z c g d h w s n p o t x i e b

m q c n r h a w y e s f g p z v j b o t k x d u l i

l j p e n b r m q a w s v z t g d c x u y f o i h k

m n l o k p j q i r h s g t f u e v d w c x b y a z

o s m u a n d c t k w b l r v h i f p e j z g y x q

n p w s o r x q a z k t l u e j d b c y f i v g h m

g q x c n h v b o r d p l i e s z f m a y j u w t k

h r e o c s a p b v d q f u g t i y j n w m z k x l

s v x o g n m h c l k t b p r i a q d e f j w z y u

t u w i b z a q v h r g y p j n x s k c d m e l f o

c i n a r u q z b k d o j y s g w p l x f t v h m e
28
Lowercase Letters Student Assessment Sheet
(TWO MINUTE ASSESSMENT)
Data Point 1:
g m b s w p t h a o c f y l z i x e v k q u r n d j
Data Point 2:
a f j q v m r l y u k z c g d h w s n p o a f j q v
Data Point 3:
m q c n r h a w y e s f g p z v j b o t k x d u m q
Data Point 4:
l j p e n b r m q a w s v z t g d c x u y l j p e n
Data Point 5:
m n l o k p j q i r h s g t f u e v d w c m n l o k
Data Point 6:
o s m u a n d c t k w b l r v h i f p e j o s m u a
Data Point 7:
n p w s o r x q a z k t l u e j d b c y f n p w s o
Data Point 8:
g q x c n h v b o r d p l i e s z f m a y g q x c n
Data Point 9:
h r e o c s a p b v d q f u g t i y j n w h r e o c
Data Point 10:
s v x o g n m h c l k t b p r i a q d e f s v x o g
Data Point 11:
t u w i b z a q v h r g y p j n x s k c d t u w i b
Data Point 12:
c i n a r u q z b k d o j y s g w p l x f c i n a r
29
RTI GRAPHS
Capital Letter Recognition
Student Name: _____________________________ Grade: ___ Teacher: _________
On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP) scores for each Capital
Letter Recognition assessment given. *Establish goal line before intervention begins.
Capital Letter Recognition

26
25
24
23
22
21
20
19
18
Student Score
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
US/BL DP1 DP2 DP3 DP4 DP5 DP6 DP7 DP8 DP9 DP10 DP11 DP12
Date
Student Score
Goal* 26
Lowercase Letter Recognition

On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP) scores for each Lowercase
Letter Recognition assessment given. *Establish goal line before intervention begins.
Lowercase Letter Recognition

26
25
24
23
22
21
20
19
18
Student Score
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
Date
Student Score
Goal* 26
30
On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP) scores for both Capital
Letter and Lowercase Letter Recognition (combined) assessments given. *Establish goal line before intervention
begins.

52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
33
32
31
30
29
Student Score
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Date
Student Score
Goal* 52
31
Letter Recognition Lesson Checklist
Student Name: ____________________________ Grade: _____ Teacher: _________
Date(s) lesson Date lesson

Name of was taught was mastered
Lesson
Lesson 1: Sorting Letters by Characteristics
(long stick letters)
(short
stick
Lessonletters)
3: Sorting Letters by Characteristics
(letters
with circles)
(letters
with curves)
Lesson 5: Name Puzzle
Lesson 6: Sorting Capital Letters
Lesson 7: Sorting Lowercase Letters
Lesson 8: Sorting Capital and Lowercase Letters
Lesson 9: Alphabetical Order (using capital

letters only)
Lesson 10: Alphabetical Order (using lowercase
letters only)
Lesson 11: Alphabetical Order (using both capital
and lowercase letters)
Lesson 12: Alphabet Olympics
Lesson 13: Sorting by Consonants and Vowels
Lesson 14: Alphabet Review
32
Letter Recognition Mini-Assessments Recording Sheet
Use these sheets to record the results of each intervention lesson in order to ascertain whether or not
mastery of the content has been achieved.
Lesson 1: Sorting Letters by Characteristics (long stick letters)
Assessment: Place a ‘√’ under each letter that the student can consistently locate WITHOUT assistance. The
student has mastered this lesson if he/she can locate ALL 10 long-stick letters without hesitation from a
complete pile of all 26 lowercase letters.
Date mastered: ______________
b d f h k l p q t y
Lesson 2: Sorting Letters by Characteristics (short stick letters)

student has mastered this lesson if he/she can locate ALL 9 short stick letters without hesitation from a
Date mastered: _______________
i m n r u v w x z
Lesson 3: Sorting Letters by Characteristics (letters with circles)

student has mastered this lesson if he/she can locate ALL 8 letters with circles without hesitation from a
Date mastered: ________________
a b d e g o p q
Lesson 4: Sorting Letters by Characteristics (letters with curves)

Assessment: Place a ‘√’ under each letter that the student can consistently locate WITHOUT assistance.
The student has mastered this lesson if he/she can locate ALL letters with curves without hesitation from a
Date mastered: ________________
c e f h j m n r s u
Lesson 5: Name Puzzle

Assessment: Place a ‘√’ under either YES or NO after answering each question in the questionnaire. The
student has mastered this lesson if he/she can place the pieces in order correctly, can state the name of each
letter as it is put together, and can consistently do it at least ten times in a row WITHOUT assistance.
Assessment Questionnaire: Date mastered: ________________
YES NO
Can the student place the pieces of his/her name in order without assistance?
Can the student correctly state the name of each letter as he/she places them in order?
Can the student complete the puzzle and correctly state the name of each letter consistently
at least ten times in a row without assistance?
33
Lesson 6: Sorting Capital Letters
Assessment: Place a ‘√’ under each letter that the student can consistently locate and identify WITHOUT
assistance. The student has mastered this lesson if he/she can locate and state the name of ALL 26 capital
letters without hesitation from a complete pile of all 26 capital letters. Special Note: Assess student by
calling letters out in random order. Do not go in alphabetical order.
Date mastered: ___________________
A B C D E F G H I J K L M N O P Q R S T U V W X Y Z
Lesson 7: Sorting Lowercase Letters

assistance. The student has mastered this lesson if he/she can locate and state the name of ALL 26 lowercase
letters without hesitation from a complete pile of all 26 capital letters. Special Note: Assess student by
calling letters out in random order. Do not go in alphabetical order.
Date mastered: ___________________
a b c d e f g h i j k l m n o p q r s t u v w x y z
Lesson 8: Sorting Capital and Lowercase Letters

assistance. The student has mastered this lesson if he/she can locate and state the name of ALL 26 capital
letters and all 26 lowercase letters without hesitation from a complete pile of all 52 letters (capital plus
lowercase). Special Note: Assess student by calling letters out in random order. Do not go in alphabetical
order. Date mastered: ___________________
A a B b C c D d E e F f G g H h I i J j K k L l M m
N n O o P p Q q R r S s T t U u V v W w X x Y y Z z
Lesson 9: Alphabetical Order (using capital letters only)

student has mastered this lesson if he/she can place ALL 26 capital letters in alphabetical order consistently
without assistance.
Assessment Questionnaire: Date mastered: _________________
YES NO
Can the student place all 26 capital letters in alphabetical order without assistance?
Can the student answer random questions concerning the order in which letters come? (i.e., “What is
the 5th letter of the alphabet?”, “What letter comes before ‘S’?, “What letter comes after ‘B’?”, etc.)
Lesson 10: Alphabetical Order (using lowercase letters only)

student has mastered this lesson if he/she can place ALL 26 lowercase letters in alphabetical order
consistently without assistance.
YES NO
Can the student place all 26 lowercase letters in alphabetical order without assistance?
the 5th letter of the alphabet?”, “What letter comes before ‘S’?, “What letter comes after ‘B’?”, etc.)
34
Lesson 11: Alphabetical Order (using both capital and lowercase letters)
student has mastered this lesson if he/she can place ALL 52 capital and lowercase letters in alphabetical
order consistently without assistance and can accurately state the name and case for each letter without
hesitation.
YES NO
Can the student place all 52 capital and lowercase letters in alphabetical order without assistance?
Can the student correctly state the name and case of each letter as he/she places them in order?
the 3rd letter of the alphabet?”, “What letter comes before ‘v’?, “What letter comes after ‘M’?”, etc.)
Lesson 12: Alphabet Olympics

student has mastered this lesson if he/she can automatically and consistently state the names of all letters in
a variety of ways. Special Note: Allow the student to look at a simple alphabet chart to complete these tasks.
YES NO
Can the student say the letters of the alphabet in alphabetical order without hesitation?
Can the student say the letters of the alphabet in backwards order without hesitation?
Can the student say every other letter of the alphabet without hesitation beginning with the letter ‘A’?
Can the student say every other letter of the alphabet without hesitation beginning with the letter ‘B’?
Can the student say every lowercase letter that has long sticks without hesitation?
Can the student say every lowercase letter that has short sticks without hesitation?
Can the student say every lowercase letter that has a circle without hesitation?
Can the student say every lowercase letter that has a curve without hesitation?
Lesson 13: Sorting by consonants and vowels

Assessment: Place a ‘√’ under each letter the student can consistently and accurately identify as being either
a consonant or a vowel. The student has mastered this lesson if he/she can automatically and accurately state
whether a particular letter is a consonant or a vowel. Special Note: Assess student by pointing to letters in
random order. Do not go in alphabetical order.
Date mastered: ___________________
A a B b C c D d E e F f G g H h I i J j K k L l M m
N n O o P p Q q R r S s T t U u V v W w X x Y y Z Z
Lesson 14: Alphabet Review

student has mastered this lesson if he/she can automatically and consistently state the names of all letters,
state each letter’s case (capital or lowercase), and state whether the letter is a consonant or a vowel.
YES NO
Can the student say the letters of the alphabet without hesitation when presented in random order?
Can the student identify the case of the letters of the alphabet without hesitation when presented in random
order?
Can the student identify and state whether a letter is a consonant or a vowel when presented in random order?
Can the student ‘spell’ words from a written text without hesitation?
35
Capital Letter Alphabet Chart
A B C D E
F G H I J
K L M N O
P Q R S T
U V W X Y
Z
36
Lowercase Letter Alphabet Chart
a b c d e
f g h i j
k l m n o
p q r s t
u v w x y
z
37
Alphabet Chart (Capital & Lowercase Combined)
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy
Zz
38
Letter Recognition
Intervention Lessons
Use the following 14 lessons to guide you

through the letter recognition intervention.
Remember, the intervention is individualized to
the student’s needs and must be implemented
at the student’s pace. Don’t move to a new
lesson until mastery of the current lesson is
achieved. Teaching to MASTERY is the goal.
To determine whether or not mastery of each

lesson has been achieved, use the ‘Letter
Recognition Mini-Assessments Recording
Sheets’ (pages 33-35) to measure the
student’s proficiency before beginning a new
lesson.
39
Letter Recognition: Lesson 1
Lesson Name: Sorting Letters by Characteristics (long stick letters)

**THIS ACTIVITY USES LOWERCASE LETTERS ONLY**
Description of Lesson/Activity: The student distinguishes between letters with long

sticks versus letters without long sticks by paying attention to details or shapes of the
letters. The student practices sorting those letters using letter manipulatives (magnetic
letters, foam letters, letter cards, letter tiles, etc.).
Procedures for Implementing the Activity:

STEP ONE: Explain to student that each letter has its own characteristics. Some letters
are tall (‘t’), some are short (‘c’), some are wide (‘m’), some are thin (‘l’), some have curves
(‘s’), some have only straight lines (‘k’), etc. Show the student the letter ‘l’ and explain
that it is characterized by one long stick. Also show the student the letter ‘p’. Have the
student point to the long stick on the letter ‘p’.
STEP TWO: Model how to find other letters with long sticks from among a pile of other
letters (limit the number of different letters for inexperienced learners). Make sure
that ONLY lowercase letters are in the pile of letters. As the student finds long-stick
letters, state the name of the letter and have the student repeat.
STEP THREE: Continue until all long-stick letters have been found (b, d, f, h, k, l, p, q, t, y)
STEP FOUR: Have student sort the target letters from a pile and place them on a sheet
or card with the words “long stick letters”.
STEP FIVE: Continue activity until the student can find all long stick letters without
hesitation.
STEP SIX: Assess the student to ascertain whether or not mastery of this lesson has
been achieved. Follow the assessment directions and record the results on the ‘Letter
Recognition Mini-Assessment’ sheet. If the student has mastered this lesson, move on to
the next lesson. If the student has NOT mastered this lesson, repeat lesson until
mastery has been obtained.
TEACHING TO MASTERY IS THE GOAL
40
Lesson Name: Sorting Letters by Characteristics (short stick letters)

Description of Lesson/Activity: The student distinguishes between letters with short

sticks versus letters without short sticks by paying attention to details or shapes of the
letters. The student practices sorting those letters using letter manipulatives (magnetic

(‘s’), some have only straight lines (‘k’), etc. Show the student the letter ‘n’ and explain
that it is characterized by one short stick and a curve. Also show the student the letter
‘m’. Explain that it too has a short stick. Have the student point to the short stick on the
letter ‘m’.
STEP TWO: Model how to find other letters with short sticks from among a pile of other
that ONLY lowercase letters are in the pile of letters. As the student finds short stick
letters, state the name of the letter and have the student repeat.
STEP THREE: Continue until all short stick letters have been found (i, m, n, r, u, v, w, x, z)
or card with the words “short stick letters”.
STEP FIVE: Continue activity until the student can find all short stick letters without
hesitation.
41
Lesson Name: Sorting Letters by Characteristics (letters with circles)

Description of Lesson/Activity: The student distinguishes between letters with circles

versus letters without circles by paying attention to details or shapes of the letters. The
student practices sorting those letters using letter manipulatives (magnetic letters, foam
letters, letter cards, letter tiles, etc.).

(‘s’), some have only straight lines (‘k’), etc. Show the student the letter ‘o’ and explain
that it is characterized by one small circle. Also show the student the letter ‘p’. Explain
that it too has a circle. Have the student point to the circle on the letter ‘p’.
STEP TWO: Model how to find other letters with circles from among a pile of other
that ONLY lowercase letters are in the pile of letters. As the student finds letters with
circle, state the name of the letter and have the student repeat.
STEP THREE: Continue until all letters with circles have been found (a, b, d, e, g, o, p, q)
or card with the words “letters with circles”.
STEP FIVE: Continue activity until the student can find all circle letters without
hesitation.
42
Lesson Name: Sorting Letters by Characteristics (letters with curves)

Description of Lesson/Activity: The student distinguishes between letters with curves

versus letters without curves by paying attention to details or shapes of the letters. The
student practices sorting those letters using letter manipulatives (magnetic letters, foam

(‘s’), some have only straight lines (‘k’), etc. Show the student the letter ‘n’ and explain
that it is characterized by one small stick and one hump (which is a curved line). Also show
the student the letter ‘c’. Explain that it has a curve. Have the student point to the curve
on the letter ‘c’.
STEP TWO: Model how to find other letters with curves from among a pile of other
that ONLY lowercase letters are in the pile of letters. As the student finds letters with
curves, state the name of the letter and have the student repeat.
STEP THREE: Continue until all letters with curves have been found (c, e, f, h, j, m, n, r, s, u)
or card with the words “letters with curves”.
STEP FIVE: Continue activity until the student can find all curved letters without
hesitation.
43
Lesson Name: Name Puzzle
Description of Lesson/Activity: The student recognizes, identifies, and names the

letters in his/her first name.

STEP ONE: Explain to student that he/she will learn the letters in his/her first
name.
Write the student’s name on an index card or sheet of paper in large letters. State
the name of each letter as it is written and have the student repeat.
STEP TWO: Use scissors to cut the letters apart and place the pieces in front of
the student. Have the student put his/her name together while stating each letter
in order. Assist student as needed. If necessary, model how to put the student’s
name together.
STEP THREE: Show student how to mix the letters up and have student put the
name puzzle together again. Repeat this step until the student can put the puzzle
together and can say the names of each letter without assistance.
STEP FOUR: Ask questions about the student’s name such as: “What is the first
letter of your name?”, “How many letters are in your name?”, “Do you have a ‘b’ in
your name?”, etc.
STEP FIVE: Assess the student to ascertain whether or not mastery of this lesson
has been achieved. Follow the assessment directions and record the results on the
‘Letter Recognition Mini-Assessment’ sheet. If the student has mastered this
lesson, move on to the next lesson. If the student has NOT mastered this lesson,
repeat lesson until mastery has been obtained.
44
Lesson Name: Sorting Capital Letters
Description of Lesson/Activity: The student distinguishes between two or more capital

letters by paying attention to details or shapes of the letters. The student practices
sorting those letters using letter manipulatives (magnetic letters, foam letters, letter
cards, letter tiles, etc.).

STEP ONE: Choose one capital letter (or two or three letters for advanced students) on
which to focus. Write the target letter on the board, a chart, whiteboard, piece of paper,
or card, and state its name. Have student repeat.
STEP TWO: Model how to find the target letter among a pile of other letters (limit the
number of different letters for inexperienced learners). Move the target letter away
from the pile and instruct the student to find more of the target letter in the pile. Have
the student say the name of the letter each time he/she finds one.
STEP THREE: Repeat step TWO with the second or third focus letter (if student is able
to handle more than one target letter at a time).
or card with that letter written on it. Have the student say the name of each target
letter as he/she places it on the sheet or card.
STEP FIVE: Continue activity with other letters until all 26 letters have been focused
on.
45
Lesson Name: Sorting Lowercase Letters
Description of Lesson/Activity: The student distinguishes between two or more

lowercase letters by paying attention to details or shapes of the letters. The student
practices sorting those letters using letter manipulatives (magnetic letters, foam

STEP ONE: Choose one lowercase letter (or two or three letters for advanced
students) on which to focus. Write the target letter on the board, a chart,
whiteboard, piece of paper, or card, and state its name. Have student repeat.
STEP TWO: Model how to find the target letter among a pile of other letters (limit
the number of different letters for inexperienced learners). Move the target letter
away from the pile and instruct the student to find more of the target letter in the
pile. Have the student say the name of the letter each time he/she finds one.
STEP THREE: Repeat step TWO with the second or third focus letter (if student is
able to handle more than one target letter at a time).
STEP FOUR: Have student sort the target letters from a pile and place them on a
sheet or card
with that letter written on it. Have the student say the name of each letter as
he/she places it on the sheet or card.
STEP FIVE: Continue activity with other letters until all 26 letters have been
focused on.
STEP SIX: Assess the student to ascertain whether or not mastery of this lesson
46
Lesson Name: Sorting Capital and Lowercase Letters
Description of Lesson/Activity: The student distinguishes between capital and

lowercase letters by paying attention to details or shapes of the letters. The
student practices sorting those letters using letter manipulatives (magnetic letters,
foam letters, letter cards, letter tiles, etc.).

STEP ONE: Explain to student that this lesson is a follow-up lesson to the previous
two lessons. Explain that he/she will find letters and will identify them as being
either capital or lowercase.
STEP TWO: Say the name of a letter and have the student find the capital
representation as well as the lowercase representation. Have student state which is
which.
STEP THREE: Continue in the same manner until all letters have been found and
identified.
STEP FOUR: Have student find specific letters such as ‘capital F’ or ‘lowercase ‘n’ to
ensure understanding of the two cases.
STEP FIVE: Continue activity until student can locate and identify all letters (both
capital and lowercase) without hesitation.
47
Lesson Name: Alphabetical Order (using capital letters only)
Description of Lesson/Activity: The student learns that the letters of the alphabet
come in a special order call ‘alphabetical order’.

STEP ONE: Explain to student that the letters of the alphabet come in a specific order
called ‘alphabetical order’. Show student how the letters of the alphabet go in a particular
order by using letter manipulatives (magnetic letters, foam letters, letter cards, etc.).
For this lesson use only capital letters. State the name for each letter as it is placed in
order. Have student repeat or state the letter chorally.
STEP TWO: Mix the letters up and have the student help you put them back in order.
Tell the student that the name of the order is “Alphabetical Order.” Have student repeat
the words “Alphabetical Order.”
STEP THREE: Continue mixing up letters and assisting the student with placing the
capital letters in alphabetical order. As the student becomes more confident, reduce the
amount of assistance until the student can complete the task without any assistance at
all.
STEP FOUR: Once the student is able to place all capital letters in alphabetical order
independently ask him/her questions such as: “What letter comes after ‘F’?”, “Which two
letters come after ‘S’?” etc.
48
Lesson Name: Alphabetical Order (using lowercase letters only)

STEP ONE: Explain to student that the letters of the alphabet come in a specific order
called ‘alphabetical order’. Show student how the letters of the alphabet go in a particular
order by using letter manipulatives (magnetic letters, foam letters, letter cards, etc.).
For this lesson use only lowercase letters. State the name for each letter as it is placed
in order. Have student repeat or state the letter chorally.
Tell the student that the name of the order is “Alphabetical Order.” Have student repeat
the words “Alphabetical Order.”
STEP THREE: Continue mixing up letters and assisting the student with placing the
lowercase letters in alphabetical order. As the student becomes more confident, reduce
the amount of assistance until the student can complete the task without any assistance
at all.
STEP FOUR: Once the student is able to independently place all lowercase letters in
alphabetical order ask him/her questions such as: “What letter comes after ‘t’?”, “Which
two letters come after ‘d’?” etc.
49
Lesson Name: Alphabetical Order (using both capital and lowercase letters)

STEP ONE: Explain to student that the letters of the alphabet come in a specific
order called ‘alphabetical order’. Show student how the letters of the alphabet go in a
particular order by using letter manipulatives (magnetic letters, foam letters, letter
cards, etc.). For this lesson use both capital and lowercase letters. State the name for
each letter as it is placed in order. Place the letters with the capital appearing first
followed by its lowercase counterpart. Have student repeat or state the letters
chorally. Have student state whether the letter is capital or lowercase. (i.e., “Capital A,
lowercase a, capital B, lowercase b, capital C, lowercase c, etc.)
Tell the student that the name of the order is “Alphabetical Order.” Have student
repeat the words “Alphabetical Order.”
STEP THREE: Continue mixing up letters and assisting the student with placing ALL
capital and lowercase letters in alphabetical order. As the student becomes more
confident, reduce the amount of assistance until the student can complete the task
without any assistance at all.
STEP FOUR: Once the student is able to independently place ALL capital and
lowercase letters in alphabetical order ask him/her questions such as: “What letter
comes after ‘w’?”, “Which two letters come after ‘l’?” etc.
STEP FIVE: Assess the student to ascertain whether or not mastery of this lesson has
Recognition Mini-Assessment’ sheet. If the student has mastered this lesson, move on
to the next lesson. If the student has NOT mastered this lesson, repeat lesson until
50
Lesson Name: Alphabet Olympics
Description of Lesson/Activity: The student practices saying the names of the

letters of the alphabet in a variety of ways using a simple alphabet chart.

STEP ONE: Explain to student that he/she will practice saying the alphabet letters
in many different ways. Show student an alphabet chart.
STEP TWO: Point to each letter in order and have the student say the name of each
letter. Provide assistance when student falters but reduce help once the student
becomes more confident. Tell student that he/she just stated all of the letters in
alphabetical order.
STEP THREE: Explain to student that he/she will now say the letters of the
alphabet backwards starting with the letter ‘Z’. Point to each letter as the student
reads them going backward.
STEP FOUR: Explain to student that he/she will now read every other letter of the
alphabet. Point to every other letter as the student orally states them. If necessary,
have the student clap his/her hands to represent the letters being skipped. Also
have the student say every other letter beginning with the letter ‘B’.
STEP FIVE: Have student say the names of letters using the following criteria:
 all letters with long sticks (lowercase only)
 all letters with short stick (lowercase only)
 all letters with circles (lowercase only)
 all letters with curves (lowercase only)
‘Letter Recognition Mini-Assessment’ sheet. If the student has mastered this lesson,
move on to the next lesson. If the student has NOT mastered this lesson, repeat
lesson until mastery has been obtained.
51
Lesson Name: Sorting by Consonants and Vowels
Description of Lesson/Activity: The student distinguishes between consonant and

vowel letters and practices sorting those letters using letter manipulatives (magnetic

STEP ONE: Explain to student that there is another way to sort the letters of the
alphabet. Show the student a simple alphabet chart and tell him/her that all of the
letters fall into one of two categories. Each letter is either a consonant or a vowel.
Have student say the words ‘consonant’ and ‘vowel’.
STEP TWO: Point to the letters ‘a’, ‘e’, ‘i’, ‘o’, and ‘u’ and explain that those letters are
called vowels. Tell student that all of the other letters are consonants. Special note:
for the purpose of sorting, the letter ‘y’ will be considered a consonant for this lesson.
STEP THREE: Repeat step TWO until the student has memorized that the letters ‘a, e,
i, o, and u’ are vowels.
STEP FOUR: Using a simple alphabet chart, point to random letters and have the
student state whether that letter is a consonant or a vowel. Practice this step until
the student can state which is which without hesitation. Use the alphabet chart when
assessing the student.
Recognition Mini-Assessment’ sheet. If the student has mastered this lesson, move on
to the next lesson. If the student has NOT mastered this lesson, repeat lesson until
52
Lesson Name: Alphabet Review
Description of Lesson/Activity: The student practices locating, identifying, and

saying the names of the letters of the alphabet using a variety of methods (alphabet
chart, letter manipulatives or flashcards, and newspaper or book print).

STEP ONE: Explain to student that he/she will practice saying the alphabet letters
using an alphabet chart. Show student an alphabet chart and point to random letters.
Have student say the name of each letter, the case of each letter (capital or
lowercase), and whether the letter is a consonant or a vowel.
STEP TWO: Using letter manipulatives or flashcards, quiz the student on his/her
letter knowledge. As each letter is shown have student say its name, its case (capital
or lowercase), and whether it is a consonant or a vowel.
STEP THREE: Using a newspaper or a book, point to random letters and have the
student say their names. Also have the student state the letter’s case and whether it
is a consonant or a vowel.
STEP FOUR: Using the same books or newspapers, have student ‘show off’ his/her
letter expertise by having him/her spell out random words found in the text. Give the
student a high five or a pat on the back for being able to easily say the letters found
in words!
‘Letter Recognition Mini-Assessment’ sheet. If the student has mastered this lesson,
then he/she has successfully completed the Letter Recognition Intervention and may
move on to more complex skills such as letter sounds, rhyming, segmenting, or
blending. If the student has NOT mastered this lesson, repeat lesson until mastery
has been obtained.
53
Capital Letter Cards
Copy these sheets and cut out each square to use as letter manipulatives if other manipulatives are not available (such as
letter flashcards, magnetic letters, foam letters, etc.)
A B C
D E F
G H I
J K L
54
M N O
P Q R
S T U
V W X
Y Z
55
Lowercase Letter Cards
These sheets can be used as letter manipulatives if other manipulatives are not available (such as letter
flashcards, magnetic letters, foam letters, etc.)
a b c
d e f
g h i
j k l
56
m n o
p q r
s t u
v w x
y z
57
58
LETTER
SOUNDS
59
LETTER SOUNDS OVERVIEW
Once it is determined that a student needs this intervention (as evidenced on the
Universal Screening: Letter Sounds Assessment), make a copy of the appropriate pages
(listed on the “Letter Sounds Let’s Get Started!” page) including the “Letter Sounds Lesson
Checklist.” Use the checklist to check off when each lesson was taught and when it was
mastered. Do not move forward to a new lesson until the student has mastered the lesson
he/she is currently on. Also, to assess the student’s response to the intervention, be sure
to monitor his/her progress weekly throughout the twelve-week implementation period
using the Progress Monitoring Assessments (regardless of which lesson he/she is
currently working on). If a student completes all of the Letter Sounds lessons within two
to six weeks, he/she still needs to be assessed for at least 2 additional weeks past the
point of mastery so as to rule out “lucky guesses” or a “fluke” with the assessment showing
said mastery, If the student has truly MASTERED the Letter Sounds Intervention before
the 12-week intervention period ends (as evidenced by the Progress Monitoring: Letter
Sounds Assessments), it would be prudent to move on to an intervention which focuses on
more complex concepts such as rhyming and word families, segmenting and word parts, or
blending. Be sure to collect baseline data before beginning any new intervention.
60
PROGRESS MONITORING
As stated before, in order to ascertain whether or not the Letter Sounds intervention in
this manual is effective, data should be gathered on a weekly basis through the progress
assessments are identical to the weekly progress monitoring assessments in both format
and structure. This gives the educator/assessor a simple way to collect data as well as
creates a format that is easy to read and analyze. Because of the continuity among the
assessments, the educator/assessor will essentially be comparing ‘oranges to oranges’
which allows for a more accurate picture of how the student is progressing throughout
the intervention.

the purpose of data analysis for the Letter Sounds intervention, a graph will be needed
monitoring assessment. Graphs are an easy-to-read ‘snap shot’ of how the student
performs each week and are an excellent tool to use when looking at overall progress and
effectiveness of an intervention. The data should be analyzed weekly rather than at the
end of the 12 weeks so that changes or adjustments to the intervention may be made
DURING the 12 week period. The graph below is an example of what an RTI intervention
graph may look like after the 11th week of the Letter Sounds intervention. Careful
examination of the data collected each week must occur (preferably in the context of a
data analysis team) in order to adequately assess the effectiveness of the intervention
and to pinpoint areas of weakness. This on-going weekly review of the data is crucial and
should be the catalyst which drives future instruction for the struggling student.

60
50
Letter Sounds Recognition
40
30
20
Student Score
10
0
Date 8/7 8/14 8/21 8/28 9/4 9/18 9/25 10/2 10/9 10/16 10/16 10/23
Student Score 0 3 6 8 7 9 12 16 19 25 27 31
Goal* 2 5 10 15 20 25 30 35 40 45 50 55 60
61
What does the sample graph on the previous page tell us about Student ‘X’? According
to the universal screening/baseline assessment (given 8-7-11) the student was not able
to identify any of the 60 letter sounds (consonants, blends, and vowels). The
intervention focused on letter sounds and after 11 weeks of intervention, student “X’
has made progress but has yet to master all 60 of the sounds needed to move forward
with higher level skills. One decline in the number of sounds known was noted (on 9-4-
11) but Student ‘X’s growth-line overall steadily increased. At the end of the 11th week
of intervention, Student ’X’ now knows 30 of the 60 letter/blends sounds. Student ‘X’
has responded reasonably well to the intervention. Additional time with the same
intervention with more intensity may be the recommendation for this student until
mastery of all 60 sounds has been obtained.
SPECIAL NOTE:
Progress Monitoring Assessments of beginning letter sounds, ending letter sounds, and
middle vowel sounds are also included in this manual to give the teacher/interventionist
the option of documenting more specific skills. To assess and document all 60 letter
and blended sounds, simply give the student the letter sounds (all consonants,
consonant blends, and vowels) assessments each week.
62
To implement the Letter Sounds intervention in this manual, copy the

following pages for each student in the intervention group:
 Universal Screening Letter Sounds Assessment Recording Sheet (p. 64)

 Letter Sounds Student Assessment Sheet (p. 65)
 Progress Monitoring: Letter Sounds: Consonants, Consonant Blends, & Vowels Assessment
(pp. 66 & 67)
 RTI Graph Letter Sounds (all consonants, consonant blends, and vowels) (p. 68)
 Letter Sounds Lesson Checklist (p. 75)
 Letter Sounds Mini-Assessments Recording Sheets (pp. 76-80)
 Alphabet Chart (if needed) (p. 81)
 Letter Sounds and Blends Chart (if needed) (p. 82)
 Vowels Chart (if needed) (p. 83)
*SPECIAL NOTE: If more detailed letter sound data is needed or warranted, copy
one or more of the following:
o Supplemental Progress Monitoring (Letter Sounds: beginning sounds only) (p. 69)
o Supplemental RTI Graph (Letter Sounds: beginning sounds only) (p. 70)
o Supplemental Progress Monitoring (Letter Sounds: ending sounds only) (p. 71)
o Supplemental RTI Graph (Letter Sounds: ending sounds only) (p. 72)
o Supplemental Progress Monitoring (Letter Sounds: middle vowel sounds only) (p. 73)
o Supplemental RTI Graph (Letter Sounds: middle vowel sounds only) (p. 74)
If needed, the letter/blends cards on pages 116-119 can be copied and cut
out to use for intervention sessions.
63
Universal Screening
Letter Sounds Assessment Recording Sheet
CONSONANTS, CONSONANT BLENDS, & VOWELS
Student Name: ____________________________Grade: ____ Teacher: ________________

Have the student read from the Letter Sounds Student Sheet (going across each row) as you mark correct responses
on this data sheet. Place a √ under each letter or letter combination the student can confidently and accurately
pronounce. If a student spends more than five seconds on a particular letter or letter combination, have him/her skip
that one and move on to the next one. DO NOT provide the student with the correct response.
Date: _____________
f j m w z p
l b s k r g
t x v c n d
h y bl cl fl gl
pl sl br cr dr fr
gr pr tr sc sk sm
sn sp st sw scr spl
spr squ str qu ch sh
th (voiced) th (unvoiced) ph ū ĭ ă
ē ĕ ŏ ā ō ī
Total # Correct _______ (Total # Possible = 60)
64
Letter Sounds
Student Assessment Sheet
To be used for the Universal Screening & all Data Point assessments
Read Across Directions: Say the SOUND each letter or groups of letters make
f j m w z p
l b s k r g
t x v c n d
h y bl cl fl gl
pl sl br cr dr fr
gr pr tr sc sk sm
sn sp st sw scr spl
spr squ str qu ch sh
th th ph ū ĭ ă
ē ĕ ŏ ā ō ī
65
Progress Monitoring
Letter Sounds: Consonants, Consonant Blends, & Vowels Assessment
Student Name: ________________________________ Grade: ____ Teacher: ________________
Directions: Have the student read from the Letter Sounds Student Assessment Sheet (going across each row) as you mark correct
responses on this data sheet. Place a √ under each letter sound the student can confidently and accurately identify. If a student
spends more than five seconds on a particular sound, have him/her skip that sound and move on to the next on the list. DO NOT
provide the student with the correct response.
Baseline/Universal Screening: (Date: ____________) Total # Correct: _____ (out of 60)
f j m w z p l b s k r g t x v c n d h y
bl cl fl gl pl sl br cr dr fr gr pr tr sc sk sm sn sp st sw
scr spl spr squ str qu ch sh TH th ph ū ĭ ă ē ĕ ŏ ā ō ī
Data Point #1: (Date: ____________) Total # Correct: _____ (out of 60)
66
Progress Monitoring: Letter Sounds (con’t)
Student Name: ________________________________ Grade: ____ Teacher: ________________
67
RTI GRAPH
Letter Sounds
(all consonants, consonant blends, and vowels)
Student Name: ______________________________ Grade: ____ Teacher: ____________

On the graph below, plot the Universal Screening/Baseline (US/BL) score and all data point (DP) scores for
each Letter Sounds Assessment (all consonants, consonant blends, & vowels). *Establish goal line before
intervention begins.
Letter Sounds (all consonants, consonant blends, & vowels)

60
59
58
57
56
55
54
53
52
51
50
49
48
47
46
45
44
43
42
41
40
39
38
37
36
35
34
Student Score
33
32
31
30
29
28
27
26
25
24
23
22
21
20
19
18
17
16
15
14
13
12
11
10
9
8
7
6
5
4
3
2
1
0
Date
Student Score
Goal* 60
68
Supplemental Progress Monitoring
Letter Sounds (beginning sounds only)
(Only use if supplemental assessments are needed)
Directions: Say each word below clearly and concisely. Have the student state the sound at the beginning of the word (Example: flag =
/fl/, sit = /s/). Place a check under each correct response.
Baseline/Universal Screening: (Date: ____________)
open candle ride grave thick river brake quake handle pain
Total # Correct: _____

Data Point 1: (Date: ____________)
plant apple bunk mend jump needle crank start lamp yesterday

Data Point 2: (Date: ____________)
hose kite bright work cold pumpkin spider brook trophy nothing

Data Point 3: (Date: ____________)
flag west substitute blanket sofa pillow carpet jelly night dog

Data Point 4: (Date: ____________)
drag volt frog classic lake sound slide elephant gear great

Data Point 5: (Date: ____________)
shop umbrella icy trip bag window speak ham race legs

Data Point 6: (Date: ____________)
money veal bought cross kiss least cease nip ghost tick

Data Point 7: (Date: ____________)
igloo ape harry lion egg plop extreme jam glisten blue

Data Point 8: (Date: ____________)
zeal cot inn operation hospital stove pencil tray tile chip

Data Point 9: (Date: ____________)
sunny popcorn ashtray alligator crocodile coat dance blind round hind

Data Point 10: (Date: ____________)
fox vex name grade cart pout middle blank every even

Data Point 11: (Date: ____________)
party neighbor used just brother sister zoo beast plastic magic

Data Point 12: (Date: ____________)
freeze ivy angel kick poke rope anteater under pal lemon

69
Supplemental RTI GRAPH
On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP) scores for each
Letter Sounds (beginning sounds only) assessment given. *Establish goal line before intervention begins.

10
6
Student Score
0
Date
Student Score
Goal* 10
70
Letter Sounds (ending sounds only)
Student Name: _____________________________________ Grade: ____ Teacher: ____________
Directions: Say each word below clearly and concisely. Have the student state the sound at the end of the word (Example: log = /g/,
boat = /t/). Place a check under each correct response.
Baseline: (Date: ____________)
cup tank west Monday bulb fun came bag have puff

Data Point 1: (Date: ____________)
key vine yes wagon hair nail great lob fox little

Data Point 2: (Date: ____________)
dead well track quiet deer magic zip church push town

Data Point 3: (Date: ____________)
doze flame lake rest open rat north plate fork glass

Data Point 4: (Date: ____________)
orange we pencil map wham heart job half trip now

Data Point 5: (Date: ____________)
wish first pew tax bay quit rile clip jive near

Data Point 6: (Date: ____________)
board building teacher leaf note mouse brave boxes pass fresh

Data Point 7: (Date: ____________)
egg bird tree nest flower pollen smell wind rain warm

Data Point 8: (Date: ____________)
hospital book page medicine time doctor grass window rule bear

Data Point 9: (Date: ____________)
pox blew queen vice wick munch king yellow cloud castle

Data Point 10: (Date: ____________)
heart stop wheel bleed rig beef crust kill fur shore

Data Point 11: (Date: ____________)
sled brag hope trust josh plus vim fix quick group

Data Point 12: (Date: ____________)
island vine knife mouth giant shoes back gum high jump
71
Letter Sounds (ending sounds only)
Letter Sounds (ending sounds only) assessment given. *Establish goal line before intervention begins.
Letter Sounds (ending sounds only) RTI Graph

10
6
Student Score
0
Date
Student Score
Goal* 10
72
Progress Monitoring
Letter Sounds (middle vowel sounds only)
Student Name: ____________________________ Grade: ____ Teacher: ____________
Directions: Say each word below clearly and concisely. Have the student state the vowel sound in the middle of the word. Also
have the student state whether the vowel sound is a short sound or a long sound (Example: pit = /ĭ/ short vowel). Place checks
under each correct response (each word has two answers: 1) identifying the vowel sound and 2) stating whether it is a long or
short vowel sound).
Universal Screening/Baseline: (Date: _____________) Total # Correct ____
pine rot huge rug bone
Data Point #1: (Date: _____________) Total # Correct ____

mind gave tack rib vent

mule mile cat web fright

send nose jump pit box

truck bank hive rose pen

band mend sign plus pole

kick bag nudge mode safe

vote track just poke bop

men rock tax frame blind

crime pane fast nest jot

flute bunch grape wind vine

cent zone quit gripe hush

fox clock note tan pipe
73
RTI GRAPH
On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP) scores for
each Letter Sounds (middle vowel sounds only) assessment given. *Establish goal line before
intervention begins.

10
6
Student Score
0
Date
Student Score
Goal* 10
74
Letter Sounds Lesson Checklist
Student Name: _________________________
Date(s) lesson Date lesson
Name of Lesson was taught was mastered
Lesson 1: Hearing Consonant Sounds /b/, /f/, /m/
Lesson 2: Hearing Consonant Sounds /d/, /l/, /s/
Lesson 3: Hearing Consonant Sounds /p/, /r/, /t/
Lesson 4: Hearing Consonant Sounds /h/, /j/, /v/
Lesson 5: Hearing Consonant Sounds /k/, /g/ (soft), /z/
Lesson 6: Hearing Consonant Sounds /c/ (hard), /g/ (hard),
/w/
Lesson 7: Hearing Consonant Sounds /c/ (soft), /x/, /y/
Lesson 8: Hearing Consonant Sounds Review
Lesson 9: Hearing ‘l’ Blends bl, cl, fl, gl, pl, sl
Lesson 10: Hearing ‘r’ Blends br, cr, dr, fr, gr, pr, tr
Lesson 11: Hearing ‘s’ Blends sc, sk, sm, sn, sp, st, sw
Lesson 12: Hearing Three Letter Blends scr, spl, spr, squ,
str
Lesson 13: Hearing Special Sounds ch, sh, th (voiced), th
(unvoiced), ph, qu
Lesson 14: Hearing Blends and Special Sounds Review
Lesson 15: Writing Consonant Letters
Lesson 16: Writing Consonant Blends and Special Sounds
Lesson 17: Saying Consonant Letter Sounds
Lesson 18: Saying Sounds for Consonant Blends and Special
Sounds
Lesson 19: Hearing Short Vowel Sound ă
Lesson 20: Hearing Short Vowel Sound ĕ
Lesson 21: Hearing Short Vowel Sound ĭ
Lesson 22: Hearing Short Vowel Sound ŏ
Lesson 23: Hearing Short Vowel Sound ŭ
Lesson 24: Distinguishing Short Vowel Sounds From Each
Other
Lesson 25: Writing Short Vowel Letters
Lesson 26: Saying Short Vowel Sounds
Lesson 27: Distinguishing Long Vowel Sounds From Each
Other
Lesson 28: Writing Long Vowel Letters
Lesson 29: Saying Long Vowel Sounds
Lesson 30: Distinguishing Between Short Vowels and Long
Vowels
Lesson 31: Letter Sounds Review
75
Letter Sounds Mini-Assessments Recording Sheet (p. 1)
Student Name: ____________________________ Grade: ___ Teacher: _____________
Lesson 1: Hearing Consonant Sounds /b/, /f/, /m/

Use the following chart to assess this activity. Place a ‘√’ next to each letter that the student can consistently
point to WITHOUT assistance after its sound is pronounced. The student has mastered this lesson if he/she
can accurately point to the correct letter consistently without assistance. /b/ /f/ /m/
Date mastered:
Lesson 2: Hearing Consonant Sounds /d/, /l/, /s/
can accurately point to the correct letter consistently without assistance. /d/ /l/ /s/
Date mastered:
Lesson 3: Hearing Consonant Sounds /p/, /r/, /t/
can accurately point to the correct letter consistently without assistance. /p/ /r/ /t/
Date mastered:
Lesson 4: Hearing Consonant Sounds /h/, /j/, /v/
can accurately point to the correct letter consistently without assistance. /h/ /j/ /v/
Date mastered:
Lesson 5: Hearing Consonant Sounds /k/, /g/ (soft), /z/
can accurately point to the correct letter consistently without assistance. /k/ /g/ (soft) /z/
Date mastered:
Lesson 6: Hearing Consonant Sounds /c/ (hard), /g/ (hard), /w/
can accurately point to the correct letter consistently without assistance. /c/ (hard) /g/ (hard) /w/
Date mastered:
Lesson 7: Hearing Consonant Sounds /c/ (soft), /x/, /y/
can accurately point to the correct letter consistently without assistance.
/c/ (soft) /g/ /y/
Date mastered:
Lesson 8: Hearing Consonant Sounds Review
Use the following chart to assess this activity. Place a ‘√’ under each letter that the student can consistently
can accurately point to the correct letter consistently without assistance.
/b/ /c/ (hard) /c/ (soft) /d/ /f/ /g/ (hard) /g/ (soft) /h/ /j/ /k/ /l/ /m/
/n/ /p/ /r/ /s/ /t/ /v/ /w/ /x/ /y/ Date mastered:
76
Lesson 9: Hearing ‘l’ Blends bl, cl, fl, gl, pl, sl

Use the following chart to assess this activity. Place a ‘√’ next to each blend the student can consistently point
to WITHOUT assistance after its sound is pronounced. The student has mastered this lesson if he/she can
accurately point to the correct blend consistently without assistance. bl cl fl
gl pl sl
Date mastered:
Lesson 10: Hearing ‘r’ Blends br, cr, dr, fr, gr, pr, tr
accurately point to the correct blend consistently without assistance.
br cr dr fr
gr pr tr
Date mastered:
Lesson 11: Hearing ‘s’ Blends sc, sk, sm, sn, sp, st, sw
accurately point to the correct blend consistently without assistance.
sc sk sm sn
sp st sw
Date mastered:
Lesson 12: Hearing Three Letter Blends scr, spl, spr, squ, str
accurately point to the correct blend consistently without assistance. scr spl spr
squ str
Date mastered:
Lesson 13: Hearing Special Sounds ch, sh, th (voiced), th (unvoiced), ph, qu
Use the following chart to assess this activity. Place a ‘√’ next to each special sound the student can
consistently point to WITHOUT assistance after its sound is pronounced. The student has mastered this
lesson if he/she can accurately point to the correct special sound consistently without assistance.
ch sh th (voiced)
th (unvoiced) ph qu
Date mastered:
Lesson 14: Hearing Blends and Special Sounds Review

Use the following chart to assess this activity. Place a ‘√’ under each blend or special sound the student can
consistently point to WITHOUT assistance after its sound is pronounced. The student has mastered this
lesson if he/she can accurately point to the correct blend or special sound consistently without assistance.
bl cl fl gl pl sl br cr dr fr gr pr tr sc sk sm
sn sp st sw scr spl spr squ qu str ch sh th (voiced) th (unvoiced) Ph
Date mastered:
77
Lesson 15: Writing Consonant Letters

Use the following chart to assess this lesson. Place a ‘√’ under each letter the student can consistently write
after hearing its sound pronounced. The student has mastered this lesson if he/she can accurately write the
correct letter consistently without assistance.
b c (hard) c (soft) d f g (hard) g (soft) h j k l m n
p r s t v w x y z Date mastered:
Lesson 16: Writing Consonant Blends and Special Sounds

Use the following chart to assess this lesson. Place a ‘√’ under each blend or special sound the student can
consistently write after hearing its sound pronounced. The student has mastered this lesson if he/she can
accurately write the correct blend or special sound letter combination without assistance. Special Note: Make
sure the student understands that the blends ‘sc’ and ‘sk’ make the same sound and should be written as a pair
for that sound.
Date mastered:
Lesson 17: Saying Consonant Letter Sounds

Use the following chart to assess this lesson. Place a ‘√’ under each letter as the student consistently says its
sound after seeing the letter in print (both capital and lowercase). The student has mastered this lesson if
he/she can accurately say the correct letter sound without assistance.
A a B b C c D d E e F f G g H h I i J j K k L l M m N n O o
P p Q q R r S s T t U u V v W w X x Y y Z z Date mastered:
Lesson 18: Saying Sounds for Consonant Blends and Special Sounds
Use the following chart to assess this lesson. Place a ‘√’ under each blend or special sound as the student
consistently says its sound after seeing it in printed form. The student has mastered this lesson if he/she can
accurately say the correct sound for each blend or special letter combination without assistance.
Date mastered:
Lesson 19: Hearing Short Vowel Sound ă

Use the following chart to assess this activity. Place a ‘√’ next to the letter ‘ă’ each time he/she is able to
distinguish it from a consonant letter sound. The student has mastered this lesson if he/she can accurately
point to the letter ă consistently without assistance at least 10 times. ă
Date mastered:
78
Lesson 20: Hearing Short Vowel Sound ĕ
Use the following chart to assess this activity. Place a ‘√’ next to the letter ‘ĕ’ each time he/she is able to
point to the letter ĕ consistently without assistance at least 10 times. ĕ
Date mastered:
Lesson 21: Hearing Short Vowel Sound ĭ
Use the following chart to assess this activity. Place a ‘√’ next to the letter ‘ĭ’ each time he/she is able to
point to the letter ĭ consistently without assistance at least 10 times. ĭ
Date mastered:
Lesson 22: Hearing Short Vowel Sound ŏ
Use the following chart to assess this activity. Place a ‘√ next to the letter ‘ŏ’ each time he/she is able to
point to the letter ŏ consistently without assistance at least 10 times. ŏ
Date mastered:
Lesson 23: Hearing Short Vowel Sound ŭ
Use the following chart to assess this activity. Place a ‘√’ next to the letter ‘ŭ’ each time he/she is able to
point to the letter ŭ consistently without assistance at least 10 times. ŭ
Date mastered:
Lesson 24: Distinguishing Short Vowel Sounds from Each Other
Use the following chart to assess this activity. Place a ‘√’ next to each short vowel letter each time the student
is able to distinguish it from the other short vowel sounds. The student has mastered this lesson if he/she can
accurately point to the correct vowel consistently without assistance at least 10 times.
ă ŏ
ĕ ŭ
ĭ Date mastered:
Lesson 25: Writing Short Vowel Letters

Use the following chart to assess this lesson. Place a ‘√’ next to each letter the student can consistently write
correct letter consistently without assistance. Special Note: Make sure the student writes each letter with
the breve symbol (the ‘smiley’ above each letter) to signify the short sound for that letter.
ă ĕ ĭ ŏ ŭ Date mastered:
Lesson 26: Saying Short Vowel Sounds

Use the following chart to assess this lesson. Place a ‘√’ under each vowel as the student consistently says its
sound after seeing it in printed form. The student has mastered this lesson if he/she can accurately say the
correct sound for each vowel without assistance.
ă ĕ ĭ ŏ ŭ Date mastered:
Lesson 27: Distinguishing Long Vowel Sounds from Each Other

Use the following chart to assess this activity. Place a ‘√’ next to each long vowel letter each time the student
is able to distinguish it from the other long vowel sounds. The student has mastered this lesson if he/she can
accurately point to the correct vowel consistently without assistance at least 10 times.
ă ŏ
ĕ ŭ
ĭ Date mastered:
79
Lesson 28: Writing Long Vowel Letters

Use the following chart to assess this lesson. Place a ‘√’ next to each letter the student can consistently write
correct letter consistently without assistance.
ā ē ī ō ū Date mastered:
Lesson 29: Saying Long Vowel Sounds

Use the following chart to assess this lesson. Place a ‘√’ next to each vowel as the student consistently says its
sound after seeing it in printed form. The student has mastered this lesson if he/she can accurately say the
correct sound for each vowel without assistance.
ā ē ī ō ū Date mastered:
Lesson 30: Distinguishing Between Short Vowels and Long Vowels

Use the following chart to assess this activity. Place a ‘√’ next to each vowel letter each time the student is
able to distinguish it from the other long vowel sounds. The student has mastered this lesson if he/she can
accurately point to, write, or say the correct vowel consistently without assistance at least 10 times.
ă ā
ĕ ē
ĭ ī
ŏ ō
ŭ ū
Date mastered:
Lesson 31: Letter Sounds Review

ă ĕ ĭ ŏ ŭ ā ē ī ō ū
Bb Cc (soft) Cc (hard) Dd Ff Gg (soft) Gg (hard) Hh Jj Kk
Ll Mm Nn Pp Rr Ss Tt Vv Ww Xx
Yy Zz bl cl fl gl pl sl br cr
dr fr gr pr tr sc sk sm sn sp
st sw scr spl spr squ str qu ch Sh
th (voiced) th (unvoiced) ph Date mastered:
80
Alphabet Chart
This chart may be used to help reinforce skills taught in this book
Aa Bb Cc Dd Ee
Ff Gg Hh Ii Jj
Kk Ll Mm Nn Oo
Pp Qq Rr Ss Tt
Uu Vv Ww Xx Yy
Zz
81
Letter Sounds and Blends Chart
ă ĕ ĭ ŏ ŭ
ā ē ī ō ū
Bb Cc (soft) Cc (hard) Dd Ff
Gg (soft) Gg (hard) Hh Jj Kk
Ll Mm Nn Pp Rr
Ss Tt Vv Ww Xx
Yy Zz bl cl fl
gl pl sl br cr
dr fr gr pr tr
sc sk sm sn sp
st sw scr spl spr
squ str qu ch sh
th (voiced) th ph
(unvoiced)
82
Vowels Chart
ă ĕ ĭ ŏ ŭ
ā ē ī ō ū
83
Letter Sounds

through the letter sounds intervention.
the student’s needs and must be implemented
at the student’s pace. Don’t move to a new
lesson until mastery of the current lesson is

lesson has been achieved, use the ‘Letter
Sounds Mini-Assessments Recording Sheet’
(pages 76-80) to measure the student’s
proficiency before beginning a new lesson.
84
Letter Sounds: Lesson 1
Lesson Name: Hearing Consonant Sounds /b/, /f/, /m/
Description of Lesson/Activity: Using an alphabet chart, the student points to a letter

after hearing its sound pronounced orally.

STEP ONE: Review with student basic letter recognition skills. Have the student state
the name of letters as you point to them using a letter chart. Have the student state
whether the letter is capital, lowercase, a consonant, or a vowel. Begin each letter sound
lesson with a review of letter names and a review of previously taught letter sounds.
Explain to student that each letter has its own sound and that some letters have more
than one sound. Explain that today he/she will learn the sound of three consonant letters.
STEP TWO: Show the student a letter ‘b’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Have student say the name for the letter. Tell the student that
the letter ‘b’ makes the /b/ sound. Special Note: Be sure to say ONLY the sound of the
letter and not an exaggerated sound. Many students learn letter sounds incorrectly
because the model they are hearing is drawn out. For example, the /b/ sound may be
stated “baaaah” which actually is more than one sound. Have the student repeat the /b/
sound. Say the /b/ sound ten times while having the student repeat each time.
STEP THREE: Repeat step two with the letters ‘f’ and ‘m’
STEP FOUR: Write the letters ‘b’, ‘f’, and ‘m’ on a sheet of paper (or show the student
the three letters using cards, tiles, etc.). Have the student point to a letter as you say its
sound orally. Continue drilling the student until he/she can point to the correct letter
without hesitation.
STEP FIVE: Using a letter chart, say the sound for each target letter and have the
student find each letter by pointing to it (both capital and lowercase).
Sounds Mini-Assessments Recording Sheet’. If the student has mastered this lesson,
move on to the next lesson. If the student has NOT mastered this lesson, repeat lesson
until mastery has been obtained.
85
Lesson Name: Hearing Consonant Sounds /d/, /l/, /s/


STEP TWO: Show the student a letter ‘d’ (using magnetic letters, foam letters, letter
STEP THREE: Repeat step two with the letters ‘l’ and ‘s’
STEP FOUR: Write the letters ‘d’, ‘l’, and ‘s’ on a sheet of paper (or show the student the
three letters using cards, tiles, etc.). Have the student point to a letter as you say its
without hesitation.
86
Lesson Name: Hearing Consonant Sounds /p/, /r/, /t/


STEP TWO: Show the student a letter ‘p’ (using magnetic letters, foam letters, letter
STEP THREE: Repeat step two with the letters ‘r’ and ‘t’
STEP FOUR: Write the letters ‘p’, ‘r’, and ‘t’ on a sheet of paper (or show the student the
without hesitation.
87
Lesson Name: Hearing Consonant Sounds /h/, /j/, /v/


STEP TWO: Show the student a letter ‘h’ (using magnetic letters, foam letters, letter
STEP THREE: Repeat step two with the letters ‘j’ and ‘v’
STEP FOUR: Write the letters ‘h’, ‘j’, and ‘v’ on a sheet of paper (or show the student the
without hesitation.
88
Lesson Name: Hearing Consonant Sounds /k/, /g/ (soft), /z/


STEP TWO: Show the student a letter ‘k’ (using magnetic letters, foam letters, letter
STEP THREE: Repeat step two with the letters ‘g’ (soft) and ‘z’
STEP FOUR: Write the letters ‘k’, ‘g’, and ‘z’ on a sheet of paper (or show the student
without hesitation.
89
Lesson Name: Hearing Consonant Sounds /c/ (hard), /g/ (hard), /w/


STEP TWO: Show the student a letter ‘c’ (using magnetic letters, foam letters, letter
the letter ‘c’ makes two sounds; a soft sound and a hard sound. Say the hard ‘c’ sound
(/k/). Special Note: Be sure to say ONLY the sound of the letter and not an exaggerated
sound. Many students learn letter sounds incorrectly because the model they are hearing
is drawn out. For example, the /b/ sound may be stated “baaaah” which actually is more
than one sound. Have the student repeat the /b/ sound. Say the /b/ sound ten times
while having the student repeat each time.
STEP THREE: Repeat step two with the letters ‘g’ (hard) and ‘w’
STEP FOUR: Write the letters ‘c’, ‘g’, and ‘w’ on a sheet of paper (or show the student
without hesitation.

90
Lesson Name: Hearing Consonant Sounds /c/ (soft), /x/, /y/


STEP TWO: Show the student a letter ‘c’ (using magnetic letters, foam letters, letter
the letter ‘c’ makes two sounds; a soft sound and a hard sound. Say the soft ‘c’ sound
(/s/). Special Note: Be sure to say ONLY the sound of the letter and not an exaggerated
sound. Many students learn letter sounds incorrectly because the model they are hearing
is drawn out. For example, the /b/ sound may be stated “baaaah” which actually is more
than one sound. Have the student repeat the /b/ sound. Say the /b/ sound ten times
while having the student repeat each time.
STEP THREE: Repeat step two with the letters ‘x’ and ‘y’
STEP FOUR: Write the letters ‘c’, ‘x’, and ‘y’ on a sheet of paper (or show the student
without hesitation.

91
Lesson Name: Hearing Consonant Sounds Review


whether the letter is capital, lowercase, a consonant, or a vowel. Explain to student that
today he/she will review all letter sounds learned so far.
STEP TWO: Explain to student that he/she will hear all of the sounds learned so far and
that he/she will point to the letters that go with those sounds on an alphabet chart.
STEP THREE: Distinctly and clearly say random letter sounds (from those learned so
far) and have student point to the letter on a letter chart.
STEP FOUR: Continue STEP THREE until the student can consistently point to each
letter without hesitation.
92
Lesson Name: Hearing ‘l’ Blends bl, cl, fl, gl, pl, sl
Description of Lesson/Activity: Using a consonant blends chart, the student points to

consonant blends after hearing them pronounced orally.

than one sound. Explain that today he/she will learn sounds called blends. Explain that
blends are two or more letter sounds said together.
STEP TWO: Show the student the letters ‘b’ and ‘l’ (together) (using magnetic letters,
foam letters, letter cards, paper-pencil, etc.). Have student say the name for the letters.
Tell the student that the letters ‘bl’ make the sound /bl/. Say the ‘bl’ sound. Special
Note: Be sure to say the correct sound of the letter combinations ‘bl’. Have the student
repeat the /bl/ sound. Say the /bl/ sound ten times while having the student repeat each
time.
STEP THREE: Repeat step two with the blends ‘cl’, ‘fl’, ‘gl’, ‘pl’, and ‘sl’.
STEP FOUR: Write the blends ‘bl’, ‘cl’, ‘fl’, ‘gl’, ‘pl’, and ‘sl’ on a sheet of paper (or show
the student the blends using cards, tiles, etc.). Have the student point to a blend as you
say its sound orally. Continue drilling the student until he/she can point to the correct
blend without hesitation.
STEP FIVE: Using a blends chart, say the sound for each target blend and have the
student find each by pointing.
93
Lesson Name: Hearing ‘r’ Blends br, cr, dr, fr, gr, pr, tr


STEP TWO: Show the student the letters ‘b’ and ‘r’ (together) (using magnetic letters,
Tell the student that the letters ‘br’ make the sound /br/. Say the ‘br’ sound. Special
Note: Be sure to say the correct sound of the letter combinations ‘br’. Have the student
repeat the /br/ sound. Say the /br/ sound ten times while having the student repeat
each time.
STEP THREE: Repeat step two with the blends ‘cr’, ‘dr’, ‘fr’, ‘gr’, ‘pr’, ‘tr’.
STEP FOUR: Write the blends ‘br’, ‘cr’, ‘dr’, ‘fr’, ‘gr’, ‘pr’, ‘tr’ on a sheet of paper (or show
student find by pointing.
94
Lesson Name: Hearing ‘s’ Blends sc, sk, sm, sn, sp, st, sw


STEP TWO: Show the student the letters ‘s’ and ‘c’ (together) (using magnetic letters,
Tell the student that the letters ‘sc’ make the sound /sk/. Say the ‘sc’ sound. Also inform
the student that the letters ‘sk’ make the same sound. Special Note: Be sure to say the
correct sound of the letter combinations ‘sc’. Have the student repeat the /sc/ sound.
Say the /sc/ sound ten times while having the student repeat each time.
STEP THREE: Repeat step two with the blends ‘sk’, ‘sm’, ‘sn’, ‘sp’, ‘st’, ‘sw’.
STEP FOUR: Write the blends ‘sc’, ‘sk’, ‘sm’, ‘sn’, ‘sp’, ‘st’, ‘sw’ on a sheet of paper (or show
95
Lesson Name: Hearing Three Letter Blends scr, spl, spr, squ, str


STEP TWO: Show the student the letters ‘s’, ‘c’ and ‘r’ (together) (using magnetic
letters, foam letters, letter cards, paper-pencil, etc.). Have student say the name for the
letters. Tell the student that the letters ‘scr’ make the sound /scr/. Say the ‘scr’ sound.
Special Note: Be sure to say the correct sound of the letter combinations ‘scr’. Have the
student repeat the /scr/ sound. Say the /scr/ sound ten times while having the student
repeat each time.
STEP THREE: Repeat step two with the blends ‘spl’, ‘spr’, ‘squ’, and ‘str’.
STEP FOUR: Write the blends ‘scr’, ‘spl’, ‘spr’, ‘squ’, and ‘str’ on a sheet of paper (or show

96
Lesson Name: Hearing Special Sounds ch, sh, th (voiced), th (unvoiced), ph, qu
Description of Lesson/Activity: Using a special sounds chart, the student points to

letter combinations that make special sounds after hearing them pronounced orally.

than one sound. Explain that today he/she will learn some special sounds.
STEP TWO: Show the student the letters ‘c’ and ‘h’ (together) (using magnetic letters,
Tell the student that the letters ‘ch’ make the sound /ch/. Say the ‘ch’ sound. Special
Note: Be sure to say the correct sound of the letter combinations ‘ch’. Have the student
repeat the /ch/ sound. Say the /ch/ sound ten times while having the student repeat
each time.
STEP THREE: Repeat step two with the sounds ‘sh’, ‘th’ (voiced as in the word ‘these’),
‘th’ (unvoiced as in the word ‘both’), ‘ph’ (‘ph’ is pronounced /f/), and ‘qu’
STEP FOUR: Write the special sounds letter combinations ‘ch’, ‘sh’, ‘th’ (voiced), ‘th’
(unvoiced), ‘ph’, and ‘qu’ on a sheet of paper (or show the student using cards, tiles, etc.).
Have the student point to a special sound as you say its sound orally. Continue drilling the
student until he/she can point to the correct letter combination without hesitation.
STEP FIVE: Using a special sounds chart, say the sound for each target letter
combination and have the student find each by pointing.
97
Lesson Name: Hearing Blends and Special Sounds Review
Description of Lesson/Activity: Using a Blends Chart, the student points to blends or

special letter combinations after hearing them pronounced orally.

the name of letters as you point to them using a letter chart. Also, review letter sound
skills by saying the sounds of consonant letters and having the student point to each on
the chart. Make sure the student points to both capital and lowercase letters. Explain to
student that today he/she will review all of the blends and special sounds learned so far.
STEP TWO: Explain to student that he/she will hear all of the blends and special sounds
learned so far and that he/she will point to the letter blends or letter combinations that
go with those sounds on the Blends and Special Sounds Chart.
STEP THREE: Distinctly and clearly say random blends and special sounds (from those
learned so far) and have student point to them on the chart.
STEP FOUR: Continue STEP THREE until the student can consistently point to each
blend or special sound without hesitation.
98
Lesson Name: Writing Consonant Letters
Description of Lesson/Activity: The student writes letters after hearing their sounds
pronounced orally.

STEP ONE: Review with student basic letter sounds (consonants). Have the student point
to letters on a letter chart after their sounds are orally stated. Explain to student that
today he/she will write all of the consonant letters after hearing their sounds
pronounced. Special Note: If the student is not able to write the letters of the
alphabet, provide him/her with a blank alphabet chart and have him/her circle the letters
as their sounds are pronounced. If the student can only write one of the cases (capital or
lowercase) then have him/her write only that case. Otherwise, have the student write
both the capital and lowercase form of the letters.
STEP TWO: Explain to student that he/she will hear all of the consonant letter sounds
learned so far and that he/she will write the letters that go with those sounds.
STEP THREE: Distinctly and clearly say random consonant letter sounds and have
student write the letters that correspond with them. Special Note: To add variety to
this lesson, allow the student to use a variety of writing surfaces and utensils (colored
pencils, markers, chalk, whiteboard, chalkboard, etc.)
STEP FOUR: Continue STEP THREE until the student can consistently write each letter
without hesitation.
99
Lesson Name: Writing Consonant Blends and Special Sounds

Description of Lesson/Activity: The student writes blends and special sounds after
hearing pronounced orally.

to letters on a letter chart after their sounds are orally stated. Explain to student that
today he/she will write all of the blends and special letter combinations he/she has
learned so far after hearing their sounds pronounced. Special Note: If the student is
not able to write the letters of the alphabet, provide him/her with a blank Blends and
Special Sounds Chart and have him/her circle the blends as their sounds are pronounced.
STEP TWO: Explain to student that he/she will hear all of the blends and special sounds
learned so far and that he/she will write the blends and special letter combinations that
go with those sounds.
STEP THREE: Distinctly and clearly say random blends and special sounds and have the
student write the blends or letter combinations that correspond to those sounds. Special
Note: To add variety to this lesson, allow the student to use a variety of writing surfaces
and utensils (colored pencils, markers, chalk, whiteboard, chalkboard, etc.)
STEP FOUR: Continue STEP THREE until the student can consistently write each blend
or special sound without hesitation.
100
Lesson Name: Saying Consonant Letter Sounds
Description of Lesson/Activity: The student says letter sounds after seeing the printed
form of the letter.

to letters on a letter chart after their sounds are orally stated. Have student repeat
each time. Explain to student that today he/she will practice saying consonant letter
sounds without hearing them stated first.
STEP TWO: Using a letter chart or flashcards, show the student a consonant letter.
Have the student say that letter’s sound without first providing a model. Provide a model
if the student doesn’t know the sound or says the incorrect sound for the letter.
STEP THREE: Repeat STEP TWO until the student knows each letter sound
automatically without assistance. Drill and practice, drill and practice, drill and practice!
STEP FOUR: Assess the student to ascertain whether or not mastery of this lesson has
101
Lesson Name: Saying Sounds for Consonant Blends and Special Sounds
Description of Lesson/Activity: The student says the sounds for consonant blends and
special sounds after seeing them in printed form.

to letters on a letter chart after their sounds are orally stated. Have student repeat
each time. Explain to student that today he/she will practice saying the sounds for the
consonant blends he/she has learned in previous lessons.
STEP TWO: Using the Blends and Special Sounds Chart or flashcards, show the student
a blend or special sound letter combination. Have the student say the sound without first
providing a model. Provide a model if the student doesn’t know the sound or says the
incorrect sound.
STEP THREE: Repeat STEP TWO until the student knows the sound of each blend or
special sound automatically without assistance. Drill and practice, drill and practice, drill
and practice!
102
Lesson Name: Hearing Short Vowel Sound ă
Description of Lesson/Activity: The student distinguishes between the short vowel

sound ă and consonant sounds.

STEP ONE: Review letter sound skills with the student. Have him/her say the sounds of
letters, blends, or special sounds as you point to them using a letter chart or the Blends
and Special Sounds Chart. Special Note: If the student forgets the sounds of some
letters, blends, or special sounds GO BACK AND RETEACH THOSE PARTICULAR
LESSONS!!!! Remember, teaching to MASTERY is the goal. Explain to student that today
he/she will learn the short sound for the vowel letter ‘a’. Explain that each vowel has two
sounds; a short sound and a long sound.
STEP TWO: Show the student a letter ‘a’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Have student say the name for the letter. Tell the student
that the letter ‘a’ makes the short sound /ă/. Say the short sound for ‘ă’ and have the
student repeat. Have the student repeat the /ă/ sound at least ten times.
STEP THREE: Using an alphabet chart, say (in random order) consonant sounds and the
short /ă/ sound (stated intermittently). Have the student point to the letters on the
chart as he/she hears them stated orally.
STEP FOUR: Repeat STEP THREE until the student can distinguish the short ‘a’ sound
from the sounds of the consonant letters. Continue drilling the student until he/she can
point to the correct letter without hesitation.
103
Lesson Name: Hearing Short Vowel Sound ĕ

sound ĕ and consonant sounds.

he/she will learn the short sound for the vowel letter ‘e’. Explain that each vowel has two
STEP TWO: Show the student a letter ‘e’ (using magnetic letters, foam letters, letter
that the letter ‘e’ makes the short sound /ĕ/. Say the short sound for ‘e’ and have the
student repeat. Have the student repeat the /ĕ/ sound at least ten times.
short /ĕ/ sound (stated intermittently). Have the student point to the letters on the
STEP FOUR: Repeat STEP THREE until the student can distinguish the short ‘e’ sound
104
Lesson Name: Hearing Short Vowel Sound ĭ

sound ĭ and consonant sounds.

he/she will learn the short sound for the vowel letter ‘i’. Explain that each vowel has two
STEP TWO: Show the student a letter ‘i’ (using magnetic letters, foam letters, letter
that the letter ‘i’ makes the short sound /ĭ/. Say the short sound for ‘i’ and have the
student repeat. Have the student repeat the /ĭ/ sound at least ten times.
short /ĭ/ sound (stated intermittently). Have the student point to the letters on the
STEP FOUR: Repeat STEP THREE until the student can distinguish the short ‘i’ sound
105
Lesson Name: Hearing Short Vowel Sound ŏ

sound ŏ and consonant sounds.

he/she will learn the short sound for the vowel letter ‘o’. Explain that each vowel has two
STEP TWO: Show the student a letter ‘o’ (using magnetic letters, foam letters, letter
that the letter ‘o’ makes the short sound /ŏ/. Say the short sound for ‘o’ and have the
student repeat. Have the student repeat the /ŏ/ sound at least ten times.
short /ŏ/ sound (stated intermittently). Have the student point to the letters on the
STEP FOUR: Repeat STEP THREE until the student can distinguish the short ‘o’ sound
106
Lesson Name: Hearing Short Vowel Sound ŭ

sound ŭ and consonant sounds.

he/she will learn the short sound for the vowel letter ‘u’. Explain that each vowel has two
STEP TWO: Show the student a letter ‘u’ (using magnetic letters, foam letters, letter
that the letter ‘u’ makes the short sound /ŭ/. Say the short sound for ‘u’ and have the
student repeat. Have the student repeat the /ŭ/ sound at least ten times.
short /ŭ/ sound (stated intermittently). Have the student point to the letters on the
STEP FOUR: Repeat STEP THREE until the student can distinguish the short ‘u’ sound
107
Lesson Name: Distinguishing Short Vowel Sounds from Each Other
Description of Lesson/Activity: The student distinguishes between the short vowels ă,

ĕ, ĭ, ŏ, and ŭ.

he/she will review the short sounds of all of the vowels and practice listening to the
differences in those sounds.
STEP TWO: Using an alphabet chart, say (in random order) the short sounds for all five
vowels. Have the student point to the letters on the chart as he/she hears them stated
orally.
STEP THREE: Repeat STEP TWO until the student can distinguish between all of the
short vowel sounds. Continue drilling the student until he/she can point to the correct
108
Lesson Name: Writing Short Vowel Letters
Description of Lesson/Activity: The student writes short vowel letters (ă, ĕ, ĭ, ŏ, and ŭ)
after hearing their sounds pronounced orally.

LESSONS!!!! Remember, teaching to MASTERY is the goal!
STEP TWO: Explain to student that he/she will hear all of the short vowel sounds
learned in previous lessons and will practice writing the letters that go with those sounds.
STEP THREE: Distinctly and clearly say (in random order) the five short vowel sounds
and have the student write the letters that correspond with them. Special Note: To add
variety to this lesson, allow the student to use a variety of writing surfaces and utensils
(colored pencils, markers, chalk, whiteboard, chalkboard, etc.)
without hesitation.
109
Lesson Name: Saying Short Vowel Sounds
Description of Lesson/Activity: The student says the sounds for each vowel (short
sounds) after seeing the printed form of the letters.

STEP ONE: Review with student short vowel sounds. Have the student point to the
vowels on a letter chart after their sounds are orally stated. Have student repeat each
time. Explain to student that today he/she will practice saying the short sounds for the
vowels he/she has learned in previous lessons.
STEP TWO: Using an alphabet chart or flashcards, show the student a vowel. Have the
student say the short sound of the vowel without first providing a model. Provide a model
if the student doesn’t know the sound or says the incorrect sound.
STEP THREE: Repeat STEP TWO until the student knows the short sound of each vowel
110
Lesson Name: Distinguishing Long Vowel Sounds from Each Other
Description of Lesson/Activity: The student distinguishes between the long vowels ā, ē,

ī, ō, and ū.

consonant letters, blends, special sounds, and short vowels as you point to them using a
letter chart or blends chart. Special Note: If the student forgets the sounds of some
letters or blends GO BACK AND RETEACH THOSE PARTICULAR LESSONS!!!!
Remember, teaching to MASTERY is the goal. Explain to student that today he/she will
learn the long sounds of all of the vowels and practice listening to the differences in
those sounds.
STEP TWO: Explain that learning the long vowel sounds is very easy because the long
sound is the same as the letter name. Review the names of letters by having the student
say the name of each letter as you point to random letters on an alphabet chart. Pay
special attention to the names of all of the vowels.
STEP THREE: Have the student say the sound of each vowel (long sounds) as you point to
them on an alphabet letter chart.
STEP FOUR: Repeat STEP THREE until the student can distinguish between all of the
long vowel sounds. Continue drilling the student until he/she can point to the correct
111
Lesson Name: Writing Long Vowel Letters
Description of Lesson/Activity: The student writes long vowel letters (ā, ē, ī, ō, and ū)
after hearing their sounds pronounced orally.

consonant letters, blends, special sounds, and short vowels as you point to them using a
letter chart or blends chart. Special Note: If the student forgets the sounds of some
letters or blends GO BACK AND RETEACH THOSE PARTICULAR LESSONS!!!!
Remember, teaching to MASTERY is the goal!
STEP TWO: Explain to student that he/she will hear all of the long vowel sounds and will
practice writing the letters that go with those sounds.
STEP THREE: Distinctly and clearly say (in random order) the five long vowel sounds and
have the student write the letters that correspond with them. Special Note: To add
variety to this lesson, allow the student to use a variety of writing surfaces and utensils
(colored pencils, markers, chalk, whiteboard, chalkboard, etc.)
without hesitation.
112
Lesson Name: Saying Long Vowel Sounds
Description of Lesson/Activity: The student says the sounds for each vowel (long
sounds) after seeing the printed form of the letters.

STEP ONE: Review with student long vowel sounds. Have the student point to the vowels
on a letter chart after their sounds are orally stated. Have student repeat each time.
Explain to student that today he/she will practice saying the long sound for each vowel.
STEP TWO: Using an alphabet chart or flashcards, show the student a vowel. Have the
student say the long sound of the vowel without first providing a model. Provide a model
if the student doesn’t know the sound or says the incorrect sound.
STEP THREE: Repeat STEP TWO until the student knows the long sound of each vowel
113
Lesson Name: Distinguishing Between Short Vowels and Long Vowels
Description of Lesson/Activity: The student distinguishes between both short and long
vowel sounds.

STEP ONE: Review both the short and long sounds of each vowel. Using a Long/Short
Vowel Chart, have student point to a vowel after saying it orally.
STEP TWO: Give student a piece of paper and a pencil and have him/her practice writing
the vowel letters after saying them orally. Make sure the student distinguishes between
the short sound and the long sound by using the breve and macron symbols.
STEP THREE: Have the student say the sound of each vowel (both long and short
sounds) as you point to them on an alphabet letter chart.
STEP FOUR: Repeat STEPS ONE THROUGH THREE until the student can distinguish
between all of the long and short vowel sounds. Continue drilling the student until he/she
can point to, write, and say the correct vowel sound without hesitation.
114
Lesson Name: Letter Sounds Review
Description of Lesson/Activity: The student reviews all consonant letter sounds, blends,
special sounds, short vowels, and long vowels through a variety of means.

STEP ONE: Explain to student that he/she will review ALL sounds learned in this
chapter.
STEP TWO: Using charts, flashcards, letter manipulatives, etc. practice saying the
sounds learned in this chapter and then have the student locate them. Drill and
practice!!!
STEP THREE: Provide the student with a writing utensil and a writing surface (paper,
chalkboard, whiteboard, etc.) and practice saying the sounds learned in this chapter and
then have the student write them. Drill and practice!!!
STEP FOUR: Using charts or flashcards, show the student the written form of all of the
sounds learned in this chapter and have him/her say their sounds. Drill and practice!!!
Sounds Mini-Assessments Recording Sheet’. If the student has mastered this lesson then
he/she has completed the Letter Sounds intervention with success. If the student has
NOT mastered this lesson, repeat lesson until mastery has been obtained.
115
Letter/Blends Cards
bl cl fl
gl pl sl
br cr dr
fr gr pr
116
tr sc sk
sm sn sp
st sw scr
spl spr squ
117
str qu ch
sh th th voiced unvoiced
ph ă ĕ
ĭ ŏ ŭ
118
ā ē ī
ō ū
119
RHYMING
AND
WORD
FAMILIES
RHYMING AND WORD FAMILIES OVERVIEW
Screening: Rhyming and Word Families Assessment), make a copy of the appropriate
pages (listed on the “Rhyming and Word Families Let’s Get Started!” page) including the
“Rhyming and Word Families Lesson Checklist.” Use the checklist to check off when each
lesson was taught and when it was mastered. Do not move forward to a new lesson until the
student has mastered the lesson he/she is currently on. Also, to assess the student’s
response to the intervention, be sure to monitor his/her progress weekly throughout the
twelve-week implementation period using the Progress Monitoring Assessments (regardless
of which lesson he/she is currently working on). If a student completes all of the Rhyming
and Word Families lessons within two to six weeks, he/she still needs to be assessed for at
least 2 additional weeks past the point of mastery so as to rule out “lucky guesses” or a
“fluke” with the assessment showing said mastery, If the student has truly MASTERED the
Rhyming and Word Families Intervention before the 12-week intervention period ends (as
evidenced by the Progress Monitoring: Rhyming and Word Families Assessments), it
would be prudent to move on to an intervention which focuses on more complex concepts
such as segmenting and word parts or blending. Be sure to collect baseline data before
beginning any new intervention.
122
PROGRESS MONITORING
As stated before, in order to ascertain whether or not the Rhyming and Word Families
intervention in this manual is effective, data should be gathered on a weekly basis through
the progress monitoring assessments. As with the universal screening, the student must
complete the progress monitoring assessments without extra prompts or assistance. All
progress monitoring assessments can be scored directly on the corresponding recording
sheets provided to you in this manual. It is worthy to note that the universal
screening/baseline assessments are identical to the weekly progress monitoring
assessments in both format and structure. This gives the educator/assessor a simple way
to collect data as well as creates a format that is easy to read and analyze. Because of the
continuity among the assessments, the educator/assessor will essentially be comparing
‘oranges to oranges’ which allows for a more accurate picture of how the student is
progressing throughout the intervention.

the purpose of data analysis for the Rhyming and Word Families intervention, a graph will
be needed to record the data from the universal screening/baseline assessment and each
progress monitoring assessment. Graphs are an easy-to-read ‘snap shot’ of how the student
effectiveness of an intervention. The data should be analyzed weekly rather than at the
end of the 12 weeks so that changes or adjustments to the intervention may be made
DURING the 12 week period. The graph below is an example of what an RTI intervention
graph may look like after the 11th week of the Rhyming and Word Families intervention.
Careful examination of the data collected each week must occur (preferably in the context
of a data analysis team) in order to adequately assess the effectiveness of the intervention
and to pinpoint areas of weakness. This on-going weekly review of the data is crucial and
should be the catalyst which drives future instruction for the struggling student.

12 Rhyming and Word Families
11
10
9
Student Score
8
7
6
5
4
3
2
1
0
Date 8/7 8/14 8/21 8/27 9/3 9/10 9/17 9/24 10/1 10/8 10/15 10/22 10/29
Student Score 0 0 0 2 2 1 2 4 5 5 6 6 8
Goal Score* 0 1 2 3 4 5 6 7 8 9 10 11 12
123
universal screening/baseline assessment (given 8-7-11) the student scored a 0 out of a
possible 12 signifying he/she lacks the ability to hear rhymes, say rhymes, or identify word
families. After 12 weeks of the rhyming and word families intervention, Student ‘X’ has
made progress but has yet to reach his/her goal score. Twice the scores remained the same
and a regression in scores was noted between DP4 and DP5. However, Student ‘X’s growth line overall
steadily increased. At the end of the 12th week of intervention, Student ‘X’ has
consistently fallen short of the weekly goals but is showing gains overall. Additional time
with the same intervention would be the logical recommendation for this student until
mastery has been achieved.
124
To implement the Rhyming and Word Families intervention in this manual, copy the following
pages for each student in the intervention group:
 Universal Screening Teacher Recording Sheet (p. 126)

 Progress Monitoring Teacher Recording Sheets (pp. 127-129)
 Universal Screening & Progress Monitoring RTI Graph (p. 130)
 Rhyming and Word Families Lessons Checklist (pp. 131-132)
 Rhyming and Word Families Mini-Assessments Recording Sheets (pp. 133-138)
 Word Family Cards (pp. 173-191)
125
Universal Screening Teacher Recording Sheet
Rhyming and Word Families
Student Name: _______________________ Grade: ____ Teacher: __________ Date: _______
Section A. Hearing Rhymes: Have the student sit facing you and explain that you will say two words.
Tell him/her to say “YES” if the two words rhyme and “NO” if they do not. Have student practice this skill
using the words ‘book/look’ and ‘dirt/cup’. Explain that the words ‘book/look’ rhyme because their ending
sounds are the same whereas ‘dirt/cup’ do not because their ending sounds are different.
YES NO YES NO YES NO YES NO

Word Word Word Word
Pair Pair Pair Pair
pig/wig hot/spot dog/dark red/bread
Section B. Saying Rhymes: Have the student sit facing you and explain that you will say one word and
that he/she will say a second word that rhymes with your word. Have the student practice this skill by
stating the following: “Say a word that rhymes with ‘mouse’.” If the student gives a correct response then
proceed with this evaluation. If the student does not give a correct response, then briefly explain that
rhyming words have the same ending sounds. Explain that ‘house’ rhymes with ‘mouse’ because their ending
sounds are the same. Once the student understands, proceed with this evaluation.
Word Response Word Response Word Response Word Response
bid tad fun sat
Section C. Identifying Word Families: Explain to the student that he/she will hear two words
from a particular word family and that he/she will say which family they are from. For example, the words
‘bend’ and ‘lend’ are from the -end family.
Word Pair Response Word Response Word Response Word Response
Pair Pair Pair
mop/top (-op) fan/tan (-an) bump/stump (-ump) gong/long (-ong)
126
Progress Monitoring Teacher Recording Sheet
Refer to the directions from the Universal Screening assessment to complete each data point assessment.
Data Point 1 Date: ____________
Hearing Rhymes: Total Correct (out of a total of 12): _________
Word Word Word Word
Pair Pair Pair Pair
wag/lag sunk/sold lift/gift net/wet
Saying Rhymes:
nod tank moon belt
Identifying Word Families:
Pair Pair Pair
torch/scorch (-orch) spice/dice (-ice) bump/stump gong/long
(-ump) (-ong)
Word Word Word Word
Pair Pair Pair Pair
more/mud hung/lung help/hope rub/tub
Saying Rhymes:
bid tad fun sat
Pair Pair Pair
sort/snort (-ort) cart/smart (-art) reach/beach (-each) cake/bake (-ake)
Word Word Word Word
Pair YES NO Pair
YES NO Pair
YES NO Pair
YES NO
chair/fair ground/mound felt/fast palm/bug
Saying Rhymes:
hand corn rub trip
Pair Pair Pair
sun/run (-un) shook/book (-ook) bike/like vet/pet
(-ike) (-et)
Word Word Word Word
Pair Pair Pair Pair
rot/rat light/fight pint/beg tuck/duck
Saying Rhymes:
mad hen pink grade
Pair Pair Pair
quack/black (-ack) fit/hit (-it) stamp/ramp (-amp) seal/deal (-eal)
127
Progress Monitoring: Rhyming and Word Families (con’t)
Student Name: ________________________________________ Grade: ____ Teacher: ____________
Refer to the directions from the Universal Screening assessment to complete each data point assessment
Word Word Word Word
Pair Pair Pair Pair
med/fed hug/bug yes/yet got/boat
Saying Rhymes:
like ring pump look
Pair Pair Pair
mole/pole (-ole) mold/cold (-old) stir/fir (-ir) shut/hut (-ut)

Word Word Word Word
Pair Pair Pair Pair
van/can rile/mile tax/fax good/look
Saying Rhymes:
bay hold fat brick
Pair Pair Pair
step/pep (-ep) play/day (-ay) cloud/loud (-oud) rough/tough (-ough)

Word Word Word Word
Pair Pair Pair Pair
jet/pet bond/gold sad/wed cart/mart
Saying Rhymes:
hair vine lock jeep
Pair Pair Pair Pair
dill/bill (-ill) star/bar (-ar) like/kick (-ick) line/mine (-ine)

Word Word Word Word
Pair Pair Pair Pair
rent/fence had/fad nope/hop lip/lap
Saying Rhymes:
mat wish goat hog
Pair Pair Pair
limp/chimp (-imp) fringe/hinge (-inge) wall/ball (-all) frame/name (-ame)
128
Progress Monitoring: Rhyming and Word Families (con’t)
Word Word Word Word
Pair Pair Pair Pair
jump/bump why/shy clock/crank plus/vet
Saying Rhymes:
mind time leaf tank
Pair Pair Pair
paw/saw (-aw) tick/hick (-ick) shade/made (-ade) slip/tip (-ip)

Word Word Word Word
Pair Pair Pair Pair
bid/hid mud/lot quit/quick back/pack
Saying Rhymes:
truck sell pill sock
Pair Pair Pair
hen/men (-en) vest/best (-est) save/shave (-ave) glare/bare (-are)

Word Word Word Word
Pair Pair Pair Pair
hex/vex till/tame black/track kick/fox
Saying Rhymes:
fuzz bath ware pound
Pair Pair Pair
stack/hack (-ack) heal/meal (-eal) mile/vile (-ile) page/gage (-age)

Word Word Word Word
Pair Pair Pair Pair
grape/grade blue/hue lot/cot zoo/zip
Saying Rhymes:
get bile deer vet
Pair Pair Pair
maze/haze (-aze) duck/luck (-uck) face/lace (-ace) moon/noon (-oon)
129
RTI GRAPH
UNIVERSAL SCREENING & PROGRESS MONITORING
comprehensive rhyming and word families assessment given.

12
11
10
7
Student Score
0
Date
Student Score
*Goal
*Establish goal line before intervention begins
130
Rhyming and Word Families Lesson Checklist
Date(s) lesson was Date lesson was
Name of Lesson taught mastered
Lesson 1: Hearing Three Letter Words that
Rhyme -at, -ad, -ag
Rhyme -ed, -en, -et
Rhyme -ig, -id, -ib
Rhyme -og, -ot, -od
Rhyme -ub, -ug, -um
Lesson 6: Saying Words that Rhyme -at,
-ad, -ag, -ed, -en, -et, -ig, -id, -ib, -og, -ot,
-od, -ub, -ug, -um
Lesson 7: Hearing More Words that Rhyme
-all, -alm, -ill, -old, -oll, -ell, -elp, -ull
-and, -ang, -ank, -ing, -ink, -int
-ond, -ong, -end, -ung, -unk, -ant
-art, -ast, -ift, -irt, -ist, -ort
-ost, -eft, -elt, -est, -ust, -ass
-amp, -iss, -oss, -omp, -ess, -ump
Lesson 13: Saying More Words that Rhyme
-all, -alm, -ill, -old, -oll, -ell, -elp, -ull, -and,
-ang, -ank, -ing, -ink, -int, -ond, -ong, -end,
-ung, -unk, -ant, -art, -ast, -ift, -irt, -ist, -ort,
-ost, -eft, -elt, -est, -ust, -ass, -amp, -iss,
-oss, -omp, -ess, -ump
Lesson 14: Hearing Even More Words that
Rhyme -ash, -ath, -atch, -arch, -ish, -ith
Lesson 15: Even More Words that Rhyme
-itch, -irth, -osh, -otch, -oth, -orch
Lesson 16: Hearing Long Vowel Rhyming Words
-ace, -ade, -age, -ake, -ale, -ame, -ape
-ate, -ice, -ide, -ife, -ile, -ine, -ite
131
-ive, -ode, -oke, -ole, -one, -ope, -ote
Lesson 19: Hearing Special Long Vowel Rhyming
Words -aid, -ail, -ain, -ait, -ay, -eat, -each
Lesson 20: Hearing Special Long Vowel Rhyming
Words -ead, -eak, -eam, -ean, -eet,
-eed, -eek
Lesson 21:
Hearing Special Long Vowel Rhyming Words
-eel, -eem, -eep, -oach, -oad, -oam, -oan, oat
Lesson 22: Saying Even More Words that
Rhyme -ash, -ath, -atch, -arch, -ish, -ith,
-itch,-irth, -osh, -otch, -oth, -orch, -ace,
-ade, -age, -ake, -ale, -ame, -ape, -ate, -ice,
-ide, -ife, -ile, -ine, -ite, -ive, -ode, -oke, -ole,
-one, -ope, -ote, -aid, -ail, -ain, -ait, -ay,
-eat, -each, -ead, -eak, -eam, -ean, -eet,
-eed, -eek, -eel, -eem, -eep, -oach, -oad,
-oam, -oan, -oat
Lesson 23: Hearing Special Rhyming Words
-oil, -oin, -oint, -oist, -oot, -ook, -oom
Lesson 24: Hearing Special Rhyming Words
-ound, -our, -ouse, -out, -oon, -oop
Lesson 25: Hearing Special r-Controlled
Rhyming Words -ar, -ard, -arm, -arn, -art,
-er, -ern
Lesson 26: Hearing Special r-Controlled
Rhyming Words -ird, -irt, -or, -ord, -ork,
-orn, -ir, -ur
Lesson 27: Hearing Special l-Controlled
Rhyming Words -ald, -alk, -eld, -elt, -ild, -old
Lesson 28: Hearing Special w-Controlled
Rhyming Words -aw, -awn, -ew, -ow, -own
Lesson 29: Saying Even More Words that
Rhyme -oil, -oin, -oint, -oist, -oot, -ook, -oom, -
ound, -our, -ouse, -out, -oon, -oop, -ar, -ard,
-arm, -arn,-art, -er, -ern, -ird, -irt, -or,
-ord, -ork, -orn, -ir, -ur, -ald, -alk, -eld, -elt,
-ild, -old, -aw, -awn, -ew, -ow, -own
Lesson 30: Which Word Does Not Rhyme?
Lesson 31: Rhyming and Word Families Picture
Match
Lesson 32: Rhyming and Word Families Final
Review
132
Rhyming and Word Families Mini-Assessments Recording Sheets (p. 1)
Student Name: _______________________________ Grade: ___ Teacher: ___________
Use these sheets to document the student’s progression through the intervention.
Lesson 1: Hearing Three Letter Words that Rhyme -at, -ad, -ag
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word-ending every time the student is able to
identify two words from that family that rhyme. The student has mastered this lesson if he/she can accurately identify pairs of
rhyming words consistently without assistance at least 5 consecutive times.
-at -ad -ag
Date Mastered: ___________
Lesson 2: Hearing Three Letter Words that Rhyme -ed, -en, -et
-ed -en -et
Lesson 3: Hearing Three Letter Words that Rhyme -ig, -id, -ib
-ig -id -ib
Lesson 4: Hearing Three Letter Words that Rhyme -og, -ot, -od
-og -ot -od
Lesson 5: Hearing Three Letter Words that Rhyme -ub, -ug, -um
-ub -ug -um
Lesson 6: Saying Words that Rhyme -at, -ad, -ag, -ed, -en, -et, -ig, -id, -ib, -og, -ot, -od, -ub, -ug, -um
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word-end each time the student is able to say two
words from that family that rhyme. The student has mastered this lesson if he/she can accurately say pairs of rhyming words
consistently without assistance at least 3 consecutive times. THIS LESSON IS EXTREMELY IMPORTANT. BE SURE THE STUDENT
CAN AUTOMATICALLY HEAR AND SAY PAIRS OF RHYMING WORDS BEFORE MOVING ON TO THE NEXT LESSON.
-at -et -ot
-ad -ig -od
-ag -id -ub
-ed -ib -ug
-en -og -um
Lesson 7: Hearing More Words that Rhyme -all, -alm, -ill, -old, -oll, -ell, -elp, -ull
-all -alm -ill
-old -oll -ell
-elp -ull
133
Student Name: _____________________________________
Lesson 8: Hearing More Words that Rhyme -and, -ang, -ank, -ing, -ink, -int
-and -ang -ank
-ing -ink -int
Lesson 9: Hearing More Words that Rhyme -ond, -ong, -end, -ung, -unk, -ant
-ond -end -unk
-ong -ung -ant
Lesson 10: Hearing More Words that Rhyme -art, -ast, -ift, -irt, -ist, -ort
-art -ift -ist
-ast -irt -ort
Lesson 11: Hearing More Words that Rhyme -ost, -eft, -elt, -est, -ust, -ass
-ost -elt -ust
-eft -est -ass
Lesson 12: Hearing More Words that Rhyme -amp, -iss, -oss, -omp, -ess, -ump
-amp -oss -ess
-iss -omp -ump
Lesson 13: Saying More Words that Rhyme -all, -alm, -ill, -old, -oll, -ell, -elp, -ull, -and, -ang, -ank, -ing,
-ink, -int, -ond, -ong, -end, -ung, -unk, -ant, -art, -ast, -ift, -irt, -ist, -ort, -ost, -eft, -elt, -est, -ust, -ass,
-amp, -iss, -oss, -omp, -ess, -ump,
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word-ending every time the student is able to say
two words from that family that rhyme. The student has mastered this lesson if he/she can accurately say pairs of rhyming words
consistently without assistance at least 2 consecutive times. THIS LESSON IS EXTREMELY IMPORTANT. BE SURE THE
STUDENT CAN AUTOMATICALLY HEAR AND SAY PAIRS OF RHYMING WORDS BEFORE MOVING ON TO THE NEXT
LESSON.
-all -and -end -ist -end -amp
-alm -ang -ung -ort -ung -iss
-ill -ank -unk -ost -unk -oss
-old -ing -ant -eft -ant -omp
-oll -ink -art -elt -art -ess
-ell -int -ast -est -ast -ump
-elp -ond -ift -ust -ift Date Mastered:
-ull -ong -irt -ass -irt ___________
134
Student Name: _____________________________________
Lesson 14: Hearing Even More Words that Rhyme -ash, -ath, -atch, -arch, -ish, -ith
-ash -arch
-ath -ish
-atch -ith
Date Mastered: _________
Lesson 15: Hearing Even More Words that Rhyme -itch, -irth, -osh, -otch, -oth, -orch
-itch -otch
-irth -oth
-osh -orch
Lesson 16: Hearing Long Vowel Rhyming Words -ace, -ade, -age, -ake, -ale, -ame, -ape
-ace -ale
-ade -ame
-age -ape
-ake
Lesson 17: Hearing Long Vowel Rhyming Words -ate, -ice, -ide, -ife, -ile, -ine, -ite
-ate -ile
-ice -ine
-ide -ite
-ife
Lesson 18: Hearing Long Vowel Rhyming Words -ive, -ode, -oke, -ole, -one, -ope, -ote
-ive -one
-ode -ope
-oke -ote
-ole Date Mastered: ___________
Lesson 19: Hearing Special Long Vowel Rhyming Words -aid, -ail, -ain, -ait, -ay, -eat, -each
-aid -ay
-ail -eat
-ain -each
-ait Date Mastered: ___________
135
Student Name: _____________________________________
Lesson 20: Hearing Special Long Vowel Rhyming Words -ead, -eak, -eam, -ean, -eet, -eed, -eek
-ead -eet
-eak -eed
-eam -eek
-ean Date Mastered: ___________
Lesson 21: Hearing Special Long Vowel Rhyming Words -eel, -eem, -eep, -oach, -oad, -oam, -oan, oat
-eel -oad
-eem -oam
-eep -oan
-oach -oat
Lesson 22: Saying Even More Words that Rhyme -ash, -ath, -atch, -arch, -ish, -ith, -itch,
-irth, -osh, -otch, -oth, -orch, -ace, -ade, -age, -ake, -ale, -ame, -ape, -ate, -ice, -ide, -ife, -ile,
-ine, -ite, -ive, -ode, -oke, -ole, -one, -ope, -ote, -aid, -ail, -ain, -ait, -ay, -eat, -each, -ead, -eak,
-eam, -ean, -eet, -eed, -eek, -eel, -eem, -eep, -oach, -oad, -oam, -oan, -oat
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word-ending every time the student is able to say
two words from that family that rhyme. The student has mastered this lesson if he/she can accurately say pairs of rhyming words
-ash -oth -ate -oke -ay -eek
-ath -orch -ice -ole -eat -eel
-atch -ace -ide -one -each -eem
-arch -ade -ife -ope -ead -eep
-ish -age -ile -ote -eak -oach
-ith -ake -ine -aid -eam -oad
-itch -ale -ite -ail -ean -oam
-irth -ame -ive -ain -eet -oan
-osh -ape -ode -ait -eed -oat
Lesson 23: Hearing Special Rhyming Words -oil, -oin, -oint, -oist, -oot, -ook, -oom
-oil -oot
-oin -ook
-oint -oom
-oist Date Mastered: ___________
Lesson 24: Hearing Special Rhyming Words -ound, -our, -ouse, -out, -oon, -oop
-ound -ouse -oon
-our -out -oop
136
Student Name: _____________________________________
Lesson 25: Hearing Special r-Controlled Rhyming Words -ar, -ard, -arm, -arn, -art, -er, -ern
-ar -art
-ard -er
-arm -ern
-arn Date Mastered: _________
Lesson 26: Hearing Special r-Controlled Rhyming Words -ird, -irt, -or, -ord, -ork, -orn, -ir, -ur
-ird -ork
-irt -orn
-or -ir
-ord -ur
Lesson 27: Hearing Special l-Controlled Rhyming Words -ald, -alk, -eld, -elt, -ild, -old
-ald -elt
-alk -ild
-eld -old
Lesson 28: Hearing Special w-Controlled Rhyming Words -aw, -awn, -ew, -ow, -own
-aw -ow
-awn -own
-ew
Lesson 29: Saying Even More Words that Rhyme -oil, -oin, -oint, -oist, -oot, -ook, -oom, -ound,
-our, -ouse, -out, -oon, -oop, -ar, -ard, -arm, -arn, -art, -er, -ern, -ird, -irt, -or, -ord, -ork, -orn, -ir,
-ur, -ald, -alk, -eld, -elt, -ild, -old, -aw, -awn, -ew, -ow, -own
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word-ending every time the student is able to say two
words from that family that rhyme. The student has mastered this lesson if he/she can accurately say pairs of rhyming words
-oil -ound -ard -irt -ald -awn
-oin -our -arm -or -alk -ew
-oint -ouse -arn -ord -eld -ow
-oist -out -art -ork -elt -own
-oot -oon -er -orn -ild Date
-ook -oop -ern -ir -old Mastered:
-oom -ar -ird -ur -aw _________
137
Student Name: _____________________________________
Lesson 30: Which Word Does Not Rhyme?
Assessment: Use the following chart to assess this activity. Say each group of words and circle the word that does not rhyme with the
other two when the student accurately identifies it. The student has mastered this lesson if he/she can accurately identify the non-
rhyming word in a set of three words.
mouse/house/home toy/van/boy wet/hat/pat pig/hog/log hug/goat/boat
vase/hate/trace round/tall/ball bid/feed/lid eat/seek/beak bond/pond/frog
horse/dirt/hurt play/day/sun limb/leaf/grief found/word/bound book/hook/jerk
grin/fly/sly truck/ice/slice mold/cold/ice meat/glide/slide led/good/fed

Lesson 31: Rhyming and Word Families Picture Match

Assessment: Use the chart below to assess this activity. Have the student use the rhyming picture sheet on page 60. Begin by having
him/her say the name of each picture in the first row. Have him/her identify the pictures that rhyme with the first picture in the row
(there may be more than one that rhymes). Place a ‘√’ under the pictures the student gets correct (on the chart below). Continue in like
manner for rows 2, 3, and 4. The student has mastered this lesson if he/she can accurately identify and say the pictures/words that
rhyme with the first picture of each row.
rose broom nose price
cat rice bat hat
phone bone duck pants
bed sleep globe sled

Lesson 32: Rhyming and Word Families Final Review

This lesson is assessed through the use of picture cards, picture books, or magazine/newspaper pictures. The student has mastered
this lesson if he/she can easily and accurately identify words that rhyme using pictures and if he/she can orally say them. HAVE FUN
FINDING PAIRS OF RHYMING WORDS!
138
Use the following 32 lessons to guide you through

the rhyming and word families intervention.
the student’s needs and must be implemented at
the student’s pace. Don’t move to a new lesson
until mastery of the current lesson is achieved.
Teaching to MASTERY is the goal.

lesson has been achieved, use the ‘Rhyming and
Word Families Mini-Assessments Recording
Sheets’ (pages 173-191) to measure the student’s
139
Rhyming and Word Families: Lesson 1
Lesson Name: Hearing Three Letter Words that Rhyme -at, -ad, -ag
Description of Lesson/Activity: Through repeated exposure to rhyming words, the student

identifies words that are from the same word family.

STEP ONE: Briefly review with student basic letter recognition and letter sounds skills. Have
the student state the name and sounds of letters or blends as you point to them using a letter
or blends chart. Explain to student that letters go together to form words and that many words
belong to families. Explain that words who come from the same family all sound alike because
their ending sounds match. Explain that today he/she will learn words from three different word
families.
STEP TWO: Show the student the letters ‘at’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Have student say the sounds for both letters using a short ă sound. Say the
two letters blended together and have the student repeat. Tell the student that there are many
words that end with the ‘at’ sound. Say several ‘at’ family words and point to the letters on display
in front of the student as each word is pronounced.
STEP THREE: On a piece of paper write the word YES on the left side and NO on the right. Say
several three-letter words. Have the student point to the word YES if the word is part of the
targeted word family and NO if it is not. Have student repeat each word that is part of the word
family. Continue saying one-syllable words until the student can confidently identify the words
that are part of the targeted word family without hesitation.
STEP FOUR: Explain to student that words that are part of the same word family are called
rhyming words. Say two words (one of which is a member of the targeted word family) and have
the student say whether or not they rhyme. Continue saying pairs of words and have the student
say YES if they rhyme and NO if they don’t rhyme.
STEP FIVE: Repeat steps two, three, and four with the word families -ad and –ag
STEP SIX: Assess the student to ascertain whether or not mastery of this lesson has been
achieved. Follow the assessment directions and record the results on the ‘Rhyming and Word
Families Mini-Assessments Recording Sheet’. If the student has mastered this lesson, move on to
the next lesson. If the student has NOT mastered this lesson, repeat lesson until mastery has
been obtained.
140
Lesson Name: Hearing Three Letter Words that Rhyme -ed, -en, -et


families.
STEP TWO: Show the student the letters ‘ed’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Have student say the sounds for both letters using a short ĕ sound. Say
the two letters blended together and have the student repeat. Tell the student that there are
many words that end with the ‘ed’ sound. Say several ‘ed’ family words and point to the letters on
display in front of the student as each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -en and –et
been obtained.
141
Lesson Name: Hearing Three Letter Words that Rhyme -ig, -id, -ib


families.
STEP TWO: Show the student the letters ‘ig’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Have student say the sounds for both letters using a short ĭ sound. Say the
words that end with the ‘ig’ sound. Say several ‘ig’ family words and point to the letters on display
in front of the student as each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -id and –ib
been obtained.
142
Lesson Name: Hearing Three Letter Words that Rhyme -og, -ot, -od


families.
STEP TWO: Show the student the letters ‘og’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Have student say the sounds for both letters using a short ŏ sound. Say the
words that end with the ‘og’ sound. Say several ‘og’ family words and point to the letters on
STEP FIVE: Repeat steps two, three, and four with the word families -ot and –od
been obtained.
143
Lesson Name: Hearing Three Letter Words that Rhyme -ub, -ug, -um


families.
STEP TWO: Show the student the letters ‘ub’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Have student say the sounds for both letters using a short ŭ sound. Say the
words that end with the ‘ub’ sound. Say several ‘ub’ family words and point to the letters on
STEP FIVE: Repeat steps two, three, and four with the word families –ug and –um
been obtained.
144
Lesson Name: Saying Words that Rhyme -at, -ad, -ag, -ed, -en, -et, -ig, -id, -ib, -og, -ot, -od, -ub,
-ug, -um
Description of Lesson/Activity: Through repeated exposure to word family words, the student
orally states pairs of words that rhyme.

STEP ONE: Explain to student that today he/she will practice saying rhyming words. Tell the
student that he/she will say words from the word families learned in lessons 1-5.
STEP TWO: On a piece of paper (or using letter cards, tiles, etc.) write one of the word endings
focused on in lessons 1-5. Pronounce the word family and have the student repeat.
STEP THREE: Model for the student how you can say two words from that word family that
rhyme. First, say the word ending. Next say one word from that family. Then say another word
from that family. Finally restate the word ending. (Example: “at” … “cat” … “bat” … “at”)
STEP FOUR: Explain to student that he/she will do the same with other word families.
Assist the student when he/she has trouble thinking of words that rhyme. Spend AMPLE time on
this step to ensure the student has a firm grasp on the concept of rhyming. DRILL AND
PRACTICE!! DRILL AND PRACTICE!! DRILL AND PRACTICE!!
STEP FIVE: Assess the student to ascertain whether or not mastery of this lesson has been
been obtained.
145
Lesson Name: Hearing More Words that Rhyme -all, -alm, -ill, -old, -oll, -ell, -elp, -ull


their ending sounds match. Explain that today he/she will learn words from eight different word
families.
STEP TWO: Show the student the letters ‘all’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Have student say the sounds for all of the letters. Say the letters blended
together and have the student repeat. Tell the student that there are many words that end with
the ‘all’ sound. Say several ‘all’ family words by putting both single consonants and consonant
blends in front of the sound. Point to the letters on display in front of the student as each word
is pronounced.
several one syllable words. Have the student point to the word YES if the word is part of the
STEP FIVE: Repeat steps two, three, and four with the word families -alm, -ill, -old, -oll, -ell,
-elp, and –ull
been obtained.
146
Lesson Name: Hearing More Words that Rhyme -and, -ang, -ank, -ing, -ink, -int


their ending sounds match. Explain that today he/she will learn words from six different word
families.
STEP TWO: Show the student the letters ‘and’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Have student say the sounds for all of the letters. Say the letters
blended together and have the student repeat. Tell the student that there are many words that
end with the ‘and’ sound. Say several ‘and’ family words by putting both single consonants and
consonant blends in front of the sound. Point to the letters on display in front of the student as
each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -and, -ang, -ank, -ing, -ink,
and -int.
been obtained.
147
Lesson Name: Hearing More Words that Rhyme -ond, -ong, -end, -ung, -unk, -ant


families.
STEP TWO: Show the student the letters ‘ond’ (using magnetic letters, foam letters, letter
end with the ‘ond’ sound. Say several ‘ond’ family words by putting both single consonants and
STEP FIVE: Repeat steps two, three, and four with the word families -ong, -end, -ung, -unk, and -
ant.
been obtained.
148
Lesson Name: Hearing More Words that Rhyme -art, -ast, -ift, -irt, -ist, -ort


families.
STEP TWO: Show the student the letters ‘art’ (using magnetic letters, foam letters, letter
end with the ‘art’ sound. Say several ‘art’ family words by putting both single consonants and
STEP FIVE: Repeat steps two, three, and four with the word families , -ast, -ift, -irt, -ist, and
-ort.
been obtained.
149
Lesson Name: Hearing More Words that Rhyme -ost, -eft, -elt, -est, -ust, -ass


families.
STEP TWO: Show the student the letters ‘ost’ (using magnetic letters, foam letters, letter
end with the ‘ost’ sound. Say several ‘ost’ family words by putting both single consonants and
STEP FIVE: Repeat steps two, three, and four with the word families -eft, -elt, -est, -ust, and -
ass.
been obtained.
150
Lesson Name: Hearing More Words that Rhyme -amp, -iss, -oss, -omp, -ess, -ump


families.
STEP TWO: Show the student the letters ‘amp’ (using magnetic letters, foam letters, letter
end with the ‘amp’ sound. Say several ‘amp’ family words by putting both single consonants and
STEP FIVE: Repeat steps two, three, and four with the word families , -iss, -oss, -omp, -ess, and
-ump
been obtained.
151
Lesson Name: Saying More Words that Rhyme -all, -alm, -ill, -old, -oll, -ell, -elp, -ull, -and, -ang,
-ank, -ing, -ink, -int, -ond, -ong, -end, -ung, -unk, -ant, -art, -ast, -ift, -irt, -ist, -ort, -ost, -eft,
-elt, -est, -ust, -ass, -amp, -iss, -oss, -omp, -ess, -ump

from that family. Finally restate the word ending. (Example: “all” … “fall” … “tall” … “all”)
this step to ensure the student has a firm grasp on the concept of rhyming.
been obtained.
152
Lesson Name: Hearing Even More Words that Rhyme -ash, -ath, -atch, -arch, -ish, -ith


families.
STEP TWO: Show the student the letters ‘ash’ (using magnetic letters, foam letters, letter
end with the ‘ash’ sound. Say several ‘ash’ family words by putting both single consonants and
STEP FIVE: Repeat steps two, three, and four with the word families -ath, -atch, -arch, -ish, and
-ith.
been obtained.
153
Lesson Name: Hearing Even More Words that Rhyme -itch, -irth, -osh, -otch, -oth, -orch


families.
STEP TWO: Show the student the letters ‘itch’ (using magnetic letters, foam letters, letter
end with the ‘itch’ sound. Say several ‘itch’ family words by putting both single consonants and
STEP FIVE: Repeat steps two, three, and four with the word families -irth, -osh, -otch, -oth, and
-orch.
been obtained.
154
Lesson Name: Hearing Long Vowel Rhyming Words -ace, -ade, -age, -ake, -ale, -ame, -ape


their ending sounds match. Explain that today he/she will learn words from seven different word
families.
STEP TWO: Show the student the letters ‘ace’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Have student say the sounds for all of the letters using a long vowel
sound. Say the letters blended together and have the student repeat. Tell the student that there
are many words that end with the ‘ace’ sound. Say several ‘ace’ family words by putting both single
consonants and consonant blends in front of the sound. Point to the letters on display in front of
the student as each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -ade, -age, -ake, -ale,
-ame, and –ape.
been obtained.
155
Lesson Name: Hearing Long Vowel Rhyming Words -ate, -ice, -ide, -ife, -ile, -ine, -ite


families.
STEP TWO: Show the student the letters ‘ate’ (using magnetic letters, foam letters, letter
are many words that end with the ‘ate’ sound. Say several ‘ate’ family words by putting both single
STEP FIVE: Repeat steps two, three, and four with the word families -ice, -ide, -ife, -ile, -ine,
and -ite.
been obtained.
156
Lesson Name: Hearing Long Vowel Rhyming Words -ive, -ode, -oke, -ole, -one, -ope, -ote


families.
STEP TWO: Show the student the letters ‘ive’ (using magnetic letters, foam letters, letter
are many words that end with the ‘ive’ sound. Say several ‘ive’ family words by putting both single
STEP FIVE: Repeat steps two, three, and four with the word families -ode, -oke, -ole, -one,
-ope, and -ote.
been obtained.
157
Lesson Name: Hearing Special Long Vowel Rhyming Words -aid, -ail, -ain, -ait, -ay, -eat,
-each


families.
STEP TWO: Show the student the letters ‘aid’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Explain that this word family is special because it has two vowels next
to each other. Also explain that in these words, only the first vowel makes a sound while the
other vowel is remains silent. Pronounce the word ending ‘aid’ paying close attention to the first
vowel saying its name. Tell the student that there are many words that end with the ‘aid’ sound.
Say several ‘aid’ family words by putting both single consonants and consonant blends in front of
the sound. Point to the letters on display in front of the student as each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -ail, -ain, -ait, -ay, -eat,
and -each.
been obtained.

158
Lesson Name: Hearing Special Long Vowel Rhyming Words -ead, -eak, -eam, -ean, -eet, -eed, -eek


families.
STEP TWO: Show the student the letters ‘ead’ (using magnetic letters, foam letters, letter
other vowel is remains silent. Pronounce the word ending ‘ead’ paying close attention to the first
vowel saying its name. Tell the student that there are many words that end with the ‘ead’ sound.
Say several ‘ead’ family words by putting both single consonants and consonant blends in front of
STEP FIVE: Repeat steps two, three, and four with the word families -eak, -eam, -ean, -eet,
-eed, and -eek.
been obtained.
159
Lesson Name: Hearing Special Long Vowel Rhyming Words -eel, -eem, -eep, -oach, -oad,
-oam, -oan, oat


families.
STEP TWO: Show the student the letters ‘eel’ (using magnetic letters, foam letters, letter
other vowel is remains silent. Pronounce the word ending ‘eel’ paying close attention to the first
vowel saying its name. Tell the student that there are many words that end with the ‘eel’ sound.
Say several ‘eel’ family words by putting both single consonants and consonant blends in front of
STEP FIVE: Repeat steps two, three, and four with the word families -eem, -eep, -oach, -oad,
-oam, -oan, and -oat.
been obtained.
160
Lesson Name: Saying Even More Words that Rhyme -ash, -ath, -atch, -arch, -ish, -ith, -itch,
-irth, -osh, -otch, -oth, -orch, -ace, -ade, -age, -ake, -ale, -ame, -ape, -ate, -ice, -ide, -ife, -ile,
-ine, -ite, -ive, -ode, -oke, -ole, -one, -ope, -ote, -aid, -ail, -ain, -ait, -ay, -eat, -each, -ead, -eak,
-eam, -ean, -eet, -eed, -eek, -eel, -eem, -eep, -oach, -oad, -oam, -oan, -oat

from that family. Finally restate the word ending. (Example: “ash” … “bash” … “trash” … ash”)
been obtained.
161
Lesson Name: Hearing Special Rhyming Words -oil, -oin, -oint, -oist, -oot, -ook, -oom


families.
STEP TWO: Show the student the letters ‘oil’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Explain that this word family is special because the vowels make a special
sound. Explain that in these words, the vowel combination of /oi/ makes the /oi/ sound (as the ‘oy’
sound in ‘boy’). Pronounce the word ending ‘oil’ paying close attention to the /oi/ sound. Tell the
student that there are many words that end with the ‘oil’ sound. Say several ‘oil’ family words by
putting both single consonants and consonant blends in front of the sound. Point to the letters on
STEP FIVE: Repeat steps two, three, and four with the word families -oin, -oint, -oist, -oot,
-ook, and -oom. Special Note: When working with the -oot, -ook, and -oom sounds be sure to
focus on those special sounds. The rhyming lessons in this chapter are designed to train the
student’s ears and not teach specific phonics rules. However, it is advisable to inform the student
that several word family words do not follow the same rules that many of the other words do.
been obtained.
162
Lesson Name: Hearing Special Rhyming Words -ound, -our, -ouse, -out, -oon, -oop


families.
STEP TWO: Show the student the letters ‘ound’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Explain that this word family is special because the vowels make a
special sound. Explain that in these words, the vowel combination of ‘ou’ makes the /ou/ sound
(the same sound we say when we are in pain). Pronounce the word ending ‘ound’ paying close
attention to the /ou/ sound. Tell the student that there are many words that end with the ‘ound’
sound. Say several ‘ound’ family words by putting both single consonants and consonant blends in
front of the sound. Point to the letters on display in front of the student as each word is
pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -our, -ouse, -out, -oon, and
-oop. Special Note: When working with the -oon and -oop words, be sure to focus on those
special sounds. The rhyming lessons in this chapter are designed to train the student’s ears and
not teach specific phonics rules. However, it is advisable to inform the student that several word
family words do not follow the same rules that many of the other words do.
been obtained.
163
Lesson Name: Hearing Special r-Controlled Rhyming Words -ar, -ard, -arm, -arn, -art, -er,
-ern


families.
STEP TWO: Show the student the letters ‘ar’ (using magnetic letters, foam letters, letter cards,
paper-pencil, etc.). Explain that this word family is special because the letter ‘r’ controls what the
vowel says. Explain that in these words, the ‘ar’ sound says the /ar/ sound (as in the sound that
pirates make). Pronounce the word ending ‘ar’ paying close attention to the /ar/ sound. Tell the
student that there are many words that end with the ‘ar’ sound. Say several ‘ar’ family words by
STEP FIVE: Repeat steps two, three, and four with the word families -ard, -arm, -arn, -art, -er,
and -ern
been obtained.
164
Lesson Name: Hearing Special r-Controlled Rhyming Words -ird, -irt, -or, -ord, -ork, -orn, -ir, -
ur


families.
STEP TWO: Show the student the letters ‘ird’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Explain that this word family is special because the letter ‘r’ controls
what the vowel says. Explain that in these words, the ‘ird’ sound says the /ird/ sound (as in the
word ‘bird’). Pronounce the word ending ‘ird’ paying close attention to the /ird/ sound. Tell the
student that there are many words that end with the ‘ird’ sound. Say several ‘ird’ family words by
STEP FIVE: Repeat steps two, three, and four with the word families -irt, -or, -ord, -ork, -orn,
-ir, and -ur.
been obtained.

165
Lesson Name: Hearing Special l-Controlled Rhyming Words -ald, -alk, -eld, -elt, -ild, -old


families.
STEP TWO: Show the student the letters ‘ald’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Explain that this word family is special because the letter ‘l’ controls
what the vowel says. Pronounce the word ending ‘ald’ paying close attention to the /ald/ sound.
Tell the student that there are many words that end with the ‘ald’ sound. Say several ‘ald’ family
words by putting both single consonants and consonant blends in front of the sound. Point to the
letters on display in front of the student as each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -alk, -eld, -elt, -ild, and
-old
been obtained.
166
Lesson Name: Hearing Special w-Controlled Rhyming Words -aw, -awn, -ew, -ow, -own


families.
STEP TWO: Show the student the letters ‘aw’ (using magnetic letters, foam letters, letter
cards, paper-pencil, etc.). Explain that this word family is special because the letter ‘w’ controls
what the vowel says. Pronounce the word ending ‘aw’ paying close attention to the /aw/ sound.
Tell the student that there are many words that end with the ‘aw’ sound. Say several ‘aw’ family
words by putting both single consonants and consonant blends in front of the sound. Point to the
letters on display in front of the student as each word is pronounced.
STEP FIVE: Repeat steps two, three, and four with the word families -awn, -ew, -ow, and -own
been obtained.
167
Lesson Name: Saying Even More Words that Rhyme -oil, -oin, -oint, -oist, -oot, -ook, -oom,
-ound, -our, -ouse, -out, -oon, -oop, -ar, -ard, -arm, -arn, -art, -er, -ern, -ird, -irt, -or, -ord, -ork, -
orn, -ir, -ur, -ald, -alk, -eld, -elt, -ild, -old, -aw, -awn, -ew, -ow, -own

from that family. Finally restate the word ending. (Example: “oil” … “soil” … “broil” … “oil”)
been obtained.
168
Lesson Name: Which Word Does Not Rhyme?
Description of Lesson/Activity: The student listens to three words and identifies the word that
does not rhyme.

STEP ONE: Review with student rhyming and word family skills. Say a word ending and have the
student say at least two words that are part of that family. Continue reviewing until the student
can easily say words that rhyme.
STEP TWO: Explain to student that today he/she will listen to three words and will identify the
word that does not rhyme with the other two.
STEP THREE: Practice this skill by clearly and concisely saying three one-syllable words (two
that rhyme and one that doesn’t rhyme) and have the student orally state the word that doesn’t
rhyme.
STEP FOUR: Continue step three until the student can easily and accurately identify the word
that does not rhyme with the other two.
been obtained.
169
Lesson Name: Rhyming and Word Families Picture Match
Description of Lesson/Activity: The student uses pictures to identify words that rhyme.

STEP TWO: Explain to student that today he/she will identify rhyming words using picture
cards.
STEP THREE: Using picture cards (there are pictures included at the back of this book that may
be used for this activity if you don’t already have picture cards available) have the student state
which of three cards rhymes with a fourth focus picture. Present the student with a row of four
pictures and have him/her say the name of each. Have the student point to and say the words
that rhyme with the first picture in the row.
STEP FOUR: Continue step three until the student can easily and accurately identify
pictures/words that rhyme with a particular focus picture/word.
been obtained.
170
Which Pictures Rhyme with the First Picture on the Row?
171
Lesson Name: Rhyming and Word Families Final Review
Description of Lesson/Activity: The student uses pictures to identify words that rhyme.

STEP TWO: Explain to student that today he/she will identify rhyming words using picture
cards.
STEP THREE: Using picture cards have the student sort cards based on their word endings. Be
sure to have the student say the names of each word to ensure understanding of rhyming and
word families.
STEP FOUR: Create fun ways of using the picture cards to promote mastery. For example use
the cards to play “Concentration” or “Go Fish”.
been obtained.
172
Word Family Cards
at ad
ag ed
en et
ig id
173
ib og
ot od
ub ug
um all
174
alm ill
old oll
ell elp
ull and
175
ang ank
ing ink
int ond
ong end
176
ung unk
ant art
ast ift
irt ist
177
ort ost
eft elt
est ust
ass amp
178
iss oss
omp ess
ump ash
ath atch
179
arch ish
ith itch
irth osh
otch oth
180
orch ace
ade age
ake ale
ame ape
181
ate ice
ide ife
ile ine
ite ive
182
ode oke
ole one
ope ote
aid ail
183
ain ait
ay eat
each ead
eak eam
184
ean eet
eed eek
eel eem
eep oach
185
oad oam
oan oat
oil oin
oint oist
186
oot ook
oom ound
our ouse
out oon
187
oop ar
ard arm
arn art
er ern
188
ird irt
or ord
ork orn
ir ur
189
ald alk
eld elt
ild old
aw awn
190
ew ow
own
191
192
WORD PARTS
AND
SEGMENTING
193
WORD PARTS AND SEGMENTING OVERVIEW
Screening: Word Parts and Segmenting Assessment), make a copy of the appropriate
pages (listed on the “Word Parts and Segmenting Let’s Get Started!” page) including the
“Word Parts and Segmenting Lesson Checklist.” Use the checklist to check off when each
lesson was taught and when it was mastered. Do not move forward to a new lesson until the
student has mastered the lesson he/she is currently on. Also, to assess the student’s
response to the intervention, be sure to monitor his/her progress weekly throughout the
twelve-week implementation period using the Progress Monitoring Assessments (regardless
of which lesson he/she is currently working on). If a student completes all of the Word
Parts and Segmenting lessons within two to six weeks, he/she still needs to be assessed for
at least 2 additional weeks past the point of mastery so as to rule out “lucky guesses” or a
“fluke” with the assessment showing said mastery, If the student has truly MASTERED the
Word Parts and Segmenting Intervention before the 12-week intervention period ends (as
evidenced by the Progress Monitoring: Word Parts and Segmenting Assessments), it
would be prudent to move on to an intervention which focuses on more complex concepts
such as blending. Be sure to collect baseline data before beginning any new intervention.
to assist the teacher, tutor, or interventionist in knowing whether or not the student has or
has not mastered a particular lesson. The overall timeline for the intervention is 12 weeks
with at least three 30-minute sessions occurring each week. However, the intervention
session lessons in this manual are not timed and should be taught in succession. The student
sets the pace according to his/her ability to understand and master the material. A student
may be able to finish two or three lessons in a twenty or thirty minute time span whereas
another student may be able to only complete and master one lesson over a period of three
or four days or even weeks. RTI is an individualized process and is strictly geared to meet
the individual needs of the student. This book is not intended to replace the regular
classroom curriculum and is not comprehensive or exhaustive. The lessons in this manual
should be considered supplemental to what is already being taught in the classroom and are
geared to help fill the learning gaps of struggling students whose weak phonics skills
comprehend written text. This intervention is intended to strengthen skills through
intensive exposure to basic phonological concepts and each individual lesson should be
taught to mastery. Using sorting, comparing and contrasting activities, repetition, and drill
and practice, this intervention can bring success to those who otherwise would continue to
fall through the cracks by helping build a strong foundation on which higher levels of
learning can occur.
194
PROGRESS MONITORING
As stated before, in order to ascertain whether or not the Word Parts and Segmenting
intervention in this manual is effective, data should be gathered on a weekly basis through
the progress monitoring assessments. As with the universal screening, the student must
complete the progress monitoring assessments without extra prompts or assistance. All
progress monitoring assessments can be scored directly on the corresponding recording
sheets provided to you in this manual. It is worthy to note that the universal
screening/baseline assessments are identical to the weekly progress monitoring assessments
in both format and structure. This gives the educator/assessor a simple way to collect data
as well as creates a format that is easy to read and analyze. Because of the continuity among
the assessments, the educator/assessor will essentially be comparing ‘oranges to oranges’
which allows for a more accurate picture of how the student is progressing throughout the
intervention.
PROGRESS MONITORING DOCUMENTATION, GRAPH, AND DATA ANALYSIS For the
purpose of data analysis for the Word Parts and Segmenting intervention, a graph will be
needed to record the data from the universal screening/baseline assessment and each
progress monitoring assessment. Graphs are an easy-to-read ‘snap shot’ of how the student
effectiveness of an intervention. The data should be analyzed weekly rather than at the end
of the 12 weeks so that changes or adjustments to the intervention may be made DURING
the 12 week period. The graph below is an example of what an RTI intervention graph may
look like after the 11th week of the Word Parts and Segmenting intervention. Careful
examination of the data collected each week must occur (preferably in the context of a data
analysis team) in order to adequately assess the effectiveness of the intervention and to
pinpoint areas of weakness. This on-going weekly review of the data is crucial and should be
the catalyst which drives future instruction for the struggling student.
SAMPLE GRAPH FOR STUDENT ‘X’:
Word Parts and Segmenting

20
18
16
Student Score
14
12
10
8
6
4
2
0
Date 8/7 8/14 8/21 8/27 9/3 9/10 9/17 9/24 10/1 10/8 10/15 10/22 10/29
Student Score 0 3 3 3 5 6 6 8 9 8 11
Goal Score* 1 3 5 6 7 9 11 13 15 17 18 19 20
195
universal screening/baseline assessment (given 8-7-11) the student scored a 0 out of a possible 20
signifying he/she lacks the ability to count syllables, segment words using syllables or phonemes, or to
say words omitting a specific phoneme. After 10 weeks of the word parts and segmenting
intervention, Student ‘X’ has made progress but has yet to reach his/her goal score. Twice the
scores remained the same and even one regression in scores was noted. However, Student ‘X’s growth
line overall steadily increased. At the end of the 10th week of intervention, Student ‘X’ has
consistently fallen short of the weekly goals but is showing gains overall. Additional time with
the same intervention may be the recommendation for this student until mastery has been
achieved.
SPECIAL NOTE:
Supplemental Progress Monitoring Assessments of the following sub-segmenting skills are included
in this manual to give the teacher/interventionist the option of documenting each skill separately:
 Counting Syllables
 Word Segmentation: Syllables
 Segmenting Onset-Rimes
 Phoneme Deletion
 Word Segmentation: Phonemes
Individual student assessment sheets and RTI graphs are also included for each skill.
196
To implement the Word Parts and Segmenting intervention in this manual, copy the following
pages for each student in the intervention group:

 Progress Monitoring Teacher Recording Sheets (pp. 199-204)
 Word Parts and Segmenting Lessons Checklist (p. 216)
 Word Parts and Segmenting Mini-Assessments Recording Sheets (pp. 217-222)
If more specific segmenting data is needed or warranted, copy one or more of the following:
 Counting Syllables (p. 206)
 Counting Syllables Graph (p. 207)
 Word Segmentation: Syllables (p. 208)
 Word Segmentation: Syllables Graph (p. 209)
 Segmenting Onset-Rimes (p. 210)
 Segmenting Onset-Rimes Graph (p. 211)
 Phoneme Deletion (p. 212)
 Phoneme Deletion Graph (p. 213)
 Word Segmentation: Phonemes (p. 214)
 Word Segmentation: Phones Graph (p. 215)
197
Universal Screening
Section A. Counting Syllables: Say each word below clearly and concisely. Have the student state
how many word parts (syllables) he/she hears in each word. Place a check next to each correct response.
book (1) sister (2) sad (1) computer (3)
Section B. Word Segmentation (Syllables): Say each multi-syllable word below clearly and
concisely. Have the student segment the word into syllables and orally say each part separately. (Example:
trophy = tro…phy). Place a check under each correct response.
dishwasher tickle bookmark assistant
(dish…wa…sher) (tic…kle) (book…mark) (a…sis…tant)
Section C. Segmenting Onset-Rime: Say each word below clearly and concisely. Have the student
separate the word by saying the onset-rime and then the remaining part of the word (Example: “top” = “/t/-
op”). Place a check under each correct response.
pig spool hold moon
(/p/-ig) (/sp/-ool) (/h/-old) (/m/-oon)
Section D. Phoneme Deletion: Say each word below clearly and concisely. Have the student say the
word after omitting either the beginning sound or the ending sound (indicated underneath each word).
(Example: “Say ‘sad’ without its beginning sound” = ‘ăd’, “Say ‘bone’ without its ending sound” = ‘bō’). Place a
check under each correct response.
his kite slack map
omit beginning sound omit ending sound omit beginning sound omit ending sound
ĭz kī ăck mă
Section E. Word Segmentation (Phonemes): Say each word below clearly and concisely. Have the
student say all of the sounds (phonemes) he/she hears in each word (Example: “flag” = /f/ /l/ /ă/ /g/).
Place a check under each correct response.
pot late deer sup
(/p//ŏ//t/) (/l//ā//t/) (/d//ē//r/) (/s//ŭ//p/)
198
Section A. Counting Syllables:
bag (1) puppy (2) universe (3) taco (2)
Section B. Word Segmentation (Syllables):

envelope story sandwich potato
(en…ve…lope) (stor…y) (sand…wich) (po…ta…to)
Section C. Segmenting Onset-Rime:

gold thump weep slurp
(/g/-old) (/th/-ump) (/w/-eep) (/sl/-urp)
Section D. Phoneme Deletion:

mad nut cape pen
ăd nŭ āpe pĕ
Section E. Word Segmentation (Phonemes):
pack tip head rug
(/p//ă//k/) (/t//ĭ//p/) (/h//ĕ//d/) (/r//ŭ//g/)
Total Correct (out of 20): ________
…………………………………………………………………………………………………
messy (2) running (2) notebook (2) house (1)

fishtail animal mountain flooring
(fish…tail) (an…i…mal) (moun…tain) (floor…ing)

lend tight long deal
(/l/-end) (/t/-ight) (/l/-ong) (/d/-eal)

save desk cup craze
āve dĕs ŭp crā
tide same reed cud
(/t//ī//d/) (/s//ā//m/) (/r//ē//d/) (/c//ŭ//d/)
199
Progress Monitoring: Word Parts and Segmenting (con’t)
situation (4) open (2) basement (2) cafeteria (5)

mechanic hamburger ocean planted
(me…cha…nic) (ham…bur…ger) (ocean) (plan…ted)

drink grab cop ship
(/dr/-ink) (/gr/-ab) (/c/-op) (/sh/-ip)

spoon gong walk take
omit ending sound omit beginning sound omit ending sound omit ending sound
spoo ŏng wal tā
bike gave wham fog
(/b//ī//k/) (/g//ā//v/) (/w//ă//m/) (/f//ŏ//g/)
…………………………………………………………………………………………………
burn (1) serious (3) laugh (1) driveway (2)

stereo clockwise pencil computer
(ster…e…o) (clock…wise) (pen…cil) (com…pu…ter)

tape group sting jest
(/t/-ape) (/gr/-oup) (/st/-ing) (/j/-est)

home work paw plant
ōme wor aw plăn
creep mop dame jet
(/cr//ē//p/) (/m//ŏ//p/) (/d//ā//m/) (/j//ĕ//t/)
200
hotdog (2) animal (3) book (1) road (1)

paperclip recliner television carwash
(pa…per…clip) (re…cli…ner) (tel…e…vi…sion) (car…wash)

climb place jeer cross
(/cl/-imb) (/pl/-ace) (/j/-eer) (/cr/-oss)

food sprite slump milk
ood sprī lŭmp mĭl
rap fuss sum joke
(/r//ă//p/) (/f//ŭ//s/) (/s//ŭ//m/) (/j//ō//k/)
…………………………………………………………………………………………………
picture (2) amazing (3) bottle (2) car (1)

purple homerun piggy keyboard
(pur…ple) (home…run) (pig…gy) (key…board)

mum flask next mark
(/m/-um) (/fl/-ask) (/n/-ext) (/m/-ark)

smell floor jump snake
smĕ or jŭm snā
kiss made heed gold
(/k//ĭ//s/) (/m//ā//d/) (/h//ē//d/) (/g//ō//l//d/)
201
shark (1) tortilla (3) subway (2) telephone (3)

pocket humming snowman eating
(poc…ket) (hum…ming) (snow…man) (eat…ing)

dread buck sun slope
(/dr/-ead) (/b/-uck) (/s/-un) (/sl/-ope)

bed cut lace math
ĕd cŭ āce mă
yet pug hot bath
(/y//ĕ//t/) (/p//ŭ//g/) (/h//ŏ//t/) (/b//ă//th/)
…………………………………………………………………………………………………
caterpillar (4) hug (1) pig (1) mountain (2)

muscle sidewalk cereal elephant
(mus…cle) (side…walk) (ce…re…al) (el…e…phant)

clap lock rump grace
(/kl/-ap) (/l/-ock) (/r/-ump) (/gr/-ace)

wind cheeze horse tack
ĭnd chē orse tă
grit side jam hole
(/gr//ĭ//t/) (/s//ī//d/) (/j//ă//m/) (/h//ō//l/)
202
responsible (4) true (1) silly (2) kitten (2)

coffee daily software funny
(cof…fee) (dai…ly) (soft…ware) (fun…ny)

job free snip heat
(/j/-ob) (/fr/-ee) (/sn/-ip) (/h/-eat)

cake ripe key start
āke īpe ē star
quake lend bump box
(/qu//ā//k/) (/l//ĕ//nd/) (/b//ŭ//mp/) (/b//ŏ//x/)
…………………………………………………………………………………………………
cabinet (3) yellow (2) automobile (4) wind (1)

lightning copper roadside underneath
(light…ning) (cop…per) (road…side) (un…der…neath)

thump shave pint fish
(/th/-ump) (/sh/-ave) (/p/-int) (/f/-ish)

broke chip vase neck
brō ĭp vā nĕ
get skull fright fan
(/g//ĕ//t/) (/sk//ŭ//l/) (/fr//ī//t/) (/f//ă//n/)
203
learning (2) watch (1) necklace (2) happiness (3)

postman lovely cranking popcorn
(post…man) (love…ly) (crank…ing) (pop…corn)

wash like grow zeal
(/w/-ash) (/l/-ike) (/gr/-ow) (/z/-eal)

sheet punch snore red
shē ŭnch snō rĕ
feet rot cope tale
(/f//ē//t/) (/r//ŏ//t/) (/c//ō//p/) (/t//ā//l/)
…………………………………………………………………………………………………
photograph (3) empty (2) something (2) suit (1)

waffle machine copy submarine
(waf…fle) (ma…chine) (co…py) (sub…ma…rine)

shed cast brag vane
(/sh/-ed) (/k/-ast) (/br/-ag) (/v/-ane)

buzz bee stripe slap
ŭzz /b/ īpe slă
hill tote wag pet
(/h//ĭ//l/) (/t//ō//t/) (/w//ă//g/) (/p//ĕ//t/)
204
RTI GRAPH
Word Parts and Segmenting assessment given.

20
19
18
17
16
15
14
13
12
Student Score
11
10
9
8
7
6
5
4
3
2
1
0
Date
Student Score
*Goal
205
Word Parts and Segmenting (counting syllables)
Student Name: ___________________________________ Grade: ____ Teacher: ______________
Directions: Say each word below clearly and concisely. Have the student state how many word parts (syllables) he/she hears in each
word. Place a check under each correct response.
bag puppy universe taco computer messy running notebook paper house

Data Point 1: (Date: ____________)
situation open basement classroom teacher cafeteria burn pig serious laugh

Data Point 2: (Date: ____________)
hotdog animal book road car driveway picture running glasses amazing

Data Point 3: (Date: ____________)
telephone bottle subway tortilla mountain dress caterpillar shark sidewalk easy

Data Point 4: (Date: ____________)
yellow money hug responsible little cabinet silly true kitten good

Data Point 5: (Date: ____________)
automobile sandwich watch hair necklace wind singing learning ran happiness

Data Point 6: (Date: ____________)
coffee photograph empty elephant funny video suit sandals towel candy

Data Point 7: (Date: ____________)
head ready lively machine milkshake percussion stomach princesses giant something

Data Point 8: (Date: ____________)
yesterday queen wonderland talking hat purple delicious paperclip right planted

Data Point 9: (Date: ____________)
sunshine popcorn ashtray tiger selection testing audition bathroom chip bowl

Data Point 10: (Date: ____________)
afternoon water pool trees writing painful crunchy chicken watermelon sleepy

Data Point 11: (Date: ____________)
present highway bottom velvet comb bubblegum amusement grocery clasp it

Data Point 12: (Date: ____________)
radio lost baseball cookies underneath maze blizzard sunny dependable smile

206
Word Parts and Segmenting (counting syllables) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
207
Word Parts and Segmenting (word segmentation: syllables)
Directions: Say each multi-syllable word below clearly and concisely. Have the student segment the word into syllables
and orally say each part separately. (Example: trophy = tro…phy). Place a check under each correct response.
Baseline: (Date: ____________) Total # Correct: _____
paper kitten printer envelope story sandwich potato buggie waterfall season
(pa…per) (kit…ten) (Prin…ter) (en…ve…lope) (stor…y) (sand…wich) (po…ta…to) (bug…gie) (wa…ter…fall) (sea…son)
Data Point 1: (Date: ____________) Total # Correct: _____

caterpiller messy tortilla monkey notebook telephone bottle glasses subway sipping
(ca…ter…pil…ler) (mes…sy) (tor…til…la) (mon…key) (note…book) (tel…e…phone) (bot…tle) (glass…es) (sub…way) (sip…ping)

fishtail animal mountain flooring cabinet driveway picture running hotdog bookcase
(fish…tail) (an…i…mal) (moun…tain) (floor…ing) (cab…i…net) (drive…way) (pic…ture) (run…ning) (hot…dog) (book…case)

mechanic hamburger ocean planted stereo clockwise pencil computer doctor simple
(me…cha…nic) (ham…bur…ger) (ocean) (plan…ted) (ster…e…o) (clock…wise) (pen…cil) (com…pu…ter) (doc…tor) (sim…ple)

universe stairway paperclip recliner television carwash purple homerun piggy keyboard
(u…ni…verse) (stair…way) (pa…per…clip) (re…cli…ner) (tel…e…vi…sion) (car…wash) (pur…ple) (home…run) (pig…gy) (key…board)

grapefruit turkey automobile teacher pocket humming snowman eating example trashcan
(grape…fruit) (tur…key) (au…to…mo…bile) (tea…cher) (poc…ket) (hum…ming) (snow…man) (eat…ing) (ex…am…ple) (trash…can)

muscle sidewalk cereal elephant photograph empty coffee daily software funny
(mus…cle) (side…walk) (ce…re…al) (el…e…phant) (phot…o…graph) (emp…ty) (cof…fee) (dai…ly) (soft…ware) (fun…ny)

lightning copper roadside underneath happiness sofa video freshness peanut telephone
(light…ning) (cop…per) (road…side) (un…der…neath) (hap…pi…ness) (so…fa) (vid…e…o) (fresh…ness) (pea…nut) (te…le…phone)

waffle machine copy submarine adventure yesterday wonderland mustard engine carpet
(waf…fle) (ma…chine) (co…py) (sub…ma…rine) (ad…ven…ture) (yes…ter…day) (won…der…land) (mus…tard) (en…gine) (car…pet)

postman lovely cranking popcorn swallow barnyard inside situation ashtray sunshine
(post…man) (love…ly) (crank…ing) (pop…corn) (swal…low) (barn…yard) (in…side) (sit…u…a…tion) (ash…tray) (sun…shine)

watermelon doorframe money swimming emotional headache crispy tiger extreme lazy
(wa…ter…mel…lon) (door…frame) (mon…ey) (swim…ming) (e…mo…tion…al) (head…ache) (cris…py) (ti…ger) (ex…treme) (la…zy)

baby mothing soupy Alabama rocking railroad curtain excited platter horses
(ba…by) (noth…ing) (sou…py) (Al…a…ba…ma) (roc.k…ing) (rail…road) (cur…tain) (ex…ci…ted) (plat…ter) (hor…ses)

habitat crocodile electric clothesline radio eyeball lemon sitting windy exhausted
(ha…bi…tat) (croc…o…dile) (e…lec…tric) (clothes…line) (ra…di…o) (eye…ball) (lem…on) (sit…ting) (win…dy) (ex…haus…ted)
208
Word Parts and Segmenting (word segmentation: syllables) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
209
Word Parts and Segmenting (segmenting onset-rimes)
Directions: Say each word below clearly and concisely. Have the student separate the word by saying the onset-rime and then the
remaining part of the word (Example: “top” = “/t/-op”). Place a check under each correct response.
gold thump weep slurp lend tight long deal tied smile
(/g/-old) (/th/-ump) (/w/-eep) (/sl/-urp) (/l/-end) (/t/-ight) (/l/-ong) (/d/-eal) (/t/-ied) (/sm/-ile)

drink grab cop ship flow skin fox band sheet self
(/dr/-ink) (/gr/-ab) (/c/-op) (/sh/-ip) (/fl/-ow) (/sk/-in) (/f/-ox) (/b/-and) (/sh/-eet) (/s/-elf)

fade voice bounce meat climb place jeer cross brace shame
(/f/-ade) (/v/-oice) (/b/-ounce) (/m/-eat) (/cl/-imb) (/pl/-ace) (/j/-eer) (/cr/-oss) (/br/-ace) (/sh/-ame)

but wing sound nod cat wash like grow zeal trod
(/b/-ut) (/w/-ing) (/s/-ound) (/n/-od) (/k/-at) (/w/-ash) (/l/-ike) (/grl;;;;;;;;opo1`rf2zz/- (/z/-eal) (/tr/-od)
ow)

tape group sting jest rose plunk tomb peer girl huff
(/t/-ape) (/gr/-oup) (/st/-ing) (/j/-est) (/r/-ose) (/pl/-unk) (/t/-omb) (/p/-eer) (/g/-irl) (/h/-uff)

this dunk west cove shark mum flask next mark ball
(/th/-is) (/d/-unk) (/w/-est) (/k/-ove) (/sh/-ark) (/m/-um) (/fl/-ask) (/n/-ext) (/m/-ark) (/b/-all)

bunch jazz kind crane dread buck sun slope wax blink
(/b/-unch) (/j/-azz) (/k/-ind) (/cr/-ane) (/dr/-ead) (/b/-uck) (/s/-un) (/sl/-ope) (/w/-ax) (/bl/-ink)

clap lock rump grace thick shed cast brag vane six
(/kl/-ap) (/l/-ock) (/r/-ump) (/gr/-ace) (/th/-ick) (/sh/-ed) (/k/-ast) (/br/-ag) (/v/-ane) (/s/-ix)

beast right plus shave teen mouse froze well mix dock
(/b/-east) (/r/-ight) (/pl/-us) (/sh/-ave) (/t/-een) (/m/-ouse) (/fr/-oze) (/w/-ell) (/m/-ix) (/d/-ock)

duck nape bring grill pound job free snip heat sire
(/d/-uck) (/n/-ape) (/br/-ing) (/gr/-ill) (/p/-ound) (/j/-ob) (/fr/-ee) (/sn/-ip) (/h/-eat) (/s/-ire)

queen bird sack skill dart grass gab thought sum mack
(/qu/-een) (/b/-ird) (/s/-ack) (/sk/-ill) (/d/-art) (/gr/-ass) (/g/-ab) (/th/-ought) (/s/-um) (/m/-ack)

bawl shut zoom flight pig spool hold moon rex wire
(/b/-awl) (/sh/-ut) (/z/-oom) (/fl/-ight) (/p/-ig) (/sp/-ool) (/h/-old) (/m/-oon) (/r/-ex) (/w/-ire)

thump shave pint fish creek grab tell fin road mole
(/th/-ump) (/sh/-ave) (/p/-int) (/f/-ish) (/kr/-eek) (/gr/-ab) (/t/-ell) (/f/-in) (/r/-oad) (/m/-ole)
210
Word Parts and Segmenting (segmenting onset-rimes) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
211
Word Parts and Segmenting (phoneme deletion)
Directions: Say each word below clearly and concisely. Have the student say the word after omitting either the beginning sound or the ending sound
(indicated underneath each word). (Example: “Say ‘sad’ without its beginning sound” = ‘ăd’, “Say ‘bone’ without its ending sound” = ‘bō’)
Universal Screening/Baseline: (Date: ____________) US/BLTotal # Correct: _____
his kite slack map truck
omit beginning sound omit ending sound omit beginning sound omit ending sound omit ending sound
ĭz kī ăck mă trŭ
Data Point 1: (Date: ____________) DP1 Total # Correct: _____
mad nut cape pen hush
ăd nŭ āpe pĕ hŭ
late sheet punch snore red
āte shē ŭnch snō rĕ
buzz bee stripe slap clink
ŭzz /b/ īpe slă clĭ
sore broke chip vase neck
ōre brō ĭp vā nĕ
Data Point 5: (Date: ____________) DP5 Total # Correct: ____
cake ripe key start duck
āke īpe ē star ŭck
wind cheeze horse tack mule
ĭnd chē orse tă mū
bed cut lace math thick
ĕd cŭ āce mă thĭ
hair smell floor jump snake
air smĕ or jŭm snā
food sprite slump milk wheeze
ood sprī lŭmp mĭl wē
home work paw plant man
ōme wor aw plăn mă
couch spoon gong walk take
ouch spoo ŏng wal tā
save desk cup craze stop
āve dĕs ŭp crā stŏ
212
Word Parts and Segmenting (phoneme deletion) assessment given.

5
3
Student Score
0
Date
Student Score
*Goal
213
Word Parts and Segmenting (word segmentation: phonemes)
Directions: Say each word below. Have the student segment the word into separate phonemes. (Examples: dot = /d//ŏ//t/, vote =
/v//ō//t/). Place a check under each correct response.
pot late deer sup hill tote wag pet tug mile
(/p//ŏ//t/) (/l//ā//t/) (/d//ē//r/) (/s//ŭ//p/) (/h//ĭ//l/) (/t//ō//t/) (/w//ă//g/) (/p//ĕ//t/) (/t//ŭ//g/) (/m//ī//l/)

feet rot cope tale get skull fright fan rink nut
(/f//ē//t/) (/r//ŏ//t/) (/c//ō//p/) (/t//ā//l/) (/g//ĕ//t/) (/sk//ŭ//l/) (/fr//ī//t/) (/f//ă//n/) (/r//ĭ//nk/) (/n//ŭ//t/)

quake lend bump box grit side jam hole numb feel
(/qu//ā//k/) (/l//ĕ//nd/) (/b//ŭ//mp/) (/b//ŏ//x/) (/gr//ĭ//t/) (/s//ī//d/) (/j//ă//m/) (/h//ō//l/) (/n//ŭ//m/) (/f//ē//l/)

cut file yet pug hot bath kiss made heed gold
(/c//ŭ//t/) (/f//ī//l/) (/y//ĕ//t/) (/p//ŭ//g/) (/h//ŏ//t/) (/b//ă//th/) (/k//ĭ//s/) (/m//ā//d/) (/h//ē//d/) (/g//ō//l//d/)

rap fuss sum joke creep mop dame jet pile vim
(/r//ă//p/) (/f//ŭ//s/) (/s//ŭ//m/) (/j//ō//k/) (/cr//ē//p/) (/m//ŏ//p/) (/d//ā//m/) (/j//ĕ//t/) (/p//ī//l/) (/v//ĭ//m/)

his poke beet bike gave wham fog bus hug rex
(/h//ĭ//s/) (/p//ō//k/) (/b//ē//t/) (/b//ī//k/) (/g//ā//v/) (/w//ă//m/) (/f//ŏ//g/) (/b//ŭ//s/) (/h//ŭ//g/) (/r//ĕ//x/)

goat quick tide same reed cud wet lop lap buzz
(/g//ō//t/) (/qu//ĭ//ck/) (/t//ī//d/) (/s//ā//m/) (/r//ē//d/) (/c//ŭ//d/) (/w//ĕ//t/) (/l//ŏ//p/) (/l//ă//p/) (/b//ŭ//z/)

wheel nail pup pack tip head rug globe lock ripe
(/w//ē//l/) (/n//ā//l/) (/p//ŭ//p/) (/p//ă//k/) (/t//ĭ//p/) (/h//ĕ//d/) (/r//ŭ//g/) (/gl//ō//b/) (/l//ŏ//k/) (/r//ī//p/)

best just lack pave keep phone chick dull kite rock
(/b//ĕ//st/) (/j//ŭ//st/) (/l//ă//k/) (/p//ā//v/) (/k//ē//p/) (/f//ō//n/) (/ch//ĭ//ck/) (/d//ŭ//l/) (/k//ī//t/) (/r//ŏ//k/)

gull map chose frog tough less weed nip drive base
(/g//ŭ//l/) (/m//ă//p/) (/ch//ō//s/) (/fr//ŏ//g/) (/t//ŭ//f/) (/l//ĕ//s/) (/w//ē//d/) (/n//ĭ//p/) (/dr//ī//v/) (/b//ā//s/)

cup tribe ram kill bot sage leap red soul cup
(/c//ŭ//p/) (/tr//ī//b/) (/r//ă//m/) (/k//ĭ//l/) (/b//ŏ//t/) (/s//ā//j/) (/l//ē//p/) (/r//ĕ//d/) (/s//ō//l/) (/c//ŭ//p/)

bait hut zeal might rough gob cold glad hex pit
(/b//ā//t/) (/h//ŭ//t/) (/z//ē//l/) (/m//ī//t/) (/r//ŭ//f/) (/g//ŏ//b/) (/c//ō//l//d/) (/gl//ă//d/) (/h//ĕ//x/) (/p//ĭ//t/)

dump vase pine mash fell blob full zip beam pole
(/d//ŭ//m//p/) (/v//ā//s/) (/p//ī//n/) (/m//ă//sh/) (/f//ĕ//l/) (/bl//ŏ//b/) (/f//ŭ//l/) (/z//ĭ//p/) (/b//ē//m/) (/p//ō//l/)
214
On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP) scores for
each Word Parts and Segmenting (word segmentation: phonemes) assessment given.

10
6
Student Score
0
US/B
DP1 DP2 DP3 DP4 DP5 DP6 DP7 DP8 DP9 DP10 DP11 DP12
L
Date
Student Score
*Goal
215
Word Parts and Segmenting Lesson Checklist
Lesson 1: Counting Words in Sentences
Lesson 2: Counting Parts in Words (Syllables)

Lesson 3: Hearing Beginning Consonant
Sounds
Lesson 4: Beginning Sounds Picture Match
(single consonants)
Lesson 5: Hearing Beginning Consonant Blends
and Special Sounds
(consonant blends and special sounds)
Review
Lesson 8: Hearing Ending Consonant Sounds
(single consonants)
Lesson 9: Ending Sounds Picture Match
(single consonants)
Lesson 10: Hearing Ending Consonant Sounds
Lesson 11: Ending Sounds Picture Match
Lesson 12: Hearing Sounds in the Middle of
Words (short vowel sounds)
Lesson 13: Saying Short Vowels in the Middle
of Words
Lesson 14: Hearing Sounds in the Middle of
Words (long vowel sounds)
Lesson 15: Saying Long Vowers in the Middle
of Words
Lesson 16: Hearing Medial Sounds in Two
Syllable Words
Lesson 17: Saying Medial Sounds in Two
Syllable Words
Lesson 18: Hearing and Saying Onset-Rimes
in One Syllable Words
Lesson 19: Saying all of the Sounds in a Word
Lesson 20: Writing Words
216
Word Parts and Segmenting Lesson Mini-Assessments Recording Sheets (p. 1)
Student Name: ________________________ Use these sheets to document the student’s progression through the intervention.
Lesson 1: Counting Words in Sentences
Assessment: Use the following chart to assess this activity. Say each sentence below orally. Have the student count the number of
words in each sentence, record his/her response, and place a ‘√’ in the last column if correct. The student has mastered this lesson if
he/she can consistently and accurately count the number of words in sentences stated orally.
Sentence Response √ Sentence Response √
My dad works at the bank. (6) Earth is the third planet from the sun. (8)
The apple fell from the tree and hit my head. (10) His grandmother lives next door to my grandmother. (8)
I have a white notebook. (5) My mom said we can go to the movies tomorrow night! (11)
I have the best teacher in the world. (8) My sister went shopping last weekend. (6)
Saturday is my favorite day of the week. (8) My class went on a field trip to the zoo. (10)
When can we go outside to play? (7) I received eight gifts for my birthday. (7)
The alligator ate the deer. (5) I couldn’t eat my cereal because the milk was sour. (10)
Date Mastered __________________
Lesson 2: Counting Parts in Words (Syllables)
Assessment: Use the following chart to assess this activity. Write in the number of word parts (syllables) the student says next to
each word below. The student has mastered this lesson if he/she can consistently and accurately say the correct number for each
word spoken.
apron 2 airplane 2 lemon 2 yesterday 3
pencil 2 stop 1 hurt 1 maybe 2
calf 1 grass 1 watermelon 4 telephone 3
computer 3 window 2 mountain 2 children 2
race 1 love 1 book 1 happiness 3
Lesson 3: Hearing Beginning Consonant Sounds Date Mastered __________________
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly identify
the beginning sound and another ‘√’ if he/she can identify the letter that says that sound. The student has mastered this lesson if
he/she can consistently and accurately say both the correct beginning sound and the letter that says that sound.
Word Sound Letter Word Sound Letter Word Sound Letter
letter /l/ l winter /w/ w gulp /g/ g
desk /d/ d zebra /z/ z vase /v/ v
paint /p/ p ketchup /k/ c, k balloon /b/ b
fall /f/ f mouse /m/ m city /s/ c, s
donut /d/ d right /r/ r giraffe /j/ g, j
tall /t/ t yellow /y/ y hello /h/ h
Lesson 4: Beginning Sounds Picture Match (single consonants) Date Mastered __________________
Assessment: Use the following chart to assess this activity. Circle the two words under each picture as the student says the two as a pair.
Have the student look at the student chart (p. 47) as you assess so that he/she can’t see the printed words. The student has mastered
this lesson if he/she can accurately name pairs of words that begin with the same sound.
rainbow/rake tiger/turtle fish/fan vase/vine kangaroo/key
guitar/gum key/kangaroo fan/fish bananas/butterfly hat/hotdog
butterfly/bananas dolphin/duck duck/dolphin gum/guitar turtle/tiger
vine/vase muffin/mushroom rake/rainbow mushroom/muffin hotdog/hat

Date Mastered __________________
217
Student Name: ________________________
Lesson 5: Hearing Beginning Consonant Blends and Special Sounds
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly identify the
beginning sound and another ‘√’ if he/she can identify the letters/blend that says that sound. The student has mastered this lesson if
Word Sound Letters Word Sound Letters Word Sound Letters
fruit /fr/ fr plant /pl/ pl quick /qu/ qu
grapes /gr/ gr tree /tr/ tr skunk /sk/ sc, sk
prize /pr/ pr choke /ch/ ch snow /sn/ sn
bring /br/ br drive /dr/ dr clunk /cl/ cl, kl
short /sh/ sh flute /fl/ fl giraffe /j/ g, j
store /st/ st glad /gl/ gl hello /h/ h
blind /bl/ bl slide /sl/ sl crazy /cr/ cr, kr
Date Mastered __________________
Lesson 6: Beginning Sounds Picture Match (consonant blends and special sounds)
Have the student look at the student chart (p. 50) as you assess so that he/she can’t see the printed words. The student has mastered
this lesson if he/she can accurately name pairs of words that begin with the same blend.
skate/skunk gloves/glue star/stool chair/cheese thirteen/thimble
shot/shoes swing/sweater glue/gloves shoes/shot blueberries/blood
crab/crutches thimble/thirteen crutches/crab clown/clock skunk/skate
clock/clown sweater/swing stool/star blood/blueberries cheese/chair

Lesson 7: Beginning Sounds Picture Match Review Date Mastered __________________
Assessment: Use the following chart to assess this activity. Circle the two words under each picture as the student says the two as a
pair. Have the student look at the student chart (p. 52) as you assess so that he/she can’t see the printed words. The student has
mastered this lesson if he/she can accurately name pairs of words that begin with the same sound.
lion/lime fly/flag snowman/snake flag/fly ring/rabbit
rabbit/ring sun/sandwich globe/glasses baseball/bike snake/snowman
spaghetti/sponge broccoli/bricks lime/lion grasshopper/grapes grapes/grasshopper
bike/baseball glasses/globe sponge/spaghetti sandwich/sun bricks/broccoli

Date Mastered __________________
218
Student Name: ________________________
Lesson 8: Hearing Ending Consonant Sounds (single consonants)
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly identify
the beginning sound and another ‘√’ if he/she can identify the letter that says that sound. The student has mastered this lesson if
ten /n/ n team /m/ m off /f/ f
chip /p/ p milk /k/ k, c his /z/ s, z
carrot /t/ t red /d/ d save /v/ v
cab /b/ b hawk /k/ k, c buzz /z/ z
nice /s/ s, c hill /l/ l safe /f/ f
robber /r/ r, er deed /d/ d flag /g/ g
orange /j/ j, g wow /w/ w Date Mastered _________________
Lesson 9: Ending Sounds Picture Match (single consonants)

Have the student look at the student chart (p. 55) as you assess so that he/she can’t see the printed words. The student has mastered this
lesson if he/she can accurately name pairs of words that end with the same sound.
gold/bread cage/fudge broom/ham moth/tooth coat/eight
slug/pig ball/bell chef/leaf clown/corn corn/clown
web/tub pig/slug bell/ball fudge/cage tub/web
tooth/moth leaf/chef eight/coat ham/broom bread/gold

Date Mastered _________________
Lesson 10: Hearing Ending Consonant Sounds (consonant blends and special sounds)
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly identify the
ending sound and another ‘√’ if he/she can identify the letters that spell that sound. The student has mastered this lesson if he/she can
consistently and accurately say both the correct ending sound and the letters that spells that sound.
Word Sound Letters Word Sound Letters Word Sound Letters
brush /sh/ sh gold /ld/ ld nymph /ph/ ph
hatch /ch/ ch best /st/ st stretch /tch/ tch
earth /th/ th patch /tch/ tch with /th/ th
jump /mp/ mp hung /ng/ ng rath /th/ th
stitch /tch/ tch fist /st/ st ostrich /ch/ ch
graph /f/ ph, f held /ld/ ld chimp /mp/ mp
palm /lm/ lm rash /sh/ sh Date Mastered _________________
219
Student Name: ________________________
Lesson 11: Ending Sounds Picture Match (consonant blends and special sounds)
Assessment: Use the following chart to assess this activity. Circle the two words under each picture as the student says the two as a
pair. Have the student look at the student chart (p. 58) as you assess so that he/she can’t see the printed words. The student has
mastered this lesson if he/she can accurately name pairs of words that end with the same consonant blend or special sound.
teeth/tablecloth coach/bench hush/cash shrimp/chimp milk/chalk
cash/hush chalk/milk tablecloth/teeth bench/coach saint/paint
Date Mastered
salt/belt chimp/shrimp paint/saint belt/salt _________________
Lesson 12: Hearing Sounds in the Middle of Words (short vowel sounds)
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly identify its
vowel sound, a second ‘√’ if he/she can identify the letter that says that sound, and a third ‘√’ if he/she can identify whether it is a short
sound or a long sound.
Word Sound Letter Long or Word Sound Letter Long or Word Sound Letter Long or
Short? Short? Short?
hen /ĕ/ e rot /ŏ/ o can /ă/ a
skip /ĭ/ i duck /ŭ/ u but /ŭ/ u
pan /ă/ a lock /ŏ/ o must /ŭ/ u
nut /ŭ/ u sit /ĭ/ i frost /ŏ/ o
sad /ă/ a fog /ŏ/ o men /ĕ/ e
mop /ŏ/ o red /ĕ/ e kid /ĭ/ i
tap /ă/ a bet /ĕ/ e Date Mastered _____________
Lesson 13: Saying Short Vowels in the Middle of Words
Assessment: Use the following chart to assess this activity. Have the student say the name of each picture, the sound of the vowel in
the word, and the letter that spells that sound. Place a ‘√’ under the pictures the student gets correct. Have the student look at the
student chart (p. 61) as you assess so that he/she can’t see the printed words. The student has mastered this lesson if he/she can
accurately identify, say, and spell the middle sound in vcv words. Date Mastered _____________
răm brŭsh brĭcks drŭm frŏg
crăb slĕd făn lŏck hăt
smĕll drĭll dŭck flŏss rŭg
flăg gĭft gŭm bĕll fŏx
220
Student Name: ________________________
Lesson 14: Hearing Sounds in the Middle of Words (long vowel sounds)
vowel sound, a second ‘√’ if he/she can identify the letter that says that sound, and a third ‘√’ if he/she can identify whether it is a short
sound or a long sound.
Word Sound Letter Long or Word Sound Letter Long or Word Sound Letter Long or
Short? Short? Short?
mule /ū/ u joke /ō/ o huge /ū/ u
bead /ē/ e late /ā/ a hose /ō/ o
game /ā/ a shake /ā/ a toast /ō/ o
cute /ū/ u mice /ī/ i side /ī/ i
mile /ī/ i jeep /ē/ e peel /ē/ e
note /ō/ o tape /ā/ a fuse /ū/ u
queen /ē/ e made /ā/ a Date Mastered _____________
Lesson 15: Saying Long Vowels in the Middle of Words

accurately identify, say, and spell the middle sound in long vowel words.
rose sweep grapes price face
skate rice smoke flute dice
phone vase nose jeans cheese
cube sleep globe bone tube

Date Mastered _________________
Lesson 16: Hearing Medial Sounds in Two Syllable Words
medial sound and a second ‘√’ if he/she can identify the letter(s) that spells that sound. The student has mastered this lesson if he/she
can consistently and accurately identify the middle sound and the letter(s) that spells that sound.
after /t/ t flower /w/ w college /l/ l
holder /d/ d teacher /ch/ ch healthy /th/ th
paper /p/ p pencil /s/ s, c monster /st/ st
table /b/ b carpet /p/ p hopping /p/ p
turnip /n/ n angel /j/ g, j penny /n/ n
popcorn /k/ c, k luggage /g/ g yellow /l/ l
movie /v/ v hammer /m/ m Date Mastered _________________
221
Student Name: ________________________
Lesson 17: Saying Medial Sounds in Two Syllable Words
accurately identify, say, and spell the middle sound in long vowel words.
yogurt button rabbit cannon muffin
mittens beehive monkey marbles cabbage
badger mermaid lady dolphin taco
towel pickles peaches seven feathers

Date Mastered _________________
Lesson 18: Hearing and Saying Onset-Rimes in One Syllable Words
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly say its
onset-rime. The student has mastered this lesson if he/she can consistently and accurately say the onset-rime of words that begin with
consonants, vowels, blends, and special sounds.
Word Onset-rime Word Onset-rime Word Onset-rime Word Onset-rime
bowl /b/-owl tire /t/-ire cent /c/-ent glass /gl/-ass
cook /k/-ook plant /pl/-ant zoo /z/-oo desk /d/-esk
doll /d/-oll shade /sh/-ade hall /h/-all film /f/-ilm
fib /f/-ib rut /r/-ut kit /k/-it dog /d/-og
star /st/-ar chair /ch/-air fleck /fl/-eck frog /fr/-og
Date Mastered _________________
Lesson 19: Saying all of the Sounds in a Word
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly say all of its
sounds. The student has mastered this lesson if he/she can consistently and accurately segment words.
Word Segmented Word Word Segmented Word Word Segmented Word Word Segmented Word
pop /p//ŏ//p/ rage /r//ā//j/ next /n//ĕ//x//t/ frame /fr//ā//m/
chick /ch//ĭ//k/ tree /tr//ē/ weep /w//ē//p/ yum /y//ŭ//m/
yes /y//ĕ//s/ gut /g//ŭ//t/ scrap /scr//ă//p/ hot /h//ŏ//t/
time /t//ī//m/ duel /d//ū//l/ card /k//ar//d/ play /pl//ā/
let /l//ĕ//t/ pole /p//ō//l/ sip /s//ĭ//p/ drop /dr//ŏ//p/
Lesson 20: Writing Words Date Mastered _________________
Assessment: Use the following chart to assess this activity. Say each word below clearly and concisely. Place a ‘√’ next to each word the
student is able to correctly write on paper. Give the student credit for misspelled words if he/she can phonetically spell the stated
word. The student has mastered this lesson if he/she can consistently and accurately write words after hearing them verbally stated.
Word √ Word √ Word √ Word √ Word √ Word √ Word √ Word √ Word √ Word √
cat plum robe mud tub suds ate ball new quill
cloth jar hair chop greed van bit bite step old
Date Mastered _________________
222
Use the following 20 lessons to guide you through

the word parts and segmenting intervention.
the student’s needs and must be implemented at
until mastery of the current lesson is achieved.
Teaching to MASTERY is the goal.

lesson has been achieved, use the ‘Word Parts and
Segmenting Mini-Assessments Recording Sheets’
(pages 217-222) to measure the student’s
223
Word Parts and Segmenting: Lesson 1
Lesson Name: Counting Words in Sentences
Description of Lesson/Activity: The student counts the number of words in an orally

stated sentence.

STEP ONE: Explain to student that when we speak, read, or write we use words. Words
make up sentences which relay meaning to others.
STEP TWO: Explain that some sentences are long, some are short, and some are in
between but they all have something in common: they are all made up of words.
STEP THREE: Explain that today he/she will listen to a sentence and will count how many
words are in it. Say the sentence: “Today is a great day for learning.” Repeat the
sentence slowly and show the student how to count the number of words using fingers,
tally marks, or manipulatives. Have the student state how many words are in the
sentence. Review and reteach if student needs clarification. Special Note: Explain that
‘a’ and ‘I’ are words and not just letters when said in a sentence. Also explain that
compound words (although made up of two separate words) are counted as only one word.
STEP FOUR: Continue saying random sentences and have the student count the number
of words in each.
been achieved. Follow the assessment directions and record the results on the ‘Word
Parts and Segmenting Mini-Assessments Recording Sheet’. If the student has mastered
this lesson, move on to the next lesson. If the student has NOT mastered this lesson,
224
Lesson Name: Counting Parts in Words (Syllables)
Description of Lesson/Activity: The student says words slowly to determine the number
of syllables they have.

STEP ONE: Explain to student that we can learn a lot about words by saying them slowly.
We can hear beginning, middle, and ending sounds and also be able to count the parts
(syllables) in words. Tell student that today he/she will practice saying words slowly and
counting their parts. Inform student that word parts are also called syllables.
STEP TWO: Explain that many words have just one word part but that other words have
two, three, four, five, or even more parts. Tell student that every word part (or syllable)
has to have a vowel or vowel sound (sometimes said by the letter ‘y’). There are no word
parts or syllables found in the English language without a vowel or vowel sound.
STEP THREE: Model for the student how to say a word slowly and how to clap out the
number of parts (syllables) it has. Practice saying one, two, three, and four syllable
words. Have the student say how many syllables each word has by orally stating the
number, showing the number using fingers, pointing to a number on a card, or by writing
the number down on a piece of paper.
STEP FOUR: Continue step three until the student can easily identify the number of
word parts found in common words.
225
Lesson Name: Hearing Beginning Consonant Sounds
Description of Lesson/Activity: After hearing a word stated orally, the student

identifies the beginning sound and the letter(s) used to spell that sound.

STEP ONE: Briefly review word parts with student. Say a few one, two, three, and four
syllable words and have the student state how many word parts are in each.
STEP TWO: Explain that in today’s lesson, the student will practice listening to the
sound heard at the beginning of words and will identify the letter that says that sound.
STEP THREE: Practice this skill with the student by saying a variety of words that begin
with single consonant letters (no blends). Have the student say the beginning sound and
then say the letter(s) that makes that sound. (Example: caterpillar = /k/, c or k)
226
Lesson Name: Beginning Sounds Picture Match (single consonants)
Description of Lesson/Activity: The student finds pairs of pictures that begin with the
same sound (single consonants only).

STEP ONE: Review beginning sounds skills with student by saying random words and
having him/her say the beginning sound and the letter that makes that sound. For today’s
lesson only focus on words that start with a single consonant (followed by a vowel) rather
than words that start with a consonant blend or a special sound.
STEP TWO: Place several picture cards in front of the student and have him/her find
pairs that match. Be sure to only use pictures that start with a single consonant and not
with blends.
STEP THREE: Continue practicing this skill with the student until he/she can easily find
matches.
227
Lesson 4: Beginning Sounds Match (single consonants)
228
Lesson Name: Hearing Beginning Consonant Blends and Special Sounds

identifies the beginning sound and the letters used to spell that sound.

STEP ONE: Briefly review word parts with student. Say a few one, two, three, and four
syllable words and have the student state how many word parts are in each.
STEP TWO: Explain that in today’s lesson, the student will practice listening to the
sound heard at the beginning of words and will identify the letters that say that sound.
Tell student that all of the words today begin with a consonant blend or a special sound.
Review blends and special sounds if the student needs clarification.
STEP THREE: Practice this skill with the student by saying a variety of words that begin
with consonant blends and special sounds. Have the student say the beginning sound and
then say the letters that make that sound. (Example: train = /tr/, tr)
229
Lesson Name: Beginning Sounds Picture Match (consonant blends and special sounds)
same sound (consonant blends and special sounds only).

having him/her say the beginning sound and the letter that makes that sound. For today’s
lesson only focus on words that start with blends rather than words that start with a
single consonant.
pairs that match. Be sure to only use pictures that start with blends or special sounds
and not with single consonants.
STEP THREE: Continue practicing this skill with the student until he/she can easily find
matches.
230
Lesson 6: Beginning Sounds Match (consonant blends and special sounds)
231
Lesson Name: Beginning Sounds Picture Match Review
same sound (single consonants, blends, and special sounds).

having him/her say the beginning sound and the letter(s) that makes that sound.
STEP TWO: Explain that in today’s lesson, the student will locate two picture cards that
begin with the same beginning sound (both single consonants and blends and special
sounds). Be sure to explain that blends have to be paired with blends and single
consonants with single consonants. (Example: pig would match with pizza but would not
match with plant).
STEP THREE: Practice this skill with the student by placing several picture cards in
front of him/her and having him/her find matches.
232
Lesson 7: Beginning Sounds Match (single consonants, blends, and special sounds)
233
Lesson Name: Hearing Ending Consonant Sounds (single consonants)

identifies the ending sound and the letter(s) used to spell that sound.

STEP ONE: Briefly review word parts with student. Say several one, two, three, and four
syllable words and have the student state how many word parts are in each. Also review
beginning sounds by saying words and having the student say the beginning sound and the
letter that spells that sound.
STEP TWO: Explain that in today’s lesson, he/she will practice listening to the sound
heard at the end of words and will identify the letters that says that sound.
STEP THREE: Practice this skill with the student by saying a variety of words that end
with single consonant letters (no blends). Have the student say the ending sound and then
say the letter(s) that makes that sound. (Example: pink = /k/, k, c, ck)
234
Lesson Name: Ending Sounds Picture Match (single consonants)
Description of Lesson/Activity: The student finds pairs of pictures that end with the
same sound (single consonants only).

STEP ONE: Review ending sounds skills with student by saying random words and having
him/her say the ending sound and the letter that makes that sound. For today’s lesson
only focus on words that end with a single consonant rather than words that end with a
consonant blend.
pairs that match. Be sure to only use pictures that end with a single consonant and not
with blends.
STEP THREE: Continue practicing this skill until the student can easily find matches.
235
Lesson 9: Ending Sounds Match (single consonants)
236
Lesson Name: Hearing Ending Consonant Sounds (consonant blends and special sounds)

identifies the ending sound and the letters used to spell that sound.

syllable words and have the student state how many word parts are in each. Also review
beginning sounds by saying words and having the student say the beginning sound and the
letter that spells that sound.
heard at the end of words and will identify the letters that says that sound. Explain that
all of the words in this lesson end with consonant blends or special sounds.
STEP THREE: Practice this skill with the student by saying a variety of words that end
with consonant blends or special sounds. Have the student say the ending sound and then
say the letters that makes that sound. (Example: trash = /sh/, sh)
237
Lesson Name: Ending Sounds Picture Match (consonant blends and special sounds)
Description of Lesson/Activity: The student finds pairs of pictures that end with the
same sound (consonant blends and special sounds).

STEP ONE: Review ending sounds with student by saying random words and having
him/her say the ending sound and the letter that makes that sound (single consonants
only).
STEP TWO: Explain that in today’s lesson he/she will match picture cards that end with
the same consonant blend or special sound.
cards that end with the same blend or special sound.
STEP THREE: Continue practicing this skill until the student can easily find matches.
238
Lesson 11: Ending Sounds Match (consonant blends and special sounds)
239
Lesson Name: Hearing Sounds in the Middle of Words (short vowel sounds)

identifies the sound in the middle of the word and the letter used to spell that sound.

syllable words and have the student state how many word parts are in each. Also briefly
review beginning and ending sounds by saying random one-syllable words and having
student say both the beginning and ending sounds.
heard in the middle of words and will identify the letter that says that sound.
STEP THREE: Practice this skill by saying a variety of one-syllable short vowel words and
having the student say the middle sound, the letter that spells that sound, and whether it
is a short or a long sound. (Example: pot = /o/, o, short)
240
Lesson Name: Saying Short Vowels in the Middle of Words
Description of Lesson/Activity: Using picture cards, the student pronounces short vowel
words and identifies both the vowel sound and the letter that spells that sound.

STEP ONE: Review beginning and ending sounds by saying random one-syllable words.
Have the student say both the beginning and the ending sounds and the letters that make
those sounds. Explain that in today’s lesson he/she will identify words that have short
vowel sounds in the middle of them.
pictures that contain short vowel sounds. Have the student identify the sound and the
letter that makes that sound.
STEP THREE: Continue practicing this skill until the student can easily find pictures with
short vowel sounds.
241
Lesson 13: Middle Vowel Sounds (short vowels)
242
Lesson Name: Hearing Sounds in the Middle of Words (long vowel sounds)

identifies its medial sound and the letter used to spell it.

review beginning and ending sounds by saying random one-syllable words and having
student say both the beginning and ending sounds.
heard in the middle of words and will identify the letter that says that sound.
STEP THREE: Practice this skill by saying a variety of one-syllable long vowel words and
having the student say the middle sound, the letter that spells that sound, and whether it
is a short or a long sound. (Example: gate = /ā/, a, long)
243
Lesson Name: Saying Long Vowels in the Middle of Words
Description of Lesson/Activity: Using picture cards, the student pronounces long vowel
words and identifies both the vowel sound and the letter that spells that sound.

those sounds. Explain that in today’s lesson he/she will identify words that have long
vowel sounds in the middle of them.
pictures that contain long vowel sounds. Have the student identify the sound and the
letter that makes that sound.
STEP THREE: Continue practicing this skill until the student can easily find pictures with
long vowel sounds.
244
Lesson 15: Middle Vowel Sounds (long vowels)
245
Lesson Name: Hearing Medial Sounds in Two Syllable Words
Description of Lesson/Activity: After hearing a two-syllable word, the student

identifies its medial sound and the letter(s) used to spell it.

review beginning, middle, and ending sounds of one-syllable words and have the student
say sounds heard.
heard in the middle of two-syllable words and will identify the letter(s) that spell that
sound. Special Note: Explain to the student that he/she will listen for the consonant
sound that starts the second part of the word. (Example: the /d/ sound in the word
‘building’)
STEP THREE: Practice this skill by saying a variety of two-syllable words and having the
student say the middle sound and the letter(s) that spells that sound. (Example: ladder =
/d/, d)
246
Lesson Name: Saying Medial Sounds in Two Syllable Words
Description of Lesson/Activity: Using picture cards, the student pronounces the medial
sound heard in two syllable words and identifies the letter(s) that spells that sound.

those sounds. Explain that in today’s lesson he/she will hear two syllable words and will
say the sound heard in the middle of the word.
pictures that have two syllables. Have the student identify the sound in the middle of the
word and the letter(s) that spells that sound. Special Note: Explain to the student that
he/she should listen for the consonant sound that starts the second part of the word.
STEP THREE: Continue practicing this skill until the student can easily identify the
medial sound of two syllable words and state the letter(s) that spells that sound.
247
Lesson 17: Two Syllable Words (medial consonant sounds)
248
Lesson Name: Hearing and Saying Onset-Rimes in One Syllable Words
Description of Lesson/Activity: The student practices saying onset-rimes of one syllable

words after hearing several examples of how to do so.

review beginning, middle, and ending sounds of one-syllable words and have the student
say sounds heard.
STEP TWO: Explain that in today’s lesson, he/she will practice breaking a word apart by
saying the first sound and then the rest of the word. Tell student that when we break
words apart we can hear their sounds which helps us become better readers and writers.
STEP THREE: Practice this skill by saying many one syllable words and then saying their
onset-rimes (saying the first sound followed by the rest of the word). (Examples: stop =
/st/-op, pig = /p/-ig, red = /r/-ed)
STEP FOUR: Use picture cards to help teach this skill. Have the student say the name of
the picture and then have him/her break the word down by saying its onset-rime. Also ask
the student questions about the word such as; “What letter does this word begin with …
or end with?”, “How many word parts or syllables does this word have?”, “Is the vowel
sound a long sound or a short sound?”, “Can you think of word that rhymes with this
word?”, etc.
249
Lesson Name: Saying all of the Sounds in a Word
Description of Lesson/Activity: The student practices saying all of the sounds

(phonemes) in a word.

STEP ONE: Briefly review beginning, middle, and ending sounds with the student. Also
review onset-rime by having him/her say the first sound of a one syllable word followed
by the rest of the word.
STEP TWO: Explain that in today’s lesson, he/she will practice breaking a word into small
parts by saying all of its sounds. Tell student that breaking words into small parts helps
us read and write them better.
STEP THREE: Practice this skill by saying many one syllable words and then saying all of
their sounds (phonemes). (Examples: lamp = /l//ă//m//p/, wĭn = /w//ĭ//n/, team =
/t//ē//m/)
STEP FOUR: Allow student ample time to practice saying the sounds heard in words.
Drill and Practice, Drill and Practice, Drill and Practice!
THIS LESSON IS EXTREMELY IMPORTANT. BE SURE THE STUDENT CAN SAY ALL
OF THE SOUNDS (PHONEMES) IN A WORD BEFORE MOVING ON TO THE NEXT
LESSON.
250
Lesson Name: Writing Words
Description of Lesson/Activity: The student practices writing words after hearing them
sounded out (segmented).

STEP ONE: Briefly review beginning, middle, and ending sounds with the student. Also
review saying all of the sounds in a word by having the student break down one syllable
words into phonemes.
STEP TWO: Explain that in today’s lesson, he/she will practice writing words after
saying all of the sounds in those words.
STEP THREE: Practice this skill by saying many one syllable words and then having the
student write the words on a sheet of paper. Provide lots of examples and allow ample
time for the student to practice hearing words, saying words, hearing phonemes, saying
phonemes, and writing words. Special Note: Don’t be overly concerned with spelling
words correctly. What is important is that the student can hear sounds and accurately
write the letters that represent those sounds.
STEP FOUR: Allow student ample time to practice writing words.

Drill and Practice, Drill and Practice, Drill and Practice!
251
252
BLENDING
253
BLENDING OVERVIEW
Screening: Blending Assessment), make a copy of the appropriate pages (listed on the
“Blending Let’s Get Started!” page) including the “Blending Lesson Checklist.” Use the
checklist to check off when each lesson was taught and when it was mastered. Do not move
forward to a new lesson until the student has mastered the lesson he/she is currently on.
Also, to assess the student’s response to the intervention, be sure to monitor his/her
progress weekly throughout the twelve-week implementation period using the Progress
Monitoring Assessments (regardless of which lesson he/she is currently working on). If a
student completes all of the Blending lessons within two to six weeks, he/she still needs to
be assessed for at least 2 additional weeks past the point of mastery so as to rule out “lucky
guesses” or a “fluke” with the assessment showing said mastery, If the student has truly
MASTERED the Blending Intervention before the 12-week intervention period ends (as
evidenced by the Progress Monitoring: Blending Assessments), it would be prudent to move
on to an intervention which focuses on more complex concepts such as blending. Be sure to
collect baseline data before beginning any new intervention.
to assist the teacher, tutor, or interventionist in knowing whether or not the student has or
has not mastered a particular lesson. The overall timeline for the intervention is 12 weeks
with at least three 30-minute sessions occurring each week. However, the intervention
session lessons in this manual are not timed and should be taught in succession. The student
sets the pace according to his/her ability to understand and master the material. A student
may be able to finish two or three lessons in a twenty or thirty minute time span whereas
another student may be able to only complete and master one lesson over a period of three
or four days or even weeks. RTI is an individualized process and is strictly geared to meet
the individual needs of the student. This book is not intended to replace the regular
classroom curriculum and is not comprehensive or exhaustive. The lessons in this manual
should be considered supplemental to what is already being taught in the classroom and are
geared to help fill the learning gaps of struggling students whose weak phonics skills
comprehend written text. This intervention is intended to strengthen skills through
intensive exposure to basic phonological concepts and each individual lesson should be
taught to mastery. Using sorting, comparing and contrasting activities, repetition, and drill
and practice, this intervention can bring success to those who otherwise would continue to
fall through the cracks by helping build a strong foundation on which higher levels of
learning can occur.
254
PROGRESS MONITORING
As stated before, in order to ascertain whether or not the Blending intervention in this
manual is effective, data should be gathered on a weekly basis through the progress
assessments are identical to the weekly progress monitoring assessments in both format and
structure. This gives the educator/assessor a simple way to collect data as well as creates a
format that is easy to read and analyze. Because of the continuity among the assessments,
the educator/assessor will essentially be comparing ‘oranges to oranges’ which allows for a
more accurate picture of how the student is progressing throughout the intervention.
purpose of data analysis for the Blending intervention, a graph will be needed to record the
data from the universal screening/baseline assessment and each progress monitoring
assessment. Graphs are an easy-to-read ‘snap shot’ of how the student performs each week
and are an excellent tool to use when looking at overall progress and effectiveness of an
intervention. The data should be analyzed weekly rather than at the end of the 12 weeks so
that changes or adjustments to the intervention may be made DURING the 12 week period.
The graph below is an example of what an RTI intervention graph may look like after the 10th
week of the Blending intervention. Careful examination of the data collected each week must
occur (preferably in the context of a data analysis team) in order to adequately assess the
effectiveness of the intervention and to pinpoint areas of weakness. This on-going weekly
review of the data is crucial and should be the catalyst which drives future instruction for
the struggling student.
Blending
20
18
16
Student Score
14
12
10
8
6
4
2
0
Date 8/7 8/14 8/21 8/27 9/3 9/10 9/17 9/24 10/1 10/8 10/15 10/22 10/29
Student Score 0 1 2 2 4 4 5 6 7 9 10
Goal Score* 1 3 5 6 7 9 11 13 15 17 18 19 20
255
universal screening/baseline assessment (given 8-7-11) the student scored a 0 out of a possible 20
signifying he/she lacks the ability to blend multi-syllabic words and phonemes to read or say words.
After 10 weeks of the blending intervention, Student ‘X’ has made progress but has yet to reach
his/her goal score. Twice the scores remained the same but no regression was noted. Student ‘X’s
growth line overall steadily increased. At the end of the 10th week of intervention, Student ‘X’
has consistently fallen short of the weekly goals but is showing gains overall. Additional time
with the same intervention would be the logical recommendation for this student until mastery
has been achieved.
SPECIAL NOTE:
Supplemental Progress Monitoring Assessments of the following sub-blending skills are included in
this manual to give the teacher/interventionist the option of documenting each skill separately:
 blending word parts
 blending phonemes
 changing and blending new words
 reading CVC nonsense words without consonant blends
 reading CVC nonsense words with and without consonant blends
 reading CVCe nonsense words without consonant blends
 reading CVCe nonsense words with and without consonant blends
 reading nonsense words: vowel diagraphs & other vowels
 reading nonsense words: all types combined
Individual student assessment sheets and RTI graphs are also included for each skill.
256
To implement the Blending intervention in this manual, copy the following pages for each
student in the intervention group:

 Progress Monitoring Teacher Recording Sheets (Comprehensive) (pp. 259-264)
 Universal Screening & Progress Monitoring Student Assessment Sheet (p. 265)
 Blending Lessons Checklist (p. 291)
 Blending Mini-Assessments (pp. 292-294)
 Letter Cards (if needed) (p. 54-57)
 Word Family Cards (if needed) (pp. 173-191)
If more specific blending data is needed or warranted, copy one or more of the following:
 Blending Word Parts (p. 267)
 Blending Word Parts Graph (p. 268)
 Blending Phonemes (p. 269)
 Blending Phonemes Graph (p. 270)
 Changing and Blending New Words (p. 271)
 Changing and Blending New Words Graph (p. 272)
 Reading CVC Nonsense Words (without cousonant blends) Teacher Recording Sheet (p. 273)
 Reading CVC Nonsense Words (without cousonant blends) Student Assessment Sheet (p. 274)
 Reading CVC Nonsense Words (without cousonant blends) Graph (p. 275)
 Reading CVC Nonsense Words (with & without cousonant blends) Teacher Recording Sheet (p. 276)
 Reading CVC Nonsense Words (with & without cousonant blends) Student Assessment Sheet (p. 277)
 Reading CVC Nonsense Words (with & without cousonant blends) Graph (p. 278)
 Reading CVCe Nonsense Words (without cousonant blends) Teacher Recording Sheet (p. 279)
 Reading CVCe Nonsense Words (without cousonant blends) Student Assessment (p. 280)
 Reading CVCe Nonsense Words (without cousonant blends) Graph (p. 281)
 Reading CVCe Nonsense Words (with & without cousonant blends) Teacher Recording Sheet (p. 282)
 Reading CVCe Nonsense Words (with & without cousonant blends) Student Assessment Sheet (p. 283)
 Reading CVCe Nonsense Words (with & without cousonant blends) Graph (p. 284)
 Reading Nonsense Words (vowel diagraphs & other vowels) Teacher Recording Sheet (p. 285)
 Reading Nonsense Words (vowel diagraphs & other vowels) Student Assessment Sheet (p. 286)
 Reading Nonsense Words (vowel diagraphs & other vowels) Graph (p. 287)
 Reading Nonsense Words (all types combined) Teacher Recording Sheet (p. 288)
 Reading Nonsense Words (all types combined) Student Assessment Sheet (p. 289)
 Reading Nonsense Words (all types combined) Graph (p. 290)
257
Universal Screening Teacher Recording Sheet
Blending
Section A: Blending Word Parts: Say each word-part below clearly and concisely. Have the student
blend the parts together and orally say the word as a complete unit. (Example: tro…phy = trophy)
pa…per kit…ten print…er en…ve…lope
Section B: Blending Phonemes: Say each series of phonemes below. Have the student blend the sounds
to create a word. (Examples: /d//ŏ//t/ = dot, /v//ō//t/ = vote)
/h//ĭ//t/ /b//ā//t/ /t//ŭ//k/ /d//ŏ//l/
hit bait tuck doll
Section C: Changing Sounds: Read each question below. Have the student change the sound indicated
and say the new word.
Change the b in born to w. What is the new word? worn Change the sh in flash to g. What is the new word? flag
Change the r in ripe to p. What is the new word? pipe Change the a in tag to u. What is the new word? tug
Section D: Reading Nonsense Words: Have the student read each nonsense word below. Allow
him/her to read off of the ‘Student Assessment Sheet’ (comprehensive assessment) as you mark correct or
incorrect responses below. Allow the student 30 seconds to read the following 4 words:
mip kib vum trat
Section E: Reading Real Words: Have the student read each word below. Allow him/her to read off
of the ‘Student Assessment Sheet’ (comprehensive assessment) as you mark correct or incorrect responses
below. Allow the student 30 seconds to read the following 4 words:
den tip bent win
258
Blending
Section A: Blending Word Parts:
ham…bur…ger key…board plan…ted ster…e…o
Section B: Blending Phonemes:

/m//or/ /g//ă//s/ /sh//ŭ//t/ /b//ī//k/
more gas shut bike
Section C: Changing Sounds:

Take away the e in plane. What is the new word? plan Change the g in bag to sh. What is the new word? bash
Take away the e in slope. What is the new word? slop Change the i in mind to e. What is the new word? mend
Section D: Reading Nonsense Words:

blom shub pluz wof
Section E: Reading Real Words:

five rope grade mule

...................................................................................

sto…ry sand…wich po…ta…to bug…gie

/ch//ō//k/ /f//ĕ//d/ /g//ĕ//t/ /sk//ŭ//l/
choke fed (get) (skull)

Change the o in rock to a. What is the new word? rack Change the o in boss to a. What is the new word? bass
Change the p in flap to t. What is the new word? flat Change the n in name to c. What is the new word? came

wom jex dibe chiv

plan hut tent chip

259
Progress Monitoring: Blending (con’t)

floor…ing cab…i…net drive…way pic…ture

/b//ŭ//mp/ /b//ŏ//x/ /gr//ĭ//t/ /s//ī//d/
(bump) (box) (grit) (side)

Change the b in bike to m. What is the new word? mike Change the a in black to o. What is the new word? block
Change the v in cave to g. What is the new word? cage Change the m in mop to p. What is the new word? pop

hiv gox plick sim

loon life house rich

...................................................................................

pur…ple home…run pig…gy o…cean

/k//ĭ//s/ /m//ā//d/ /h//ē//d/ /g//ō//l//d/
(kiss) (made) (heed) (gold)

Change the n in green to d. What is the new word? greed Change the sh in flash to g. What is the new word? flag
Change the sh in shelf to s. What is the new word? self Change the a in tag to u. What is the new word? tug

kol grat rul gov

blog pass town sprig
260

grape…fruit tur…key au…to…mo…bile teach…er

/r//ă//p/ /f//ŭ//s/ /s//ŭ//m/ /j//ō//k/
(rap) (fuss) (sum) (joke)

Change the g in frog to m. What is the new word? from Take away the e in slime. What is the new word? slim
Change the e in vet to a. What is the new word? vat Take away the e in cone. What is the new word? con

shik rop rax tris

coat hope trick goat

...................................................................................

pock…et hum…ming snow…man eat…ing

/h//ĭ//s/ /p//ō//k/ /b//ē//t/ /b//ī//k/
(his) (poke) (beet) (bike)

Take away the e in mope. What is the new word? mop Change the l in pail to n. What is the new word? pain
Change the r in rest to t. What is the new word? test Change the a in tack to o. What is the new word? tock

pog nid tob hib

blip not mire blow
261

road…side un…der…neath hap…pi…ness so…fa

/f//ŏ//g/ /b//ŭ//s/ /h//ŭ//g/ /r//ĕ//x/
(fog) (bus) (hug) (rex)

Change the s in seed to bl. What is the new word? bleed Change the i in bid to u. What is the new word? bud
Change the c in face to m. What is the new word? fame Change the d in duck to tr. What is the new word? truck

flove wode fove clede

vent gut hone zest

...................................................................................

ad…ven…ture yes…ter…day won…der…land mus…tard

/w//ē//l/ /n//ā//l/ /p//ŭ//p/ /p//ă//k/
(wheel) (nail) (pup) (pack)

Take away the e in grime. What is the new word? grim Change the m in loom to k. What is the new word? look
Change the t in teen to qu. What is the new word? queen Change the e in held to o. What is the new word? hold

jeke bife nebe kize

grown from push crest
262

lamp…shade love…ly crank…ing pop…corn

/r//ŭ//g/ /gl//ō//b/ /l//ŏ//k/ /r//ī//p/
(rug) (globe) (lock) (ripe)

Change the ck in chick to p. What is the new word? chip Change the m in moon to n. What is the new word? noon
Take away the e in quite. What is the new word? quit Take away the e in made. What is the new word? mad

blawn vurt theep doop

jeer much dish mind

...................................................................................

swal…low barn…yard in…side sit…u…a…tion

/b//ĕ//st/ /j//ŭ//st/ /l//ă//k/ /p//ā//v/
(best) (just) (lack) (pave)

Change the n in name to c. What is the new word? came Change the st in stink to p. What is the new word? pink
Take away the e in slope. What is the new word? slop Take away the e in fate. What is the new word? fat

kawk beesh zurt vawn

bound fig voice greet
263

swim…ming e…mo…tion…al head…ache cris…py

/l//ĕ//s/ /w//ē//d/ /n//ĭ//p/ /dr//ī//v/
(less) (weed) (nip) (drive)

Take away the e in plane. What is the new word? plan Change the l in lace to f. What is the new word? face
Change the sl in slip to dr. What is the new word? drip Change the e in red to a. What is the new word? rad

fown mive berm lod

near clean thick born

...................................................................................

eye…ball le…mon sit…ting win…dy

/f//ō//n/ /ch//ĭ//ck/ /d//ŭ//l/ /k//ī//t/
(phone) (chick) (dull) (kite)

Change the p in pure to c. What is the new word? cure Change the s in sip to z. What is the new word? zip
Change the mp in jump to g. What is the new word? jug Change the g in frog to m. What is the new word? from

stom quind plave fak

glide quick toad goof
264
Universal Screening and Progress Monitoring Student Assessment Sheet
(COMPREHENSIVE ASSESSMENTS )
Use this student assessment sheet to complete sections D and E on the Universal Screening and the weekly Progress Monitoring
assessments. Allow him/her to read from this sheet as you mark correct or incorrect responses on the Teacher Recording Sheets. Allow
the student 30 seconds to read the nonsense words in section D and 30 seconds to read the real words in section E.
Universal Screening/Baseline:
Section D mip kib vum trat Section E den tip bent win
Data Point 1:
Section D blom shub pluz wof Section E five rope grade mule
Data Point 2:
Section D wom jex dibe chiv Section E plan hut tent chip
Data Point 3:
Section D hiv gox plick sim Section E loon life house rich
Data Point 4:
Section D kol grat rul gov Section E blog pass town sprig
Data Point 5:
Section D shik rop rax tris Section E coat hope trick goat
Data Point 6:
Section D pog nid tob hib Section E blip not mire blow
Data Point 7:
Section D flove wode fove clede Section E vent gut hone zest
Data Point 8:
Section D jeke bife nebe kize Section E grown from push crest
Data Point 9:
Section D blawn vurt theep doop Section E jeer much dish mind
Data Point 10:
Section D kawk beesh zurt vawn Section E bound fig voice greet
Data Point 11:
Section D jown mive berm lod Section E near clean thick born
Data Point 12:
Section D stom quind plave fak Section E glide quick toad goof
265
RTI GRAPH
Blending (comprehensive assessments)
comprehensive blending assessment given.
Blending
20
19
18
17
16
15
14
13
12
Student Score
11
10
9
8
7
6
5
4
3
2
1
0
Date
Student Score
*Goal
266
Blending (blending word parts)
Directions: Say each word-part below clearly and concisely. Have the student blend the parts together and orally say the word as a
complete unit. (Example: tro…phy = trophy). Place a check under each correct response.
pa…per kit…ten print…er en…ve…lope sto…ry sand…wich po…ta…to bug…gie wa…ter…fall sea…son

Data Point 1: (Date: ____________)
ca…ter…pill…er mes…sy tor…till…a mon…key note…book tel…e…phone bot…tle glass…es sub…way sip…ping

Data Point 2: (Date: ____________)
fish…tail an…i…mal moun…tain floor…ing cab…i…net drive…way pic…ture run…ning hot…dog book…case

Data Point 3: (Date: ____________)
me…cha…nic ham…bur…ger key…board plan…ted ster…e…o clock…wise pen…cil com…pu…ter doc…tor sim…ple

Data Point 4: (Date: ____________)
u…ni…verse stair…way pa…per…clip re…cli…ner tel…e…vis…ion car…wash pur…ple home…run pig…gy o…cean

Data Point 5: (Date: ____________)
grape…fruit tur…key au…to…mo…bile teach…er pock…et hum…ming snow…man eat…ing ex…am…ple trash…can

Data Point 6: (Date: ____________)
mus…cle side…walk ce…re…al el…e…phant phot…o…graph emp…ty cof…fee dai…ly soft…ware fun…ny

Data Point 7: (Date: ____________)
light…ning cop…per road…side un…der…neath hap…pi…ness so…fa vi…de…o fresh…ness pea…net te…le…phone

Data Point 8: (Date: ____________)
waf…fle ma…chine co…py sub…ma…rine ad…ven…ture yes…ter…day won…der…land mus…tard en…gine car…pet

Data Point 9: (Date: ____________)
lamp…shade love…ly crank…ing pop…corn swal…low barn…yard in…side sit…u…a…tion ash…tray sun…shine

Data Point 10: (Date: ____________)
wa…ter…mel…lon door…frame mon…ey swim…ming e…mo…tion…al head…ache cris…py ti…ger ex…treme la…zy

Data Point 11: (Date: ____________)
ba…by noth…ing sou…py al…a…ba…ma rock…ing rail…road cur…tain ex…ci…ted plat…ter hors…es

Data Point 12: (Date: ____________)
ha…bi…tat croc…o…dile e…lec…tric clothes…line ra…di…o eye…ball le…mon sit…ting win…dy ex…haus…ted

267
Blending (blending word parts) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
268
Blending (blending phonemes)
Directions: Say each series of phonemes below. Have the student blend the sounds to create a word. (Examples: /d//ŏ//t/ = dot,
/v//ō//t/ = vote). Place a check under each correct response.
/p//ŏ//t/ /l//ā//t/ /d//ē//r/ /s//ŭ//p/ /h//ĭ//l/ /t//ō//t/ /w//ă//g/ /p//ĕ//t/ /t//ŭ//g/ /m//ī//l/
(pot) (late) (deer) (sup) (hill) (tote) (wag) (pet) (tug) (mile)
Data Point 1: (Date: ____________)
/f//ē//t/ /r//ŏ//t/ /c//ō//p/ /t//ā//l/ /g//ĕ//t/ /sk//ŭ//l/ /fr//ī//t/ /f//ă//n/ /r//ĭ//nk/ /n//ŭ//t/
(feet) (rot) (cope) (tale) (get) (skull) (fright) (fan) (rink) (nut)
Data Point 2: (Date: ____________)
/qu//ā//k/ /l//ĕ//nd/ /b//ŭ//mp/ /b//ŏ//x/ /gr//ĭ//t/ /s//ī//d/ /j//ă//m/ /h//ō//l/ /n//ŭ//m/ /f//ē//l/
(quake) (lend) (bump) (box) (grit) (side) (jam) (hole) (numb) (feel)
Data Point 3: (Date: ____________)
/c//ŭ//t/ /f//ī//l/ /y//ĕ//t/ /p//ŭ//g/ /h//ŏ//t/ /b//ă//th/ /k//ĭ//s/ /m//ā//d/ /h//ē//d/ /g//ō//l//d/
(cut) (file) (yet) (pug) (hot) (bath) (kiss) (made) (heed) (gold)
Data Point 4: (Date: ____________)
/r//ă//p/ /f//ŭ//s/ /s//ŭ//m/ /j//ō//k/ /cr//ē//p/ /m//ŏ//p/ /d//ā//m/ /j//ĕ//t/ /p//ī//l/ /v//ĭ//m/
(rap) (fuss) (sum) (joke) (creep) (mop) (dame) (jet) (pile) (vim)
Data Point 5: (Date: ____________)
/h//ĭ//s/ /p//ō//k/ /b//ē//t/ /b//ī//k/ /g//ā//v/ /w//ă//m/ /f//ŏ//g/ /b//ŭ//s/ /h//ŭ//g/ /r//ĕ//x/
(his) (poke) (beet) (bike) (gave) (wham) (fog) (bus) (hug) (rex)
Data Point 6: (Date: ____________)
/g//ō//t/ /qu//ĭ//ck/ /t//ī//d/ /s//ā//m/ /r//ē//d/ /c//ŭ//d/ /w//ĕ//t/ /l//ŏ//p/ /l//ă//p/ /b//ŭ//z/
(goat) (quick) (tide) (same) (reed) (cud) (wet) (lop) (lap) (buzz)
Data Point 7: (Date: ____________)
/w//ē//l/ /n//ā//l/ /p//ŭ//p/ /p//ă//k/ /t//ĭ//p/ /h//ĕ//d/ /r//ŭ//g/ /gl//ō//b/ /l//ŏ//k/ /r//ī//p/
(wheel) (nail) (pup) (pack) (tip) (head) (rug) (globe) (lock) (ripe)

Data Point 8: (Date: ____________)
/b//ĕ//st/ /j//ŭ//st/ /l//ă//k/ /p//ā//v/ /k//ē//p/ /f//ō//n/ /ch//ĭ//ck/ /d//ŭ//l/ /k//ī//t/ /r//ŏ//k/
(best) (just) (lack) (pave) (keep) (phone) (chick) (dull) (kite) (rock)
Data Point 9: (Date: ____________)
/g//ŭ//l/ /m//ă//p/ /ch//ō//s/ /fr//ŏ//g/ /t//ŭ//f/ /l//ĕ//s/ /w//ē//d/ /n//ĭ//p/ /dr//ī//v/ /b//ā//s/
(gull) (map) (chose) (frog) (tough) (less) (weed) (nip) (drive) (base)
Data Point 10: (Date: ____________)
/c//ŭ//p/ /tr//ī//b/ /r//ă//m/ /k//ĭ//l/ /b//ŏ//t/ /s//ā//j/ /l//ē//p/ /r//ĕ//d/ /s//ō//l/ /c//ŭ//p/
(cup) (tribe) (ram) (kill) (bot) (sage) (leap) (red) (soul) (cup)

Data Point 11: (Date: ____________)
/b//ā//t/ /h//ŭ//t/ /z//ē//l/ /m//ī//t/ /r//ŭ//f/ /g//ŏ//b/ /c//ō//l//d/ /gl//ă//d/ /h//ĕ//x/ /p//ĭ//t/
(bait) (hut) (zeal) (might) (rough) (gob) (cold) (glad) (hex) (pit)
Data Point 12: (Date: ____________)
/d//ŭ//m//p/ /v//ā//s/ /p//ī//n/ /m//ă//sh/ /f//ĕ//l/ /bl//ŏ//b/ /f//ŭ//l/ /z//ĭ//p/ /b//ē//m/ /p//ō//l/
(dump) (vase) (pine) (mash) (fell) (blob) (full) (zip) (beam) (pole)
269
Blending (blending phonemes) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
270
Blending (changing and blending new words)
Directions: Read each question below. Have the student change the sound indicated and say the new word. Place a check in the
‘Response’ column for each correct answer.
Baseline: (Date: ____________) Total # Correct: ____ Data Point 7: (Date: ____________) Total # Correct: ____
Question Response Question Response
Change the r in ripe to p. What is the new word? pipe Change the h in house to m. What is the new word? mouse
Change the sh in flash to g. What is the new word? flag Change the g in bag to sh. What is the new word? bash
Change the a in tag to u. What is the new word? tug Change the i in mind to e. What is the new word? mend
Change the b in born to w. What is the new word? worn Change the sm in smart to t. What is the new word? tart
Take away the e in plane. What is the new word? plan Take away the e in cone. What is the new word? con
Data Point 1: (Date: ____________) Total # Correct: ____ Data Point 8: (Date: ____________) Total # Correct: ____
Change the sl in slip to dr. What is the new word? drip Change the t in tax to w. What is the new word? wax
Change the l in lace to f. What is the new word? face Change the ck in back to m. What is the new word? bam
Change the e in red to a. What is the new word? rad Change the a in lack to u. What is the new word? luck
Change the m in moon to n. What is the new word? noon Change the p in clap to n. What is the new word? clan
Take away the e in made. What is the new word? mad Take away the e in state. What is the new word? stat
Data Point 2: (Date: ____________) Total # Correct: ___ Data Point 9: (Date: ____________) Total # Correct: ____
Change the dr in drive to h. What is the new word? hive Change the p in pure to c. What is the new word? cure
Change the p in flap to t. What is the new word? flat Change the mp in jump to g. What is the new word? jug
Change the o in boss to a. What is the new word? bass Change the i in sink to a. What is the new word? sank
Change the n in name to c. What is the new word? came Change the r in rain to p. What is the new word? pain
Take away the e in slope. What is the new word? slop Take away the e in tote. What is the new word? tot
Data Point 3: (Date: ____________) Total # Correct:____ Data Point 10: (Date: ____________) Total # Correct: ____
Change the y in yell to sm. What is the new word? smell Change the s in sip to z. What is the new word? zip
Change the st in first to m. What is the new word? firm Change the g in frog to m. What is the new word? from
Change the u in mule to a. What is the new word? male Change the e in vet to a. What is the new word? vat
Change the st in stink to p. What is the new word? pink Change the tr in trunk to d. What is the new word? dunk
Take away the e in fate. What is the new word? fat Take away the e in slime. What is the new word? slim
Change the b in bike to m. What is the new word? mike Change the n in green to d. What is the new word? greed
Change the v in cave to g. What is the new word? cage Change the sh in shelf to s. What is the new word? self
Change the a in black to o. What is the new word? block Change the o in rock to a. What is the new word? rack
Change the m in mop to p. What is the new word? pop Change the br in brick to w. What is the new word? wick
Take away the e in huge. What is the new word? hug Take away the e in mope. What is the new word? mop
Change the s in seed to bl. What is the new word? bleed Change the r in rest to t. What is the new word? test
Change the c in face to m. What is the new word? fame Change the l in pail to n. What is the new word? pain
Change the i in bid to u. What is the new word? bud Change the a in tack to o. What is the new word? tock
Change the d in duck to tr. What is the new word? truck Change the qu in quit to p. What is the new word? pit
Take away the e in grime. What is the new word? grim Take away the e in rate. What is the new word? rat
Data Point 6: (Date: ____________) Total # Correct: ____

Question Response
Change the t in teen to qu. What is the new word? queen
Change the m in loom to k. What is the new word? look
Change the e in held to o. What is the new word? hold
Change the ck in chick to p. What is the new word? chip
Take away the e in quite. What is the new word? quit
271
Blending (changing and blending new words) assessment given.

5
3
Student Score
0
Date
Student Score
*Goal
272
Blending (reading CVC nonsense words without consonant blends)
Student Name: __________________________ Grade: ____ Teacher: ____________
Directions: Using a timer, have the student read for ONE MINUTE the nonsense words from the ‘Reading Nonsense Words without
Consonant Blends (CVC) Student Assessment Sheet’. Mark correct or incorrect responses below.
Baseline: (Date: ____________) Total # Correct: _____ Time: ________
mip kib vum nat pom lub suz wof jel biv
Data Point 1: (Date: ____________) Total # Correct: _____ Time: ________

miv rog pib koj teg hib koz pev fod jos

lav jek zof bov vid nov sed tib wod pob

hiv gom wic sim kol gat ruz gov rop bef

cas rin dup heg mip fod waz zov jom fip

bov wab dap ris mez mak nol peb lod raf

tas wox gib kig loc mup fev bon hof sen

tid yun lej tob lup vis zof geb tam raf

heg ved def jep bif ned kib fak pok zim

bot bim nom kus rol het vop gom huf sib
piz rak hab gat nov mik rop vam lis yig
pab feb rit sug vap yev gac lup vib raf
pog nid tob hib maz riv puz dob nas sok
273
Reading Nonsense Words without Consonant Blends (CVC)
Student Assessment Sheet (ONE MINUTE ASSESSMENT)
Baseline:
mip kib vum nat pom lub suz wof jel biv
Data Point 1:
miv rog pib koj teg hib koz pev fod jos
Data Point 2:
lav jek zof bov vid nov sed tib wod pob
Data Point 3:
hiv gom wic sim kol gat ruz gov rop bef
Data Point 4:
cas rin dup heg mip fod waz zov jom fip
Data Point 5:
bov wab dap ris mez mak nol peb lod raf
Data Point 6:
tas wox gib kig loc mup fev bon hof sen
Data Point 7:
tid yun lej tob lup vis zof geb tam raf
Data Point 8:
heg ved def jep bif ned kib fak pok zim
Data Point 9:
bot bim nom kus rol het vop gom huf sib
Data Point 10:

piz rak hab gat nov mik rop vam lis yig
Data Point 11:

pab feb rit sug vap yev gac lup vib raf
Data Point 12:

pog nid tob hib maz riv puz dob nas sok
274
On the graph below, plot the Universal Screening/Baseline (US/BL) and all data point (DP)
scores for each Blending (reading CVC nonsense words without consonant blends) assessment
given.

10
6
Student Score
0
Date
Student Score
*Goal
275
Blending (reading CVC nonsense words with and without consonant blends)
Student Name: _________________________ Grade: ____ Teacher: _____________
Directions: Using a timer, have the student read for ONE MINUTE the nonsense words from the ‘Reading Nonsense Words with and
without Consonant Blends (CVC) Student Assessment Sheet’. Mark correct or incorrect responses below.
mip kib vum trat blom shub pluz wof jex chiv

miv rog pib koj teb prib yof pev blod tros

plav jek plof flov wid fov cled chib wod pob

hiv gox plick sim kol grat rul gov brop bex

cas drin dup deg trin frod waz zov jom fip

bov wab dap ris mez mak nol peb lod graf

tas wox quib kig sloc mup fev blox hof stom

stid yun lej trub glup vis zof geb trog braf

heg ved def jep bif neb kib fak plok chim

brov bim nom kus rol het vop grom huf sib
piz ral quab gat nov shik rop rax tris prig
pab bleb blit sug vap yev gac lup vib raf
pog nid tob hib maz pliv pruz dob nas sok
276
Reading Nonsense Words with and without Consonant Blends (CVC)
Baseline:
mip kib vum trat blom shub pluz wof jex chiv
Data Point 1:
miv rog pib koj teb prib yof pev blod tros
Data Point 2:
plav jek plof flov wid fov cled chib wod pob
Data Point 3:
hiv gox plick sim kol grat rul gov brop bex
Data Point 4:
cas drin dup deg trin frod waz zov jom fip
Data Point 5:
bov wab dap ris mez mak nol peb lod graf
Data Point 6:
tas wox quib kig sloc mup fev blox hof stom
Data Point 7:
stid yun lej trub glup vis zof geb trog braf
Data Point 8:
heg ved def jep bif neb kib fak plok chim
Data Point 9:
brov bim nom kus rol het vop grom huf sib
Data Point 10:
piz ral quab gat nov shik rop rax tris prig
Data Point 11:
pab bleb blit sug vap yev gac lup vib raf
Data Point 12:
pog nid tob hib maz pliv pruz dob nas sok
277
Blending (reading CVC nonsense words with and without consonant blends) assessment given.
10
6
Student Score
0
Date
Student Score
*Goal
278
Blending (reading CVCe nonsense words without consonant blends)
Student Name: _________________________ Grade: ____ Teacher: _____________
Directions: Using a timer, have the student read for ONE MINUTE the nonsense words from the ‘Reading Nonsense Words without
Consonant Blends (CVCe) Student Assessment Sheet’. Mark correct or incorrect responses below.
mipe kibe vume tabe bome hube puge wofe jeve huve

mive roge pibe kove tebe pibe yome pene lode toze

lave jeke pofe fove wode fove lede hibe wope pobe

hibe goce kike sime kole rabe ruke gove bope beve

cabe rine dufe dege tine fode waze zove jome fipe

bove wabe dipe ribe meze mage nole pebe zole gafe

tase wote libe kibe soce mupe feve boze hofe tome

jide yune lebe rube lupe mipe zofe gebe toge bafe

hege vede defe jeke bife nebe kize fafe voke hipe

bove bime nome kuse roge hete vope gome hufe sibe
pize rabe wabe gafe nove vike wope rame tise rige
pabe lebe libe sute vape yeve gace lupe pibe rafe
poge nide tobe hibe mage pive ruze dobe nase soke
279
Reading Nonsense Words without Consonant Blends (CVCe)
Baseline:
mipe kibe vume tabe bome hube puge wofe jeve huve
Data Point 1:
mive roge pibe kove tebe pibe yome pene lode toze
Data Point 2:
lave jeke pofe fove wode fove lede hibe wope pobe
Data Point 3:
hibe goce kike sime kole rabe ruke gove bope beve
Data Point 4:
cabe rine dufe dege tine fode waze zove jome fipe
Data Point 5:
bove wabe dipe ribe meze mage nole pebe zole gafe
Data Point 6:
tase wote libe kibe soce mupe feve boze hofe tome
Data Point 7:
jide yune lebe rube lupe mipe zofe gebe toge bafe
Data Point 8:
hege vede defe jeke bife nebe kize fafe voke hipe
Data Point 9:
bove bime nome kuse roge hete vope gome hufe sibe
Data Point 10:
pize rabe wabe gafe nove vike wope rame tise rige
Data Point 11:
pabe lebe libe sute vape yeve gace lupe pibe rafe
Data Point 12:
poge nide tobe hibe mage pive ruze dobe nase soke
280
Blending (reading CVCe nonsense words without Consonant Blends)
Blending (reading CVCe nonsense words without consonant blends) assessment given.
Blending (reading CVCe nonsense words without consonant blends)

10
6
Student Score
0
Date
Student Score
*Goal
281
Blending (reading CVCe nonsense words with and without consonant blends)
Student Name: __________________________ Grade: ____ Teacher: ____________
Directions: Using a timer, have the student read for ONE MINUTE the nonsense words from the ‘Reading Nonsense Words with and
without Consonant Blends (CVCe) Student Assessment Sheet’. Mark correct or incorrect responses below.
mipe kibe vume trabe blome shube pluge wofe jeve chuve

mive roge pibe kove tebe pribe yome pene blode troze

plave jeke plofe flove wode fove clede chibe wode pobe

hibe goce plicke sime kole grabe ruke gove brope beve

cabe drine dufe dege trine frode waze zove jome fipe

bove wabe dipe ribe meze mage nole pebe zole grafe

tase wote quibe kibe sloce mupe feve bloze hofe stome

stide yune lebe trube glupe mipe zofe gebe troge brafe

hege vede defe jeke bife nebe kize fafe ploke chipe

brove bime nome kuse roge hete vope grome hufe sibe
pize rabe quabe gafe nove shike wope rame trise prige
pabe blebe blibe sute vape yeve gace lupe pibe rafe
poge nide tobe hibe mage plive pruze dobe nase soke
282
Reading Nonsense Words with and without Consonant Blends (CVCe)
Baseline:
mipe kibe vume trabe blome shube pluge wofe jeve chuve
Data Point 1:
mive roge pibe kove tebe pribe yome pene blode troze
Data Point 2:
plave jeke plofe flove wode fove clede chibe wode pobe
Data Point 3:
hibe goce plicke sime kole grabe ruke gove brope beve
Data Point 4:
cabe drine dufe dege trine frode waze zove jome fipe
Data Point 5:
bove wabe dipe ribe meze mage nole pebe zole grafe
Data Point 6:
tase wote quibe kibe sloce mupe feve bloze hofe stome
Data Point 7:
stide yune lebe trube glupe mipe zofe gebe troge brafe
Data Point 8:
hege vede defe jeke bife nebe kize fafe ploke chipe
Data Point 9:
Data Point 10:
Data Point 11:
pabe blebe blibe sute vape yeve gace lupe pibe rafe
Data Point 12:
poge nide tobe hibe mage plive pruze dobe nase soke
283
Blending (reading CVCe nonsense words with and without Consonant Blends)
Blending (reading CVCe nonsense words with and without consonant blends) assessment given.
Blending (reading CVCe nonsense words with and without consonant blends)
10
6
Student Score
0
Date
Student Score
*Goal
284
Blending (reading nonsense words: vowel diagraphs & other vowels)
Student Name: _____________________________ Grade: ____ Teacher: _____________
Directions: Using a timer, have the student read for ONE MINUTE the nonsense words from the ‘Reading Nonsense Words (Vowel
Digraphs & Other Vowels) Student Assessment Sheet’. Mark correct or incorrect responses below.
pight keigh dreak feeb frain migh droam woap souch chirt

feesh poil gark cheight joap hoat shaig quoon goot tralk

dright glay weeth blawn vurt theep doop breep blaught clirm

poy bloab cloam proeb plook chown shoath trigh zeam grair

rawk graught feesh noy gark prail whirp proil joach blerm

mirt stroop yirg ligh fleak phound clalk berm lod vown

dray zair steeth flain blark plar roon flook splark murt

gleight quind prail weech thail clart mought prall blay mursh

fouth groy flerm phawk beesh zurt vawn froop whirt churm

slair kload teesh fround jall plind veigh durst pawk tweal
snoy kligh veech soat broe dreight prigh slare pursh pheam
dirp jart burth quirl browt shoop yook zoy plawn trar
shail prain grawk blook shaip roop mird plart fooch floil
285
Reading Nonsense Words (Vowel Diagraphs & Other Vowels)
Baseline:
pight keigh dreak feeb frain migh droam woap souch chirt
Data Point 1:
feesh poil gark cheight joap hoat shaig quoon goot tralk
Data Point 2:
dright glay weeth blawn vurt theep doop breep blaught clirm
Data Point 3:
poy bloab cloam proeb plook chown shoath trigh zeam grair
Data Point 4:
rawk graught feesh noy gark prail whirp proil joach blerm
Data Point 5:
mirt stroop yirg ligh fleak phound clalk berm lod vown
Data Point 6:
dray zair steeth flain blark plar roon flook splark murt
Data Point 7:
gleight quind prail weech thail clart mought prall blay mursh
Data Point 8:
Data Point 9:
slair kload teesh fround jall plind veigh durst pawk tweal
Data Point 10:
snoy kligh veech soat broe dreight prigh slare pursh pheam
Data Point 11:
dirp jart burth quirl browt shoop yook zoy plawn trar
Data Point 12:
shail prain grawk blook shaip roop mird plart fooch floil
286
Blending (reading nonsense words: vowel diagraphs & other vowels) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
287
Blending (reading nonsense words: all types combined)
Student Name: _____________________________ Grade: ____ Teacher: _____________
Directions: Using a timer, have the student read for ONE MINUTE the nonsense words from the ‘Reading Nonsense Words (Vowel
Digraphs & Other Vowels) Student Assessment Sheet’. Mark correct or incorrect responses below.
nome bex dreak feeb frain chiv bime woap zov chirt

feesh vape gark cheight grat lupe shaig pabe goot tralk

dright trin kize blawn fafe theep fip breep brove jom

poy vis cloam tebe plook braf neb trigh zeam sute

stom quind plave fak thail clede mup prall blay mursh

mirt stroop yirg ligh fleak phound mive berm lod tris

dray zair steeth flain yome kibe roon flook splark murt

slair kload teesh fround jall plind troze pode pawk tweal


blit jart burth prig browt rax yook zoy plawn trar
snoy kligh zole soat trine koj prigh slare dup dipe
ruke prib dreight clede shub ribe plick sim kol flove
def prain grawk blook vum sloce mage trat gove grafe
288
Reading Nonsense Words (All Types Combined)
Baseline:
nome bex dreak feeb frain chiv bime woap zov chirt
Data Point 1:
feesh vape gark cheight grat lupe shaig pabe goot tralk
Data Point 2:
dright trin kize blawn fafe theep fip breep brove jom
Data Point 3:
poy vis cloam tebe plook braf neb trigh zeam sute
Data Point 4:
stom quind plave fak thail clede mup prall blay mursh
Data Point 5:
feb stroop biv ligh fleak sipe mive berm lod tris
Data Point 6:
dray piz steeth vap yome kibe gat flook splark stid
Data Point 7:
slair kload bik fround jall plin troz pode pawk tweal
Data Point 8:
yop groy fleme bis mev zurt vawn bax whirt chume
Data Point 9:
blit jart burth pribe browt rax yook zoy plawn thafe
Data Point 10:
snoy kligh zole soat trine koj prigh slare dup dipe
Data Point 11:
ruke prib dreight clede shub ribe plick sim kol flove
Data Point 12:
def prain grawk blook vum sloce mage trat gove grafe
289
Blending (reading nonsense words: all types combined) assessment given.

10
6
Student Score
0
Date
Student Score
*Goal
290
Blending Lesson Checklist
Lesson 1: Putting Word Parts Together
Lesson 2: Putting Word Sounds Together
Lesson 3: Stretching Out Words
Lesson 4: Having Fun with Onset-Rimes
Lesson 5: Phoneme Deletion
Lesson 6: Changing Beginning Sounds
Lesson 7: Changing Ending Sounds
Lesson 8: Changing Vowel Sounds
Lesson 9: Changing Sounds Review
Lesson 10: Changing Long Vowels to

Short Vowels
Lesson 11: That’s Nonsense
Lesson 12: Reading Real Words
291
Blending Lesson Mini-Assessments Recording Sheets (p. 1)
Student Name: __________________________ Grade: ___ Teacher: ___________
Use these sheets to document the student’s progression through the intervention.
Lesson 1: Putting Word Parts Together
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly say it in its
completed form. The student has mastered this lesson if he/she can consistently and accurately say the complete word after hearing it
broken into word parts.
Word Response Word Response Word Response
break…fast re…mem…ber…ing grass…hop…per
o…cean pa…per sun…shine
piz…za hos…pi…tal run…ning
cu…cum…ber wa…ter hel…ping
ce…re…al fan…cy un…der…stand
trans…por…ta…tion res…cue sca…ry
as…par…a…gus ham…bur…ger par…ty
pan…cake out…side po…lice…wo…man
Date Mastered __________________
Lesson 2: Putting Word Sounds Together
Assessment: Use the following chart to assess this activity. Place a ‘√’ next to each word below if the student can correctly say it in its
completed form. The student has mastered this lesson if he/she can consistently and accurately say the complete word after hearing it
broken into phonemes.
Word Response Word Response Word Response
/p//l//ā//t/ (plate) /t//ā//k/ (take) /ā//b//l/ (able)
/ĭ//ch/ (itch) /k//ŭ//p/ (cup) /ch//ā//n//j/ (change)
/h//ō//s//t/ (host) /h//ĕ//d/ (head) /f//ĭ//g/ (fig)
/d//ar//k/ (dark) /m//ū//t/ (mute) /n//ē//d/ (need)
/s//ă//n//d/ (sand) /w//ĭ//sh/ (wish) /ch//ŏ//p/ (chop)
/w//er//d/ (word) /b//ŭ//t/ (but) /b//l//ē//d/ (bleed)
/j//ŏ//g/ (jog) /p//ă//k/ (pack) /k//ō//p/ (cope)
/s// ĭ//x/ (six) /s//t//ō//n/ (stone) /f//ĭ//sh/ (fish)
Date Mastered __________________
Lesson 3: Stretching Out Words
Assessment: Use the following chart to assess this activity. Place a ‘√’ under each word below if the student can accurately stretch
out the phonemes in the word. Allow the student to read from the “Student Assessment Sheet” (p. 55) as you mark correct or
incorrect responses below. The student has mastered this lesson if he/she can consistently and accurately stretch out the sounds in
one syllable words.
ran fun bad lag leg name dim pox slack talk
send call zip five egg pop mush bath wave black
Date Mastered __________________

Lesson 4: Having Fun with Onset-Rimes
Assessment: Use the following chart to assess this activity. Place a ‘√’ under each word-ending if the student can accurately use it to
say different words using the consonants or consonant blends listed beneath it. Allow the student to read from the “Student
Assessment Sheet” (p. 57) as you mark correct or incorrect responses below. The student has mastered this lesson if he/she can
consistently and accurately create and read words with different onsets (beginning sounds). Special Note: Be sure the student breaks
the word apart by saying the onset and then the rime.
-ish -ark -eet -ay -ake -ost -irth

w, f, d, squ b, d, h sw, tw, m, b, f, fl d, b, n, m, k, fr, pl c, m, b, t, fl, sh c, l, fr b, m, g
-end -elt -ig -um -alm -ope -oin

b, m, l, tr, t b, f, w, p, m b, p, m, v, f, tr, w g, b, r, pl, s, sl, y b, p, c, qu c, d, p, n, m, r, sl c, gr, j, l
Date Mastered __________________
292
Student Name: _______________________________
Lesson 5: Phoneme Deletion
Assessment: Use the following chart to assess this activity. Place a ‘√’ under each word the student can accurately say after omitting
one of its sounds. Allow the student to read from the “Student Assessment Sheet” (p. 59) as you mark correct or incorrect
responses below. The student has mastered this lesson if he/she can consistently and accurately say words with one sound (phoneme)
omitted.
kiss pike hark ball yes mule mole farm chick heart
omit omit final omit omit final omit final omit omit omit final omit omit final
initial initial initial initial initial
lawn truck pen start bone true book glass leaf chair
omit final omit omit final omit omit final omit omit final omit omit final omit
initial initial initial initial initial
Date Mastered __________________

Lesson 6: Changing Beginning Sounds
Assessment: Use the following chart to assess this activity. Place a ‘√’ under each word-ending if the student can accurately use it
to say different words using the consonants or consonant blends listed beneath it. Allow the student to read from the “Student
Assessment Sheet” (p. 61) as you mark correct or incorrect responses below. The student has mastered this lesson if he/she can
consistently and accurately read words with different beginning sounds.
-ib -ouse -ound -ern -alk
b, f, r, d, cr, l h, m, l, sp, bl b, g, m, p, f f, t, st b, ch, t, st, h, w
-aw -ild -oop -ub -ill

c, dr, h, p, r, s ch, w, m, r c, tr, p, g, st, sc b, c, d, scr, s, t, p, fl b, sk, n, m, p, ch, d
-and -ond -ong -ung -oss

b, br, bl, gr, h, l, s, st b, p, f k, l, g, p, wr, d, h, s l, s, st, d, h b, t, l, m, fl
Date Mastered __________________

Lesson 7: Changing Ending Sounds
Assessment: Use the following chart to assess this activity. Place a ‘√’ beside each question the student can answer correctly. You
may assess this lesson by orally saying each question (hardest to do), by allowing the student to see each word written before a
substitution is made, or by allowing the student to write the words on a piece of paper. The student has mastered this lesson if
he/she can consistently and accurately read words by changing their ending sounds.
Question √ Question √
Change the t in boot to m. What is the new word? Change the d in kid to t. What is the new word?
Change the k in lake to t. What is the new word? Change the p in rope to d. What is the new word?
Change the t in vat to n. What is the new word? Change the g in flag to p. What is the new word?
Change the n in can to p. What is the new word? Change the p in step to m. What is the new word?
Change the m in dime to v. What is the new word? Change the v in stove to n. What is the new word?
Date Mastered __________________
Lesson 8: Changing Vowel Sounds
change is made, or by allowing the student to write the words on a piece of paper. The student has mastered this lesson if he/she
can consistently and accurately read words by changing their vowel sounds.
Change the a in lane to o. What is the new word? Change the e in pen to a. What is the new word?
Change the o in post to a. What is the new word? Change the o in joke to a. What is the new word?
Change the u but to a. What is the new word? Change the a in cat to o. What is the new word?
Change the i in pit to e. What is the new word? Change the o in fox to a. What is the new word?
Change the i in ripe to o. What is the new word? Change the u in cute to a. What is the new word?
Date Mastered __________________
293
Student Name: _______________________________
Lesson 9: Changing Sounds Review
can consistently and accurately create and read a word by changing one of its sounds.
Change the sl in slip to sh. What is the new word? Change the r in car to t. What is the new word?
Change the ee in sheep to o. What is the new word? Change the s in sock to r. What is the new word?
Change the ll in pill to t. What is the new word? Change the e in red to o. What is the new word?
Change the r in rest to b. What is the new word? Change the o in got to u. What is the new word?
Change the b in bad to m. What is the new word? Change the t in take to l. What is the new word?
Change the t in tote to n. What is the new word? Change the r in run to b. What is the new word?
Date Mastered __________________
Lesson 10: Changing Long Vowels to Short Vowels
can consistently and accurately create and read a word by changing one of its sounds.
Take away the e in cope. What is the new word? Take away the e in cate. What is the new word?
Take away the e in rade. What is the new word? Take away the e in slide. What is the new word?
Take away the e in node. What is the new word? Take away the e in prime. What is the new word?
Take away the e in bide. What is the new word? Take away the e in vane. What is the new word?
Take away the e in huge. What is the new word? Take away the e in sine. What is the new word?
Take away the e in gage. What is the new word? Take away the e in dote. What is the new word?
Date Mastered __________________
Lesson 11: That’s Nonsense
Assessment: Use the following chart to assess this activity. Place a ‘√’ under each nonsense word the student is able to sound out
correctly. Allow the student to read from the “Student Assessment Sheet” (p. 67) as you mark correct or incorrect responses below.
The student has mastered this lesson if he/she can consistently and accurately read nonsense words.
ziv jud gip tec yox taf lut raz juk nef
paf mek nus vog fap wam mude pote hute vade
bot seg gup hod fex mafe sloge bose hof vip
Date Mastered __________________

Lesson 12: Reading Real Words
Assessment: Use the following chart to assess this activity. Place a ‘√’ under each word the student is able to easily sound out
correctly. Allow the student to read from the “Student Assessment Sheet” (p. 69) as you mark correct or incorrect responses below.
The student has mastered this lesson if he/she can consistently and accurately read the following words.
rat rot rad mad hot hate page fame map fed
hope hop vote top pat nope pond plat flat flap
bland sing will limp plum vine pump feet geek pile
shame sham pace side slam take tack yum gum grade
Date Mastered __________________
294
Blending

through the blending intervention. Remember,
the intervention is individualized to the
student’s needs and must be implemented at
until mastery of the current lesson is

lesson has been achieved, use the ‘Blending
Mini-Assessments Recording Sheets’ (pages
292-294) to measure the student’s proficiency
before beginning a new lesson.
295
Blending: Lesson 1
Lesson Name: Putting Word Parts Together
Description of Lesson/Activity: The student says two or more syllable words after
hearing them broken down into parts.

STEP ONE: Review with student how saying words slowly can help us hear sounds and
word parts. Say several one, two, three, and four syllable words and have the student
state how many word parts are in each.
STEP TWO: Explain that in today’s lesson, the student will be blending word parts. Tell
student that you will say the parts of words (in order) and that he/she will put them
together to say one complete word. (Example: “com … pu … ter” = computer)
STEP THREE: Practice this skill with the student by saying a variety of two or more
syllable words. Continue until the student can easily say complete words after hearing
them broken up into parts.
been achieved. Follow the assessment directions and record the results on the ‘Blending
Mini-Assessments Recording Sheet’. If the student has mastered this lesson, move on to
296
Blending: Lesson 2
Lesson Name: Putting Word Sounds Together
Description of Lesson/Activity: The student says one syllable words after hearing them
broken down into parts (phonemes).

STEP ONE: Review with student how saying words slowly can help us hear sounds and
word parts. Review blending two or more syllable words by saying several words broken
into parts and having the student say the entire word blended together.
STEP TWO: Explain that in today’s lesson, the student will be blending the sounds heard
in one syllable words. Tell student that you will say the sounds (phonemes) of a word (in
order) and that he/she will put them together to say one complete word. (Example:
/m//ŏ//p/ = mop)
STEP THREE: Practice this skill with the student by saying a variety of one syllable
words. Continue until the student can easily say complete words after hearing them
broken up into sounds.
***THIS LESSON IS EXTREMELY IMPORTANT! BE SURE THE STUDENT CAN SAY

ONE SYLLABLE WORDS AFTER HEARING ONLY THE PHONEMES BEFORE MOVING
ON TO THE NEXT LESSON***
297
Blending: Lesson 3
Lesson Name: Stretching Out Words
Description of Lesson/Activity: The student sounds out one syllable words by stretching
out the phonemes in each word.

STEP ONE: Review with student how saying words slowly can help us hear sounds and word
parts. Review blending the sounds in one syllable words by saying each phoneme and having
the student blend it into one word.
STEP TWO: Explain that in today’s lesson, the student will practice reading simple one
syllable words by stretching out the sounds (phoneme) in each word.
STEP THREE: Practice this skill with the student by showing him/her simple words (written
on a piece of paper, cards, sticky notes, chalkboard, etc.) and having him sound them out by
stretching each phoneme. (Examples: red = rrrrrĕĕĕĕĕdd, sat = ssssăăăătt, slip =
ssssllllĭĭĭĭpp). Have the student say the word normally after he/she practices stretching it
out.
***THIS LESSON IS EXTREMELY IMPORTANT!! BE SURE THE STUDENT CAN

STRETCH OUT WRITTEN ONE SYLLABLE WORDS BEFORE MOVING ON TO THE NEXT
LESSON***
298
Blending Lesson 3
Sound out each word by stretching out each sound (phoneme)
ran fun bad lag leg

name dim pox slack talk
send call zip five egg
pop mush bath wave black
299
Blending: Lesson 4
Lesson Name: Having Fun with Onset-Rimes
Description of Lesson/Activity: The student practices saying words by substituting the

beginning sound of the word with other beginning sounds.

STEP ONE: Review with student what onset-rimes are (breaking a word down by saying
its first sound followed by the rest of the word). Give the student several examples of
how words can be broken down into onset-rimes (goat = /g/-oat, vat = /v/-at, rate = /r/-
ate). Have the student practice saying words using the onset-rimes principal.
STEP TWO: Explain that in today’s lesson, the student will practice changing the onset
(beginning sound) of many words to create new words.
STEP THREE: Practice this skill with the student by showing him/her word-endings
(word families) and then placing various consonants or consonant blends in front of the
word-ending to create new words. Explain that in most cases, words that have the same
letters at the end rhyme and are part of the same family. You may use the letter cards,
blends cards, and word family cards found at the end of this book to help teach this
lesson or you may simply write word-endings on a piece of paper and have the student
write alternative initial letters to create new words.
***THIS LESSON IS EXTREMELY IMPORTANT!! BE SURE THE STUDENT CAN

CREATE AND READ WORDS USING DIFFERENT ONSETS (BEGINNING SOUNDS)
BEFORE MOVING ON TO THE NEXT LESSON***
300
Blending Lesson 4
Say each onset-rime with the letters listed below each word-ending
-ish -ark -eet -ay -ake

w, f, d, squ b, d, h sw, tw, m, b, d, b, n, m, k, c, m, b, t, fl,
f, fl fr, pl sh
-end -elt -ig -um -alm

b, m, l, tr, t b, f, w, p, m b, p, m, v, f, g, b, r, pl, s, b, p, c, qu
tr, w sl, y
-ost -ope -irth -oin -ook

c, l, fr c, d, p, n, m, b, m, g c, gr, j, l b, c, h, r, t,
r, sl sh
301
Blending: Lesson 5
Lesson Name: Phoneme Deletion
Description of Lesson/Activity: The student says a word and then restates it by

omitting one of its phonemes.

STEP ONE: Review with student how to look at a word and sound it out by pronouncing all
of the sounds (phonemes) in it. Show student several one syllable words (on word cards or
if you prefer, just write random words on a piece of paper, index card, or sticky note)
and have the student practice sounding them out by saying all of their phonemes.
STEP TWO: Explain that in today’s lesson, the student will say a word and then resay it
without one of its sounds.
STEP THREE: Practice this skill with the student by showing him/her written words and
having him/her sound them out and then state them normally. Once the student says the
correct word have him restate it by having him/her omit one of the sounds (beginning or
ending sounds only). (Examples: “Say ‘hog’ without the ‘h’.”, “Say ‘plat’ without the ‘t’.”,
“Say ‘sun’ without the ‘s’.”)
THIS LESSON IS EXTREMELY IMPORTANT!! BE SURE THE STUDENT CAN SAY

WORDS WITH OMITTED SOUNDS BEFORE MOVING ON TO THE NEXT LESSON
302
Blending Lesson 5
Say each word below then restate the word omitting the sound listed below it
kiss pike hark ball yes

omit initial omit final omit initial omit final omit final
lawn truck pen start bone

omit final omit initial omit final omit initial omit final
mule mole farm chick heart

omit initial omit initial omit final omit initial omit final
true book glass leaf chair

omit initial omit final omit initial omit final omit initial
303
Blending: Lesson 6
Lesson Name: Changing Beginning Sounds

substituting the beginning consonant sound with a different consonant sound.

STEP ONE: Review with student onset-rime and how words can be broken down into
smaller parts by separating the onset from its rime. Practice the onset-rime principal
with several words.
STEP TWO: Explain that in today’s lesson, the student will read words with different
beginning sounds. Explain that the words read today will be read normally and not broken
down into parts (as in the onset-rime principal).
having him/her read them with a variety of beginning sound. Even have the student say
nonsense words to practice blending sounds together. (Example: remove the ‘h’ in ‘hot’ and
put in a ‘p’ = ‘pot’)
***THIS LESSON IS EXTREMELY IMPORTANT!! BE SURE THE STUDENT CAN READ

WORDS WITH NUMEROUS BEGINNING SOUNDS BEFORE MOVING ON TO THE
NEXT LESSON***
304
Blending Lesson 6
Say each word-ending with the beginning sounds below
-ib -ouse -ound -ern -alk

b, f, r, d, cr, h, m, l, sp, bl b, g, m, p, f f, t, st b, ch, t, st,
l h, w
-aw -ild -oop -ub -ill

c, dr, h, p, r, ch, w, m, r c, tr, p, g, b, c, d, scr, b, sk, n, m, p,
s st, sc s, t, p, fl ch, d
-and -ond -ong -ung -oss

b, br, bl, gr, b, p, f k, l, g, p, wr, l, s, st, d, h b, t, l, m, fl
h, l, s, st d, h, s
305
Blending: Lesson 7
Lesson Name: Changing Ending Sounds

substituting the ending consonant sound with a different consonant sound.

STEP ONE: Review with student how we can break words into parts to hear all of their
sounds. Practice sounding out several words.
STEP TWO: Explain that in today’s lesson, the student will create and read words with
different ending sounds. Explain that the words read today will be read normally and not
broken down into parts (as in the onset-rime principal).
having him/her read them with a variety of ending sounds. Even have the student say
nonsense words to practice blending sounds together. (Example: change the ‘a’ in ‘tab’ and
put in a ‘u’ = ‘tub’)

WORDS WITH NUMEROUS ENDING SOUNDS BEFORE MOVING ON TO THE NEXT
LESSON***
306
Blending: Lesson 8
Lesson Name: Changing Vowel Sounds

substituting the vowel sound in the middle with a different vowel sound.

STEP ONE: Review with student how we can break words into parts to hear all of their
sounds. Practice sounding out several words.
STEP TWO: Explain that in today’s lesson, the student will read words and will then
change its vowel sound to say a new word. Explain that the words read today will be read
normally and not broken down into parts (as in the onset-rime principal).
having him/her read them with a variety of vowel sounds. Even have the student say
nonsense words to practice blending sounds together. (Example: change the ‘p’ in ‘mop’ and
put in a ‘b’ = ‘mob’)

WORDS WITH DIFFERENT VOWEL SOUNDS BEFORE MOVING ON TO THE NEXT
LESSON***
307
Blending: Lesson 9
Lesson Name: Changing Sounds Review

substituting the beginning, middle, or ending sound with a different sound.

STEP ONE: Review with student how we can make new words by changing one of its
sounds. Review lessons 6-8 by asking the student to change one sound in a word to make a
new word. Practice this concept with several words.
STEP TWO: Explain that in today’s lesson, the student will continue changing words to
new words by changing one sound in the word. Tell the student that the sound may be the
beginning sound, the middle sound (the vowel), or the ending sound.
having him/her read them by changing either the beginning, middle, or ending sound.

WORDS WITH DIFFERENT BEGINNING, MIDDLE, OR ENDING SOUNDS BEFORE
MOVING ON TO THE NEXT LESSON***
308
Blending: Lesson 10
Lesson Name: Changing Long Vowels to Short Vowels
Description of Lesson/Activity: The student changes a long vowel word into a short
vowel word by omitting the silent ‘e’ at the end.

STEP ONE: Review with student how we can make new words by changing one of its
sounds. Practice this concept with several words.
STEP TWO: Explain that in today’s lesson, the student will change the long vowel sound
in a word to a short vowel sound. Explain that in many cases, a one syllable word that ends
with the letter ‘e’ (silent ‘e’) makes the vowel sound in the word a long sound. When the ‘e’
is taken away the vowel sound becomes a short sound.
STEP THREE: Have the student practice changing one syllable long vowel words that end
with a silent ‘e’ to short vowel words by taking off the ‘e’ at the end.
**THIS LESSON IS EXTREMELY IMPORTANT! BE SURE THE STUDENT CAN EASILY

SAY WORDS WITH BOTH LONG VOWEL SOUNDS AND SHORT VOWEL SOUNDS
BEFORE MOVING ON TO THE NEXT LESSON**
309
Blending: Lesson 11
Lesson Name: That’s Nonsense
Description of Lesson/Activity: The student uses blending skills to read nonsense words.

STEP ONE: Review with student how we can read a word by saying all of its sounds. Have
the student sound out a variety of words to practice this skill.
STEP TWO: Explain that in today’s lesson, the student will use his/her knowledge of how
to sound out words to read words that don’t make sense, or nonsense words.
STEP THREE: Have the student practice this lesson by writing nonsense words on a piece
of paper, chalkboard, whiteboard, sticky note, etc. and having him/her sound them out.
**THIS LESSON IS EXTREMELY IMPORTANT!! BE SURE THE STUDENT CAN EASILY

SOUND OUT AND BLEND NONSENSE WORDS BEFORE MOVING ON TO THE NEXT
LESSON**
310
Blending Lesson 11
Read each nonsense word below
ziv jud gip tec yox

paf mek nus vog fap
bot seg gup hod fex
taf lut raz juk nef
wam mude pote hute vade
mafe sloge bose hof vip
311
Blending: Lesson 12
Lesson Name: Reading Real Words
Description of Lesson/Activity: The student uses blending skills to read words.

STEP ONE: Review with student how we can read a word by saying all of its sounds. Have
the student sound out a variety of words to practice this skill.
STEP TWO: Explain that in today’s lesson, the student will use his/her knowledge of how
to sound out words to read real words (as opposed to nonsense words).
STEP THREE: Have the student practice this lesson by reading words in text, on signs,
on flashcards, etc. This is the time for the student to shine! He/she is a reader!
Mini-Assessments Recording Sheet’. If the student has mastered this lesson then he/she
has successfully completed the Blending intervention. If the student has NOT mastered
this lesson, repeat lesson until mastery has been obtained.
312
Blending Lesson 12
Read each word below
rat rot rad mad hot

hate page fame map fed
hope hop vote top pat
nope pond plat flat flap
bland sing will limp plum
vine pump feet geek pile
shame sham pace side slam
take tack yum gum grade
313
314
SIGHT
WORD
RECOGNITION
SIGHT WORD RECOGNITION OVERVIEW
Screening: Sight Word Recognition Assessment), make a copy of the appropriate pages
(listed on the “Sight Word Recognition Let’s Get Started!” page) including the “Sight Word
Recognition Lesson Checklist.” Use the checklist to check off when each lesson was taught
and when it was mastered. Do not move forward to a new lesson until the student has
mastered the lesson he/she is currently on. Also, to assess the student’s response to the
intervention, be sure to monitor his/her progress weekly throughout the twelve-week
implementation period using the Progress Monitoring Assessments (regardless of which
lesson he/she is currently working on). If a student completes all of the Sight Word
Recognition lessons within two to six weeks, he/she still needs to be assessed for at least 2
additional weeks past the point of mastery so as to rule out “lucky guesses” or a “fluke”
with the assessment showing said mastery, If the student has truly MASTERED the Sight
Word Recognition Intervention before the 12-week intervention period ends (as evidenced
by the Progress Monitoring: Sight Word Recognition Assessments), it would be prudent to
move on to an intervention which focuses on more complex concepts such as reading fluency
or reading comprehension. Be sure to collect baseline data before beginning any new
intervention.
point assessments or the universal screening/baseline. The purpose of those assessments
is to assist the teacher, tutor, or interventionist in knowing whether or not the student
has or has not mastered a particular lesson. The overall timeline for the intervention is 12
intervention session lessons in this manual are not timed and should be taught in
succession. The student sets the pace according to his/her ability to understand and
master the material. A student may be able to finish two or three lessons in a twenty or
thirty minute time span whereas another student may be able to only complete and master
one lesson over a period of three or four days or even weeks. RTI is an individualized
process and is strictly geared to meet the individual needs of the student. This book is not
intended to replace the regular classroom curriculum and is not comprehensive or
exhaustive. The lessons in this manual should be considered supplemental to what is
already being taught in the classroom and are geared to help fill the learning gaps of
struggling students whose weak phonics skills interfere with their ability to read fluently
which then negatively impacts their ability to comprehend written text. This intervention
is intended to strengthen skills through intensive exposure to basic phonological concepts
and each individual lesson should be taught to mastery. Using sorting, comparing and
contrasting activities, repetition, and drill and practice, this intervention can bring success
to those who otherwise would continue to fall through the cracks by helping build a strong
foundation on which higher levels of learning can occur.
316
PROGRESS MONITORING
As stated before, in order to ascertain whether or not the Sight Word Recognition
intervention in this manual is effective, data should be gathered on a bi-weekly basis (every
other week) through the progress monitoring assessments. As with the universal screening, the
student must complete the progress monitoring assessments without extra prompts or
assistance. All progress monitoring assessments can be scored directly on the corresponding
recording sheets provided to you in this manual. It is worthy to note that the universal
screening/baseline assessments are identical to the weekly progress monitoring assessments in
both format and structure. This gives the educator/assessor a simple way to collect data as
well as creates a format that is easy to read and analyze. Because of the continuity among the
assessments, the educator/assessor will essentially be comparing ‘oranges to oranges’ which
allows for a more accurate picture of how the student is progressing throughout the
intervention.

purpose of data analysis for the Sight Word Recognition intervention, a graph will be needed
monitoring assessment. Graphs are an easy-to-read ‘snap shot’ of how the student performs
each week and are an excellent tool to use when looking at overall progress and effectiveness
of an intervention. The data should be analyzed weekly rather than at the end of the 12 weeks
so that changes or adjustments to the intervention may be made DURING the 12 week period.
The graph below is an example of what an RTI intervention graph may look like after the 11th
week of the Sight Word Recognition intervention. Careful examination of the data collected
each week must occur (preferably in the context of a data analysis team) in order to adequately
assess the effectiveness of the intervention and to pinpoint areas of weakness. This on-going
weekly review of the data is crucial and should be the catalyst which drives future instruction
for the struggling student.

250
Number of Sight Words Known
200
150
100
50
0
8/8/2011 8/19/2011 9/5/2011 9/19/2011 10/5/2011 10/19/2011

Student Score 32 47 59 72 89 102
Goal 220 220 220 220 220 220 220
317
universal screening/baseline assessment (given 8-8-11) the student recognized 32 out of the 220
sight words. This signifies that he/she lacks the ability to automatically recognize basic sight words
which most likely impacts his/her ability to read fluently or comprehend written text. After 10
weeks of the sight word intervention, Student ‘X’ has made steady progress but has yet to
recognize all 220 sight words. Additional time with the same intervention would be the logical
recommendation for this student until mastery of all words has been achieved.
SPECIAL NOTE:
Depending on the student’s needs, the goal score for each data point will need to be adjusted.
For example, a third grade student should have already mastered all 220 sight words by the end
of first grade. His/her data point goal score may be 220 each time a data point assessment is
given (as is illustrated in the graph on the previous page) whereas a first grader’s goal scores
may start small and incrementally increase with each data point. The goal line on the RTI graph is
intentionally left blank so that appropriate goals can be set to match the student’s needs.
318
To implement the Sight Word Recognition intervention in this manual, copy

the following pages for each student in the intervention group:
 Universal Screening Sight Word Recognition Assessment Recording Sheet (p. 320)
 Sight Word Recognition Student Assessment Sheet (p. 321)
 Progress Monitoring Data Point Sight Word Recognition Assessments (p. 322)
 RTI Graph Sight Word Recognition (p. 323)
 Sight Word Recognition Lesson Checklist (p. 324)
 Sight Word Recognition Mini-Assessments (pp. 325-326)
 Sight Word Cards (p. 353-374)
319
Universal Screening
Sight Word Recognition Assessment Teacher Recording Sheet
Student Name: _______________________________ Grade: ____ Teacher: _________
Have the student read from the Sight Word Student Assessment Sheet (going across each row) as you mark correct
responses on this data sheet. Place a √ under each word the student can confidently and accurately recognize. If a
student spends more than five seconds on a particular word, have him/her skip that one and move on to the next one. DO
NOT provide the student with the correct response. Stop the assessment after the student misses five words in a row.
Date: _____________
the to and a I you it in said for
up look is go we little down can see not
one my me big come blue red where jump away
here help make yellow two play run find three funny
he was that she on they but at with all
there out be have am do did what so get
like this will yes went are now no came ride
into good want too pretty four saw well ran brown
eat who new must black white soon our ate say
under please of his had him her some as then
could when were them ask an over just from any
how know put take every old by after think let
going walk again may stop fly round give once open
has live thank would very your its around don’t right
green their call sleep five wash or before been off
cold tell work first does goes write always made gave
us buy those use fast pull both sit which read
why found because best upon these sing wish many if
long about got six never seven eight today myself much
keep try start ten bring drink only better hold warm
full done light pick hurt cut kind fall carry small
own show hot far draw clean grow together shall laugh
Total # Correct: _____ (Total Possible = 220)
320
Read Across To be used for the Universal Screening & all Progress Monitoring assessments
321
Progress Monitoring
Sight Word Recognition Assessment Teacher Recording Sheet
Student Name: _______________________________ Grade: ____ Teacher: _________
Have the student read from the Sight Word Student Assessment Sheet (going across each row) as you mark correct
responses on this data sheet. Place a √ under each word the student can confidently and accurately recognize. If a student
spends more than five seconds on a particular word, have him/her skip that one and move on to the next one. DO NOT
provide the student with the correct response. Stop the assessment after the student misses five words in a row.
Date: _____________
Total # Correct: _____ (Total Possible = 220)

Make a total of 6 copies of this sheet (one for each Progress Monitoring Data Point Assessment)
322
RTI GRAPH
On the graph below, plot the Universal Screening/Baseline (US/BL) score and all data point (DP) scores for each
Sight Word Recognition Assessment.

220
210
200
190
180
170
160
150
140
Number of Words Known
130
120
110
100
90
80
70
60
50
40
30
20
10
0
US/BL DP1 DP2 DP3 DP4 DP5 DP6
Date
Student Score
Goal 220
323
Sight Word Recognition Lesson Checklist
Student Name: ______________________
Date(s) lesson Date lesson was
Name of Lesson was taught mastered
Lesson 1: Learning the sight words the, to, and, a, I, you, it, in,
said, for
Lesson 2: Learning the sight words up, look, is, go, we, little, down,
can, see, not
Lesson 3: Learning the sight words one, my, me, big, come, blue,
red, where, jump, away
Lesson 4: Learning the sight words here, help, make, yellow, two,
play, run, find, three, funny
Lesson 5: Learning the sight words he, was, that, she, on, they, but,
at, with, all
Lesson 6: Learning the sight words there, out, be, have, am, do, did,
what, so, get
Lesson 7: Learning the sight words like, this, will, yes, went, are,
now, no, came, ride
Lesson 8: Learning the sight words into, good, want, too, pretty,
four, saw, well, ran, brown
Lesson 9: Learning the sight words eat, who, new, must, black,
white, soon, our, ate, say, under, please
Lesson 10: Learning the sight words of, his, had, him, her, some, as,
then, could, when
Lesson 11: Learning the sight words were, them, ask, an, over, just,
from, any, how, know
Lesson 12: Learning the sight words put, take, every, old, by, after,
think, let, going, walk
Lesson 13: Learning the sight words again, may, stop, fly, round,
give, once, open, has, live, thank
Lesson 14: Learning the sight words would, very, your, its, around,
don’t, right, green, their, call
Lesson 15: Learning the sight words sleep, five, wash, or, before,
been, off, cold, tell, work
Lesson 16: Learning the sight words first, does, goes, write,
always, made, gave, us, buy, those
Lesson 17: Learning the sight words use, fast, pull, both, sit, which,
read, why, found, because
Lesson 18: Learning the sight words best, upon, these, sing, wish,
many
Lesson 19: Learning the sight words if, long, about, got, six, never,
seven, eight, today, myself
Lesson 20: Learning the sight words much, keep, try, start, ten,
bring, drink, only, better, hold
Lesson 21: Learning the sight words warm, full, done, light, pick,
hurt, cut, kind, fall, carry
Lesson 22: Learning the sight words small, own, show, hot, far,
draw, clean, grow, shall, laugh, together
324
Sight Word Recognition Mini-Assessments Recording Sheet (p. 1)
Student Name: __________________________________ Grade: ___ Teacher: __________
Lesson 1: Learning the sight words the, to, and, a, I, you, it, in, said, for
Date Mastered __________________

Lesson 2: Learning the sight words up, look, is, go, we, little, down, can, see, not
Date Mastered __________________

Lesson 3: Learning the sight words one, my, me, big, come, blue, red, where, jump, away
Date Mastered __________________

Lesson 4: Learning the sight words here, help, make, yellow, two, play, run, find, three, funny
Date Mastered __________________

Lesson 5: Learning the sight words he, was, that, she, on, they, but, at, with, all
Date Mastered __________________

Lesson 6: Learning the sight words there, out, be, have, am, do, did, what, so, get
Date Mastered __________________

Lesson 7: Learning the sight words like, this, will, yes, went, are, now, no, came, ride
Date Mastered __________________

Lesson 8: Learning the sight words into, good, want, too, pretty, four, saw, well, ran, brown
Date Mastered __________________

Lesson 9: Learning the sight words eat, who, new, must, black, white, soon, our, ate, say, under, please
eat who new must black white soon our ate say under please
Date Mastered __________________

Lesson 10: Learning the sight words of, his, had, him, her, some, as, then, could, when
of his had him her some as the could when
Date Mastered __________________

Lesson 11: Learning the sight words were, them, ask, an, over, just, from, any, how, know
were them ask an over just from any how know
Date Mastered __________________
325
Sight Word Recognition Mini-Assessments Recording Sheet (p. 2)
Student Name: __________________________________ Grade: ___ Teacher: __________
Lesson 12: Learning the sight words put, take, every, old, by, after, think, let, going, walk
put take every old by after think let going walk
Date Mastered __________________

Lesson 13: Learning the sight words again, may, stop, fly, round, give, once, open, has, live, thank
again may stop fly round give once open has live thank
Date Mastered __________________

Lesson 14: would, very, your, its, around, don’t, right, green, their, call
would very your its around don’t right green their call
Date Mastered __________________

Lesson 15: Learning the sight words sleep, five, wash, or, before, been, off, cold, tell, work
sleep five wash or before been off cold tell work
Date Mastered __________________

Lesson 16: Learning the sight words first, does, goes, write, always, made, gave, us, buy, those
first does goes write always made gave us buy those
Date Mastered __________________

Lesson 17: Learning the sight words use, fast, pull, both, sit, which, read, why, found, because
use fast pull both sit which read why found because
Date Mastered __________________

Lesson 18: best, upon, these, sing, wish, many
best upon these sing wish many
Date Mastered __________________

Lesson 19: Learning the sight words if, long, about, got, six, never, seven, eight, today, myself
if long about got six never seven eight today myself
Date Mastered __________________

Lesson 20: Learning the sight words much, keep, try, start, ten, bring, drink, only, better, hold
much keep try start ten bring drink only better hold
Date Mastered __________________

Lesson 21: Learning the sight words warm, full, done, light, pick, hurt cut, kind, fall, carry
warm full done light pick hurt cut kind fall carry
Date Mastered __________________

Lesson 22: Learning the sight words small, own, show, hot, far, draw, clean, grow, shall, laugh, together
small own show hot far draw clean grow shall laugh together
Date Mastered __________________
326

through the sight word recognition
intervention. Remember, the intervention is
individualized to the student’s needs and must
be implemented at the student’s pace. Don’t
move to a new lesson until mastery of the
current lesson is achieved. Teaching to
MASTERY is the goal.

lesson has been achieved, use the ‘Sight Word
Recognition Mini-Assessments Recording
Sheets’ (pages 325-326) to measure the
student’s proficiency before beginning a new
lesson.
327
Sight Word Recognition: Lesson 1
Lesson Name: Learning the sight words the, to, and, a, I, you, it, in, said, for
Description of Lesson/Activity: The student learns ten sight words using the game
‘Concentration’.

STEP ONE: Introduce the ten new sight words by showing each flashcard and stating the word.
Have student repeat each word. Repeat this step until student becomes familiar with the words.
STEP TWO: Follow the directions below for the game ‘Sight Word Concentration’:
Sight Word Concentration: You will need two sets of cards for this game. Take the ten
sight words for this lesson out of both decks. Mix them up and place them on the floor or
table face down in front of the student. Have the student(s) take turns flipping two cards
over to see if they match. The student MUST read the two cards he/she turns over aloud.
If the two cards match, the student must use the word in a sentence to keep the cards.
Continue until all cards have been matched.
STEP THREE: Conclude lesson by drilling the student using flashcards. Continue drilling until the
student can automatically say each word over several repetitions.
STEP FOUR: Assess the student to ascertain whether or not mastery of this lesson has been
achieved. Follow the assessment directions and record the results on the ‘Sight Word Recognition
Mini-Assessments Recording Sheet’. If the student has mastered this lesson, move on to the next
lesson. If the student has NOT mastered this lesson, repeat lesson until mastery has been
obtained.
328
Lesson Name: Learning the sight words up, look, is, go, we, little, down, can, see, not
Description of Lesson/Activity: The student learns ten more sight words using the activity
‘Sight Word Bean Bag Toss’.

Before introducing new sight words to the student, review previously learned sight words with a
quick flashcard assessment. If the student misses any words, go back and reteach.
STEP TWO: Follow the directions below for the game ‘Sight Word Bean Bag Toss’:
Sight Word Bean Bag Toss: Place all of the focus sight word cards on the floor in front
of the student face up. Space them out so that there is about a foot between each card.
Give the student a bean bag to toss onto a word. The student reads the word the bean bag
lands on (or near). Add previously learned sight words to those already on the floor to
increase the difficulty of the lesson.
obtained.
329
Lesson Name: Learning the sight words one, my, me, big, come, blue, red, where, jump, away
‘Sight Word Swat’.

STEP TWO: Follow the directions below for the game ‘Sight Word Swat’:
Sight Word Swat: Tape all of the focus sight word cards on the board (or wall) and give
the student a fly swatter. The student swats the card called out by the teacher. The
student must also repeat and read the word as he/she swats it. Add previously learned
sight words to those already on the board (or wall) to increase the difficulty of the lesson.
obtained.
330
Lesson Name: Learning the sight words here, help, make, yellow, two, play, run, find, three, funny
‘Sight Word Bingo’.

STEP TWO: Follow the directions below for the game ‘Sight Word Bingo’:
Sight Word Bingo: Using one of the templates on the next page, have the student choose
eight or sixteen sight words from this lesson AND from previous lessons to write on the
bingo card (the template). Play the game by calling out a sight word and having the student
place a marker over the word called. This is a good game to play when students are FIRST
introduced to the words to help them recognize them after hearing them read orally. The
student says “BINGO” when he/she fills up the ENTIRE card. When checking after
BINGO is called, make the student say each word on his card and have him/her find the
flashcard that matches it.
obtained.
331
Sight Word Bingo Templates
8 word card
16 word card
332
Lesson Name: Learning the sight words he, was, that, she, on, they, but, at, with, all
‘Sight Word Direction Game’.

STEP TWO: Follow the directions below for the game ‘Sight Word Direction Game’:
Sight Word Direction Game: Place all of the focus sight word cards on the floor. Give the
student(s) oral directions focusing on the sight words. Examples: “Go stand next to the
word _________.”, “Hop over the word _________.”, “Pick up the words __________
and _________.”, “Point to the word that is a color word.”, “Point to the word that is the
opposite of big.”, “Find a word that starts with the same letter that begins the word fish.”,
etc. Make sure the student reads the word each time. Add previously learned sight words
to those already on the floor to increase the difficulty of the lesson.
obtained.
333
Lesson Name: Learning the sight words there, out, be, have, am, do, did, what, so, get
Description of Lesson/Activity: The student learns ten more sight words using the game ‘Sight
Word ‘Mother May I?’.

STEP TWO: Follow the directions below for the game ‘Sight Word ‘Mother May I?’:
Sight Word ‘Mother May I?’: Place all of the focus sight word cards in various places on the
floor. Play the traditional game “Mother May I?” using sight words. Give directions such as
“Read three sight words and then take three steps forward” or “Walk to the number word”.
The student must say “Mother May I?” before he/she takes action. If he/she forgets to say
“Mother May I” he/she must go back to the starting position. Make sure the student also
reads the words throughout the game. You can add previously learned sight words to those
already on the floor to increase the difficulty of the lesson.
obtained.
334
Lesson Name: Learning the sight words like, this, will, yes, went, are, now, no, came, ride
Word ‘Can You Read My Mind?’.

STEP TWO: Follow the directions below for the game ‘Sight Word ‘Can You Read My Mind?’:
Sight Word ‘Can You Read My Mind?’: Display all of the focus sight word cards on the
board, table, floor, etc. and give the students clues as to which word you are thinking of.
When the student guesses the correct word he/she gets to keep the card. Examples: “I’m
thinking of a word with three letters that is the opposite of the word ‘little’.” “I’m thinking of
a word that has two syllables.”, “I’m thinking of a word with a short ‘e’ sound.” Incrementally
add previously learned sight words to increase the difficulty of the lesson.
obtained.
335
Lesson Name: Learning the sight words into, good, want, too, pretty, four, saw, well, ran, brown
Word Tic Tac Toe’.

STEP TWO: Follow the directions below for the game ‘Sight Word Tic Tac Toe’:
Sight Word ‘Tic Tac Toe’: This game can be played between two students or a student and a
teacher. For a game between two students, use the lesson’s target words (flashcards) as a pile
for the students to draw from. Begin by drawing a tic tac toe board on a sheet of paper (or
white board or chalkboard). Assign one student an ‘X’ and the other student an ‘O’. Have
students take turns drawing cards from the draw pile (cards are face down). If the student
can read the sight word then he/she can place a mark on the tic tac toe board, if not he/she
loses a turn. Continue in like manner until one of the two students achieves 3 marks in a row or
a tie is declared. For a game between a student and a teacher, have the student draw from
the pile for each turn. If he/she knows the word then he/she can place a mark on the tic tac
toe board. If he/she does not know the word then the teacher places a mark on the board.
Continue until one of the two achieves 3 marks in a row or a tie is declared. Play multiple
games to improve mastery of the target words. Add previously learned words to the pile to
obtained.
336
Lesson Name: Learning the sight words eat, who, new, must, black, white, soon, our, ate, say,
under, please
Description of Lesson/Activity: The student learns twelve more sight words using the game
‘Sight Word Go Fish’.

STEP ONE: Introduce the twelve new sight words by showing each flashcard and stating the
word. Have student repeat each word. Repeat this step until student becomes familiar with the
words.
STEP TWO: Follow the directions below for the game ‘Sight Word Go Fish’:
Sight Word Go Fish: Using two sets of target sight word cards, mix them up and pass five
cards to each player. Each player holds the cards before him/her making sure no one else can
see the cards. Place the remaining cards face down between the players. The game begins
when one student asks another if he/she has a certain sight word card. For example: “Do you
have the sight word ‘must’?” or “Do you have the sight word ‘soon’?” If the other student has
the card he/she must hand it over to the student who asked for it. The asking student
continues asking for cards until he/she is told “Go Fish” which signifies that the other student
doesn’t have a particular card. Whenever a student has two of the same card he/she lays
them face up in front of him/her and states the word. Continue playing until all cards have
been played. The player with the most matches wins the game. Add previously learned sight
word cards to the pile to increase the difficulty of the lesson.
obtained.
337
Lesson Name: Learning the sight words of, his, had, him, her, some, as, then, could, when
Word BOOM’.

STEP TWO: Follow the directions below for the game ‘Sight Word BOOM’:
Sight Word BOOM: This game requires at least one set of target sight word cards and three
‘BOOM’ cards (provided on the next page). Mix all of the cards and place them face down in
one stack in front of the players. Each player takes turns selecting the top card from the
stack and saying the name of the word. If the student can identify the word he/she can keep
the card. If the student does not know the word he places it face down on the bottom of the
stack. If a student selects one of the three ‘BOOM’ cards, he/she loses all of his/her cards
and must start over with collecting new cards. The student must mix up his/her cards
(including the ‘BOOM’ card) and places them face down on the bottom of the stack. The
person with the most cards at the end of the game wins. Add previously learned sight word
cards to the stack to increase the difficulty of the lesson.
obtained.
338
BOOM
BOOM
BOOM
339
Lesson Name: Learning the sight words were, them, ask, an, over, just, from, any, how, know
Word Hangman’.

STEP TWO: Follow the directions below for the game ‘Sight Word Hangman’:
Sight Word Hangman: Using a piece of paper, white board, or chalkboard, draw lines to
represent the letters in a particular target sight word. Also draw a simple hangman box to
keep up with the number of guesses the student makes. Allow the student six chances (head,
body, 2 arms and 2 legs) to guess the sight word. You can decide whether or not the target
words are displayed depending on the level of the student. If the student guesses correctly,
have him/her find the card with the word on it and use the word in a sentence. If he/she does
not guess the correct word, fill in the blank spaces until he/she recognizes it. Play multiple
games and add previously learned words to increase the difficulty of the lesson.
obtained.
340
Lesson Name: Learning the sight words put, take, every, old, by, after, think, let, going, walk
Word Old Maid’.

STEP TWO: Follow the directions below for the game ‘Sight Word Old Maid’:
Sight Word Old Maid: You will need two sets of target sight word cards as well as one ‘Old
Maid’ Card (provided below) for this game. Shuffle all of the cards and pass them out until
none remain. Begin by having all players lay down pairs of word cards from their hand and have
them state the words as well as use them in sentences. Then have each player take turns
pulling a card from the player to his/her left (or right, or across). If he/she pulls a card that
is a match to one of his/her cards then he/she will lay the pair down, state the word, and use
it in a sentence. If he/she pulls the Old Maid card he/she must keep it and hope that someone
else will choose it in a subsequent turn. The winner of the game is the first person to ‘go out’
meaning that he/she has no cards and only pairs in front of him/her. The loser is the player
left with the Old Maid card. Add previously learned words to increase the difficulty of the
lesson.
obtained.
Old Maid
341
Lesson Name: Learning the sight words again, may, stop, fly, round, give, once, open, has, live,
thank
Description of Lesson/Activity: The student learns eleven more sight words using the game
‘Sight Word Connect Four’.

STEP ONE: Introduce the eleven new sight words by showing each flashcard and stating the
words.
STEP TWO: Follow the directions below for the game ‘Sight Word Connect Four’:
Sight Word Connect Four: This game is very similar to tic tac toe and can be played between
two students or a student and a teacher. For a game between two students, use the lesson’s
target words (flashcards) as a pile for the students to draw from. Begin by drawing a 4 x 4
Connect Four board on a sheet of paper, white board, or chalkboard (see the following page
for an example). Assign one student an ‘X’ and the other student an ‘O’. Have students take
turns drawing cards from the draw pile (cards are face down). If the student can read the
sight word then he/she can place a mark on the Connect Four board, if not he/she loses a
turn. Continue in like manner until one of the two students achieves 4 marks in a row or a tie is
declared. For a game between a student and a teacher, have the student draw from the pile
for each turn. If he/she knows the word then he/she can place a mark on the Connect Four
board. If he/she does not know the word then the teacher places a mark on the board.
Continue until one of the two achieves 4 marks in a row or a tie is declared. Play multiple
games to improve mastery of the target words. Add previously learned words to the pile to
obtained.
342
Connect Four
343
Lesson Name: Learning the sight words would, very, your, its, around, don’t, right, green, their,
call
Word Fill-in-the-Blank’.

STEP TWO: Follow the directions below for the game ‘Sight Word Fill in the Blank’:
Sight Word Fill-in-the-Blank: Display all ten of the target flashcards on a table in front of
the student. State an appropriate sentence for one of the sight words but instead of saying
the actual word say “blank”. The student must find the sight word card that would fit in the
blank. If the student chooses correctly he/she can keep the card. If not, have him/her
continue guessing until the correct word is found but he/she cannot keep the card. Once the
student has chosen the correct card, have him/her state the word and use it in a different
sentence than the one just presented. Continue in like manner until all cards are gone. Display
previously learned words to increase the difficulty of the lesson.
obtained.
344
Lesson Name: Learning the sight words sleep, five, wash, or, before, been, off, cold, tell, work
Word I Spy’.

STEP TWO: Follow the directions below for the game ‘Sight Word I Spy’:
Sight Word I Spy: Display all ten of the target flashcards on a table in front of the student.
Choose a sight word and say; “I spy with my little eye, a word that _______” and give a clue
for the word. For example; “I spy with my little eye, a word that is a number word” [five] or “I
spy with my little eye, a word that has one syllable, begins with a vowel, and has two identical
consonants” [off]. Continue in like manner until the student is able to ‘spy’ all of the words. For
a more advanced student, have him/her provide you with an ‘I Spy’ sentence and you guess a
word. Also add previously learned words to increase the difficulty of the lesson.
obtained.
345
Lesson Name: Learning the sight words first, does, goes, write, always, made, gave, us, buy, those
Word Simon Says’.

STEP TWO: Follow the directions below for the game ‘Sight Word Simon Says’:
Sight Word Simon Says: Display all ten of the target flashcards on a table, a chart, the
floor, or a chalkboard in front of the student. Explain to the student(s) that in order to follow
a direction that he/she must first hear “Simon Says …” before acting. Begin the game by
giving random directions (jump, stand, sit, clap, etc.) with and without the “Simon Says”
before the directive. Begin to include directions relating to the displayed sight words. For
example; “Simon Says to pick up the sight word card ‘gave’ and turn it face down,” or “Touch
the word ‘write’ with your left thumb.” If the student acts incorrectly or without the
directive “Simon Says” then he/she is to sit down and is out of the game. If he/she is the only
student playing then he/she earns points for each correct response. For each incorrect
response, the teacher receives a point. The winner is the person who is first to reach 10
points. Add previously learned words to the display of word cards to increase the difficulty of
the lesson.
obtained.
346
Lesson Name: Learning the sight words use, fast, pull, both, sit, which, read, why, found, because
Description of Lesson/Activity: The student learns ten more sight words using the game
‘Alphabetical Sight Words’.

STEP TWO: Follow the directions below for the game ‘Alphabetical Sight Words’:
Alphabetical Sight Words: Display all ten of the target flashcards on a table in front of the
student. Explain that he/she will put the words in alphabetical order and that he/she will have
one minute to do so. Review what alphabetical order (ABC order) means. Also explain that
when two words begin with the same first letter that you look at the second letter (or third
or fourth depending on the words) to determine where it should be placed in the order. Use a
timer to time the student for one minute. If the student is not able to complete the task in
one minute then take away the timer and just focus on placing the words in the correct order.
Once the words are in order, have the student read them going down the list and up the list.
Play additional rounds with ten random sight word cards from those previously learned or
increase the amount of words to put in alphabetical order.
obtained.
347
Lesson Name: Learning the sight words best, upon, these, sing, wish, many
Description of Lesson/Activity: The student learns six more sight words using the game ‘Sight
Word Flash 36’.

STEP ONE: Introduce the six new sight words by showing each flashcard and stating the word.
STEP TWO: Follow the directions below for the game ‘Sight Word Flash 36’:
Sight Word Flash: Place the six sight word cards in a stack and flip them over for the
student to read. Have the student say the words as fast as he/she can. Add increments of 10
previously learned word cards to the stack until a total of 36 cards are in the stack. Use a
stop watch or a timer to time how fast the student can read all 36 words. Mix the cards up
and have the student reread them to see if he can beat his/her original time. In subsequent
rounds, interchange previously learned sight word cards to increase the difficulty of the
lesson.
obtained.
348
Lesson Name: Learning the sight words if, long, about, got, six, never, seven, eight, today, myself
Word Bingo 36’.

STEP TWO: Follow the directions below for the game ‘Sight Word Bingo 36’:
Sight Word Bingo 36: Using the template on the next page, have the student choose a
total of 36 sight words including the 10 target words for this lesson and 26 previously
learned words. Have him/her write the 36 words in random order on the template. Play the
game by calling out a random sight word from the entire stack of word cards and having
the student place a marker over the word called (if the word is one of those on his card).
The student says “BINGO” when he/she fills up the ENTIRE card of 36 boxes. When
checking after BINGO is called, make the student say each word on his card and have
him/her find the flashcard that matches it.
obtained.
349
Sight Word Bingo 36 Template
350
Lesson Name: Learning the sight words much, keep, try, start, ten, bring, drink, only, better, hold
Word Concentration 20’.

STEP TWO: Follow the directions below for the game ‘Sight Word Concentration 20’:
Sight Word Concentration 20: You will need two sets of cards for this game. Take the ten
sight words for this lesson out of both decks as well as ten previously learned words. Mix
them up and place them on the floor or table face down in front of the student in four
rows of ten cards (there will be a total of 40 cards representing 20 pairs). Have the
student(s) take turns flipping two cards over to see if they match. The student MUST
read the two cards he/she turns over aloud. If the two cards match, the student must use
the word in a sentence to keep the cards. Continue until all 20 pairs have been found.
obtained.
351
Lesson Name: Learning the sight words warm, full, done, light, pick, hurt, cut, kind, fall, carry
‘Sight Word Sentences’.

STEP TWO: Follow the directions below for the activity ‘Sight Word Sentences’:
Sight Word Sentences: You will need the ten target words from this lesson as well as ten
to twenty previously learned ‘essential’ word cards that will enable the student to create
logical sentences. The ‘essential’ words would include words such as pronouns (he, she, it,
they, etc.), verbs (walk, run, ran, jump), adjectives (red, blue, eight, pretty, kind), and
connecting words (will, and, to, the, together, etc.). You can create extra cards with
common nouns (objects, animals, etc.) to make the sentences more interesting to the
student. Have the student use the cards to create sentences and have him/her read them
aloud. Continue in like fashion until the student has created at least ten separate
sentences. The cards that he/she uses can be reused in new sentences.
obtained.
352
Lesson Name: small, own, show, hot, far, draw, clean, grow, shall, laugh, together
Description of Lesson/Activity: The student learns the last eleven of the 220 Dolch sight words
using the game ‘Sight Word War’.

STEP ONE: Introduce the eleven new sight words by showing each flashcard and stating the
words.
STEP TWO: Follow the directions below for the game ‘Sight Word War’:
Sight Word War: Each player will need a complete set of 220 sight word cards for this game.
Each player will shuffle his/her cards and place them face down on the table or floor.
Simultaneously, each player will flip over the top card in his/her stack to reveal the sight
word. The person who has the word with the most syllables wins and takes the other person’s
card(s). If both cards have the same number of syllables then WAR is declared. Both you and
the student count out 3 cards (W-A-R) and then flip over a 4th card. The card with the most
syllables wins. If a tie occurs yet again, continue going to WAR until a winning card is revealed.
Make sure the student says the name all sight word cards that are revealed. You may also use
other criteria to specify a winning card. For example, cards that begin with consonants win
over cards that begin with a vowel or a word that begins with a letter found last in
alphabetical order wins over the other (‘should’ wins over ‘her’) or vice versa.
obtained.
THIS CONCLUDES THE SIGHT WORD RECOGNITION INTERVENTION
353
354
Sight Word Cards
the to
and a
I you
it in
said for
355
up look
is go
we little
down can
see not
356
one my
me big
come blue
red where
jump away
357
here help
make yellow
two play
run find
three funny
358
he was
that she
on they
but at
with all
359
there out
be have
am do
did what
so get
360
like this
will yes
went are
now no
came ride
361
into good
want too
pretty four
saw well
ran brown
362
eat who
new must
black white
soon our
ate say
363
under please
of his
had him
her some
as then
364
could when
were them
ask an
over just
from any
365
how know
put take
every old
by after
think let
366
going walk
again may
stop fly
round give
once open
367
has live
thank would
very your
its around
don’t right
368
green their
call sleep
five wash
or before
been off
369
cold tell
work first
does goes
write always
made gave
370
us buy
those use
fast pull
both sit
which read
371
why found
because best
upon these
sing wish
many if
372
long about
got six
never seven
eight today
myself much
373
keep try
start ten
bring drink
only better
hold warm
374
full done
light pick
hurt cut
kind fall
carry small
375
own show
hot far
draw clean
grow together
shall laugh
376

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RTI

Dr. Sherri Dobbs Santos

Cover Design by artist Richard Dobbs Jr.

Books by Dr. Sherri Dobbs Santos:

All books available for purchase at www.rtiyoucando.com or at

Contact Dr. Sherri Dobbs Santos at: [email protected]

What is RTI? ...................................................................................................................................9

Evidence Based ................................................................................................................................11

Delivery Method & How to Use This Manual .............................................................................14

Phonological Awareness Screening Progression Chart............................................................16

Progress Monitoring, Documentation, Graphs, and Data Analysis ........................................17

Progress Monitoring .......................................................................................................................21

Let’s Get Started!...........................................................................................................................23

Universal Screening .......................................................................................................................24

Progress Monitoring .......................................................................................................................26

RTI Graphs .......................................................................................................................................30

Lesson Checklist ..............................................................................................................................32

Mini-Assessments Recording Sheets ........................................................................................33

Progress Monitoring .......................................................................................................................61

Let’s Get Started!...........................................................................................................................63

Universal Screening .......................................................................................................................64

Progress Monitoring .......................................................................................................................66

Supplemental Progress Monitoring and Graphs......................................................................69

Lesson Checklist ..............................................................................................................................75

Mini-Assessments Recording Sheets ........................................................................................76

RHYMING AND WORD FAMILIES

Progress Monitoring .....................................................................................................................123

Let’s Get Started!.........................................................................................................................125

Universal Screening .....................................................................................................................126

Progress Monitoring .....................................................................................................................127

Lesson Checklist ............................................................................................................................131

Mini-Assessments Recording Sheets ......................................................................................133

Word Family Cards........................................................................................................................173

WORD PARTS AND SEGMENTING

Progress Monitoring .....................................................................................................................195

Let’s Get Started!.........................................................................................................................197

Universal Screening .....................................................................................................................198

Progress Monitoring .....................................................................................................................199

Supplemental Progress Monitoring and Graphs....................................................................206

Lesson Checklist ............................................................................................................................216

Mini-Assessments Recording Sheets ......................................................................................217

Word Family Cards........................................................................................................................173

Progress Monitoring ....................................................................................................................255

Let’s Get Started!........................................................................................................................257

Universal Screening .....................................................................................................................258

Progress Monitoring ....................................................................................................................259

Supplemental Progress Monitoring and Graphs....................................................................267

Lesson Checklist ............................................................................................................................291

Mini-Assessments Recording Sheets .....................................................................................292

Word Family Cards........................................................................................................................173

SIGHT WORD RECOGNITION

Progress Monitoring ....................................................................................................................317

Let’s Get Started!........................................................................................................................319

Universal Screening .....................................................................................................................320

Progress Monitoring ....................................................................................................................322

Lesson Checklist ...........................................................................................................................324