1 Phonics and Word-Reading Diagnostic Tool 2 Spelling

67Reproducible Tools

Reproducible Tools

1 Phonics and Word-Reading Diagnostic Tool

2 Spelling Inventory Tool

3 Scope and Sequence Tools

4 Lesson Planning Tools

Literacy Intervention Toolkit68

Tool 1.1 continues next page

Tool 1.1 LETRS Phonics and Word-Reading Survey

Student Pages

Letter Naming

Uppercase Letters

M S R A L E H

B Q T G F J N

Z Y W C K D U

X P V I O

Lowercase Letters

o f e d j n k h l

c i t w a r v g u

s b x m p q y z

Letter-Sound Correspondences: Single Consonants and Digraphs

m f t s b w

k d r v n j

l g p h z y

qu th sh ch wh ng

69Phonics and Word-Reading Diagnostic Tool


Tool 1.1 (cont.)

High-Frequency Words

see my have to she all some

was of any where put for are

they over what would these which your

every once things does right because answer

done always much pull heart whole although

Letter-Sound Correspondences: Short and Long Vowels

i u a o e

i u a o e

e a u i o

Closed-Syllable Words With Short Vowels and Single Consonants

Real rot wed bun lap kit sum

Nonsense lom mis pez gom rad jun

Combined rabbit unfed picnic napkin sudden cotton



Tool 1.1 (cont.)

Closed Syllables With Digraphs, Doubles, and Blends

Real twin prep stiff grunt drop trust

glint clamp smell flunk shred chick

Nonsense chonk thremp spaz bling steck culf

Combined skimming backdrop upswing complex maddest subject

Long Vowel VCe Words and Syllables

Real dome plate tune vote chime whale

Nonsense lete pruse wabe pire throme bline

Combined suppose compete implode unmade insane commune

Vowel-r Syllables

Real fur or yurt girl chard jerk

Nonsense jer thir zor gurt sarm glers

Combined setter doctor artwork platform surfer starburst

Vowel-Team Syllables

Real ray keel mail spout foal flight

Nonsense voy wain loob cruit plaud wright

Combined sustain turmoil cheater coleslaw soupspoon snowboard


Tool 1.1 (cont.)

Complex Consonant Patterns (Hard/soft c and g; –dge, –tch)

Real price guard sledge clutch gem cyst

Nonsense gyr trece woge datch zudge cim

Mixed Syllables With Consonant–le

bugle stable battle juggle steeple

boggle scrabble maple noodle chortle

Base Words With Inflections and Common Suffixes

mittens crushes puffed unknowing evenly

dodged poorly frighten breezes guppies

Compound Words: Varied Syllable Types

daytime blueprint cornfield deadbeat earthworm grapevine

butterfly matchbook playground roadway skylight whiplash

Common Derivational Prefixes, Roots, and Suffixes

informative disagreement enjoyable retract prediction express

Extension: Encoding

Use separate sheet of lined paper.

1. Write the alphabet in order. Use lowercase manuscript or cursive.

2. Write the letter or letters that represent each sound.




Tool 1.1 (cont.)

Administration Record

Student_____________________________________ Grade/Class___________ Date_________

Letter Naming

Say, I’m going to show you some letters in mixed-up order. Tell me the name of each letter as you point to it. Remember, tell me the name, not the sound.

Uppercase Letters

M S R A L E H

B Q T G F J N

Z Y W C K D U

X P V I O _____/26

Lowercase Letters

o f e d j n k h l

c i t w a r v g u

s b x m p q y z ______/26


Say, I’m going to show you some letters in mixed-up order. When you see the letter or letter team (digraph), say the sound that it represents. Do not say the letter names. For example, if you see “m,” you would say /m/. Point to the letter as you say the sound.

m f t s b w

k d r v n j

l g p h z y

qu th sh ch wh ng ______/24



Tool 1.1 (cont.)

High-Frequency Words

Say, Here are some words for you to read. Point to them as you read them. (Encourage the student to try the next one if he or she doesn’t know a word within 3 seconds.)

see my have to she all some

was of any where put for are

they over what would these which your

every once things does right because answer

done always much pull heart whole although _____/35


(Students recall the sound.) Say, I’m going to show you some more letters. Tell me the short vowel sound each one stands for.

i u a o e _____/5

Now, tell me the long sound for each vowel. (If the student doesn’t know how to respond, explain that the long vowel is found in the letter’s name.)

i u a o e _____/5

(Students recognize the letter.) If the student has trouble, say, Now I’m going to say a vowel sound. You point to the letter that spells that sound. (Exaggerate the vowel sound as you say the following words.)

/ĕ/, e-cho /ă/, a-pple /й/, up /ĭ/, i-tch /ŏ/, o-ctopus

e a u i o _____/5



Tool 1.1 (cont.)


Say, I’m going to show you some real words and some made-up words. Read them as well as you can. (Tell the student that the second set is nonsense or made-up words.)

Real rot wed bun lap kit sum _____/6

Nonsense lom mis pez gom rad jun _____/6

Combined rabbit unfed picnic napkin sudden cotton _____/6 _____/18


Real twin prep stiff grunt drop trust

glint clamp smell flunk shred chick _____/12

Nonsense chonk thremp spaz bling steck culf _____/6

Combined skimming backdrop upswing complex maddest subject _____/6 _____/24

Long Vowel VCe Words and Syllables

Real dome plate tune vote chime whale _____/6

Nonsense lete pruse wabe pire throme bline _____/6

Combined suppose compete implode unmade insane commune _____/6 _____/18

Vowel-r Syllables

Real fur or yurt girl chard jerk _____/6

Nonsense jer thir zor gurt sarm glers _____/6

Combined setter doctor artwork platform surfer starburst _____/6 _____/18

Vowel-Team Syllables

Real ray keel mail spout foal flight _____/6

Nonsense voy wain loob cruit plaud wright _____/6

Combined sustain turmoil cheater coleslaw soupspoon snowboard _____/6 _____/18



Tool 1.1 (cont.)

Complex Consonant Patterns (Hard/soft c and g; –dge, –tch)

Real price guard sledge clutch gem cyst _____/6 _____/12

Nonsense gyr trece woge datch zudge cim _____/6

Mixed Syllables With Consonant–le

bugle stable battle juggle steeple

boggle scrabble maple noodle chortle _____/10

Base Words With Inflections and Common Suffixes

mittens crushes puffed unknowing evenly

dodged poorly frighten breezes guppies _____/10

Compound Words: Varied Syllable Types

daytime blueprint cornfield deadbeat earthworm grapevine

butterfly matchbook playground roadway skylight whiplash _____/12

Common Derivational Prefixes, Roots, and Suffixes

informative disagreement enjoyable retract prediction express _____/6

Extension: Encoding

Use separate sheet of lined paper.

1. Write the alphabet in order. Use lowercase manuscript or cursive.

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 _____/26

2. Write the letter or letters that represent each sound.

/sh/ /j/ /y/ /h/ /l/ /d/

/ch/ /n/ /v/ /z/ /ks/ (x) /kw/ (qu) _____/12

Administer Spelling Inventory Tool: Primary Skills (Tool 2.1).


Tool 1.1 (cont.)

Summary Chart

Student__________________________Grade/Class__________________ Date_______________________

Foundation Skill Target for Instruction TOTALSPre Post

Letter Naming: Uppercase _____/26 _____/26

Letter Naming: Lowercase _____/26 _____/26


_____/24 _____/24

High-Frequency Words _____/35 _____/35


_____/5 _____/5

_____/5 _____/5

_____/5 _____/5

Decoding Skill Real WordsNonsense

WordsMultisyllable

WordsTOTALS

Pre Post


_____/6 _____/6 _____/6 _____/18 _____/18


_____/12 _____/6 _____/6 _____/24 _____/24

Long Vowel VCe Words and Syllables _____/6 _____/6 _____/6 _____/18 _____/18

Vowel-r Syllables _____/6 _____/6 _____/6 _____/18 _____/18

Vowel-Team Syllables _____/6 _____/6 _____/6 _____/18 _____/18

Complex Consonant Patterns _____/6 _____/6 _____/12 _____/12

Mixed Syllables With Consonant–le _____/10 _____/10 _____/10

Base Words With Inflections and Suffixes _____/10 _____/10 _____/10

Compound Words: Varied Syllables _____/12 _____/12 _____/12

Derivational Prefixes, Suffixes, and Roots _____//6 _____/6 _____/6

Extension: Encoding

_____/26 _____/26

_____/12 _____/12

Adapted from LETRS Module 12 (Moats, 2006).

77Spelling Inventory Tool

Tool 2.1 Spelling Inventory: Primary Skills

Individual Score Sheet

Student _____________________ Teacher_________________ Grade/Class____ Date_____ Total Pts_____

Word Initial Consonant

Final Consonant Digraph Blend Short

Vowel

Long Vowel VCe

Vowel Team/

Diphthong

r- Controlled

VowelInflections

Whole Word

CorrectTotal

1. fan f n a

2. pet p t e

3. dig d g i

4. mob m b o

5. rope r p o-e

6. wait w t ai

7. chunk ch nk u

8. sled sl e

9. stick –ck st i

10. shine sh i-e

11. dream dr ea

12. blade bl a-e

13. coach –ch oa

14. fright fr igh

15. snowing sn ow –ing

16. talked –al –ed

17. camping –mp –ing

18. thorn th or

19. shouted ou

20. spoil sp oi

21. growl gr ow

22. chirp ch ir

23. clapped cl –pped

24. tries tr –es

25. hiking –king

Total

Excerpted from LETRS Module 8 2nd Ed. (Moats, 2011).

Adapted with permission from Francine Johnston (1996) Pearson Education.


Tool 3.1 Scope and Sequence of Phonological Skill Development

Table A and Table B provide the conceptual foundation for an effective scope and sequence of early literacy instruction.

Table A Phonological Skills in Order From Basic to Advanced

Phonological Skill Description

Word awareness

Tracking the words in sentences.

This skill is much less directly predictive of reading than the skills that follow and so is less important to teach directly (Gillon, 2004). It is not so much a phonological skill as a semantic (meaning-based) language skill.

Responsiveness to rhyme and alliteration during word play

Enjoying and reciting learned rhyming words or alliterative phrases in familiar storybooks or nursery rhymes.

Syllable awareness

Counting, tapping, blending, or segmenting a word into syllables.

Onset and rime manipulation

The ability to produce a rhyming word depends on understanding that rhyming words have the same rime. Recognizing a rhyme is much easier than producing a rhyme.

Phoneme awareness

Identify and match the initial sounds in words, then the final and middle sounds (e.g., “Which picture begins with /m/?”; “Find another picture that ends in /r/.”).

Segment and produce the initial sound, then the final and middle sounds (e.g., “What sound does zoo start with?”; “Say the last sound in milk.”; “Say the vowel sound in rope.”).

Blend sounds into words (e.g., “Listen: /f/ /e/ /t/. Say it fast.”).

Segment the phonemes in two- or three-sound words, moving to four- and five-sound words as the student becomes proficient (e.g., “The word is eyes. Stretch and say the sounds: / ı/ /z/.”).

Manipulate phonemes by removing, adding, or substituting sounds (e.g., “Say smoke without the /m/.”).


79Scope and Sequence Tools

Tool 3.1 (cont.)

Table B Ages at Which 80–90% of Typical Students Have Achieved a Phonological Skill

Age Skill Domain Sample Tasks4 Rote imitation and enjoyment of rhyme and alliteration pool, drool, tool

“Seven silly snakes sang songs seriously.”

5 Rhyme recognition, odd word out “Which two words rhyme: stair, steel, chair?”

Recognition of phonemic changes in words “Hickory Dickory Clock. That’s not right!”

Clapping, counting syllables truck (1 syllable) airplane (2 syllables) boat (1 syllable) automobile (4 syllables)

5½ Distinguishing and remembering separate phonemes in a series

Show sequences of single phonemes with colored blocks: /s/ /s/ /f/; /z/ /sh/ /z/.

Blending onset and rime “What word?”

th—umb qu—een h—ope

Producing a rhyme “Tell me a word that rhymes with car.” (star)

Matching initial sounds; isolating an initial sound “Say the first sound in ride (/r/); sock (/s/); love (/l/).”

6 Compound word deletion “Say cowboy. Say it again, but don’t say cow.”

Syllable deletion “Say parsnip. Say it again, but don’t say par.”

Blending of two and three phonemes /z/ /u/ (zoo) /sh/ /o/ /p/ (shop) /h/ /ou/ /s/ (house)

Phoneme segmentation of words that have simple syllables with two or three phonemes (no blends)

“Say the word as you move a chip for each sound.”

sh—e m—a—n l—e—g

6½ Phoneme segmentation of words that have up to three or four phonemes (include blends)

“Say the word slowly while you tap the sounds.”

b—a—ck ch—ee—se c—l—ou—d

Phoneme substitution to build new words that have simple syllables (no blends)

“Change the /j/ in cage to /n/.”

“Change the /a / in cane to /o/.”

7 Sound deletion (initial and final positions) “Say meat. Say it again, without the /m/.”

“Say safe. Say it again, without the /f/.”

8 Sound deletion (initial position, include blends) “Say prank. Say it again, without the /p/.”

9 Sound deletion (medial and final blend positions)

“Say snail. Say it again, without the /n/.”

“Say fork. Say it again, without the /k/.”

Adapted from LETRS Module 2 (Moats, 2009).


Tool 3.2 Scope and Sequence of Phonics Instruction

We tend to think of early literacy instruction as a daunting and complex process, so it can be liberating to see

that everything we need to teach can be listed on a single page! This concise scope and sequence, which is

adapted from LETRS Module 7 (Moats & Hall, 2010), is both practical and thorough. Over time, the sequence

becomes second nature. Until then, use this tool as a quick reference. For a complete explanation of the steps,

see Chapter 2: Putting the Tools to Best Use, “Scope and Sequence Tools.”

Step 1

Introduce a limited set of consonants, plus one short vowel. Examples: b, s, t, d, m, and a

Step 2

Introduce the next group of consonants, plus a second short vowel Examples: f, p, c, l, n, and z, plus i

Step 3

Continue to introduce new group of consonants and short vowels.

Step 4

Introduce consonant blends. Examples: –lk, –mp and st–, br–, and cl–

Step 5

Introduce consonant digraphs. Examples: /ch/, /sh/, /th/, /th/, and /wh/

Step 6

Introduce simple endings (inflectional suffixes). Examples: plural –s, –ed, and –ing

Step 7

Introduce VCe words (magic ‘e’ words). Examples: lake, cute, rate, kite

Step 8

Introduce the odd consonants. Examples: qu and x, and odd ending –ng

Step 9

Introduce the “floss” pattern (double f, l, s) at end of one-syllable words. Examples: stuff, puff, hill, pill, miss, boss

Step 10

Introduce vowel teams. Examples: ea, oa, ai, ay

Step 11

Introduce vowel-r combinations. Examples: ar, or, er, ir, and ur

Step 12

Introduce derivational suffixes. Examples: person/personal, care/careful, educate/education

Step 13

Introduce complex consonant patterns (silent letters, trigraphs that spell one sound, soft/hard c and g, and endings –ck, –y, and –nk). Examples: knife, match, bridge, city, gap, duck, tank, sky, and dizzy

Step 14

Introduce multisyllabic words. Examples: insect, report, laptop, compete

Adapted from LETRS Module 7 (Moats & Hall, 2010).

81Scope and Sequence Tools

Tool 3.3 High-Frequency Words

Irregular words are marked with *.

1–20 21–40 41–60 61–80 81–100

* the this so person back

be but up into after

* to his out year use

* of by if * your * two

and * from about * good how

a * they * who * some our

in we get * could * work

that say which them first

have her go see well

I she me * other way

it or when than even

for an make then new

not will can now * want

on my like look because

with * one time * only * any

he all no * come these

as * would just its give

* you * there him over day

* do * their * know think most

at * what take also us

Retrieved from Oxford Dictionaries: http://www.oxforddictionaries.com. Excerpted from LETRS Module 7 (Moats & Hall, 2010).


Tool 3.4 Scope and Sequence of Spelling Instruction

We generally begin teaching structured spelling in first grade.

InstructionGrade Level

1 2 3

Beginning consonants b, c, d, f, g, h, j, k, l, m, n, p, q, u, r, s, t, v, w, y, z

qu–, ce–, ci–, cy–, ge–, gi–, gy–

Ending consonants b, d, g, m, n, p, t, x –ff, –ll, –ss, –zz, –x, –ve, –ck, –ng

–ge, –dge

Digraphs ch, sh, th, wh –ch, –tch, ph, ch, gh

Ending blends –st, –ft –mp, –nd, –nt, –lf, –lt, –nk

Beginning blends bl–, cl–, fl–, gl–, pl–, sl–, br–, cr–, dr–, fr–, gr–, pr–, tr–, sc–, sk–, sl–, sm–, sn–, sp–, st–, sw–

scr–, spr–, squ–, spl–, str–, tw–

shr–, thr–

Silent-letter spellings kn, –lk wr, gn

Vowels a, e, i, o, u (short); a_e, o_e, u_e, i_e

y as long i

y as long e

schwa in two-syllable words; eigh, ough

Vowel teams ee, ai, ay, oa, ea ou, ow, oi, oy, au, aw, oo, eu, ew, igh

oo (foot)

ui, ei, ie

Vowel-r or, ar, er er, ir, ur; war, wor err, ear, air, oar

Inflectional suffixes –s, –ed, –ing

(no change in base word)

–s, –ed, –ing (doubling and drop-e rules)

–er, –est (comparative);

change y to i rule

Prefixes un–, re–

Derivational suffixes –en, –hood, –ly –ment, –less, –ful, –ness

Contractions I’m, it’s, don’t he’ll, they’ve, you’re, we’d

Syllable/morpheme patterns

concept of a syllable compounds; words with closed, open, and CVe syllables

compounds; the two syllable types

Excerpted from LETRS Module 12 (Moats, 2006).

83Lesson Planning Tools

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Tool 4.1 (cont.)

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Class __________________________________________ Date _________________________

Group Profile __________________________________________________________________

1. State Goal and Purpose (30 sec.)

Describe what students will do and why:

2. Review Previous Lesson (2 min.)

Describe component reviewed:

Words:

3. Teach New Lesson (5 min.)

Describe concept, phoneme, or phonics pattern to be taught:

I Do:

We do:

You do:

Words:

Tool 4.2 Lesson Plan for Engaged Intervention Instruction



4. Word Reading (for Accuracy) (5 min.)

I do:

We do:

You do:

Words:

5. Word Practice (for Fluency) (5 min.)

I do:

We do:

You do:

Words:

6. Dictation (3 min.)

List dictations:

Tool 4.2 (cont.)



7. Word Meaning With Phonics Vocabulary (5 min.)

Describe activity:

Words:

8. Text-Reading Practice (5 min)

Title of text:

Describe activity:

Tool 4.2 (cont.)

Adapted from LETRS Module 7 (Moats & Hall, 2010).

Documents

1 Phonics and Word-Reading Diagnostic Tool 2 Spelling