Administration/Scoring/Directions: Materials Needed: Scoring Sheet (pp.

(pp. 3-7), Highlighter (use a different color each trial period), Student Word List(s) (pp. 8-20), Clip board Say: Id like you to read some words aloud for me, please do your best reading. Some words are real, others are made up; do not try to make these words real words. Put your finger on the first word. Begin when youre ready. Students read left to right on each list. Example: List 1. Closed Short Vowel - CVC 1. Cat 2. Big 3. Hog 4. Mit 5. Let 4/5 Record number of whole words read correctly and automatically (horizontally). If student misses a word, highlight it, then have the student read top to bottom on word list or sound-spelling category to see potential challenges with that particular sound-spelling correspondence. Example: short vowel /o/ (the sound-spelling category the example student struggled with) 1. Cat 2. Big Hog 3. Mit 4. Let 4/5 Dog Log Fog Mop 3/5 If a student misses a word, highlight it. Record number of whole words read correctly and automatically (vertically). IF student scores 80% or your established goal mark (determined mastery) scores lower than 80% or your established goal mark (determined mastery) student has to sound out word

THEN a short review may be beneficial, but this skill is most likely mastered; continue to monitor occasionally to make sure skill continues to be mastered explicit instruction is recommended and progress should be monitored frequently make note on reading behaviors (e.g. total sounds correct, substitutions, omissions, segmenting, blending, etc.) and mark word incorrect. The goal is for students to be able to read these lists accurately and automatically (fluency/whole words read correctly). Explicit instruction may be beneficial in this instance Discontinue assessment and explicitly teach skill to determined mastery

struggles with sound-spelling category

explicitly teach skill deficit and monitor progress (the student in this example would be explicitly taught the short vowel sound /o/ and would work with words targeting that specific vowel sound; note this student would not need to relearn all the other short vowel sounds, but you may want to integrate them for review (opportunities for success are important!). Just make certain you focus primarily on the skill needed and not skills the student has already attained)

Recommendations/Important: Make certain that students are able to segment and blend prior to having them read whole words, this is critical. Make certain that the skill you are teaching or writing a goal on is needed. For example, a student may miss all words with the digraph /ch/, however the mistakes the student made might not be due to a lack of sound-symbol knowledge for /ch/ itself. That is, the student may correctly make the sound for /ch/ each time when reading and may still miss words in this category due to substitutions, omissions, etc. Take notes on the mistakes and challenges students display (e.g. total sounds correct, substitutions, pronunciations, segmenting, blending, etc.). I tried my best to not mix words with more than one sound-spelling category, but it happens. Most words are real words, but some words are not. Just read them as you would with that specific sound-spelling category. Always compliment students on something they did well!

TEACHER SAMPLE SCORING SHEET 1. Closed - Short Vowel - CVC /a/ 1. cab 2. dab 3. lab 4. bag 5. hag /5 /e/ 1. beg 2. keg 3. leg 4. hem 5. den /5 /i/ 1. did 2. hid 3. bib 4. pin 5. hip /5 /o/ 1. cob 2. jog 3. fog 4. log 5. fox /5 /u/ 1. hut 2. sum 3. bug 4. jug 5. rub /5

/5 /5 /5 /5 /5 /25

Consonant Blends CCVC 1. blot 6. plus 11. trap 16. romp 21. twig Total # WWR: 2. clap 7. scab 12. brat 17. slap /21 3. drug 8. smog 13. cram 18. skim 4. fret 9. gasp 14. flat 19. snap 5. grad 10. stop 15. glum 20. swim

Consonant Digraphs/Consonant Teams CCVC/CVCC /ch/ 1. chop 2. chin 3. chest 4. rich 5. chat /5 /sh/ 1. ship 2. shop 3. gosh 4. shut 5. wish /5 /th/ 1. that 2. this 3. with 4. cloth 5. path /5 /ph/ 1. phat 2. taph 3. phib 4. phet 5. roph /5 /wh/ 1. whip 2. whim 3. whiz 4. whap 5. whop /5 -/ng/ 1. song 2. long 3. hung 4. lung 5. cong /5

/6 /6 /6 /6 /6 /30

STUDENT READING SAMPLE SHEET 1. Closed - Short Vowel - CVC

cab dab lab bag hag

beg keg leg hem den

did hid bib pin hip

cob jog fog log fox

hut sum bug jug rub

Consonant Blends CCVC

blot plus trap romp twig

clap scab brat slap

drug smog cram skim

fret gasp flat snap

grad stop glum swim