blackline masters for level 2 instruction and … · s .p .i .r .e . • level 2 • introduction v...

LEVEL 2

Sheila Clark-Edmands

3rd Edition3rd Edition

Specialized Program Individualizing Reading ExcellenceSpecialized Program Individualizing Reading Excellence

BLACKLINE MASTERS FORINSTRUCTION AND ASSESSMENT

®

Specialized Program Individualizing Reading Excellence

3rd Edition

Blackline Masters for Instruction and Assessment

Level 2

Sheila Clark-Edmands

Editorial Project Manager: Tracey NewmanSenior Editor: Laura A. WoollettAssistant Editor: Rachel L. SmithDesigner: Rhonda Sheets

© 2012 by Educators Publishing Service. All rights reserved. No part of this book may be reproduced or utilized in any form or by any electronic or mechanical means, including photocopying, without permission in writing from the publisher.

Printed in Benton Harbor, MI, in June 2016ISBN 978-0-8388-5707-6

6 7 8 9 10 PPG 20 19 18 17 16

Contents

INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

Interactive Whiteboard Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v

BLACKLINE MASTERS FOR INSTRUCTION

Lesson Planners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1

Key Word Concept Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3

ff, ll, ss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4wa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5qu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6ck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7tch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8a-e, i-e, o-e, u-e, e-e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9Vowel-se . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Phoneme Segmentation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11

Phoneme-Grapheme Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Sight Word and Decodable Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 29

Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 44

Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 47

S.P. I.R. E. Level 2

BLACKLINE MASTERS FOR ASSESSMENT

Concept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . . 84

Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86

ff, ll, ss . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .86al . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .88wa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .90qu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .92ck . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .94tch . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .96a-e, i-e, o-e, u-e, e-e . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .98Vowel-se . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 100

Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 121

S .P . I .R .E . • Level 2 • Introduction v

Introduction

Introduction

The S.P.I.R.E.® Blackline Masters for Instruction and Assessment are provided in both a spiral-bound book and a CD-ROM . The CD-ROM also supplies an answer key for select pages, but otherwise the content is the same . You may use whichever format is most convenient for you . All Blackline Masters (BLMs) are cited at point-of-use in the Teacher’s Guide .

The BLMs are organized in two sections: Instruction and Assessment . The Instruction BLMs are essential to the lessons in the Teacher’s Guide; without them, the lessons do not adhere to the fidelity of S .P .I .R .E .’s instructional plan . The Assessment BLMs provide ongoing formative assessment, a final cumulative test for the level, and summary forms for recording and reporting .

INTERACTIVE WHITEBOARD ACTIVITIES

Interactive Whiteboards (IWBs) are becoming more available to a greater number of classrooms, and IWB activities can provide engagement and a large interactive format for instructional modeling and practice . While any material on the S.P.I.R.E.® Blackline Masters CD-ROM can be used on an IWB, we particularly recommend activities using the Phoneme Segmentation Sheet, the Phoneme-Grapheme Sheet, the Word Find Sheet in the Introductory Lessons, and the graphic organizers in the Reinforcing Lessons . These would work especially well in settings with large groups .

vi S .P . I .R .E . • Level 2 • Introduction


Blackline Masters for Instruction

LESSON PLANNERSThese blank planners are available for both types of lessons: Introductory and Reinforcing . The Planners supplement the Teacher’s Guide Steps Overview pages and allow teachers to create their own lessons for each concept .

KEY WORD CONCEPT SHEETSThese sheets introduce each new concept to students . Used in Step 1 of every Introductory Lesson, these large illustrations can be held up for the lesson and then displayed as a reminder of the concept .

PHONEME SEGMENTATION SHEETStudents will use this sheet, as well as white and green circle-shaped markers, for phonemic awareness activities in Step 2 . The circles are used to represent phonemes: white for consonant sounds and green for vowel sounds . You may also wish to model these activities using the identical large magnetic Phoneme Segmentation Sheet and circles, available as a S .P .I .R .E . ancillary .

PHONEME-GRAPHEME SHEETUsed for word building activities in Step 3, these sheets are distributed to students along with white and green circle-shaped markers . Students use the circles to represent phonemes, and then write the word .

SIGHT WORD CARDSThese cards match the red ones in the Word Cards pack and should be printed, if possible, on red card stock . They give students the opportunity for individual daily practice with and reinforcement of high-utility, “stop and remember” words .

DECODABLE 1 WORD CARDSThese cards match the green ones in the Word Cards pack and should be printed on green card stock . They give students the opportunity for individual daily practice with and reinforcement of fully decodable, “go-right-ahead-and-read-them” words .

S .P . I .R .E . • Level 2 • Introduction vii

Introduction

DECODABLE 2 WORD CARDSThese cards match the yellow ones in the Word Cards pack and should be printed on yellow card stock . They give students the opportunity for individual daily practice with and reinforcement of words with less common pronunciations . These words should be approached with caution, since one or more of their letter-sound relationships are unexpected, given what is already known about more common pronunciations for those letters .

SMALL LETTERSCopy the Small Letters onto the appropriate colored paper or card stock (consonants on white, vowels on green, welded sounds on yellow) and then cut them out . Magnetic tape can be applied to the letters so they can be used on a metal surface . Students use the Small Letters for word-building activities in Step 3 . Alternately, students may use a Magnet Board and Letters or the Small Letter Cards (preprinted on appropriately-colored card stock), both of which are available as S .P .I .R .E . ancillaries .

WORD FIND SHEETSThe Word Find Sheets are used in Step 6 of the Introductory Lessons . Students read and circle all of the new concept words they can find on a Word Find Sheet, mark them in green, and then read them aloud .

DICTATION PAPER At Level 2, there are three different types of Dictation Paper for use in Steps 7, 9, and 10, allowing for differentiation of student and lesson characteristics:

1. Full Lesson Sounds and Words Dictation Paper allows for ten sounds and ten words, the usual number dictated in lessons .

2. Full Lesson Sentence Dictation Paper has ten lines for ten sentences .

3. Short Lesson Dictation Paper allows for five sounds, five words, and two sentences on one sheet of paper and can be used for Reinforcing Lessons, lessons less than 60 minutes long, and lessons for students whose writing is particularly labored .

viii S .P . I .R .E . • Level 2 • Introduction


GRAPHIC ORGANIZERSThese blank graphic organizers should be used in Step 6 of the Reinforcing Lessons to enhance comprehension of the reading passages . Annotated versions of the organizers are found in Step 6 of the Teacher’s Guide under Comprehension Activities .

CONCEPT MASTERY FLUENCY DRILLSRecommended as part of Step 4, the Concept Mastery Fluency Drills reinforce new concepts and develop automaticity with decodable words in order to build fluency in reading . The drills can be used instructionally with students needing more reading practice with certain concepts .

On the BLMs, a concept is underlined on the first three lines to cue the student . Beginning with the fourth line, the underlining is dropped .

There are many ways in which the drills can be used for reading practice:

• Students can read to an instructional aide .

• Students can read to each other in pairs .

• Students can read to a parent or sibling at home .

• The drills can be done as a choral reading .

• Display a copy of the drill using an overhead projector or other technology . Point to the words and read orally in unison with students .

S .P . I .R .E . • Level 2 • Introduction ix

Introduction

Blackline Masters for Assessment

CONCEPT MASTERY FLUENCY DRILLSThese drills, described on the previous page in their instructional role, can also be used as an assessment of automaticity .

AdministrationWhen used for assessment, the drills should be conducted only once per sitting, as a second immediate reading would not be an indication of true automaticity but rather of short-term memory .

First reading: Make two copies of the Fluency Drill . Keep one to use as a recording form, and place one in front of the student .

Review the first three lines with the student, then begin a one-minute timed drill starting with the fourth line .

Have the student read words from left to right . Do not stop the student, even if an error is made .

Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self corrects . Sounded-out and self-corrected words are counted as correct .

Subsequent readings: Have the student begin reading with the first line and read for one minute .

Scoring and ReportingFirst reading: Subtract the number of errors from the total number of words read; this provides a baseline for comparison with subsequent readings . Help the student record this information on the Progress Report . Have the student write the date at the top of the first column and draw a line indicating the number of words read correctly . If desired, the student can write the number of words read correctly in the column and/or color the column .

Subsequent readings: Each drill is repeated and charted on the Progress Report three to five times . One Progress Report can be used to record the initial and subsequent readings .

x S .P . I .R .E . • Level 2 • Introduction


DECODING ASSESSMENTSThe Decoding Assessments are individual oral reading tests used to demonstrate specific concept acquisition and to inform diagnostic teaching . Two Assessments (Forms A and B) are provided for each concept . They can be used to:

• clarify results from the Initial Placement Assessment .

• determine which words or word patterns need further instruction .

• determine when students are ready to progress to the next concept .

Marked student copies should be dated and filed in the student’s daily work binder when completed .

AdministrationEach Decoding Assessment can be used as a pretest (before teaching to see if students need instruction on a particular concept) or as a posttest (after a lesson to see if students are ready to move on to the next concept and to measure progress) . Administration is the same in both cases .

Make two copies of the Decoding Assessment . Keep one to use as a recording form, and place one in front of the student .

Single word reading: Have the student read words from left to right . Do not stop the student, even if an error is made .


If the student completes Single Word Reading with at least 50 percent accuracy, continue to Sentence/Phrase Reading .

Sentence reading: Administer in the same manner, marking mistakes, sounded-out, and self-corrected words on the recording form . Count only the words for the target concept . In the CD-ROM version, the answer key indicates which words contain target concepts .

Scoring and ReportingIf percentages are needed, count the number of misread target words in both Single Word Reading and Sentence Reading and subtract from the total number of target words . Sounded-out and self-corrected words should be counted as correct but noted for further remediation . (See “Sounded-out words” on the next page .) Divide the number of target words incorrect by the number of target words correct to get an accuracy percentage .

S .P . I .R .E . • Level 2 • Introduction xi

Introduction

Sounded-out words: If a student consistently sounds out words without automaticity, but reads correctly, incorporate additional automaticity practice . This can be done using Fluency Drills, Word Cards, or by rereading passages in the Reader and/or reading the Illustrated Decodable Readers .

Misread words: Misread words should be incorporated in subsequent S .P .I .R .E . lessons during Step 3 (Word Building), Step 9 (Spelling), and/or Step 10 (Sentence Dictation) . You may also want to write misread words on a sheet and have the student practice decoding them, using them orally in a sentence, or writing sentences with the words .

Disfluent reading: Students who read the phrases and sentences with a lack of expression will need additional practice to improve fluent and expressive reading . This can be done with story rereads .

Pretest results: Students demonstrating at least 80 percent accuracy can skip the tested concept and move on to the next concept . If 80 percent accuracy is not achieved, conduct the lessons for that concept, beginning with the Introductory Lesson .

Posttest results: Students demonstrating at least 80 percent accuracy can move on to the next concept . If 80 percent accuracy is not achieved, conduct any unused Reinforcing Lessons for that concept until 80 percent accuracy is attained . You may also use the Appendix in the Teacher’s Guide to create a new Reinforcing Lesson(s) until 80 percent accuracy is attained .

QUICK CHECKSFor use as informal formative assessment, there is one Quick Check per lesson . Quick Checks can be used at the end of class as a “ticket out the door .” Their purpose is to ensure the students understand the concept . The Quick Checks also provide data for progress monitoring/differentiating instruction and for evaluating instruction .

Each Quick Check consists of reading four target decodable words, two phrases, and two sentences . The phrases and sentences incorporate the target concept with other decodable words and sight words . There are four Quick Checks on a BLM page .

Administration of Quick ChecksFor each student assessed, make two copies of the Quick Checks, one for the student and one for you . Cut along the dotted lines and use the appropriate Quick Check for the lesson . Have the student read the words, phrases, and sentences while you record their responses .

xii S .P . I .R .E . • Level 2 • Introduction


Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self-corrects . Correct answers include sounded-out and self-corrected words, and the entire phrase or sentence .

POST-LEVEL ASSESSMENT The Post-Level Assessment should be administered upon each student’s completion of Level 2 to find out if the student has achieved 80 percent mastery of the level’s concepts . The assessment has four components:

• A decodable word assessment list that includes all the concepts in Level 2

• A list of sentences that includes the level’s decodable and sight words

• A decodable reading passage that includes the level’s decodable and sight words

• Decodable short-answer questions about the passage for assessment of comprehension and vocabulary

Administration of Decodable Words and SentencesMake two copies of the Assessment . Keep one to use as a recording form, and place one in front of the student .

Have the student read words from top to bottom . The student must read the entire sentence correctly . In the CD-ROM version, the answer key indicates the level’s decodable and sight words .


Informally keep time as the student reads . Kindergarten and first grade students should take no longer than three seconds to identify high-frequency words . Older students should take no longer than one second . If the student takes additional time to identify a word but reads the word correctly, mark T above the word .

Administration of Reading Passage and Short-Answer QuestionsMake two copies of the Assessment . Keep one to use as a recording form, and place one in front of the student . Based on the student’s needs, the passage and/or questions can be administered orally or silently .

S .P . I .R .E . • Level 2 • Introduction xiii

Introduction


Informally keep time as the student reads . Kindergarten and first grade students should take no longer than three seconds to identify high-frequency words . Older students should take no longer than one second . If the student takes additional time to identify a word but reads the word correctly, mark T above the word .

Based on students’ needs, answers to the short-answer questions can be given in phrases or complete sentences .

The answer key provided on the CD-ROM indicates in the passage which concepts and sight words are taught at this level . Complete sentence answers to the short-answer questions are also supplied in the answer key .

Scoring and ReportingSounded-out and self-corrected words should be counted as correct but noted for further remediation . Words that take students additional time to identify should also be noted .

If a student consistently sounds out decodable words without automaticity, but reads correctly, incorporate additional automaticity practice . This can be done utilizing Fluency Drills, green and yellow Word Cards, or story rereads .

If a student attempts to sound out sight words, incorporate additional automaticity practice using the red Word Cards .

If the student repeatedly misreads Decodable 1 or 2 words within a specific concept, administer the Decoding Assessment for that concept to determine if additional instruction is required .

In the CD-ROM version, the answer key indicates concept and sight words taught at this level .

ASSESSMENT SUMMARY FORMS The Concept Assessment Summary Form can be customized for each student and new concept . Use this form to record results from Decoding Assessments A and B and up to five Quick Checks . You may need to make additional copies of the form to record the results of additional Quick Checks . The Post-Level Assessment Summary Form can be used to record the results of a student’s Post-Level Assessment . This page will only need to be copied and used once, at the end of Level 2 .

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated

1. Phonogram Cards 5 minutes

Review Phonograms:

New Concept: _________

Key Word Concept Sheet Phonogram Card

Key Word Card (Level 1) Small Letter

2. Phonological Awareness 5 minutes

Words:

(to )

(to )

(to )

(to )

(to )

Other:

3. Word Building 5 minutes

Magnet Board Phoneme-Grapheme Sheet

1.

2.

3.

4.

5.

4. Decoding and Sentence Reading 10 minutes

Reader Page

Extra Practice: Concept Mastery Fluency Drill #:____

5. Prereading 5 minutes

Phoneme–Grapheme Analysis Word:

6. Reading 15 minutes

Word Find Sheet

Sentences:

1.

2.

3.

4.

5.

7. Sound Dictation 2 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

8. Prespelling 3 minutes

Word:

9. Spelling 5 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

10. Sentence Dictation 5 minutes

1.

2.

Independent Work

Workbook page _________

Other:

Date:

Teacher:

Grade:

Student Group:

Introductory Lesson Planner

Lesson Planner: Introductory Lesson 1


1. Phonogram Cards 5 minutes

Phonograms:

Decodable Words:

Sight Words:

2. Phonological Awareness 5 minutes

Words:

(to )

(to )

(to )

(to )

(to )

Other:

3. Word Building 5 minutes

Magnet Board Phoneme-Grapheme Sheet

1.

2.

3.

4.

5.

4. Decoding and Sentence Reading 10 minutes

Reader Page

Extra Practice: Concept Mastery Fluency Drill #:____

5. Prereading 5 minutes

Phoneme–Grapheme Analysis Word:

Other:

6. Reading Comprehension 15 minutes

Reader Page

Reading Selection

7. Sound Dictation 2 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

8. Prespelling 3 minutes

Word:

9. Spelling 5 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

10. Sentence Dictation 5 minutes

1.

2.

Independent Work

Workbook page _________

Other:

Date:

Teacher:

Grade:

Student Group:

Reinforcing Lesson Planner

Lesson Planner: Reinforcing Lesson2


ff ll ss

The cliff is long, but the man will not miss.

3Key Word Concept Sheet


al

ball4 Key Word Concept Sheet


wa

wasp5Key Word Concept Sheet


qu

quilt6 Key Word Concept Sheet


ck

clock7Key Word Concept Sheet


tch

catch8 Key Word Concept Sheet


a-e i-e o-e u-e e-e

Pete sang a tune and rode his bike to the lake.

9Key Word Concept Sheet


Vowel-se s=/z/

rose10 Key Word Concept Sheet


Phoneme Segmentation Sheet

Old Newto

Phoneme Segmentation Sheet 11

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated12 Phoneme-Grapheme Sheet

Phoneme-Grapheme Sheet

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated13Sight Word Cards

Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

full

push

through

walk

pull

put

your

talk

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated14 Sight Word Cards

Pho

toco

py Sig

ht W

ord

Ca

rds o

n R

ed C

ard

Stock

live

have

done

come

give

one

some

something

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated15Sight Word Cards

Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

someone

there

are

love

where

were

somewhere

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated16 Decodable 1 Word Cards

Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

off

till

doll

miss

well

tell

less

chick

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated17Decodable 1 Word Cards

Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

black

pick

truck

stick

clock

duck

stuck

rock


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

quick

match

make

came

neck

catch

take

name


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

save

fire

wire

ate

rate

fine

rose

safe


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

like

nine

more

made

time

same

home

ride


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

stove

life

five

line

while

late

close

shape


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

side

cute

drive

gave

rope


Pho

toco

py

Dec

od

ab

le 2

Wo

rd C

ard

s o

n Y

ello

w C

ard

Sto

ck

ball

tall

small

water

call

fall

salt

watch


Pho

toco

py D

ecod

ab

le 2 Wo

rd C

ard

s on

Yello

w C

ard

Stock

wash want

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated25Small Letters

Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Wh

ite

Ca

rd S

tock

P B T D K C G F V S Z J M NW H L R X Y Q p b t d k c g f v s z j m n w h l r x y q sh ch th wh qu ck tch

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated26 Small Letters

Pho

toco

py Th

ese Sma

ll Letters on

Green

Ca

rd Sto

ck

a i o u e A I O U E e

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated27Small Letters

Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Yel

low

Ca

rd S

tock

ang ing ong ung ank ink onk unk

ff ll ss al wa

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated29Word Find Sheet

ff

llss

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated30 Word Find Sheet

al


wa


qu


ck


tch


a-e


i-e


o-e


u-e


e-e


Vowel-se


Sounds Words

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2

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5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

Name: Date:

41Full Lesson Dictation Paper

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated42 Full Lesson Dictation Paper

Name: Date:

Sentences

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Sounds Words

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Name: Date:

Sentences

43Short Lesson Dictation Paper

44S. P. I.R.E.® Level 2 © SSI • May Be Duplicated

Graphic Organizers

Cause and Effect

What Why

Compare and Contrast: Venn diagram


Graphic Organizers

Main Idea and DetailsBig Idea

Helper Helper Helper

Drawing Conclusions

+

+

=


Graphic Organizers

Sequencing

#1

#2

#3

#4

Word Meanings


off stuff puff huff muff fluff bluff stiff staff

staff stiff bluff fluff muff huff puff stuff off

stuff huff fluff stiff off puff muff bluff staff

puff muff bluff staff stuff huff fluff stiff off

huff fluff stiff off puff muff bluff staff stuff

muff bluff staff stuff huff fluff stiff off puff

fluff stiff off puff muff bluff staff stuff huff

bluff staff stuff huff fluff stiff off puff muff

stiff off puff muff bluff staff stuff huff fluff

staff stuff huff fluff stiff off puff muff bluff

muff huff puff stuff off staff stiff bluff fluff

muff staff huff stiff puff bluff stuff fluff off

Concept Mastery Fluency Drill 12: ff9 words per row / 12 rows / 108 words


off puff sniff tiff whiff cliff cuff puff tiff cliff off

cuff cliff whiff tiff sniff puff off whiff sniff puff cuff

whiff off puff sniff cliff cuff puff tiff off puff sniff

tiff whiff off cliff cuff cliff off puff tiff sniff puff

cliff whiff sniff puff off whiff sniff puff cuff cuff tiff

sniff cliff cuff whiff puff off puff tiff off puff sniff

whiff tiff cuff puff off cliff tiff puff sniff puff whiff

cuff whiff off cliff off sniff cliff tiff cliff sniff cuff

puff off off puff tiff off cliff cuff puff off puff

tiff cuff tiff sniff puff whiff sniff cliff cuff cliff cuff

off whiff sniff puff whiff sniff puff tiff sniff sniff whiff

puff tiff puff off off puff sniff cliff puff whiff cuff

Concept Mastery Fluency Drill 12: ff11 words per row / 12 rows / 132 words48


bell fill pill still doll will well tell smell

smell tell well will doll still pill fill bell

fill still will tell bell pill doll well smell

pill doll well smell fill still will tell bell

still will tell bell pill doll well smell fill

doll well smell fill still will tell bell pill

will tell bell pill doll well smell fill still

well smell fill still will tell bell pill doll

tell bell pill doll well smell fill still will

smell fill still will tell bell pill doll well

doll still pill fill bell smell tell well will

will bell well fill tell pill smell still doll

49

Concept Mastery Fluency Drill 12: ll9 words per row / 12 rows / 108 words


doll well tell fill hill sell bell well fill sell doll

bell sell hill fill tell well doll bell hill tell sell

fill tell well doll bell sell hill sell bell well fill

tell well fill tell well doll bell doll hill sell bell

well fill hill doll tell well doll bell hill tell sell

hill fill sell bell well hill tell sell doll bell tell

hill doll sell bell well fill doll sell tell fill well

sell hill tell well bell doll fill tell bell hill sell

tell well fill bell doll sell sell bell hill fill well

well tell tell well fill doll hill doll bell sell bell

doll tell fill hill well doll bell tell well sell hill

sell tell hill fill sell bell well hill bell tell doll

Concept Mastery Fluency Drill 12: ll11 words per row / 12 rows / 132 words50


miss less mass mess bass bliss dress muss fuss

fuss muss dress bliss bass mess mass less miss

less mess bliss muss miss mass bass dress fuss

mass bass dress fuss less mess bliss muss miss

mess bliss muss miss mass bass dress fuss less

bass dress fuss less mess bliss muss miss mass

bliss muss miss mass bass dress fuss less mess

dress fuss less mess bliss muss miss mass bass

muss miss mass bass dress fuss less mess bliss

fuss less mess bliss muss miss mass bass dress

bass mess mass less miss fuss muss dress bliss

bliss miss dress less muss mass fuss mess bass

51

Concept Mastery Fluency Drill 12: ss9 words per row / 12 rows / 108 words


less dress miss toss cross grass dress toss glass

glass less grass cross toss dress less miss cross

cross grass toss miss less glass dress toss cross

grass glass less toss less miss dress less miss

less dress miss toss cross glass dress toss grass

cross grass glass cross toss miss dress glass less

grass miss cross glass grass toss dress toss glass

glass glass cross dress toss less miss dress less

miss cross grass cross toss glass dress miss less

glass miss toss miss less toss dress cross grass

glass less toss miss dress less dress miss cross

toss less grass glass grass cross grass less glass

Concept Mastery Fluency Drill 12: ss9 words per row / 12 rows / 108 words52


off well will tell doll less miss well tell less will

miss less doll tell will well off less miss doll off

less will tell doll well less off miss off miss doll

well will off miss tell doll tell less will less well

will well doll miss off less less miss doll tell off

well less less miss will miss off doll off doll tell

less will tell doll well less off miss off miss doll

off tell well less miss will tell less will doll well

will well miss less doll tell less off miss doll off

miss off will less miss well doll tell off doll less

well less less miss will miss off doll off doll tell

miss well will off tell doll will less well tell less

53

Concept Mastery Fluency Drill 12a: ff, ll, ss11 words per row / 12 rows / 132 words


ball call hall tall mall small bald call tall small ball

bald small call mall tall hall call ball hall mall bald

ball call mall small ball small hall call tall bald tall

mall bald small call tall hall ball mall bald hall hall

tall hall bald small call ball call mall bald hall mall

hall small ball call tall ball bald small hall tall call

call ball mall small hall tall bald call tall small ball

hall call bald small call ball hall mall bald tall mall

ball small mall ball call call tall small hall tall bald

mall bald small call tall hall ball mall hall bald hall

small bald tall hall ball call call mall bald mall hall

mall small ball tall ball call small hall tall call bald

54

Concept Mastery Fluency Drill 13: al11 words per row / 12 rows / 132 words


fall all wall call tall salt small all call salt fall

all small salt tall call wall fall small salt tall wall

call tall fall all wall call tall salt wall fall small

salt tall small all call salt tall wall call small all

call salt fall all small salt tall call wall wall call

tall salt small all call salt fall all small tall salt

all small fall all wall call tall salt small all call

salt fall all small salt tall call wall fall small salt

tall wall salt tall call wall fall small all call salt

fall all small salt tall call wall fall small call wall

small all small call small fall wall call salt fall all

tall small salt all all fall small salt tall all call

Concept Mastery Fluency Drill 13: al11 words per row / 12 rows / 132 words 55


wash want wasp water wand watch walrus water

watch wash walrus wand water wasp want wash

wasp wand walrus watch want water wash walrus

watch want wasp water wand walrus want water

watch water watch wash wand walrus want water

watch wash walrus wand watch want water walrus

watch wand watch walrus wash want water walrus

watch wand water wasp want wash wand walrus

watch want walrus watch wand water wasp wash

wasp wand walrus watch want want wasp water

wash walrus watch wasp water wand wash want

wasp water wand walrus watch want water wash

Concept Mastery Fluency Drill 14: wa8 words per row / 12 rows / 96 words56


quit quiz squid quilt squish quill quit squish

quill squish quilt squid quiz quit quill quiz

quit squid squish quilt quill quit quiz squid

squid quiz quit quill squish quilt quiz quilt

quiz quit squid quilt quill quit squid squish

squish squid quill quiz quilt quit squid quiz

quit quiz squish quit squid quilt squish quill

squish quilt quit quill quill squid quiz quilt

quiz quit squish quilt quill squid quit quiz

quit quill squid quiz quill quilt quiz squish

squid quit squish quiz quilt quill squish squid

squish quit squid quill quilt squid quiz quit

57

Concept Mastery Fluency Drill 15: qu8 words per row / 12 rows / 96 words


back tack sack track black pack stack Jack quack

quack Jack stack pack black track sack tack back

tack track pack Jack back sack black stack quack

sack black stack quack tack track pack jack back

track pack jack back sack black stack quack tack

black stack quack tack track pack jack back sack

pack jack back sack black stack quack tack track

stack quack tack track pack jack back sack black

jack back sack black stack quack tack track pack

quack tack track pack jack back sack black stack

black track sack tack back quack jack stack pack

pack back stack tack jack sack quack track black

Concept Mastery Fluency Drill 16: ck9 words per row / 12 rows / 108 words58


thick sick pick kick click lick quick tick wick trick

trick wick tick quick lick click kick pick sick thick

sick kick lick trick thick pick click quick wick

lick thick quick sick tick pick wick kick trick click

sick pick click lick quick thick tick wick kick trick

trick quick lick wick tick pick click kick sick thick

lick tick sick kick trick pick click thick quick wick

click sick lick tick quick pick trick wick kick click

quick sick tick lick pick wick kick trick thick click

sick click lick quick pick tick wick kick thick trick

trick click quick lick wick tick pick kick sick thick

tick lick kick trick sick click thick pick quick wick

59

Concept Mastery Fluency Drill 16: ck10 words per row / 12 rows / 120 words


dock clock sock tock shock lock mock rock stock

stock rock mock lock shock tock sock clock dock

clock tock lock rock dock sock shock mock stock

sock shock mock stock clock tock lock rock dock

tock lock rock dock sock shock mock stock clock

shock mock stock clock tock lock rock dock sock

lock rock dock sock shock mock stock clock tock

mock stock clock tock lock rock dock sock shock

rock dock sock shock mock stock clock tock lock

stock clock tock lock rock dock sock shock mock

shock tock sock clock dock stock rock mock lock

lock dock mock clock rock sock stock tock shock



buck duck Huck luck muck puck suck tuck shuck

shuck tuck suck puck muck luck Huck duck buck

duck luck puck tuck buck Huck muck suck shuck

Huck muck suck shuck duck luck puck tuck buck

luck puck tuck buck Huck much suck shuck duck

muck suck shuck duck luck puck tuck buck Huck

puck tuck buck Huck muck suck shuck duck luck

suck shuck duck luck puck tuck buck Huck muck

tuck buck Huck muck suck shuck duck luck puck

shuck duck luck puck tuck buck Huck muck suck

muck luck Huck duck buck shuck tuck such puck

puck buck suck duck tuck Huck shuck luck muck

61

Concept Mastery Fluency Drill 16: ck9 words per row / 12 rows / 108 words


deck peck heck neck check fleck speck

speck fleck check neck heck peck deck

peck neck fleck deck heck check speck

heck check speck peck neck fleck deck

neck fleck deck heck check speck peck

check speck peck neck fleck deck heck

fleck deck heck check speck peck neck

speck peck neck fleck deck heck check

neck heck peck deck speck fleck check

fleck deck speck peck neck heck check

heck speck peck fleck deck neck check

neck peck heck speck check fleck deck



black chock click duck rock pick neck rock clock pick

neck pick rock duck clock chick black neck duck chick

chock click duck black pick rock duck rock pick neck

clock duck black rock pick neck rock black pick chick

duck chock neck pick click rock black pick neck rock

rock black neck duck clock pick duck chock pick chick

chick click duck black neck pick rock rock pick neck

rock duck pick neck black neck duck pick chock clock

click chick neck duck pick duck black pick neck rock

neck duck rock black duck chock clock pick neck chick

rock pick duck neck rock black pick chick click black

black duck clock duck rock pick neck rock clock pick

63

Concept Mastery Fluency Drill 16a: ack, ick, ock, uck, eck10 words per row / 12 rows / 120 words


stick stuck rock quick black truck stack quick truck

stack truck black quick rock stuck stick rock stack

rock quick black truck stack rock stuck stick rock

black truck stick quick stuck quick truck rock stack

black stack rock quick black rock stuck stick truck

truck rock black stack stuck stick quick black rock

black truck rock quick stack stick black rock stuck

rock truck stack stuck quick stick truck stuck black

stuck stack truck black rock stack quick rock stick

rock stuck quick stick truck black stack rock black

truck stick black quick truck rock stack stuck quick

stuck stick black truck rock stack rock quick black

Concept Mastery Fluency Drill 16b: ack, ick, ock, uck9 words per row / 12 rows / 108 words64


catch hitch stitch fetch match hatch Mitch catch

Mitch hatch match fetch stitch hitch catch hatch

hitch stitch fetch match hatch Mitch catch stitch

hatch match Mitch stitch hitch catch match fetch

stitch catch hitch match fetch hatch Mitch hitch

match hitch fetch hatch catch match stitch Mitch

fetch match hitch Mitch match stitch catch hatch

hitch stitch match hatch catch fetch Mitch hitch

catch match Mitch fetch stitch hatch hitch match

catch hitch hatch Mitch match stitch hitch fetch

match Mitch match fetch stitch hitch catch hatch

hatch match match hitch stitch Mitch fetch catch

Concept Mastery Fluency Drill 17: tch8 words per row / 12 rows / 96 words 65


made same late ate safe gave cave same ate safe

cave gave safe ate late same ate made cave late

same late ate safe made cave ate gave same gave

safe ate cave late same made cave gave late made

late ate safe same gave made cave ate gave safe

gave safe ate made cave late ate made cave same

ate safe cave same made same ate safe late gave

safe made ate gave same late same gave ate cave

late same safe ate made cave ate late cave gave

same made late ate cave ate gave safe gave safe

cave late safe ate made ate cave made gave same

ate made gave ate cave same safe cave late made

Concept Mastery Fluency Drill 18: a-e10 words per row / 12 rows / 120 words66


make take came name save rate game name rate

game rate save name came take make save came

take save rate came make game take rate name

name came game rate take make save came save

came make game take name make save came name

rate make game came take save take name rate

came name make game name take save rate take

game make came rate save name came save take

name make came game save came rate save take

rate came game take name rate name save make

game take save make take name came rate name

game take came take save came make name make

Concept Mastery Fluency Drill 18: a-e9 words per row / 12 rows / 108 words 67


fine fire wire drive while line time fire drive line drive

time line while drive wire fire fine time while wire time

wire drive while line time fire while drive wire fire fine

while drive fire fine time time line wire time fine wire

while while fire drive time fire drive line drive wire line

line while drive wire wire fire fine drive while time fire

wire drive while drive wire while drive line fire fine

while drive wire while time fire wire drive time fire drive

line drive fire fine fire while line time fire wire line while

wire time fine fire fine time line drive while line time

fire drive line drive while drive fire fine time time line

wire time fine wire while fire wire while time wire drive

Concept Mastery Fluency Drill 18: i-e11 words per row / 12 rows / 132 words68


ride hide slide five live while side hide five while side

side while slide live five slide hide ride slide live ride

hide slide five live ride while side ride hide ride live

slide while hide side hide five hide while live side five

five side live hide ride while slide live ride slide while

live five slide live side ride side hide ride ride slide

slide side hide five ride hide five while side live while

ride slide while side five hide while live side five hide

live side slide slide hide while ride slide live ride five

live five live side hide five ride while ride slide live

hide slide five live hide live ride slide hide ride live

five side hide while side ride slide live ride slide while

Concept Mastery Fluency Drill 18: i-e11 words per row / 12 rows / 132 words 69


rope home more rode bone pole store rode pole

store pole bone rode more home rope pole more

home more rode store home rode pole bone rope

pole store rode home rope bone store more bone

more rode store home rope store bone more pole

more rode home store pole home pole rope bone

rode bone home pole store rope rode more home

home rope bone store store bone pole rode more

rode pole bone store pole rope rode more home

store rode pole rope more bone home bone more

store home more rode rope more store bone pole

home pole more rode store rode bone home rope

Concept Mastery Fluency Drill 18: o-e9 words per row / 12 rows / 108 words70


hope note home role lobe tone rode note tone

rode tone lobe role home note rode lobe hope

lobe tone rode note role hope home role hope

tone rode home role note tone hope note lobe

note tone lobe rode role hope rode home hope

hope note home rode hope note lobe tone role

note home hope role rode note lobe tone role

home note role tone rode role hope lobe note

tone lobe rode home hope note rode role hope

role rode tone hope note hope lobe home rode

rode lobe tone hope role note role home hope

role hope home note rode tone note lobe role

Concept Mastery Fluency Drill 18: o-e9 words per row / 12 rows / 108 words 71


cute mule mute tune rude June prune mule tune June

prune June rude tune mute mule cute rude prune mute

mute tune cute rude June mule tune prune June mule

June rude mute rude prune tune prune mute mule cute

mute tune cute mule June prune rude tune June mule

rude prune June mute cute tune mule mute rude prune

June cute rude mute tune mule prune June mule tune

mute tune prune mute rude prune mule June rude cute

cute tune rude June mute mule tune mule prune June

mute rude tune prune June rude cute mute prune mule

tune cute mute June mule prune rude tune June mule

rude prune June mute cute tune mute rude mule prune

Concept Mastery Fluency Drill 18: u-e10 words per row / 12 rows / 120 words72


cute dude June crude rude mute flute dude crude mute

flute mute rude crude June dude cute June rude cute

dude June rude mute dude crude flute cute mute crude

flute June dude mute rude cute June crude cute rude

crude rude cute June flute mute crude dude mute dude

mute rude crude June flute cute dude rude cute June

mute dude crude dude June rude cute mute crude flute

mute rude dude flute June cute crude cute rude June

cute June crude cute flute rude June dude mute rude

crude dude mute dude crude mute rude cute June flute

flute June dude mute rude cute June crude cute rude

crude rude cute mute June flute crude dude mute dude

73

Concept Mastery Fluency Drill 18: u-e10 words per row / 12 rows / 120 words


here Pete these complete athlete concrete Pete here

concrete here Pete athlete complete concrete here these

complete athlete here concrete athlete here these Pete

these complete Pete athlete concrete athlete here Pete

Pete these here concrete complete athlete here Pete

here concrete Pete complete concrete here these athlete

here complete athlete here these Pete concrete concrete

these complete Pete concrete athlete here athlete Pete

here concrete athlete complete athlete these Pete here

complete these Pete concrete athlete here athlete Pete

here concrete Pete these athlete complete here Pete

here concrete athlete Pete concrete complete these here

Concept Mastery Fluency Drill 18: e-e8 words per row / 12 rows / 96 words74


gave side rope ripe time tame nine name take

take name nine tame time ripe rope side gave

side ripe tame name gave rope time nine take

rope time nine take side ripe tame name gave

ripe tame name gave rope time nine take side

time nine take side ripe tame name gave rope

tame name gave rope time nine take side ripe

nine take side ripe tame name gave rope time

name gave rope time nine take side ripe tame

take side ripe tame name gave rope time nine

tame gave nine side name rope take ripe time

time ripe rope side gave take name nine tame

75

Concept Mastery Fluency Drill 18a: a-e, i-e, o-e9 words per row / 12 rows / 108 words


make home ride rode line lane drive drove cute

cute drove drive lane line rode ride home make

home rode lane drove make ride line drive cute

ride line drive cute home rode lane drove make

rode lane drove make ride line drive cute home

line drive cute home rode lane drove make ride

lane drove make ride line drive cute home rode

drive cute home rode lane drove make ride line

drove make ride line drive cute home rode lane

cute home rode lane drove make ride line drive

lane make drive home drove ride cute rode line

line rode ride home make cute drove drive lane

Concept Mastery Fluency Drill 18a: a-e, i-e, o-e, u-e9 words per row / 12 rows / 108 words76


those these chose rose rise close wise nose hose

hose nose wise close rise rose chose these those

these rose close nose those chose rise wise hose

chose rise wise hose these rose close nose those

rose close nose those chose rise wise hose these

rise wise hose these rose close nose those chose

close nose those chose rise wise hose these rose

wise hose these rose close nose those chose rise

nose those chose rise wise hose these rose close

hose these rose close nose those chose rise wise

close those wise these nose chose hose rose rise

rise rose chose these those hose nose wise close

Concept Mastery Fluency Drill 18b: Vowel-se9 words per row / 12 rows / 108 words 77


shape while white stove shave more mare stare store

store stare mare more shave stove white while shape

while stove more stare shape white shave mare store

white shave mare store while stove more stare shape

stove more stare shape white shave mare store while

shave mare store while stove more stare shape white

more stare shape white shave mare store while stove

mare store while stove more stare shape white shave

stare shape white shave mare store while stove more

store while stove more stare shape white shave mare

more shape mare while stare white store stove shave

shave stove white while shape store stare mare more

Concept Mastery Fluency Drill 18c: a-e, i-e, o-e9 words per row / 12 rows / 108 words78


ate at mat mate pin pine mad made pet

pet made mad pine pin mate mat at ate

at mate pine made ate mat pin mad pet

mat pin mad pet at mate pine made ate

mate pine made ate mat pin mad pet at

pin mad pet at mate pine made ate mat

pine made ate mat pin mad pet at mate

mad pet at mate pine made ate mat pin

made ate mat pin mad pet at mate pine

pet at mate pine made ate mat pin mad

pine ate mad at made mat pet mate pin

pin mate mat at ate pet made mad pine

Concept Mastery Fluency Drill 18d: VC, CVC, a-e, i-e9 words per row / 12 rows / 108 words 79


back bake rack rake quick duck duke snack snake

snake snack duke duck quick rake rack bake back

bake rake duck snack back rack quick duke snake

rack quick duke snake bake rake duck snack back

rake duck snack back rack quick duke snake bake

quick duke snake bake rake duck snack back rack

duck snack back rack quick duke snake bake rake

duke snake bake rake duck snack back rack quick

snack back rack quick duke snake bake rake duck

snake bake rake duck snack back rack quick duke

duck back duke bake snack rack snake rake quick

quick rake rack bake back snake snack duke duck

Concept Mastery Fluency Drill: mixed practice9 words per row / 12 rows / 108 words80


quake bike pick pike lack lake mack make take

take make Mack lake lack pike pick bike quake

bike pike lake make quake pick lack Mack take

pick lack Mack take bike pike lake make quake

pike lake make quake pick lack Mack take bike

lack Mack take bike pike lake make quake pick

lake make quake pick lack Mack take bike pike

Mack take bike pike lake make quake pick lack

make quake pick lack Mack take bike pike lake

take bike pike lake make quake pick lack Mack

lake quake Mack bike make pick take pike lack

lack pike pick bike quake take make Mack lake

81Concept Mastery Fluency Drill: mixed practice

9 words per row / 12 rows / 108 words


tack take sack sake pick poke duck duke smoke

smoke duke duck poke pick sake sack take tack

take sake poke duke tack sack pick duck smoke

sack pick duck smoke take sake poke duke tack

sake poke duke tack sack pick duck smoke take

pick duck smoke take sake poke duke tack sack

poke duke tack sack pick duck smoke take sake

duck smoke take sake poke duke tack sack pick

duke tack sack pick duck smoke take sake poke

smoke take sake poke duke tack sack pick duck

poke tack duck take duke sack smoke sake pick

pick sake sack take tack smoke duke duck poke

Concept Mastery Fluency Drill: mixed practice9 words per row / 12 rows / 108 words82


smoke smock lake lock snack rake rack lick like

like lick rack rake snack lock lake smock smoke

smock lock rake lick smoke lake snack rack like

lake snack rack like smock lock rake lick smoke

lock rake lick smoke lake snack rack like smock

snack rack like smock lock rake lick smoke lake

rake lick smoke lake snack rack like smock lock

rack like smock lock rake lick smoke lake snack

lick smoke lake snack rack like smock lock rake

like smock lock rake lick smoke lake snack rack

snack smoke rake smock rack lake lick lock like

lock lake smock smoke like lick rack rake snack

83

Concept Mastery Fluency Drill: mixed practice9 words per row / 12 rows / 108 words


Name Age Grade

Teacher Reader Concept Pg

Concept Mastery Fluency Drills: Progress Report84


Name Age Grade

Teacher Reader Concept Pg

85Concept Mastery Fluency Drills: Progress Report


Form A

sniff

well

less

grass

off

pass

cliff

chess

cuff

miss

spell

thrill

dill

fuss

drill

stuff

gull

toss

gloss

mess

Liz will pass math class.

Do not yell in the hall.

This class can spell well.

Tom can huff and puff.

Decoding Assessments: ff, ll, ss86


Form B

grass

well

sniff

less

chess

pass

off

cliff

thrill

miss

cuff

spell

stuff

fuss

dill

drill

mess

toss

gull

gloss

Tell the boss to ring the bell.

Mom did not spill the glass of milk.

The doll fell in the grass.

Deb left the drill on the cliff.

87Decoding Assessments: ff, ll, ss


Form A

ball

bald

balm

stall

scald

salt

fall

small

malt

wallet

waltz

wall

walnut

tall

hall

mall

call

halt

walrus

gall

The small tot did fall.

Ben went to the mall and had a malt.

That wall is tall.

I lost my wallet in the hall.

Can a walrus waltz?

Decoding Assessments: al88


Form B

balm

bald

stall

ball

fall

salt

small

scald

waltz

wallet

wall

malt

hall

tall

mall

walnut

walrus

halt

gall

call

You will fall off that wall!

The bald man lost his wallet.

Walt did call the walrus.

I lost the small ball on that tall cliff.

89Decoding Assessments: al


Form A

wasp

swat

wand

swamp

wad

want

wash

watch

water

swan

swab

swap

wand

swat

wasp

watch

swan

wash

water

wad

Swat the wasp, Walt!

Wash the rag in hot water.

Do not toss that wad of gum into the swamp.

I will watch the swan swim.

Todd said, “I want a watch!”

Decoding Assessments: wa 90


Form B

water

want

swan

swatch

wad

watch

swat

wad

wasp

wash

wand

swan

swamp

swat

want

water

wash

wasp

watch

swap

Watch this big wand.

Do not wash the wallet in hot water!

Swat that wasp from the nest in the swamp.

I want that lost wad of cash.

Decoding Assessments: wa 91


Form A

quit

quest

quiz

squint

quilt

squid

quid

squish

quench

squelch

quip

quill

quest

quit

squall

quiz

squib

quilt

quill

quench

Dan will squelch the plan, then quit.

I am on a quest to get a red quilt.

Squish went the squid when a big fish fell on it.

Fill the quill pen with ink.

Sal did squint at Quinn.

The ship sunk in a squall.

Decoding Assessments: qu92


Form B

quit

squint

squish

quill

quest

quench

quiz

quell

squib

squelch

squid

quid

squid

quilt

quip

squish

quench

quell

quiz

squint

Quinn said, “The math quiz went well!”

I will squelch the quest plan.

Can the ink from a squid fill a quill pen?

Ted has to squish the water from the quilt.

Quit the quest if you get ill.

Decoding Assessments: qu 93


Form A

back

sack

slack

smack

kick

pick

flick

slick

lock

rock

clock

smock

duck

puck

truck

cluck

neck

deck

speck

wreck

Hit the puck with a stick.

Rick will watch a quick flick.

Check the lock on the shed.

Nick slips on the slick track.

Decoding Assessments: ck94


Form B

lack

tack

shack

track

sick

wick

brick

stick

mock

dock

flock

shock

luck

buck

stuck

struck

peck

neck

fleck

check

The clock struck six.

A flock of ducks did quack.

Toss the stick and hit the brick.

The red sock hung in back of the shack.

95Decoding Assessments: ck


Form A

batch

latch

switch

Dutch

ditch

itch

ketchup

stitch

notch

botch

blotch

crutch

hutch

clutch

sketch

hitch

fetch

match

catch

snitch

Ted will scratch his itch.

Pitch the ball and Rick will catch it.

Match that batch of socks.

Rich did switch his batch of jam with Pat’s.

Fetch the ball from the ditch.

Decoding Assessments: tch96


Form B

latch

batch

Dutch

switch

itch

ditch

ketchup

blotch

botch

notch

stitch

crutch

clutch

hutch

hitch

sketch

match

fetch

snitch

catch

Pam will patch the clutch bag.

Did you latch the hutch?

Frank did scratch the match on the wall.

Hitch the string to the switch.

Tim said, “I will fetch the duck and then sketch it.”

97Decoding Assessments: tch


Form A

wade

cape

fate

base

hide

ripe

life

pile

lobe

note

cone

mope

cube

rule

tune

mute

Pete

athlete

cave

dine

Pete rode his bike to the cave.

Pile the plums here, not on the stove!

Jane and Ted had a fine time at camp.

Decoding Assessments: a-e, i-e, o-e, u-e, e-e98


Form B

rave

wake

plane

shame

kite

wife

shine

stripe

hope

dome

stove

choke

flute

prune

rude

mute

Pete

daze

life

dine

Kate is a fine athlete.

Who stole the lime cake?

Let’s hike to the wide lake and then wade in.

99Decoding Assessments: a-e, i-e, o-e, u-e, e-e


Form A

vase

rose

chose

these

hose

nose

fuse

rise

close

those

use

wise

pose

suppose

ruse

muse

rise

prose

confuse

excuse

Fill the vase with water from the hose.

Tate chose those stones.

Close the fuse box.

A wise man said, “Use your nose to smell the rose.”

Decoding Assessments: Vowel-se100


Form B

ruse

wise

those

rose

suppose

fuse

close

rise

hose

excuse

these

vase

pose

nose

use

prose

confuse

rise

muse

hose

Water rose from the hose.

Use the fuse in the red box.

Do you want to pose next to the pink vase?

These will sink but those will not.

Jake chose to close the drapes.

101Decoding Assessments: Vowel-se

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated102 Quick Checks

Qu

ick Ch

eck Lesson

1a

we

ll flu

ff k

iss d

oll

fell o

ff the h

ull

hiss an

d yell

Jill did

pu

sh B

ess on

the sw

ing

.

Bill d

id yell, “To

m, p

ut th

e mess in

th

e trash!”

Qu

ick Ch

eck Lesson

1

cliff w

ill m

iss h

ill

a g

lass in th

e grass

u

p th

e hill to

Bess

Jess is off fro

m h

is job

at the m

ill.

Wh

at a thrill it is to

cross th

e top

of

the cliff!

Qu

ick Ch

eck Lesson

1c

grill

loss

me

ss w

hiff

h

uff an

d p

uff

p

ut u

p w

ith yo

ur b

oss

Will d

rills thro

ug

h th

e log

.

Th

e trash b

ag w

as full o

f shells.

Qu

ick Ch

eck Lesson

1b

less

miss

off

tell

a fu

ll glass o

f milk

p

ulls o

ff hu

nks o

f mo

ss

Ro

ss sat in th

e grass an

d h

ad lu

nch

.

I can tell it is th

e cliff thro

ug

h

you

r glass.


Quick Checks 103

Qu

ick

Ch

eck

Less

on

1e

sell

cr

oss

h

ill

we

ll

sm

ell t

he

dill

p

ush

th

rou

gh

th

e g

rass

”Yo

u d

ress

wel

l,” s

aid

Jill

.

Th

e g

ull

got

jam

off

th

e lid

.

Qu

ick

Ch

eck

Less

on

1d

off

m

iss

gu

ll

ill

cu

ff li

nks

st

ill o

n t

he

gra

ss

Jill

did

pu

sh t

he

do

ll o

ff a

clif

f.

Tess

was

ill w

hen

th

e cl

ass

had

a

test

.

Qu

ick

Ch

eck

Less

on

2a

tall

fa

ll

ma

lt

ga

ll

a

wal

k in

th

e h

all

al

l th

e g

ulls

Can

Jef

f ge

t to

th

e ta

ll sh

elf?

Wal

t ca

n t

alk

to a

wal

rus,

bu

t a

w

alru

s ca

nn

ot

talk

to

Wal

t.

Qu

ick

Ch

eck

Less

on

2

ba

ll

ba

ld

all

st

all

a

smal

l wal

nu

t

the

tall

bal

d m

an

Did

yo

ur

wal

let

fall

off

th

e cl

iff?

Do

no

t p

ut

salt

on

a h

ot

do

g.


Quick Checks104

Qu

ick Ch

eck Lesson

2c

wall

w

altz

walru

s

small

fall in

to a w

ell

brin

gs u

p th

e ball

“Pass the salt to

Mo

m,” said

Walt.

Nell calls th

rou

gh

the w

all to

Jon

’s dad

.

Qu

ick Ch

eck Lesson

2b

call

ha

lt m

all

scald

th

e salt mill

a sm

all wet sp

ot

Walk w

ith h

im in

the h

all.

Greg

will n

ot talk to

Walt.

Qu

ick Ch

eck Lesson

2e

all

stall

ha

lt sa

lt

yells in

the h

all

scalds th

e milk

Will yo

u p

ass the b

all to th

at tall kid?

Walt w

alks to th

e mall w

ith h

is sm

all do

g.

Qu

ick Ch

eck Lesson

2d

tall

wa

ll sca

ld

wa

lnu

t

sm

all hats to

sell

walks th

rou

gh

the m

all

All is w

ell that en

ds w

ell.

Ru

ss talks to th

e Baltic kin

g.


Qu

ick

Ch

eck

Less

on

3a

wa

d

wa

sh

wa

lru

s sw

ab

sw

amp

wat

er

wal

lop

wit

h a

wan

d

Jeff

has

a w

ad o

f ca

sh in

his

wal

let.

Th

e w

asp

sat

on

th

e w

ater

mel

on

.

Qu

ick

Ch

eck

Less

on

3

wa

sp

wa

ter

swa

t w

an

t

w

ad o

f ca

sh

a w

alru

s an

d a

sw

an

Sw

ap t

he

wat

ch w

ith

a w

alle

t.

Wal

t an

d T

ess

wen

t o

n a

tri

p t

o

Was

hin

gto

n.

Qu

ick

Ch

eck

Less

on

3c

wal

let

was

hst

and

sw

ab

swam

p

sw

ats

at it

w

ill w

ash

off

th

e m

ud

Was

ps

do

no

t sw

im in

po

nd

wat

er.

Th

e w

atch

man

was

stu

ng

at

the

wat

erfa

ll.

Qu

ick

Ch

eck

Less

on

3b

was

p

wan

t w

atch

man

sw

an

d

id w

ash

th

e b

ath

tub

ca

n w

atch

th

e sw

an

ls K

im in

ho

t w

ater

?

Wh

ich

wat

erm

elo

n d

o y

ou

wan

t?

Quick Checks 105


Qu

ick Ch

eck Lesson

3e

watch

w

ant

swan

w

atermelo

n

w

asps in

the w

atermelo

n

walru

s in th

e water

Watch

the sw

an sw

im.

Th

e watch

man

did

no

t wallo

p W

alt.

Qu

ick Ch

eck Lesson

3d

wad

sw

ap

wash

cloth

w

aterfall

sw

at the b

ug

w

ash yo

urself

Wh

at do

you

wan

t to sw

at?

Did

you

fall into

the sw

amp

water?

Qu

ick Ch

eck Lesson

4a

squ

ish

qu

it q

uiz

squ

id

a sm

all qu

ill rip

in th

e qu

ilt

Qu

inn

did

squ

int in

to th

e sun

.

Th

e squ

id w

ent o

n a q

uest to

get fish

.

Qu

ick Ch

eck Lesson

4

qu

ilt sq

uin

t q

uip

q

uill

q

uit it

squ

ish th

e wasp

Ted h

as a qu

ill pen

.

Th

e math

qu

iz was lo

ng

.

S. P. I.R.E.® Level 2 © SSI • May Be Duplicated107Quick Checks

Qu

ick

Ch

eck

Less

on

4c

squ

ish

q

uid

q

uip

q

ue

nch

sq

uid

ink

qu

ell a

qu

est

Th

e in

k is

on

th

e q

uill

tip

.

Len

’s q

uilt

is o

n h

is b

un

k b

ed.

Qu

ick

Ch

eck

Less

on

4b

qu

ell

sq

uib

q

ue

st

squ

elc

h

q

uilt

sh

op

w

ill n

ot

qu

it h

is jo

b

Th

e b

oss

did

qu

iz B

ess

on

mat

h.

Elle

n w

ent

on

a q

ues

t to

get

a jo

b a

t

the

mal

l.

Qu

ick

Ch

eck

Less

on

4e

qu

est

q

uiz

sq

uin

t q

uit

p

op

qu

iz

a lo

ng

qu

est

Is a

sq

uid

a f

un

pet

?

Set

yo

ur

wat

ch t

o s

ix w

hen

th

e q

uiz

w

ill e

nd

.

Qu

ick

Ch

eck

Less

on

4d

qu

ill

squ

ish

q

uit

sq

ue

lch

a

big

, so

ft q

uilt

sq

uin

ts a

t th

e sq

uid

Wet

qu

ilts

go s

qu

ish

!

Pu

sh t

he

qu

ill t

hro

ug

h t

o g

et t

he

ta

b o

ff.


Qu

ick Ch

eck Lesson

5a

tack

d

ock

sta

ck

ba

ckp

ack

crack in

the d

eck

plu

ck the ch

icken

Walk in

to th

e mu

ck and

you

will

get stuck.

Nick go

t hit in

the leg

with

a pu

ck.

Qu

ick Ch

eck Lesson

5

clock

tru

ck

luck

ro

cket

p

eck on

the n

eck q

uick ch

eck

Th

e clock stru

ck ten.

Th

e chicken

wen

t “Clu

ck, cluck.”

Qu

ick Ch

eck Lesson

5c

stuck

y

uck

sa

ck

tick-to

ck

sick in

bed

d

id n

ot q

uack

Can

you

pack yo

ur lu

ck in a b

ag?

Th

e du

cks on

the p

on

d d

id n

ot get

a snack.

Qu

ick Ch

eck Lesson

5b

pe

ck

rock

q

uick

p

ocke

t

gets a sh

ock

on

top

of th

e truck

Do

no

t pick u

p th

e chick an

d p

et it.

Is the flo

ck of d

ucks stu

ck in

a thicket?


Qu

ick

Ch

eck

Less

on

5e

spe

ck

pic

k

flic

k

sack

fi

lls t

he

bu

cket

ch

eck

the

wat

er

Pic

k si

x o

f th

e ch

icks

.

Jack

had

a s

ho

ck w

hen

Jill

left

to

get

a

snac

k.

Qu

ick

Ch

eck

Less

on

5d

sna

ck

luck

b

lock

sm

ack

ch

eck

the

lock

in

th

e fi

sh s

hac

k

Th

e b

lack

cat

s sm

ell f

ish

fro

m

the

do

ck.

Ch

uck

left

th

e sh

ack

and

go

t in

his

p

icku

p t

ruck

.

Qu

ick

Ch

eck

Less

on

6a

swit

ch

pit

ch

mat

ch

snat

ch

st

itch

th

e ri

p

latc

h t

he

lock

Can

yo

u c

atch

a b

all i

f it

fal

ls in

a

dit

ch?

Tric

ks is

a p

et d

og

wh

o c

an f

etch

an

d s

crat

ch.

Qu

ick

Ch

eck

Less

on

6

ha

tch

st

itch

b

atc

h

itch

p

atch

th

e q

uilt

sc

ratc

h a

nd

sn

iff

I had

a s

plo

tch

of

ketc

hu

p o

n t

hat

.

Pit

ch t

he

bal

l to

Ric

h, w

ho

will

ca

tch

it.


Qu

ick Ch

eck Lesson

6c

switch

b

lotch

b

atch

hu

tch

sn

itch o

n

chicken

s scratch

Mitch

is a tan d

og

with

a black

patch

.

If you

r do

g yelp

s at a skun

k in a

ditch

, watch

it!

Qu

ick Ch

eck Lesson

6b

pitch

sn

atch

fe

tch

itch

sw

itch h

it ch

icks hatch

Zack d

id clu

tch th

e bat.

I can p

itch a lo

ng

fastball.

Qu

ick Ch

eck Lesson

6e

fetch

stitch

n

otch

ca

tch

h

atch in

the n

est

patch

of clo

th

Th

e nu

thatch

sat in th

e no

tch o

f a b

ranch

.

Was th

e patch

of p

ink rib

bo

n

a mism

atch?

Qu

ick Ch

eck Lesson

6d

latch

b

otch

h

itch

hu

tch

w

atermelo

n p

atch

water in

a ditch

Catch

Sam

in th

e shed

.

Mitch

cann

ot sw

itch b

ack to

fit thro

ug

h.


Qu

ick

Ch

eck

Less

on

8

lin

e

bik

e

mit

e

tim

e

a

fin

e d

ay

a w

ide

tire

Do

no

t d

rive

in t

he

lan

e.

We

had

a f

ine

tim

e.

Qu

ick

Ch

eck

Less

on

7

rake

ca

pe

m

ad

e

ga

me

w

ade

in t

he

lake

lo

st in

a c

ave

Let’s

bak

e a

cake

.

Kat

e w

ill t

ake

the

rake

.

Qu

ick

Ch

eck

Less

on

10

rule

m

ute

cr

ud

e

cute

ru

de

man

h

um

a t

un

e

Th

e lu

te m

ade

a tu

ne.

Luke

ate

th

e p

run

e.

Qu

ick

Ch

eck

Less

on

9

po

ke

rop

e

bro

ke

ho

pe

ro

de

the

bik

e st

rod

e h

om

e

Do

no

t m

op

e.

Th

e b

rid

e w

ore

wh

ite.


Qu

ick Ch

eck Lesson

12

vase

rise

ro

se

po

se

rise an

d sh

ine

rose is a ro

se

Get b

ack to b

ase.

Jane ch

ose a ro

se from

the vase.

Qu

ick Ch

eck Lesson

11

he

re

the

me

m

ere

th

ese

stu

ck in co

ncrete

a seren

e lake

Pete and

Eve are h

ere.

Zeke is a fin

e athlete.

Qu

ick Ch

eck Lesson

7–12b

sha

ke

life

rule

p

ine

w

ake up

late th

e ho

t stove

A m

ule can

hike u

p a h

ill.

Th

e athlete w

ill win

a prize.

Qu

ick Ch

eck Lesson

7–12a

cub

e

late

q

uo

te

no

se

p

ho

ne h

om

e a fake sn

ake

Th

e lime is rip

e.

Sh

e gave the ro

pe a tu

g.


Qu

ick

Ch

eck

Less

on

7–1

2d

tap

e

lob

e

ba

se

ice

o

n s

ale

stro

de

ho

me

Th

e fi

sh a

te t

he

wh

ole

lure

.

He

wo

re t

he

rob

e w

ith

pri

de.

Qu

ick

Ch

eck

Less

on

7–1

2c

rob

e

mu

se

swip

e

cha

se

a

big

fake

w

hit

e st

rip

e

I ho

pe

you

ro

de

the

bik

e h

om

e.

A s

titc

h in

tim

e w

ill s

ave

nin

e.

Qu

ick

Ch

eck

Less

on

7–1

2f

vote

sh

ine

ru

se

the

me

ri

pe

on

th

e vi

ne

film

sco

re

Nat

e w

ill c

ast

his

vo

te.

Th

e ga

me

wen

t a

lon

g t

ime.

Qu

ick

Ch

eck

Less

on

7–1

2e

pla

ne

w

ove

b

rib

e

rule

st

rike

nin

e to

te b

ag

Wh

at a

life

!

Jan

e at

e a

big

co

ne.


Qu

ick Ch

eck Lesson

7–12h

vase

w

ire

ho

ne

th

ese

rid

e awh

ile sin

g in

to th

e mike

Th

e snake w

ill strike.

Can

you

cure th

e scrape?

Qu

ick Ch

eck Lesson

7–12g

da

ze

fluke

k

ite

po

se

th

at’s min

e catch

a plan

e

Th

e ring

sho

ne.

Be safe at h

om

e.

Qu

ick Ch

eck Lesson

7–12j

du

ke

wife

ch

ose

sh

am

e

p

rime tim

e w

ipe yo

ur h

and

s

Give m

e a big

smile!

Take the g

rime o

ff the tire.

Qu

ick Ch

eck Lesson

7–12i

mu

le

bra

ke

fuse

d

ime

w

ove a rug

p

ile up

I ho

pe yo

u step

on

the b

rake.

A p

lum

e of sm

oke ro

se from

the fire.


Qu

ick

Ch

eck

Less

on

7–1

2l

can

e

hir

e

fad

e

me

re

st

rike

a p

ose

fl

y a

kite

Th

e ca

ke w

ill b

ake

in t

ime.

Th

e d

uke

sw

am t

o s

ho

re.

Qu

ick

Ch

eck

Less

on

7–1

2k

rise

p

lum

e

spir

e

ton

e

a

lime

gro

ve

dri

ve t

o t

he

sid

e

Th

e su

n s

ho

ne

on

th

e la

ke.

Th

e cl

ock

will

ch

ime

at n

ine.

Qu

ick

Ch

eck

Less

on

7–1

2n

tho

se

mim

e

flu

te

care

a

big

joke

n

ame

the

dat

e

Th

e la

ne

has

so

me

nic

e sh

ade.

Wh

o w

ill t

ake

the

bla

me?

Qu

ick

Ch

eck

Less

on

7–1

2m

mil

e

tun

e

qu

ote

tr

ibe

o

n t

ime

ho

mem

ade

cake

Mik

e w

ill t

ake

the

pla

te.

Sh

ane

is s

ad h

e b

roke

th

e va

se.


Quick Checks

Qu

ick Ch

eck Lesson

7–12p

din

e

tote

ca

ve

tu

be

w

hite b

athro

be

prim

e time

Th

e grap

es are ripe.

Th

e dress h

ad w

ide strip

es.

Qu

ick Ch

eck Lesson

7–12o

cure

m

od

e

wh

ole

sm

ile

sh

ip sh

ape

wire tap

Sm

oke cam

e from

the stove.

Have a n

ice time!

Qu

ick Ch

eck Lesson

7–12q

grip

e

pro

se

rav

e

he

re

w

in by a n

ose

a wh

ale fluke

Mo

m m

ade a n

ote fo

r the sto

re.

Th

e man

will tam

e the sn

ake.

116


Level 2 Post-Level Assessment

Decodable Words

1. tack

2. stitch

3. fuse

4. mass

5. buff

6. pose

7. chess

8. rise

9. swan

10. chill

11. squint

12. vine

13. choke

14. robe

15. bald

16. quest

17. swell

18. mute

19. here

20. muck

21. itch

22. wand

23. boss

24. fume

25. bore

26. wife

27. these

28. chime

29. cliff

30. notch

31. base

32. athlete

33. quill

34. walrus

35. halt

36. nickel

37. pave

38. stall

39. whale

40. prune

117


1. In this game, toss the ball and tag the base.

2. Walt had to check the time on his watch.

3. I love to ride a fast bike on the hill.

4. Steve put one fish with some salt on his plate.

5. Cut that long string off your pink dress.

6. When the ham is done, take it off the stove.

7. I hope someone will give a gift to Mike.

8. Eve and Luke came to the lake in June.

9. A puff of wind made your kite glide.

10. The glass will crack if it falls off the shelf.

11. “Squish-squash,” went Jeff in the mud swamp.

12. The smell of the red rose made his nose run.

13. If you talk to the duck, it will quack.

14. Pete and Hutch live there.

15. Zack will hike to where the lime grove is.

16. The chick will push through the shell and hatch.

17. Mitch cannot pull the truck full of rocks.

18. Take your dog somewhere on a quick walk.

19. Have Chuck make the plum cake with Jess.

20. Use something soft to wipe up that spill.

Sentences




The Baseball Game

The Gulls and the Ducks have a baseball game at ten.

I hope the Gulls win, but I still wish the Ducks luck.

It is a fun game to watch. The score is five to five.

Luke is on the Ducks and will pitch. Luke can pitch

and catch a ball well. Luke is someone who can help the

Ducks win.

Pete is up to bat. Luke will pitch to Pete.

I give a yell, “Swing the bat, Pete!” Pete is a Gull who

can hit well, and I hope he hits a home run. Pete swings,

but it is a miss.

“Strike one,” calls the umpire.

Pete hits the next pitch, but Jeff, a Duck, makes a quick

catch, and Pete is done. Pete sits on the bench.

Walt is up next. Luke sends a pitch to Walt. It is a wide

toss, and the ball hits the umpire!

“Walk,” calls the umpire. Walt walks to the base.

Eve is up next. Crack! I watch the ball rise up, up, up!

It is a home run! Walt and Eve run to home base.

It is a close game. The Gulls win! I love baseball.


1. What game do the Gulls and the Ducks have?

2. Who is someone who can hit, pitch, and catch the ball well?

3. What is a strike?

4. Who gets the win?

5. Who do you think will win in the next game, the Gulls or the Ducks? What makes you think that?



Student Name:

Date Started:

Level: __________ Concept:

Concept Assessment Summary Form

®

Decoding Assessments Fo ms A and B Summary Report

Form # correct / Total # Comments / Observations

Form A Single Word Reading *16 ______ /20

Sentence/Phrase Reading *8 ______ /10

Date: ____________ Total: *24 ______ /30 ________%

Form B Single Word Reading *16 ______ /20

Sentence/Phrase Reading *8 ______ /10

Date: ____________ Total: *24 ______ /30 ________%

*number of correct concept words needed to achieve 80% mastery

Quick Checks Summary Report

Lesson # # correct / Total # Comments / Observations

Quick Check Single Word Reading _____________ /4

Phrase Reading _____________ /2

Sentence Reading _____________ /2

Date: ____________ Total: _____________ /8




Date: ____________ Total: _____________ /8




Date: ____________ Total: _____________ /8




Date: ____________ Total: _____________ /8




Date: ____________ Total: _____________ /8

* For concepts that have more than five total Introductory and Reinforcing lessons, copy this page as needed to create a record for Quick Checks administered.

Concept Assessment Summary Form

r

121


Student Name:

Date:

Post-Level Assessment Summary Form

®

*number of correct answers needed to achieve 80% mastery

Level: _________________________

Date Administered # correct / Total # Comments / Observations

________

Decodable Words

Single WordReading:40 Words

Total

*32____________/40

______________%

________

Decodable Wordand Sight Words:20 Sentences

Total

*16____________/20

______________%

________

Passage ReadingandQuestions

Passage WordCount

5 Short AnswerQuestions

Total

______________

*4 _____________/5

______________%

Overall Comments and Observations

Post-Level Assessment Summary Form

Sentences

Post-Level Assessment Summary Form122

Date

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