blackline masters for level 3 instruction and …...s .p .i .r .e . • level 3 • introduction v...

LEVEL 3

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 3

Sheila Clark-Edmands

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

© 2012 by School Specialty, Inc. All rights reserved. The purchase of this book entitles the buyer to reproduce designated pages for instructional use. Reproduction for an entire school system or for commercial use is prohibited without written permission.

Printed in Benton Harbor, MI, in July 2011ISBN 978-0-8388-5711-3

1 2 3 4 5 PPG 15 14 13 12 11

Contents

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

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

BLACKLINE MASTERS FOR INSTRUCTION

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

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

so, he, fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3exceptions (ild, old, ind, ost, oll) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6suffixes -s, -es, -ing, -er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7suffixes -est, -en, -ish, -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8suffixes -y, -ful, -ness, -less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9twin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10nontwin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11ou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12prefix a- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13

Syllable Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Phoneme Segmentation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16

Phoneme-Grapheme Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Sight Word and Decodable Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40

Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57

Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60

S.P. I.R. E. Level 3

BLACKLINE MASTERS FOR ASSESSMENT

Concept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . . 89

Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

so, he, fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91exceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93ay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95-ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99twin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101nontwin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103ou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105prefix a- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126

Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130

S .P . I .R .E . • Level 3 • 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 3 • 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 illusrations can be held up for the lesson and then displayed as a reminder of the concept .

SYLLABLE CARDSThese cards are used in Step 1 of Introductory Lessons where students learn to divide words into syllables . The cards should be printed on white card stock .

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 . Students may also use blue syllable rectangles as they segment sounds in each syllable of a word . You may 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 .

S .P . I .R .E . • Level 3 • Introduction vii

Introduction

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 .

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, suffixes on blue, prefixes on purple) 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 3, 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 3 • 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 3 • 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 3 • 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 3 • 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 3 • 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 3 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 3

• 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 3 • 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 3 .

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated

that includes

Lesson Planner: Introductory Lesson

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

that includesthat includesthat includes

1

2S. P. I.R.E.® Level 3 © SSI • May Be Duplicated

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


that includes

so–, he–, fly–

Sam gets on the jet so he can

fly home.3Key Word Concept Sheet


ıld, old, ınd, ost, oll

Miss Post will help the child find a roll and cold milk.

4 Key Word Concept Sheet


that includes

ay

spray5Key Word Concept Sheet

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated6 Key Word Concept Sheet

-ed /ed/

melted-ed /d/

smelled-ed /t/

winked


that includes

-s -es

bats foxes

-ing -er

swinging singer7Key Word Concept Sheet


-est -en

fastest strengthen

-ish -ly

cticklish safely 8 Key Word Concept Sheet


that includes

-y -ful

ccdusty helpful

-ness -less

csadness sockless9Key Word Concept Sheet


VCCV

puffin10 Key Word Concept Sheet


that includes

11Key Word Concept Sheet

VCCV

dentist


ou

I will share this mound of doughnuts with my cousin

and you.

12 Key Word Concept Sheet


a-

alike13Key Word Concept Sheet

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated14 Syllable Cards

Pho

toco

py Sylla

ble C

ard

s on

Wh

ite Ca

rd Sto

ck

hel met

kit ten

muf fin

rab bit

bas ket

mit ten

hap py

in vite

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated15Syllable Cards

Pho

toco

py

Sylla

ble

Ca

rds

on

Wh

ite

Ca

rd S

tock

nap kin thun der


Phoneme Segmentation Sheet

Old Newto

16 Phoneme Segmentation Sheet


that includes

Phoneme-Grapheme Sheet

Phoneme-Grapheme Sheet 17


gone

climb

they

today

both

clothes

says

goes

18 Sight Word Cards

Pho

toco

py Sig

ht W

ord

Ca

rds o

n R

ed C

ard

Stock

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated19Sight Word Cards

Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

does

danger

wonder

strange

listen

could

shouldwould


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

play

day

say

always

stay

may

pay

asked

20 Decodable 1 Word Cards

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated21

Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

kitten

played

happen

rabbit

penny

lifted

happy

funny

Decodable 1 Word Cards

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated22 Decodable 1 Word Cards

Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

better

offer

rubber

daddy

differ

traffic

mommy

puppy


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

bottom

suffix

comment

supper

summer

address

lesson

mitten

23Decodable 1 Word Cards


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

matter

different

winter

unless

common

insect

children

escape

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated25Decodable 1 Word Cards

Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

consider

member

almost

angry

problem

number

entire

fifty


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

compare

perfect

person

include

twenty

enter

after

complete


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

empty

hundred

house

our

under

husband

out

found


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

soup

noun

count

doubt

troupe

proud

south

group

Decodable 1 Word Cards

Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

through

touch

coupon

tough

enough

country

young

29Decodable 1 Word Cards


Pho

toco

py D

ecod

ab

le 2 Wo

rd C

ard

s on

Yello

w C

ard

Stock

why

my

me

be

by

he

she

we


Pho

toco

py

Dec

od

ab

le 2

Wo

rd C

ard

s o

n Y

ello

w C

ard

Sto

ck

belong

begin

go

also

before

no

so

try


Pho

toco

py D

ecod

ab

le 2 Wo

rd C

ard

s on

Yello

w C

ard

Stock

spy

wild

bind

find

child

mild

blind

kind

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedDecodable 2 Word Cards

Pho

toco

py

Dec

od

ab

le 2

Wo

rd C

ard

s o

n Y

ello

w C

ard

Sto

ck

grind

wind

bold

gold

mind

old

cold

hold

33

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedDecodable 2 Word Cards

Pho

toco

py D

ecod

ab

le 2 Wo

rd C

ard

s on

Yello

w C

ard

Stock

sold

scold

post

around

told

most

roll

about

34

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated35Small 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 N

W 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

ck tch gh gh sh ch th wh qu

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated36 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 y ay ou


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 ild old ind ost oll

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated38 Small Letters

Pho

toco

py Th

ese Sma

ll Letters on

Blu

e Ca

rd Sto

ck

ed s es ing er est en ish ly y ful ness less


Pho

toco

py

This

Sm

all

Lett

er o

n P

urp

le C

ard

Sto

ck

a

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedWord Find Sheet

so

he

fly

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated41Word Find Sheet

old

ild

ind

ost

oll

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated42 Word Find Sheet

ay


ed

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated44 Word Find Sheet

s

es

ing

er

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedWord Find Sheet

en

ish

est

ly

thickest


y

ful

ness

less

46 Word Find Sheet


puffin

rabbit

kitten

47Word Find Sheet


dentist

48 Word Find Sheet


ou

49Word Find Sheet


ou

50 Word Find Sheet


ou


ou

Word Find Sheet


a-

Away

ALIVE

live

across

above

SHUT

RoundAmount

testing

FOUR

about

around

AGObasket

lifted

awake

awhile

coupon

around

snap

alongclacking

alike

slipper

Touch

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated54 Full Lesson Dictation Paper

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

Name: Date:

Sounds Words


that includes

55Full Lesson Dictation Paper

Name: Date:

Sentences

.

.

.

.

.

.

.

.

.

.

56 Short Lesson Dictation Paper

Sounds Words

1

2

3

4

5

1

2

3

4

5

Name: Date:

Sentences


57Graphic Organizers

Cause and Effect

What Why


Compare and Contrast: Venn diagram

58 Graphic Organizers

Main Idea and DetailsMain Idea

Detail Detail Detail

Drawing Conclusions

+

+

=


Graphic Organizers

Sequencing

#1

#2

#3

#4

Making Inferences

What Does

What Is Like



Concept Mastery Fluency Drill 19: so, he, fly11 words per row / 12 rows / 132 words

he she we me be belong before begin she we be

begin before belong be me we she he be before we

she belong begin he me before we she be he me

belong be me begin he before we she before me he

me be belong he she we before she begin we be

be begin we she before belong me he before we be

belong she he me begin she he before we be me

be belong me before we begin before me he she he

she he belong be he begin me we before she me

begin he belong be me we she before me before he

belong me be he she we be we she begin before

begin we be she belong me before we before he be


he she me be we belong before belong we be me

belong me belong he she before she be belong he before

belong we be belong me we be me she he me

be we belong before she be belong he before belong we

be me belong me me she he me be we belong

before she be belong he before belong she she he me

be he she me be we belong before we belong before

she be belong she she he me be he she me

be we belong we be me belong me belong he she

before she be belong be she he me be we belong

be we belong before she be belong he before we belong

before me belong we belong before he belong we be me

61



begin before she belong me he we before he begin

we he me belong she before begin me begin we

before he she begin he me she belong we me

before she begin me he belong he we begin before

we he me belong she before we begin she begin

before he belong she me we begin he me she

me he we before belong before she belong begin he

she before belong we begin me he me begin we

begin he before he belong me we she belong me

begin before she me he we begin before belong he

we she begin he me we belong before me she

belong before he she begin belong me we me she

62Concept Mastery Fluency Drill 19: so, he, fly

10 words per row / 12 rows / 120 words


no go so also go also no so go

also so go no also go so no so

go no also so also go so no go

so go also no so also so go no

also go no also go so no go so

go no also go so so no so also

no go also also so so go no go

also so go so no so no go also

no also go also so go so no go

also so go so no also go no so

no also go so go no also go so

go so also go no so also no so

63



try my spy why cry fly dry by sky my why

sky by dry fly cry why spy my try fly by

my try why fly dry spy sky try cry by sky

cry why sky by spy dry fly dry why my try

dry sky cry try spy by fly why my spy cry

why my fly by try spy cry dry sky why by

my spy try cry why dry by why my fly sky

by sky fly dry cry spy why my fly by try

try my why fly sky dry spy try by sky cry

sky by cry why dry fly spy dry my try why

cry sky dry spy by fly try my cry spy why

by try my why fly cry dry spy why by sky

64



old cold sold told hold bold gold scold cold told bold

scold gold bold hold told sold cold old gold hold sold

cold sold told hold bold gold scold old sold bold gold

told hold old cold told bold gold scold sold bold cold

gold bold scold hold sold cold told old hold gold sold

told hold sold cold gold bold scold gold sold bold old

cold sold old told cold told bold gold hold bold scold

gold bold scold hold cold old hold told sold gold sold

bold gold cold hold scold sold bold gold sold told old

cold told bold gold hold told old sold bold scold cold

bold scold gold hold sold cold told old hold sold gold

hold sold told cold bold scold gold bold gold sold old

65

Concept Mastery Fluency Drill 20: exceptions11 words per row / 12 rows / 132 words


most post ghost host toll stroll poll host

poll stroll toll host ghost post most post

post host stroll most ghost toll poll stroll

stroll host post poll toll ghost most poll

toll host ghost post most poll stroll most

post most host ghost stroll toll poll most

toll host ghost poll post stroll most toll

post most poll toll host stroll host ghost

poll toll post ghost host stroll most post

host stroll ghost toll post stroll most poll

stroll host post poll ghost most toll poll

host toll most ghost post toll poll stroll

66



find kind bind hind behind grind rind mind kind blind

mind rind grind behind hind blind bind kind find behind

behind grind rind mind kind blind find bind blind hind

blind hind behind find blind grind rind mind kind bind

hind blind bind rind grind mind rind behind kind find

grind rind behind blind mind kind bind find hind blind

hind blind bind kind find mind rind grind behind rind

kind find behind blind bind mind rind hind grind find

grind blind grind find kind find mind rind hind behind

bind mind hind blind behind kind grind kind find rind

bind blind find behind grind kind blind hind rind mind

grind hind blind behind mind rind behind bind kind find

67



play slay way say away pay may slay say pay play

may pay away say way slay play way away may pay

slay way play pay away may slay say pay say play

away may pay say play way slay way away pay may

may away pay say way play away way play pay may slay

slay way say away pay may slay say pay play

say pay away may slay way play away pay may way

play away slay say way play pay may slay pay say

say slay play way pay away slay say pay may play

may away say pay way slay away may pay play way

away slay way play pay may slay play say pay say

may pay slay way say play way away pay may away

68

Concept Mastery Fluency Drill 21: ay11 words per row / 12 rows / 132 words


always away today day stay pay day play away stay

pay play day pay always stay today away today always

stay away pay day today play pay stay always stay

away pay always today play day stay always stay away

today day today away stay play pay stay away play

always stay day pay away today always stay today always

today stay always play away pay away day stay pay

away pay today always play today day stay always stay

pay day today always away stay stay away play pay

stay play pay away day stay away today pay play

always pay always day stay today play stay away always

today pay away day play pay today away play stay

69

Concept Mastery Fluency Drill 21: ay10 words per row / 12 rows / 120 words


acted act land landed test tested melted act tested

melted tested test landed act acted land test melted

landed melted landed acted landed tested act land test

test landed acted melted land act melted test tested

act land acted tested landed test landed tested melted

test landed melted tested land act test melted acted

melted act landed acted act land test tested landed

landed acted test melted land act melted tested test

landed acted melted act tested act land landed test

landed test melted acted land act melted test tested

acted act land landed test tested landed act melted

melted test land act landed tested melted acted test

70

Concept Mastery Fluency Drill 22: -ed9 words per row / 12 rows / 108 words


handed hand lasted last printed print acted last

acted print printed last lasted hand handed print

hand handed last printed acted hand print lasted

printed last acted print lasted handed lasted hand

hand lasted last printed handed acted hand print

print printed acted lasted last hand handed lasted

last printed hand handed hand print lasted acted

printed acted last lasted handed print hand lasted

last printed acted hand last print lasted handed

last acted printed handed lasted print lasted hand

printed hand lasted acted handed last print hand

acted lasted print last hand printed lasted handed

71



played stayed filled stay yelled smelled prayed stay

prayed smelled yelled stay filled stayed played yelled

stayed played stay filled smelled prayed yelled stayed

yelled stay prayed smelled filled stayed played filled

filled stay played yelled smelled stayed stay prayed

smelled yelled stay played filled stayed prayed yelled

stay filled stayed smelled prayed played yelled stay

prayed smelled yelled stay stayed yelled filled played

played stay filled smelled stayed yelled stay prayed

prayed smelled filled yelled stay played filled stayed

played filled stay smelled stayed prayed stayed yelled

smelled yelled filled played stay prayed stayed filled

72



rocked jumped asked rushed locked stamped winked

stamped rushed asked jumped winked rocked locked

winked locked rocked jumped rushed stamped asked

asked locked winked jumped rushed stamped rocked

jumped asked rocked stamped winked rushed locked

rushed locked stamped rocked jumped winked asked

rocked winked locked jumped stamped asked rushed

locked asked jumped rushed winked stamped rocked

asked locked winked jumped rushed stamped rocked

rocked winked asked locked rushed stamped jumped

winked jumped asked rocked rushed locked stamped

locked rushed rocked stamped winked asked jumped

73



jumped locked asked rushed yanked crushed called

crushed rushed asked locked called jumped yanked

called yanked jumped locked rushed crushed asked

locked rushed jumped called asked yanked crushed

asked yanked locked rushed crushed called jumped

rushed crushed called asked yanked jumped locked

yanked asked jumped rushed crushed locked called

crushed called yanked jumped locked rushed asked

asked yanked called rushed jumped locked crushed

locked rushed called asked yanked crushed jumped

locked rushed asked yanked called jumped crushed

rushed asked jumped crushed locked called yanked

74



running swimming ringing thinking handing standing

landing resting testing landing standing handing

thinking ringing running swimming standing resting

running ringing handing landing testing handing

landing testing swimming standing resting running

thinking standing resting ringing handing landing

testing running handing landing testing swimming

thinking resting standing swimming testing landing

ringing swimming thinking standing testing resting

landing ringing running landing ringing testing

handing thinking landing testing swimming resting

running thinking resting standing ringing handing

75

Concept Mastery Fluency Drill 23: suffixes6 words per row / 12 rows / 72 words


fastest biggest reddest fattest longest strongest

thinnest saddest gladdest biggest fattest strongest

longest saddest reddest fastest biggest fattest

strongest fattest fastest reddest longest thinnest

gladdest reddest longest thinnest biggest fattest

strongest saddest fattest strongest fastest reddest

longest thinnest gladdest biggest fattest strongest

thinnest gladdest biggest fattest saddest fastest

fattest longest biggest reddest fastest biggest

saddest strongest fastest reddest thinnest gladdest

longest thinnest reddest gladdest fattest strongest

biggest fastest fattest saddest longest reddest

76




matches pitches riches patches foxes boxes lunches

bunches stitches bunches stitches lunches boxes foxes

patches riches pitches matches pitches patches lunches

stitches riches foxes lunches stitches pitches patches

boxes bunches matches riches foxes lunches stitches

pitches patches boxes bunches pitches stitches foxes

matches riches bunches patches pitches boxes matches

riches pitches matches patches boxes bunches pitches

pitches matches patches riches patches lunches pitches

riches stitches lunches foxes pitches stitches patches

bunches boxes riches foxes matches stitches lunches

pitches boxes patches pitches stitches bunches foxes


happy funny penny lucky muddy sunny daddy mommy

puppy mommy puppy daddy sunny muddy lucky penny

funny happy funny lucky sunny mommy happy penny

muddy daddy puppy penny muddy daddy puppy funny

lucky sunny mommy happy lucky sunny happy mommy

penny daddy muddy puppy funny muddy puppy daddy

funny lucky mommy sunny happy penny sunny mommy

penny happy daddy muddy puppy funny lucky daddy

funny sunny puppy lucky happy penny mommy muddy

funny mommy lucky sunny penny muddy daddy happy

puppy penny muddy daddy funny lucky sunny mommy

puppy happy lucky happy mommy sunny daddy penny

78



win|ter sum|mer fall spring sum|mer fall win|ter spring

sum|mer spring win|ter fall spring win|ter fall sum|mer

fall win|ter spring sum|mer fall spring win|ter sum|mer

spring fall summer spring winter fall winter summer

winter fall spring summer winter summer fall spring

spring winter fall summer winter fall spring summer

winter spring fall spring summer fall winter summer

fall spring winter summer fall winter spring summer

winter fall summer spring winter fall spring summer

summer fall winter spring fall summer spring winter

spring winter summer spring fall summer winter fall

spring winter fall summer winter fall summer spring

83

Concept Mastery Fluency Drill 25a: mixed practice8 words per row / 12 rows / 96 words


house out our about round found proud count south

south count proud found round about our out house

out about found count house our round proud south

our round proud south out about found count house

about found count house our round proud south out

round proud south out about found count house our

found count house our round proud south out about

proud south out about found count house our round

count house our round proud south out about found

south out about found count house our round proud

count house our about round south proud found out

south round proud about found count out our house

87

Concept Mastery Fluency Drill 26: ou9 words per row / 12 rows / 108 words


about aloud alone awake ago around away

alone awake awhile aloud around about alone

ago away awhile around awake alone aloud

aloud awake around alone about alone ago

alone away ago awhile aloud awake around

awake alone about around alone ago away

awhile away aloud ago awake around alone

alone alone ago around about away awhile

aloud away awake awhile around alone about

ago away alone ago about awhile aloud

alone awhile about aloud awake around ago

around about away aloud alone ago awhile

88

Concept Mastery Fluency Drill 27: a-7 words per row / 12 rows / 84 words


Name Age Grade

Teacher Reader Concept Page

89Concept Mastery Fluency Drills Progress ReportS. P. I.R.E.® Level 3 © SSI • May Be Duplicated

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedConcept Mastery Fluency Drills Progress Report90

Name Age Grade

Teacher Reader Concept Page


Form A

he

my

also

before

no

me

spy

begin

by

go

belong

be

we

try

why

spry

so

be

fly

she

You belong with me.

We went by the store.

My dog, Spry, also went.

“Why not let it fly?” she said.

91Decoding Assessments: so, he, fly


Form B

fly

why

no

belong

also

be

spy

try

by

spry

before

me

go

begin

my

we

she

be

he

so

She is my pal and so is he.

The fly went by fast.

Before we go, let’s try this cake.

92 Decoding Assessments: so, he, fly


Form A

old

jolt

roll

wind

poll

post

host

sold

ghost

find

behold

roll

bind

gold

most

grind

cold

wild

blind

child

Bob told a bold joke.

Roll up the blind, and let the sun in.

My mom told me to be kind.

The man will find gold.

Do you mind if I bring my child?

93Decoding Assessments: exceptions


Form B

old

roll

poll

wind

bold

post

host

sold

bind

find

behold

poll

ghost

wild

most

blind

cold

gold

grind

child

The kind child has a cold drink.

Tom sold his gold ring to the old man.

There was the most mold behind the post.

94 Decoding Assessments: exceptions


Form A

day

bay

subway

stray

hay

play

May

tray

lay

may

bray

Sunday

ray

way

spray

playtime

say

clay

sway

pay

It was a gray day.

The jay can fly.

I had a clay pot.

The string will fray.

Kay had a big tray.

Do not play in the bay.

95Decoding Assessments: ay

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated96 Decoding Assessments: ay

Form B

stray

day

bay

subway

tray

hay

play

May

Sunday

lay

may

bray

playtime

ray

way

spray

pay

say

clay

sway

We can play with clay all day.

Today is Sunday.

The stray cat went that way.

May I stay on the subway?

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated97Decoding Assessments: -ed

Form A

melted

belted

sifted

drifted

rusted

chanted

blended

tinted

strayed

longed

smelled

filled

fetched

punched

munched

helped

locked

docked

lumped

blocked

Beth squinted in the sun.

Dad hunted for a snack.

Kay yelled, “That cat jumped up on me!”

My dog fetched the ball and then rested.

Ted asked, “Is the milk chilled yet?”

Jane stayed inside all day and played games.

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated98 Decoding Assessments: -ed

Form B

landed

sanded

ended

fended

played

molded

scolded

dusted

camped

stayed

swayed

sprayed

folded

stamped

tramped

asked

benched

milked

rocked

socked

Has Jan dusted the rusted desk?

The van with tinted glass blocked the path.

When Dad and I hunted, we camped in a tent.

Tom folded the bills and filled his wallet with them.

Liz handed me the ball, and I kicked it into the net.

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated99Decoding Assessments: suffixes

Form A

backs

sadly

willingly

wildest

matches

coldish

flags

boldly

slashing

playful

boxes

sandy

faster

sadness

passing

helpful

smallest

lifeless

thicker

homeless

I am a wishful thinker.

She is selfish and talks endlessly!

Thanks for your kindness.

My mom is lengthening all my dresses.

These boxers are the smallest dogs we have.

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedDecoding Assessments: suffixes

Form B

melts

gladly

redness

oldest

inches

fluffy

desks

sickly

licking

helpful

munches

crunchy

smaller

kindness

flying

willful

mildest

useless

singer

homeless

My helper will gladly pack the dishes.

With sadness he said, “The sickly dog is lifeless.”

Strengthen your legs by walking up that hilly path.

100


Form A

muffin

dinner

gossip

classic

kitten

tennis

funny

gallop

offer

skillet

mummy

rabbit

better

lesson

happen

bonnet

sudden

ribbon

cotton

comment

Pam sat on the cotton mattress.

I am the winner of a tennis game.

Bob likes butter on a muffin.

I will offer to help with dinner.

The van stopped all of a sudden.

101Decoding Assessments: twin-consonant syllable division


Form B

dinner

muffin

gossip

classic

offer

mummy

rabbit

simmer

comment

cotton

ribbon

sudden

bonnet

lesson

better

happen

gallop

tennis

kitten

funny

A litter of kittens slept in the box.

We played tennis with a rubber ball.

I got a better offer last summer.

I have the butter and the muffin in a skillet.

102 Decoding Assessments: twin-consonant syllable division

S. P. I.R.E.® Level 3 © SSI • May Be Duplicated103Decoding Assessments: nontwin-consonant syllable division

Form A

escape

insect

under

empty

perfect

fifty

sister

husband

member

compare

include

velvet

angry

enter

unless

napkin

mistake

itself

entire

picnic

The tot had a temper tantrum.

The empty basket is filled with cobwebs.

A bike helmet is made of strong plastic.

At the picnic, a hundred napkins were flying in the wind!


Form B

herself

children

sapling

helmet

after

complete

dentist

cobweb

winter

hundred

reptile

sandal

problem

nutmeg

transfer

cactus

person

victim

basket

magnet

This winter my septic tank broke.

The reptile had snuck into my sandal!

Unless the spy makes a mistake, she will escape.

The dentist will complete the entire job today.

104 Decoding Assessments: nontwin-consonant syllable division


Form A

loud

round

proud

sound

mound

scout

pound

out

couch

trout

hound

sour

ouch

flour

spout

mouth

wound

count

cloud

ground

I am proud to be a scout.

There is a mouse in my house!

Do not put the pouch on the counter.

I got some white flour on my red blouse.

The tennis ball made an odd sound on the wet ground.

105Decoding Assessments: ou (mound)


Form B

out

our

ouch

loud

scout

flour

pouch

cloud

found

south

blouse

amount

house

count

outside

mouth

shout

grouch

found

aloud

Jan will slouch on the couch.

Abby found a red blouse in the attic.

The ground just outside of our house is wet.

That cloud has the shape of a basset hound!

106 Decoding Assessments: ou (mound)


Form A

four

pour

course

doughnut

four

soul

although

fourth

gourd

court

shoulder

pouring

mourn

boulder

though

dough

mourned

courting

poured

although

Chad pulled his shoulder on the basketball court.

Jen will roll out the dough to make doughnuts.

Penny sang four songs with a lot of soul in each one.

The men rolled the boulder off the racecourse.

Though this gourd is something like a pumpkin, it is much smaller.

Decoding Assessments: ou (doughnut) 107


Form B

doughnut

pour

four

although

though

courting

mourn

dough

poured

although

soul

fourth

course

boulder

gourd

court

mourned

four

shoulder

pouring

I have four doughnuts.

Of course I want to pour myself a glass of milk.

Boulders poured down the slope when we had a landslide.

There are four gourds and one pumpkin on the steps.

Although I hate tennis today, most days I like to be on the court.

Decoding Assessments: ou (doughnut)108


Form A

cousin

tough

touch

country

rough

enough

slough

young

enough

cousin

slough

country

tough

young

rough

enough

touch

cousin

country

cousin

The snake will slough off its skin.

That test was tough!

That film touched my soul.

Do not play so rough and tough.

Jed lives in the country with his cousin.

“Enough shouting!” said Mom.

Ted is younger than his cousin Liz.

Decoding Assessments: ou (cousin) 109


Form B

touched

cousin

country

cousin

slough

young

enough

tough

enough

cousin

slough

country

rough

enough

touching

youngest

cousins

tougher

touch

country

The skin on my lips is rough to the touch.

In spring, I slough off my down jacket.

I have had enough cake, but it is tough to say “No!”

Do not touch the vase.

Jake’s cousin is four days younger than he is!

Pat’s cousin lives all the way out in the country.

Decoding Assessments: ou (cousin)110


Form A

group

through

wound

croup

troupe

you

your

soup

yours

group

wound

troupe

through

soup

you

croup

your

croup

troupe

wound

You are so funny!

The group ran through the playground.

Will hot soup help to cure my croup?

The troupe acted in the play.

Ted has a wound in his leg.

Frank had soup on his lunch tray.

My best pals are you and your cousin.

Decoding Assessments: ou (you) 111


Form B

croup

troupe

your

wound

yours

troupe

group

wound

through

wound

croup

group

through

you

croup

soup

your

troupe

you

soup

When the play is done, the troupe will have soup.

Does your mom have something to put on my wound?

The croup kept me at home in bed.

Are you through with the test?

Your S.P.I.R.E. group met on Monday.

We tramped through the mud in the playground.

Decoding Assessments: ou (you)112


Form A

along

around

about

alike

alive

alone

ago

away

awhile

across

awake

amount

around

alone

alike

alone

away

awhile

across

awake

After a walk around the pond, we walked across the grass.

Long ago and miles away, a wicked duke lived among the elves.

I am awake and will be up and about in awhile.

Lin and I were alike in the amount of candy we ate.

113Decoding Assessments: prefix a-


Form B

about

alike

across

awake

alive

ago

away

around

awhile

along

awake

amount

along

away

alike

around

awhile

awake

alone

ago

That snake is alive and slithering around in its cage.

A robin is sitting alone among the branches.

Let’s take a walk around the block at about four.

Were you awake while Mom was away?

Long ago, the land across from Hall’s Pond was under water.

114 Decoding Assessments: prefix a-


Qu

ick Ch

eck Lesson

1a

wh

y

be

sh

e

we

w

ith m

e w

ill try

Sh

e was go

ne fro

m M

on

day

to Frid

ay.

Will yo

u go

ho

me an

d get yo

ur d

ad?

Qu

ick Ch

eck Lesson

1

fly

so

h

e

sh

e

b

efore yo

u go

fly by

Did

he spy o

n m

e?

Why are w

e walkin

g so

fast?

Qu

ick Ch

eck Lesson

1c

try

spry

g

o

me

fly in

the sky

so lo

ng

Do

try you

r best an

d d

o n

ot cry.

Sh

e left her lu

nch

with

me.

Qu

ick Ch

eck Lesson

1b

spy

g

o

also

b

efo

re

yo

u b

elon

g

beg

in h

ere

Try to fry th

e fish in

this p

an.

He said

, “Th

e snake is go

ne, so

we

can sit th

ere.”

Quick Checks


Qu

ick

Ch

eck

Less

on

2

po

st

roll

co

ld

chil

d

th

e co

ld c

hild

an

old

tro

ll

Win

d t

he

clo

ck.

Do

yo

u m

ind

if I

sco

ld y

ou

r d

og

?

Qu

ick

Ch

eck

Less

on

1d

we

n

o

pry

b

elo

ng

ca

nn

ot

fly

bel

on

g t

o m

e

Will

yo

u t

ry t

o b

ake

wit

h M

om

an

d m

e?

Sit

by

the

clo

ck, a

nd

I w

ill n

ot

be

gon

e lo

ng

.

Qu

ick

Ch

eck

Less

on

2b

bin

d

told

h

ost

b

olt

fi

nd

s th

e ri

ng

a

gold

wat

ch in

a b

ox

I so

ld m

ost

of

my

old

clo

thes

.

Th

e ch

ild w

ill f

old

bo

th f

lag

s.

Qu

ick

Ch

eck

Less

on

2a

kin

d

go

ld

be

ho

ld

stro

ll

b

ehin

d t

he

tim

es

a w

hit

e g

ho

st

Th

e o

ld m

an w

as b

lind

.

Fred

ask

ed m

e to

ho

ld t

hes

e ro

lls

and

cak

es.

Quick Checks


Qu

ick Ch

eck Lesson

2d

bo

ld

gh

ost

toll

hin

d

alm

ost as b

ig

wild

cats and

mild

cats

Ho

ld o

nto

you

r hats!

Try to h

ide b

ehin

d a lam

pp

ost.

Qu

ick Ch

eck Lesson

2c

ho

ld

min

d

wild

jo

lt

clim

bs th

e old

po

st

rollin

g th

e ball

Do

you

min

d th

e cold

?

Grin

d th

e soft ro

cks into

sand

.

Qu

ick Ch

eck Lesson

3a

ha

y

pla

y

Ma

y

tray

a g

ray day

the stray cat

Pay here, M

iss Kan

e.

Th

e jay can fly to

day.

Qu

ick Ch

eck Lesson

3

day

b

ay

sub

way

stray

sp

ray can

lay away

Kay h

ad a b

ig tray.

I had

a clay po

t.

Quick Checks


Qu

ick

Ch

eck

Less

on

3c

ray

w

ay

spra

y

pla

yti

me

tw

ill b

ray

on

Su

nd

ay

I had

a b

ig, r

ed c

lay

po

t.

You

may

go

wit

h K

ay a

nd

me.

Qu

ick

Ch

eck

Less

on

3b

lay

m

ay

b

ray

S

un

da

y

w

ith

cla

y o

n t

he

tray

Th

e su

bw

ay r

ide

was

lon

g.

Can

yo

u s

tay?

Qu

ick

Ch

eck

Less

on

4

lock

ed

mel

ted

sm

elle

d

win

ked

p

rin

ted

th

e n

ame

ju

mp

ed u

p

Jun

e h

ad o

n a

bel

ted

, do

tted

dre

ss.

Jack

fo

lded

th

e ch

eck

and

pu

t it

in

his

wal

let.

Qu

ick

Ch

eck

Less

on

3d

say

cl

ay

sw

ay

p

ay

m

ay p

ay

in t

he

bay

Th

e st

rin

g m

ay f

ray.

Tod

ay is

Su

nd

ay, m

y b

est

day

!

Quick Checks


Qu

ick Ch

eck Lesson

4b

pin

ched

sp

lashed

d

rifted

walked

filled

a bu

cket

sprayed

by a wave

We tram

ped

up

the h

ill and

camp

ed

at the to

p.

Wh

en H

al han

ded

a shell to

Liz, she

than

ked h

im.

Qu

ick Ch

eck Lesson

4a

asked

played

talked

en

ded

lan

ded

the p

lane

sh

ocked

by the crash

I du

sted o

ff the red

truck.

Zack b

um

ped

into

Kit w

hen

class en

ded

.

Qu

ick Ch

eck Lesson

5

bats

foxes

swin

gin

g

run

ner

fish

ing

po

les

boxes o

f cup

ho

lders

I am sen

din

g b

est wish

es to yo

u.

Th

e players o

n th

e ben

ches are

up

next.

Qu

ick Ch

eck Lesson

4c

yelled

milked

san

ded

sco

lded

fixed

a lamp

asked

him

self

Jay and

Bill talked

tod

ay.

Ro

bin

picked

up

the b

all and

tossed

it to

me.

Quick Checks


Qu

ick

Ch

eck

Less

on

7

du

sty

hel

pfu

l sa

dn

ess

sock

less

sa

nd

y b

each

es

wis

hfu

l th

inki

ng

It w

as c

old

ish

, an

d T

im w

as

sad

ly h

atle

ss.

Th

e fr

isky

do

g y

elp

ed w

ith

gla

dn

ess

wh

en K

im c

ame

ho

me.

Qu

ick

Ch

eck

Less

on

6

fast

est

stre

ng

then

ta

llish

sa

fely

lo

nge

st p

ants

go

lden

su

nsh

ine

At

lun

ch P

am a

te a

sm

allis

h c

utl

et.

Wal

k so

ftly

so

yo

u w

ill n

ot

wak

e

the

tot.

Qu

ick

Ch

eck

Less

on

5–7

b

than

kfu

l st

ron

ger

m

isse

s se

lfis

h

ta

lks

soft

ly

pet

wat

cher

Th

is b

ike

is r

ust

y an

d h

op

eles

s!

Ben

go

es t

o m

ath

cla

sses

wit

h

old

er k

ids.

Qu

ick

Ch

eck

Less

on

5–7

a

dis

hes

re

stle

ss

thic

ken

u

sefu

l

p

icke

d h

im u

p

du

sty

pan

ts

Mo

m b

lush

es w

hen

sh

e sa

ys, “

Sto

p

you

r b

old

nes

s!”

I try

to

be

hel

pfu

l to

Mo

m w

hen

sh

e d

oes

th

e w

ash

.

Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated


Qu

ick Ch

eck Lesson

5–7d

glad

ly cam

pin

g

pin

kish

old

en

u

seful b

ackpacks

a restfu

l trip

Th

e ho

meless d

og

had

a p

inkish

no

se.

Clim

b b

old

ly into

this sm

allish van

an

d h

ave a match

less ride!

Qu

ick Ch

eck Lesson

5–7c

careful

lon

ger

bo

xes san

dy

q

uickly ch

ecked

op

enin

g clam

s

Pete bravely tested

the co

ldest w

ater.

Wh

o go

es to th

e rocky sh

ore to

pick

up

shells?

Qu

ick Ch

eck Lesson

8a

offe

r p

en

ny

h

ap

pe

n

rab

bit

ate th

e mu

ffin

fun

ny tricks

I am yo

ur b

iggest fan

.

My p

up

py likes to ch

ase tenn

is balls.

Qu

ick Ch

eck Lesson

8

pu

ffin

hap

py

mitten

yu

mm

y

all o

f a sud

den

lu

cky pen

ny

I like bu

tter and

jelly on

crackers.

Den

nis h

as a pu

ppy an

d a kitten

.



Qu

ick

Ch

eck

Less

on

8c

traf

fic

suff

ix

sup

per

co

mm

on

a

lot

in c

om

mo

n

litte

r o

f ki

tten

s

Dad

like

s to

hav

e d

inn

er a

t si

x.

An

dy

is g

rin

nin

g, s

o s

om

eth

ing

mu

st

be

fun

ny.

Qu

ick

Ch

eck

Less

on

8b

bo

tto

m

dad

dy

go

tten

ru

bb

er

m

elte

d b

utt

er

sun

ny d

ay

Pu

t o

n y

ou

r m

itte

ns

and

ru

bb

er h

at.

Sh

elly

off

ered

a m

uff

in t

o h

er

pal

Po

lly.

Qu

ick

Ch

eck

Less

on

9

den

tist

p

last

ic

tab

let

velv

et

a

clap

of

thu

nd

er

my

old

er s

iste

r

Th

e el

m s

aplin

g w

as g

etti

ng

big

ger.

You

will

get

mes

sy u

nle

ss y

ou

use

a

nap

kin

.

Qu

ick

Ch

eck

Less

on

8d

dif

fer

mat

ter

mo

mm

y h

app

en

is

th

inn

er

goes

to

pla

y te

nn

is

Th

e w

inn

er g

ets

a re

d r

ibb

on

.

Th

e le

sso

n w

as o

n s

uff

ixes

.



Qu

ick Ch

eck Lesson

9b

win

ter p

rob

lem

escape

chip

mu

nk

b

edsid

e lamp

co

mp

lete mess

Co

nsid

er you

rself lucky!

Frosty w

as in d

anger o

f meltin

g.

Qu

ick Ch

eck Lesson

9a

ba

nd

it p

icnic

up

set

insid

e

Pab

lo’s rabb

it

bike h

elmet

Rep

tiles can b

e strange.

I wo

nd

er wh

o kid

nap

ped

the b

un

ny.

Qu

ick Ch

eck Lesson

9d

hu

sban

d

hu

nd

red

after in

clud

e

h

um

pb

ack wh

ale

wo

nd

erful d

ive

Mam

mals d

o n

ot in

clud

e fish.

Do

no

t end

anger yo

urself by

swattin

g th

e wasp

s!

Qu

ick Ch

eck Lesson

9c

hu

nter

entire

com

pare

twen

ty

alm

ost go

ne

b

otto

m o

f the h

ole

A g

rass snake is a rep

tile.

Wh

at smells so

tasty frying

in

the skillet?



Qu

ick

Ch

eck

Less

on

11

do

ug

hn

ut

alth

ou

gh

p

ou

r so

ul

m

ixin

g t

he

do

ug

h

of

cou

rse

It is

th

e fo

urt

h q

uar

ter

of

the

gam

e.

I mo

urn

th

e lo

ss o

f m

y p

et

do

g, M

ilto

n.

Qu

ick

Ch

eck

Less

on

10

mo

un

d

sho

ut

clo

ud

o

uch

w

hit

e b

lou

se

a p

ou

nd

of

flo

ur

List

en t

o t

hat

lou

d s

ou

nd

!

I wo

nd

er w

hat

will

nex

t sp

rou

t fr

om

th

e g

rou

nd

.

Qu

ick

Ch

eck

Less

on

13

you

g

rou

p

wo

un

d

cro

up

yo

ur

sist

er

an a

ctin

g t

rou

pe

May

I h

ave

som

e ch

icke

n s

ou

p

wit

h r

ice?

Go

th

rou

gh

th

e h

uge

ho

le in

th

e w

all.

Qu

ick

Ch

eck

Less

on

12

cou

sin

to

uch

yo

un

g

eno

ug

h

ro

ug

h c

loth

to

ug

h k

ids

Do

no

t to

uch

th

e yo

un

g h

atch

ling

s.

Th

e ki

ng

hel

d c

ou

rt a

t h

is

cou

ntr

y h

om

e.



Qu

ick Ch

eck Lesson

14

alo

ng

aw

ake

a

live

ag

o

o

ut an

d ab

ou

t

across th

e way

I wo

uld

like a small am

ou

nt o

f ham

.

Co

uld

we take a h

ike arou

nd

th

e lake?

Qu

ick Ch

eck Lesson

10–13a

ho

use

cou

rt yo

un

g

thro

ug

h

sh

ou

ld sh

ou

t lou

dly

fo

ur kin

ds o

f sou

p

Lind

say fou

nd

a watch

on

the

way h

om

e.

Wo

uld

you

like ou

r gro

up

to p

ou

r th

e drin

ks?

Qu

ick Ch

eck Lesson

10–13c

tryou

ts p

ou

ting

yo

u

sho

uld

er

sh

ou

ted B

rand

on

a g

rou

p o

f cou

sins

Sh

ou

ld w

e sing

lou

dly an

d p

rou

dly?

Co

un

t to fo

ur an

d th

en ru

n aro

un

d

the track.

Qu

ick Ch

eck Lesson

10–13b

ou

tside

sou

th

cou

sin

cou

rt

th

e fou

rth m

ou

se

rou

gh

cou

ntry g

rou

nd

No

un

s are som

etimes th

ing

s you

can

tou

ch.

We w

ent th

rou

gh

a tun

nel o

n o

ur

way to

the co

un

try.



Decodable Words

1. yelled

2. cold

3. loud

4. she

5. gray

6. sadness

7. wishes

8. across

9. child

10. thanked

11. basket

12. blouse

13. try

14. most

15. stay

16. muffin

17. along

18. court

19. mind

20. pinched

21. plastic

22. boxer

23. touch

24. clay

25. longest

26. costume

27. awhile

28. puppet

29. hopeless

30. begin

31. printed

32. rocky

33. go

34. skillet

35. troll

36. soup

37. monster

38. tunnel

39. thicken

40. useful

Level 3 Post-Level Assessment


Sentences

1. My soup is hotter than yours.

2. Listen to the sad puppy cry.

3. They were most helpful in the kitchen.

4. Be kind to your older cousin.

5. Kay could help us dry the dishes.

6. A kitten is a young cat.

7. Does Sandy play the trumpet well?

8. Four smallish foxes climb up the rocky hill.

9. Mom says it is cold out, so we cannot go on a picnic.

10. The mouse dashed across the lane and was gone.

11. The child strolled around in funny clothes.

12. The playful rabbits quickly got out of danger.

13. Would you find out if Rose is awake?

14. A strange golden bug was resting on a big boulder.

15. Jo was lucky today and got one hundred on the test.

16. Should I invite Doug to my house?

17. Both Kim and Gus wanted bran muffins.

18. The restless man boldly goes into the cave.

19. I wonder if this is the mildest day of the winter.

20. Hank had a bad illness but is almost better.

S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedLevel 3 Post-Level Assessment



The Costume Day

Jay and his cousin Debby climbed up to the attic. They wanted to find some funny clothes. It was Costume Day in class.

“We have to find a big trunk,” Jay said. “It is filled with old clothes. Some of them will amaze you!”

Debby found the trunk and pushed back the lid. She whipped out a velvet dress. It was golden. She put it on and strolled around. But the dress was long. She kept tripping on it. “This is hopeless,” she said and put it away.

Jay found a strange cape and hat. They were both black with pink, red, and white patches. He also found a gray wig. He put them on. “Does this make you wonder if I am a wild monster?” he asked Debby in a scruffy tone.

She acted shocked. “Be kind to me, Monster. I will be so grateful if you do not make me your lunch!”

Jay talked more softly. “You are in no danger, child. Go on your way. I like chicken soup for lunch.”

“Thanks, Monster,” Debby said. She went back to the trunk. “My, my, I think I have my costume.” She pulled out pink pants and a pinkish blouse with silver buttons. She put them on. They were smaller than the dress. They fit just fine. “I have my costume!” she said. “Let’s go!”




1. Why do Jay and Debby go up to the attic?

2. Why does Debby take off the velvet dress?

3. What does Jay’s costume look like in your mind?

4. Why do you think Jay’s costume is strange?

5. Why does Debby like the costume at the end of the story better than the golden dress?



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

130


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

131

Date

has successfully completed

S.P.I.R.E.®

Level 3!

, teacher

School Grade

Student

eps.schoolspecialty.com800.225.5750

Individualized Reading Excellence

Resources to Support Instruction

Visit eps.schoolspecialty.com/SPIRE for program information and additional resources.

Initial Placement Assessment

Magnetic Boardand Letters

Phonogram Cards Word Cards

PRE-LEVEL 1

LEVEL 5LEVEL 4

LEVEL 1

LEVEL 6

LEVEL 2

LEVEL 7

LEVEL 3

LEVEL 8

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