blackline masters for level 4 instruction and …...the s.p.i.r.e.® blackline masters for...

LEVEL 4

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 4

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 August 2014ISBN 978-0-8388-5715-1

3 4 5 PPG 15 14

Contents

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

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

BLACKLINE MASTERS FOR INSTRUCTION

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

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

ea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3Consonant-le Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4oa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5ai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6ee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8igh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9ie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

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

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

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

Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 33

Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 38

Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 50

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 53

Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 56

S.P. I.R. E. Level 4

BLACKLINE MASTERS FOR ASSESSMENT

Concept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . . 83

Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

ea . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85Consonant-le Syllables . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87oa . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89ai . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91ee . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95igh . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 97ie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 99

Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101

Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

S .P . I .R .E . • Level 4 • 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 4 • 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 . 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 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 4 • 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, 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 Sheet, mark them in green, and then read them aloud .

DICTATION PAPER At Level 4, 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 4 • 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 4 • 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 4 • 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 4 • 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 4 • 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 4 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 4

• 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 for 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 for 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 4 • 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 4 .

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 LessonS.P. I.R.E.® Level 4 © SSI • May Be Duplicated

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

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedLesson Planner: Reinforcing Lesson 2

S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

ea, ea, ea

Liz likes to eat bread and steak.

Key Word Concept Sheet 3


-ble -dle

bub ble fid dle

-fle -gle

ruf fle jug gle

-kle -ple

sprin kle ap ple

-tle -zle

ket tle puz zleKey Word Concept Sheet4


oa

goatKey Word Concept Sheet 5


ai

paintKey Word Concept Sheet6


ee

sheepKey Word Concept Sheet 7


oo, oo

food, cookKey Word Concept Sheet

This is the food I will

cook.

8


igh

lightbulbKey Word Concept Sheet 9


ıe

pie

ie

chiefKey Word Concept Sheet10


Old Newto

Phoneme Segmentation Sheet

Phoneme Segmentation Sheet

Old Newto

11

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedPhoneme-Grapheme Sheet

Phoneme-Grapheme Sheet

12

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedSight Word Cards

Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

castle

doughnut

although

whistle

dough

though

again against

13

S.P. I.R.E.® Level 4 © SSI • May Be Duplicated Sight Word Cards

Pho

toco

py Sig

ht W

ord

Ca

rds o

n R

ed C

ard

Stock

mother

cover

other

brother

father another

been friend

14

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedSight Word Cards

Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

move

shoeprove

truth fruit

suit bruise

people

15


Pho

toco

py Sig

ht W

ord

Ca

rds o

n R

ed C

ard

Stock

Sight Word Cards

sign

any

whom

wolfwhose

wolves

cruise

many

16

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedDecodable 1 Word Cards

Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

eat

leaves

meat

easy

disappear

east

speak

season

17


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

head

breakfastready

feather

seat

hear teacher

lead

18


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

Decodable 1 Word Cards

please

already

read

death

leather

dear reach

each

19


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

real

sea

year

near

clear

leave

fear

meant

20


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


clean breath

healthyspread

bread little

apple bubble

21


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

jungle

uncle

middle

bottle

simple

road

sample

boat

22


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock


loaf

coast

board

coat

rain

tail

mail

train

23

S.P. I.R.E.® Level 4 © SSI • May Be Duplicated24 Decodable 1 Word Cards

Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

chair

paid

laid

plain

wail

fair

air

hair


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

25Decodable 1 Word Cards

daily

see

afraid

free

need

feet

feel

seem


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

deep

keepspeed

meet

seen

week

green street

26


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toco

py

Dec

od

ab

le 1

Wo

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reen

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tock

wheel

between

indeed

coffee

too

foot

poor

soon

27


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck


school

moon

look

room

noon

wood

book

boot

28


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

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tock

good

took

tooth

cool

cook

cried

shook

cries

29


Pho

toco

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ecod

ab

le 1 Wo

rd C

ard

s on

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Ca

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ck

tried

brief

skies

chief

believe field

yield

30


Pho

toco

py

Dec

od

ab

le 2

Wo

rd C

ard

s o

n Y

ello

w C

ard

Sto

ck

light

bright

night

fight

lightning

fright

might sigh

31


Pho

toco

py D

ecod

ab

le 2 Wo

rd C

ard

s on

Yello

w C

ard

Stock

sight right

32

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedSmall Letters

Pho

toco

py

Thes

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all

Lett

ers

on

Wh

ite

Ca

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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 sh ch th wh qu ck tch gh gh

33


Pho

toco

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ese Sma

ll Letters on

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a i o u e A I O U E e y ay ou

ea oa ai ee oo ie

34


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all

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low

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ang ing ong ung ank ink onk unk ff ll ss al wa ild old ind ost oll igh

35


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ed s es ing er est en ish ly y ful ness less ble cle dle f le gle kle ple tle zle

36


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all

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37

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedWord Find Sheet

ea

38


ea

39

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedS.P. I.R.E.® Level 4 © SSI • May Be DuplicatedWord Find Sheet

ea

40

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedS.P. I.R.E.® Level 4 © SSI • May Be DuplicatedWord Find Sheet

-ble

-fle

-ple

-cle

-gle

-tle

-dle

-kle

-zle

41


oa

42


ai

43


ee

44


oo

45


oo

46


igh

47


ie

48 Word Find Sheet


ie

49Word Find Sheet

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedFull Lesson Dictation Paper50

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

Name: Date:

Sounds Words

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedFull Lesson Dictation Paper 51

Name: Date:

Sentences

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S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedShort Lesson Dictation Paper52

Sounds Words

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5

1

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Name: Date:

Sentences

Graphic Organizers 53S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

Cause and Effect

Cause Effect

Compare and Contrast: Venn diagram

Graphic Organizers54S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

Drawing Conclusions/Predicting Outcomes

+

+

=

Information

Conclusion/Prediction

Main Idea and DetailsMain Idea

Detail Detail Detail

Graphic Organizers 55S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

Figurative Language

Figurative Language

Meaning

Making Inferences

Information from Story What We Know

Inference

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56S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

eat meat seat please each fear year near clear meat

clear near year fear each please seat meat eat year

meat please fear near eat seat each year clear seat

seat each year clear meat please fear near each eat

please fear near eat seat each year clear meat please

each year clear meat please fear near eat seat each

fear near eat seat each year clear meat please fear

year clear meat please fear near eat seat each year

please meat near fear seat eat year clear each seat

each seat year please clear meat near fear eat each

fear near please seat eat each clear year please meat

each clear year please meat fear eat seat near each

Concept Mastery Fluency Drill 27a: ea 10 words per row / 12 rows / 120 words


ready already meant instead feather breath dead bread

health bread head breath feather instead meant already

ready already instead breath bread ready meant feather

bread health meant feather bread health already instead

breath bread ready meant feather instead breath bread

ready meant feather head health feather head health

already instead breath bread ready breath bread ready

meant feather bread health bread ready meant feather

head health breath meant instead already ready bread

health breath feather health meant already head instead

bread breath ready feather meant breath instead bread

ready feather meant bread health feather health breath

Concept Mastery Fluency Drill 27b: ea8 words per row / 12 rows / 96 words


break steak great bear pear tear steak bear tear break

great tear pear bear great steak break pear great break

steak bear tear break great pear tear break steak pear

great pear break great bear steak pear tear break bear

steak great bear tear pear break steak bear tear break

bear steak tear break great pear tear break steak pear

tear great pear bear great steak break pear great break

steak great pear break great bear pear tear break bear

pear steak bear great tear break steak bear tear break

bear steak tear break great pear tear break steak pear

break bear pear steak tear break great pear tear steak

great pear break great bear steak pear tear break bear

Concept Mastery Fluency Drill 27c: ea10 words per row / 12 rows / 120 words


bare bear break bake where wear pare pear

pear pare wear where brake break bear bare

where bare wear bear pare break pear brake

bare where bear wear break pare brake pear

pear bare pare bear wear break where brake

brake break bear bare pear pare wear where

brake where break wear bear pare pear bare

pare break pear bare brake wear bear where

break where bear pare brake pear bare wear

bear wear bare pare break where brake pear

pare pear bear bare break wear brake where

break pear bare pare where bear brake wear

Concept Mastery Fluency Drill 27d: a-e, ea8 words per row / 12 rows / 96 words 59


little apple bubble middle uncle bottle fumble jungle

simple jungle fumble bottle uncle middle bubble little

apple middle bottle jungle bubble uncle fumble simple

bubble uncle fumble simple apple bottle jungle little

middle bottle jungle little bubble uncle simple apple

uncle fumble simple apple middle bottle little bubble

simple jungle fumble bottle middle bubble apple little

little apple bubble middle uncle fumble jungle simple

bubble uncle simple apple middle bottle jungle little

apple middle bottle jungle little uncle fumble simple

uncle fumble simple apple bottle jungle little bubble

middle bottle jungle little bubble uncle fumble simple

Concept Mastery Fluency Drill 28: Consonant-le Syllables8 words per row / 12 rows / 96 words


road boat loaf board coast coat load road soap board

soap road load coat coast board loaf boat road coat

boat board coat road loaf coast load road soap coat

loaf coast load road boat coat soap boat board coat

road load soap coat coast board road loaf boat coat

boat road loaf coat coast load road soap boat board

coast load loaf road soap boat board coat boat coat

board coat boat road loaf coast load road soap coat

road load soap coast coat loaf boat road board coat

road load road boat coast coat loaf board soap board

load road loaf coast coat soap boat board boat coat

boat board road loaf coat road soap coast load coat

Concept Mastery Fluency Drill 29a: oa10 words per row / 12 rows / 120 words


home boat coat rode road hole soap rope pole

pole rope soap hole road rode coat boat home

boat rode hole rope home coat road soap pole

coat road soap pole boat rode hole rope home

rode hole rope home coat road soap pole boat

road soap pole boat rode hole rope home coat

hole rope home coat road soap pole boat rode

soap pole boat rode hole rope home coat road

rope home coat road soap pole boat rode hole

pole boat rode hole rope home coat road soap

hole home soap boat rope coat pole rode road

road pole rode rope coat soap boat hole home

Concept Mastery Fluency Drill 29b: o-e, oa9 words per row / 12 rows / 108 words


rode road lone loan bore boar lone road bore

boar bore loan lone road rode loan road boar

lone rode boar road rode bore loan boar road

loan lone rode road bore rode boar bore loan

rode lone loan road bore boar lone road bore

lone road bore boar rode boar loan road boar

bore road loan road rode lone road loan boar

road lone loan bore rode boar loan bore loan

loan rode road lone bore rode boar bore loan

lone rode road bore boar loan road lone bore

lone bore road rode boar loan boar road boar

road bore road loan rode road lone loan boar



rode road hole whole board bored hole rode

bored board whole hole road rode whole bored

road whole bored rode hole board rode hole

whole road bored rode hole board road board

rode whole board hole road bored hole rode

bored road whole board hole whole rode bored

bored road rode whole hole rode board hole

road whole board rode bored hole road board

bored road board hole rode whole rode hole

road whole bored rode hole board road board

board rode road hole bored whole hole rode

bored whole rode board hole road whole bored



rain mail tail air paid wait hair afraid fair chair mail

chair fair afraid hair wait paid air tail mail rain fair

mail air wait afraid chair mail air wait afraid chair mail

tail paid hair fair rain mail air wait afraid chair tail

chair fair afraid hair wait paid air tail mail rain fair

rain mail tail air wait afraid paid hair fair chair mail

paid tail hair fair air afraid chair rain mail wait tail

wait mail air chair air wait afraid mail afraid chair mail

fair afraid chair wait paid hair air tail mail rain fair

air wait mail air wait mail afraid chair afraid chair mail

tail paid hair fair chair air wait afraid mail rain mail

wait afraid hair tail mail afraid fair chair air mail air

Concept Mastery Fluency Drill 30a: ai11 words per row / 12 rows / 132 words


pair pare pear main mane Maine hair hare

hare hair Maine mane main pear pare pair

mane main pear pare pair hare hair Maine

Maine pair hair pare hare pear mane main

pair Maine hair pare pear hare main mane

mane pear pare main hare hair pair Maine

pear pair main pare hair Maine mane hare

mane hare Maine pear hair main pare pair

mane pare pear main hare pair hair Maine

hair pare Maine pear mane pair hare main

hare main pair Maine pare pear hair mane

pear mane pair pare hare main hair Maine

Concept Mastery Fluency Drill 30b: a-e, ai, ea8 words per row / 12 rows / 96 words


plain plane tail tale pair pear hair hare

hare hair pear pair tale tail plane plain

plain pear plane hair tail hare tale pair

pear plain hair plane hare tail pair tale

tale pear pair hair hare tail plane plain

hair plain hare plane tale pear pair tale

plane tail plain pair tale hair pear hare

hair hare pear plane tail pair tale plain

pear plane tail hare plain hair tale pair

hair plane tail pair hare pear plain tale

tale pair hare tail plane hair pear plain

tale hair hare plane plain pear pair tale

Concept Mastery Fluency Drill 30b: a-e, ai8 words per row / 12 rows / 96 words


see free need feel feet seem deep keep green feel

green keep deep seem feet feel need free see seem

free feel seem keep see need feet deep green feel

need feet deep green free feel seem keep see feet

feel seem keep see need feet deep green free seem

feet deep green free feel seem keep see need deep

need feel see free feet seem deep keep green feel

free feel seem keep see need feet deep green feel

feet feel keep need green keep deep free see seem

need feet deep green free feel seem keep see feet

feel seem keep feet deep see free need green seem

green free feel feet deep seem keep see need deep

Concept Mastery Fluency Drill 31a: ee10 words per row / 12 rows / 120 words


seen street green week speed keep deep need

meet need deep keep speed week green street

seen keep street week speed need deep green

meet keep need green meet street green meet

week speed deep seen week deep seen keep

need street meet keep street week speed deep

seen green street seen week speed keep meet

deep need meet seen street week speed green

meet keep need speed deep keep meet green

street week seen keep speed deep seen green

meet keep need street week street green keep

need speed deep seen street meet keep week



coffee between indeed speeding beekeeper seemed

deeper feeling between speeding seemed coffee

indeed deeper between seemed speeding feeling

beekeeper coffee seemed indeed feeling between

speeding indeed between coffee feeling deeper

seemed beekeeper indeed coffee feeling between

deeper speeding between feeling seemed indeed

feeling indeed coffee between seemed deeper

beekeeper speeding between coffee seemed deeper

indeed feeling seemed coffee deeper speeding

deeper beekeeper speeding coffee seemed feeling

indeed between seemed coffee feeling speeding



meet meat see sea steal steel weak week

week weak steel steal sea see meat meet

meet steel meat weak see week sea steal

steel meet weak meat week see steal sea

sea week see weak meat steel meet steal

meat week meet steal sea steel see weak

meat meet sea steal steel weak see week

weak week steal see meat sea steel meet

meet steel meat week sea weak see steal

steel meet weak meat week see steal sea

meat steal sea week see steel meet weak

week meet see sea meat steel weak steal

Concept Mastery Fluency Drill 31b: ee, ea8 words per row / 12 rows / 96 words


too soon moon noon boot tooth cool room poor noon

poor room cool tooth boot noon moon soon too boot

soon noon tooth room too moon boot cool poor noon

moon boot cool poor soon noon tooth room too boot

noon tooth room too moon boot cool poor soon tooth

tooth room too moon boot cool poor soon noon cool

room poor boot noon cool tooth moon soon too boot

cool room too soon moon noon boot tooth poor noon

cool poor soon noon moon boot tooth room too boot

soon room too moon boot cool noon tooth poor noon

room tooth moon boot cool poor soon too noon cool

too moon boot noon tooth poor soon room cool tooth

Concept Mastery Fluency Drill 32a: oo10 words per row / 12 rows / 120 words


Concept Mastery Fluency Drill 32b: oo10 words per row / 12 rows / 120 words

look wood book took foot stood shook hoof good took

good hoof shook stood foot took book wood look stood

wood took stood hoof look book foot shook good took

book foot shook good look book foot hoof wood stood

took stood hoof look book foot shook good wood foot

foot shook good wood took stood hoof look book shook

wood book foot stood look took shook hoof good took

wood took stood hoof look book foot shook good took

stood foot took good hoof shook book wood look stood

hoof look book took stood foot shook good wood foot

book good look book foot shook foot hoof wood stood

foot wood took stood hoof shook good look book shook


looked cooked crooked booked wooden sooner

woolly cooling looked cooked booked wooden

cooling crooked cooked sooner looked booked

cooked booked sooner woolly cooling crooked

cooling looked sooner cooked wooden booked

booked crooked woolly cooked wooden cooling

cooked crooked booked wooden looked sooner

cooling looked woolly booked cooked wooden

cooked crooked cooling sooner looked booked

cooked cooling booked woolly sooner crooked

looked cooling wooden cooked sooner booked

woolly crooked booked cooked wooden cooling

Concept Mastery Fluency Drill 32c: oo with suffixes6 words per row / 12 rows / 72 words


room roam loon loan cool coal boot boat

boat boot coal cool loan loon roam room

room coal roam boot loon boat loan cool

coal room boot roam boat loon loan cool

room loon cool boot roam loan coal boat

room loan roam loon cool boat coal boot

roam loon cool coal boot room loan boat

boot coal loan loon roam boat cool room

boot room roam loon coal boat loan cool

coal boat loon room boot roam loan cool

loon cool roam boot coal loan room boat

room roam loon cool loan boat coal boot

Concept Mastery Fluency Drill 32d: oo, oa8 words per row / 12 rows / 96 words


moan moon shoot shout root route tote toot

toot tote route root shout shoot moon moan

root moan route moon tote shoot toot shout

moan toot moon tote shoot route shout root

root moan shout moon shoot route tote toot

toot moan route root tote moon shoot shout

route moon root toot tote shout shoot moan

moon shout tote shoot toot route moan root

moan root route toot shoot moon tote shout

moan tote shoot toot moon route shout root

shoot root shout moon moan route tote toot

tote moan toot shoot route root moon shout

Concept Mastery Fluency Drill 32e: o-e, oa, oo, ou8 words per row / 12 rows / 96 words


fight night light sigh sight fright bright might flight

flight might bright fright sight sigh light night fight

night sigh fright might fight light sight bright flight

light sight bright flight night sigh fright might fight

sigh fright might fight light sight bright flight night

sight bright flight night sigh fright might fight light

fright might fight light sight bright flight night sigh

bright flight night sigh fright might fight light sight

might fight light sight bright flight night sigh fright

flight night sigh fright might fight light sight bright

fight fright night bright light might sigh flight sight

sight sigh light night fight flight might bright fright

Concept Mastery Fluency Drill 33a: igh9 words per row / 12 rows / 108 words


bright brighten brightly lighten lightly lightning

lightning lightly lighten brightly brighten bright

bright lighten brighten lightly brightly lightning

lightning brightly lightly brighten lighten bright

lightly brighten bright lighten brightly lightning

brighten bright lightly brightly lighten lightning

lightning lightly brightly lighten brighten bright

lightly brightly lightning brighten lighten bright

lightning lighten lightly brightly brighten bright

bright brighten lightly lighten brightly lightning

bright lighten lightning brightly brighten lightly

brighten lightly lightning bright lighten brightly

Concept Mastery Fluency Drill 33b: igh with suffixes6 words per row / 12 rows / 72 words


pie cries cried dries dried fie lie fried fries

fries fried lie fie dried dries cried cries pie

cries dries fie fried pie cried dried lie fries

cried dried lie fries cries dries fie fried pie

dries fie fried pie cried dried lie fries cries

dried lie fries cries dries fie fried pie cried

fie fried pie cried dried lie fries cries dries

lie fries tries dries fie fried pie cried dried

fried pie cried dried lie fries cries dries fie

fries cries dries fie fried pie cried dried lie

dried pie fie cries lie cried fried dries fries

pie dried fie cries lie cried dries fried fries

Concept Mastery Fluency Drill 34a: ie9 words per row / 12 rows / 108 words


skies tries tried fries lie lies dried cried cries

cries cried dried dries lie fries tried tries skies

tries fries dries cried skies tried lie dried cries

tried lie dried cries tries fries dries cried tries

fries dries cried skies tried lie dried cries tries

lie dried cries tries fries dries cried skies tried

dries cried skies tried lie dried cries tries fries

dried cries tries fries dries cried skies tried lie

cried skies tried lie dried cries tries fries dries

cries tries fries dries cried skies tried lie dried

lie skies dries tries dried tried cried fries cries

cried fries cried tried dried tries drives skies lie



pie lie tries fie cried cries fries tried tries

tries tried fries cries cried fie tries lie pie

lie fie cries tried pie lie cried fries tries

pie cried fries tries lie fie cries tried pie

fie cries tried pie lie cried fries tries lie

cried fries tries lie fie cries tried pie lie

cries tried pie fie cried fries tries lie fie

fries tries lie fie cries tried pie lie cried

tried pie lie cried fries tries lie fie cries

tries lie fie cries tried pie fie cried fries

pie cries lie fries pie tried fie tries cried

tries cries tried cried fries fie lie tries pie



chief belief field yield field yield belief chief

field chief belief yield chief field yield belief

yield field chief belief yield chief field belief

field belief chief yield belief field chief yield

chief belief field chief yield field belief yield

field yield chief field belief chief yield belief

chief field belief yield field yield belief chief

yield chief field yield belief field chief belief

chief field yield field belief chief belief yield

belief chief field belief chief yield field yield

yield belief yield chief field chief field belief

field chief field yield belief yield chief belief

Concept Mastery Fluency Drill 34b: ie8 words per row / 12 rows / 96 words


Concept Mastery Fluency Drills Progress Report

Name Age Grade

Teacher Reader Concept Page


Name Age Grade

Teacher Reader Concept Page

Concept Mastery Fluency Drills Progress Report


Form A

eat

meant

bread

leave

head

reach

bear

bean

easy

please

ready

great

leaf

pear

breath

tea

feast

reach

steak

health

I meant to have peach ice cream.

Did you break the teapot?

Would you like meat instead of fish?

At the beach, we picked up seashells and feathers.

Decoding Assessments: ea


Form B

seam

bear

instead

rear

break

seal

feather

mean

already

tear

bead

clean

leaf

instead

cream

pear

east

breath

leather

dream

This bread is a real treat.

Jim will not eat peas with his steak.

Do not tease that great dog!

Please get ready.

Decoding Assessments: ea


Form A

ample

battle

giggle

dabble

uncle

bundle

ankle

sizzle

muffle

candle

middle

tickle

puzzle

raffle

jingle

cattle

sample

scribble

settle

dimple

Beth sat in the middle of the team’s huddle.

Play the fiddle while I put the kettle on to make tea.

An apple and a candle are in the puddle.

The cattle will trample the rattlesnake to death.

Decoding Assessments: Consonant-le Syllables


Form B

topple

battle

tangle

bubble

uncle

bundle

ankle

sizzle

muzzle

candle

paddle

tickle

puzzle

shuffle

jingle

cattle

sample

scribble

settle

dimple

Handle the big bubble with care.

Uncle Bob won a bundle in the raffle!

When a fly settles on your ankle, it tickles.

Paddle fast when we are in the middle of the stream.

Decoding Assessments: Consonant-le Syllables


Form A

boat

oak

meatloaf

coarse

load

boast

coal

foam

goat

poach

coax

loaf

loan

roar

coat

coast

soar

board

roast

throat

Coax the goat to eat a bit of the oats.

Dinner is a roast and a fresh loaf of bread.

This soap foam is fun!

Coarse oak boards can scratch.

Decoding Assessments: oa


Form B

loan

roar

coat

coast

road

cloak

groan

coach

goat

roach

coax

loaf

load

oak

coal

foam

soar

roam

roast

throat

I ate oatmeal and toast.

Fred did moan and groan.

Soap can float and make foam.

The men load the boat with coal.

Decoding Assessments: oa


Form A

waist

bait

fair

waif

maid

paint

claim

tail

aid

saint

jail

aim

snail

hair

braid

train

rain

wait

mail

grain

A small snail is afraid in the rain.

The train was on the main track.

My hair is in a braid.

The man will wait to paint the chair.

Decoding Assessments: ai


Form B

aid

saint

jail

aim

waist

bait

fair

waif

maid

paint

claim

tail

snail

hair

braid

train

rain

wait

mail

grain

Bob has to bail Ron out of jail.

A braid is the same thing as hair in a pigtail.

Wait until the maid with the pail stops pouring milk.

I have a painful sore at my waist.

Decoding Assessments: ai


Form A

bee

need

week

deem

feed

sheet

sleep

seen

breeze

reel

screech

bleed

tree

green

need

deer

see

beep

feet

sneeze

The sheep went to sleep, standing on its feet.

Next week, we will plant the seeds.

I ran to greet him as he walked down the street.

The deer need to rest under the tree.

Decoding Assessments: ee


Form B

beef

greed

cheek

seem

need

street

creep

queen

sneeze

peel

speech

speed

three

green

indeed

steer

see

jeep

feet

breeze

Peel the three peaches and the apple.

Do I see roast beef and peas for dinner?

The breeze seems to make me sneeze!

The greedy queen gave a long speech.

Decoding Assessments: ee


Form A

spoon

took

hoof

poodle

good

goose

woof

smooch

wool

troop

crook

soot

tooth

spook

stood

wood

hook

groove

food

shoot

People like to eat the food that Mom cooks.

That goofy kid dove into the pool with his good pants on!

We stood on the roof to watch the moon.

Put the woolen mittens on the wood stove to heat them up.

Decoding Assessments: oo


Form B

hood

boot

noon

smooth

groom

crook

stool

good

poodle

shook

spoon

woof

foot

snooze

wool

took

goose

hook

notebook

woodchuck

Woolen socks are too itchy!

Ted took a look and shook his head.

Please choose smooth wood for the bookshelf.

Do not eat a toadstool!

Decoding Assessments: oo


Form A

sight

might

night

bright

right

tight

slight

high

sigh

fright

flight

mighty

fight

tightly

lightning

sighing

lights

frighten

blight

highway

Shut off the lights, and sleep tight.

Hold your right hand up high.

A bright light lit up the sky.

Our flight landed slightly late.

I was frightened all night long.

Decoding Assessments: igh


Form B

tightly

fight

lightning

right

lights

blight

frighten

highway

sighing

nightmare

high

sightsee

night

sight

might

bright

flight

fright

mighty

sigh

That night, the moonlight was bright.

The sights in the Tunnel of Fear were slightly frightening.

Should I go right or left when I reach the traffic light?

My friend Ruth sighed and said, “That was a long flight!”

Decoding Assessments: igh


Form A

chief

die

pie

tie

cries

drier

spied

tier

flies

fried

belief

skies

field

died

thief

spies

believe

grief

flies

shield

Mom dried the dishes.

Bob tried not to tell a lie.

I tried some fried fish with French fries.

That green field is full of flies that bite!

I believe your grief will end sometime soon.

Decoding Assessments: ie


Form B

yield

grieve

fried

drier

spies

chief

belief

cried

field

tier

flies

pies

grief

brief

shield

dried

believe

skies

thief

dies

The thief hid in the field.

Do you believe in fairies?

After telling lies, he cries and then dries his face.

Tie the bag so the flies do not get in.

There was a yield sign on the highway ramp.

Decoding Assessments: ie

Quick Checks 101S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

Qu

ick

Ch

eck

Less

on

2

bre

ad

sw

ea

ter

thre

at

de

af

h

ealt

hy b

reak

fast

al

read

y d

ead

Sp

read

th

e b

read

wit

h b

utt

er

and

jam

.

A h

eavy

sw

eate

r go

t m

e th

rou

gh

th

e w

inte

r.

Qu

ick

Ch

eck

Less

on

1

ea

t te

ach

sq

ue

ak

h

ea

l

te

a le

aves

h

ad a

rea

son

Cle

an y

ou

r d

esk,

ple

ase.

Th

e b

east

had

ste

am s

trea

m f

rom

it

s ea

rs!

Qu

ick

Ch

eck

Less

on

1–3

a

ea

t b

rea

d

ste

ak

w

ea

the

r

m

ake

the

team

b

ig b

reak

fast

Ple

ase

wea

r a

swea

ter.

I lik

e p

ears

an

d b

read

fo

r b

reak

fast

.

Qu

ick

Ch

eck

Less

on

3

ste

ak

te

ar

gre

at

be

ar

a

gre

at s

teak

w

ear

and

tea

r

Th

e b

ear

ate

the

pea

r.

You

co

uld

bre

ak a

leg

if y

ou

jum

p

fro

m h

ere.

Quick Checks102S.P. I.R.E.® Level 4 © SSI • May Be Duplicated

Qu

ick Ch

eck Lesson

1–3c

spre

ad

n

ea

r b

rea

th

tea

r

h

eavy bear

clean b

reath

I love the b

each, th

e sea, and

the

breakin

g w

aves.

“No

peach

mu

ffins fo

r breakfast,”

said Fred

.

Qu

ick Ch

eck Lesson

1–3b

sea

son

re

ally

h

ea

r m

ea

nt

sam

e time, n

ext year

wh

eat bread

It is Dean

’s dream

to b

e a g

reat teacher.

I am read

y to eat everyth

ing

on

m

y plate.

Qu

ick Ch

eck Lesson

4a

wig

gle

pickle

jun

gle

stum

ble

sp

rinkle salt

do

ub

le trou

ble

A sim

ple little sn

iffle kept m

e ho

me.

We are go

ing

to th

e castle even if

it drizzles.

Qu

ick Ch

eck Lesson

4

pu

zzle

kettle

a

pp

le

ruffle

ju

gg

les tenn

is balls

sp

rinkle w

ater from

the kettle

Ted go

t into

trou

ble w

hen

he b

roke

the b

ottle.

Grip

the h

and

le so yo

u d

o n

ot tu

mb

le d

own

the step

s.


Qu

ick

Ch

eck

Less

on

4c

gig

gle

si

mp

le

jin

gle

sa

dd

le

lit

tle

milk

bo

ttle

s

a co

up

le o

f d

imp

les

Un

cle

Len

will

hel

p y

ou

tac

kle

you

r m

ath

pu

zzle

.

Th

e d

uck

ru

ffle

s it

s fe

ath

ers

to g

et

them

dry

.

Qu

ick

Ch

eck

Less

on

4b

crac

kle

trem

ble

co

up

le

daz

zle

ap

ple

pan

cake

s m

ilk b

ott

le

Un

tan

gle

yo

ur

seat

bel

t an

d

bu

ckle

it.

Tell

me

a ri

dd

le s

o I

can

ch

uck

le,

Un

cle

Wal

t.

Qu

ick

Ch

eck

Less

on

5a

roa

d

bo

at

go

al

oa

rs

so

akin

g u

p t

he

sun

p

oac

hed

eg

gs

on

to

ast

A f

rog

’s c

roak

co

mes

fro

m it

s th

roat

.

Th

ou

gh

Mo

m w

ill le

t m

e sk

ateb

oar

d,

Dad

will

no

t.

Qu

ick

Ch

eck

Less

on

5

go

at

loa

d

coa

st

soa

k

so

ap a

nd

wat

er

skat

ebo

ard

ram

p

Is a

clo

ak t

he

sam

e th

ing

as

a co

at?

Th

e te

am b

oas

ted

ab

ou

t th

e

pit

chin

g c

oac

h.


Qu

ick Ch

eck Lesson

5c

bo

at

toa

ster

soa

r g

oa

l

b

aseball co

ach

floated

on

my b

ack

Did

you

bo

ast that yo

u are th

e mo

st?

Wh

ich d

ou

gh

nu

t will w

in th

e Best

Taste Co

ntest?

Qu

ick Ch

eck Lesson

5b

croa

ked

o

ats

bo

ard

o

ak

east co

ast lo

af of b

read

As V

ic drove, h

e watch

ed th

e road

an

d th

e dash

bo

ard.

Alth

ou

gh

she h

ad a so

re thro

at, the

singer w

as no

t ho

arse.

Qu

ick Ch

eck Lesson

6

pa

int

pa

ir ch

ain

ra

ilroa

d

rain

and

hail

stain th

e chair

I left the m

ail on

the train

by mistake.

We fo

un

d a sn

ail on

the stairw

ay.

Qu

ick Ch

eck Lesson

5d

b

oastfu

l cro

aking

skateb

oard

er o

atmeal

flo

ating

up

stream

soakin

g w

et

I had

oat flakes an

d a jelly d

ou

gh

nu

t.

Th

e bo

at has o

ars and

a life jacket.


Qu

ick

Ch

eck

Less

on

6b

rain

coat

tr

ail

bra

id

pai

nte

d

w

aiti

ng

ou

tsid

e

goes

up

th

e st

airs

Cai

tlin

’s m

oth

er a

nd

bro

ther

are

w

aiti

ng

ou

tsid

e.

“I t

hin

k I h

ave

ano

ther

sp

rain

ed

ankl

e!”

wai

led

Fat

her

.

Qu

ick

Ch

eck

Less

on

6a

fair

y co

mp

lain

fa

il

mai

nta

in

ra

iny

day

s sl

ipp

ery

stai

rs

Do

no

t b

e af

raid

to

wal

k o

n t

he

trai

l.

Ple

ase

fill

the

pai

l wit

h w

ater

.

Qu

ick

Ch

eck

Less

on

6d

pla

in

air

w

ail

p

ain

tbru

sh

lik

e a

fair

y ta

le

sail

into

th

e su

nse

t

Th

e sp

rite

has

cov

ered

us

in

fair

y d

ust

!

Wai

t h

ere

in t

he

shad

e, a

nd

d

on

’t c

om

pla

in.

Qu

ick

Ch

eck

Less

on

6c

laid

p

lain

d

ail

y

afr

aid

ra

inin

g c

ats

and

do

gs

p

ain

ful f

all

Ro

n h

amm

ered

th

e n

ail i

nto

th

e w

all.

Mo

ther

tilt

ed t

he

lad

der

aga

inst

th

e h

ou

se w

hen

sh

e p

ain

ted

.


Qu

ick Ch

eck Lesson

7a

flee

t fe

el

de

ep

re

ed

seek sh

elter screech

ing

win

d

I have a frien

d w

ho

says, “Co

ffee m

akes me sleepy!”

Sp

eechless w

ith fear, th

e men

held

o

n fo

r dear life.

Qu

ick Ch

eck Lesson

7

she

ep

te

en

co

ffee

n

ee

d

vo

lun

teer job

b

eech tree

Are yo

u free th

is weeken

d?

Th

ere is a wid

e rip in

the

green

screen.

Qu

ick Ch

eck Lesson

7c

sheets

betw

een

wh

eel creep

y

sw

eaty feet

bu

zz arou

nd

the b

eehive

My frien

d w

as gleefu

l wh

en sh

e d

un

ked th

e ball.

If you

have sp

eed, yo

u can

dash

d

own

the street.

Qu

ick Ch

eck Lesson

7b

spe

ed

ke

ep

ste

el

swe

ep

er

g

reat deed

s ch

eers me u

p

Peop

le sneeze w

hen

they h

ave a cold

.

James w

as a teen w

hen

he b

egan to

see h

imself as a skip

per.


Qu

ick

Ch

eck

Less

on

8

foo

d

spo

on

h

oo

t sm

oo

th

a

lost

bo

ot

clas

sro

om

tea

cher

Sw

eep

th

e ro

om

wit

h t

he

bro

om

.

My

loo

se t

oo

th w

ill s

oo

n c

om

e o

ut!

Qu

ick

Ch

eck

Less

on

7d

we

ek

in

de

ed

fl

ee

t tr

ee

h

ide

and

see

k fr

ee k

itte

ns

Wh

ere

hav

e yo

u b

een

all

wee

k?

Bee

keep

ers

lear

n h

ow t

o g

et a

lon

g

wit

h b

ees.

Qu

ick

Ch

eck

Less

on

8–9

a

too

sc

ho

ol

foo

t lo

ok

a

goo

d m

oo

d

afte

r sc

ho

ol

Do

no

t w

alk

bar

efo

ot

if t

her

e ar

e

nai

ls a

rou

nd

!

Th

e b

oar

ds

wer

e lo

ose

an

d c

roo

ked

, so

we

fixe

d t

hem

.

Qu

ick

Ch

eck

Less

on

9

coo

k w

oo

d

bro

ok

bar

efo

ot

h

appy

ch

ildh

oo

d

text

bo

ok

chap

ter

San

dy

sto

od

, sh

oo

k h

and

s, a

nd

sai

d,

“Go

od

-bye

.”

Do

es t

hat

tap

, tap

, tap

so

un

d li

ke a

w

oo

dp

ecke

r?


Qu

ick Ch

eck Lesson

8–9c

afterno

on

p

oo

r w

oo

dsh

ed

too

th

g

loo

my d

ay th

e plan

t’s roo

ts

So

metim

es it feels goo

d to

com

plain

.

It’s too

coo

l to sw

im in

the p

oo

l, so

let’s sho

ot h

oo

ps.

Qu

ick Ch

eck Lesson

8–9b

loo

k

too

sch

oo

l g

oo

d

sh

oo

t ho

op

s ch

oo

se to w

in

Tell the tru

th, an

d yo

u w

ill be

un

dersto

od

.

Th

e sham

po

o w

ill oo

ze ou

t if you

sq

ueeze th

e bo

ttle.

Qu

ick Ch

eck Lesson

10

ligh

tbu

lb

righ

t n

igh

t m

igh

ty

b

righ

t ligh

t sleep

tigh

t

Jeff mig

ht fig

ht w

ith h

is sister.

Jane said

, “Th

is dress is to

o b

righ

t an

d to

o tig

ht.”

Qu

ick Ch

eck Lesson

8–9d

zo

okeep

er u

nd

erstoo

d

roo

ster n

oo

dles

m

ove away fro

m th

e snake

go

ose o

n th

e loo

se

Wh

ose p

oo

dle can

jum

p th

rou

gh

a h

oo

p?

Of all fo

od

s, I like fruit th

e mo

st.


Qu

ick

Ch

eck

Less

on

10b

lig

ht

frig

ht

nig

htt

ime

mig

ht

lit

all

nig

ht

no

mo

re d

aylig

ht

Gas

ligh

t w

as s

ligh

tly

bri

gh

t.

We

like

to d

ine

by c

and

lelig

ht.

Qu

ick

Ch

eck

Less

on

10a

fig

ht

frig

ht

tig

ht

lig

htn

ing

w

hen

th

e lig

hts

go

ou

t

nig

ht

wat

chm

an

Wal

k lig

htl

y if

so

meo

ne

is s

leep

ing

.

“I h

op

e yo

ur

teac

her

can

set

th

ing

s ri

gh

t,” s

igh

ed M

om

.

Qu

ick

Ch

eck

Less

on

11

pie

ti

ed

sp

ies

dri

ed

Fr

ench

fri

es

clo

ud

y sk

ies

Wes

tri

ed o

n t

he

red

tie

.

Dee

cri

ed w

hen

th

e fl

ies

wo

uld

no

t

go a

way

.

Qu

ick

Ch

eck

Less

on

10c

lig

htb

ulb

fr

igh

t si

gh

si

gh

t

b

linki

ng

lig

hts

a

bu

mpy

flig

ht

Will

yo

u s

ign

th

is r

igh

t o

n t

he

line?

Th

e lig

hte

nin

g b

ug

sig

nal

s h

is m

ate

wit

h a

fla

shin

g li

gh

t.


Qu

ick Ch

eck Lesson

11–12a

field

d

ied

sk

ies

chie

f

tried

briefly

clear skies o

n a w

ind

y day

Yield

wh

en yo

u m

ust.

Th

e oak trees sto

od

pro

ud

ly in

the field

.

Qu

ick Ch

eck Lesson

12

chie

f b

elie

ve

brie

f fie

ld

filled

with

grief

o

n th

e fou

rth tier

Th

e thief w

ou

ld n

ot talk to

the p

riest.

Th

e sun

screen sh

ielded

me fro

m th

e su

n’s rays.

Qu

ick Ch

eck Lesson

11–12c

fairie

s p

ie

be

lieve

s sk

ies

a b

rief time

cries ou

t in frig

ht

Will any th

ief lie bu

t then

tell th

e truth

?

Co

nn

ie was th

e Fairy Qu

een’s

chief h

elper.

Qu

ick Ch

eck Lesson

11–12b

cried

fie

ld

tried

ch

ief

lied

to th

e peo

ple

relief pitch

er

If you

lie, no

on

e will b

elieve it wh

en

you

tell the tru

th.

Many p

eop

le have th

e belief th

at b

aseball is th

e greatest gam

e.

Level 4 Post-Level Assessment

Decodable Words

1. wheat

2. teepee

3. mighty

4. brief

5. waist

6. brook

7. coffee

8. poach

9. squeak

10. sheet

11. light

12. shingle

13. cloak

14. train

15. health

16. zoom

17. flight

18. hoarse

19. fairy

20. moan

21. threat

22. noodle

23. sighting

24. dazzle

25. tie

26. steak

27. shampoo

28. brightly

29. spies

30. boarded

31. cattle

32. lied

33. queen

34. goodness

35. rail

36. peering

37. ruffle

38. bait

39. tickle

40. yield


112

Sentences

Level 4 Post-Level Assessment

1. The cookbook with the plain green cover is on the bookshelf.

2. The rain made a puddle right in the middle of the road.

3. Which friend will you invite to the street fair?

4. Uncle Dean tries to reach the fly ball in the outfield.

5. Thread the needle again and fix the hole in the coat.

6. The airplane flies high in the sky at night.

7. There is a leak in the middle plank of the wooden boat.

8. Father put his soaking wet suit in the dryer.

9. It looks like another little mouse has eaten the food in the cooler.

10. Be brief when you speak to the people.

11. Tie another woolen string tightly to the hook.

12. Jean got a bruise when she cruised past the yield sign and crashed.

13. Do you believe any fairies live in the woods?

14. The thief tried to flee when the whistle went tweet.

15. I need the other high-heeled shoe to have a good pair to wear.

16. Try Mother’s fruit pie before Brother eats it all.

17. The wolf feared the bright beam of light.

18. Whose red scooter is leaning against the wall?

19. Soon Miss Joan will leave to teach in another classroom.

20. Eat a healthy breakfast of a poached egg on wheat toast with an apple or pear instead of a doughnut.


113

Frogs and Toads

Many people believe that frogs and toads are the same, but if you look closely, you will see that they are not.

Frogs have smooth skin that needs to stay wet. Toads have coarse, bumpy skin and need to be drier than frogs. Frogs and toads both lay eggs in ponds, streams, or other damp spots. Frogs lay eggs in a clump. Toads lay eggs in a chain. Both frog and toad eggs hatch into tadpoles.

A tadpole has a tail that wiggles to help it swim. It gobbles up little bugs. As it gets big, its tail gets smaller and it gains back legs. Frogs have strong legs that help them leap high when a beast that wants to eat it is near. Toads have smaller, weaker back legs. Instead of leaping, toads scramble to hide when they feel threatened. Frogs and toads are food for snakes and raccoons.

Both frogs and toads eat flies and other insects. Some tree frogs eat fruit. Some toads eat snails. Many frogs and toads sleep in the day and wake at night to feed. Some croak when the sun fades. Not all frogs and toads croak, though. Spring peepers are little frogs that seem to tweet. Some toads have a long, one-note song. Listen at night and you might hear them!

S.P. I.R.E.® Level 4 © SSI • May Be DuplicatedLevel 4 Post-Level Assessment

114 Level 4 Post-Level Assessment

1. What are three facts about both frogs and toads?

2. Which has smooth skin? Which has coarse, bumpy skin?

3. What will a frog do if a raccoon tries to eat it?

4. What does scramble mean?

5. Which do you think would make a better pet, a frog or a toad?



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

115Concept Assessment Summary Form


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

116 Post-Level Assessment Summary Form

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