blackline masters for level 6 instruction and … · the s.p.i.r.e.® blackline masters for...

LEVEL 6

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 6

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 978-0-8388-5723-6

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

prefix a- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3ending -a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4suffix -able . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5ph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6ought, aught . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7ue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8ew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9tu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10oi, oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11aw, au . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12ey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13kn, wr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .14mb, gh, gu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15-age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .16open syllables: a/cv, e/cv, i/cv, o/cv, u/cv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .17

Syllable Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Phoneme Segmentation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Phoneme-Grapheme Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Sight Word and Decodable Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 46

Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 52

Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 73

Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 76

Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

S.P. I.R. E. Level 6

BLACKLINE MASTERS FOR ASSESSMENT

Concept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . .106

Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .108

prefix a- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 108ending -a . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110suffix -able . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112ph . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114ought, aught . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 116ue . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 118ew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 120tu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 122oi . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 124oy . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126 aw . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 128au . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130ey . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 132kn, wr . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 134mb, gh, gu . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 136-age . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 138open syllable: a/cv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 140open syllable: i/cv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 142open syllable: o/cv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 144open syllable: u/cv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 146open syllable: e/cv . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 148

Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .150

Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .163

Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .167

S .P . I .R .E . • Level 6 • 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 6 • 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 .

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 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 6 • 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 .

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 6, 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 6 • 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 6 • 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 6 • 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 6 • 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 6 • 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 6 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 6

• 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 6 • Introduction xiii

IntroductionIntroduction


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 6 .

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated

1. Phonogram Cards 5 minutes

Review Phonograms:

New Concept: _________

Key Word Concept Sheet Phonogram Card

Key Word Card (Level 1) Small Letter

2. Phonological Awareness 5 minutes

Words:

(to )

(to )

(to )

(to )

(to )

Other:

3. Word Building 5 minutes

Magnet Board Phoneme-Grapheme Sheet

1.

2.

3.

4.

5.

4. Decoding and Sentence Reading 10 minutes

Reader Page

Extra Practice: Concept Mastery Fluency Drill #:____

5. Prereading 5 minutes

Phoneme–Grapheme Analysis Word:

6. Reading 15 minutes

Word Find Sheet

Sentences:

1.

2.

3.

4.

5.

7. Sound Dictation 2 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

8. Prespelling 3 minutes

Word:

9. Spelling 5 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

10. Sentence Dictation 5 minutes

1.

2.

Independent Work

Workbook page _________

Other:

Date:

Teacher:

Grade:

Student Group:

Introductory Lesson Planner

Lesson Planner: Introductory Lesson 1


1. Phonogram Cards 5 minutes

Phonograms:

Decodable Words:

Sight Words:

2. Phonological Awareness 5 minutes

Words:

(to )

(to )

(to )

(to )

(to )

Other:

3. Word Building 5 minutes

Magnet Board Phoneme-Grapheme Sheet

1.

2.

3.

4.

5.

4. Decoding and Sentence Reading 10 minutes

Reader Page

Extra Practice: Concept Mastery Fluency Drill #:____

5. Prereading 5 minutes

Phoneme–Grapheme Analysis Word:

Other:

6. Reading Comprehension 15 minutes

Reader Page

Reading Selection

7. Sound Dictation 2 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

8. Prespelling 3 minutes

Word:

9. Spelling 5 minutes

1. 6.

2. 7.

3. 8.

4. 9.

5. 10.

10. Sentence Dictation 5 minutes

1.

2.

Independent Work

Workbook page _________

Other:

Date:

Teacher:

Grade:

Student Group:

Reinforcing Lesson Planner

Lesson Planner: Reinforcing Lesson2


prefix a-

alarm3Key Word Concept Sheet


ending -a

camera4 Key Word Concept Sheet


suffix -able

huggable5Key Word Concept Sheet


ph

dolphin6 Key Word Concept Sheet

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated7Key Word Concept Sheet

ought, aught

Dad thought Sam caught a cold.


ue

clue

barbecue8 Key Word Concept Sheet


ew

chew

few9Key Word Concept Sheet


tu

statue10 Key Word Concept Sheet


oi

coins

oy

cowboy11Key Word Concept Sheet


aw

hawk

au

saucer12 Key Word Concept Sheet

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated13Key Word Concept Sheet

ey

birds of prey

donkey


kn

knight

wr

wrist14 Key Word Concept Sheet


mb

climbgh

ghostgu

guide dog15Key Word Concept Sheet


-age

package16 Key Word Concept Sheet


a/cv, e/cv, i/cv, o/cv, u/cv

Even the tiny baby can open the box with

the tulip on top and hear music.

17Key Word Concept Sheet

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated18

Pho

toco

py Sylla

ble C

ard

s on

Wh

ite Ca

rd Sto

ck

Syllable Cards

ba by

o pen

tu lip

ti ny

mu sic

e ven

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated19Phoneme Segmentation Sheet

Phoneme Segmentation Sheet

Old Newto

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated20 Phoneme-Grapheme Sheet

Phoneme-Grapheme Sheet


Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

laugh

cough

tough

beautiful

laughter

rough

beauty

build

Sight Word Cards


Pho

toco

py Sig

ht W

ord

Ca

rds o

n R

ed C

ard

Stock

built

knowledge

marriage

courage

journey

tomb

carriage

discourage

Sight Word Cards


Pho

toco

py

Sig

ht

Wo

rd C

ard

s o

n R

ed C

ard

Sto

ck

Sight Word Cards

encourage language

S.P. I.R.E.® Level 6 © 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

about

aloud

ago

around

agree

awake

across

ashamed

S.P. I.R.E.® Level 6 © 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

asleep

awhile

afraid

alike

alone

aboard

apart

along


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

again

alert

against

gorilla

away

alive

vanilla

umbrella


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

panda

Alaska

manageable

miserable

parka

agenda

fixable

peaceable


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

noticeable

phonics

pharmacy

graph

physical

photo

telephone

photograph


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

hyphen

phrase

autograph

fought

sphere

typhoon

ought

thought


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

bought

caught

daughter

onslaught

brought

taught

naughty

distraught


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

true

blue

due

rescue

cruel

Tuesday

issue

argue


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

continue

new

threw

grew

value

news

f lew

knew


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

few

actual

statue

congratulate

phew

situate

fortune

mutual


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

punctual

toy

loyal

joy

boy

enjoy

royal

annoy


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

joyful

oyster

spoil

point

employer

join

soil

coin

Decodable 1 Word Cards


Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

noise

awful

paw

flaw

saw

draw

law

hawk


Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

dawn

straw

haunt

author

fawn

haul

August

because



Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

authentic

monkey

turkey

honey

key

donkey

money

valley



Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

they

obey

know

knife

prey

survey

knew

knock



Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

knot

wrong

wreath

write

wrote

wrap

wreck

comb



Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

thumb

spaghetti

guitar

guilt

ghost

guess

guide

guise



Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

guard

village

package

beverage

damage

baggage

garbage

advantage



Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

message

baby

later

item

shortage

f lavor

tiny

silent



Pho

toco

py D

ecod

ab

le 1 Wo

rd C

ard

s on

Green

Ca

rd Sto

ck

title

over

robot

human

open

local

music

calculate



Pho

toco

py

Dec

od

ab

le 1

Wo

rd C

ard

s o

n G

reen

Ca

rd S

tock

even

begin

recent

event


S.P. I.R.E.® Level 6 © SSI • May Be Duplicated46 Small Letters

Pho

toco

py Th

ese Sma

ll Letters on

Wh

ite Ca

rd Sto

ck

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 dge

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated47Small Letters

Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Wh

ite

Ca

rd S

tock

ph kn wr mb gh gu ce ci cy ge gi gy


ey

48 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 ea oa ai ee oo ie er ur ir ear wor ow oe or ar ue ew tu oy oi aw au


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 ought aught igh

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated50 Small Letters

Pho

toco

py Th

ese Sma

ll Letters on

Blu

e Ca

rd Sto

ck

50

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


Pho

toco

py

Thes

e Sm

all

Lett

ers

on

Pu

rple

Ca

rd S

tock

a

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated52 Word Find Sheet

a-

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated53Word Find Sheet

-a


-able


ph


ought

aught


ue


ew


tu


oi


oy


aw


au


ey


kn

wr


gh

gu

mb


-age


a/cv


i/cv


o/cv


u/cv


e/cv

S.P. I.R.E.® Level 6 © SSI • May Be Duplicated73Full Lesson Dictation Paper

Sounds Words

1

2

3

4

5

6

7

8

9

10

1

2

3

4

5

6

7

8

9

10

Name: Date:


Name: Date:

Sentences

.

.

.

.

.

.

.

.

.

.

Full Lesson Dictation Paper


Sounds Words

1

2

3

4

5

1

2

3

4

5

Name: Date:

Sentences

Short Lesson Dictation Paper

76S.P. I.R.E.® Level 6 © SSI • May Be Duplicated

Graphic Organizers

Compare and Contrast: Venn diagram

Cause and Effect

Cause Effect


Graphic Organizers

Main Idea and DetailsMain Idea

Detail Detail Detail

Drawing Conclusions

+

+

=

Information

Conclusion


Graphic Organizers

Figurative Language

Sequencing

#1

#2

#3

#4

Figurative Language

Meaning


Graphic Organizers

Making Inferences

Information from Story What We Know

Inference

+

+

+

Recognizing Viewpoint: Author’s Perspective

Author’s Perspective

Reasons That Support Your Answer


cam|er|a ba|na|na ex|tra o|per|a va|nil|la pan|da va|nil|la

ba|na|na cam|er|a pan|da o|per|a ex|tra o|per|a ex|tra

va|nil|la cam|er|a ba|na|na ex|tra va|nil|la ba|na|na cam|er|a

panda vanilla panda opera extra banana camera

vanilla camera extra opera camera panda banana

extra vanilla panda extra camera banana opera

camera panda banana vanilla extra banana opera

panda vanilla vanilla camera extra banana opera

opera banana vanilla extra camera banana camera

banana vanilla camera extra opera panda camera

camera vanilla extra opera panda camera banana

panda opera vanilla extra banana camera banana

81

Concept Mastery Fluency Drill 49b: ending -a7 words per row / 12 rows / 84 words


dol|phin al|pha|bet e|le|phant tel|e|phone phan|tom

phar|ma|cy pamph|let mi|cro|phone phar|ma|cy al|pha|bet

dol|phin phan|tom e|le|phant phar|ma|cy tel|e|phone

dolphin microphone pamphlet phantom elephant

telephone alphabet microphone pharmacy pamphlet

phantom dolphin alphabet elephant telephone

phantom pharmacy pamphlet elephant microphone

dolphin alphabet phantom pamphlet pharmacy

microphone alphabet telephone dolphin pharmacy

elephant elephant microphone telephone alphabet

dolphin pharmacy pamphlet elephant phantom

alphabet phantom microphone elephant pharmacy

83

Concept Mastery Fluency Drill 50: ph5 words per row / 12 rows / 60 words


bought fought thought ought sought caught taught

daugh|ter naugh|ty taught sought fought bought daugh|ter

ought caught taught thought taught bought ought

naughty sought fought caught ought taught thought

sought bought daughter caught bought caught thought

naughty ought sought taught fought daughter fought

thought bought ought caught naughty fought bought

thought ought daughter sought taught caught daughter

bought naughty fought thought ought sought daughter

fought caught bought taught naughty ought caught

taught daughter naughty fought sought bought ought

ought bought fought taught naughty daughter saught

84

Concept Mastery Fluency Drill 51: ought, aught7 words per row / 12 rows / 84 words


blue Tues|day blue due true cruel clue pur|sue glue

pur|sue due glue cruel clue blue Tues|day true cruel

true glue Tues|day due pur|sue blue true cruel clue

pursue Tuesday true glue cruel clue due pursue blue

clue pursue glue due blue Tuesday cruel glue Tuesday

due pursue cruel true clue Tuesday clue blue pursue

glue due true glue cruel Tuesday blue clue pursue

clue cruel glue due pursue true blue Tuesday pursue

clue due Tuesday blue glue cruel true Tuesday glue

cruel due pursue blue Tuesday true glue cruel clue

pursue blue true clue pursue glue due blue cruel

blue due glue clue true pursue Tuesday cruel glue

85

Concept Mastery Fluency Drill 52a: ue9 words per row / 12 rows / 108 words


new news stew crew chew drew threw flew grew

few stew drew news grew flew threw new chew

flew crew drew new grew stew threw chew news

few stew drew news grew threw new chew flew

flew stew crew chew drew threw grew stew few

flew news threw new chew news crew chew drew

new flew grew stew stew threw chew drew few

new news flew news crew stew chew drew threw

grew flew threw news stew new chew few drew

grew flew news threw new chew news crew drew

threw new flew grew stew flew chew news crew

stew grew crew news flew new threw chew drew

87

Concept Mastery Fluency Drill 52b: ew9 words per row / 12 rows / 108 words


sta|tue mu|tu|al punc|tu|al ta|ran|tu|la for|tune spa|tu|la

con|gra|tu|late vir|tue ac|tu|al mu|tu|al punc|tu|al sta|tue

spa|tu|la for|tune ta|ran|tu|la ac|tu|al vir|tue con|gra|tu|late

mutual tarantula fortune statue virtue actual

statue congratulate punctual mutual fortune spatula

virtue tarantula fortune punctual statue mutual

congratulate spatula tarantula congratulate actual mutual

statue punctual spatula fortune tarantula congratulate

virtue statue mutual punctual fortune tarantula

congratulate virtue actual mutual fortune tarantula

spatula actual congratulate punctual mutual fortune

congratulate mutual spatula actual fortune virtue

88

Concept Mastery Fluency Drill 52c: tu6 words per row / 12 rows / 72 words


saw dawn draw aw|ful jaw claw straw with|draw

hawk lawn yawn crawl awk|ward saw dawn shawl

with|draw jaw aw|ful saw claw draw dawn straw

yawn hawk crawl lawn awkward saw shawl dawn

draw saw awful straw jaw claw withdraw lawn

dawn hawk yawn awkward saw dawn shawl awful

lawn draw straw jaw claw withdraw saw awkward

shawl saw hawk yawn crawl dawn lawn jaw

draw awful claw lawn straw withdraw shawl hawk

dawn yawn crawl awkward saw dawn claw draw

lawn withdraw awful jaw straw lawn dawn yawn

crawl shawl hawk awkward saw dawn shawl awful

91

Concept Mastery Fluency Drill 54a: aw8 words per row / 12 rows / 96 words


sau|cer fault flaunt launch fau|cet be|cause Au|gust

au|thor ap|plaud haunt be|cause haul launch flaunt

launch fau|cet be|cause sau|cer haul fault au|thor

August saucer launch applaud haunt launch faucet

flaunt because haul fault faucet applaud saucer

haunt launch haul August faucet flaunt because

saucer haul fault haunt launch applaud haul

August author haul flaunt faucet launch saucer

because August haunt applaud haul launch saucer

author fault flaunt launch because saucer haul

because saucer faucet haul fault flaunt author

haul flaunt faucet launch fault because August

92

Concept Mastery Fluency Drill 54b: au7 words per row / 12 rows / 84 words


prey they whey sur|vey obey con|vey prey sur|vey

they con|vey obey whey prey they whey sur|vey

prey con|vey obey whey prey sur|vey con|vey whey

obey they survey prey they survey obey whey

convey convey they whey prey obey convey survey

whey obey convey prey they survey they whey

prey obey convey survey they convey obey whey

survey prey survey survey whey prey obey convey

they obey convey survey obey prey whey convey

obey survey obey prey they survey obey whey

convey convey they whey prey obey convey survey

whey obey convey prey they survey they whey

94

Concept Mastery Fluency Drill 55: ey8 words per row / 12 rows / 96 words


know knot knee knead kneel knuck|le knew knight

knit knob knack knife knock knead knap|sack knee

know knot kneel knew knuck|le knob knack knife

knight knit knapsack knead knight know knot knee

kneel knit knuckle knew knack knob knife knapsack

knock know knot knee knead knuckle kneel knight

knapsack knob knit knack knife knew knot knee

knead kneel knuckle knit knew knight know knife

knock knack knapsack know knot knee knead knob

knapsack knuckle knew knife knight knob knit knack

kneel know knee knead knit kneel knew knuckle

knight knot knob knife knee knock know knack

95

Concept Mastery Fluency Drill 56a: kn8 words per row / 12 rows / 96 words


wrist wrap wreath wreck wren wring wrin|kle wrap|per

write write wrote wreck wrench wren wrong wrap

wreath wrist wren wrin|kle write wrap|per wrote wrist

wring wrench wrong wrap wreath wrist wrapper wring

wrinkle wren wrote wreck wrote wrist wrong write

wrap wrench wrapper write wreck wreath wren wrench

wrinkle wrapper write wrist wrote wrong wring wreath

wrist wrap wreck wren wrapper wrist wring wrinkle

wrong wrench wrote wreck wrap wreath write wrote

wrist wrench wren wrinkle wrapper wrist wring write

wrote wrong wrinkle wrap write wren wreath wreck

wring wrote wrapper wrist wrapper write wrong wrench

96

Concept Mastery Fluency Drill 56b: wr8 words per row / 12 rows / 96 words


numb comb climb thumb plumb|er limb comb|ing

plumb|ing crumb comb thumb numb combing limb

climb plumb|er plumb|ing thumb numb plumb|er climb

crumb limb comb combing numb climb comb

thumb plumbing limb comb climb plumber thumb

combing numb plumbing climb numb plumber comb

thumb crumb limb combing thumb crumb comb

climb plumber plumbing numb limb combing plumbing

crumb numb comb thumb climb comb climb

plumber thumb limb plumbing combing numb crumb

comb thumb climb plumber combing limb crumb

plumber limb numb comb plumbing climb thumb

97

Concept Mastery Fluency Drill 56c: mb7 words per row / 12 rows / 84 words


ghost ghast|ly ghoul aghast ghost|ly spa|ghet|ti ghost

ghoul aghast ghost|ly ghast|ly spa|ghet|ti ghost ghast|ly

ghast|ly aghast ghoul ghost ghost|ly ghoul spa|ghet|ti

spaghetti ghastly ghoul ghostly aghast ghost aghast

ghostly ghost aghast spaghetti ghastly ghostly ghoul

ghost spaghetti ghastly ghostly aghast ghoul spaghetti

ghastly aghast ghostly ghost spaghetti ghoul ghostly

aghast spaghetti ghost ghoul ghostly ghastly aghast

ghoul ghastly ghoul aghast ghostly spaghetti ghost

aghast ghoul spaghetti ghost ghostly ghastly ghastly

spaghetti aghast ghastly ghostly ghost ghost ghoul

ghastly spaghetti ghoul aghast ghost ghostly spaghetti

98

Concept Mastery Fluency Drill 56d: gh7 words per row / 12 rows / 84 words


guard guess guard|ing guide guar|an|tee gui|tar guest

dis|guise guar|an|tee gui|tar guest dis|guise guard guess

guard|ing guide guard|ing guide guess guest dis|guise

guarantee guitar guard guitar guest guide guard

disguise guarding guess guarantee guest disguise guarantee

guard guess guarding guitar guide guest disguise

guitar guarantee guide guard guess guarding guarding

guard guess guest disguise guitar guide guarantee

guitar guest guarantee disguise guide guard guess

guarding guide guitar guest guarding disguise guarantee

guard guess guess guide guarantee guitar guarding

guard disguise guest guard guarding disguise guarantee

99

Concept Mastery Fluency Drill 56e: gu7 words per row / 12 rows / 84 words


Name Age Grade

Teacher Reader Concept Pg

Concept Mastery Fluency Drills Progress Report


Form A

about

afoot

ajar

aloud

asleep

around

above

aloof

amiss

awake

ago

alone

ashore

across

away

alert

among

against

afraid

aboard

Who lives across the street?

The little boat drifted ashore.

We read the story aloud.

There is something strange afoot.

The plane soared above the clouds.

Floyd lives around the corner.

Our class sang along with the teacher.

Alana forgot to set the alarm again.

Decoding Assessments: Prefix a-


Form B

aback

abide

ashore

across

alert

awoke

abrupt

awhile

alive

apart

aware

again

abash

abode

alike

alarm

along

amend

away

agree

Alana awoke at seven in the morning.

The Smiths live in the apartment above us.

The kitten is fast asleep.

Be alert and aware when you cross the street.

Roger ran fast around the track.

Even from far away, the twins look exactly alike.

109Decoding Assessments: Prefix a-


Form A

camera

banana

panda

Canada

orca

Alaska

Anna

parka

opera

extra

gorilla

Amanda

vanilla

Stella

umbrella

flora

Montana

Nana

panda

banana

I would like a banana split with vanilla ice cream.

Don’t forget to pack your camera.

We saw an orca when we went to Alaska.

Our class saw a gorilla and a panda at the zoo.

Stella forgot her parka on her trip to Montana!

110 Decoding Assessments: Ending -a


Form B

Anna

gorilla

vanilla

Stella

orca

opera

camera

Amanda

Nana

Alaska

extra

Donna

parka

panda

Canada

flora

umbrella

banana

Montana

vanilla

Banana trees grow where the weather is hot.

Pack your parka when you visit Alaska.

The panda cub is eating bamboo.

Will you need an extra umbrella in Canada?

The Magic Flute is a wonderful opera.

Smile for the camera!

Orca is another name for killer whale.

111Decoding Assessments: Ending -a


Form A

fixable

enforceable

traceable

commendable

respectable

manageable

serviceable

noticeable

peaceable

readable

loveable

chargeable

treatable

comfortable

changeable

chargeable

huggable

respectable

readable

fixable

The puppy is unmanageable.

The common cold is very treatable.

I spilled tea on the letter and made it unreadable.

This is the most comfortable bed.

Is the desk chair adjustable?

Flora broke the vase, but it was fixable.

The stain on Alan’s shirt was not noticeable.

Amal’s little sister is cute and loveable.

Laws do not work if they are not enforceable.

Your hard work is commendable.

112 Decoding Assessments: Suffix -able


Form B

comfortable

traceable

peaceable

respectable

noticeable

adjustable

serviceable

readable

fixable

comfortable

loveable

enforceable

chargeable

huggable

adjustable

treatable

changeable

noticeable

manageable

respectable

Jenny’s car is fixable.

Those shirts are changeable.

The work is manageable right now.

The fluffy kitten was huggable.

I am glad these pants are adjustable!

There is a traceable line on the paper.

Your penmanship is very readable.

Nana’s chair is the most comfortable in the house.

That stain is treatable with a good wash.

The coffee spill will not be noticeable on the dark carpet.

113Decoding Assessments: Suffix -able


Form A

pamphlet

dolphin

telegraph

sphere

elephant

gopher

apostrophe

trophy

microphone

physics

Phil

graphic

Philadelphia

alphabet

phase

sophomore

typhoon

phone

phantom

graph

Elephants are the biggest land mammals.

Dolphins are very smart.

Most pencils are made with graphite, not lead.

Phil got the baseball player’s autograph.

I need to get in shape and do some physical activity!

Can you read the second paragraph?

The ball went down the gopher hole in the yard.

We gave Gram an old photograph of everyone.

Don’t forget to phone Jane on her birthday.

114 Decoding Assessments: ph


Form B

elephant

photograph

phonics

morph

photocopy

catastrophe

pharmacy

physical

phrase

phosphate

autograph

telephone

hyphen

graphite

triumph

phoneme

paragraph

sphere

philodendron

atmosphere

You are never too old to learn phonics rules.

The telephone quickly replaced the telegraph.

Be sure to use hyphens and apostrophes correctly.

The soccer team will triumph by winning the trophy.

The atmosphere is a layer of gas around the earth.

This graph shows the number of typhoons that occur

each year.

Decoding Assessments: ph 115


Form A

bought

caught

ought

taught

onslaught

brought

distraught

haughty

thought

naught

sought

fraught

naught

taught

thought

sought

haughty

fought

fraught

bought

She ought to do her math homework.

Sandy fought with her brother about sports.

I brought my lunch today.

Mom sought cooking advice from the Internet.

Grace caught the ball and won the game.

The trip to the South Pole was fraught with risk.

He felt distraught that he had not bought a gift yet.

We taught the naughty dog a lesson and put him in the yard.

116 Decoding Assessments: ought, aught


Form B

bought

onslaught

fraught

thought

ought

fought

daughter

sought

haughty

brought

distraught

naught

thought

naughty

caught

fought

sought

naught

taught

brought

Ms. Smith bought a book for her daughter.

The trail was fraught with danger.

I sought advice from my wise sister.

Mr. Miller taught us to graph our data.

She was distraught when her cat ran away.

Ralph thought he had caught the ball.

There was an onslaught of mail on Monday.

The haughty boy learned his lesson.

117Decoding Assessments: ought, aught


Form A

blue

clue

true

glue

due

duel

pursue

Tuesday

Sue

construe

cruel

subdue

avenue

rue

flue

fondue

grueling

revenue

gruesome

residue

You need a glue stick for your poster.

The firefighters performed a brave rescue.

Let’s have a barbecue in the back yard.

The book is due on Tuesday.

Please, do not argue!

Bill has cool blue sneakers.

The knights fought a duel.

When do you have time to pursue a hobby?

Nana had a beach house on Bay Avenue.

118 Decoding Assessments: ue


Form B

barbecue

cue

due

pursue

argue

blue

issue

Tuesday

rescue

value

tissue

avenue

continue

fuel

revenue

clue

true

glue

construe

pursue

You are a true friend.

Be on time for the meeting on Tuesday.

Please pass me a tissue.

You misconstrued my sentence.

Citizens pay taxes on their revenue.

Be sure the fuel tank is full.

The story is continued on page five.

Calvin has a blue and yellow parakeet.

Do not use permanent glue for this project.

Barbecued corn is very good.

119Decoding Assessments: ue


Form A

new

Andrew

dew

stew

screw

crew

newt

blew

chew

drew

flew

grew

threw

shrew

news

mildew

sewer

shrewd

Lewis

strew

The grass was wet with dew.

Amanda threw the ball to second base.

Do not chew gum in class.

The grass in the yard grew really high.

Drew blew a big bubble.

What does the news say?

Dad and I flew our kite in the contest.

The airplane crew got ready for the next flight.

The artist drew a cartoon of us at the fair.

120 Decoding Assessments: ew


Form B

blew

shrew

grew

few

skewer

yew

shrewd

pewter

new

Andrew

dew

hew

news

flew

stew

screw

crew

chew

drew

threw

Andrew washed his hands after he blew his nose.

Greta drew a few flowers in her notebook.

Is there meat in this stew?

The wind blew, and it started to rain.

Adam flew from Boston to New York.

The brown bear grew to be eight feet tall.

I want to share my good news with you.

121Decoding Assessments: ew


Form A

statue

mutual

punctual

tarantula

fortune

perpetual

fortune

Portugal

spatula

mutual

congratulate

fluctuate

virtue

situate

statue

infatuate

habitual

actual

mutual

fortunately

What does your fortune say?

Jay has a black tarantula as a pet.

Let’s meet at the dolphin statue.

It is well situated by the train.

We had a mutual agreement to trade cards.

Do not forget to congratulate him on the team’s win.

The end of the spatula melted on the stove.

Andrew is perpetually late.

It is a virtue to be punctual.

122 Decoding Assessments: tu


Form B

mutual

congratulate

actual

perpetual

fortunately

punctual

infatuate

statue

tarantula

spatula

fortunately

habitual

fortune

Portugal

congratulate

spatula

fluctuate

virtue

situate

fortune

Be punctual for your meeting.

Congratulations on your new home!

Alan’s tarantula is three inches long.

Use a spatula to flip the pancakes.

The colony was situated near the river.

A new bike can cost a fortune!

The weather fluctuates in the spring.

Tom and I had a mutual pal.

The statue is made of plaster.

The actual price is more than we expected.

123Decoding Assessments: tu


Form A

boil

void

noise

topsoil

turmoil

point

coin

voice

noisy

doily

cloister

oil

join

poison

oily

avoid

embroider

coil

spoiled

foil

The kids spoiled the new puppy.

Milly put the kettle on the stove to boil water.

Your car just made a strange noise!

The soil was too moist to garden.

My dad and I have a joint account at the bank.

Please use your indoor voice.

That’s a sharp point on your pencil!

Join us at the playground!

Help me find a coin for the bus.

124 Decoding Assessments: oi


Form B

avoid

foil

joint

ointment

appoint

choice

appointment

point

soil

sirloin

android

broil

hoist

disappoint

asteroid

spoil

moist

disappointed

broiler

tinfoil

Roy had to make a difficult choice.

An asteroid is different from a planet.

Do not avoid your dentist appointment.

The storm made a lot of noise.

Tam was disappointed when she lost the game.

Who will appoint the judge?

Broil the roast for sixty minutes.

Wrap the sandwich in foil.

The cake was rich and moist.

125Decoding Assessments: oi


Form A

boy

royal

employ

boycott

enjoyment

toy

enjoy

cowboy

soybean

employer

Floyd

coy

joyful

convoy

joy

employee

corduroy

annoy

loyal

oyster

The tot lost her toy.

Enjoy the afternoon.

The painter’s corduroy pants were destroyed.

Floyd was filled with joy when he saw his new drum kit.

Did you get soy milk at the store?

The boy and girl hugged the loyal dog.

A good employee is punctual and works hard.

126 Decoding Assessments: oy


Form B

boycott

toy

destroy

Joyce

convoy

loyal

ploy

employee

joyful

coy

Troy

enjoy

soybean

cowboy

oyster

Floyd

joy

annoy

employer

corduroy

This company employs twenty people.

The city of Troy was destroyed.

Is there a pearl inside the oyster?

Joyce is a loyal friend.

Roy will boycott that toy company.

The convoy made a lot of noise when it rode by.

127Decoding Assessments: oy


Form A

saw

jaw

paw

raw

law

flaw

claw

straw

hawk

dawn

fawn

lawn

pawn

yawn

drawn

crawl

shawl

lawyer

withdraw

strawberry

We taught the dog to raise his paw.

The child crawled on the lawn.

Mr. Shawn put up a blue awning.

Some fish tastes good raw.

The doe and fawn ate straw at the farm.

Dawn is a great lawyer.

128 Decoding Assessments: aw


Form B

crawl

shawl

lawyer

withdraw

strawberry

awful

awning

draw

drawing

sprawl

squawk

awl

gawk

awkward

thaw

hawk

bawl

dawn

fawn

lawn

The scouts saw a hawk in the forest.

Linda likes to draw on the board.

Spot sprawled out on the floor.

Wait for the berries to thaw.

Ginny made this lovely pink shawl.

Dawn drank her strawberry shake with a straw.

The hatchlings squawked in the nest.

129Decoding Assessments: aw


Form A

haul

Paul

fault

vault

flaunt

haunt

haunted

launch

faucet

gauze

cause

because

sauce

August

author

autumn

laundry

saucer

laurel

fraud

Paula said it was not her fault.

The first day at a new school can be daunting.

Bring in the laundry before it rains!

Joyce got barbecue sauce on her shirt.

The leaky faucet made noise all night long.

The author got a round of applause.

Jean flaunted her new ring at dinner.

Did you watch the shuttle launch?

130 Decoding Assessments: au


Form B

gaunt

audit

daunt

daub

maul

nautical

Saul

caustic

pause

applaud

authentic

haul

auto

tarpaulin

haunches

taunt

automatic

applause

astronaut

sauna

Saul does all his own laundry.

Would you like sauce on your dumplings?

Who is the author of this book?

Be sure you turn the faucet off.

The leaves turn red and brown in autumn.

Pull the tarpaulin over the pool.

The sailor had a nautical map.

The actors paused to enjoy the applause.

131Decoding Assessments: au


Form A

key

monkey

donkey

obey

alley

trolley

volley

chimney

valley

prey

money

chutney

hockey

jersey

kidney

pulley

they

honey

survey

turkey

Dan’s hockey jersey ripped during the game.

The survey asked about the food we like to eat.

Take the red trolley downtown.

Obey the rules of the road!

Did you leave your keys at home?

A hawk is a bird of prey.

They ate turkey with cranberry chutney at Thanksgiving.

132 Decoding Assessments: ey


Form B

obey

hockey

money

donkey

turkey

monkey

alley

trolley

volley

chimney

valley

they

kidney

survey

honey

chutney

prey

key

jersey

pulley

This song is played in the key of G.

Use the pulley to raise the flag.

Trey had his birthday party at the bowling alley.

We volley the ball back and forth.

The class washed cars to raise money for the trip.

Tamara spread honey and chutney on her bread.

A male turkey is called a tom.

In Death Valley, it rains less than 2 inches per year.

133Decoding Assessments: ey


Form A

wrinkle

know

wrist

knee

knead

wrap

kneel

wrapper

wreck

knew

knight

wren

knob

wry

knack

known

wring

wrestle

knock

wreath

We sold our old knickknacks at the yard sale.

Wear kneepads when you ride your bike.

You know you should throw away that wrapper.

I knit a shawl for Joyce.

Do you hear a knock at the door?

The wrestler was hurt very badly.

Mom put a wreath of flowers on the table.

Will you please kneel down and hand me that wrench?

134 Decoding Assessments: kn, wr


Form B

write

knapsack

wrangler

knave

wrung

kneel

wrench

knew

written

knuckle

knob

wrapping

wriggle

knelt

wrong

knot

wristwatch

knickknack

wrote

wrinkled

Can you untie this knot?

Padma wrinkled her nose.

The present was wrapped with a pretty bow.

Frank will fix the doorknob.

Do you know who wrote A Wrinkle in Time?

Your knees and knuckles are kinds of joints.

The hiker packed a knapsack with supplies.

135Decoding Assessments: kn, wr


Form A

disguise

numb

guarding

climb

combing

jamb

ghost

aghast

guarantee

numbness

crumb

gherkin

guide

guard

thumb

guess

ghostly

comb

guise

guinea pig

The guests arrived at seven.

Kim pinched her thumb in the door.

I did not see through your clever disguise.

Will uses a steel comb on his dog’s fur.

Try to guess what is for dinner.

Are we having spaghetti?

The climber and her guide reached the top.

People say they see ghosts in the haunted house.

Laura fed a carrot to her pet guinea pig.

136 Decoding Assessments: mb, gh, gu


Form B

guide

guard

thumb

guess

guarantee

numbness

crumb

gherkin

ghostly

comb

guise

spaghetti

limb

guitar

ghastly

guest

plumber

plumbing

guitar

guinea pig

Anna plays the guitar like a pro.

Guide dogs need careful training.

We had spaghetti and meatballs for dinner.

Rich’s fingers were numb from the cold.

The group told ghost stories around the campfire.

A robin’s nest was out on a limb.

The plumber fixed the leaky pipe.

I guarantee you cannot lose.

Victor guarded the door very carefully.

Harold the guinea pig likes to eat apples.

137Decoding Assessments: mb, gh, gu


Form A

message

damage

village

shortage

manage

salvage

wreckage

bandage

cabbage

baggage

garbage

cottage

sausage

image

average

advantage

voltage

package

postage

passage

This is a sweet beverage.

There is a water shortage in the village.

The soccer team won the scrimmage match.

I need a postage stamp to mail this letter.

Greg sent me an instant message.

Let’s go to the beach cottage this summer.

Dad got the bikes out of storage.

Amanda found a great vintage dress at the rummage sale.

138 Decoding Assessments: -age


Form B

rummage

storage

voyage

language

luggage

scrimmage

stoppage

mileage

hostage

breakage

coinage

voyage

footage

heritage

ravage

salvage

yardage

vintage

spoilage

beverage

How much luggage will you need for your voyage?

Lewis rummaged through the storage closet.

I left a message for Mr. Chin.

Can I get you a beverage?

Read the passage on page 51.

What is the voltage of these batteries?

Tim manages his time very well.

The storm ravaged the town.

139Decoding Assessments: -age


Form A

baby

major

paper

favor

acorn

agent

Amy

cradle

lady

shaky

vacant

able

lazy

table

raven

baker

gravy

ladle

flavor

vacancy

This gravy has a lot of flavor.

The heat makes me feel lazy.

Please set the table for dinner.

The baker made a fresh batch of bread.

Would you please do me a big favor?

Mom rocked the baby to sleep.

Does that hotel have a vacancy?

We ran out of paper!

Stan mows the lawn for the lady next door.

140 Decoding Assessments: a/cv


Form B

laser

radar

acorn

table

aging

raking

lady

lazy

baby

shaky

vacant

paper

baker

able

brazen

favor

grading

cradle

flavor

gravy

Dad put the baby in the cradle.

Acorns grow on oak trees.

The baker wakes at six in the morning.

Hanna will be able to drive when she is seventeen.

The brazen squirrel approached the big dog.

Rachel enjoys raking leaves in autumn.

They saw the spacecraft on the radar screen.

The raven squawked and flew away.

141Decoding Assessments: a/cv


Form A

tiger

virus

pilot

tidal

silent

spider

primary

vital

tidy

tiny

spiky

tiger

item

icy

Irene

virus

cider

tripod

final

minor

Would you like your apple cider hot or cold?

I will ride my bicycle after I tidy my room.

Amy wore a wild dress with green tiger stripes.

Floyd got a minor leg cramp in the final lap of the race.

Check the tidal charts before launching the ship.

The pilot landed the airplane smoothly.

The child’s room was painted in primary colors.

The tiny baby wailed for his mother.

142 Decoding Assessments: i/cv


Form B

icy

vibrant

bicycle

diver

tiger

vital

tiny

digest

item

spider

primary

virus

migrate

biped

riding

cider

tidal

wider

hiking

minor

The primary colors are red, blue, and yellow.

Birds migrate in winter.

Ivan will ride his bicycle.

The pilot greeted the passengers.

The hikers packed a picnic lunch.

Sunshine and water are vital to plants.

Have you ever seen tigers in the wild?

The silent spider will not hurt you.

143Decoding Assessments: i/cv


Form A

donut

open

oboe

produce

bony

over

moment

motor

protect

propel

introduce

solar

potato

tomato

odor

focus

polite

provide

photo

soda

Who took that photo?

Roland plays oboe in the band.

Do not shake the can of soda before you open it!

My grandmother planted a tomato plant for me.

I can name all the planets in the solar system.

There is a fishy odor coming from the stove.

It is good to be polite to everyone.

How many legs does an octopus have?

144 Decoding Assessments: o/cv


Form B

focus

photo

topaz

potato

rotate

coconut

coding

open

produce

opal

ozone

photo

octopus

motor

modem

tomato

noble

odor

total

robot

Let me introduce you.

Many small planes have propellers.

I will be over in a minute.

The total came to three dollars.

The grocery store has fresh produce.

My aunt wears a topaz and opal ring.

The motor on the lawnmower is broken.

145Decoding Assessments: o/cv


Form A

music

pruning

human

ruler

student

Pluto

tuba

truly

usage

unite

argument

tutor

computer

Uranus

duty

tulip

tuner

mercury

cucumber

Jupiter

Lulu plays tuba in the same band as Roland.

The student sat at the computer.

The guard was on duty at the pool.

What a humid July day!

The music will be over soon.

Susan broke my ruler during math.

146 Decoding Assessments: u/cv


Form B

tutor

user

ruler

puny

super

flutist

humid

duty

cubic

lucid

plumage

tuba

human

truly

tuning

tulip

fuming

cucumber

Cuba

music

The tulips will begin to bloom.

It is too humid to jog.

Mercury, Jupiter, and Uranus are planets in our solar system.

Many researchers do not include Pluto as a planet anymore.

I will add cucumbers to the salad.

Susan will visit Cuba in July.

147Decoding Assessments: u/cv


Form A

fever

became

deny

respect

rely

equal

even

renew

erase

beside

decide

recycle

decode

prepare

presume

feline

refuse

revised

zero

detail

Close the door before you go.

Lela decided to revise her story.

Everyone in our school recycles.

The home team won with a score of five to zero.

Eva was home sick with a high fever.

Did you prepare a fancy meal for your feline?

148 Decoding Assessments: e/cv


Form B

recycle

deploy

deter

remind

renew

female

Peter

detail

become

before

preceding

decide

lever

feline

predict

before

respect

zero

edict

even

We respect our classmates.

Most felines have whiskers.

We obeyed Grandpa’s edict to wash the dishes.

Ethan predicted that it would rain.

How can I deter you from leaving?

Pull the lever to turn on the lights.

Remind us of the preceding events.

149Decoding Assessments: e/cv


Qu

ick

Ch

eck

Less

on

2

pan

da

ban

ana

par

ka

go

rill

a

d

igit

al c

amer

a ex

tra

cred

it

My

par

ents

wen

t to

th

e o

per

a.

Did

yo

u b

rin

g a

n u

mb

rella

?

Qu

ick

Ch

eck

Less

on

1

away

a

cro

ss

afr

aid

a

lon

e

al

l ab

oar

d

abov

e th

e cl

ou

ds

Jim

left

th

e d

oo

r aj

ar.

A lo

ng

tim

e ag

o, t

her

e liv

ed a

b

rave

kn

igh

t.

Qu

ick

Ch

eck

Less

on

1–3

a

abo

ut

cam

era

mis

erab

le

ban

ana

h

igh

ale

rt

ban

ana

split

I ag

ree

that

we

sho

uld

go

ho

me.

Th

is p

arka

is v

ery

serv

icea

ble

in

the

cold

.

Qu

ick

Ch

eck

Less

on

3

fi

xab

le

no

tice

able

ad

just

able

re

spec

tab

le

ch

arge

able

bat

tery

h

ug

gab

le p

et

Th

e co

ffee

sp

ill le

ft a

no

tice

able

sta

in.

Sh

e m

ade

a co

mm

end

able

eff

ort

in

the

race

.

Quick Checks


Qu

ick Ch

eck Lesson

1–3c

vanilla

amu

se p

eaceable

apart

o

ut an

d ab

ou

t w

inter p

arka

Th

e pan

da cu

b is so

ado

rable!

Th

at part o

f the cam

era is no

t fixable.

Qu

ick Ch

eck Lesson

1–3b

loveable

um

brella

awake

treatable

stay aw

hile

op

era singer

It is miserab

le ou

tside!

Th

e teacher read

alou

d to

us.

Qu

ick Ch

eck Lesson

4

grap

h

eleph

ant

trop

hy p

han

tom

alp

hab

et sou

p

ph

on

e bo

oth

Playin

g b

all is goo

d p

hysical activity.

Grap

hite is a fo

rm o

f carbo

n u

sed in

p

encils.

Qu

ick Ch

eck Lesson

1–3d

Alaska

no

ticeable

again

st N

ana

p

and

a cub

treatab

le illness

Let’s go aw

ay to M

on

tana.

Th

e man

was taken

aback by th

e size o

f the go

rilla.

Quick Checks


Qu

ick

Ch

eck

Less

on

4b

ph

on

e tr

ium

ph

R

alp

h

ph

oto

cop

y

co

lor

ph

oto

gra

ph

p

hysi

cal a

ctiv

ity

May

I p

leas

e h

ave

som

e

alp

hab

et s

ou

p?

Ph

ilip

wo

n t

he

fiel

d d

ay t

rop

hy.

Qu

ick

Ch

eck

Less

on

4a

do

lph

in

phy

sica

l sp

her

e p

ho

nic

s

b

ar g

rap

h

spo

rts

tro

phy

Let’s

gra

ph

th

e cl

ass

dat

a.

We

lear

ned

ab

ou

t ty

ph

oo

ns

in c

lass

.

Qu

ick

Ch

eck

Less

on

5

tho

ug

ht

cau

gh

t b

rou

gh

t ta

ug

ht

b

ou

gh

t a

gift

fr

aug

ht

wit

h d

ange

r

You

ou

gh

t to

see

th

is!

Th

at n

aug

hty

do

g a

te m

y sh

oe.

Qu

ick

Ch

eck

Less

on

4c

gop

her

ph

arm

acy

pam

ph

let

hyp

hen

A

fric

an e

lep

han

t cl

ever

ph

rase

Loo

k at

th

e o

ld p

ho

to o

f N

ana!

We

saw

Ph

anto

m o

f th

e O

per

a la

st

wee

ken

d.

Quick Checks


Qu

ick Ch

eck Lesson

5b

sou

gh

t frau

gh

t n

aug

ht

ou

gh

t

th

ink h

appy th

ou

gh

ts

hau

gh

ty dau

gh

ter

Stella so

ug

ht go

od

advice fro

m

her m

om

.

Ph

il was d

istraug

ht after h

is cat ran

away.

Qu

ick Ch

eck Lesson

5a

bo

ug

ht d

aug

hter fo

ug

ht o

nslau

gh

t

d

istraug

ht by th

e new

s

fou

gh

t bravely

We w

ere caug

ht in

the rain

.

Wh

o b

rou

gh

t din

ner?

Qu

ick Ch

eck Lesson

6

clue

b

lue

Tu

esd

ay

aven

ue

tru

e or false

du

e date

Co

ng

ratulatio

ns o

n yo

ur n

ew p

up

py!

Th

e tarantu

la escaped

from

its tank.

Qu

ick Ch

eck Lesson

5c

nau

gh

ty h

aug

hty

bo

ug

ht

tho

ug

ht

so

ug

ht ad

vice b

rou

gh

t a friend

I tho

ug

ht yo

u w

ere goin

g to

be late.

You

r wo

rrying

was all fo

r nau

gh

t.

Quick Checks


Qu

ick

Ch

eck

Less

on

8

stat

ue

actu

al

pu

nct

ual

vi

rtu

e

fo

rtu

ne

coo

kie

hab

itu

ally

late

Tara

ntu

las

scar

e m

y m

om

.

Jam

es f

lipp

ed t

he

fish

wit

h a

b

ig s

pat

ula

.

Qu

ick

Ch

eck

Less

on

7

ne

w

che

w

thre

w

fle

w

go

od

new

s sh

rew

d p

erso

n

Qu

ite

a fe

w p

eop

le c

ame

to

the

par

ty.

An

dre

w b

lew

ou

t al

l th

e ca

nd

les.

Qu

ick

Ch

eck

Less

on

6–8

b

few

si

tua

te

hu

e

de

w

n

ew b

ike

tiss

ue

box

Ste

war

t co

ng

ratu

late

d m

e af

ter

th

e p

lay.

Co

nti

nu

e d

own

th

is s

tree

t fo

r

thre

e b

lock

s.

Qu

ick

Ch

eck

Less

on

6–8

a

me

w

glu

e

issu

e

gre

w

ch

eese

fon

du

e b

arb

ecu

e sk

ewer

Th

e q

uar

terb

ack

mad

e a

shre

wd

mov

e.

We

wen

t to

Po

rtu

gal f

or

spri

ng

bre

ak.

Quick Checks


Qu

ick Ch

eck Lesson

9

coin

n

oise

so

il a

vo

id

jo

in in

vo

ice over

It is rud

e to p

oin

t at som

eon

e.

Do

no

t be late fo

r you

r app

oin

tmen

t.

Qu

ick Ch

eck Lesson

6–8c

pu

rsue

blew

m

utu

al p

ewter

tru

e value

gru

eling

test

We m

utu

ally agreed

to set an

actu

al date.

Qu

ick, get the b

urn

ing

skewers o

ff th

e barb

ecue!

Qu

ick Ch

eck Lesson

9–10a

mo

ist co

wb

oy

p

oiso

n

oil

to

the p

oin

t loyal frien

d

Take the ten

derlo

in steak o

ut o

f th

e bro

iler.

Do

no

t let you

r sister ann

oy you

.

Qu

ick Ch

eck Lesson

10

toy

ro

yal

an

no

y

de

stroy

en

joy you

rself

emp

loyee of th

e mo

nth

I love the O

de to

Joy.

Steam

ed soyb

eans m

ake a go

od

snack.

Quick Checks


Qu

ick

Ch

eck

Less

on

9–1

0c

plo

y as

tero

id

toil

et

cord

uro

y

a

clev

er p

loy

recy

cled

tin

foil

Ho

ist

up

th

e sa

ils!

Th

e si

nge

r w

ore

a f

lam

boy

ant

co

stu

me.

Qu

ick

Ch

eck

Less

on

9–1

0b

join

t em

plo

y b

oyc

ott

d

isap

po

int

co

in a

ph

rase

a

hu

ge c

onv

oy

Th

at d

ress

ing

has

su

nfl

ower

see

d

oil

in it

.

We

wo

un

d u

p t

he

coil

of

rop

e.

Qu

ick

Ch

eck

Less

on

12

be

cau

se

sau

ce

ha

ul

fau

lt

le

aky

fau

cet

rock

et la

un

ch

We

are

goin

g t

o S

pai

n in

Au

gu

st.

Pu

t a

gau

ze p

ad o

n y

ou

r sc

rap

e.

Qu

ick

Ch

eck

Less

on

11

aw

ful

dra

w

jaw

cl

aw

m

ow t

he

law

n

paw

pri

nt

I ju

st s

aw a

hu

ge d

og

!

Th

e ch

ild y

awn

ed a

nd

fel

l asl

eep

.

Quick Checks


Qu

ick Ch

eck Lesson

11–12b

gaw

k

vau

lt a

utu

mn

d

awn

th

e last straw

hau

nted

ho

use

Mo

m said

, “Becau

se I said so

!”

Th

at gaud

y ou

tfit is awfu

l.

Qu

ick Ch

eck Lesson

11–12a

au

to

haw

k

pa

use

b

awl

gau

ze pad

lo

bster claw

Th

e class mad

e pastel d

rawin

gs.

Bu

zz Ald

rin is an

astron

aut.

Qu

ick Ch

eck Lesson

13

the

y

key

va

lley

o

be

y

kid

ney b

ean

mo

ney in

the b

ank

Th

e alley cat was lo

okin

g fo

r foo

d.

Gran

dp

a used

to b

e a chim

ney sw

eep.

Qu

ick Ch

eck Lesson

11–12c

thaw

lau

nch

aw

kward

au

then

tic

th

in an

d gau

nt

flying

saucer

Laurel sp

eaks in a so

uth

ern d

rawl.

Th

e law is clear ab

ou

t littering

.

Quick Checks


Qu

ick

Ch

eck

Less

on

13b

bar

ley

wh

ey

par

sley

h

on

ey

b

ird

of

pre

y fo

otb

all j

erse

y

Do

no

t fo

rget

yo

ur

mo

ney

an

d k

eys.

Th

e h

ou

se h

ad a

gal

ley

kitc

hen

.

Qu

ick

Ch

eck

Less

on

13a

pre

y m

on

key

do

nke

y tu

rkey

ta

ke a

su

rvey

p

ulle

y sy

stem

Can

I h

ave

ho

ney

in m

y te

a?

“Ob

ey y

ou

r m

oth

er!”

sai

d m

y d

ad.

Qu

ick

Ch

eck

Less

on

14

kn

ow

k

ne

e

wra

p

wri

te

w

ron

g w

ay

knig

ht

in a

rmo

r

Th

e p

up

py w

rig

gle

d o

nto

my

lap

.

Do

yo

u k

now

wh

ere

the

tro

lley

goes

?

Qu

ick

Ch

eck

Less

on

13c

gal

ley

mo

ney

su

rvey

p

ull

ey

h

ock

ey s

tick

m

ilk a

nd

ho

ney

We

pla

yed

vo

lleyb

all a

t th

e b

each

.

Aft

er t

he

film

, I f

illed

ou

t a

surv

ey.

Quick Checks


Qu

ick Ch

eck Lesson

14–15a

wrig

gle

gu

ard

knives

gh

ou

l

w

ron

g n

um

ber

kno

ck, kno

ck

If you

wrin

g o

ut th

e shirt, it

will w

rinkle.

Th

e gu

ide d

og

knew

wh

en to

cross

the street.

Qu

ick Ch

eck Lesson

15

gu

ess

climb

g

ho

st g

uid

e

g

reen th

um

b

no

gu

arantee

Pearl makes th

e best cru

mb

cake.

Th

e gu

ests were ag

hast at th

e b

ad fo

od

.

Qu

ick Ch

eck Lesson

14–15c

wrap

kn

ot

plu

mb

er sp

agh

etti

o

ut o

n a lim

b

gu

t wren

chin

g

Th

e knig

ht kn

elt befo

re the kin

g.

My class w

rote to

the au

tho

r of

the b

oo

k.

Qu

ick Ch

eck Lesson

14–15b

knit

nu

mb

w

rench

d

isgu

ise

w

ho

know

s fin

e too

th co

mb

Jim h

as a knack fo

r playin

g

the g

uitar.

Co

mb

you

r hair b

efore yo

u leave.

Quick Checks


Qu

ick

Ch

eck

Less

on

16a

man

age

pac

kag

e vi

llag

e g

arb

age

re

adin

g p

assa

ge

rum

mag

e sa

le

Did

yo

u g

et m

y m

essa

ge?

You

r p

ost

card

nee

ds

mo

re p

ost

age.

Qu

ick

Ch

eck

Less

on

16

cott

age

mes

sag

e d

amag

e im

age

a

lon

g v

oyag

e lo

st lu

gga

ge

We’

ll h

ave

sau

sage

an

d s

pag

het

ti

for

din

ner

.

Bill

fo

un

d t

he

lost

pac

kage

.

Qu

ick

Ch

eck

Less

on

16c

p

ost

age

adva

nta

ge

bag

gage

b

ever

age

lu

gga

ge t

ag

garb

age

can

Dre

w h

as a

ban

dag

ed le

g a

nd

ca

n’t

pla

y.

Wo

uld

yo

u li

ke c

ott

age

chee

se

for

lun

ch?

Qu

ick

Ch

eck

Less

on

16b

sau

sag

e av

erag

e ca

bb

age

pas

sag

e

ti

ny v

illag

e av

erag

e sc

ore

Ple

ase

take

ou

t th

e ga

rbag

e!

Th

e ca

t’s c

law

s d

id n

ot

dam

age

th

e so

fa.

Quick Checks


Qu

ick Ch

eck Lesson

18

silen

t ite

m

fina

l p

ilot

w

ild tiger

dead

ly spid

er

Is the p

rob

lem m

ajor o

r min

or?

I have to

tidy m

y roo

m first.

Qu

ick Ch

eck Lesson

17

pa

pe

r la

dy

m

ajo

r a

corn

flavo

r of th

e day

coffee tab

le

Am

y did

me a b

ig favo

r.

Th

ere is a garden

in th

e vacant lo

t.

Qu

ick Ch

eck Lesson

20

tub

a

du

ty

tun

er

Plu

to

m

usic lesso

n

on

ly hu

man

Turn

off th

e com

pu

ter.

Are yo

u a go

od

stud

ent?

Qu

ick Ch

eck Lesson

19

rob

ot

pro

tect p

olite

tom

ato

over th

e hill

ph

oto

bo

oth

Please w

ait on

e mo

men

t.

Irene go

t fresh p

rod

uce fro

m

the m

arket.

Quick Checks


Qu

ick

Ch

eck

Less

on

17–

21a

tab

le

ov

er

tid

y

eq

ua

l

co

mp

ute

r u

sage

cl

ean

ing

age

nt

He

felt

pu

ny n

ext

to t

he

skys

crap

er.

Ro

bo

ts d

o s

om

e jo

bs

bet

ter

than

h

um

ans.

Qu

ick

Ch

eck

Less

on

21

pre

par

e d

eny

refu

se

dec

od

e

er

ase

the

bo

ard

a

hig

h fe

ver

Th

e p

acka

ge is

bes

ide

the

tab

le.

I hav

e to

rel

y o

n y

ou

to

be

pu

nct

ual

.

Qu

ick

Ch

eck

Less

on

17–

21c

gra

vy

ic

y

po

tato

m

usi

c

p

rep

are

a p

aper

d

uty

to

pro

tect

Can

yo

u in

tro

du

ce m

e to

Jo

dy?

A f

resh

to

mat

o h

as a

lot

of

flav

or.

Qu

ick

Ch

eck

Less

on

17–

21b

era

se

rule

r m

om

en

t tr

ipo

d

a

hau

nti

ng

rav

en

tab

le m

ann

ers

Th

e ca

mer

a tr

ipo

d w

as s

hak

y.

A g

ori

lla is

a k

ind

of

pri

mat

e.

Quick Checks


Decodable Words

1. about

2. thought

3. true

4. annoy

5. draw

6. turkey

7. extra

8. they

9. actual

10. village

11. guess

12. prepare

13. haughty

14. miserable

15. value

16. haunt

17. survey

18. human

19. kneel

20. graphic

21. foil

22. grew

23. loyal

24. thumb

25. distraught

26. strawberry

27. few

28. because

29. ghost

30. extra

31. write

32. polite

33. dolphin

34. virtue

35. final

36. flavor

37. usage

38. avoid

39. ought

40. jersey

Level 6 Post-Level Assessment



Sentences

1. Roy caught an awful virus and had a fever and a cough.

2. The sirloin will get tough if you leave it in the broiler.

3. The discouraged writer revised his paragraph.

4. The grueling rescue took courage.

5. Andrew brought a lot of luggage on the journey.

6. We made a fake tomb with ghosts and ghouls for the party.

7. They will build a cell phone tower in the vacant lot.

8. The boy enjoys learning a new language.

9. Many people think the panda is lovable.

10. This August a guide will lead us on a hike in Alaska.

11. Please do not encourage Amy to play that miserable guitar tune.

12. The damaged carriage became shaky.

13. Irene got a trophy because she built the most beautiful robot.

14. We will visit the castle this Tuesday in Portugal.

15. Does Shawn have much computer knowledge?

16. The class responded with laughter and applause.

17. The vase we got for our marriage is on the shelf above the statue.

18. The naughty monkeys strewed banana peels across the table.

19. Did you know that Mickey lost his toy garbage truck?

20. The broken umbrella is fixable.


The Twelve Dancing PrincessesLong ago, there were twelve beautiful princesses who

loved to dance. Every morning, each princess awoke with holes worn through her new dancing slippers. They would all deny going out, but King Ralph, the princesses’ father, thought something strange was afoot. He posted a guard outside his daughters’ room, but the discouraged guard never caught them going out.

The king wrote a message to all his people: Any man who has knowledge of where the princesses go at night will be given a fortune and Princess Flora’s hand in marriage.

Many knights sought to solve the problem of the princesses, but they all failed. A young man named Phillip, from a village in the valley, heard about the adorable princesses. He decided to go to the royal palace to try and find a clue.

On his journey, Philip saw a wrinkled old lady under a yew tree. She held out a blue cloak in her bony hand and said, “Wear this, my boy. It will give you courage because no one will be able to see you.” When he came to the palace, no one saw him as he silently hid behind a statue and made himself comfortable.

That night, the princesses opened a hidden door behind a set of mauve drapes. They climbed down a steep passage, which led outside and into a private grove. Phillip followed them, and soon he heard music, voices, and noisy laughter.



Amazed, Phillip watched the twelve princesses dance with twelve princes all night long. Yawning, he followed them when they returned home at dawn.

Phillip went to kneel before King Ralph and removed his cloak in triumph. The king was joyful when he knew the true story.

1. How did King Ralph know something strange was going on?

2. Why do you think the guard gets discouraged?

3. What does Phillip see the twelve princesses doing?

4. What does it mean for Philip to take off his cloak in triumph?

5. What might have happened if Phillip did not put on the cloak?



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


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

Date

has successfully completed

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Student

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