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&OverviewAssessment

HANDBOOK

StartUp

B E N C H M A R K E D U C A T I O N C O M P A N Y

TM

P H O N I C S

The Start Up™ Phonics Assessment CD-ROM contains printable PDF versions of all

assessment forms (teacher records and student sheets) used with Start Up™ Phonics.

The PDF file names match the page numbers of the assessments in this handbook.

Reproducible versions of these assessment forms are also provided (see page 29).


&OverviewAssessment

HANDBOOK

StartUpP H O N I C S

2 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC

Benchmark Education Company629 Fifth Avenue • Pelham, NY 10803

Editors: Jennifer Schieber and Susan HendersonArt Director: Jonette Jakobson

Copyright © 2004 Benchmark Education Company, LLC. All rights reserved. No part of this publication, with the exception of the Assessment Forms and Blackline Masters may bereproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permissionin writing from the publisher. Printed in the U.S.

ISBN: 978-1-4108-1498-2

For ordering information call Toll-Free 1-877-236-2465 or visit our website at www.benchmarkeducation.com.

TM

3© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK

IntroductionWelcome to Phonetic ConnectionsTM Start UpTM Phonics . . . . . . . . . . . . . . . . . . . . . . .4

Why Teach Explicit Phonemic Awareness and Phonics? . . . . . . . . . . . . . . . . . . . . . .4

The Goals of Start UpTM Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4

The Research Behind Start UpTM Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6

Components at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Getting StartedGetting Started Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10

Setting Up Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11

Using the Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12

Managing Instruction in the Phonics Block . . . . . . . . . . . . . . . .23

Start Up™ SkillsRed Phonological and Letter Awareness Lessons . . . . . . . . . . . . . . . . . . . . . . . . . .24

Purple Phonemic Awareness and Phonics Units . . . . . . . . . . . . . . . . . . . . . . . . . . .26

Core Kit Materials Correlated to Units . . . . . . . . . . . . . . . . . . . . .28

Start Up™ Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29

AppendixSpelling Blackline Master . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54

Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55

Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56

StartUpP H O N I C S Table of Contents


Welcome to PHONETIC CONNECTIONS ™

Start Up™ PhonicsThank you for selecting Start Up™ Phonics from Benchmark EducationCompany’s Phonetic Connections™ program. Start Up™ Phonics pro-vides all the lesson resources, books, posters, and support tools toprovide whole-group instruction, guided practice, and support insmall groups, as well as independent practice opportunities. Teachersand students alike will find the lessons and materials engaging,hands-on, and motivating.

Why Teach ExplicitPhonemic Awareness and Phonics?A good reader is like a builder who is able to reach into a toolbox offamiliar tools and pull out the right tool at the right moment. Liketools, each reading skill or strategy has an important use in the com-plex cognitive process of reading.

Think about a young student who is in the beginning stages oflearning to read. He meets a large number of unfamiliar words in hisenvironment. His brain is very busy trying to categorize, integrate,compare, and analyze the graphophonic information about letters,sounds, and words. Without the keys to this decoding process, thestudent cannot move quickly to other reading skills.

The Goals of START UP™ PhonicsIn order to shape young students’ development of phonemic knowl-edge, Start Up™ Phonics creates opportunities to provide students atdifferent stages of literacy growth with varied experiences thatpromote automatic and flexible control of letters and words. Thesystematic lessons will:

• Build a foundation for successful phonemic awareness andphonics instructionMost students are expected to begin phonics instruction in kinder-garten, but many of these students still need reinforcement inreadiness skills to ensure success. Start Up™ Phonics provides explicitlessons to teach and review phonological awareness skills. There isalso explicit hands-on instruction to teach and/or review letter recog-nition and formation.

StartUpP H O N I C S I n t r o d u c t i o n

Start Up™ Phonics is a

complete kit designed for

use in the phonics block

within comprehensive

literacy classrooms. It

presents a research-based,

explicit, and systematic

approach to teaching the

phonics skills students

need when learning to

read.

I N T R O D U C T I O N


• Explicitly teach short vowels and consonantsOnce students have developed the readiness skills for phonics, eachfive-day unit focuses on a single phonetic element and its sound. In-struction over the five days moves from direct whole group modelingand guided practice to real reading of decodable books, and skill re-view through independent literacy center activities. Each day includesexplicit instruction for phonemic or phonological awareness,sound/symbol relationships, blending, spelling, and sight words.

• Support and motivate all learnersSome students grasp phonics skills quickly and easily. Others needmore time to practice each new skill. Every Start Up™ Phonics unithelps teachers tailor instruction to their students needs with: hands-on small-group activities for additional practice; independent exten-sion activities; support tips for English Language Learners; motivating,multisensory manipulatives; take-home practice activities.

• Make systematic phonics instruction manageable ina comprehensive literacy classroomPhonics is only one of the many daily literacy events in a comprehen-sive literacy classroom. Start Up™ Phonics is designed to help teachersmaximize their time in the phonics block. Everything needed for thelessons is included, and everything is ready to use. The explicitteacher’s guide can support teachers who have little or no phonicsexperience. The Overview & Assessment Handbook provides all theinformation teachers need to be successful.

6


StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC

The Research Behind Start Up™ PhonicsStart Up™ Phonics reflects the most current research on how to teach phonemicawareness and phonics effectively. The bibliography on page 56 summarizesthis research.

Phonological and Phonemic AwarenessPhonological awareness is the ability to hear and orally manipulate sounds in spo-ken language. It includes the recognition of words within sentences, the ability tohear rhyming units within words, the ability to hear syllables within words, andthe ability to hear and manipulate phonemes, or individual sounds, within words,which is known as phonemic awareness. Phonemic awareness is the understandingthat the sounds of spoken language work together to make words.

WhatStart Up™ Phonics

Provides

• Fifty beginning-of-the-year lessons rein-force students’ awareness of sounds sothat they can more easily move tosound/symbol relationships.

• The 50 beginning-of-the-year lessonsalso reinforce letter recognition andformation through explicit modelingand guided practice.

• As short vowel and consonantphonics instruction begin, phonemicawareness instruction continueson a daily basis.

• Students practice orally blendingand segmenting sounds in everyphonics unit.

What the Research Says AboutPhonological and PhonemicAwareness Instruction

• Before children learn to read print,they need to become aware of howthe sounds in words work.

• If children do not know letter namesand shapes, they need to be taughtthem along with phonemic awareness.

• Children who have phonemic aware-ness skills are likely to have an easiertime learning to read and spell.

• Blending and segmentingphonemes in words is likely toproduce greater benefits to students’reading than teaching severaltypes of manipulation.



Phonics InstructionPhonics instruction focuses on teaching students the relationships between thesounds of the letters and the written symbols. In phonics instruction, students aretaught to use these relationships to read and write words. Phonics instruction as-sumes that these sound/symbol relationships are systematic and predictable and thatknowing these relationships will help students read words that are new to them.

WhatStart Up™ Phonics

Provides

• Start Up™ Phonics units provide direct,explicit teaching of letter-soundrelationships in a clearly definedsequence that schedules high-utility lettersounds early in the sequence.

• Every Start Up™ Phonics unit incorporatesreview of previously taught letters andsounds.

• Within each unit, students progress fromblending individual words to readingword lists to reading decodable texts thatcontain only words built on the phonicselements students have been taught. Acarefully controlled number of sight wordsare introduced in each unit, as needed toread meaningful decodable texts.

• For most students, Start Up™ Phonics pro-vides a year of beginning phonics instruc-tion. Build Up™ Phonics, for extendingphonics instruction, also provides a year’sworth of instruction. However, both kitscan be paced to speed up or slow downinstruction as needed.

What the ResearchSays About

Phonics Instruction

• Systematic and explicit phonics in-struction is more effective than non-systematic or no phonics instruction.

• Students need frequent and cumula-tive review of taught letter sounds.

• Effective phonics programs provideample opportunities for students toapply their knowledge of letters andsounds to the reading of words, sen-tences, and stories.

• Approximately two years ofphonics instruction is sufficientfor most students.


Overview & AssessmentHandbook (with AssessmentCD-ROM)

25 “Purple” Teacher’s Guides forPhonemic Awareness and Phonics(card-stock folders with storage flap),each with Reproducible Tools,Activities, and Home Connections.

Lesson Resources

50 “Red” Teacher’s Guides forPhonological and Letter Awareness(card stock, double-sided), eachwith Reproducible Tools, Activities,and Home Connections.

Take-Home Tear-Off Books(20 pads of 26 books each; 7" x 9")

26 Decodable Titles(6-packs)(8 pages; 5 7/8" x 6")

Back

Front

Books and Posters

26 Start Up™ Poetry Posters(double-sided; 17"x 23")

Components At A GlanceStartUpP H O N I C S


• Start Up™ Songand Rhyme CD

• Start Up™Poetry CD

Focus Frame Set

Alphabet Frieze Cards/ LetterFormation Cards(set of 26; 81/2" x 11")

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Phonetic Letter Card Set

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Student Workmats(set of 20; 14" x 19 1/2")

Alphabet Charts(one 171/2"x 23";six 81/2" x 11")

Student Alphabet Strips(set of 20; 17 1/2" x 23")

Start Up™ Sight Word Card Set(set of 42; 81/2" x 11")

Start Up™Decodable Word Card Set(set of 154; 81/2" x 11")

Back

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Support Tools

BackFront

BackFrontFront

Start Up™ Picture Word Cards(set of 143; 5" x 7")


Getting Started ChecklistUse the following checklist to help you get ready to

use Start Up™ Phonics.

� Unpack your program components and use the

Start Up™ Phonics Components At A Glance on pages 8–9 to

make sure you have everything.

� Organize your classroom using the Setting Up Your

Classroom suggestions on page 11.

� Familiarize yourself with how the programworks by reading Using the Components on pages 12–22

and reviewing the Start Up™ skills on pages 24-27.

� Study the “red” and “purple” teacher’s guidesand examine the decodable texts, posters, and support tools.

� Prepare for assessment by making:

• one copy of each student assessment page

(laminate, if desired)

• one copy per student of the teacher record forms

� Prepare for instruction by making:

• the spelling transparency (using the blackline master on

page 54)

• copies of the parent letter (on page 55) if you wish to

establish a home connection at the beginning of the year

• student copies of lesson activities for upcoming lessons

(using blackline masters in the Reproducible Tools, Activities,

and Home Connections booklets for each unit)

� Administer the Pre-Assessment and analyze the

results to determine your students’ starting point in the

Start Up™ Phonics skill sequence and how to group students

for small-group instruction.

StartUpP H O N I C S Getting Started


Setting Up Your ClassroomStart Up™ Phonics instruction accommodates whole-group and small-group instructionas well as center activities. Use the model below to help you prepare your classroom.

Small GroupCenter

Classroom Resources• Pocket chart• Chart paper

Start Up™ PhonicsMaterials• Lesson resources

and support toolsas needed

• Decodable texts• Poetry Posters

IndependentCenters

Classroom Resources• CD player and

headphones

Start Up™ PhonicsMaterials• Lesson resources

and support toolsas needed

Art

Cen

ter

Teacher’sDesk Writing

CenterScienceCenter

WordWorkCenter

SmallG

roup

Cen

terChildren’s Desks

Listeners’Corner

Assessm

ent

Materials

Mat

hCen

ter

Com

pute

rBooks

PocketChart EaselTeacher

Chair

Classro

om

Library

Books Chalkboard

Whole Group CenterShared Reading Area

Team Meetings

G E T T I N G S T A R T E D

Whole GroupCenter

Classroom Resources• Easel• Overhead projector• Pocket chart• CD player• Chalkboard or

chart paper

Start Up™ PhonicsMaterials• Lesson resources and

support tools asneeded

• Poetry Posters

All assessments have teacher records fordocumenting individual student progress.


AssessmentThe Start Up™ Phonics Overview & Assessment Handbook provides avariety of methods for you to gather, record, and evaluate informa-tion about your students’ knowledge of sound/symbol relationships.Based on this information, you can decide what skill instruction yourstudents need and whether they would benefit from small-groupinstruction.

Pre/Post AssessmentsPre/Post Assessments cover all skills taught in the kit. All assessmentsare administered on a one-to-one basis. (See pages 29–53.)

Letter, phonics, and sight word assessmentshave student pages. You may wish tolaminate these for reuse.

A sight word assessmentmeasures all the words thatare not decodable.

Phonics assessments require students to decodenonsense words in order to truly assess theirknowledge of sound/symbol relationships.

StartUpP H O N I C S Using the Components

U S I N G T H E C O M P O N E N T S


Quick-ChecksQuick-Check assessments are provided for every five purple units andinclude phonological awareness, segmenting and blending, andsight-word recognition. As you analyze student responses, notewhich sounds or sight words give students difficulty. You may decideto provide further practice in the skill by using the small-group activ-ities in each unit.

Informal ObservationIt is recommended that in addition to the pre/post and quick-check assessments, you use informal observation to notewhether students are mastering the skills. If you are uncertainabout how a student is performing on a skill, call on that stu-dent to perform the task during the lesson and observe whathe/she does. If you feel the student requires more practice, usethe small-group mini-lessons provided within each unit.Throughout the unit, teacher assessment tips are provided tohelp you make observations about student progress.

Assessment Tip: Note whichstudents have difficulty with auditorydiscrimination and provide additionalsupport in a small-group setting.Assign Independent Activities for therest of the class.

14



Red Teacher’s Guides forPhonological and Letter AwarenessFifty “red” lessons begin the instructional sequence in Start Up™Phonics. These explicit lessons are intended for students who needbeginning-of-the-year instruction or review in phonological and let-ter awareness before they move to phonemic awareness and phonicsinstruction. Use the pre/post assessments to determine whether ornot to use these lessons with your students.

Phonological Awarenessinstruction follows

a systematic sequencethat moves from simple

to more complexphonological tasks.

Two explicitphonological awarenessactivities are providedin each lesson using theSong and Rhyme CD,

picture cards, and othersupport tools.



To provide students with a quick beginning-of-the-year review ofpreviously taught skills, complete each lesson in one day. To providemore intensive instruction and practice, spread the lessons over morethan one day by slowing the pace, repeating some of the activities,and incorporating the small-group and independent activities.

Small-group andindependent activities

help you support studentsat a range of levels.

Letter lessons beginwith letter discriminationand then move throughthe alphabet from A to Z.

All lessons includemodeling, guided practice,

and writing.

Purple Teacher’s Guidesfor Phonemic Awareness and PhonicsThe 25 purple units in Start Up™ Phonics teach short vowels and con-sonants in a systematic sequence that supports current research onbest practices. All teacher’s guides follow a consistent sequence thatprovides five days of instruction targeting one phonetic element andits sound.

16



Start with phonologicaland phonemic awareness.(Days 1–4)

Move to quicksound/symbol relationshipactivities with word andpicture sorts. (Days 1–2)

Provide blendingpractice daily withdecodable word lists.(Days 1–4)

Introduce and practice sixspelling words per unit.(Days 1-4)

Beginning with Unit 6,introduce and practicesight words. (Days 1–4)



Work with small groups of stu-dents to read decodable texts.(Days 3–4) Students who arenot reading the text completea blackline master andIndependent Activities.

Assess students whose progressyou feel you need to check, andwork with small groups of stu-dents who need extra support.(Day 5) Students who are not inthe small group complete ablackline master andIndependent Activities.

18



Reproducible Tools, Activities,and Home Connections bookletsEvery red lesson and purple unit has a corresponding booklet thatincludes all the reproducibles needed for instruction. Booklets forthe red lessons can be stored behind the card-stock lessons. Bookletsfor the purple units can be stored inside the flap of the appropriateunit folders. The cover of each booklet serves as a visual guide to allmaterials needed for that lesson or unit.

Red lessons have onetake-home activity.

Purple units have threetake-home activities.

Use the parent letteron page 55 to establisha home connectionat the beginning of theyear.

Activity blackline masters, referenced in eachlesson or unit, are provided.

All lesson-specific tools are provided in reproducible formfor literacy center and independent activities. Once youmake reproducible versions, save them in envelopes behindthe appropriate red lessons or in the storage flaps of thepurple lessons.



Start Up™ Poetry PostersTwenty-six Poetry Posters—one for each letter of the alphabet—canbe folded for easy storage inside the flap of the appropriate unitfolders. (Unit 1 has two Poetry Posters.) The posters are used forwhole-group instruction as well as small-group activities to provideadditional support.

The front of each poster features aplayful, alliterative poem thatemphasizes the target letter andsound. It is used to develop phone-mic awareness and sound/symbolrelationships.

The back of each posterfeatures a playful, wordlessillustration with many objectswhose names reflect the tar-get sound. Students practicephonemic awareness as theylocate objects with the sound.

20 Fiction titlesTwenty engaging fiction titles intro-duce the new skills. Beginning in pur-ple unit 6, one of these decodabletitles is provided for each phoneticelement that is introduced. Studentswill respond to the playful illustrationsand the cast of characters theyencounter from story to story.

20



Decodable TextsStart Up™ Phonics follows best-practice research that recommendsstudents have frequent opportunities to apply phonics skills inauthentic reading contexts.

The Start Up™ Phonics decodable texts have been carefully written sothat only phonics elements that students have learned and practicedappear in the books. A very limited number of sight words are alsoused in the decodable texts. New sight words are always explicitlytaught before they appear in students’ decodable text reading.Previously taught sight words are also reviewed.

6 Nonfiction titlesSix nonfiction, photo-illustrateddecodable titles provide additionalpractice after all 25 purple units of theStart Up™ Phonics skill sequencehave been completed.

Take-HomeTear-Off Booksallow you to send students homewith a real book to share withfamily members.



Support ToolsHigh-quality, durable, and motivating manipulatives are provided tosupport the instruction throughout Start Up™ Phonics.

Start Up ™ Song and Rhyme CDTwelve playful, familiar rhymes and twelve well-loved children’ssongs support the red phonological awareness lessons.

Start Up ™ Poetry CDLively readings of all 26 Start Up™ Phonics Poetry Posters supportthe phonological awareness lessons and literacy center/independentactivities in the purple units.

26 Alphabet Frieze Cards/Letter Formation CardsThe uppercase and lowercase letters are displayed on the frontof each laminated frieze card, along with a photo illustrating thetarget sound. The card fronts are used in red lessons and purpleunits to teach letter recognition and sound/symbol relationships.On the back of each card are letter formation guides and writinglines. The card backs are used to model and provide practice withletter formation in the red lessons.

Start Up ™ Picture Word CardsAll picture cards used in the red lessons and purple units areprovided in an alphabetically indexed box within the Start Up™Phonics storage box. Because you will use these cards in many lessons,it is recommended that you store them alphabetically for easyreference. The cards have pictures on one side, for phonologicalawareness practice, and pictures with labels on the other side forpicture and word sorts.

Start Up ™ Sight Word Card SetTwo copies of every sight word explicitly taught in Start Up™ Phonicsare provided on card stock to support whole-group instruction andsmall-group and independent activities. These cards are used inmultiple lessons. Keep in mind that blackline master versions ofthese cards, organized by lesson, are also provided in theReproducible Tools, Activities, and Home Connections bookletsfor each purple unit.

Back

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BackFront

Front

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Start Up ™ Decodable Word Card SetOne copy each of every decodable word used in Start Up™ Phonicslessons is also provided on card stock. These cards are also used inmultiple lessons. Blackline master versions of these cards are provid-ed in the Reproducible Tools, Activities, and Home Connectionsbooklets for each purple unit.

Phonetic Letter Card SetMultiple copies of each letter of the alphabet are provided on card stockfor use in pocket chart, small group, literacy center, and independentactivities with red lessons and purple units. Blackline master versions ofthese cards are also provided in the Reproducible Tools, Activities, andHome Connections booklets for each red lesson and purple unit.

Student Alphabet StripsTwenty alphabet strips, sized for student use, support learning thealphabet and sound/symbol relationships.

Alphabet ChartsA large alphabet chart, as well as six small charts, are included in thekit. These are useful resources for the red letter-awareness lessons.

Set of Focus FramesThree focus frames with small, medium, and large openingsallow you to frame letters, word chunks, and words on thePoetry Posters.

Student WorkmatsThe 20 laminated Student Workmats are double-sided. Side one hasan alphabet strip at the top and a blank space on the bottom forpractice in writing letters and words with a dry-erase marker. Sidetwo has elkonian boxes for two-, three-, four-, five-, and six-letterwords. Students can practice hearing and recording sounds withcounters or by writing letters in the boxes.

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Grouping StudentsUse the pre-test to determine where in the kit you will begin instruc-tion (red lessons or purple units). The pre-test will also help you de-termine whether or not you need to do all sections of the unit les-sons, and it will help you identify students who will need more sup-port in learning the sounds. The Independent Activities for each unitallow you to provide meaningful learning for the larger group whileyou work with a small group or individual students who have notmastered the skills.

Most of the purple unit instruction can be done with a whole class,using a pocket chart or chalkboard for demonstration purposes. As-sessment tips throughout the unit help you determine whether stu-dents need further support in a small group. It is recommended thatdecodable texts be read with small groups of students so that youcan more easily monitor students’ reading.

Pacing the InstructionStartUp™ Phonics has been designed for use with a whole group duringthe phonics block of your comprehensive literacy program. Each day’slesson is designed to fit within a 20–30 minute instructional block oftime. During this time, students will practice sounding out words ina controlled, decodable format. They should have the opportunity toapply their decoding skills, along with other reading strategies, duringthe small-group reading block of your literacy program.

Each unit spans a five-day period. In other words, you will introduceone skill per week. You can choose to use some or all of the activities,depending on the needs of your students. For example, you may findthat you want students to work more quickly and learn a new skillevery three days. If this is the case, you may select from any of theactivities that you feel will most benefit your students.

StartUpP H O N I C S Managing Instruction

in the Phonics Block


Week 1

PhonologicalAwareness Skill

LetterRecognitionand Formation

Day 1

• Listening• Rhyme

recognition

LetterDiscrimination• Stick letters

Day 2


recognition

LetterDiscrimination• Straight sticks

Day 3


recognition

LetterDiscrimination• Slanted Sticks

Day 4


recognition

LetterDiscrimination• Straight and

slanted sticks

Day 5


recognition

LetterDiscrimination• Review stick

letters

RED Phonological and Letter Awareness Lessons

Week 2



Day 1


recognition

LetterDiscrimination• Circles and

curves

Day 2


recognition

LetterDiscrimination• Sticks and

curves

Day 3


recognition

LetterDiscrimination• Sticks and

circles

Day 4


recognition

LetterDiscrimination• Letters that

look alike

Day 5


recognition

• Review letterdiscrimination

Week 3



Day 1

• Worddiscrimination

• Rhymerecognition

A

Day 2


• Concept ofwords

a

Day 3


recognition

B

Day 4


• Concept ofwords

b

Day 5



Cc

Week 4



Day 1



D

Day 2

• Listening• Concept of

words

d

Day 3


• Concept ofwords

E

Day 4


• Concept ofwords

e

Day 5


• Concept ofwords

F

Week 5



Day 1


• Concept ofwords

f

Day 2


• Concept ofsentences

G

Day 3

• Listening• Concept of

sentences

g

Day 4


• Concept ofwords

H

Day 5

• Listening• Producing

rhyme

h

24

StartUpP H O N I C S Skills

S T A R T U P S K I L L S


Week 6



Day 1

• Producingrhyme

• Segmentingwords bysyllables

Ii

Day 2

• Identifyingrhyme


J

Day 3

• Listening• Segmentingwords bysyllables

j

Day 4

• Segmentinginitial sounds

• Identifyingrepeated sounds

Kk

Day 5


• Segmentingcompound words

L

Week 7



Day 1

• Producingrhyme

• Segmentingcompoundwords

l

Day 2

• Producingrhyme


M

Day 3

• Listening• Producing

rhyme

m

Day 4



N

Day 5

• Sounddiscrimination


n

Week 8



Day 1

• Producingrhyme


Oo

Day 2


• Segmentingwords intosyllables

Pp

Day 3

• Performingsteps in asequence


Q

Day 4



q

Day 5



R

Week 9



Day 1

• Producingrhyme


r

Day 2

• Blendingsyllables


Ss

Day 3



T

Day 4



t

Day 5



Uu

Week 10



Day 1

• Producingrhyme


Vv

Day 2



Ww

Day 3



Xx

Day 4



Yy

Day 5



Zz



Purple Phonemic Awareness and Phonics Units

Unit/ Phonological Phonemic Sight SpellingPhonics Skill Awareness Skill Awareness Skill Words Words

1/Mm and listening • initial /m/ N/A amShort Aa for rhyme • medial /a/

2/Ss listening • initial /s/ N/A am, Samfor rhyme • listening for initial sounds

3/Tt listening • initial /t/ N/A am, Sam, mat,for rhyme • listening for initial sat, Tam

consonant sounds

4/Nn listening • initial /n/ N/A man, Nat, mat,for rhyme • differentiating consonant sat, Tam, tan

sounds

5/ listening • medial /i/ N/A man, Nat, tan,Short Ii for rhyme • differentiating medial am, in, sit

sounds

6/Ff listening • initial /f/ is man, mat, fan,for rhyme • listening for initial fit, if, fin

consonants

7/Pp identifying and • initial /p/ a, has tin, fat, tap, pat,producing rhyme • blending and segmenting pin, sip

onset and rime

8/ identifying and • medial /o/ the nap, fit, on, pot,Short Oo producing rhyme • discriminating medial sounds mop, not

9/Cc identifying and • initial /k/ and, of pit, top, cat, can,producing rhyme • discriminating sounds cot, cap

10/Hh identifying and • initial /h/ with, see nip, can, hat,producing rhyme • blending and segmenting him, hit, hop

onset and rime

11/Bb identifying and • initial /b/ for, no hat, sap, bat,producing rhyme • identifying final consonants bib, bin, bit

12/ Short Uu identifying and • initial and medial /u/ cannot bit, him, cup,producing rhyme • blending onset and rime nut, sun, but

13/Rr identifying and • initial /r/ have, are cup, hop, run,producing rhyme • differentiating final rat, rub, rip

consonants

14/ identifying and • initial and medial /e/ said rap, cab, met,Short Ee producing rhyme • segmenting and pen, let, ten

blending onset and rime

15/Gg identifying and • initial /g/ I, you, me men, bin, tag,producing rhyme • segmenting and get, beg, rug

blending onset and rime

X26



Unit/ Phonological Phonemic Sight SpellingPhonics Skill Awareness Skill Awareness Skill Words Words

16/Dd identifying and • initial /d/ come, here, bag, pen, dig, had,producing rhyme • blending phonemes to red, did

17/Ww • initial /w/ my, look, bed, pat, wet, win,• blending phonemes he wig, wed• blending and segmenting

onset and rime

18/Ll • initial /l/ go bag, dad, let, lap,• differentiating final consonants lid, lip• blending and segmenting

onset and rime

19/Jj • initial /j/ put, want lab, bin, job, jam,• initial sound substitution Jim, Jen• blending and segmenting

phonemes

20/Kk • initial /k/ this, she, led, bad, kiss,• initial sound substitution saw Kit, jam, Kim• blending and segmenting

sounds

21/Yy • initial /y/ now, like, jog, but, yes, yap,• vowel substitution do yell, yet• blending and segmenting

sounds

22/Vv • initial /v/ home, they, yet, tip, vet, van,• vowel substitution went Val, hug• blending and segmenting

sounds

23/Qq • initial /kw/ good jam, bad, quit,• initial sound substitution yet, quip, quill• blending and segmenting

sounds

24/Xx • final /ks/ was, be, we sip, did, mix, box,• vowel substitution fox, wax• blending and segmenting

sounds

25/Zz • initial and final /z/ there, then, fox, quiz, zip,• final sound substitution out buzz, zap, fuzz• blending and segmenting

sounds


Decodable Poetry AlphabetUnit Title Posters Frieze Cards

1 N/A Melons and Muffins; Mm;Apple Pie Aa

2 N/A Seven Silly Sailors Ss

3 N/A Turtles Tt

4 N/A Nip the Newt Nn

5 N/A Baking Ii

6 Fit Fuzzy Fox and Fiddle Ff

7 Pam Has a Map Pet Parade Pp

8 Pop Oliver and Dot Oo

9 Pop and the Fat Cat Camping Cc

10 The Ham Happy Thoughts Hh

11 The Bib Baby Bird Bb

12 The Nut Buddy Uu

13 The Rat The Race Rr

14 Mem the Hen The Red Hen Ee

15 Get the Gum By the Garden Gate Gg

16 The Red Pen Dot Dd

17 The Wig Worm Ww

18 Pop and Len Lenny Lion Ll

19 The Job Jumping Jj

20 Kit and Kim King Karl’s Kangaroo Kk

21 Yip and Yap Yellow Yy

22 The Vet Violins and Violets Vv

23 Quinn The Queen’s Nap Qq

24 The Sax Max Xx

25 Buzz, Buzz Baby Zigzag Zz

StartUpP H O N I C S Core Kit Materials

Correlated to Units


Pre/Post Assessments

• Letter Recognition Assessment Teacher Record . . . . . .30

• Letter Recognition Assessment Student Sheet . . . . . . . 31

• Phonological Awareness Assessments . . . . . . . . . . . 32–34

• Phonics Assessment Teacher Record . . . . . . . . . . . . 35–36

• Phonics Assessment Student Sheet . . . . . . . . . . . . . 37–38

• Sight Word Assessment Teacher Record . . . . . . . . . . . . 39

• Sight Word Assessment Student Sheet . . . . . . . . . . . . . 40

Quick-Checks

• Units 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41–42

• Units 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43–44

• Units 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45–47

• Units 16–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48–50

• Units 21–25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51–53

� Make a copy ofthe teacherrecord for eachstudent andplace it in his orher file.

� Administer testson a one-to-onebasis. Use theexamples pro-vided with thedirections toensure studentsunderstandwhat to do.

� Analyze results todetermine where toplace students in the kitand how to group themfor small-group instruc-tion. If students lackphonological and letterawareness skills, youmay wish to reviewthese by completing thered lessons before mov-ing on to the purplephonics units.

StartUpP H O N I C S Start Up™ Assessment

Pre/Post Assessment Instructions

30

P R E / P O S T A S S E S S M E N T Teacher Record


Letter Recognition Pre- and Post-TestsStudent: _____________________________________________________________________________________________________________________

Directions: Ask the student to point to each letter, moving across the page, and name each one. If the student comesto a letter he or she doesn’t know, say the letter name, put an X next to the letter in the column, and have the studentcontinue. If the student says an incorrect letter name, record what he or she says in the column.

e f L B

h l U K

m g N J

c z T X

o j A P

a p D M

y k V G

b q Z C

x r R Y

i v F Q

d s O E

n w W I

u H S

t

Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-TestDate Date Date Date Date Date Date Date

_______ _______ _______ _______ _______ _______ _______ _______

P R E / P O S T A S S E S S M E N T Student Sheet


Letter Recognition

e h m c o a y b x

i d n u t f l g z

j p k q r v s w

H L U N T A D V Z

R F O W S B K J X

P M G C Y Q E I

32

PRE/POST ASSESSMENT PHONOLOGICAL AWARENESS Teacher Record


Word AwarenessDirections: Say the sentence. Have the student repeat the sen-tence and tell you the number of words. Example: This is mydog. I can hear four words in this sentence.

Pre-Test Post-TestDate _____ Date _____

I see my cat. /4 /4

Can you do this? /4 /4

This book is fun to read. /6 /6

Please sit on the chair. /5 /5

Where do you live? /4 /4

Score /23 /23

Observations:______________________________________

__________________________________________________

Syllable AwarenessDirections: Say the word. Have the student repeat the wordand clap for the number of syllables. Example: Engine. I heartwo syllables in engine.


happy /2 /2

Saturday /3 /3

book /1 /1

sunshine /2 /2

experiment /4 /4

Score /12 /12

Observations:______________________________________

__________________________________________________

Identify RhymeDirections: Say the word pairs and ask the student if the wordsrhyme. Example: Roast/toast. Yes, these words rhyme.Roast/ran. No, these words don’t rhyme.


bug/rug

pink/sink

big/box

hop/hip

jump/pump

Score /5 /5

Observations:______________________________________

__________________________________________________

Initial SoundsDirections: Say the word. Have the student repeat the wordand tell you the sound at the beginning. Example: Hat. I hear/h/ at the beginning of the word hat.


turtle

man

sink

pudding

leg

Score /5 /5

Observations:______________________________________

__________________________________________________

Student Name: ____________________________________

P RE/POST ASSESSMENT PHONOLOGICAL AWARENESS Teacher Record


Final SoundsDirections: Say the word. Have the student repeat the wordand tell you the sound at the end. Example: Hat.I hear /t/ at the end of the word hat.


park

noise

rabbit

trap

head

Score /5 /5

Observations:______________________________________

__________________________________________________

Medial SoundsDirections: Say the word. Have the student repeat the wordand tell you the sound in the middle. Example: Hat. I hear /a/ inthe middle of the word hat.


pet

sack

hit

stop

cut

Score /5 /5

Observations:______________________________________

__________________________________________________

Differentiating SoundsDirections: Say the words. Have the student repeat the wordsand say which word starts with a different sound. Example:Mix, man, nose. Nose starts with a different sound.


bag, bug, cup

table, nut, tent

cup, cat, bat

fish, pan, pig

sun, sit, man

Score /5 /5

Observations:______________________________________

__________________________________________________

Onset and RimeDirections: Say the word. Have the student repeat the word,say the first sound in the word, and then say the rest of theword. Example: pig: /p/ /ig/.


cat: /k/ /at/

run: /r/ /un/

pop: /p/ /op/

hen: /h/ /en/

rid: /r/ /id/

Score /5 /5

Observations:______________________________________

__________________________________________________

Student Name: ____________________________________

34

PRE/POST ASSESSMENT PHONOLOGICAL AWARENESS Teacher Record


Student Name: ____________________________________

Phoneme SegmentationDirections: Say the word. Have the student tell you all thesounds in the word. Example: If I say run, you will say /r/ /u/ /n/.


cat: /k/ /a/ /t/ /3 /3

top: /t/ /o/ /p/ /3 /3

said: /s/ /e/ /d/ /3 /3

jumps: /j/ /u/ /m/ /p/ /s/ /5 /5

rugs: /r/ /u/ /g/ /z/ /4 /4

Score /18 /18

Observations:______________________________________

_________________________________________________

Blending PhonemesDirections: Say the word sound by sound. Then have the stu-dent say the word. Example: I will say the sounds of somewords. I want you to blend the sounds and say the words: forexample, /r/ /u/ /t/: rut.


/n/ /u/ /t/ : nut

/j/ /e/ /t/: jet

/w/ /i/ /g/: wig

/r/ /a/ /t/: rat

/m/ /o/ /p/: mop

Score /5 /5

Observations:______________________________________

_________________________________________________

Initial Sound SubstitutionDirections: Say the word. Ask the student to replace the firstsound in the word with the new sound. Example: I can changethe /r/ in rat to /k/ to make the word cat.


tin: change /t/ to /b/ [bin]

mat: change /m/ to /r/ [rat]

hop: change /h/ to /b/ [bop]

pen: change /p/ to /t/ [ten]

lake: change /l/ to /k/ [cake]

Score /5 /5

Observations:______________________________________

_________________________________________________

PRE/POST ASSESSMENT PHONICS Teacher Record


Student Name: ____________________________________

Consonant Sounds AssessmentDirections: Have students point to each letter and tell you thesound each consonant stands for. Some letters stand for morethan one sound. Note whether students say both sounds. Circleany letters they miss on the recording sheet.


m: /m/

s: /s/, /z/

c: /k/, /s/

v: /v/

l: /l/

g: /g/, /j/

n: /n/

d: /d/

t: /t/

j: /j/

w: /w/

p: /p/

r: /r/

b: /b/

q: /kw/

h: /h/

z: /z/

f: /f/

k: /k/

x: /ks/

n: /n/

Score /21 /21

Observations:______________________________________

__________________________________________________

Vowel Sounds AssessmentDirections: Have the student point to each word and tellyou the sound each vowel stands for in the word. Recordthe student’s responses in the column.


mat

rub

get

hot

fit

Score /5 /5

Observations:______________________________________

__________________________________________________

36

PRE/POST ASSESSMENT PHONICS Teacher Record


Blending Sounds AssessmentStudent Name: ___________________________________

Directions: Explain to the student that these are nonsense words that you want him or her to sound out. Have the stu-dent put his or her finger on the example word on the student sheet. Say: I can sound out this nonsense word:/m/ /i/ /n/: min. Have the student say each sound in the nonsense word and then blend the sounds.

fam: /f/ /a/ /m/ yad: /y/ /a/ /d/

tif: /t/ /i/ /f/ hep: /h/ /e/ /p/

wug: /w/ /u/ /g/ bab: /b/ /a/ /b/

fop: /f/ /o/ /p/ ven: /v/ /e/ /n/

rac: /r/ /a/ /k/ sut: /s/ /u/ /t/

zot: /z/ /o/ /t/ gom: /g/ /o/ /m/

jun: /j/ /u/ /n/ dat: /d/ /a/ /t/

sot: /s/ /o/ /t/ nex: /n/ /e/ /ks/

rog : /r/ /o/ /g/ leb: /l/ /e/ /b/

mic: /m/ /i/ /k/ quet: /kw/ /e/ /t/

pum: /p/ /u/ /m/ sil: /s/ /i/ /l/

cof: /k/ /o/ /f/ kif: /k/ /i/ /f/

Observations: _________________________________________________________________________________________

_____________________________________________________________________________________________________

Score ______/24 ______/24

Pre-Test Post-Test Pre-Test Post-TestDate _____ Date _____ Date _____ Date _____

P RE/POST ASSESSMENT PHONICS Student Sheet


Consonant Sounds

m s c v l

g n d t j

w p r b q

h z f k x

n

Vowel Sounds

mat rub get hot fit

Blending Sounds

Example: min /m/ /i/ /n/

fam tif wug fop

rac zot jun sot

rog mic pum cof

yad hep bab ven

sut gom dat nex

leb quet sil kif

38

PRE/POST ASSESSMENT PHONICS Student Sheet


P RE/POST SIGHT WORD ASSESSMENT Teacher Record


Sight WordsStudent Name: ___________________________________

Directions: Have the student put his or her finger on the first word on the student sheet and then read across the line,saying the words as quickly as possible. Count as incorrect any word the student misses or hesitates on before reading.

is look

a he

the go

has put

and want

of this

with she

see saw

for now

no like

cannot do

have home

are they

said went

I good

you was

me be

come we

here there

to then

my out

Pre-Test Post-Test Pre-Test Post-TestDate _____ Date _____ Date _____ Date _____

Observations: _________________________________________________________________________________________

_____________________________________________________________________________________________________

Score ______/42 ______/42

40

P RE/POST SIGHT WORD ASSESSMENT Student Sheet


Sight Words

is a the has and

of with see for no

cannot have are said I

you me come here to

my look he go put

want this she saw now

like do home they went

good was be we there

then out

Q U I C K - C H E C K S : U N I T S 1 – 5 Teacher Record


Student Name: ___________________________________

Phonological Awareness:Identify RhymeDirections: Say the pairs of words and ask the student if thewords rhyme. Example: Roast/toast. Yes, the words rhyme.

Date: _______ Date: _______

cat/hat

man/let

Sam/ram

tab/top

leg/peg

hit/sit

Score /6 /6

Observations:______________________________________

_________________________________________________

Phonemic Awareness: Initial SoundsDirections: Say the word. Ask the student to repeat the wordand tell you what sound they hear at the beginning.Example: Hat. I hear /h/ at the beginning of the word hat.

Date: _______ Date: _______

man (/m/)

turtle (/t/)

sink (/s/)

net (/n/)

inch (/i/)

ax (/a/)

Score /6 /6

Observations:______________________________________

_________________________________________________

Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse the sounds he or she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds together. Example: /n/ /i/ /s/, nis.

Date: _______ Date: _______

nam: /n/ /a/ /n/, nam

san: /s/ /a/ /n/, san

sim: /s/ /i/ /m/, sim

tis: /t/ /i/ /s/, tis

nit: /n/ /i/ /t/ nit

min: /m/ /i/ /n/ min

Score /6 /6

Observations:______________________________________

_________________________________________________

Blending Sounds

Example: nis

nam san

sim tis

nit min

42

Q U I C K - C H E C K S : U N I T S 1 – 5 Student Sheet


Q U I C K - C H E C K S : U N I T S 6 – 1 0 Teacher Record

© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK

Student Name: ___________________________________

Phonological Awareness:Blending Onset and RimeDirections: Say the first sound of the word and then the rest of theword. Then have the student say the whole word. Say:When I say/k/ /at/, I want you to blend the sounds to say cat.

Date: _______ Date: _______

/p/ /ig/ (pig)

/f/ /un/ (fun)

/s/ /at/ (sat)

/n/ /ext/ (next)

/t/ /in/ (tin)

/m/ /ap/ (map)

Score /6 /6

Observations:______________________________________

_________________________________________________

Sight WordsDirections: Have the student point to the first word on the cor-responding student sheet and read across the line, saying thewords as quickly as possible. Put an X next to words the studenthesitates on or gets incorrect.

Date: _______ Date: _______

with

the

see

and

is

a

has

of

Score /8 /8

Observations:______________________________________

_________________________________________________

Phonemic Awareness:Medial SoundsDirections: Say the word. Ask the student to repeat the word andtell you what sound they hear in the middle. Example: Hat. Ihear /a/ in the middle of the word hat.

Date: _______ Date: _______

man (/a/)

pot (/o/)

pick (/i/)

ham (/a/)

slim (/i/)

clock (/o/)

Score /6 /6

Observations:______________________________________

_________________________________________________

Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse sounds he/she has been learning. Have the student point toeach word on the student sheet, say each sound, and then blendthe sounds together. Example: /h/ /i/ /f/, hif.

Date: _______ Date: _______

/f/ /a/ /m/: fam

/h/ /i/ /n/: hin

/a/ /p/: ap

/t/ /o/ /f/: tof

/h/ /a/ /p/: hap

/n/ /a/ /f/: naf

/t/ /o/ /k/: toc

/m/ /i/ /k/: mic

Score /8 /8

Observations:______________________________________

_________________________________________________

43

44

Q U I C K - C H E C K S : U N I T S 6 – 1 0 Student Sheet


Blending Sounds

Example: hif

fam hin ap tof

hap naf toc mic

Sight Words

with the see and

is a has of

Q U I C K - C H E C K S : U N I T S 1 1 – 1 5 Teacher Record


Student Name: ___________________________________

Phonological Awareness: ProducingRhymeDirections: Say the rhyming pair. Ask the student to say a wordthat rhymes with the pair.

Date: ______ Date: ______

hit/fit

man/pan

pop/stop

lake/cake

bring/king

nest/vest

Score /6 /6

Observations:______________________________________

_________________________________________________

Phonemic Awareness: Final SoundsDirections: Say the word. Ask the student to repeat the wordand tell you what sound they hear at the end.

Date: ______ Date: ______

ship /p/

bus /s/

pig /g/

pan /n/

tub /b/

tent /t/

Score /6 /6

Observations:______________________________________

_________________________________________________

Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse the sounds he/she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds. Example: /s/ /i/ /f/, sif.

Date: ______ Date: ______

/b/ /i/ /p/: bip

/s/ /i/ /b/: sib

/n/ /u/ /f/: nuf

/t/ /u/ /k/: tuc

/r/ /i/ /t/: rit

/p/ /a/ /f/: paf

/g/ /u/ /g/: gug

/r/ /e/ /g/: rog

Score /8 /8

Observations:______________________________________

_________________________________________________

46



Student Name: ___________________________________

Sight WordsDirections: Have the student point to the first word on the stu-dent sheet and read across the line, saying the words as quicklyas possible. Put an X next to words the student hesitates on orgets incorrect.

Date: ______ Date: ______

with

for

I

cannot

no

you

have

are

me

said

has

of

Score /12 /12

Observations:______________________________________

_________________________________________________

Q U I C K - C H E C K S : U N I T S 1 1 – 1 5 Student Sheet

Blending Sounds

Example: sif

bip sib nuf tuc

rit paf gug rog

Sight Words

with for I cannot

no you have are

me said has of


Student Name: ____________________________________

Phonemic Awareness: Blending PhonemesDirections: Say the word sound by sound. Then have the studentsay the word. Example: /m/ /a/ /t/: mat.

Date: ______ Date: ______

/n/ /u/ /t/: nut

/j/ /e/ /t/: jet

/w/ /i/ /g/: wig

/r/ /a/ /t/: rat

/m/ /o/ /p/: mop

/p/ /u/ /m/ /p/: pump

Score /6 /6

Observations:_______________________________________

___________________________________________________

Phonemic Awareness: Initial SoundSubstitutionDirections: Say the word. Ask the student to replace the firstsound in the word with the new sound. Example: man: change/m/ to /p/. The new word is pan.

Date: ______ Date: ______

tin: change /t/ to /b/ [bin]

mat: change /m/ to /r/ [rat]

hop: change /h/ to /b/ [bop]

pen: change /p/ to /t/ [ten]

nut: change /n/ to /k/ [cut]

dig: change /d/ to /w/ [wig]

Score /6 /6

Observations:_______________________________________

___________________________________________________

Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse the sounds he or she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds. Example: /w/ /u/ /d, wud./

Date:______ Date:______

/d/ /i/ /b/: dib

/w/ /e/ /p/: wep

/s/ /u/ /d/: sud

/l/ /o/ /m/: lom

/j/ /i/ /p/: jip

/k/ /i/ /f/: kif

/g/ /u/ /g/: gug

/w/ /u/ /k/: wuk

Score /8 /8

Observations:_______________________________________

___________________________________________________

48





Student Name: ____________________________________

Sight WordsDirections: Have the student point to the first word on the stu-dent sheet and read across the line, saying the words as quicklyas possible. Put an X next to words the student hesitates on orgets incorrect.

Date:______ Date:______

come

my

put

here

look

you

have

to

go

said

this

cannot

she

he

want

saw

Score /16 /16

Observations:_______________________________________

___________________________________________________

Blending Sounds

Example: wud

dib wep sud lom

jip kif gug wuk

Sight Words

come my put here

look you have to

go said this cannot

she he want saw50

Q U I C K C H E C K S : U N I T S 1 6 - 2 0 Student Sheet


© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK


51

Student Name: ___________________________________

Phonemic Awareness:Blending PhonemesDirections: Say the word sound by sound. Then have thestudent say the word. Example: /m/ /a/ /t/, mat.

Date: ______ Date: ______

/s/ /u/ /ch/: such

/k/ /a–/ /k/: cake

/f/ /e–/ /t/: feet

/b/ /o/ /ks/: box

/t/ /r/ /a/ /k/: track

/b/ /u/ /z/: buzz

Score /6 /6

Observations:______________________________________

__________________________________________________

Phonemic Awareness:Medial Sound SubstitutionDirections: Say the word. Ask the student to replace the medialsound in the word with the new sound. Example: man: change/a/ to /e/: men.

Date: ______ Date: ______

mat: change /a/ to /i/ (mitt)

bit: change /i/ to /e/ (bet)

run: change /u/ to /a/ (ran)

hot: change /o/ to /u/ (hut)

let: change /e/ to /o/ (lot)

bike: change / i–/ to / a–/ (bake)

Score /6 /6

Observations:______________________________________

__________________________________________________

Phonics: Blending Sounds

Directions: Tell the student that these are nonsense words thatuse the sounds he or she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds. Example: /y/ /o/ /b/, yob.

Date: ______ Date: ______

/y/ /a/ /d/: yad

/v/ /o/ /b/: vob

/j/ /e/ /v/: jev

/kw/ /i/ /f/: quif

/p/ /u/ /ks/: pux

/y/ /e/ /d/: yed

/z/ /u/ /p/: zup

/b/ /e/ /z/: bez

Score /8 /8

Observations:______________________________________

__________________________________________________

52



Date: ______ Date: ______

now

they

put

we

out

look

here

to

good

put

Date: ______ Date: ______

was

be

there

home

went

saw

this

do

then

want

Score /20 /20

Observations:_______________________________________

___________________________________________________

Student Name: ___________________________________

Sight WordsDirections: Have the student point to the first word on the student sheet and read across the line, saying the words as quickly aspossible. Put an X next to words the student hesitates on or gets incorrect.

Q U I C K - C H E C K S : U N I T S 2 1 – 2 5 Student Sheet

Blending Sounds

yad vob jev quif

pux yed zup bez

Sight Words

now they put we

out look here to

good put was be

there home went saw

this do then want53© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK

S P E L L I N G B L A C K L I N E M A S T E R


1

2

3

© 2004 Benchmark Education Company, LLC

Dear Parent/Guardian,This year your child will be learning all about

sounds, letters, and words. There are many ways

you can help your child learn to read. In class

we will be reading many stories. I will be send-

ing copies of these books home so that you can

listen to and help your child read them to you.

I will also be sending home some fun activities

and games for you and your child to enjoy

together.

I look forward to an exciting year of learning,

and I want to thank you in advance for the

important part you will play in helping your

child learn to read.

Sincerely,


Adams, M.J. (1990). Beginning to read: Thinking and learning aboutprint. Cambridge, MA: MIT Press.

Armbruster, B.B, Lehr, F., and Osborne, J. (2001). Put reading first: Theresearch blocks for teaching children to read. The Partnership in Reading.

Blachman, B.A. and James, S.L. (1985). Metalinguistic abilities and readingachievement in first-grade children. In J. Niles and R. Lalik (Eds.), Issues inliteracy: A research perspective (pp. 280-286). Rochester, NY: NationalReading Conference.

Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatsschneider, C., and Mehta,P. (1998). The role of instruction in learning to read: Preventing readingfailure in at-risk children. Journal of Educational Psychology, 90, 1-15.

Juel, C. (1998). Learning to read and write: a longitudinal study of54 children from first through fourth grades. Journal of EducationalPsychology, 80, (4), 437-447.

Juel, C., Griffith, P.L. and Gough, P.B. (1986). Acquisition of literacy: A lon-gitudinal study of children in first and second grade. Journal ofEducational Psychology, 78, 243-255.

Learning First Alliance (1998). Every child reading: An action plan of theLearning First Alliance. Washington, D.C.

Lundberg, I., Olofsson, A. and Wall, S. (1980). Reading and spelling skillsin the first school years, predicted from phonemic awareness skills inkindergarten. Scandinavian Journal of Psychology, 21, 159-73.

Moats, L.C. (1998). Teaching decoding. American Educator(spring/summer), 42-49.

National Institute of Child Health and Human Development (2000).Report of the National Reading Panel. Teaching Children to Read: AnEvidence-Based Assessment of the Scientific Research Literature onReading and Its Implications for Reading Instruction (NIH PublicationNo. 00-4769). Washington, D.C.: U.S. Government Printing Office.

Snow, C.F., Burns, M. S., and Griffin, P. (1998) Preventing ReadingDifficulties in Young Children. National Research Council. NationalAcademy Press. Washington, D.C.

Tunmer, W.E. and Nesdale, A. R. (1985). Phonemic segmentation skill andbeginning reading. Journal of Educational Psychology, 77, 417-427.

StartUpP H O N I C S Bibliography

Start Up™ Phonicsfor BeginningPhonics Instruction

• Phonological Awareness

• Phonemic Awareness

• Letter recognitionand formation

• Short vowels

• Consonants

Build Up™ Phonicsfor ExtendingPhonics Instruction

• Short vowels andconsonants review

• Blends, digraphs,long vowels, diphthongs,and variant vowels

An explicit, systematic phonics programfor comprehensive literacy classrooms—in two easy-to-use kits!


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