Decoding Mastery

Read each word pair. In the space provided, state which consonant sound is added, and mark both words using Just Words notation.

fog vs frog

Added blend sound: /r/ in initial blend

Sentence check: "Heavy rolled in over the pond."

sick vs sink

Orthographic change: digraph /k/ vs welded /ink/

Sentence check: "Wash the grease trap in the lab ."

spit vs split

Added blend sound: /l/ creates 3-sound blend

Sentence check: "The sudden pressure caused the timber to ."

sing vs sting

Added blend sound: /t/ added to initial /s/

Sentence check: "The cold disinfectant had a sharp ."

Part 6: Orthographic Proofreading in Workplace Context

Find 3 misspelled blend/welded words, correct them below.

"Before operating the hydraulic press, the foreman told Frank to clāmp the steel bar firmly so it would not splip during the cut. If the metal has a deep crak, do not try to weld it. Deposit the damaged planck into the scrap bin."

1. Misspelled: splip

Fix:

2. Misspelled: crak

Fix:

3. Misspelled: planck

Fix:

Just Words Phonics Intervention • Unit 2 Page 2 of 2

Examine the spelling errors below. Correct the target word and state the specific Just Words rule (Bonus letters, /k/ spelling rules, welded sounds, or consonant blends).

1. "The mechanic tightened the bolts with a loud clānc sound."

Correction:

Rule:

2. "The coach blew his brass wisle to stop the drill."

Correction:

Rule:

3. "Water spilled on the concrete and created a dangerous slik patch."

Correction:

Rule:

Part 6: Technical Reading & Morpheme Audit

Read paragraph aloud to partner or teacher.

"Before we drill into the steel plank, check the clamp on the bench. A quick twist will lock the shaft. If you spot a crack or a bent prong, quench the tool in cold water and tell the staff."

Fluency Rating: [ ] Fluent phrasing   [ ] Accurate decoding   [ ] Needs pacing practice

Benchmark Score: ___ / 100%

Just Words Phonics Intervention • Cumulative Units 1 & 2 Page 2 of 2

Just Words Phonics Intervention • Teacher Dictation Guide Page 1 of 2

Cumulative Benchmark Key & Methodology

Mastery Assessment Guide & High School Protocol

Form C Solutions & Procedures

Cumulative Review Worksheet • Prompts & Benchmark Key

Form C Key

Part 3A: Sound Prompts

• 1. /ch/ → ch
• 2. /ank/ → [ank]
• 3. /k/ → c, k, ck
• 4. /ung/ → [ung]

Part 3B: Target Words

• 1. "thrust" → th-r-ŭ-s-t (digraph blend)
• 2. "cliff" → c-l-ĭ-f-f* (initial blend + bonus f*)
• 3. "sprint" → s-p-r-ĭ-n-t (3-sound blend)
• 4. "shrink" → sh-r-[ink] (digraph blend + welded)

Part 4: Sentence Dictation

1. "The staff left the thick plank on the back bench."

2. "Did Josh track the quick skunk past the tall grass?"

Part 5: Error Solutions

1. clānc → clank: Welded /ank/ is spelled ank, never 'anc'.

2. wisle → whistle: Digraph wh for breath sound.

3. slik → slick: Single short vowel /ĭ/ followed by /k/ takes ck.

Just Words Delivery Protocols for High School Intervention

Mature Sound Tapping

Frame tapping as an orthographic engineering strategy rather than a primary-grade activity. Tap non-dominant index to thumb for first sound, middle to thumb for second, etc. For welded sounds (-ing, -ank), tap two joined fingers to thumb.

Auditory Echo Procedure

Always require students to echo the word or sentence aloud before picking up the pencil. Older students frequently drop internal consonants in blends (sprint → spint) due to rapid, unmonitored phonetic processing.

Marking Verification

Insist on clean notation: breves (ă) denote short closed vowels; separate underlines distinguish blends (s t) from digraphs (sh); boxes signify locked/welded nasal groups (all).

Just Words Phonics Intervention • Teacher Dictation Guide Page 2 of 2