English Language Arts Phonics & Reading Foundations Letter Identification Learn Letters A-Z Lowercase and Uppercase Letters Consonants and Vowels Letter-Sound Associations Letter-Sound Associations: Lowercase Letter-Sound Associations: Uppercase Beginning and Ending Sounds Rhyming Blending And Segmenting Short Vowels Short Vowel Sounds Consonant Blends Consonant Digraphs Blends, Digraphs, and Trigraphs Digraphs, Blends, and Silent Letters Long Vowel Sounds Long Vowel Patterns Short and Long Vowels Short and Long Vowel Patterns Silent E Vowel Sounds Vowel Teams R-Controlled Vowels Diphthongs: Oi, Oy, Ou, Ow Variant Vowels Variant, Diphthong, And R Vowel Patterns Soft G And C Sight Words Irregular Words Word Recognition Syllables Syllable Types Two-Syllable Words Multisyllabic Words Phoneme Manipulation Decodable Texts Vocabulary Action Words Question Words Nouns and Adjectives Classify Words Compound Words Synonyms and Antonyms Homophones Homophones and Homonyms Shades of Meaning Context Clues Prefixes and Suffixes Greek and Latin Roots Analogies Idioms and Adages Foreign Words and Expressions Word Choice and Usage Reference Skills Reading Comprehension Read-Along Literary Texts Read-Along Informational Texts Reality vs. Fiction Story Elements Character Sequence Main Idea Cause And Effect Compare And Contrast Reading Strategies Text Structure Author's Purpose Author's Purpose And Tone Author's Perspective Point Of View Theme Inference And Theme Inference And Analysis Poetry Elements Literary Devices Analyzing Literature Analyzing Informational Texts Comparing Texts Audience, Purpose, And Tone Business Documents Novel Study Nonfiction Book Study Grammar & Mechanics Sentences Nouns Verbs Adjectives Pronouns Capitalization Punctuation Contractions Conjunctions Prepositions Articles Adjectives And Adverbs Verb Types Verb Tense Pronouns And Antecedents Pronoun Types Subject-Verb Agreement Direct And Indirect Objects Sentences, Fragments, And Run-Ons Phrases And Clauses Commas Semicolons, Colons, And Commas Dashes, Hyphens, And Ellipses Spelling Abbreviations Formatting Verb Tense And Mood Misplaced Modifiers Writing Descriptive Details Creative Writing Opinion Writing Topic Sentences Organizing Writing Linking Words Sentence Variety Introductions And Conclusions Persuasive And Opinion Writing Expository Writing Persuasive Strategies Developing And Supporting Arguments Topic Sentences And Thesis Statements Summarizing Research Skills Editing And Revising Active And Passive Voice= Writing Clearly And Concisely Debate & Public Speaking Public Speaking Basics Persuasive Techniques Claims and Evidence Types of Arguments Reasoning Types Logical Fallacies Topic Research Organizing Evidence Debate Speech Organization Attacking and Defending Arguments Clash and Engagement Impact Calculus Questioning and Cross-Examination Critical Thinking Informal Logic Formal Logic Inductive Reasoning
Phonics Progress Monitoring Standardized 10-probe progress monitoring kits for reading and spelling intervention. Each kit includes cumulative logs, teacher scoring protocols, student reading sheets, and spelling response forms.
KW Kellie Walsh
Wild Words Progress Tracker
A comprehensive 6-page progress monitoring kit featuring 10 standardized 15-word lists targeting closed syllable exceptions (-ind, -old, -ild, -olt, -ost) across one- and two-syllable words. Includes cumulative tracking logs, teacher scoring sheets, student reading probe cards, and a diagnostic spelling recording sheet.
Bossy R Progress Tracker
A comprehensive 6-page progress monitoring kit featuring 10 standardized 15-word lists targeting r-controlled vowel sounds (ar and or) across one- and two-syllable words. Includes cumulative tracking logs, teacher scoring sheets, student reading probe cards, and a diagnostic spelling recording sheet.
Cumulative Phonics Progress Tracker
A comprehensive 6-page cumulative progress monitoring kit combining closed syllable exceptions (-ind, -old, -ild, -olt, -ost) and r-controlled vowel sounds (ar, or) across 10 standardized 15-word probes. Features cumulative tracking logs, teacher scoring protocols, student reading probe sheets, and a diagnostic spelling recording form.
Phonics Mastery Flashcards
A comprehensive 6-page printable flashcard set with 60 cut-ready word cards targeting closed syllable exceptions (-ind, -old, -ild, -olt, -ost) and r-controlled vowels (ar, or). Includes syllable scoops, phonetic tags, and multisensory drill guides.
Phonics Sentence Progress Probes
A comprehensive 6-page progress monitoring kit featuring 10 standardized decodable sentence probes targeting closed syllable exceptions and r-controlled vowels (ar, or). Includes running word counts, oral reading fluency tracking, teacher scoring protocols, student reading sheets, and sentence dictation forms.
Phonics Adventure Game Boards
A comprehensive 6-page printable phonics game collection for student centers and partner practice, targeting closed syllable exceptions (-ind, -old, -ild, -olt, -ost) and r-controlled vowels (ar, or). Includes a board game, Four-in-a-Row, Roll & Read matrix, Spinner Arena, Tic-Tac-Toe battles, and BINGO cards.
Vowel Y Progress Tracker
A comprehensive 6-page progress monitoring kit featuring 10 standardized 15-word lists targeting words with terminal Y sounding as long I (at the end of the word only) across one- and two-syllable words. Includes cumulative tracking logs, teacher scoring sheets, student reading probe cards, and a diagnostic spelling recording sheet.
Phonics Progress Monitoring Standardized 10-probe progress monitoring kits for reading and spelling intervention. Each kit includes cumulative logs, teacher scoring protocols, student reading sheets, and spelling response forms.
KW Kellie Walsh
Wild Words Progress Tracker Phonics Progress Monitoring • Orton-Gillingham / RTI Tier 2-3
Wild Words Progress Tracker
Closed Syllable Exceptions: -ind, -old, -ild, -olt, -ost (1 & 2 Syllables)
Student:
Grade / Tier:
Assessor:
Target Goal:
≥ 13/15 (87%) Correct
Phonics Rule Anchor: "Wild Old Words" (Closed Syllable Exceptions)
Vowel makes its LONG sound
-ind
Long /ī/
find • remind
-old
Long /ō/
cold • unfold
-ild
Long /ī/
wild • childish
-olt
Long /ō/
bolt • revolt
-ost
Long /ō/
post • almost
Cumulative Progress Monitoring Log (Probes 1 – 10)
Each list = 15 words (3 per pattern)
Probe Date Read (/15) Read % Spell (/15) Spell % Goal Met? Assessor Notes / Errors List 1 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 2 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 3 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 4 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 5 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 6 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 7 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 8 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 9 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 10 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
Reading Administration (Decoding)
Provide student the clean probe sheet (Pages 4–5).
Prompt: "Read across each row accurately and clearly."
Allow 3 seconds before prompting next word.
Mark [R] on Teacher Scoring Sheet if decoded accurately.
Spelling Administration (Encoding)
Provide Student Spelling Form (Page 6).
Dictate: Say word, use in short sentence, repeat word.
Student writes word in corresponding numbered box.
Mark [S] on Teacher Scoring Sheet if spelled correctly.
Mastery Criterion: 85% accuracy (≥ 13/15) across 3 consecutive probes Page 1 of 6 • Cumulative Master Protocol
Teacher Scoring Record • Part I
Progress Probes 1 – 5 Scoring Sheet
Student:
Check R for correct reading; check S for correct spelling. Note error phonemes in margin.
LIST 1
Date: ___/___
1 find R[ ] S[ ]
2 cold R[ ] S[ ]
3 wild R[ ] S[ ]
4 bolt R[ ] S[ ]
5 most R[ ] S[ ]
6 behind R[ ] S[ ]
7 golden R[ ] S[ ]
8 childish R[ ] S[ ]
9 revolt R[ ] S[ ]
10 poster R[ ] S[ ]
11 blind R[ ] S[ ]
12 unfold R[ ] S[ ]
13 mild R[ ] S[ ]
14 jolt R[ ] S[ ]
15 ghost R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 2
Date: ___/___
1 gold R[ ] S[ ]
2 kind R[ ] S[ ]
3 colt R[ ] S[ ]
4 post R[ ] S[ ]
5 child R[ ] S[ ]
6 remind R[ ] S[ ]
7 folder R[ ] S[ ]
8 wildly R[ ] S[ ]
9 molten R[ ] S[ ]
10 almost R[ ] S[ ]
11 grind R[ ] S[ ]
12 scold R[ ] S[ ]
13 mildness R[ ] S[ ]
14 voltage R[ ] S[ ]
15 host R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 3
Date: ___/___
1 mind R[ ] S[ ]
2 hold R[ ] S[ ]
3 wildcat R[ ] S[ ]
4 volt R[ ] S[ ]
5 signpost R[ ] S[ ]
6 unkind R[ ] S[ ]
7 behold R[ ] S[ ]
8 childlike R[ ] S[ ]
9 unbolt R[ ] S[ ]
10 mostly R[ ] S[ ]
11 binder R[ ] S[ ]
12 bold R[ ] S[ ]
13 mild R[ ] S[ ]
14 bolted R[ ] S[ ]
15 ghostly R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 4
Date: ___/___
1 bind R[ ] S[ ]
2 fold R[ ] S[ ]
3 wildlife R[ ] S[ ]
4 jolt R[ ] S[ ]
5 ghost R[ ] S[ ]
6 rewind R[ ] S[ ]
7 uphold R[ ] S[ ]
8 childless R[ ] S[ ]
9 jolted R[ ] S[ ]
10 fencepost R[ ] S[ ]
11 mindful R[ ] S[ ]
12 colder R[ ] S[ ]
13 wild R[ ] S[ ]
14 deadbolt R[ ] S[ ]
15 hostess R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 5
Date: ___/___
1 rind R[ ] S[ ]
2 told R[ ] S[ ]
3 child R[ ] S[ ]
4 colt R[ ] S[ ]
5 post R[ ] S[ ]
6 mankind R[ ] S[ ]
7 withhold R[ ] S[ ]
8 wildness R[ ] S[ ]
9 revolt R[ ] S[ ]
10 outpost R[ ] S[ ]
11 unwind R[ ] S[ ]
12 scolded R[ ] S[ ]
13 mildly R[ ] S[ ]
14 bolting R[ ] S[ ]
15 lamppost R[ ] S[ ]
Read: __/15
Spell: __/15
Diagnostic Error Breakdown by Pattern (Probes 1–5 Analysis)
Pattern Family Vowel Sound Reading Errors Spelling Errors Common Error Type Observed -ind Long /ī/ ___ / 15 ___ / 15 [ ] Short /ĭ/ [ ] Ending omitted [ ] Syllable split -old Long /ō/ ___ / 15 ___ / 15 [ ] Short /ŏ/ [ ] Ending omitted [ ] Syllable split -ild Long /ī/ ___ / 15 ___ / 15 [ ] Short /ĭ/ [ ] Ending omitted [ ] Syllable split -olt Long /ō/ ___ / 15 ___ / 15 [ ] Short /ŏ/ [ ] Ending omitted [ ] Syllable split -ost Long /ō/ ___ / 15 ___ / 15 [ ] Short /ŏ/ (like 'cost') [ ] Silent letters
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 2 of 6 • Teacher Record (Lists 1–5)
Teacher Scoring Record • Part II
Progress Probes 6 – 10 Scoring Sheet
Student:
Check R for correct reading; check S for correct spelling. Note error phonemes in margin.
LIST 6
Date: ___/___
1 blind R[ ] S[ ]
2 mold R[ ] S[ ]
3 wild R[ ] S[ ]
4 bolt R[ ] S[ ]
5 most R[ ] S[ ]
6 finder R[ ] S[ ]
7 untold R[ ] S[ ]
8 grandchild R[ ] S[ ]
9 jolting R[ ] S[ ]
10 postmark R[ ] S[ ]
11 blindly R[ ] S[ ]
12 household R[ ] S[ ]
13 mildest R[ ] S[ ]
14 molt R[ ] S[ ]
15 hosted R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 7
Date: ___/___
1 find R[ ] S[ ]
2 bold R[ ] S[ ]
3 mild R[ ] S[ ]
4 volt R[ ] S[ ]
5 host R[ ] S[ ]
6 grinder R[ ] S[ ]
7 blindfold R[ ] S[ ]
8 stepchild R[ ] S[ ]
9 unbolt R[ ] S[ ]
10 postpone R[ ] S[ ]
11 kindness R[ ] S[ ]
12 holding R[ ] S[ ]
13 wildwood R[ ] S[ ]
14 voltage R[ ] S[ ]
15 bedpost R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 8
Date: ___/___
1 kind R[ ] S[ ]
2 cold R[ ] S[ ]
3 child R[ ] S[ ]
4 colt R[ ] S[ ]
5 ghost R[ ] S[ ]
6 mindless R[ ] S[ ]
7 enfold R[ ] S[ ]
8 wilder R[ ] S[ ]
9 molten R[ ] S[ ]
10 postman R[ ] S[ ]
11 remind R[ ] S[ ]
12 holder R[ ] S[ ]
13 wildly R[ ] S[ ]
14 bolted R[ ] S[ ]
15 ghostly R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 9
Date: ___/___
1 grind R[ ] S[ ]
2 hold R[ ] S[ ]
3 wild R[ ] S[ ]
4 jolt R[ ] S[ ]
5 most R[ ] S[ ]
6 behind R[ ] S[ ]
7 scolding R[ ] S[ ]
8 godchild R[ ] S[ ]
9 revolt R[ ] S[ ]
10 repost R[ ] S[ ]
11 rebind R[ ] S[ ]
12 twofold R[ ] S[ ]
13 childish R[ ] S[ ]
14 molted R[ ] S[ ]
15 hosting R[ ] S[ ]
Read: __/15
Spell: __/15
LIST 10
Date: ___/___
1 mind R[ ] S[ ]
2 gold R[ ] S[ ]
3 mild R[ ] S[ ]
4 bolt R[ ] S[ ]
5 post R[ ] S[ ]
6 blindness R[ ] S[ ]
7 stronghold R[ ] S[ ]
8 schoolchild R[ ] S[ ]
9 jolted R[ ] S[ ]
10 guidepost R[ ] S[ ]
11 unwind R[ ] S[ ]
12 oldest R[ ] S[ ]
13 wildlife R[ ] S[ ]
14 crossbolt R[ ] S[ ]
15 almost R[ ] S[ ]
Read: __/15
Spell: __/15
Diagnostic Error Breakdown by Pattern (Probes 6–10 Analysis)
Pattern Family Vowel Sound Reading Errors Spelling Errors Mastery Status & Next Steps -ind Long /ī/ ___ / 15 ___ / 15 [ ] Mastered (≥90%) [ ] Reteach 2-syllables [ ] Review base -old Long /ō/ ___ / 15 ___ / 15 [ ] Mastered (≥90%) [ ] Reteach 2-syllables [ ] Review base -ild Long /ī/ ___ / 15 ___ / 15 [ ] Mastered (≥90%) [ ] Reteach 2-syllables [ ] Review base -olt Long /ō/ ___ / 15 ___ / 15 [ ] Mastered (≥90%) [ ] Reteach 2-syllables [ ] Review base -ost Long /ō/ ___ / 15 ___ / 15 [ ] Mastered (≥90%) [ ] Contrast with 'cost/lost'
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 3 of 6 • Teacher Record (Lists 6–10)
Student Reading Sheet • Probes 1 to 5
Reading Word Probes: Lists 1 – 5
Name:
Directions: Read down each column clearly from word 1 to word 15.
Probe 1 15 Words
1.find
2.cold
3.wild
4.bolt
5.most
6.behind
7.golden
8.childish
9.revolt
10.poster
11.blind
12.unfold
13.mild
14.jolt
15.ghost
Probe 2 15 Words
1.gold
2.kind
3.colt
4.post
5.child
6.remind
7.folder
8.wildly
9.molten
10.almost
11.grind
12.scold
13.mildness
14.voltage
15.host
Probe 3 15 Words
1.mind
2.hold
3.wildcat
4.volt
5.signpost
6.unkind
7.behold
8.childlike
9.unbolt
10.mostly
11.binder
12.bold
13.mild
14.bolted
15.ghostly
Probe 4 15 Words
1.bind
2.fold
3.wildlife
4.jolt
5.ghost
6.rewind
7.uphold
8.childless
9.jolted
10.fencepost
11.mindful
12.colder
13.wild
14.deadbolt
15.hostess
Probe 5 15 Words
1.rind
2.told
3.child
4.colt
5.post
6.mankind
7.withhold
8.wildness
9.revolt
10.outpost
11.unwind
12.scolded
13.mildly
14.bolting
15.lamppost
Reading Tips
1. Spot the Vowel Chunk:
Look for -ind, -old, -ild, -olt, -ost before blending.
2. Syllable Scoop:
Break two-syllable words into chunks: re • volt , gold • en , wild • life .
3. Vowel Sound Check:
Remember: the vowel is long , not short!
Keep a steady, calm reading pace!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 4 of 6 • Student Reading (Lists 1–5)
Student Reading Sheet • Probes 6 to 10
Reading Word Probes: Lists 6 – 10
Name:
Directions: Read down each column clearly from word 1 to word 15.
Probe 6 15 Words
1.blind
2.mold
3.wild
4.bolt
5.most
6.finder
7.untold
8.grandchild
9.jolting
10.postmark
11.blindly
12.household
13.mildest
14.molt
15.hosted
Probe 7 15 Words
1.find
2.bold
3.mild
4.volt
5.host
6.grinder
7.blindfold
8.stepchild
9.unbolt
10.postpone
11.kindness
12.holding
13.wildwood
14.voltage
15.bedpost
Probe 8 15 Words
1.kind
2.cold
3.child
4.colt
5.ghost
6.mindless
7.enfold
8.wilder
9.molten
10.postman
11.remind
12.holder
13.wildly
14.bolted
15.ghostly
Probe 9 15 Words
1.grind
2.hold
3.wild
4.jolt
5.most
6.behind
7.scolding
8.godchild
9.revolt
10.repost
11.rebind
12.twofold
13.childish
14.molted
15.hosting
Probe 10 15 Words
1.mind
2.gold
3.mild
4.bolt
5.post
6.blindness
7.stronghold
8.schoolchild
9.jolted
10.guidepost
11.unwind
12.oldest
13.wildlife
14.crossbolt
15.almost
Word Chunks
Prefixes + Base:
**re-**mind • **un-**bolt • **be-**hold
Base + Suffixes:
gold-en • wild-ly • mind-ful
Compound Words:
sign + post • wild + cat • dead + bolt
Look for familiar smaller words inside!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 5 of 6 • Student Reading (Lists 6–10)
Student Spelling Response Form
Spelling Progress Monitoring Sheet
Total Score ____ / 15
Student Name:
Date:
Probe Administered:
List # _____ (1 to 10)
Student Instructions: Listen carefully as your teacher says each word. Write the complete word on the line clearly. 15 Words
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
[ ]✓
Self-Check: [ ] Double-checked endings [ ] Long vowel spelled
Teacher Encoding Diagnostic Summary (Target Patterns in this Probe) Score 0–3 for each pattern
-ind ___ / 3
-old ___ / 3
-ild ___ / 3
-olt ___ / 3
-ost ___ / 3
Targeted Intervention Area: [ ] -ind [ ] -old [ ] -ild [ ] -olt [ ] -ost [ ] 2-Syllable chunking Next Probe Date: ___/___
Student Spelling Response Form • Reproducible for Probes 1 through 10 Page 6 of 6 • Student Spelling Form
Bossy R Progress Tracker Phonics Progress Monitoring • R-Controlled Vowels (Bossy R)
Bossy R Progress Tracker
R-Controlled Vowel Sounds: /ar/ (car, star) & /or/ (fork, storm) • 1 & 2 Syllables
Student:
Grade / Tier:
Assessor:
Target Goal:
≥ 13/15 (87%) Correct
Phonics Rule Anchor: R-Controlled Vowels ("Bossy R")
The letter 'R' controls and alters the preceding vowel sound
The /ar/ Sound "R says its name"
Single vowel a followed by r makes the sound heard in star .
bark • smart • garden • market
The /or/ Sound "Or says or"
Single vowel o followed by r makes the sound heard in fork .
storm • short • corner • morning
Cumulative Progress Monitoring Log (Probes 1 – 10)
Each list = 15 words (Balanced /ar/ and /or/ words)
Probe Date Read (/15) Read % Spell (/15) Spell % Goal Met? Assessor Notes / Errors List 1 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 2 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 3 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 4 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 5 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 6 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 7 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 8
Cumulative Phonics Progress Tracker Phonics Cumulative Review • Mixed Progress Monitoring
Cumulative Phonics Progress Tracker
Combined Review: Exceptions (-ind, -old, -ild, -olt, -ost) & Bossy R (ar, or) • 1 & 2 Syllables
Student:
Grade / Tier:
Assessor:
Target Goal:
≥ 13/15 (87%) Correct
Dual-Concept Reference: Closed Exceptions vs. R-Controlled Vowels
Targeting Vowel Differentiation
Closed Exceptions Long Vowel Sound
Single vowel followed by 2 consonants makes its long sound:
-ind (find) • -old (cold) • -ild (wild) • -olt (bolt) • -ost (most)
Bossy R (ar & or) R-Controlled Sound
The letter 'r' controls and transforms the preceding vowel:
/ar/ (bark, garden, market) • /or/ (storm, corner, morning)
Cumulative Progress Monitoring Log (Combined Probes 1 – 10)
15 words/list (8 Exceptions + 7 Bossy R)
Probe Date Read (/15) Read % Spell (/15) Spell % Goal Met? Assessor Notes / Errors List 1 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 2 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 3 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 4 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 5 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 6 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 7 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 8 ___/___/___ ___ / 15
Phonics Mastery Flashcards Printable Flashcard Deck • Set 1
Closed Exceptions: -ind & -old Word Cards
Cut along dashed lines
-ind 1 Syllable
find
Long /ī/ • f • ind
-ind 1 Syllable
blind
Long /ī/ • bl • ind
-ind 1 Syllable
grind
Long /ī/ • gr • ind
-ind 2 Syllables
remind
Long /ī/ • re • mind
-ind 2 Syllables
behind
Long /ī/ • be • hind
-ind 2 Syllables
kindness
Long /ī/ • kind • ness
-old 1 Syllable
cold
Long /ō/ • c • old
-old 1 Syllable
gold
Long /ō/ • g • old
-old 1 Syllable
scold
Long /ō/ • sc • old
-old 2 Syllables
golden
Long /ō/ • gold • en
-old 2 Syllables
unfold
Long /ō/ • un • fold
-old 2 Syllables
folder
Long /ō/ • fold • er
Cards 1–12 • -ind & -old Word Families Page 1 of 6 • Phonics Mastery Flashcards
Printable Flashcard Deck • Set 2
Closed Exceptions: -ild, -olt & -ost Cards
Cut along dashed lines
-ild 1 Syllable
wild
Long /ī/ • w • ild
-ild 1 Syllable
child
Long /ī/ • ch • ild
-ild 1 Syllable
mild
Long /ī/ • m • ild
-ild 2 Syllables
wildly
Long /ī/ • wild • ly
-ild 2 Syllables
childish
Long /ī/ • child • ish
-ild 2 Syllables
mildness
Long /ī/ • mild • ness
-olt 1 Syllable
bolt
Long /ō/ • b • olt
-olt 1 Syllable
colt
Long /ō/ • c • olt
-olt 2 Syllables
revolt
Long /ō/ • re • volt
-ost 1 Syllable
most
Long /ō/ • m • ost
-ost 1 Syllable
ghost
Long /ō/ • gh • ost
-ost 2 Syllables
poster
Long /ō/ • post • er
Cards 13–24 • -ild, -olt & -ost Word Families Page 2 of 6 • Phonics Mastery Flashcards
Phonics Sentence Progress Probes Connected Text Fluency & Dictation • Orton-Gillingham / RTI
Phonics Sentence Progress Probes
Controlled Sentences: Exceptions (-ind, -old, -ild, -olt, -ost) & Bossy R (ar, or)
Student:
Grade / Tier:
Assessor:
Target Goal:
≥ 90% Accuracy
Oral Reading Fluency (ORF) & Accuracy Calculation Formula
Timed (1 Min) or Untimed
Total Words Read (TWR)
Total words attempted in 60s (or untimed passage total).
Errors (E)
Mispronunciations, omissions, substitutions (self-corrects = OK).
Accuracy Formula
[(TWR - E) ÷ TWR] × 100
Sentence Reading & Dictation Cumulative Progress Log (Probes 1 – 10)
40–44 total words per probe
Probe Date Words Read Errors Acc % Target Phonics Dictation Assessor Notes Probe 1 ___/___/___ ___ / 43 ___ ___% ___ / 12 ___ / 10 Probe 2 ___/___/___ ___ / 41 ___ ___% ___ / 12 ___ / 10 Probe 3 ___/___/___ ___ / 43 ___ ___% ___ / 12 ___ / 10 Probe 4 ___/___/___ ___ / 40 ___ ___% ___ / 12 ___ / 10 Probe 5 ___/___/___ ___ / 43 ___ ___% ___ / 12 ___ / 10 Probe 6 ___/___/___ ___ / 44 ___ ___% ___ / 12 ___ / 10 Probe 7 ___/___/___ ___ / 42 ___ ___% ___ / 12 ___ / 10 Probe 8 ___/___/___ ___ / 40 ___ ___% ___ / 12 ___ / 10 Probe 9 ___/___/___ ___ / 42
Phonics Adventure Game Boards Printable Phonics Board Game • 2–4 Players
The Wild & Bossy Trail Quest
Roll a die, move your token, and read the word. State if it is a Closed Exception or Bossy R !
START
find -ind
bark /ar/
cold -old
storm /or/
GOLD RUSH! Roll again!
smart /ar/
bolt -olt
remind -ind
corner /or/
most -ost
wild -ild
WILD CAT! Back 2 spaces
garden /ar/
blind -ind
morning /or/
golden -old
colt -olt
short /or/
poster -ost
SIGNPOST Spell 1 word!
market /ar/
child -ild
revolt -olt
behind -ind
star /ar/
scold -old
acorn /or/
almost -ost
FINISH!
How to Play Materials: 1 standard die & player markers
Take turns rolling the die and advancing your token. When you land on a space, read the word aloud and identify the phonics rule. If read incorrectly, move back 1 space. First player to reach FINISH wins!
-ind -old / -ild -olt -ost /ar/ /or/
Board Game • Phonics Adventure Series Page 1 of 6 • Quest Board Game
2-Player Strategy Game • Connect 4 Words
Four-in-a-Row: Phonics Showdown
Player 1 uses Blue ; Player 2 uses Orange . Read a word to claim the circle. Connect 4 to win!
Player 1: Blue
Player 2: Orange
find -ind
fork /or/
wild -ild
bark /ar/
cold -old
storm /or/
bolt -olt
smart /ar/
remind -ind
golden -old
corner /or/
most -ost
garden /ar/
childish -ild
corn /or/
blind -ind
market /ar/
revolt -olt
morning /or/
kind -ind
farmer /ar/
poster -ost
colt -olt
wildly -ild
short /or/
gold -old
star /ar/
behind -ind
forest /or/
Vowel Y Progress Tracker Phonics Progress Monitoring • Terminal Vowel Y Rule
Vowel Y Progress Tracker
Terminal Y as Long /ī/: 1-Syllable (cry, fly, sky) & 2-Syllable (reply, apply, nearby) • End of Word Only
Student:
Grade / Tier:
Assessor:
Target Goal:
≥ 13/15 (87%) Correct
Phonics Rule Anchor: "Terminal Y as Long /ī/" (End of Word Only)
Y makes the Long /ī/ sound at the end of base words
1-Syllable Words Single Vowel Sound
In a one-syllable word with no other vowel, terminal y says Long /ī/ :
cry • fly • sky • try • dry • spy • pry
2-Syllable Words Accent on Second Syllable / Open
In two-syllable verbs and compounds ending in open y , it says Long /ī/ :
re • ply • ap • ply • sup • ply • de • ny • near • by
Cumulative Progress Monitoring Log (Probes 1 – 10)
15 words per probe (1 & 2 syllables • Y as /ī/ at end only)
Probe Date Read (/15) Read % Spell (/15) Spell % Goal Met? Assessor Notes List 1 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 2 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 3 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 4 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 5 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 6 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N List 7 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
List 9 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
List 10 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
Reading Administration (Decoding)
Provide student the clean probe sheet (Pages 4–5).
Prompt: "Read across each word accurately and clearly."
Wait 3 seconds before prompting next word.
Mark [R] on Teacher Scoring Sheet if decoded accurately.
Spelling Administration (Encoding)
Provide Student Spelling Form (Page 6).
Dictate: Say word, use in short sentence, repeat word.
Student writes word in corresponding numbered box.
Mark [S] on Teacher Scoring Sheet if spelled correctly.
Mastery Criterion: 85% accuracy (≥ 13/15) across 3 consecutive probes Page 1 of 6 • Cumulative Master Protocol (ar & or)
Teacher Scoring Record • Part I
Progress Probes 1 – 5 Scoring Sheet (ar & or) Check R for correct reading; check S for correct spelling. Note error phonemes in margin.
1 bark R[ ] S[ ]
2 fork R[ ] S[ ]
3 farm R[ ] S[ ]
4 storm R[ ] S[ ]
5 carpet R[ ] S[ ]
6 morning R[ ] S[ ]
7 smart R[ ] S[ ]
8 short R[ ] S[ ]
9 garden R[ ] S[ ]
10 corner R[ ] S[ ]
11 star R[ ] S[ ]
12 horn R[ ] S[ ]
13 market R[ ] S[ ]
14 fortress R[ ] S[ ]
15 artist R[ ] S[ ]
1 corn R[ ] S[ ]
2 park R[ ] S[ ]
3 sport R[ ] S[ ]
4 dark R[ ] S[ ]
5 acorn R[ ] S[ ]
6 farmer R[ ] S[ ]
7 north R[ ] S[ ]
8 chart R[ ] S[ ]
9 border R[ ] S[ ]
10 party R[ ] S[ ]
11 torch R[ ] S[ ]
12 garlic R[ ] S[ ]
13 order R[ ] S[ ]
14 sharp R[ ] S[ ]
15 popcorn R[ ] S[ ]
1 card R[ ] S[ ]
2 port R[ ] S[ ]
3 charm R[ ] S[ ]
4 thorn R[ ] S[ ]
5 harvest R[ ] S[ ]
6 forest R[ ] S[ ]
7 hard R[ ] S[ ]
8 cord R[ ] S[ ]
9 target R[ ] S[ ]
10 resort R[ ] S[ ]
11 spark R[ ] S[ ]
12 porch R[ ] S[ ]
13 marker R[ ] S[ ]
14 stormy R[ ] S[ ]
15 cargo R[ ] S[ ]
1 sort R[ ] S[ ]
2 barn R[ ] S[ ]
3 stork R[ ] S[ ]
4 march R[ ] S[ ]
5 doctor R[ ] S[ ]
6 carton R[ ] S[ ]
7 fort R[ ] S[ ]
8 yard R[ ] S[ ]
9 orbit R[ ] S[ ]
10 scarlet R[ ] S[ ]
11 cork R[ ] S[ ]
12 barber R[ ] S[ ]
13 format R[ ] S[ ]
14 start R[ ] S[ ]
15 report R[ ] S[ ]
1 part R[ ] S[ ]
2 born R[ ] S[ ]
3 shark R[ ] S[ ]
4 scorch R[ ] S[ ]
5 darling R[ ] S[ ]
6 organ R[ ] S[ ]
7 yarn R[ ] S[ ]
8 snort R[ ] S[ ]
9 charter R[ ] S[ ]
10 support R[ ] S[ ]
11 dart R[ ] S[ ]
12 form R[ ] S[ ]
13 darkness R[ ] S[ ]
14 shortfall R[ ] S[ ]
15 restart R[ ] S[ ]
Diagnostic Error Breakdown by Sound (Probes 1–5 Analysis) R-Controlled Pattern Target Sound Reading Errors Spelling Errors Common Error Type Observed ar (car, star) /ar/ ___ / 38 ___ / 38 [ ] Short /ă/ vowel [ ] 'r' omitted [ ] Confused with /or/ or (fork, storm) /or/ ___ / 37 ___ / 37 [ ] Short /ŏ/ vowel [ ] 'r' omitted [ ] Confused with /ar/ 2-Syllable Chunking Syllabication ___ / 36 ___ / 36 [ ] Syllable omitted [ ] Accent misplaced [ ] Schwa error
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 2 of 6 • Teacher Record (Lists 1–5)
Teacher Scoring Record • Part II
Progress Probes 6 – 10 Scoring Sheet (ar & or) Check R for correct reading; check S for correct spelling. Note error phonemes in margin.
1 cork R[ ] S[ ]
2 carp R[ ] S[ ]
3 sword R[ ] S[ ]
4 mark R[ ] S[ ]
5 donor R[ ] S[ ]
6 parsley R[ ] S[ ]
7 lord R[ ] S[ ]
8 scarf R[ ] S[ ]
9 escort R[ ] S[ ]
10 stardom R[ ] S[ ]
11 pork R[ ] S[ ]
12 hardship R[ ] S[ ]
13 formal R[ ] S[ ]
14 tart R[ ] S[ ]
15 transform R[ ] S[ ]
1 car R[ ] S[ ]
2 morn R[ ] S[ ]
3 jar R[ ] S[ ]
4 scorn R[ ] S[ ]
5 alarm R[ ] S[ ]
6 orphan R[ ] S[ ]
7 lark R[ ] S[ ]
8 cord R[ ] S[ ]
9 apart R[ ] S[ ]
10 horror R[ ] S[ ]
11 sparkler R[ ] S[ ]
12 short R[ ] S[ ]
13 depart R[ ] S[ ]
14 transport R[ ] S[ ]
15 remark R[ ] S[ ]
1 horn R[ ] S[ ]
2 tar R[ ] S[ ]
3 port R[ ] S[ ]
4 lard R[ ] S[ ]
5 conform R[ ] S[ ]
6 guitar R[ ] S[ ]
7 fork R[ ] S[ ]
8 scar R[ ] S[ ]
9 inform R[ ] S[ ]
10 disarm R[ ] S[ ]
11 torch R[ ] S[ ]
12 embark R[ ] S[ ]
13 shortcake R[ ] S[ ]
14 afar R[ ] S[ ]
15 hornpipe R[ ] S[ ]
1 farm R[ ] S[ ]
2 storm R[ ] S[ ]
3 dark R[ ] S[ ]
4 corn R[ ] S[ ]
5 carpet R[ ] S[ ]
6 corner R[ ] S[ ]
7 smart R[ ] S[ ]
8 fort R[ ] S[ ]
9 harvest R[ ] S[ ]
10 morning R[ ] S[ ]
11 spark R[ ] S[ ]
12 north R[ ] S[ ]
13 market R[ ] S[ ]
14 stormy R[ ] S[ ]
15 garden R[ ] S[ ]
1 sport R[ ] S[ ]
2 park R[ ] S[ ]
3 thorn R[ ] S[ ]
4 star R[ ] S[ ]
5 forest R[ ] S[ ]
6 artist R[ ] S[ ]
7 porch R[ ] S[ ]
8 barn R[ ] S[ ]
9 acorn R[ ] S[ ]
10 party R[ ] S[ ]
11 stork R[ ] S[ ]
12 farmer R[ ] S[ ]
13 fortress R[ ] S[ ]
14 sharp R[ ] S[ ]
15 popcorn R[ ] S[ ]
Diagnostic Error Breakdown by Sound (Probes 6–10 Analysis) R-Controlled Pattern Target Sound Reading Errors Spelling Errors Mastery Status & Next Steps ar (car, star) /ar/ ___ / 37 ___ / 37 [ ] Mastered (≥90%) [ ] Reteach 2-syllables [ ] Multisensory trace or (fork, storm) /or/ ___ / 38 ___ / 38 [ ] Mastered (≥90%) [ ] Contrast with /ar/ [ ] Tactile tapping 2-Syllable Words Morphemes ___ / 38 ___ / 38 [ ] Mastered (≥90%) [ ] Practice affixes (-est, -ing, -er, -less)
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 3 of 6 • Teacher Record (Lists 6–10)
Student Reading Sheet • Probes 1 to 5
Reading Word Probes: Lists 1 – 5 (ar & or) Directions: Read down each column clearly from word 1 to word 15.
1.bark
2.fork
3.farm
4.storm
5.carpet
6.morning
7.smart
8.short
9.garden
10.corner
11.star
12.horn
13.market
14.fortress
15.artist
1.corn
2.park
3.sport
4.dark
5.acorn
6.farmer
7.north
8.chart
9.border
10.party
11.torch
12.garlic
13.order
14.sharp
15.popcorn
1.card
2.port
3.charm
4.thorn
5.harvest
6.forest
7.hard
8.cord
9.target
10.resort
11.spark
12.porch
13.marker
14.stormy
15.cargo
1.sort
2.barn
3.stork
4.march
5.doctor
6.carton
7.fort
8.yard
9.orbit
10.scarlet
11.cork
12.barber
13.format
14.start
15.report
1.part
2.born
3.shark
4.scorch
5.darling
6.organ
7.yarn
8.snort
9.charter
10.support
11.dart
12.form
13.darkness
14.shortfall
15.restart
1. Spot the 'ar' or 'or':
The vowel sound sticks directly to the 'r'. Don't separate them!
/ar/ opens wide like a doctor (f-ar-m ); /or/ rounds the lips (st-or-m ).
Scoop by syllable chunks: gar • den , morn • ing .
Smooth blending makes strong readers!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 4 of 6 • Student Reading (Lists 1–5)
Student Reading Sheet • Probes 6 to 10
Reading Word Probes: Lists 6 – 10 (ar & or) Directions: Read down each column clearly from word 1 to word 15.
1.cork
2.carp
3.sword
4.mark
5.donor
6.parsley
7.lord
8.scarf
9.escort
10.stardom
11.pork
12.hardship
13.formal
14.tart
15.transform
1.car
2.morn
3.jar
4.scorn
5.alarm
6.orphan
7.lark
8.cord
9.apart
10.horror
11.sparkler
12.short
13.depart
14.transport
15.remark
1.horn
2.tar
3.port
4.lard
5.conform
6.guitar
7.fork
8.scar
9.inform
10.disarm
11.torch
12.embark
13.shortcake
14.afar
15.hornpipe
1.farm
2.storm
3.dark
4.corn
5.carpet
6.corner
7.smart
8.fort
9.harvest
10.morning
11.spark
12.north
13.market
14.stormy
15.garden
1.sport
2.park
3.thorn
4.star
5.forest
6.artist
7.porch
8.barn
9.acorn
10.party
11.stork
12.farmer
13.fortress
14.sharp
15.popcorn
pop • corn • short • fall
**re-**start • **dis-**arm • **in-**form
farm-er • dark-ness • storm-y
Look for familiar smaller words inside!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 5 of 6 • Student Reading (Lists 6–10)
Student Spelling Response Form
Spelling Progress Monitoring Sheet (ar & or) Student Instructions: Listen carefully as your teacher says each word. Write the complete word on the line clearly. 15 Words
Self-Check: [ ] Checked Bossy R spellings [ ] Syllables complete
Teacher Encoding Diagnostic Summary (ar & or Breakdown) Breakdown for this probe /ar/ Sound (car, star) ____ correct
/or/ Sound (fork, storm) ____ correct
2-Syllable Words ____ correct
Targeted Intervention Area: [ ] /ar/ spellings [ ] /or/ spellings [ ] 2-Syllable chunking Next Probe Date: ___/___
Student Spelling Response Form • Reproducible for Probes 1 through 10 Page 6 of 6 • Student Spelling Form (ar & or)
List 9 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
List 10 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
Reading Administration (Decoding)
Provide student the clean probe sheet (Pages 4–5).
Prompt: "Read each word across or down clearly."
Allow 3 seconds per word before prompting next.
Mark [R] on Teacher Protocol if decoded accurately.
Spelling Administration (Encoding)
Provide Student Spelling Form (Page 6).
Dictate: Say word, use in short sentence, repeat word.
Student records word in corresponding numbered box.
Mark [S] on Teacher Protocol if spelled correctly.
Mastery Criterion: 85% accuracy (≥ 13/15) across 3 consecutive probes Page 1 of 6 • Cumulative Master Protocol
Teacher Scoring Record • Part I
Combined Probes 1 – 5 Scoring Sheet Check R for correct reading; check S for correct spelling. Note error types in margin.
1 find R[ ] S[ ]
2 bark R[ ] S[ ]
3 cold R[ ] S[ ]
4 fork R[ ] S[ ]
5 wild R[ ] S[ ]
6 morning R[ ] S[ ]
7 bolt R[ ] S[ ]
8 garden R[ ] S[ ]
9 most R[ ] S[ ]
10 behind R[ ] S[ ]
11 storm R[ ] S[ ]
12 golden R[ ] S[ ]
13 smart R[ ] S[ ]
14 childish R[ ] S[ ]
15 corner R[ ] S[ ]
1 gold R[ ] S[ ]
2 corn R[ ] S[ ]
3 kind R[ ] S[ ]
4 park R[ ] S[ ]
5 child R[ ] S[ ]
6 farmer R[ ] S[ ]
7 post R[ ] S[ ]
8 border R[ ] S[ ]
9 colt R[ ] S[ ]
10 remind R[ ] S[ ]
11 short R[ ] S[ ]
12 folder R[ ] S[ ]
13 carpet R[ ] S[ ]
14 wildly R[ ] S[ ]
15 fortress R[ ] S[ ]
1 mind R[ ] S[ ]
2 card R[ ] S[ ]
3 hold R[ ] S[ ]
4 port R[ ] S[ ]
5 wildcat R[ ] S[ ]
6 harvest R[ ] S[ ]
7 volt R[ ] S[ ]
8 forest R[ ] S[ ]
9 poster R[ ] S[ ]
10 unkind R[ ] S[ ]
11 hard R[ ] S[ ]
12 behold R[ ] S[ ]
13 cord R[ ] S[ ]
14 unbolt R[ ] S[ ]
15 stormy R[ ] S[ ]
1 bind R[ ] S[ ]
2 sort R[ ] S[ ]
3 fold R[ ] S[ ]
4 barn R[ ] S[ ]
5 wildlife R[ ] S[ ]
6 doctor R[ ] S[ ]
7 jolt R[ ] S[ ]
8 carton R[ ] S[ ]
9 ghost R[ ] S[ ]
10 rewind R[ ] S[ ]
11 stork R[ ] S[ ]
12 uphold R[ ] S[ ]
13 march R[ ] S[ ]
14 childless R[ ] S[ ]
15 orbit R[ ] S[ ]
1 rind R[ ] S[ ]
2 part R[ ] S[ ]
3 told R[ ] S[ ]
4 born R[ ] S[ ]
5 mild R[ ] S[ ]
6 darling R[ ] S[ ]
7 colt R[ ] S[ ]
8 organ R[ ] S[ ]
9 almost R[ ] S[ ]
10 mankind R[ ] S[ ]
11 shark R[ ] S[ ]
12 withhold R[ ] S[ ]
13 scorch R[ ] S[ ]
14 mildness R[ ] S[ ]
15 support R[ ] S[ ]
Diagnostic Error Breakdown: Closed Exceptions vs. Bossy R (Probes 1–5) Target Concept Category Items / Probes Reading Errors Spelling Errors Primary Diagnostic Concern Closed Syllable Exceptions 40 words (-ind, -old, etc.) ___ / 40 ___ / 40 [ ] Short vowel applied [ ] Ending consonant omitted Bossy R (ar & or) 35 words (bark, storm, etc.) ___ / 35 ___ / 35 [ ] 'r' sound dropped [ ] Confused /ar/ and /or/ 2-Syllable Complex Words 35 words (garden, behind) ___ / 35 ___ / 35 [ ] Syllable chunking [ ] Morpheme suffix errors
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 2 of 6 • Teacher Record (Lists 1–5)
Teacher Scoring Record • Part II
Combined Probes 6 – 10 Scoring Sheet Check R for correct reading; check S for correct spelling. Note error types in margin.
1 blind R[ ] S[ ]
2 cork R[ ] S[ ]
3 mold R[ ] S[ ]
4 carp R[ ] S[ ]
5 wild R[ ] S[ ]
6 donor R[ ] S[ ]
7 bolt R[ ] S[ ]
8 parsley R[ ] S[ ]
9 signpost R[ ] S[ ]
10 finder R[ ] S[ ]
11 sword R[ ] S[ ]
12 untold R[ ] S[ ]
13 mark R[ ] S[ ]
14 grandchild R[ ] S[ ]
15 escort R[ ] S[ ]
1 grind R[ ] S[ ]
2 car R[ ] S[ ]
3 bold R[ ] S[ ]
4 morn R[ ] S[ ]
5 mild R[ ] S[ ]
6 alarm R[ ] S[ ]
7 volt R[ ] S[ ]
8 orphan R[ ] S[ ]
9 host R[ ] S[ ]
10 grinder R[ ] S[ ]
11 jar R[ ] S[ ]
12 blindfold R[ ] S[ ]
13 scorn R[ ] S[ ]
14 stepchild R[ ] S[ ]
15 horror R[ ] S[ ]
1 kind R[ ] S[ ]
2 horn R[ ] S[ ]
3 cold R[ ] S[ ]
4 tar R[ ] S[ ]
5 child R[ ] S[ ]
6 conform R[ ] S[ ]
7 jolt R[ ] S[ ]
8 guitar R[ ] S[ ]
9 ghost R[ ] S[ ]
10 mindless R[ ] S[ ]
11 port R[ ] S[ ]
12 enfold R[ ] S[ ]
13 lard R[ ] S[ ]
14 wildly R[ ] S[ ]
15 inform R[ ] S[ ]
1 mind R[ ] S[ ]
2 farm R[ ] S[ ]
3 hold R[ ] S[ ]
4 storm R[ ] S[ ]
5 wild R[ ] S[ ]
6 carpet R[ ] S[ ]
7 revolt R[ ] S[ ]
8 corner R[ ] S[ ]
9 mostly R[ ] S[ ]
10 behind R[ ] S[ ]
11 dark R[ ] S[ ]
12 scolding R[ ] S[ ]
13 corn R[ ] S[ ]
14 godchild R[ ] S[ ]
15 morning R[ ] S[ ]
1 blind R[ ] S[ ]
2 sport R[ ] S[ ]
3 gold R[ ] S[ ]
4 park R[ ] S[ ]
5 mild R[ ] S[ ]
6 forest R[ ] S[ ]
7 bolt R[ ] S[ ]
8 artist R[ ] S[ ]
9 post R[ ] S[ ]
10 blindness R[ ] S[ ]
11 thorn R[ ] S[ ]
12 stronghold R[ ] S[ ]
13 star R[ ] S[ ]
14 schoolchild R[ ] S[ ]
15 acorn R[ ] S[ ]
Diagnostic Error Breakdown: Closed Exceptions vs. Bossy R (Probes 6–10) Target Concept Category Items / Probes Reading Errors Spelling Errors Mastery & RTI Intervention Decision Closed Syllable Exceptions 40 words (-ind, -old, etc.) ___ / 40 ___ / 40 [ ] Mastered (≥90%) [ ] Reinforce Wild Old words Bossy R (ar & or) 35 words (park, storm, etc.) ___ / 35 ___ / 35 [ ] Mastered (≥90%) [ ] Reinforce /ar/ & /or/ sounds 2-Syllable Complex Words 35 words (artist, blindness) ___ / 35 ___ / 35 [ ] Mastered (≥90%) [ ] Practice morpheme chunking
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 3 of 6 • Teacher Record (Lists 6–10)
Student Reading Sheet • Probes 1 to 5
Combined Reading Probes: Lists 1 – 5 Directions: Read down each column clearly from word 1 to word 15.
1.find
2.bark
3.cold
4.fork
5.wild
6.morning
7.bolt
8.garden
9.most
10.behind
11.storm
12.golden
13.smart
14.childish
15.corner
1.gold
2.corn
3.kind
4.park
5.child
6.farmer
7.post
8.border
9.colt
10.remind
11.short
12.folder
13.carpet
14.wildly
15.fortress
1.mind
2.card
3.hold
4.port
5.wildcat
6.harvest
7.volt
8.forest
9.poster
10.unkind
11.hard
12.behold
13.cord
14.unbolt
15.stormy
1.bind
2.sort
3.fold
4.barn
5.wildlife
6.doctor
7.jolt
8.carton
9.ghost
10.rewind
11.stork
12.uphold
13.march
14.childless
15.orbit
1.rind
2.part
3.told
4.born
5.mild
6.darling
7.colt
8.organ
9.almost
10.mankind
11.shark
12.withhold
13.scorch
14.mildness
15.support
-ind, -old, -ild, -olt, -ost → Say the LONG vowel name!
ar says /ar/ (car); or says /or/ (fork). Blend with the 'r'!
Scoop chunks: gar • den , re • mind .
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 4 of 6 • Student Reading (Lists 1–5)
Student Reading Sheet • Probes 6 to 10
Combined Reading Probes: Lists 6 – 10 Directions: Read down each column clearly from word 1 to word 15.
1.blind
2.cork
3.mold
4.carp
5.wild
6.donor
7.bolt
8.parsley
9.signpost
10.finder
11.sword
12.untold
13.mark
14.grandchild
15.escort
1.grind
2.car
3.bold
4.morn
5.mild
6.alarm
7.volt
8.orphan
9.host
10.grinder
11.jar
12.blindfold
13.scorn
14.stepchild
15.horror
1.kind
2.horn
3.cold
4.tar
5.child
6.conform
7.jolt
8.guitar
9.ghost
10.mindless
11.port
12.enfold
13.lard
14.wildly
15.inform
1.mind
2.farm
3.hold
4.storm
5.wild
6.carpet
7.revolt
8.corner
9.mostly
10.behind
11.dark
12.scolding
13.corn
14.godchild
15.morning
1.blind
2.sport
3.gold
4.park
5.mild
6.forest
7.bolt
8.artist
9.post
10.blindness
11.thorn
12.stronghold
13.star
14.schoolchild
15.acorn
blind • fold • sign • post
**un-**bolt • **be-**hind • **in-**form
gold-en • wild-ly • dark-ness
Break big words into friendly parts!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 5 of 6 • Student Reading (Lists 6–10)
Student Spelling Response Form
Combined Spelling Progress Monitoring Sheet Student Instructions: Listen carefully as your teacher says each word. Write the complete word on the line clearly. 15 Words
Self-Check: [ ] Long vowel exceptions [ ] Bossy R (ar & or)
Teacher Encoding Diagnostic Summary (Combined Concept Breakdown) Score per concept in this probe Exceptions (-ind, -old, etc.) ____ / 8 correct
Bossy R (ar & or) ____ / 7 correct
Two-Syllable Words ____ correct
Targeted Intervention Area: [ ] Exceptions (-ind/-old/-ild/-olt/-ost) [ ] Bossy R (ar/or) [ ] 2-Syllables Next Probe Date: ___/___
Student Spelling Response Form • Reproducible for Probes 1 through 10 Page 6 of 6 • Student Spelling Form (Combined)
Printable Flashcard Deck • Set 3
Bossy R: /ar/ Sound Word Cards Cards 25–36 • Bossy R /ar/ Word Family Page 3 of 6 • Phonics Mastery Flashcards
Printable Flashcard Deck • Set 4
Bossy R: /or/ Sound Word Cards Cards 37–48 • Bossy R /or/ Word Family Page 4 of 6 • Phonics Mastery Flashcards
Printable Flashcard Deck • Set 5
Challenge Deck: Compounds & 2-Syllable Multisyllabic Words -ind + -old • blind • fold
sign + -ost • sign • post
-ild + -less • child • less
dead + -olt • dead • bolt
short + fall • short • fall
spark + -ler • spar • kler
trans- + form • trans • form
Cards 49–60 • Multisyllabic & Compound Challenge Cards Page 5 of 6 • Phonics Mastery Flashcards
Instructional Activity Guide & Sorting Cards
Flashcard Sorting Mats & Drill Protocol Cut out the category headers below for pocket chart sorting, tabletop categorization, and multisensory fluency drills.
Pocket Chart / Tabletop Category Headers (Cut Along Dashed Lines) /or/ Sound Bossy R (fork)
2 Syllables Multisyllabic
1. Rapid Recall "Speed Flash" (1 Min) Shuffle 15–20 cards. Flash each card for 2 seconds. Student reads word without sounding out individual letters. Set aside missed cards in a "Retry" pile for immediate review.
2. Category Sort & Justify Place sorting headers on the table. Give student 10 mixed cards. Student places each card under the correct header and verbalizes: "Cold has -old, so the vowel is long /ō/!"
3. Tactile Trace & Say (Spelling) Teacher reads card aloud. Student finger-traces the letters on a rough surface (sand tray, mesh screen, or desk) while naming each letter: "B - A - R - K, bark!"
4. Syllable Snip & Rebuild Have student physically cut 2-syllable cards along the division dot (e.g. mor • ning ). Mix up halves and challenge student to reassemble compounds and morphemes.
Printing Recommendation: Print on 65lb or 110lb cardstock; laminate for durability. Total Cards: 60 Word Cards + 8 Sorting Headers
Activity & Sorting Guide • Phonics Progress Monitoring Resource Kit Page 6 of 6 • Teacher Drill Guide
Probe 10 ___/___/___ ___ / 40 ___ ___% ___ / 12 ___ / 10
Sentence Reading Protocol
Hand student clean Sentence Sheet (Pages 4–5).
Prompt: "Read these sentences out loud as accurately as you can."
Mark errors as student reads: slash (/) for errors.
Record total words read and accuracy percentage.
Sentence Dictation Protocol
Select 1–2 sentences from current probe to dictate.
Say sentence once; student repeats; student writes on Page 6.
Score mechanics (capital, punctuation) and target word spelling.
Mastery Criterion: ≥ 90% accuracy in connected text Page 1 of 6 • Cumulative Sentence Protocol
Teacher Scoring Protocol • Part I
Sentence Reading Probes 1 – 5 Scoring Sheet Date: ___/___ Words Read: ___ / 43 Errors: ___ Acc: ___%
1. The wild child found a cold bolt behind the barn . (10)
2. Most dogs bark when a storm hits the farm in the morning . (22)
3. Do not scold the child for holding the golden horn . (32)
4. We can walk to the corner market to find sweet corn . (43)
Date: ___/___ Words Read: ___ / 41 Errors: ___ Acc: ___%
1. The kind farmer parked his cart near the old post . (10)
2. It was almost dark when the storm hit the north border . (21)
3. A sharp jolt made the colt revolt in the yard . (31)
4. Remind the child to fold the chart before party time. (41)
Date: ___/___ Words Read: ___ / 43 Errors: ___ Acc: ___%
1. Keep in mind that a wildcat hunts in the dark forest . (11)
2. Hold the torch high to see the signpost on the road. (22)
3. The bold artist made a poster of the stormy port . (32)
4. It was unkind to unbolt the gate during the hard rain. (43)
Date: ___/___ Words Read: ___ / 40 Errors: ___ Acc: ___%
1. Bind the bundle with cord before you sort the mail. (10)
2. We saw wildlife in the yard near the doctor's barn . (20)
3. A sudden jolt shook the porch on that colder night. (30)
4. The hostess put a fencepost by the carton of corn . (40)
Date: ___/___ Words Read: ___ / 43 Errors: ___ Acc: ___%
1. The old man told the child to watch the colt run. (11)
2. A darling dog barked at the post in the morning mist. (22)
3. She felt mild shock when the horn gave a loud snort . (33)
4. We must unwind the yarn and support the local farm . (43)
Fluency & Expression Rating Scale (1 to 4) Level 1: Word-by-word, halting.
Level 2: Two-word phrases.
Level 3: 3-4 word phrases, mostly smooth.
Level 4: Natural, expressive phrasing.
Teacher Protocol • Running word count noted in right column Page 2 of 6 • Teacher Sentence Protocol (Probes 1–5)
Teacher Scoring Protocol • Part II
Sentence Reading Probes 6 – 10 Scoring Sheet Date: ___/___ Words Read: ___ / 44 Errors: ___ Acc: ___%
1. The blind man had a kind finder to guide his walk. (11)
2. Do not drop the cork into the jar of golden corn . (22)
3. The grandchild saw a wild stork near the stone fortress . (32)
4. A postmark on the card showed it came from a distant port . (44)
Date: ___/___ Words Read: ___ / 42 Errors: ___ Acc: ___%
1. Grind the corn before you head to the busy market . (10)
2. The bold car stopped short when the alarm began to sound. (21)
3. He held a mild spark in the jar apart from the cord . (33)
4. The stepchild helped post the note on the bedpost . (42)
Date: ___/___ Words Read: ___ / 40 Errors: ___ Acc: ___%
1. It was kind of the host to share his warm food. (11)
2. Cold wind blew through the horn on the rocky port . (21)
3. The child heard a guitar playing in the park afar. (31)
4. Mindless chatter will not inform us about the storm . (40)
Date: ___/___ Words Read: ___ / 42 Errors: ___ Acc: ___%
1. Keep this in mind as you walk across the stormy farm . (11)
2. Behind the big barn , they found a nest of wild birds. (22)
3. The farmer was scolding the colt at the garden gate. (32)
4. Most people like hot corn on a dark autumn night. (42)
Date: ___/___ Words Read: ___ / 40 Errors: ___ Acc: ___%
1. Gold coins were hidden near the old park stronghold . (9)
2. The mild child had a sharp mind for art and sports . (20)
3. We saw a star shine above the forest guidepost . (29)
4. Bolt the back door before you eat the sweet popcorn . (40)
Intervention Decision & Context Transfer Mastery Accuracy ≥ 90%: Ready for grade-level passages & new phonetic concepts.
Accuracy 80–89%: Continue guided sentence practice with targeted feedback.
Accuracy < 80%: Return to isolated word flashcard drills and phoneme tapping.
Teacher Protocol • Running word count noted in right column Page 3 of 6 • Teacher Sentence Protocol (Probes 6–10)
Student Reading Sheet • Probes 1 to 5
Sentence Reading Practice: Sets 1 – 5
The wild child found a cold bolt behind the barn.
Most dogs bark when a storm hits the farm in the morning.
Do not scold the child for holding the golden horn.
We can walk to the corner market to find sweet corn.
The kind farmer parked his cart near the old post.
It was almost dark when the storm hit the north border.
A sharp jolt made the colt revolt in the yard.
Remind the child to fold the chart before party time.
Keep in mind that a wildcat hunts in the dark forest.
Hold the torch high to see the signpost on the road.
The bold artist made a poster of the stormy port.
It was unkind to unbolt the gate during the hard rain.
Bind the bundle with cord before you sort the mail.
We saw wildlife in the yard near the doctor's barn.
A sudden jolt shook the porch on that colder night.
The hostess put a fencepost by the carton of corn.
The old man told the child to watch the colt run.
A darling dog barked at the post in the morning mist.
She felt mild shock when the horn gave a loud snort.
We must unwind the yarn and support the local farm.
Student Sentence Reading Sheet • Read smoothly from sentence 1 to 4 Page 4 of 6 • Student Sentence Sheet (Probes 1–5)
Student Reading Sheet • Probes 6 to 10
Sentence Reading Practice: Sets 6 – 10
The blind man had a kind finder to guide his walk.
Do not drop the cork into the jar of golden corn.
The grandchild saw a wild stork near the stone fortress.
A postmark on the card showed it came from a distant port.
Grind the corn before you head to the busy market.
The bold car stopped short when the alarm began to sound.
He held a mild spark in the jar apart from the cord.
The stepchild helped post the note on the bedpost.
It was kind of the host to share his warm food.
Cold wind blew through the horn on the rocky port.
The child heard a guitar playing in the park afar.
Mindless chatter will not inform us about the storm.
Keep this in mind as you walk across the stormy farm.
Behind the big barn, they found a nest of wild birds.
The farmer was scolding the colt at the garden gate.
Most people like hot corn on a dark autumn night.
Gold coins were hidden near the old park stronghold.
The mild child had a sharp mind for art and sports.
We saw a star shine above the forest guidepost.
Bolt the back door before you eat the sweet popcorn.
Student Sentence Reading Sheet • Read smoothly from sentence 1 to 4 Page 5 of 6 • Student Sentence Sheet (Probes 6–10)
Student Dictation Form • Writing & Mechanics
Sentence Dictation Recording Form Dictation Score ____ / 10
Instructions: Listen as your teacher reads the sentence. Repeat it aloud, then write it with neat handwriting and correct punctuation.
Dictated Sentence 1 Teacher Points: Capital [ ] Target Words [ ] Punctuation [ ]
Student Check: [ ] Capital letter [ ] Vowel sounds [ ] Period / Mark
Dictated Sentence 2 Teacher Points: Capital [ ] Target Words [ ] Punctuation [ ]
Student Check: [ ] Capital letter [ ] Vowel sounds [ ] Period / Mark
Dictated Sentence 3 (Optional / Challenge) Teacher Points: Capital [ ] Target Words [ ] Punctuation [ ]
Student Check: [ ] Capital letter [ ] Vowel sounds [ ] Period / Mark
Sentence Dictation Scoring Rubric (10 Points Total) 2 pts Capitalization • 6 pts Target Words • 2 pts Punctuation Sentence Mechanics ____ / 4 pts
Target Phonics Words ____ / 6 pts
Overall Accuracy ____ / 10 pts
Student Sentence Dictation Form • Reproducible for Probes 1 through 10 Page 6 of 6 • Student Sentence Dictation Form
Objective: First player to connect 4 in a line (horizontal, vertical, diagonal) wins! Challenge Rule: If you misread the word, your turn is skipped!
Four-in-a-Row Strategy Game • Phonics Adventure Series Page 2 of 6 • Four-in-a-Row Board
Individual or Partner Fluency Game • Dice Practice
Roll & Read Fluency Matrix Roll a die. Read a word in that column from bottom to top. Color in the star when read accurately!
Challenge: Can you fill all 3 stars in every box to become a Master Reader? Total Words: 36 Target Words
Roll & Read Matrix • Phonics Adventure Series Page 3 of 6 • Fluency Matrix
Pencil & Paperclip Spinner Game
Spin & Read Phonics Arena Place a paperclip and pencil tip at the center. Spin! Find a matching word in the arena, read it, and cross it off.
Target Pattern Spinner Wheel
-ind -old -ild -olt -ost /ar/ /or/
Hold pencil tip on center dot with paperclip to spin!
The Word Arena (Find and claim your spun pattern)
Spin & Read Arena • Phonics Adventure Series Page 4 of 6 • Spinner Board
Partner Battle Series • Quick 3x3 Matches
Tic-Tac-Toe Phonics Showdown Choose X or O. Read the word to claim your space. Get 3 in a row to win each battle!
Battle 1: -ind & -old Winner: [ ] X [ ] O
Battle 2: -ild, -olt & -ost Winner: [ ] X [ ] O
Battle 3: Bossy R /ar/ Winner: [ ] X [ ] O
Battle 4: Bossy R /or/ Winner: [ ] X [ ] O
Battle 5: Two-Syllable Chunks Winner: [ ] X [ ] O
Battle 6: Championship Mixed Final Round!
Tic-Tac-Toe Battles • Phonics Adventure Series Page 5 of 6 • Tic-Tac-Toe Boards
Small Group Intervention • 4 Player Cards
Phonics BINGO: Exceptions & Bossy R Teacher calls words from the bottom caller list. Students cover matched words. 3-in-a-row wins!
Teacher Call List (Check off as called):
[ ] find [ ] bark [ ] cold [ ] fork [ ] wild [ ] storm [ ] bolt [ ] most [ ] gold [ ] corn [ ] kind [ ] park [ ] child [ ] post [ ] colt [ ] star [ ] remind [ ] golden [ ] garden [ ] corner
Phonics BINGO Set • Phonics Adventure Series Page 6 of 6 • BINGO Boards
List 8 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
List 9 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
List 10 ___/___/___ ___ / 15 ___% ___ / 15 ___% [ ] Y [ ] N
Reading Administration (Decoding)
Provide student the clean probe sheet (Pages 4–5).
Prompt: "Read each word clearly from 1 to 15."
Allow 3 seconds before prompting next word.
Mark [R] on Teacher Scoring Sheet if read correctly.
Spelling Administration (Encoding)
Provide Student Spelling Form (Page 6).
Dictate: Say word, use in short sentence, repeat word.
Student writes word in corresponding numbered box.
Mark [S] on Teacher Scoring Sheet if spelled correctly.
Mastery Criterion: 85% accuracy (≥ 13/15) across 3 consecutive probes Page 1 of 6 • Cumulative Master Protocol (Terminal Y as /ī/)
Teacher Scoring Record • Part I
Terminal Y Probes 1 – 5 Scoring Sheet
1cryR[ ] S[ ]
2replyR[ ] S[ ]
3flyR[ ] S[ ]
4applyR[ ] S[ ]
5tryR[ ] S[ ]
6supplyR[ ] S[ ]
7dryR[ ] S[ ]
8denyR[ ] S[ ]
9skyR[ ] S[ ]
10relyR[ ] S[ ]
11spyR[ ] S[ ]
12defyR[ ] S[ ]
13shyR[ ] S[ ]
14nearbyR[ ] S[ ]
15myR[ ] S[ ]
1byR[ ] S[ ]
2complyR[ ] S[ ]
3whyR[ ] S[ ]
4implyR[ ] S[ ]
5slyR[ ] S[ ]
6standbyR[ ] S[ ]
7pryR[ ] S[ ]
8JulyR[ ] S[ ]
9fryR[ ] S[ ]
10allyR[ ] S[ ]
11plyR[ ] S[ ]
12retryR[ ] S[ ]
13spryR[ ] S[ ]
14flybyR[ ] S[ ]
15cryR[ ] S[ ]
1dryR[ ] S[ ]
2applyR[ ] S[ ]
3skyR[ ] S[ ]
4replyR[ ] S[ ]
5flyR[ ] S[ ]
6supplyR[ ] S[ ]
7tryR[ ] S[ ]
8relyR[ ] S[ ]
9shyR[ ] S[ ]
10denyR[ ] S[ ]
11spyR[ ] S[ ]
12nearbyR[ ] S[ ]
13myR[ ] S[ ]
14defyR[ ] S[ ]
15pryR[ ] S[ ]
1fryR[ ] S[ ]
2implyR[ ] S[ ]
3plyR[ ] S[ ]
4complyR[ ] S[ ]
5slyR[ ] S[ ]
6standbyR[ ] S[ ]
7whyR[ ] S[ ]
8JulyR[ ] S[ ]
9byR[ ] S[ ]
10retryR[ ] S[ ]
11spryR[ ] S[ ]
12allyR[ ] S[ ]
13cryR[ ] S[ ]
14flybyR[ ] S[ ]
15dryR[ ] S[ ]
1skyR[ ] S[ ]
2replyR[ ] S[ ]
3tryR[ ] S[ ]
4supplyR[ ] S[ ]
5flyR[ ] S[ ]
6applyR[ ] S[ ]
7spyR[ ] S[ ]
8denyR[ ] S[ ]
9shyR[ ] S[ ]
10relyR[ ] S[ ]
11myR[ ] S[ ]
12nearbyR[ ] S[ ]
13pryR[ ] S[ ]
14defyR[ ] S[ ]
15whyR[ ] S[ ]
Diagnostic Error Breakdown (Probes 1–5 Analysis) Category Structure Reading Errors Spelling Errors Common Error Observed 1-Syllable Terminal Y cry, fly, try, dry, pry ___ / 42 ___ / 42 [ ] Long /ē/ sound substituted [ ] Spelled with 'ie' or 'i' 2-Syllable Terminal Y reply, apply, supply, deny ___ / 33 ___ / 33 [ ] Read as /ē/ (e.g. 'repl-ee') [ ] Accent misplaced
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 2 of 6 • Teacher Record (Lists 1–5)
Teacher Scoring Record • Part II
Terminal Y Probes 6 – 10 Scoring Sheet
1byR[ ] S[ ]
2complyR[ ] S[ ]
3slyR[ ] S[ ]
4implyR[ ] S[ ]
5fryR[ ] S[ ]
6JulyR[ ] S[ ]
7plyR[ ] S[ ]
8standbyR[ ] S[ ]
9spryR[ ] S[ ]
10allyR[ ] S[ ]
11cryR[ ] S[ ]
12retryR[ ] S[ ]
13dryR[ ] S[ ]
14flybyR[ ] S[ ]
15skyR[ ] S[ ]
1flyR[ ] S[ ]
2supplyR[ ] S[ ]
3tryR[ ] S[ ]
4replyR[ ] S[ ]
5spyR[ ] S[ ]
6applyR[ ] S[ ]
7shyR[ ] S[ ]
8relyR[ ] S[ ]
9myR[ ] S[ ]
10denyR[ ] S[ ]
11pryR[ ] S[ ]
12nearbyR[ ] S[ ]
13whyR[ ] S[ ]
14defyR[ ] S[ ]
15fryR[ ] S[ ]
1slyR[ ] S[ ]
2implyR[ ] S[ ]
3byR[ ] S[ ]
4complyR[ ] S[ ]
5plyR[ ] S[ ]
6standbyR[ ] S[ ]
7spryR[ ] S[ ]
8JulyR[ ] S[ ]
9cryR[ ] S[ ]
10retryR[ ] S[ ]
11dryR[ ] S[ ]
12allyR[ ] S[ ]
13skyR[ ] S[ ]
14flybyR[ ] S[ ]
15flyR[ ] S[ ]
1tryR[ ] S[ ]
2replyR[ ] S[ ]
3spyR[ ] S[ ]
4applyR[ ] S[ ]
5shyR[ ] S[ ]
6supplyR[ ] S[ ]
7myR[ ] S[ ]
8denyR[ ] S[ ]
9pryR[ ] S[ ]
10relyR[ ] S[ ]
11whyR[ ] S[ ]
12nearbyR[ ] S[ ]
13fryR[ ] S[ ]
14defyR[ ] S[ ]
15byR[ ] S[ ]
1slyR[ ] S[ ]
2complyR[ ] S[ ]
3plyR[ ] S[ ]
4implyR[ ] S[ ]
5spryR[ ] S[ ]
6standbyR[ ] S[ ]
7cryR[ ] S[ ]
8JulyR[ ] S[ ]
9dryR[ ] S[ ]
10allyR[ ] S[ ]
11skyR[ ] S[ ]
12retryR[ ] S[ ]
13flyR[ ] S[ ]
14flybyR[ ] S[ ]
15tryR[ ] S[ ]
Diagnostic Error Breakdown (Probes 6–10 Analysis) Category Structure Reading Errors Spelling Errors Mastery Status & Next Steps 1-Syllable Terminal Y sly, pry, fry, spry ___ / 42 ___ / 42 [ ] Mastered (≥90%) [ ] Practice consonant blends + Y 2-Syllable Terminal Y comply, imply, standby ___ / 33 ___ / 33 [ ] Mastered (≥90%) [ ] Practice prefix + base division
Scoring: R = Reading Accuracy (Decoding) • S = Spelling Accuracy (Encoding) Page 3 of 6 • Teacher Record (Lists 6–10)
Student Reading Sheet • Probes 1 to 5
Reading Word Probes: Lists 1 – 5 (Terminal Y as /ī/)
1.cry
2.reply
3.fly
4.apply
5.try
6.supply
7.dry
8.deny
9.sky
10.rely
11.spy
12.defy
13.shy
14.nearby
15.my
1.by
2.comply
3.why
4.imply
5.sly
6.standby
7.pry
8.July
9.fry
10.ally
11.ply
12.retry
13.spry
14.flyby
15.cry
1.dry
2.apply
3.sky
4.reply
5.fly
6.supply
7.try
8.rely
9.shy
10.deny
11.spy
12.nearby
13.my
14.defy
15.pry
1.fry
2.imply
3.ply
4.comply
5.sly
6.standby
7.why
8.July
9.by
10.retry
11.spry
12.ally
13.cry
14.flyby
15.dry
1.sky
2.reply
3.try
4.supply
5.fly
6.apply
7.spy
8.deny
9.shy
10.rely
11.my
12.nearby
13.pry
14.defy
15.why
Terminal 'y' steals the Long /ī/ sound (fl-y, cr-y ).
Accent falls on the end: ap • ply , re • ply .
Base word by keeps its sound: near • by .
Always say Long /ī/ at the end!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 4 of 6 • Student Reading (Lists 1–5)
Student Reading Sheet • Probes 6 to 10
Reading Word Probes: Lists 6 – 10 (Terminal Y as /ī/)
1.by
2.comply
3.sly
4.imply
5.fry
6.July
7.ply
8.standby
9.spry
10.ally
11.cry
12.retry
13.dry
14.flyby
15.sky
1.fly
2.supply
3.try
4.reply
5.spy
6.apply
7.shy
8.rely
9.my
10.deny
11.pry
12.nearby
13.why
14.defy
15.fry
1.sly
2.imply
3.by
4.comply
5.ply
6.standby
7.spry
8.July
9.cry
10.retry
11.dry
12.ally
13.sky
14.flyby
15.fly
1.try
2.reply
3.spy
4.apply
5.shy
6.supply
7.my
8.deny
9.pry
10.rely
11.why
12.nearby
13.fry
14.defy
15.by
1.sly
2.comply
3.ply
4.imply
5.spry
6.standby
7.cry
8.July
9.dry
10.ally
11.sky
12.retry
13.fly
14.flyby
15.try
re • ply • de • ny • de • fy
ap • ply • sup • ply • al • ly
near • by • stand • by • fly • by
Break the syllables, then blend smoothly!
Student Reading Probe Sheet • Mask unread lists with an index card if needed Page 5 of 6 • Student Reading (Lists 6–10)
Student Spelling Response Form
Spelling Progress Monitoring Sheet (Terminal Y) Student Instructions: Listen carefully as your teacher says each word. Write the complete word on the line clearly. Every word ends in letter 'y'! 15 Words
Self-Check: [ ] Word ends with letter 'y' [ ] Clean handwriting
Teacher Encoding Diagnostic Summary (Terminal Y Breakdown) Breakdown for this probe 1-Syllable Words Ending in Y ____ correct
2-Syllable Words Ending in Y ____ correct
Targeted Intervention Area: [ ] 1-Syllable ending Y (cry, fly) [ ] 2-Syllable ending Y (reply, apply) Next Probe Date: ___/___
Student Spelling Response Form • Reproducible for Probes 1 through 10 Page 6 of 6 • Student Spelling Form (Terminal Y)
