Sound Builders Session Script
Sound Builders
Tier 3 Individual Intervention Script
Focus Skill
CVC Blending / Segmenting
Duration
15-20 Minutes (Daily)
Materials
• Sound Blueprint Sheet
• 3 Building Blocks (or cubes)
• Sound Component Cards
Goal
80% accuracy in blending CVC words without support.
1 Warm-Up: The Sound Check
"Welcome back, Engineer! Today we are building words. First, let's warm up our sound tools. I'll say a sound, and you tell me the letter that makes it."
- Review 5-8 letter sounds previously taught (Focus on current target sounds).
- If student misses a sound: Model (My turn: /m/), Lead (Our turn: /m/), Check (Your turn: /m/).
2 Word Construction (Segmenting)
"Now, let's break apart some word blueprints. I'll say a word, and we will push a block for every sound we hear."
Teacher Action:
Say: "The word is CAT."
Push blocks as you say: /k/ ... /a/ ... /t/
Student Action:
Student repeats word and pushes their blocks for each phoneme.
Target Words: map, sit, log, bug, ten
3 Final Inspection (Blending)
Using the Sound Component Cards, lay out a CVC word (e.g., M - A - P).
"Now we weld the sounds together! Slide your finger under the blocks while saying the sounds slowly: /mmmaaappp/. Now, say it fast!"
Repeat for 5 words. Fade support as the student gains confidence.
Scaffolding Tool
If the student struggles to blend, use Continuous Blending. Keep your voice "on" between sounds (e.g., /sssuuunnn/ instead of /s/ /u/ /n/).
Sound Builders Construction Log
Construction Log
Track your building progress
Engineer Name
Words I Built
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
___ ___ ___
Keep building to fill the log!
Construction Level
Apprentice
Word Master
Tool Belt Badges
Segmenter
Sound Welder
Final Inspector
Master Builder
Every sound you weld makes the word stronger!
Sound Builders Intervention Tracker
Tier 3 Intervention Tracker
Sound Builders: CVC Segmenting & Blending
Student:
Instructor:
| Date | Target Words | Segmenting Accuracy (%) | Blending Accuracy (%) | Level of Support | Observational Notes (Behaviors, Errors, Gains) |
|---|
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
| | ___ / 10 | ___ / 10 | Min / Mod / Max | |
Analysis & Mastery
Recurring Errors (e.g., final sound deletion, vowel confusion):
Successes / Gains:
Decision Making
Continue current level of intensity
Increase scaffolding (Max support)
Fade scaffolding (Independent practice)
Recommended Next Target Words:
Min: 1-2 prompts Mod: 3-5 prompts Max: Constant redirection / Modeling
Document all Tier 3 data for MTSS/IEP review.
