Triple Rime Assessment One Form 1 Triple Rime Assessment
Triple Rime Blending Mat
-at -op -in
IEP Mastery Target: 8/10 (80%) Blended Words
Student: ________________________
Date: ________________
Score: ______ / 10 (__%)
Tactile Word-Building Stage Place Onset + Rime → Slide finger → Read whole word
1. Onset Tile
Place Onset
2. Rime Tile (3 Rimes)
Place Rime
→
3. Oral Blending
Orally Blend: "Say the complete CVC word"
Cut-Out Tile Bank • Form 1 (Mixed Short Vowels)
Cut along dashed lines to prepare manipulatives
Onset Sound Tiles (Consonants)
c
m
b
t
h
p
w
f
3 Distinct Rime Family Tiles
-at Short A
-at Short A
-op Short O
-op Short O
-in Short I
-in Short I
Teacher Instructions: Place cut tiles face up. Administer verbal prompts in sequence. Form 1: Mat & Tiles (Page 1 of 2)
Teacher Scoring Protocol
Triple Rime Assessment Form 1 Record Sheet
IEP Mastery Target: 8/10 (80%)
Criterion requires 2 out of 3 successful blending trials
Standardized Verbal Administration Script:
"I will say a beginning sound and a word family part. First, find the letter tiles and place them on your mat. Then, slide your finger and blend them together to say the full word. Listen carefully: Find /___/ and /___/. Blend them to make the word."
# Verbal Prompt Rime Target Word Tile Match Oral Blend Student Response / Notes 1 "/c/ ... /at/" -at cat [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 2 "/m/ ... /op/" -op mop [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 3 "/p/ ... /in/" -in pin [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 4 "/b/ ... /at/" -at bat [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 5 "/t/ ... /op/" -op top [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 6 "/w/ ... /in/" -in win [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 7 "/h/ ... /op/" -op hop [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 8 "/m/ ... /at/" -at mat [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 9 "/b/ ... /in/" -in bin [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 10 "/p/ ... /op/" -op pop [ ]+ [ ]- [ ] 1 [ ] 0 _____________________
Trial 1 Score Calculation
Correct Blends: ____ / 10
Percentage: ____ %
Mastery Met? [ ] YES (≥8) [ ] NO (<8)
Qualitative Error Analysis
Onset sound confusion Rime family confusion Segmented (paused between parts) Substituted vowel sound
Notes: __________________________________________________
IEP Goal Note: Mark trial completion on Master IEP Progress Tracking Sheet. Form 1: Teacher Record (Page 2 of 2)
Triple Rime Assessment Two Form 2 Triple Rime Assessment
Triple Rime Blending Mat
-et -ug -an
IEP Mastery Target: 8/10 (80%) Blended Words
Student: ________________________
Date: ________________
Score: ______ / 10 (__%)
Tactile Word-Building Stage Place Onset + Rime → Slide finger → Read whole word
1. Onset Tile
Place Onset
2. Rime Tile (3 Rimes)
Place Rime
→
3. Oral Blending
Orally Blend: "Say the complete CVC word"
Cut-Out Tile Bank • Form 2 (Mixed Short Vowels)
Cut along dashed lines to prepare manipulatives
Onset Sound Tiles (Consonants)
n
b
f
w
h
p
r
m
3 Distinct Rime Family Tiles
-et Short E
-et Short E
-ug Short U
-ug Short U
-an Short A
-an Short A
Teacher Instructions: Place cut tiles face up. Administer verbal prompts in sequence. Form 2: Mat & Tiles (Page 1 of 2)
Teacher Scoring Protocol
Triple Rime Assessment Form 2 Record Sheet
IEP Mastery Target: 8/10 (80%)
Criterion requires 2 out of 3 successful blending trials
Standardized Verbal Administration Script:
"I will say a beginning sound and a word family part. First, find the letter tiles and place them on your mat. Then, slide your finger and blend them together to say the full word. Listen carefully: Find /___/ and /___/. Blend them to make the word."
# Verbal Prompt Rime Target Word Tile Match Oral Blend Student Response / Notes 1 "/n/ ... /et/" -et net [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 2 "/b/ ... /ug/" -ug bug [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 3 "/f/ ... /an/" -an fan [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 4
Triple Rime Assessment Three Form 3 Triple Rime Assessment
Triple Rime Blending Mat
-ig -ot -en
IEP Mastery Target: 8/10 (80%) Blended Words
Student: ________________________
Date: ________________
Score: ______ / 10 (__%)
Tactile Word-Building Stage Place Onset + Rime → Slide finger → Read whole word
1. Onset Tile
Place Onset
2. Rime Tile (3 Rimes)
Place Rime
→
3. Oral Blending
Orally Blend: "Say the complete CVC word"
Cut-Out Tile Bank • Form 3 (Mixed Short Vowels)
Cut along dashed lines to prepare manipulatives
Onset Sound Tiles (Consonants)
p
h
w
b
d
t
m
f
3 Distinct Rime Family Tiles
-ig Short I
-ig Short I
-ot Short O
-ot Short O
-en Short E
-en Short E
Teacher Instructions: Place cut tiles face up. Administer verbal prompts in sequence. Form 3: Mat & Tiles (Page 1 of 2)
Teacher Scoring Protocol
Triple Rime Assessment Form 3 Record Sheet
IEP Mastery Target: 8/10 (80%)
Criterion requires 2 out of 3 successful blending trials
Standardized Verbal Administration Script:
"I will say a beginning sound and a word family part. First, find the letter tiles and place them on your mat. Then, slide your finger and blend them together to say the full word. Listen carefully: Find /___/ and /___/. Blend them to make the word."
# Verbal Prompt Rime Target Word Tile Match Oral Blend Student Response / Notes 1 "/p/ ... /ig/" -ig pig [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 2 "/h/ ... /ot/" -ot hot [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 3 "/h/ ... /en/" -en hen [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 4
Triple Rime Assessment Four Form 4 Triple Rime Assessment
Triple Rime Blending Mat
-un -ap -ip
IEP Mastery Target: 8/10 (80%) Blended Words
Student: ________________________
Date: ________________
Score: ______ / 10 (__%)
Tactile Word-Building Stage Place Onset + Rime → Slide finger → Read whole word
1. Onset Tile
Place Onset
2. Rime Tile (3 Rimes)
Place Rime
→
3. Oral Blending
Orally Blend: "Say the complete CVC word"
Cut-Out Tile Bank • Form 4 (Mixed Short Vowels)
Cut along dashed lines to prepare manipulatives
Onset Sound Tiles (Consonants)
s
c
z
r
m
l
b
t
3 Distinct Rime Family Tiles
-un Short U
-un Short U
-ap Short A
-ap Short A
-ip Short I
-ip Short I
Teacher Instructions: Place cut tiles face up. Administer verbal prompts in sequence. Form 4: Mat & Tiles (Page 1 of 2)
Teacher Scoring Protocol
Triple Rime Assessment Form 4 Record Sheet
IEP Mastery Target: 8/10 (80%)
Criterion requires 2 out of 3 successful blending trials
Standardized Verbal Administration Script:
"I will say a beginning sound and a word family part. First, find the letter tiles and place them on your mat. Then, slide your finger and blend them together to say the full word. Listen carefully: Find /___/ and /___/. Blend them to make the word."
# Verbal Prompt Rime Target Word Tile Match Oral Blend Student Response / Notes 1 "/s/ ... /un/" -un sun [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 2 "/c/ ... /ap/" -ap cap [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 3 "/z/ ... /ip/" -ip zip [ ]+ [ ]- [ ] 1 [ ] 0 _____________________ 4
Rime Progress Tracker Guide Special Education Data Sheet
CVC Rime IEP Progress Tracker
Criterion: 8/10 (80%) on 2 of 3 Trials
Phonological Awareness & Phonics Blending
Student Name: ___________________
Case Manager: ___________________
Target Date: ___________________
Annual IEP Goal: Given a verbal prompt to create 10 CVC words with three different rimes and word tiles of the words, student will blend the onset with the rime orally to create 8/10 words, on (2 out of 3) blending activities.
Multi-Trial Assessment Log
Trial # Date Form & Rimes Raw Score % Acc. Mastery Met? Prompts / Accommodations Baseline __/__/__ Diagnostic Form __/10 __% [ ] Yes [ ] No ________________________ Trial 1 __/__/__ Form 1: -at, -op, -in __/10 __% [ ] Yes [ ] No ________________________ Trial 2 __/__/__ Form 2: -et, -ug, -an __/10 __% [ ] Yes [ ] No ________________________ Trial 3 __/__/__ Form 3: -ig, -ot, -en __/10 __% [ ] Yes [ ] No ________________________ Trial 4 __/__/__ Form 4: -un, -ap, -ip __/10 __% [ ] Yes [ ] No ________________________
Overall IEP Goal Determination (2 out of 3 Rule)
Consecutive / Qualifying Passing Trials (≥80%):
[ ] Trial 1 [ ] Trial 2 [ ] Trial 3 [ ] Trial 4
Goal Status:
[ ] GOAL MET [ ] IN PROGRESS
Instructional Next Steps & Recommendations
Mastered Rimes:
______________________
Emerging Rimes:
______________________
Needs Re-teaching:
______________________
Teacher Signature: _____________________________________ Date: ______________
Documentation: Retain in student special education compliance binder. Master Tracker (Page 1 of 2)
Triple Rime Flashcard Cards Flashcard Set 1
Form 1 Blending Cards (-at, -op, -in)
Cut along dashed lines • 10 Practice / Prompt Cards
#1 • Short A -at
c + at
Blend: c → at cat
#2 • Short O -op
m + op
Blend: m → op mop
#3 • Short I -in
p + in
Blend: p → in pin
#4 • Short A -at
b + at
Blend: b → at bat
#5 • Short O -op
t + op
Blend: t → op top
#6 • Short I -in
w + in
Blend: w → in win
#7 • Short O -op
h + op
Blend: h → op hop
#8 • Short A -at
m + at
Blend: m → at mat
#9 • Short I -in
b + in
Blend: b → in bin
#10 • Short O -op
p + op
Blend: p → op pop
Instructional Use: Use as prompt cards or student practice flashcards. Form 1 Cards (Page 1 of 4)
Flashcard Set 2
Form 2 Blending Cards (-et, -ug, -an)
Cut along dashed lines • 10 Practice / Prompt Cards
#1 • Short E -et
n + et
Blend: n → et net
#2 • Short U -ug
b + ug
Blend: b → ug bug
#3 • Short A -an
f + an
Blend: f → an fan
#4 • Short E -et
w + et
Blend: w → et wet
#5 • Short U -ug
h + ug
Blend: h → ug hug
#6 • Short A -an
p + an
Blend: p → an pan
#7 • Short E -et
p + et
Blend: p → et pet
#8 • Short U -ug
r + ug
Blend: r → ug rug
#9 • Short U -ug
m + ug
Blend: m → ug mug
#10 • Short A -an
m + an
Blend: m → an man
Instructional Use: Use as prompt cards or student practice flashcards. Form 2 Cards (Page 2 of 4)
Flashcard Set 3
Form 3 Blending Cards (-ig, -ot, -en)
Cut along dashed lines • 10 Practice / Prompt Cards
#1 • Short I -ig
p + ig
Blend: p → ig pig
#2 • Short O -ot
Shape Flashcard Cards 2D Geometry • Set 1
Foundational 2D Shape Flashcards
4 Cards Per Page • Cut on Dashed Lines
2D Shape Curved
Circle
Sides: 0 Vertices: 0
1 continuous curved line
2D Shape 4 Equal Sides
Square
Sides: 4 Vertices: 4
4 straight equal sides • 4 corners
2D Shape 3 Sides
Triangle
Sides: 3 Vertices: 3
3 straight sides • 3 corners
2D Shape 4 Sides
Rectangle
Sides: 4 Vertices: 4
2 long sides • 2 short sides • 4 corners
Tactile Touch Points: Have students tap the dark corner dots to count vertices. Shape Cards (Page 1 of 2)
2D Geometry • Set 2
Advanced 2D Shape Flashcards
4 Cards Per Page • Cut on Dashed Lines
2D Shape 6 Sides
Hexagon
Sides: 6 Vertices: 6
6 straight sides • 6 corners
2D Shape 1 Pair Parallel
Trapezoid
Sides: 4 Vertices: 4
4 straight sides • top & bottom are parallel
2D Shape 5 Sides
Pentagon
Sides: 5 Vertices: 5
5 straight sides • 5 corners
2D Shape 4 Slanted Sides
Rhombus
Sides: 4 Vertices: 4
4 equal sides • also called a diamond
Tactile Touch Points: Have students tap the dark corner dots to count vertices. Shape Cards (Page 2 of 2)
