| □ |
| 13 | blend | /b/ /l/ /e/ /n/ /d/ (5) | CCVCC (bl-/-nd) | We can blend these sounds together. | □ | □ |
| 14 | plant | /p/ /l/ /a/ /n/ /t/ (5) | CCVCC (pl-/-nt) | Remember to water the potted plant. | □ | □ |
| 15 | crust | /k/ /r/ /u/ /s/ /t/ (5) | CCVCC (cr-/-st) | I like the crunchy pizza crust best. | □ | □ |
| □ |
| □ |
| 13 | drift | /d/ /r/ /i/ /f/ /t/ (5) | CCVCC (dr-/-ft) | Snowflakes slowly drift through frosty air. | □ | □ |
| 14 | clamp | /k/ /l/ /a/ /m/ /p/ (5) | CCVCC (cl-/-mp) | Fasten the wood with a heavy metal clamp. | □ | □ |
| 15 | twist | /t/ /w/ /i/ /s/ /t/ (5) | CCVCC (tw-/-st) | Give the jar lid a firm twist to open it. | □ | □ |
| □ |
| □ |
| 13 | brisk | /b/ /r/ /i/ /s/ /k/ (5) | CCVCC (br-/-sk) | We took a brisk walk in the cool air. | □ | □ |
| 14 | stomp | /s/ /t/ /o/ /m/ /p/ (5) | CCVCC (st-/-mp) | The boots stomp through autumn puddles. | □ | □ |
| 15 | spend | /s/ /p/ /e/ /n/ /d/ (5) | CCVCC (sp-/-nd) | Save your allowance before you spend it. | □ | □ |
| □ |
| □ |
| 13 | /p/ /r/ /i/ /n/ /t/ (5) | CCVCC (pr-/-nt) | Carefully print each letter in pencil. | □ | □ |
| 14 | plump | /p/ /l/ /u/ /m/ /p/ (5) | CCVCC (pl-/-mp) | We picked sweet and plump blueberries. | □ | □ |
| 15 | trust | /t/ /r/ /u/ /s/ /t/ (5) | CCVCC (tr-/-st) | Good friends always build honest trust. | □ | □ |
| □ |
| □ |
| 13 | swift | /s/w/i/f/t/ (5) | CCVCC (sw-/-ft) | The gray rabbit made a swift escape into briars. | □ | □ |
| 14 | clump | /k/l/u/m/p/ (5) | CCVCC (cl-/-mp) | A dense clump of wild daisies blossomed. | □ | □ |
| 15 | crest | /k/r/e/s/t/ (5) | CCVCC (cr-/-st) | We hiked all afternoon up to the windy crest. | □ | □ |
4.prop
5.swam
6.damp
7.cost
8.land
9.felt
10.soft
11.scamp
12.grand
13.swift
14.clump
15.crest
Tap each sound on your fingertips, then sweep smoothly across to read!
Sound 1 First Letter
Sound 2 Blend Sound
Sound 3 Short Vowel
Sound 4 Blend Sound
Sound 5 Last Letter
Student Reading Cards • Probe 5 Student Booklet Page 3 of 6
Listen to the word and sentence, then write each sound you hear.
Name: Date:
Probe 1 Spelling Tap sound dots if helpful, then write the word on the line.
Score: ____ / 15
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
Blend check: did you spell both blend letters?
Probe 2 Spelling Tap sound dots if helpful, then write the word on the line.
Score: ____ / 15
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
Blend check: did you spell both blend letters?
Student Encoding Response Sheets • Probes 1 & 2 Student Booklet Page 4 of 6
Listen to the word and sentence, then write each sound you hear.
Name: Date:
Probe 3 Spelling Tap sound dots if helpful, then write the word on the line.
Score: ____ / 15
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
Blend check: did you spell both blend letters?
Probe 4 Spelling Tap sound dots if helpful, then write the word on the line.
Score: ____ / 15
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
Blend check: did you spell both blend letters?
Student Encoding Response Sheets • Probes 3 & 4 Student Booklet Page 5 of 6
Complete Probe 5 and color in your blend sound stars!
Name: Date:
Probe 5 Spelling Listen carefully • tap sound dots • write the word
Score: ____ / 15
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
•••••
Super speller check: 5 sounds mapped!
★
Color a star for each correct word or mastered probe!
Probe 1
☆
Read • Spell
Probe 2
☆
Read • Spell
Probe 3
☆
Read • Spell
Probe 4
☆
Read • Spell
Probe 5
☆
Mastery!
My Favorite Blend Word:
Goal: 13+ Words on Aimline!
Student Encoding Response Sheets • Probe 5 & Tracker Student Booklet Page 6 of 6
| Probe 4 | ____ / 15 | ____ % | ____ / 15 | ____ % |
| Probe 5 | ____ / 15 | ____ % | ____ / 15 | ____ % |
Structured Literacy • Suffix -s & -es Assessment Guide Page 1 of 6
Progress Monitoring Probe 1
Student: Date:
Target Word Set 1: Suffix -s /s/ (1-5) • Suffix -s /z/ (6-10) • Suffix -es /ɪz/ (11-15)
Decode: ____ / 15 Encode: ____ / 15
| # | Word | Base + Suffix | Ending Sound | Teacher Dictation Sentence | Decode | Encode |
|---|---|---|---|---|---|---|
| 1 | cats | cat + s | -s /s/ | Two playful cats chased the yarn ball. | □ | □ |
| 2 | hops | hop + s | -s /s/ | The little rabbit hops across the grass. | □ | □ |
| 3 | ships | ship + s | -s /s/ | Large cargo ships sailed into the bay. | □ | □ |
| 4 | ducks | duck + s | -s /s/ | Yellow ducks quacked by the edge of water. | □ | □ |
| 5 | claps | clap + s | -s /s/ | The proud crowd claps after the concert. | □ | □ |
| 6 | dogs | dog + s | -s /z/ | Three friendly dogs ran around the park. | □ | □ |
| 7 | pins | pin + s | -s /z/ | Store silver safety pins in the sewing tin. | □ | □ |
| 8 | bugs | bug + s | -s /z/ | Tiny crawling bugs hid under the fallen log. | □ | □ |
| 9 | sheds | shed + s | -s /z/ | The orange cat sheds fur on the rug. | □ | □ |
| 10 | frogs | frog + s | -s /z/ | Green spotted frogs croaked near the marsh. | □ | □ |
| 11 | boxes | box + es | -es /ɪz/ | Stack the cardboard boxes in the closet. | □ | □ |
| 12 | dishes | dish + es | -es /ɪz/ | Wash the dinner dishes with warm soapy water. | □ | □ |
| 13 | kisses | kiss + es | -es /ɪz/ | The puppy gives gentle kisses on my nose. | □ | □ |
| 14 | foxes | fox + es | -es /ɪz/ | Red bushy-tailed foxes darted into woods. | □ | □ |
| 15 | lunches | lunch + es | -es /ɪz/ | Students packed healthy lunches for the trip. | □ | □ |
Suffix -s /s/ (1-5): ___ / 5
Suffix -s /z/ (6-10): ___ / 5
Suffix -es /ɪz/ (11-15): ___ / 5
Note suffix omission, voice/unvoiced confusion, or spelling errors (-s vs -es):
Suffix -s & -es Assessment • Probe 1 Guide Page 2 of 6
Progress Monitoring Probe 2
Student: Date:
Target Word Set 2: Suffix -s /s/ (1-5) • Suffix -s /z/ (6-10) • Suffix -es /ɪz/ (11-15)
Decode: ____ / 15 Encode: ____ / 15
| # | Word | Base + Suffix | Ending Sound | Teacher Dictation Sentence | Decode | Encode |
|---|---|---|---|---|---|---|
| 1 | hats | hat + s | -s /s/ | Hang your warm winter hats on the rack. | □ | □ |
| 2 | cups | cup + s | -s /s/ | Set paper cups next to water pitcher. | □ | □ |
| 3 | kicks | kick + s | -s /s/ | She kicks the soccer ball straight into net. | □ | □ |
| 4 | stops | stop + s | -s /s/ | The yellow school bus stops at our corner. | □ | □ |
| 5 | packs | pack + s | -s /s/ | He neatly packs books inside his knapsack. | □ | □ |
| 6 | pigs | pig + s | -s /z/ | Muddy pink pigs rolled happily on the farm. | □ | □ |
| 7 | fans | fan + s | -s /z/ | Electric fans blew a fresh breeze indoors. | □ | □ |
| 8 | beds | bed + s | -s /z/ | We made our twin beds before breakfast. | □ | □ |
| 9 | cubs | cub + s | -s /z/ | Two playful bear cubs climbed up the tree. | □ | □ |
| 10 | hills | hill + s | -s /z/ | Rolling green hills stretched as far as eye saw. | □ | □ |
| 11 | wishes | wish + es | -es /ɪz/ | Blow out candles and make three secret wishes. | □ | □ |
| 12 | mixes | mix + es | -es /ɪz/ | The baker mixes flour, milk, and eggs. | □ | □ |
| 13 | classes | class + es | -es /ɪz/ | All four grade classes met in auditorium. | □ | □ |
| 14 | benches | bench + es | -es /ɪz/ | Sit on the wooden park benches under shade. | □ | □ |
| 15 | buzzes | buzz + es | -es /ɪz/ | A striped bumblebee buzzes around clover. | □ | □ |
Suffix -s /s/ (1-5): ___ / 5
Suffix -s /z/ (6-10): ___ / 5
Suffix -es /ɪz/ (11-15): ___ / 5
Note suffix omission, voice/unvoiced confusion, or spelling errors (-s vs -es):
Suffix -s & -es Assessment • Probe 2 Guide Page 3 of 6
Progress Monitoring Probe 3
Student: Date:
Target Word Set 3: Suffix -s /s/ (1-5) • Suffix -s /z/ (6-10) • Suffix -es /ɪz/ (11-15)
Decode: ____ / 15 Encode: ____ / 15
| # | Word | Base + Suffix | Ending Sound | Teacher Dictation Sentence | Decode | Encode |
|---|---|---|---|---|---|---|
| 1 | nets | net + s | -s /s/ | The fishermen pulled heavy nets to shore. | □ | □ |
| 2 | drops | drop + s | -s /s/ | Tiny rain drops tapped against the window. | □ | □ |
| 3 | socks | sock + s | -s /s/ | Put warm striped socks on your feet. | □ | □ |
| 4 | hits | hit + s | -s /s/ | The player hits the baseball deep into field. | □ | □ |
| 5 | plants | plant + s | -s /s/ | Water the small green plants on windowsill. | □ | □ |
| 6 | pens | pen + s | -s /z/ | We write our final stories with blue pens. | □ | □ |
| 7 | webs | web + s | -s /z/ | Garden spiders spin intricate silk webs. | □ | □ |
| 8 | tubs | tub + s | -s /z/ | Fill the metal wash tubs with warm water. | □ | □ |
| 9 | hands | hand + s | -s /z/ | Wash your hands before sitting down to eat. | □ | □ |
| 10 | flags | flag + s | -s /z/ | Colorful banner flags flapped in breeze. | □ | □ |
| 11 | fixes | fix + es | -es /ɪz/ | Mom expertly fixes the loose bicycle chain. | □ | □ |
| 12 | rushes | rush + es | -es /ɪz/ | The firefighter rushes to help the town. | □ | □ |
| 13 | passes | pass + es | -es /ɪz/ | He passes the basketball to open teammate. | □ | □ |
| 14 | catches | catch + es | -es /ɪz/ | The eager dog catches flying plastic disc. | □ | □ |
| 15 | fizzes | fizz + es | -es /ɪz/ | The bubbly lemon drink fizzes in the cup. | □ | □ |
Suffix -s /s/ (1-5): ___ / 5
Suffix -s /z/ (6-10): ___ / 5
Suffix -es /ɪz/ (11-15): ___ / 5
Note suffix omission, voice/unvoiced confusion, or spelling errors (-s vs -es):
Suffix -s & -es Assessment • Probe 3 Guide Page 4 of 6
Progress Monitoring Probe 4
Student: Date:
Target Word Set 4: Suffix -s /s/ (1-5) • Suffix -s /z/ (6-10) • Suffix -es /ɪz/ (11-15)
Decode: ____ / 15 Encode: ____ / 15
| # | Word | Base + Suffix | Ending Sound | Teacher Dictation Sentence | Decode | Encode |
|---|---|---|---|---|---|---|
| 1 | maps | map + s | -s /s/ | Look at the paper trail maps before hiking. | □ | □ |
| 2 | bats | bat + s | -s /s/ | Brown nocturnal bats fluttered at dusk. | □ | □ |
| 3 | locks | lock + s | -s /s/ | The custodian locks all class doors at night. | □ | □ |
| 4 | slips | slip + s | -s /s/ | She slips a bookmark between the pages. | □ | □ |
| 5 | rests | rest + s | -s /s/ | Grandpa rests comfortably in the armchair. | □ | □ |
| 6 | hens | hen + s | -s /z/ | The brown hens laid five eggs in the coop. | □ | □ |
| 7 | legs | leg + s | -s /z/ | A spider has eight long jointed legs. | □ | □ |
| 8 | drums | drum + s | -s /z/ | He plays marching drums in the brass band. | □ | □ |
| 9 | stands | stand + s | -s /z/ | The tall oak tree stands near the bridge. | □ | □ |
| 10 | bells | bell + s | -s /z/ | Silver holiday bells jingle on the sleigh. | □ | □ |
| 11 | axes | ax + es | -es /ɪz/ | Woodcutters carried steel axes into forest. | □ | □ |
| 12 | splashes | splash + es | -es /ɪz/ | The swimmer splashes cool water all around. | □ | □ |
| 13 | crosses | cross + es | -es /ɪz/ | She carefully crosses the street at crosswalk. | □ | □ |
| 14 | ranches | ranch + es | -es /ɪz/ | Horses graze across wide western ranches. | □ | □ |
| 15 | brushes | brush + es | -es /ɪz/ | He brushes his teeth morning and night. | □ | □ |
Suffix -s /s/ (1-5): ___ / 5
Suffix -s /z/ (6-10): ___ / 5
Suffix -es /ɪz/ (11-15): ___ / 5
Note suffix omission, voice/unvoiced confusion, or spelling errors (-s vs -es):
Suffix -s & -es Assessment • Probe 4 Guide Page 5 of 6
Progress Monitoring Probe 5 & Analysis
Student: Date:
Target Word Set 5: Suffix -s /s/ (1-5) • Suffix -s /z/ (6-10) • Suffix -es /ɪz/ (11-15)
Decode: ____ / 15 Encode: ____ / 15
| # | Word | Base + Suffix | Ending Sound | Teacher Dictation Sentence | Decode | Encode |
|---|---|---|---|---|---|---|
| 1 | pots | pot + s | -s /s/ | Clay flower pots lined the garden path. | □ | □ |
| 2 | trips | trip + s | -s /s/ | We planned two exciting camping trips. | □ | □ |
| 3 | blocks | block + s | -s /s/ | She stacked colorful wooden toy blocks. | □ | □ |
| 4 | flips | flip + s | -s /s/ | The gymnast flips smoothly through the air. | □ | □ |
| 5 | nests | nest + s | -s /s/ | Birds built cozy twig nests high in pine trees. | □ | □ |
| 6 | vans | van + s | -s /z/ | Delivery vans parked alongside the warehouse. | □ | □ |
| 7 | mugs | mug + s | -s /z/ | Warm hot cocoa filled our ceramic mugs. | □ | □ |
| 8 | crabs | crab + s | -s /z/ | Small hermit crabs scurried into the surf. | □ | □ |
| 9 | ponds | pond + s | -s /z/ | Frogs leaped between small woodland ponds. | □ | □ |
| 10 | pills | pill + s | -s /z/ | The doctor prescribed vitamin pills for health. | □ | □ |
| 11 | sixes | six + es | -es /ɪz/ | He rolled two sixes with the pair of dice. | □ | □ |
| 12 | flashes | flash + es | -es /ɪz/ | Bright lightning flashes across dark night sky. | □ | □ |
| 13 | dresses | dress + es | -es /ɪz/ | Colorful party dresses hung in the boutique. | □ | □ |
| 14 | inches | inch + es | -es /ɪz/ | The wooden ruler measures twelve full inches. | □ | □ |
| 15 | crashes | crash + es | -es /ɪz/ | A loud ocean wave crashes upon rocky cliffs. | □ | □ |
≥ 13/15 (85%+) for 3 trials: Goal met! Progress to past tense suffix -ed (/t/, /d/, /ɪd/) or multisyllabic base words.
10-12/15 (67-80%): Progressing. Maintain current instruction; reinforce hissing sound rule (s, x, z, ch, sh) requiring -es.
≤ 9/15 (< 65%) across 2 trials: Adjust intervention. Add throat-touch vocal cord checks (voiced vs unvoiced) and base-word card sorting.
Suffix -s & -es Assessment • Probe 5 Guide Page 6 of 6
1.pots
2.trips
3.blocks
4.flips
5.nests
6.vans
7.mugs
8.crabs
9.ponds
10.pills
11.sixes
12.flashes
13.dresses
14.inches
15.crashes
Read the base word first, then add the suffix ending sound!
Suffix -s (/s/)
Unvoiced sounds
cat → cats
Suffix -s (/z/)
Voiced sounds
dog → dogs
Suffix -es (/ɪz/)
After s, x, z, ch, sh
box → boxes
Student Reading Cards • Suffix Probe 5 Student Booklet Page 3 of 6
Listen to the word and sentence, then write the base word and suffix.
Name: Date:
Probe 1 Spelling Write the whole word with its suffix (-s or -es).
Score: ____ / 15
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
Suffix rule: does the base word end in s, x, z, ch, or sh?
Probe 2 Spelling Write the whole word with its suffix (-s or -es).
Score: ____ / 15
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
Suffix rule: does the base word end in s, x, z, ch, or sh?
Student Encoding Response Sheets • Suffix Probes 1 & 2 Student Booklet Page 4 of 6
Listen to the word and sentence, then write the base word and suffix.
Name: Date:
Probe 3 Spelling Write the whole word with its suffix (-s or -es).
Score: ____ / 15
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
Suffix rule: does the base word end in s, x, z, ch, or sh?
Probe 4 Spelling Write the whole word with its suffix (-s or -es).
Score: ____ / 15
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
Suffix rule: does the base word end in s, x, z, ch, or sh?
Student Encoding Response Sheets • Suffix Probes 3 & 4 Student Booklet Page 5 of 6
Complete Probe 5 and color in your suffix sound stars!
Name: Date:
Probe 5 Spelling Listen carefully • write base word + suffix (-s or -es)
Score: ____ / 15
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
[-s / -es]
Super speller check: base word + correct ending!
★
Color a star for each correct word or mastered probe!
Probe 1
☆
Read • Spell
Probe 2
☆
Read • Spell
Probe 3
☆
Read • Spell
Probe 4
☆
Read • Spell
Probe 5
☆
Mastery!
My Favorite Suffix Word:
Goal: 13+ Words on Aimline!
Student Encoding Response Sheets • Suffix Probe 5 & Tracker Student Booklet Page 6 of 6