Card 14 Contrast cu_
c u b
Stop & Say: /b/
End Sound: /b/ 🔒 Lock the ending!
Card 15 Contrast ho_
h o p
Stop & Say: /p/
End Sound: /p/ 🔒 Lock the ending!
Card 16 Contrast ho_
h o t
Stop & Say: /t/
End Sound: /t/ 🔒 Lock the ending!
Final Consonant Rule: Say the last sound crisply without an extra "uh" (say /t/, not /tuh/). Set B • Page 2
Set B • Part 3
Name:
Count the Sounds: Touch box 1, box 2, and box 3. Did you add or leave out any sound? Zero Omissions • Zero Additions
Card 17 Count: 3 Sounds
w
e
t
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 18 Count: 3 Sounds
w
e
b
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 19 Count: 3 Sounds
t
u
b
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 20 Count: 3 Sounds
t
u
g
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 21 Count: 3 Sounds
z
i
p
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 22 Count: 3 Sounds
z
a
p
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 23 Count: 3 Sounds
r
o
b
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 24 Count: 3 Sounds
r
o
t
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Self-Correction Tip: Have student place a counter or mini-eraser into each checkbox as they speak each sound. Set B • Page 3
Guide & Tracker B
Date:
Multisensory motor kinesthetic cues to physically stop additions and omissions during CVC decoding.
1 Arm-Tapping Body Cue
Tap non-dominant arm: Shoulder = sound 1, Inner Elbow = vowel, Wrist = ending sound. Slide hand down arm to blend.
Anchor: 3 fixed body spots.
2 Final Sound "Punch"
Whisper the first two sounds lightly (he...) and punch up gently in the air on the ending sound (/n/!). Keeps final stops audible.
Prevents trailing or dropping.
3 Token Slide Check
Place 3 physical tokens on card circles. Student physically slides one token away per phoneme spoken. If tokens run out early, an extra sound was added!
Physical boundary for additions.
Progress Monitoring Log (Set B Words) Criterion: 3/3 phonemes correct on 8 consecutive cards
| Student Name | Initial Sound | Final Sound | No Additions? | No Omissions? | Intervention Note |
|---|---|---|---|---|---|
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
|
Mix Set A and Set B cards. Have students sort cards into piles by their initial phoneme (/b/, /p/, /t/, /d/, /m/). Strengthens phoneme categorization before blending.
Flash cards with identical onsets (bed vs beg vs bet). Student taps a buzzer or desk only if the final sound matches the teacher's secret target sound.
Pair with Set 1 for systematic small group rotation and Tier 2 phonemic intervention. Set B • Page 4
End Sound: /th/ 🔒 Don't omit!
Card 14 Ending -th
m a th
Stop & Say: /th/
End Sound: /th/ 🔒 Don't omit!
Card 15 Ending -ck
d u ck
Stop & Say: /k/
End Sound: /k/ 🔒 Don't omit!
Card 16 Ending -ck
s o ck
Stop & Say: /k/
End Sound: /k/ 🔒 Don't omit!
Reminder: -ck only follows a short vowel and makes ONE clean /k/ sound. Digraph Set 1 • Page 2
Digraph Set 1
Name:
Count the Sounds: These words have 4 letters, but ONLY 3 sound boxes! Check each box as you tap. 4 Letters = 3 Sounds
Card 17 3 Sounds Total
sh
o
p
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 18 3 Sounds Total
ch
i
p
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 19 3 Sounds Total
m
o
th
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 20 3 Sounds Total
l
o
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 21 3 Sounds Total
r
u
sh
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 22 3 Sounds Total
s
u
ch
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 23 3 Sounds Total
w
i
th
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 24 3 Sounds Total
b
a
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Teacher Note: Even though "back" has 4 letters, it has exactly 3 phonemes: /b/ /a/ /k/. Digraph Set 1 • Page 3
Teacher Guide
Date:
Targeted intervention routines to eliminate sound addition in digraphs (e.g. splitting /s/ and /h/) and stopping final digraph omissions.
1 The "Glued Letters" Rule
If student says /s/ then /h/, pinch two fingers together: "These letters are best friends. They hold hands and speak with one voice: /sh/."
Stops adding a 4th sound.
2 The Ending Finish Line
If student says "fi" for "fish", draw a finish line on desk: "Your mouth cannot stop until your hand crosses the red ending line!"
Stops ending omissions.
3 Phoneme Tap Verification
Have student tap the 3 boxes while looking in a small hand mirror: "Watch your mouth shape. It only moves 3 times: /sh/ - /i/ - /p/."
Builds visual-oral feedback.
Digraph Sound Mastery Log Goal: Zero sound additions on digraphs
| Student Name | Initial Digraph | Final Digraph | No Extra Sounds? | No Omissions? | Intervention Action |
|---|---|---|---|---|---|
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
|
Teacher reads a word and purposely adds a split sound: "/s/ - /h/ - /i/ - /p/!" Students sound a buzzer and correct: "Stop! Two letters make ONE sound: /sh/!"
Flash a card. Ask two questions: "How many letters? (4!)" Then: "How many sounds? (3!)" This cements orthographic mapping and phoneme awareness.
Tier 2 Orton-Gillingham inspired phonological intervention routine. Digraph Set 1 • Page 4
Card 14 Ending -ck
r o ck
Stop & Say: /k/
End Sound: /k/ 🔒 Don't omit!
Card 15 Ending -ck
p a ck
Stop & Say: /k/
End Sound: /k/ 🔒 Don't omit!
Card 16 Ending -ck
k i ck
Stop & Say: /k/
End Sound: /k/ 🔒 Don't omit!
Ending Focus: Make sure the student says the final sound clearly without swallowing the ending. Digraph Set 2 • Page 2
Digraph Set 2
Name:
Tap & Check: Check off each sound box. Some cards have 2 digraphs, but still ONLY 3 sounds! Strict 3-Phoneme Count
Card 17 3 Sounds Total
t
i
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 18 3 Sounds Total
d
o
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 19 3 Sounds Total
m
a
sh
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 20 3 Sounds Total
r
a
sh
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 21 3 Sounds Total
p
e
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 No extra sounds!
Card 22 2 Digraphs = 3 Sounds
th
i
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 5 letters, only 3 sounds!
Card 23 2 Digraphs = 3 Sounds
sh
o
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 5 letters, only 3 sounds!
Card 24 2 Digraphs = 3 Sounds
ch
i
ck
Sound 1
Sound 2
Sound 3
Tap 1 • Tap 2 • Tap 3 5 letters, only 3 sounds!
Mastery Milestone: Reading 5-letter double-digraph words as exactly 3 phonemes without hesitation. Digraph Set 2 • Page 3
Teacher Guide 2
Date:
Advanced error remediation routines for double-digraph words, ending stop retention, and orthographic mapping.
1 Two-Finger Tap
Students use two fingers glued together to tap digraph boxes and one finger for single letters. Reinforces "two letters, one beat."
Tactile motor distinction.
2 Stop Consonant Lock
When reading -ck words (pack, kick), have student touch fingers to throat to feel the sudden stop of air. Prevents trailing or omitting.
Eliminates dropped -ck.
3 Double-Digraph Bridge
On words like thick and shock, trace both purple boxes before sounding out: "Two special teams in this word, but only three sounds!"
Pre-reads complex frames.
Digraph Mastery Tracker (Set B & Double Digraphs) Target: 100% Zero-Addition Rate
| Student Name | Initial Digraph | Final Digraph | No Additions? | No Omissions? | Instructional Next Step |
|---|---|---|---|---|---|
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ + ◯ - | ◯ + ◯ - | ◯ Yes ◯ No | ◯ Yes ◯ No |
|
Spread cards face up. Teacher calls out an ending sound: "/sh/!" Students race to swat cards ending with /sh/ (wish, cash, hush) and read them aloud.
Have student read chip, then replace /ch/ with /sh/ to make ship. Or replace /ck/ in sock with /p/ to make sop. Builds supreme phonemic flexibility.
Part of the Precision Phonics Series • Digraph Unit. Digraph Set 2 • Page 4
End Sound: /p/ 🔒 Finish the whole word!
Card 14 Ending -g
p l u g
Stop & Say: /g/
End Sound: /g/ 🔒 Finish the whole word!
Card 15 Ending -p
d r i p
Stop & Say: /p/
End Sound: /p/ 🔒 Finish the whole word!
Card 16 Ending -m
g r i m
Stop & Say: /m/
End Sound: /m/ 🔒 Finish the whole word!
Diagnostic Note: Watch for students reading "fla" instead of "flag". Lock the final box! Blends Set 1 • Page 2
Blends Set 1
Name:
Count the Sounds: Each letter has its own box! Touch and check all 4 sounds. No omissions! Strict 4-Sound Count
Card 17 4 Sounds Total
c
l
a
m
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /l/!
Card 18 4 Sounds Total
f
r
o
g
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /r/!
Card 19 4 Sounds Total
s
l
e
d
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /l/!
Card 20 4 Sounds Total
b
r
a
g
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /r/!
Card 21 4 Sounds Total
p
l
a
n
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /l/!
Card 22 4 Sounds Total
c
r
o
p
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /r/!
Card 23 4 Sounds Total
d
r
u
m
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /r/!
Card 24 4 Sounds Total
g
r
i
p
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Don't drop /r/!
Self-Check: Did student tap all 4 boxes? Look for dropped liquids (/l/ and /r/). Blends Set 1 • Page 3
Teacher Guide
Date:
Intervention routines targeting the two most common blend errors: dropping the second consonant and adding an unwanted schwa (/uh/).
1 Dropped 2nd Sound
If student says "cap" for "clap", isolate the blend pair: "Say /k/. Now slide right into /l/: /k-l/. Don't drop your buddy!"
Prevents CVC substitution.
2 Schwa Addition (/buh-lack/)
If student adds /uh/ between letters, use "quick clips": "Clip your sounds clean: /b-l/, not /buh-luh/. Keep your voice tight!"
Stops extra syllable insertion.
3 End-Consonant Anchor
Students often expend so much mental energy on the blend that they forget the ending. Tap the red ending box first before blending.
Secures full word closure.
CCVC Initial Blend Diagnostic Log Goal: 4/4 sounds decoded with zero insertions or omissions
| Student Name | Sound 2 Kept? | End Sound Kept? | No Extra Schwa? | Smooth Blend? | Intervention Target |
|---|---|---|---|---|---|
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
|
Flash cap and clap side by side. Ask: "Which one has the secret second sound /l/?" Student points and reads both words to feel the mouth difference.
Teacher reads buh-lack. Students shout "Busted!" and provide the clean blended pronunciation: black. Trains self-monitoring and acoustic accuracy.
Part of the Precision Phonics Series • CCVC Beginning Blends Unit. Blends Set 1 • Page 4
End Sound: /m/ 🔒 Say all 4 sounds!
Card 14 Ending -d
s l i d
Stop & Say: /d/
End Sound: /d/ 🔒 Say all 4 sounds!
Card 15 Ending -m
b r i m
Stop & Say: /m/
End Sound: /m/ 🔒 Say all 4 sounds!
Card 16 Ending -p
f l a p
Stop & Say: /p/
End Sound: /p/ 🔒 Say all 4 sounds!
Accuracy Check: Compare student reading of scab vs scan to verify ending consonant fidelity. Blends Set 2 • Page 2
Blends Set 2
Name:
Tap & Check: Check each box as you tap. Ensure sound 1 and sound 2 are both heard! Zero Phoneme Omissions
Card 17 4 Sounds Total
s
n
u
g
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /s/ then /n/!
Card 18 4 Sounds Total
s
n
a
p
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /s/ then /n/!
Card 19 4 Sounds Total
s
l
u
g
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /s/ then /l/!
Card 20 4 Sounds Total
s
l
a
p
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /s/ then /l/!
Card 21 4 Sounds Total
p
r
o
d
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /p/ then /r/!
Card 22 4 Sounds Total
p
r
o
p
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /p/ then /r/!
Card 23 4 Sounds Total
t
w
i
n
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /t/ then /w/!
Card 24 4 Sounds Total
t
w
i
g
S1
S2
S3
S4
Tap 1 • 2 • 3 • 4 Say /t/ then /w/!
Mastery Milestone: Reading 4-sound CCVC words accurately with zero dropped sounds and zero added schwas. Blends Set 2 • Page 3
Teacher Guide 2
Date:
Evidence-based routines to eliminate /s/ omission and prevent unwanted "eh-" prefix additions before consonant clusters.
1 The Continuous Snake Hiss
Have student begin the /ssss/ sound with teeth together before looking at the rest of the word. Seamlessly slide the tongue into sound 2 without breaking.
Stops "eh-stop" additions.
2 The 4-Finger Piano Tap
Place index, middle, ring, pinky on the desk. Tap one finger firmly down for each phoneme spoken: /s/ - /n/ - /a/ - /p/.
Visual proof of 4 sounds.
3 Sound Swap Challenge
Start with pot. Ask: "What word do we get if we put a /s/ right at the front?" (spot!). Trains phoneme addition awareness.
Strengthens onset manipulation.
CCVC S-Blend & Cluster Observational Tracker Target: 95%+ Accuracy on 4-sound decoding
| Student Name | /s/ Sound Kept? | Sound 2 Kept? | No Extra "eh-"? | Ending Kept? | Intervention Note |
|---|---|---|---|---|---|
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
| |
| ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No | ◯ Yes ◯ No |
|
In pairs, student A reads the word (swim). Student B must echo the word and state both beginning sounds: "/s/ and /w/!" Fast-paced and highly engaging.
Give students 4 physical chips. For each word card, they tap one chip per sound into the box. If they finish with an untouched chip, they caught an omission!
Part of the Precision Phonics Series • CCVC S-Blends Unit. Blends Set 2 • Page 4
