© 2026 Lenny Learning Inc.
Secondary Reading Intervention • Sequence • Lenny.com
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
Secondary Reading Intervention An intensive 5-week phonics, decoding, and morphology intervention program for secondary English Learners scoring at levels 1 and 2 on the ELPA21. This curriculum utilizes systematic, explicit instruction to master multisyllabic decoding, high-frequency affixes, and morphological analysis in 25-minute, twice-weekly sessions.
KJ Katie Jordan Secondary Decoding Intervention
An explicit, systematic phonics and morphology program designed specifically for middle and high school English Learners. This lesson bundle contains the master pacing guides, student workbooks, pre/post diagnostics, and visual slide decks needed for 10 sessions of targeted reading instruction.
Secondary Reading Teacher Guide
A comprehensive, 4-page master guide for educators leading the secondary reading intervention. Includes a 5-week pacing calendar starting with basic CVC and sight word automaticity, an explicit 25-minute lesson structure, lesson-by-lesson teaching scripts, secondary-specific EL scaffolds, and progress monitoring tracking tools.
Secondary Reading Workbook
A print-ready, 5-page student workbook featuring targeted daily worksheets for all 10 sessions. Contains secondary-themed decoding passages (science, history, technology), syllable-slicing drills, suffix-shifting grids, and an interactive 'My Progress' self-monitoring chart.
Secondary Reading Diagnostic Pack
A comprehensive, 4-page master diagnostic assessment package containing scientifically aligned pre- and post-tests. Each test contains a 48-word isolated reading array across 6 distinct categories and an 80-word controlled reading passage with a diagnostic category-by-category scoring key.
Secondary Reading Instructional Slides
A highly visual 12-slide instructional deck used by educators during each 25-minute session to anchor explicit instruction. Promotes choral chanting, prefix/suffix dissection diagrams, root family maps, and interactive syllable division rules with high-contrast, large-format layout elements.
Secondary Reading Intervention An intensive 5-week phonics, decoding, and morphology intervention program for secondary English Learners scoring at levels 1 and 2 on the ELPA21. This curriculum utilizes systematic, explicit instruction to master multisyllabic decoding, high-frequency affixes, and morphological analysis in 25-minute, twice-weekly sessions.
KJ Katie Jordan
Secondary Reading Teacher Guide Secondary EL Reading Intervention
Teacher Intervention Guide
Foundational Stage
5-Week Basic Fluency Program
Foundational Objectives
This foundational program is designed for middle and high school English Learners scoring at Levels 1 and 2 on the ELPA21 who struggle with core reading automaticity. The program begins with absolute basic phonological skills—sound-spelling mapping, high-frequency connector words, and CVC blending—and gradually builds toward multi-syllable word decoding.
By establishing letter-sound automaticity and fluent phrasing in short sentences, students overcome the sight-guessing habits that hinder secondary academic progress.
Target Audience
Grades 6–12 EL Students
ELPA21 Alignment
Reading Domains: Beginning (Level 1) & Emergent (Level 2)
Basic Phonics & Fluency
Basic Reading Fluency Scaffolds
Phoneme Isolation
Explicitly model isolated vowel sounds (e.g., short a as in /æ/) before asking students to blend whole words chorally.
Finger Tracking
Ensure secondary students physically point to words and trace letter blends to anchor visual focus and prevent text skipping.
Connectors
Pre-teach non-decodable high-frequency structural words (e.g., the, was, of, on ) to support fluent phrasing transition.
Foundational Intervention Pacing Matrix
Week Session A (Basic Instruction) Session B (Application & Fluency) Assessment Week 1 Letter-Sound & CVC Words Short vowels, isolated phoneme blending (e.g., pin, set, log). Consonant Blends & Connectors CCVC/CVCC words (e.g., stop, fast) and connector sight words. Check 1 Week 2 Double Consonants (-ff, -ll, -ss) Closed syllable rules and single-syllable word drills (cliff, hill). Two-Syllable Compounds Segmenting simple compound words (sunset, napkin, catnip). Check 2 Week 3 Simple Prefixes (un-, re-) Affix identification on familiar roots (unsafe, rebuild). Simple Suffixes (-ful, -less) Suffix attachment to basic root words (helpful, painless). Check 3 Week 4 Two-Syllable Division (VCCV) Splitting double consonants inside two syllables (rabbit, tennis). Two-Syllable Division (V/CV) Splitting single consonants before vowels (tiger, baby). Check 4 Week 5 Morphology & Connected Text Blending prefixes, roots, and suffixes in sentences. Sentence Phrasing & Intonation Tracking connected academic sentences with fluent phrasing. Check 5
Secondary Reading Intervention Plan Page 1 of 4
Session Architecture
25-Minute Lesson Delivery
Format Blueprint
Step 1
3 Min
Sound Drill
Isolated letter-sound cards and maps
Step 2
7 Min
Explicit Blend
Direct teaching of target sound blend
Step 3
10 Min
Guided Read
Controlled text phrasing and sentences
Step 4
5 Min
Progress Check
Individual student response check
Week 1: Sounds & CVC Blending (Short Vowels & Blends) Sessions 1 & 2
Objective: Isolate and blend individual sounds. Eliminate spelling-shape guessing by requiring left-to-right auditory blending.
Explicit Script (S1: Short i / p-i-n)
"Look at this letter spelling: i . Sound is /ɪ/ like in itch. Say /ɪ/ ... repeat. Let's blend: /p/ /ɪ/ /n/ . Slide them together: pin. Excellent. Let's do it again as a group, tapping our fingers for each sound."
Instructional Scaffold
Use blank boxes for each sound block (C-V-C). Have students drop small counters or chips into each box as they vocalize individual phonemes.
Word Bank: pin, set, log, run, stop, fast, damp, list, with, that, is Goal: 5 CVC words blended
Week 2: Double Consonants & Two-Syllable Compounds Sessions 3 & 4
Objective: Train students to segment multisyllabic structures by combining two familiar closed syllables (CVC + CVC) into single compound words.
Explicit Script (S4: sun-set)
"Look at this word. Let's read the first block: sun . /s/ /ʌ/ /n/. Now read the second block: set . /s/ /ɛ/ /t/. When we combine them, we say: sunset. Let's draw our line of division to separate the word blocks."
Instructional Scaffold
Have students use cards to build compound words. Physically pull the cards apart to show the individual single-syllable word blocks, then push them together.
Word Bank: cliff, hill, mass, sunset, napkin, catnip, cobweb, dustpan Goal: Compound segmenting
Secondary Reading Intervention Plan Page 2 of 4
Instructional Execution
Week 3 to Week 5 Progression
Skill Progression
Week 3: Simple Affixes (un-, re-, -ful, -less) Sessions 5 & 6
Objective: Introduce simple affixes on familiar single-syllable roots. Show how adding prefixes and suffixes changes both the structure and meaning of simple base words.
Teaching Script (re-)
"Look at our base word: build . Now look at the start: re- . It means again. Say re-... repeat. Put them together: rebuild. To build again. Let's trace the boundary between our prefix and root."
Word Bank: unsafe, refill, redo, unpack, helpful, painless, careful, harmless Goal: Affix Isolation
Week 4: Two-Syllable Division Rules (VCCV & V/CV) Sessions 7 & 8
Objective: Transition students from compound words to standard multi-syllable word division patterns, building up to open and closed syllable structures.
Pattern 1: VCCV
Locate adjacent vowels. Divide between the internal double consonants.
Pattern 2: V/CV
Divide before the single consonant. The first syllable ends in a vowel, making it open.
Week 5: Connected Text, Phrasing, & Intonation Sessions 9 & 10
Objective: Combine decoding skills to build phrasing fluency. Focus on phrasing maps—grouping connected words inside a sentence to avoid word-by-word reading.
Phrasing Map Modeling
Use phrasing slash marks to show word grouping:
Secondary Reading Intervention Plan Page 3 of 4
Assessment System
Intervention Progress Tracking
Performance
Administration Protocol
Have student read the target sound or word list aloud.
Note accurate blending versus letter omissions (e.g., dropping blends).
Track word segment divisions and phonetic placement.
Observe finger-tracking consistency and visual focus.
Qualitative Rubric
Advanced (3) Blends sounds instantly. Fluent phrasing in reading.
Developing (2) Blends with minor sound hesitations. Word-by-word pacing.
Emerging (1) Struggles with sound isolation. Guesses word based on first letter.
Class Progress Tracker
Record scores from baseline pre-tests, weekly formative progress checks, and post-tests (1 = Emerging, 2 = Developing, 3 = Advanced).
Student Name Pre-Test Week 1 Week 2 Week 3 Week 4 Week 5 Post-Test Teacher Notes & Observations Example: Student A 1 2 2 3 3 3 3 Graduated from guessing sounds. Consistently fingers-tracks and groups words. 1. ___________________ 2. ___________________ 3. ___________________ 4. ___________________ 5. ___________________
Secondary Reading Intervention Plan Page 4 of 4
Secondary Reading Workbook STUDENT WORKBOOK
Week 1 Practice: Short Vowels & Blends
Name: ________________________
Date: ________________________
Short I
/ɪ/
pin, list
Short E
/ɛ/
set, step
Short O
/ɑ/
log, stop
Connectors
sight words
the, was, of
Part 1: Sound-by-Sound Blending
Tap a finger for each letter sound, blend them aloud, and write the final word.
/p/ - /ɪ/ - /n/ Word: _________________
/s/ - /ɛ/ - /t/ Word: _________________
/l/ - /ɑ/ - /g/ Word: _________________
/r/ - /ʌ/ - /n/ Word: _________________
/s/ - /t/ - /ɑ/ - /p/ Word: _________________
/f/ - /æ/ - /s/ - /t/ Word: _________________
Part 2: Weekly Fluency Reading
Read these sentences smoothly with your finger tracking underneath. Circle all short vowel words.
The small pin was on the red rug. The cat can run fast to the net.
A big dog sat on the log. He had a wet list in his hand. We must stop on the path.
Part 3: Sentence Completion
Fill in the missing letters to complete the words below.
1. The dog sat on the big l _ g.
2. We must st _ p near the path.
3. Can the cat r _ n fast?
4. He has a wet l _ st.
Secondary Reading Intervention Workbook Page 1 of 5
STUDENT WORKBOOK
Week 2 Practice: Compounds & Endings
Name: ________________________
Date: ________________________
Double endings (-ff, -ll, -ss)
cliff, hill, mass, doll, glass, sniff
Compound block (Word + Word)
sunset, napkin, catnip, cobweb, laptop
Double ending sound
Double letters make ONE single sound
Part 1: Compound Word Segmenting Lab
Draw a slash (/) to slice the compound word into its two small word parts. Write both words.
Compound Word Division (/) Word Block 1 Word Block 2 1. sunset sun / set sun set 2. napkin ________________ ___________ _________ 3. catnip ________________
Secondary Reading Diagnostic Pack DIAGNOSTIC TEST PACK
Pre-Intervention Assessment: Part 1
Student Name: ___________________
Date: ___________________
Directions: Have the student read each horizontal row of words aloud. Place a checkmark (✓) for correct decoding or write the error on the corresponding category scorecard.
Stage 1: Short Vowels & Consonant Blends Score: _____ / 12
pin
set
log
run
cat
red
stop
fast
damp
list
step
path
Stage 2: Double Consonants & Compound Words Score: _____ / 12
cliff
hill
mass
moss
doll
glass
sunset
napkin
catnip
cobweb
dustpan
laptop
Stage 3: Simple Prefixes & Suffixes Score: _____ / 12
unsafe
refill
redo
unpack
replay
dislike
helpful
painless
careful
harmless
useable
sadness
Stage 4: Two-Syllable Division (VCCV & V/CV) Score: _____ / 12
rabbit
tennis
kitten
helmet
hidden
muffin
baby
tiger
robot
silent
paper
fever
Secondary Reading Intervention Diagnostic Pack Page 1 of 4
DIAGNOSTIC TEST PACK
Pre-Intervention Assessment: Part 2
Passage Testing
Section B: Controlled Fluency Passage
Student reads aloud. Teacher records reading time and tracks errors by drawing a line through missed words.
The small cat can run fast on the hill near the cabin. It sat on a dry log at sunset. The baby rabbit was unsafe near the steep cliff.
We sat on a clean napkin to write our paper notes. It was helpful to look closely. We must be very careful with the glass jar.
A soft kitten slept on the mat in silence. The task was painless.
Word Count: 80 Words
Teacher Diagnostic Scorecard
Quantitative metrics
Part 1 Score (Word Array): _______ / 48
Secondary Reading Instructional Slides WELCOME TO READING CLASS Let's Begin!
We Are Readers
We will practice letter sounds, build long words, and read interesting stories. Everyone can read, and we will practice together!
Our Goal: Practice sounds, read smoothly, and understand. Slide 1 of 12
Our Daily Steps
EVERY CLASS ROUTINE
Step 1
Warm-Up Sounds
We practice short sounds and sight words quickly. Listen and repeat!
Step 2
Vowel Patterns
The teacher shows you how to segment words into small, easy parts.
Step 3
Let's Read!
We read words and stories together. We point with our fingers.
Step 4
Show Your Skill
Read three words or sentences on your own to show your reading power!
Class Rule: Speak clearly, tap your desk, and follow along. Slide 2 of 12
Week 1: Vowel Sounds
STAGE 1
/ɪ/
Short I Sound
Like in pin , list , win .
/ɛ/
Short E Sound
Like in set , step , red .
/ɑ/
Short O Sound
Like in log , stop , dog .
Let's read: p-i-n (pin) | s-e-t (set) | l-o-g (log) Slide 3 of 12
Week 1: Sound Blends
STAGE 1 PRACTICE
Blend the Sounds Together
Slide your finger underneath the letters and read the words smoothly:
st - o - p (stop) f - a - st (fast) d - a - mp (damp)
Practice connector sight words: the, with, was, is. Slide 4 of 12
Week 2: Double Ending Practice
STAGE 2 EXTRA PRACTICE
-ff
One sound ending
cl - i - ff (cliff)
sn - i - ff (sniff)
p - u - ff (puff)
st - i - ff (stiff)
-ll
One sound ending
h - i - ll (hill)
d - o - ll (doll)
sp - i - ll (spill)
sh - e - ll (shell)
-ss
One sound ending
m - a - ss (mass)
gl - a - ss (glass)
gr - a - ss (grass)
b - o - ss (boss)
4. cobweb ________________ ___________ _________
5. dustpan ________________ ___________ _________
6. laptop ________________ ___________ _________
Part 2: Double-Ending Practice Fill in the blanks with the correct double-ending word from the box. Read the sentences aloud.
hill cliff glass doll sniff mass
1. The small cabin sits on the high __________.
2. Be careful not to drop the water __________.
3. A tall rock forms the edge of the __________.
4. The dog went over to __________ the bone.
5. The child has a soft fabric __________.
6. A heavy __________ of gray moss fell down.
Part 3: Weekly Fluency Reading Read this passage. Underline compound words and circle double consonant ending words.
The small cabin sits on the high hill next to the cliff. At sunset, we can see a spider weave a gray cobweb. We use a heavy dustpan to clean up the moss. A small cat jumps to grab a piece of catnip. We sit on a clean napkin and eat on the grass.
Cumulative Review (Skills from Week 1) Identify and blend these basic vowel sound words. Circle the short vowel sound.
Secondary Reading Intervention Workbook Page 2 of 5
Week 3 Practice: Prefixes & Suffixes Name: ________________________
Date: ________________________
Part 1: Affix Addition Grid Add the prefix or suffix to the base word block. Write the completed combined word.
Prefix: un- un- + safe unsafe
Prefix: re- re- + fill ___________
Suffix: -ful help + -ful ___________
Suffix: -less pain + -less ___________
Part 2: Weekly Fluency Reading Read the text. Highlight prefix words with a straight line and circle suffix words.
The glass tubes are unsafe on the shelf. Please unpack the box. It is very helpful to write the notes. This test was painless.
Cumulative Review (Skills from Weeks 1 & 2) Segment the compound words and circle the double consonant endings inside each block.
Secondary Reading Intervention Workbook Page 3 of 5
Week 4 Practice: Syllable Division Name: ________________________
Date: ________________________
VCCV Rule (Double consonant)
Divide between the consonants. Sound is short.
V/CV Rule (Single consonant)
Divide before the single consonant. Sound is long.
Part 1: Syllable Division Practice Draw a vertical line (/) to split the syllables. Rewrite each syllable block.
r a b b i t Blocks: _________________
b a b y Blocks: _________________
t e n n i s Blocks: _________________
t i g e r Blocks: _________________
Part 2: Weekly Fluency Reading Identify two-syllable VCCV and VCV structures. Read the passage smoothly.
The small baby looked at the big tiger near the gate. A little rabbit was eating grass. We watched a game of tennis.
Cumulative Review (Skills from Weeks 1–3) Segment the prefix/suffix words and identify their base words.
Secondary Reading Intervention Workbook Page 4 of 5
Week 5 Practice: Connected Phrasing Name: ________________________
Date: ________________________
Part 1: Phrasing Chunk Practice Group the bracketed word blocks inside your mind and read the sentences aloud. Pause slightly at each slash mark (/).
[The small baby] / [sat on the hill] / [at sunset].
[A little rabbit] / [was unsafe] / [near the cliff].
[We must refill] / [the clean cup] / [with fresh milk].
Part 2: Weekly Fluency Reading Apply your phrasing and syllable segmentation skills. Read the short passage smoothly.
The sun went down at sunset behind the big hill. A baby rabbit sat on the damp grass near the cliff. It was not unsafe because the big dog was quiet. We sat on a clean napkin and wrote our notes on paper.
Cumulative Review (Skills from Weeks 1–4) Identify each word type: CVC, Compound, Affix, or Two-Syllable Division.
Check boxes as you complete each week's basic skills program!
W1: ✓ W2: [ ] W3: [ ] W4: [ ] W5: [ ]
Secondary Reading Intervention Workbook Page 5 of 5
Part 2 Passage Errors: _______ words
Accuracy Rate (80 - Errors)/80: _______ %
Reading Time: _______ sec
Category Performance Check
CVC & Blends: High / Med / Low
Compounds & Endings: High / Med / Low
Simple Affixes: High / Med / Low
Syllable Division: High / Med / Low
Secondary Reading Intervention Diagnostic Pack Page 2 of 4
Post-Intervention Assessment: Part 1 Student Name: ___________________
Date: ___________________
Directions: Have the student read each horizontal row of words aloud. Place a checkmark (✓) for correct decoding or write the error on the corresponding category scorecard.
Stage 1: Short Vowels & Consonant Blends Score: _____ / 12
Stage 2: Double Consonants & Compound Words Score: _____ / 12
Stage 3: Simple Prefixes & Suffixes Score: _____ / 12
Stage 4: Two-Syllable Division (VCCV & V/CV) Score: _____ / 12 Secondary Reading Intervention Diagnostic Pack Page 3 of 4
Post-Intervention Assessment: Part 2
Section B: Controlled Fluency Passage Student reads aloud. Target words are structurally identical to the pre-test to provide equal comparison.
The small kitten can step fast on the path near the garden. It sat on a wet step at midday. The baby tiger was hidden behind the strong glass.
We sat on a soft blanket to write our paper notes. It was helpful to listen closely. We must be very careful with the metal box.
A soft rabbit slept on the grass in silence. The task was harmless.
Comparative Diagnostic Summary Compare quantitative metrics directly with pre-test results on Page 2 to isolate net growth indicators.
Pre-Test Accuracy Rate _________ %
Post-Test Accuracy Rate _________ %
Net Growth Gain + ________ %
Stage 1: Short Vowels & Blends Mastered
Stage 3: Simple Affixes Mastered
Stage 2: Compounds Mastered
Stage 4: Syllable division Mastered
Secondary Reading Intervention Diagnostic Pack Page 4 of 4
Choral drill: read down each column together. Keep a steady rhythm! Slide 5 of 12
Week 2: Compound Practice
Let's segment and join these word blocks together: Read slowly first: block-by-block. Then, read the whole compound word quickly! Slide 6 of 12
Week 3: Beginning Word Parts
Means "NOT" or "OPPOSITE" Add un- to the start of a word:
Means "AGAIN" Add re- to the start of a word:
Look at the beginning of the word first. Do not guess! Slide 7 of 12
Week 3: Ending Word Parts
Means "FULL OF" Add -ful to the end of a word:
Means "WITHOUT" Add -less to the end of a word:
Suffixes change how we use words in a sentence. Slide 8 of 12
Week 4: Splitting Syllables
Two Consonants in the Middle Locate the vowels. If there are two consonants in between, divide right down the center!
Read: kit-ten (kitten) | hel-met (helmet) | mid-day (midday) Slide 9 of 12
Week 4: Splitting Syllables RULE: SPLIT BEFORE SINGLE
One Consonant in the Middle Locate the vowels. Divide before the single consonant. The first vowel sound is LONG!
Read: ro-bot (robot) | pa-per (paper) | fe-ver (fever) Slide 10 of 12
Week 5: Group and Breathe STAGE 5 SENTENCE PHRASING
Connected Sentence Reading Read the bracketed word groups as single breathing units. Pause briefly at the slash lines:
1. [The small baby] / [sat on the hill] / [at sunset].
2. [A little rabbit] / [was unsafe] / [near the cliff].
3. [We must refill] / [the clean cup] / [with fresh milk].
Do not read word-by-word. Group words together to sound natural! Slide 11 of 12
Daily Fluency Challenge
Let's Read Together! Read these sentences as a class using proper phrasing and clear vowel sounds:
"The soft kitten was unsafe on the steep hill. We must unpack our paper notes before we sit down near the sunset ."
Excellent practice today! You are building great reading habits.
Completed lesson review cycle. Good work. Slide 12 of 12
