Target Letters: a, m, s, t

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce a /ă/ & m /m/

Word Target: am

1. Review

Phoneme tuning: repeat /ă/ and /m/ sounds orally.

2. New Sound

Teach /ă/ (apple) & /m/ (mitten). Air-write 'a' & 'm'.

3. Blending

Model continuous slider: /ă/ + /m/ → am.

4. Magnets

Build am on magnetic board; push sounds together.

5. Activity

Sound isolation: axe, man, ant, mud. Write am.

Day 2 • Tuesday Focus: Introduce s /s/ & Capital S

Word Targets: am, Sam

1. Review

Flashcard drill on cards a and m.

2. New Sound

Teach /s/ (sun/snake). Introduce capital S for names.

3. Blending

Read am, then blend /s/-/ă/-/m/ → Sam.

4. Magnets

Chain am → Sam. Notice swapping capital S!

5. Activity

Dictation: write sounds /s/, /m/, /ă/ and word Sam.

Day 3 • Wednesday Focus: Introduce t /t/

Word Targets: at, sat, mat

1. Review

Flash cards a, m, s in random order.

2. New Sound

Teach /t/ (tap). Emphasize crisp release (no "tuh"!).

3. Blending

Blend words on board: at, sat, mat.

4. Magnets

Chain: at → sat → mat (swap initial sound).

5. Activity

Dictation: sounds /t/, /s/, /ă/ and words at, sat.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: Sam sat.

1. Review

3-sec sound recall drill on all 4 cards (a, m, s, t).

2. New Focus

Practice "sing through the vowel" without stopping air.

3. Blending

Speed read: sat, mat, at, am, Sam.

4. Magnets

Full chain ladder: at → mat → sat → Sam.

5. Activity

Sentence dictation: write "Sam sat." (capital + period).

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: Sam sat at a mat.

1. Sound Drill

Rapid flashcard test (all 4 sounds in 3 seconds).

2. Sound Game

"Thumbs Up / Down" listening game for /s/, /m/, /t/.

3. Word Board

Flashcard partner reading with all 5 decodable words.

4. Magnets

Student choice word building or speed chaining challenge.

5. Check

Individual check: reads sat, mat; writes sounds.

Friday Mastery Target: 4/4 sounds recalled in 3 sec • Blends sat and mat independently.

Ready for Week 2: i, p, n

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

| | Wk 7 | Final Blends (-st, -nd, -mp, -nt, -sk) | Coda consonant cluster segmenting (CVCC) |

fast, hand, camp, bump, tent, desk • The frog can jump past the tent.

Chainpat → past → fast → fist → fish → dish

| | Wk 8 | Glued Sounds: -ng, -nk & Review | Vowel nasal shift (/ing/, /ang/, /ank/, /ink/) |

ring, sing, song, wing, pink, tank, junk • The king had a pink ring.

Chainsing → ring → wing → wink → pink → pick

|

Digraph vs. Blend Concept Anchor

Digraph (1 Sound): Two letters join to make one brand new sound (sh, ch, th, wh, ck). One finger tap / 1 sound box.

Blend (2 Sounds): Two consonants stand together; each letter keeps its own sound (bl, st, gr, nd). Two finger taps / 2 boxes.

3 Level-2 Phonics Rules

1. Single Sound Box for Digraphs: Put sh or ch in 1 Elkonin box.

2. Slide, Don't Stop in Blends: Say /fl/ smoothly, never /fuh-luh/.

3. Continuous Magnetic Chaining: Only swap 1 phoneme per step (ship → chip → chin).

Kindergarten & Grade 1 Intervention • Sound Sparks Master Hub Level 2 Complete 8-Week Implementation Reference

Rapid short vowel flashcards: /ă/, /ĭ/, /ŏ/, /ŭ/, /ĕ/.

2. New Sound

Introduce 'sh' (ship). Put finger to lips: "shhh". Write 'sh'.

3. Blending

Continuous slider: /sh/-/ĭ/-/p/ → ship; then dish.

4. Magnets

Build ship. Note: 4 letters, but only 3 sound boxes!

5. Activity

Sound isolation: shoe, fish, shell, dish. Write ship.

Day 2 • Tuesday Focus: Introduce Digraph ch /ch/

Word Targets: chin, chop, rich

1. Review

Flashcards with digraph sh and consonants.

2. New Sound

Introduce 'ch' (chin/chop). Choo-choo train action. Write 'ch'.

3. Blending

Continuous slider: /ch/-/ŏ/-/p/ → chop; then chin.

4. Magnets

Build chin. Compare initial 'ch' (chin) vs final 'ch' (rich).

5. Activity

Dictation: write digraphs sh, ch and word chop.

Day 3 • Wednesday Focus: Digraph Contrast (sh vs ch)

Word Targets: ship/chip, shin/chin

1. Review

Flash cards sh and ch in random order.

2. Sound Contrast

Feel mouth: /sh/ quiet and held vs /ch/ quick chin-pop!

3. Blending

Minimal pair reading: ship vs chip; shin vs chin.

4. Magnets

Chain: ship → chip → chin → shin (swap first digraph).

5. Activity

Dictation: write contrast words ship, chip, chin.

Day 4 • Thursday Focus: Final Digraphs & Sentence Dictation

Sentence Target: Sam had a chip.

1. Review

3-sec rapid sound recall drill on vowels + sh, ch.

2. Sound Focus

Notice final position: fish, dish, rich.

3. Blending

Speed read: shop, chop, chip, chin, dish, fish.

4. Magnets

Full chain: shop → chop → chip → chin → shin.

5. Activity

Sentence dictation: write "Sam had a chip." (space + period).

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: Sam had a chip on a dish.

1. Sound Drill

Rapid flashcard drill: recall sh and ch instantly.

2. Sound Game

"Shhh or Choo-Choo?": listen to words (sheep, chair, shoe, cheek).

3. Word Board

Partner reading drill across all 6 target decodable words.

4. Magnets

Free build or speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads ship, chop; writes sounds.

Friday Mastery Target: Identifies /sh/ & /ch/ in 2 sec • Blends ship and chop independently.

Ready for Week 2: th, wh

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Day-by-Day Teaching Plan

Target Letters: i, p, n

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce Short i /ĭ/

Word Targets: in, it

1. Review

Rapid flashcards of Week 1 sounds: a, m, s, t.

2. New Sound

Teach /ĭ/ (itchy). Smile and scratch gesture. Air-write 'i'.

3. Blending

Slider blend: /ĭ/ + /t/ → it; /ĭ/ + /n/ → in.

4. Magnets

Build it and in on magnetic trays. Push sounds together.

5. Activity

Contrast drill: /ă/ vs /ĭ/ (axe vs itch, at vs it). Write it.

Day 2 • Tuesday Focus: Introduce p /p/ & Capital P

Word Targets: pin, pan, Pip

1. Review

Flashcards on a, m, s, t, i.

2. New Sound

Teach /p/ (popcorn). Crisp quiet pop (no "puh"). Write 'p' and 'P'.

3. Blending

Read: pin, pan, tip, tap.

4. Magnets

Chain: pan → pin → pit. Observe the middle sound change!

5. Activity

Dictate sounds /p/, /ĭ/, /ă/ and words pan, pin.

Day 3 • Wednesday Focus: Introduce n /n/

Word Targets: in, pin, pan, tan

1. Review

Flash cards a, i, m, s, t, p in random order.

2. New Sound

Teach /n/ (nose hum). Feel tongue on upper ridge. Write 'n'.

3. Blending

Blend words on board: in, pin, pan, tan, tin.

4. Magnets

Chain: tan → pan → pin → tin.

5. Activity

Dictate sounds /n/, /p/, /ĭ/ and words in, pin.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: Pip sat in a pit.

1. Review

3-sec sound recall drill on all 7 cards (a, m, s, t, i, p, n).

2. New Focus

Vowel shift contrast: watch mouth shape: /pan/ vs /pin/.

3. Blending

Speed read: pin, pan, tip, tap, sip, sit, pit.

4. Magnets

Full chain: pan → pin → pit → sit → sip → tip → tap.

5. Activity

Sentence dictation: write "Pip sat in a pit." (capital + period).

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: Pip sat in a pit.

1. Sound Drill

Rapid flashcard test (all 7 sounds in 5 seconds).

2. Sound Game

"Apple /ă/ or Insect /ĭ/?": listen to words (pin, pan, sit, sat).

3. Word Board

Flashcard partner reading across all 8 decodable words.

4. Magnets

Student choice word building or speed chaining challenge.

5. Check

Individual check: reads pin, sit; writes sounds.

Friday Mastery Target: 7/7 sounds recalled in 5 sec • Blends pin and sit independently.

Ready for Week 3: o, c, k

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Target Letters: o, c, k

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce Short o /ŏ/

Word Targets: on, pot, top

1. Review

Rapid flashcards of prior sounds: a, i, m, s, t, p, n.

2. New Sound

Teach /ŏ/ (octopus). Round mouth "O". Air-write 'o'.

3. Blending

Slider blend: /ŏ/-/n/ → on; /p/-/ŏ/-/t/ → pot.

4. Magnets

Build on and top. Swap middle vowels: tip → top.

5. Activity

3-Vowel contrast: /a/ vs /i/ vs /o/ (pan, pin, pot). Write pot.

Day 2 • Tuesday Focus: Introduce c /k/

Word Targets: cat, cot, cap

1. Review

Flashcards on a, i, o, m, s, t, p, n.

2. New Sound

Teach 'c' says /k/ (cat). Crisp back-tongue click. Write 'c'.

3. Blending

Read: cat, cot, cap, can.

4. Magnets

Chain: cat → cot → pot → top. Notice 1 sound changes!

5. Activity

Dictate sounds /k/, /ŏ/, /ă/ and words cat, cot.

Day 3 • Wednesday Focus: Introduce k /k/ & Spelling Rule

Word Targets: kid, kit

1. Review

Flash cards with c and vowels.

2. New Sound

Teach 'k' says /k/. Rule: K takes i/e; C takes a/o/u. Write 'k'.

3. Blending

Blend words on board: kid, kit, kin.

4. Magnets

Rule sort: build cat (uses C) vs kit (uses K).

5. Activity

Dictate sounds /k/, /ĭ/, /ŏ/ and words cot, kit.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: The cat sat on a cot.

1. Review

Rapid sound recall drill across all 10 letters.

2. New Focus

Practice "sing through vowel": /kŏŏŏt/ → cot.

3. Blending

Speed read: on, top, pot, cot, cat, kid, kit.

4. Magnets

Full chain: pot → cot → cat → cap → tap → top.

5. Activity

Sentence dictation: "The cat sat on a cot." (heart word "The").

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The cat sat on a cot.

1. Sound Drill

Rapid flashcard drill: recall all 10 sounds in 5 seconds.

2. Sound Game

"C or K?": teacher says word (can, kid, cot, kit); kids show letter.

3. Word Board

Partner reading drill across all 7 decodable words.

4. Magnets

Speed chaining challenge on magnetic trays.

5. Check

Individual check: reads cat, kit; writes sounds.

Friday Mastery Target: 10/10 sounds recalled • Blends cat and kit independently.

Ready for Week 4: u, b, h

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Week 4 Daily Walkthrough

Day-by-Day Teaching Plan

Target Letters: u, b, h

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce Short u /ŭ/

Word Targets: up, bus, sun

1. Review

Rapid flashcards of vowels a, i, o + consonants.

2. New Sound

Teach /ŭ/ (up/umbrella). Tummy punch gesture. Air-write 'u'.

3. Blending

Slider blend: /ŭ/-/p/ → up; /s/-/ŭ/-/n/ → sun.

4. Magnets

Build up and sun on magnetic trays.

5. Activity

Vowel swap: sin → sun; pop → pup. Write sun.

Day 2 • Tuesday Focus: Introduce b /b/ & /b/ vs /p/

Word Targets: bat, tub, sub

1. Review

Flashcards on u, p, t, c, k, o.

2. New Sound

Teach 'b' says /b/ (bat). Feel voice box buzz. Write 'b'.

3. Blending

Read: bat, tub, sub, bin.

4. Magnets

Chain: sub → tub → tab → bat. Swap b to initial/final.

5. Activity

Dictate sounds /b/, /p/, /ŭ/ and words bat, tub.

Day 3 • Wednesday Focus: Introduce h /h/

Word Targets: hat, hut, hop, hot

1. Review

Flash cards with b, u, o, i, a.

2. New Sound

Teach 'h' says /h/ (hat). Warm breath pant. Write 'h'.

3. Blending

Blend words on board: hat, hut, hop, hot.

4. Magnets

Chain: bat → hat → hut → hot → hop.

5. Activity

Dictate sounds /h/, /b/, /ŭ/ and words hat, hut.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: The sun is hot.

1. Review

Rapid sound recall drill across all 13 letters.

2. New Focus

Vowel shift drill: bat → bit → but.

3. Blending

Speed read: up, bus, sun, tub, bat, hat, hut, hop.

4. Magnets

Full chain: bat → hat → hut → hot → hop → tub → sub → sun.

5. Activity

Sentence dictation: "The sun is hot." (sight word "is").

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The sun is hot.

1. Sound Drill

Rapid flashcard drill: recall all 13 sounds in 6 seconds.

2. Sound Game

"B or P?": teacher says word (bus, pup, bat, pan); kids touch throat.

3. Word Board

Partner reading drill across all 8 decodable words.

4. Magnets

Speed chaining challenge on magnetic trays.

5. Check

Individual check: reads sun, bat; writes sounds.

Friday Mastery Target: 13/13 sounds recalled • Blends sun and bat independently.

Ready for Week 5: e, f, r

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Week 5 Daily Walkthrough

Day-by-Day Teaching Plan

Target Letters: e, f, r

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce Short e /ĕ/

Word Targets: bed, red, set

1. Review

Rapid flashcards of vowels a, i, o, u + consonants.

2. New Sound

Teach /ĕ/ (egg/edge). Finger along desk edge. Air-write 'e'.

3. Blending

Slider blend: /b/-/ĕ/-/d/ → bed; /s/-/ĕ/-/t/ → set.

4. Magnets

Build bed and set on magnetic trays.

5. Activity

Minimal pair drill: bed vs bid; pet vs pit. Write bed.

Day 2 • Tuesday Focus: Introduce f /f/

Word Targets: fan, fed, fit

1. Review

Flashcards on e, u, b, h, c, k.

2. New Sound

Teach 'f' says /f/ (fan). Teeth on lower lip, continuous hiss. Write 'f'.

3. Blending

Read: fan, fed, fit, fat.

4. Magnets

Chain: fit → fed → bed → red.

5. Activity

Dictate sounds /f/, /ĕ/, /ĭ/ and words fan, fed.

Day 3 • Wednesday Focus: Introduce r /r/

Word Targets: red, rip, rot, run

1. Review

Flash cards with f, e, u, o, i, a.

2. New Sound

Teach 'r' says /r/ (red). Tiger growl, tongue curled back. Write 'r'.

3. Blending

Blend words on board: red, rip, rot, run, ram.

4. Magnets

Chain: bed → red → rip → tip → fit.

5. Activity

Dictate sounds /r/, /f/, /ĕ/ and words red, rip.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: A red fan is on the bed.

1. Review

Rapid sound recall drill across all 16 letters.

2. New Focus

Vowel shift drill: pan → pin → pen.

3. Blending

Speed read: bed, red, fed, men, set, fan, rip.

4. Magnets

Full chain: bed → red → fed → fit → fan → man → men.

5. Activity

Sentence dictation: "A red fan is on the bed." (sight words "A", "the").

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: A red fan is on the bed.

1. Sound Drill

Rapid flashcard drill: recall all 16 sounds in 7 seconds.

2. Sound Game

"Edge /ĕ/ or Itch /ĭ/?": listen to words (pen, pin, bed, bid).

3. Word Board

Partner reading drill across all 7 decodable words.

4. Magnets

Speed chaining challenge on magnetic trays.

5. Check

Individual check: reads red, fan; writes sounds.

Friday Mastery Target: All 5 short vowels mastered • Blends red and fan independently.

Ready for Week 6: d, g, l

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Target Letters: d, g, l

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce d /d/ & /t/ vs /d/

Word Targets: dig, dip, bed

1. Review

Rapid flashcards of vowels + prior consonants.

2. New Sound

Teach 'd' says /d/ (dog). Drumstick gesture. Air-write 'd'.

3. Blending

Slider blend: /d/-/ĭ/-/g/ → dig; /d/-/ĭ/-/p/ → dip.

4. Magnets

Build dip and tip. Contrast quiet /t/ vs voiced /d/.

5. Activity

Dictate sounds /d/, /t/, /ĭ/ and words dig, dip.

Day 2 • Tuesday Focus: Introduce g /g/ & /k/ vs /g/

Word Targets: tag, dog, pig

1. Review

Flashcards on d, c, k, e, u, o.

2. New Sound

Teach 'g' says /g/ (gulp). Feel neck vibration. Write 'g'.

3. Blending

Read: tag, dog, pig, get.

4. Magnets

Chain: tag → bag → big → pig → dig.

5. Activity

Dictate sounds /g/, /k/, /ŏ/ and words dog, tag.

Day 3 • Wednesday Focus: Introduce l /l/

Word Targets: leg, lap, log

1. Review

Flash cards with d, g, r, f, b, h.

2. New Sound

Teach 'l' says /l/ (lollipop). Tongue on upper ridge. Write 'l'.

3. Blending

Blend words on board: leg, lap, log, lip.

4. Magnets

Chain: log → lag → lap → lip → dip.

5. Activity

Dictate sounds /l/, /d/, /g/ and words leg, log.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: The big dog sat on a log.

1. Review

Rapid sound recall drill across all 19 letters.

2. New Focus

Practicing smooth liquid connection: /lll-aaa-p/.

3. Blending

Speed read: dog, dig, dip, leg, lap, tag, log, big.

4. Magnets

Full chain: dog → log → lag → lap → lip → dip → dig.

5. Activity

Sentence dictation: "The big dog sat on a log."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The big dog sat on a log.

1. Sound Drill

Rapid flashcard drill: recall 19 sounds in 8 seconds.

2. Sound Game

"D or T? G or K?": voice box listening check with thumbs up/down.

3. Word Board

Partner reading drill across all 7 decodable words.

4. Magnets

Speed chaining challenge on magnetic trays.

5. Check

Individual check: reads dog, log; writes sounds.

Friday Mastery Target: 19/19 sounds recalled • Blends dog and log independently.

Ready for Week 7: w, j, y, v

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Week 7 Daily Walkthrough

Day-by-Day Teaching Plan

Target Letters: w, j, y, v

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce w /w/ & v /v/

Word Targets: win, web, wet, van, vet

1. Review

Rapid flashcards across prior consonants & vowels.

2. New Sound

Teach 'w' (wind) & 'v' (van). Feel /v/ teeth buzz. Write 'w' & 'v'.

3. Blending

Slider blend: /w/-/ĭ/-/n/ → win; /v/-/ĕ/-/t/ → vet.

4. Magnets

Build wet and vet. Swap first letter: w → v.

5. Activity

Dictate sounds /w/, /v/, /ĕ/ and words win, van.

Day 2 • Tuesday Focus: Introduce j /j/

Word Targets: jam, jug, jet

1. Review

Flashcards on w, v, d, g, l, r.

2. New Sound

Teach 'j' says /j/ (jump). Lips push out, voice pops. Write 'j'.

3. Blending

Read: jam, jug, jet, jog.

4. Magnets

Chain: jam → ham → hat → jet.

5. Activity

Dictate sounds /j/, /w/, /ă/ and words jam, jug.

Day 3 • Wednesday Focus: Introduce y /y/

Word Targets: yes, yap, yak, yell

1. Review

Flash cards with j, w, v, f, d, g.

2. New Sound

Teach 'y' says /y/ (yawn/yak). Smooth consonant glide. Write 'y'.

3. Blending

Blend words on board: yes, yap, yak, yell.

4. Magnets

Chain: yes → yet → wet → web → vet.

5. Activity

Dictate sounds /y/, /j/, /ĕ/ and words yes, yap.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: The vet got in a red van.

1. Review

Rapid sound recall drill across all 23 letters.

2. New Focus

Glide connection: /www-eee-t/ and /vvv-eee-t/.

3. Blending

Speed read: win, web, wet, jam, jug, vet, van, yes.

4. Magnets

Full chain: win → pin → pan → van → vat → vet → wet → web.

5. Activity

Sentence dictation: "The vet got in a red van."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The vet got in a red van.

1. Sound Drill

Rapid flashcard drill: recall 23 sounds in 9 seconds.

2. Sound Game

"W or V?": listen to words (win, van, wet, vet).

3. Word Board

Partner reading drill across all 8 decodable words.

4. Magnets

Speed chaining challenge on magnetic trays.

5. Check

Individual check: reads van, wet; writes sounds.

Friday Mastery Target: 23/23 sounds recalled • Blends van and wet independently.

Ready for Week 8: z, x, qu

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Week 8 Daily Walkthrough

Day-by-Day Teaching Plan

Target Letters: z, x, qu

Grand Finale Review

Day 1 • Monday Focus: Introduce z /z/

Word Targets: zip, zap, zag

1. Review

Rapid flashcards across prior consonants & short vowels.

2. New Sound

Teach 'z' says /z/ (zip). Bumblebee buzz. Write 'z'.

3. Blending

Slider blend: /z/-/ĭ/-/p/ → zip; /z/-/ă/-/p/ → zap.

4. Magnets

Build zip and tip. Contrast /z/ vs /s/.

5. Activity

Dictate sounds /z/, /s/, /ĭ/ and words zip, zap.

Day 2 • Tuesday Focus: Introduce x /ks/

Word Targets: box, fox, six, fix

1. Review

Flashcards on z, w, v, j, y.

2. New Sound

Teach 'x' says /ks/ (box). Cross arms gesture. Write 'x'.

3. Blending

Read: box, fox, six, fix.

4. Magnets

Chain: six → fix → fox → box.

5. Activity

Dictate sounds /ks/, /ŏ/, /ĭ/ and words fox, six.

Day 3 • Wednesday Focus: Introduce qu /kw/

Word Targets: quit, quick, quiz

1. Review

Flash cards with x, z and vowels.

2. New Sound

Teach 'qu' says /kw/ (quick). Q and U buddy tile. Write 'qu'.

3. Blending

Blend words on board: quit, quick, quiz.

4. Magnets

Chain: zip → rip → quit → quick.

5. Activity

Dictate sounds /kw/, /ks/, /z/ and words quit, quick.

Day 4 • Thursday Focus: Continuous Blending & Chaining

Sentence Target: A quick fox ran in a box.

1. Review

Speed drill: all 26 alphabet letters!

2. New Focus

Blending with 2-sound units: /kw-ĭ-k/ and /f-ŏ-ks/.

3. Blending

Speed read: zip, box, fox, six, quit, quick.

4. Magnets

Full chain: six → fix → fox → box • quit → quick.

5. Activity

Sentence dictation: "A quick fox ran in a box."

Day 5 • Friday Focus: Grand Finale Review & Master Check

Read: A quick fox ran in a box.

1. Sound Drill

Master flashcard drill: all 26 letters in 10 seconds.

2. Sound Game

"Alphabet Champions": show me letter for /ks/, /kw/, /z/!

3. Word Board

Partner reading drill across all Week 8 words.

4. Magnets

Build favorite words with all 26 letters on trays.

5. Check

Mastery check: reads fox, quick; writes all letters.

Program Completion: 26/26 letters mastered • Ready for Sound Sparks 2: Digraphs & Blends!

Level 1 Complete!

Kindergarten Intervention • Sound Sparks Program Page 2 of 2

Sound Sparks 2 • Week 2 Daily Walkthrough

Day-by-Day Teaching Plan

Digraph Targets: th & wh

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce Unvoiced th /th/

Word Targets: thin, path, math, moth

1. Review

Rapid flashcard drill on sh, ch & vowels.

2. New Sound

Teach quiet 'th' (thumb). Tongue between teeth. Write 'th'.

3. Blending

Slider blend: /th/-/ĭ/-/n/ → thin; /p/-/ă/-/th/ → path.

4. Magnets

Build thin. Put 'th' together in 1 sound box!

5. Activity

Sound isolation: thumb, path, thin, bath. Write thin.

Day 2 • Tuesday Focus: Introduce Voiced th /t͟h/

Word Targets: that, this, them, with

1. Review

Flashcards with unvoiced th.

2. New Sound

Teach buzzing 'th' (that). Touch throat to feel vibration. Write 'th'.

3. Blending

Read: that, this, them, with.

4. Magnets

Chain: that → than → thin → shin.

5. Activity

Dictate sounds /t͟h/, /th/, /ĭ/ and words that, this.

Day 3 • Wednesday Focus: Introduce wh /wh/

Word Targets: whip, when, whim, whiz

1. Review

Flash cards th, sh, ch.

2. New Sound

Teach 'wh' says /wh/ (whistle/whip). Blow candle action. Write 'wh'.

3. Blending

Blend words on board: whip, when, whim, whiz.

4. Magnets

Chain: whip → chip → chin → shin.

5. Activity

Dictate sounds /wh/, /th/, /ch/ and words whip, when.

Day 4 • Thursday Focus: Digraph Chaining & Sentence Dictation

Sentence Target: This pup is with that cat.

1. Review

Rapid sound drill: sh, ch, th, wh.

2. Sound Focus

Notice initial vs final: this vs with.

3. Blending

Speed read: that, this, thin, with, path, whip.

4. Magnets

Full chain: that → than → thin → shin → whip → chip.

5. Activity

Sentence dictation: "This pup is with that cat."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: This pup is with that cat.

1. Sound Drill

Rapid flashcard drill: recall th, wh, sh, ch instantly.

2. Sound Game

"Quiet Th or Buzzing Th?": thumb vs that listening check.

3. Word Board

Partner reading drill across all 6 target decodable words.

4. Magnets

Speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads this, whip; writes digraphs.

Friday Mastery Target: Identifies unvoiced/voiced th & wh • Blends this and whip independently.

Ready for Week 3: -ck & FLOSS

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Sound Sparks 2 • Week 3 Daily Walkthrough

Day-by-Day Teaching Plan

Pattern Targets: -ck & FLOSS

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce Digraph -ck /k/

Word Targets: pack, sock, duck, rock

1. Review

Rapid flashcards of th, sh, ch, wh & vowels.

2. New Sound

Teach '-ck' says /k/. Short vowel guard rule! Write '-ck'.

3. Blending

Slider blend: /p/-/ă/-/k/ → pack; /s/-/ŏ/-/k/ → sock.

4. Magnets

Build pack and duck. Put 'ck' in 1 box.

5. Activity

Sound isolation: lock, pick, neck, tuck. Write pack.

Day 2 • Tuesday Focus: Introduce Double Consonants ff & ss

Word Targets: puff, off, miss, pass

1. Review

Flashcards with -ck and short vowels.

2. New Sound

Teach 'ff' and 'ss' FLOSS rule: 2 letters, 1 sound!

3. Blending

Read: puff, off, miss, pass, boss.

4. Magnets

Chain: puff → pass → pack. Observe 1 sound changes!

5. Activity

Dictate sounds /f/, /s/, /k/ and words puff, miss.

Day 3 • Wednesday Focus: Introduce Double Consonant ll

Word Targets: bell, hill, doll, tell

1. Review

Flash cards with ff, ss, -ck.

2. New Sound

Teach 'll' (bell). 2 letters, 1 pure /l/ sound. Write 'll'.

3. Blending

Blend words on board: bell, hill, doll, tell, will.

4. Magnets

Chain: pick → pill → puff → pass.

5. Activity

Dictate sounds /l/, /k/, /s/ and words bell, hill.

Day 4 • Thursday Focus: FLOSS Chaining & Sentence Dictation

Sentence Target: Jack rang a bell on a rock.

1. Review

Rapid sound drill: -ck, ff, ll, ss.

2. New Focus

Check the rule: 1 short vowel + 1 syllable = double letters!

3. Blending

Speed read: pack, sock, duck, puff, bell, miss.

4. Magnets

Full chain: pack → pick → pill → puff → pass → pack.

5. Activity

Sentence dictation: "Jack rang a bell on a rock."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: Jack rang a bell on a rock.

1. Sound Drill

Rapid flashcard drill: recall -ck, ff, ll, ss instantly.

2. Sound Game

"FLOSS Check": teacher says word; kids show F, L, S, or CK!

3. Word Board

Partner reading drill across all 6 target decodable words.

4. Magnets

Speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads pack, bell; writes sounds.

Friday Mastery Target: Applies -ck and FLOSS rule • Blends pack and bell independently.

Ready for Week 4: L-Blends

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 1 of 2

Sound Sparks 2 • Week 4 Daily Walkthrough

Day-by-Day Teaching Plan

Targets: bl, cl, fl, gl, pl, sl

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce fl & cl Blends

Word Targets: flag, flip, clam, clap

1. Review

Rapid flashcards of l and all consonants.

2. New Sound

Teach 'fl' and 'cl'. 2 sounds sliding fast! Arm slide gesture.

3. Blending

Slider blend: /fl/-/ă/-/g/ → flag; /kl/-/ă/-/m/ → clam.

4. Magnets

Build lap → clap → flap. Notice adding the initial letter!

5. Activity

Sound isolation: flag, clam, flip, cliff. Write flag.

Day 2 • Tuesday Focus: Introduce bl & gl Blends

Word Targets: black, blob, glad, glob

1. Review

Flashcards with fl, cl.

2. New Sound

Teach 'bl' (black) and 'gl' (glad). Voice box buzzes on onset!

3. Blending

Read: black, blot, glad, glob, plug.

4. Magnets

Chain: bad → glad → grad → flag.

5. Activity

Dictate blends /bl/, /gl/, /fl/ and words glad, black.

Day 3 • Wednesday Focus: Introduce pl & sl Blends

Word Targets: plug, plum, slip, sled

1. Review

Flash cards with bl, gl, fl, cl.

2. New Sound

Teach 'pl' (plug) and 'sl' (slip). Slipping on ice gesture.

3. Blending

Blend words on board: plug, plum, slip, slap, sled.

4. Magnets

Chain: lip → slip → slap → clap → flap.

5. Activity

Dictate blends /pl/, /sl/, /cl/ and words slip, plug.

Day 4 • Thursday Focus: L-Blend Chaining & Sentence Dictation

Sentence Target: A black bug is on the flag.

1. Review

Rapid sound drill across all 6 L-blend cards.

2. New Focus

Blend check: 2 separate finger taps for 2 sounds!

3. Blending

Speed read: flag, clam, flip, slip, plug, glad, black.

4. Magnets

Full chain: lap → clap → flap → flat → fat → fit.

5. Activity

Sentence dictation: "A black bug is on the flag."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: A black bug is on the flag.

1. Sound Drill

Rapid flashcard drill: recall all 6 L-blends instantly.

2. Sound Game

"Which L-Blend?": listen to words (plum, clam, flag, slip).

3. Word Board

Partner reading drill across all target L-blend words.

4. Magnets

Speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads flag, slip; writes blends.

Friday Mastery Target: Blends 6 L-clusters smoothly • Reads flag and slip without schwa.

Ready for Week 5: R-Blends

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Sound Sparks 2 • Week 5 Daily Walkthrough

Day-by-Day Teaching Plan

Targets: br, cr, dr, fr, gr, pr, tr

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce fr & cr Blends

Word Targets: frog, from, crab, crop

1. Review

Rapid flashcards across all L-blends & vowels.

2. New Sound

Teach 'fr' and 'cr'. Slide into curled /r/! Frog hop gesture.

3. Blending

Slider blend: /fr/-/ŏ/-/g/ → frog; /kr/-/ă/-/b/ → crab.

4. Magnets

Build cab → crab → crop → frog.

5. Activity

Sound isolation: frog, crab, trip, grab. Write frog.

Day 2 • Tuesday Focus: Introduce br & gr Blends

Word Targets: brick, brag, grab, grin

1. Review

Flashcards on fr, cr.

2. New Sound

Teach 'br' (brick) and 'gr' (grab). Voiced throat buzz.

3. Blending

Read: brick, brag, grab, grin, grip.

4. Magnets

Chain: bag → brag → drag → grab.

5. Activity

Dictate blends /br/, /gr/, /fr/ and words grab, brick.

Day 3 • Wednesday Focus: Introduce tr, dr & pr Blends

Word Targets: trap, trip, drip, drop

1. Review

Flash cards with br, gr, fr, cr.

2. New Sound

Teach 'tr' (trap) & 'dr' (drip). The "ch/j" sound alert!

3. Blending

Blend words on board: trap, trip, drip, drop, prop.

4. Magnets

Chain: rip → trip → trap → drip → drop.

5. Activity

Dictate blends /tr/, /dr/, /pr/ and words trap, drip.

Day 4 • Thursday Focus: R-Blend Chaining & Sentence Dictation

Sentence Target: The frog sat on the red brick.

1. Review

Rapid sound drill across all 7 R-blend cards.

2. New Focus

Tap 2 separate sounds for onset blend!

3. Blending

Speed read: frog, grab, trap, drip, crab, brick, drop.

4. Magnets

Full chain: rip → drip → drop → crop → crab → grab.

5. Activity

Sentence dictation: "The frog sat on the red brick."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The frog sat on the red brick.

1. Sound Drill

Rapid flashcard drill: recall all 7 R-blends instantly.

2. Sound Game

"R-Blend Detective": distinguish /tr/ from "ch", /dr/ from "j".

3. Word Board

Partner reading drill across all target R-blend words.

4. Magnets

Speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads frog, brick; writes blends.

Friday Mastery Target: Accurately identifies R-blends • Distinguishes tr from "ch" and dr from "j".

Ready for Week 6: S-Blends

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Sound Sparks 2 • Week 6 Daily Walkthrough

Day-by-Day Teaching Plan

Targets: sc, sk, sm, sn, sp, st, sw

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce sp & st Blends

Word Targets: spot, spin, stop, step

1. Review

Rapid flashcards across R-blends & L-blends.

2. New Sound

Teach 'sp' & 'st'. Hiss into stop sound. Stop sign gesture.

3. Blending

Slider blend: /st/-/ŏ/-/p/ → stop; /sp/-/ŏ/-/t/ → spot.

4. Magnets

Build top → stop → step → spin → pin.

5. Activity

Sound isolation: stop, spot, spin, step. Write stop.

Day 2 • Tuesday Focus: Introduce sm & sn Blends

Word Targets: smell, smog, snap, snug

1. Review

Flashcards with sp, st.

2. New Sound

Teach 'sm' (smell) & 'sn' (snap). Finger snap action.

3. Blending

Read: smog, smell, snap, snug, snip.

4. Magnets

Chain: nap → snap → snip → slip.

5. Activity

Dictate blends /sm/, /sn/, /st/ and words snap, smog.

Day 3 • Wednesday Focus: Introduce sw, sk & sc Blends

Word Targets: swim, swift, skin, skip

1. Review

Flash cards with sp, st, sm, sn.

2. New Sound

Teach 'sw' (swim) & 'sk/sc' (skin). Swimming motion.

3. Blending

Blend words on board: swim, swift, skin, skip, scan.

4. Magnets

Chain: kin → skin → skip → slip → swim.

5. Activity

Dictate blends /sw/, /sk/, /sp/ and words swim, skin.

Day 4 • Thursday Focus: S-Blend Chaining & Sentence Dictation

Sentence Target: The dog can stop and swim.

1. Review

Rapid sound drill across all 7 S-blend cards.

2. New Focus

Check: do not add /uh/ (/ssstop/, not "suh-top").

3. Blending

Speed read: swim, stop, snap, skin, spot, step, swift.

4. Magnets

Full chain: top → stop → step → spin → pin → pan.

5. Activity

Sentence dictation: "The dog can stop and swim."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The dog can stop and swim.

1. Sound Drill

Rapid flashcard drill: recall all 7 S-blends instantly.

2. Sound Game

"S-Blend Sprint": show me blend for spot, swim, snap, skip!

3. Word Board

Partner reading drill across all target S-blend words.

4. Magnets

Speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads stop, swim; writes blends.

Friday Mastery Target: All initial consonant blends mastered (L, R, S) • Reads stop and swim without pause.

Ready for Week 7: Final Blends

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Sound Sparks 2 • Week 7 Daily Walkthrough

Day-by-Day Teaching Plan

Targets: -st, -nd, -mp, -nt, -sk

Fridays = Cumulative Review

Day 1 • Monday Focus: Introduce -st & -sk Final Blends

Word Targets: fast, best, lost, desk

1. Review

Rapid flashcards across initial S-blends & vowels.

2. New Sound

Teach '-st' and '-sk' at the END of words. 2 finger taps!

3. Blending

Slider blend: /f/-/ă/-/s/-/t/ → fast; /d/-/ĕ/-/s/-/k/ → desk.

4. Magnets

Build fat → fast → fist → fit. Notice adding/removing 's'!

5. Activity

Sound isolation: fast, desk, mask, lost. Write fast.

Day 2 • Tuesday Focus: Introduce -nd & -nt Final Blends

Word Targets: hand, pond, tent, hunt

1. Review

Flashcards with -st, -sk.

2. New Sound

Teach '-nd' (hand) & '-nt' (tent). Tongue hums then taps.

3. Blending

Read: hand, sand, pond, tent, hunt, went.

4. Magnets

Chain: had → hand → band → bend → tent.

5. Activity

Dictate blends /-nd/, /-nt/, /-st/ and words hand, tent.

Day 3 • Wednesday Focus: Introduce -mp Final Blend

Word Targets: camp, bump, jump, ramp

1. Review

Flash cards with -st, -nd, -nt.

2. New Sound

Teach '-mp' (jump/camp). Lip hum into pop. Jump action.

3. Blending

Blend words on board: camp, bump, jump, lamp, damp.

4. Magnets

Chain: cap → camp → damp → bump → jump.

5. Activity

Dictate blends /-mp/, /-nd/, /-sk/ and words camp, bump.

Day 4 • Thursday Focus: Final Blend Chaining & Sentences

Sentence Target: The frog can jump past the tent.

1. Review

Rapid sound drill across all 5 final blend cards.

2. New Focus

Check 4 distinct sounds: f-r-o-g and j-u-m-p.

3. Blending

Speed read: fast, hand, camp, bump, tent, desk, jump.

4. Magnets

Full chain: pat → past → fast → fist → fish → dish.

5. Activity

Sentence dictation: "The frog can jump past the tent."

Day 5 • Friday Focus: Weekly Review & 30-Second Mastery Check

Read: The frog can jump past the tent.

1. Sound Drill

Rapid flashcard drill: recall all final blends instantly.

2. Sound Game

"Ending Blend Detective": identify ending in jump, tent, desk, hand.

3. Word Board

Partner reading drill across all target final blend words.

4. Magnets

Speed-chaining challenge on magnetic boards.

5. Check

Individual check: reads fast, jump; writes blends.

Friday Mastery Target: Segments 4-sound CVCC words • Reads fast and tent without dropping final stops.

Ready for Week 8: Welded Sounds

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

Sound Sparks 2 • Week 8 Daily Walkthrough

Day-by-Day Teaching Plan

Targets: -ng & -nk Glued

Grand Finale Review

Day 1 • Monday Focus: Introduce Glued Sound -ng

Word Targets: ring, sing, song, wing

1. Review

Rapid flashcards across final blends & vowels.

2. New Sound

Teach glued '-ng' (/ing/, /ang/, /ong/). Ring gesture. Write '-ng'.

3. Blending

Slider blend: /r/-/ing/ → ring; /s/-/ing/ → sing.

4. Magnets

Build ring → sing → song → wing.

5. Activity

Sound isolation: ring, wing, song, king. Write ring.

Day 2 • Tuesday Focus: Introduce Glued Sound -nk

Word Targets: pink, tank, wink, junk

1. Review

Flashcards with -ng glued cards.

2. New Sound

Teach glued '-nk' (/ink/, /ank/, /unk/). Wink action. Write '-nk'.

3. Blending

Read: pink, tank, wink, junk, sink.

4. Magnets

Chain: sink → wink → wing → ring.

5. Activity

Dictate glued chunks /-ing/, /-ink/, /-ank/ and words pink, tank.

Day 3 • Wednesday Focus: Glued Sound Contrast (-ng vs -nk)

Word Targets: ring/rink, sing/sink, wing/wink

1. Review

Flash cards with -ng, -nk.

2. Sound Contrast

Feel ending: /ng/ pure hum vs /nk/ ending with a crisp /k/ click!

3. Blending

Minimal pair reading: ring ↔ rink, sing ↔ sink.

4. Magnets

Chain: sing → ring → wing → wink → pink.

5. Activity

Dictate contrast words ring, rink, pink.

Day 4 • Thursday Focus: Cumulative Level 2 Chaining & Sentences

Sentence Target: The king had a pink ring.

1. Review

Speed drill: all Level 2 patterns (digraphs, blends, welded).

2. New Focus

Check chunking: k-ing and p-ink.

3. Blending

Speed read: ring, sing, song, wing, pink, tank, junk, king.

4. Magnets

Full chain: sing → ring → wing → wink → pink → pick.

5. Activity

Sentence dictation: "The king had a pink ring."

Day 5 • Friday Focus: Grand Finale Review & Level 2 Mastery

Read: The king had a pink ring.

1. Sound Drill

Master flashcard drill: all Level 2 phonics patterns in 10 sec.

2. Sound Game

"Level 2 Champions": show me -ng, -nk, sh, ch, th, fl, st!

3. Word Board

Partner reading drill across all Level 2 words.

4. Magnets

Free build complex words with blends and welded sounds.

5. Check

Mastery check: reads ring, pink; writes sentences.

Level 2 Complete: Digraphs, FLOSS, Blends & Welded Sounds fully mastered • Classroom-Ready Readers!

Sound Sparks 2 Master!

Kindergarten & Grade 1 Intervention • Sound Sparks 2 Page 2 of 2

3. Circle & State (Cardinality): Train students to circle the whole group with their hand and state: "There are [total]!"

CCSS Alignment K.CC.A.1: Count to 100 by 1s & 10s • K.CC.B.4: 1-to-1 correspondence & cardinality • K.NBT.A.1: Teen numbers (10 + ones).

Kindergarten Math Intervention • Number Sparks Master Hub Complete 3-Unit 30-Lesson Implementation Reference

Grp A (M/W)

Grp B (T/Th)

| | Lesson 3 | The Zero Concept | Zero as empty set. Sort: empty box vs box with objects. Order 0 to 5 on path. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 4 | Numbers 6 and 7 | Introduce ten-frame: "5 and 1 more is 6; 5 and 2 more is 7". Count on from 5. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 5 | Numbers 8, 9, 10 | Full ten-frame benchmark. Notice 10 has zero empty spaces. Missing dot check. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 6 | Ten-Frame Benchmark | Two-color counters on 10-frame: explore partners to 10 (e.g. 8 and 2 makes 10). |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 7 | Number Ordering 0–5 | Number path hops forward & backward 0–5. Missing numeral cards. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 8 | Number Ordering 0–10 | Arrange scrambled numeral cards 0 through 10 in sequential order. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 9 | 1-to-1 Scattered Objects | Touch-and-move 10 scattered counters into counted line without double-counting. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 10 | Unit 1 Mastery Check | Speed numeral identification (0–10). Count 10 objects & state cardinality. |

Grp A (M/W)

Grp B (T/Th)

|

Error: Fast Pointing (Skips Count)

Correction: Hand-over-hand touch. "Hold the bear in your hand until your mouth says the word! One bear... one word!"

Error: Recounting After "How Many?"

Correction: "The last number you say tells how many! You said 6. So there are 6! Lock it in your brain."

Friday Skill Check Target: Accurately counts 10 scattered counters • Automatically states cardinality • Orders 0–10.

Ready for Unit 2

Kindergarten Math Intervention • Number Sparks Page 2 of 2

Grp A (M/W)

Grp B (T/Th)

| | Lesson 13 | Numbers 15 & 16 | Benchmark 15: full 10-frame + full 5-row. Notice 10 + 5 fast! Build with cubes. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 14 | Numbers 17, 18, 19 | Fill double 10-frame to 19. Notice only 1 empty space left! Decompose: 10 + 9. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 15 | The Number 20 | Two full 10-frames = 20. Snap 2 ten-sticks together: "2 tens = 20". Count by 10s. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 16 | Sequencing 11–15 | Number path hops 11 to 15. Find missing numbers on path. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 17 | Sequencing 16–20 | Number path hops 16 to 20. Match numeral cards to snap cube sticks. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 18 | Full Ordering 11–20 | Order scrambled cards 11 through 20. Count forward and backward on track. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 19 | Decomposition Check | Decompose any teen into 10 + ones on whiteboards (14 is 10 + 4; 17 is 10 + 7). |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 20 | Unit 2 Mastery Check | Rapid flashcards 11–20. Write teen numbers without reversals. 1-to-1 probe. |

Grp A (M/W)

Grp B (T/Th)

|

Error: Writing 41 for 14 (Reversal)

Correction: Use Ten-House frame. "We build the 10 first! The 1 stands for ten. The 4 sits next to it. Say: ten-four is 14!"

Error: Recounting the 10 from One

Correction: Cover top frame: "The top row is FULL. We KNOW it is 10! Put 10 in your brain and count on: 10... 11, 12, 13!"

Friday Skill Check Target: Identifies 11–20 without reversals • Decomposes into 10 + ones • Orders 11–20.

Ready for Unit 3

Kindergarten Math Intervention • Number Sparks Page 2 of 2

Grp A (M/W)

Grp B (T/Th)

| | Lesson 23 | Bridge: 20s to 30s | Hop along number path: 27, 28, 29 → STOP sign → 30! Step across. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 24 | Bridges: 30s to 50s | Practice stop sign on 39 → 40 and 49 → 50 on 100-chart rows. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 25 | Bridges: 50s to 80s | Cross higher bridges: 59 → 60, 69 → 70, 79 → 80. Stop sign check. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 26 | Bridge: 80s to 100 | Cross final decade bridges: 89 → 90 and 99 → 100! Century celebration. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 27 | Drop-In Counting 1–50 | Call random number (e.g. 34); student counts forward across decade to 42. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 28 | Drop-In Counting 50–100 | Call higher numbers (67, 88); student counts smoothly without restarting at 1. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 29 | 100-Chart Navigation | Find hidden numbers on 100-grid. Count forward and backward by 1s & 10s. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 30 | Grand 100 Mastery | Full oral count to 100 by 1s and 10s. Individual mastery probe. |

Grp A (M/W)

Grp B (T/Th)

|

Error: Decade Plateau (Stuck at 29, 39...)

Correction: Use the Stop Sign! "Hold your hand up at 9. Count by 10s: 10, 20... what comes next? 30! Step onto 30!"

Error: Restarting from One

Correction: "Lock the number in your brain! We don't need 1. Put 58 in your brain and take the next step: 59, 60, 61!"

Program Completion Target: Orally counts to 100 by 1s & 10s • Bridges every decade transition • Drop-in counts.

Number Sparks Master!

Kindergarten Math Intervention • Number Sparks Page 2 of 2

1. Count On, Don't Count All: Put the larger number in your head and count on ("7... 8, 9"). Never recount from 1.

2. Equals Sign as Balance: Teach that = means "the same as" both sides, not just "the answer".

3. Action Before Equation: Physically push counters together or remove them before writing symbols.

CCSS Alignment K.OA.A.1: Represent add/sub with objects & equations • K.OA.A.3: Decompose pairs to 10 • K.OA.A.5: Fluency within 5 • 1.OA.C.6: Operations within 20.

Kindergarten & Grade 1 Math Intervention • Number Sparks 2 Master Hub Complete 3-Unit 30-Lesson Implementation Reference

| | Lesson 2 | Partners of 4 | Decompose 4 into 3+1 and 2+2 (doubles anchor!). Color flip on 5-frame. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 3 | Partners of 5 | Full 5-frame bonds: 4+1, 3+2, 5+0. Flashcards with missing dot patterns. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 4 | The Plus Sign (+) | Connect "put together" action to '+' symbol. Write addition equations to 5. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 5 | The Minus Sign (−) | Connect "take away" action to '−' symbol. Physically slide counters off mat: 5 − 2 = 3. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 6 | Inverse Fact Families | Flip the bond: if 3 + 2 = 5, then 5 − 2 = 3! Relate addition and subtraction. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 7 | Mental Five-Frame Fluency | Speed card flash: see 5-frame, instantly shout subtraction answer without fingers. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 8 | Missing Addends (2 + __ = 5) | Cover part of 5-frame with paper card: "I have 2. How many are hiding?" |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 9 | Mixed + / − Fluency Drill | Rapid symbol recognition: touch + (clap) vs touch − (chop). Mixed equation cards. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 10 | Unit 1 Mastery Check | 30-sec fact fluency check: 10 random facts within 5. State answer in ≤ 3 seconds. |

Grp A (M/W)

Grp B (T/Th)

|

Error: Finger Counting from One

Correction: "Freeze your fingers! Picture the five-frame in your mind. If 3 are red, how many yellow to make 5? TWO! Lock in the picture."

Error: Confusing + and − Signs

Correction: Use the body actions: "See the cross? Clap your hands: PLUS means PUT TOGETHER! See the dash? Karate chop: MINUS means TAKE AWAY!"

Friday Skill Check Target: Fluency within 5 (CCSS.K.OA.A.5) • Answers any fact within 5 in ≤ 3 sec without fingers.

Ready for Unit 2: Making Ten

Kindergarten Math Intervention • Number Sparks 2 Page 2 of 2

Grp A (M/W)

Grp B (T/Th)

| | Lesson 13 | Partners 7 and 3 | Ten-frame slider: show 7, hide 3. 7 + 3 = 10, 10 − 3 = 7. Part-part-whole bar. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 14 | Partners 6 and 4 | Connect 6 (5 and 1) with 4. Notice 4 empty spaces in bottom row. 6 + 4 = 10. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 15 | Double 5 (5 + 5 = 10) | Top row full (5) + bottom row full (5) = 10. Two hands together! 10 − 5 = 5. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 16 | The Make-Ten Rainbow | Rainbow arch visual linking all pairs: (0,10), (1,9), (2,8), (3,7), (4,6), (5,5). |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 17 | Missing Addends to 10 | Solve puzzles: 8 + ___ = 10, 4 + ___ = 10. Ten-frame slider check. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 18 | Subtracting from 10 | Full 10-frame: cover counters to solve 10 − 6 = 4, 10 − 8 = 2, 10 − 7 = 3. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 19 | Counting On Strategy | Number path hops: start at 7 and hop 3 to land on 10. "Put 7 in head: 8, 9, 10!" |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 20 | Unit 2 Mastery Check | Rapid flash: show any number 1–9, student states partner to 10 in ≤ 3 seconds. |

Grp A (M/W)

Grp B (T/Th)

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Error: Recounting the Whole Ten-Frame

Correction: "Don't count the dots! Look at the empty white boxes. How many white spaces? Three! That's the partner!"

Error: Counting from 1 Instead of Counting On

Correction: "Lock the 7 in your brain! Pat your head: 'Seven!' Now tap 3 times: 8, 9, 10! You're at ten!"

Friday Skill Check Target: Partners to 10 (CCSS.K.OA.A.4) • Automatically names missing partner for any digit 1–9 in ≤ 3 sec.

Ready for Unit 3: Story Problems

Kindergarten Math Intervention • Number Sparks 2 Page 2 of 2

| | Lesson 22 | Take-From Result Unknown | Story: 6 apples on tree, 2 fall. Start with 6 counters, remove 2: 6 − 2 = 4. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 23 | Put-Together / Take-Apart | Story: 7 flowers in vase (some red, some blue). Part-part-whole bar: 4+3, 5+2. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 24 | Doubles: 1+1, 2+2, 3+3 | Build double rods: 1+1=2, 2+2=4, 3+3=6. Flashcards with visual doubles images. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 25 | Doubles: 4+4, 5+5 | Spider legs (4+4=8) & ten-frame hands (5+5=10). Rapid doubles mental recall. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 26 | Near Doubles (Doubles + 1) | Build 3+3=6; add 1 cube = 3+4=7! "Think of the double and add one more!" |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 27 | Add-To Change Unknown | Story: 4 ducks in pond. Some more swim in. Now 7. How many came? 4 + [ ] = 7. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 28 | Take-From Change Unknown | Story: 8 birds in tree. Some fly away. 5 left. How many flew? 8 − [ ] = 5. |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 29 | Comparison Problems | Match 2 rows of cubes 1-to-1: "Sam has 6, Ben has 4. Who has more? How many more?" |

Grp A (M/W)

Grp B (T/Th)

| | Lesson 30 | Level 2 Operations Mastery | Solve mixed story problems within 10. Write equations and model with counters. |

Grp A (M/W)

Grp B (T/Th)

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Error: Blindly Adding All Numbers

Correction: "Freeze! Don't touch a counter yet. What is the action in the story? Are things coming together, or going away?"

Error: Getting Stuck on Change Unknown

Correction: Use the mystery box: "We had 4. Some more came. Now we have 7. Put 4 down, add more until you hit 7! How many did you add?"

Level 2 Math Target: Solves addition and subtraction word problems within 10 using objects, drawings, and equations.

Number Sparks 2 Master!

Kindergarten Math Intervention • Number Sparks 2 Page 2 of 2