Sound Foundations Teacher Guide Multisensory Literacy • 14-Session Sequence
Sound Foundations Teacher Guide
Sessions 1 – 3 of 14
30 Minutes / Session
Complete 14-Session Master Curriculum Roadmap
Unit 1: Sessions 1–3 CVC Sound Tapping, Dolch Words (the, see, can), Formation
Unit 2: Sessions 4–7 Regular Action Verbs, Finger Spacing, Midpoint Quiz
Unit 3: Sessions 8–11 1st Grade Decodable Passage, Evidence Hunt, Action Game
Unit 4: Sessions 12–14 Roll & Write Activity, Sentence Mastery, Cumulative Test
CVC Decoding
Blend short vowel CVC words (cat, pin, fog, bug, red) using 3-tap finger tactile cues.
Sight Words
Recognize at sight: the, see, can, like, play with arm-tapping technique.
Handwriting
Form letters top-to-bottom on Skyline, Grassline, and Wormline guidelines with correct grip.
1 Session 1 Detailed Pacing Plan: Short /a/ Sounds & Sight Word "the"
30 Min Total
0:00 – 0:05 (5m)
Multisensory Warm-Up & Arm Tapping
Students stand and tap out phonemes on their non-dominant arm (shoulder = initial sound, elbow = medial vowel, wrist = final consonant). Example: /c/ (shoulder) - /a/ (elbow) - /t/ (wrist) -> sweep down arm: "cat".
0:05 – 0:15 (10m)
CVC Phoneme-Grapheme Mapping & Sound Boxes
Distribute Elkonin sound chips or counters. Say: "cat", "bat", "map". Model pushing chips into boxes while vocalizing each sound. Transition to writing the letters in the Student Practice Sheet.
0:15 – 0:25 (10m)
Sight Word Spotlight: "the" & "see"
Introduce "heart letters" (irregular part). Tap word in air with two fingers, say letters aloud: "t-h-e = the". Students trace in sensory tray (sand or textured paper) 3 times while saying the word aloud.
0:25 – 0:30 (5m)
Letter Formation Check & Exit Reflection
Reinforce top-to-bottom stroke direction. Students point to their best-formed word and self-rate with a thumbs-up or star stamp on their desk card.
Word Wonder Launch • Teacher Resource Page 1 of 2
Instructional Delivery Guide
Sessions 2 & 3 Pacing & Multi-Tier Support
Unit 1: Foundations
2 Session 2: Short /i/ & /o/ Blends, Sight Words "can" & "like" (30 Min)
Tactile Focus
Warm-Up & Auditory Discrimination (8 min) Teacher says pairs ("pig / fog", "pin / pan"). Students clap when hearing short /i/ and tap knees for short /o/. Practice blending on chin-drops.
Multisensory Writing & Word Building (12 min) Students use tactile magnetic letter tiles or playdough stamps to build: dig, sit, hop, log. Copy onto guidelines.
Heart Word Practice (6 min) Teach "can" and "like". Arm-tap: "c-a-n spells can", "l-i-k-e spells like". Find and highlight words in simple two-word visual flash prompts.
Quick Check & Partner Whisper (4 min) Partners take turns whisper-reading 3 words to each other, tapping finger to elbow for each sound.
3 Session 3: Mixed CVC Mastery, Sight Word "play", Letter Formation Drill (30 Min)
Integration Focus
Speed Sound Sort (8 min) Sort picture cards by middle vowel sound into 3 pockets (a, i, o). Students verbalize the vowel mouth shape in a handheld mirror.
Sight Word Review & Stomp (8 min) Floor cards with target words (the, see, can, like, play). When teacher calls a word, students jump to it or point using pointer sticks.
Skyline-to-Grassline Formation (10 min) Guided handwriting practice on Student Practice Page 2. Emphasize starting at the sky line and resting on the grass line.
Formative Check-In (4 min) Teacher records observation checklist for initial phoneme segmentation and letter orientation (b vs d).
Differentiation & Accommodation Guidelines
Structured Communication
Visual Schedules: Post the 4 routine icons (Ear=Listen, Hand=Write, Mouth=Repeat, Star=Done).Alternative Responses: Allow non-verbal pointing to flash cards, eye-gaze selection, or color chips instead of spoken spelling.Sentence Frames: Provide "I see the [picture]" prompt strips for verbal responses.
Flexible Support Tiers
Tier 1 (High Support): Use pre-dotted letter guides, tactile Wiki Stix borders on sound boxes, reduced item count (4 words).Tier 2 (Core/Target): Standard sound boxes with starter initial consonants; spaceman finger spacers.Tier 3 (Extension): Challenge to compose a 3-word phrase using two target sight words and one CVC word ("I like cat").
Word Wonder Launch • Teacher Resource Page 2 of 2
Sound Sparks Student Practice Multisensory Phonics Practice
Sound Sparks: CVC Tap & Write
Name:
Date:
Routine Steps:
1. Listen ➔ 2. Tap Sounds ➔ 3. Write on Lines
Look at the picture. Tap the 3 dots for each sound on your arm. Then write the letters in the sound boxes. Keep letters between the blue sky and green grass lines!
1 cat
Short /a/
2 pin
Short /i/
3 fog
Short /o/
4 bug
Short /u/
5 red
Short /e/
6 sun
Short /u/
Multisensory Check: Tap 3 sounds Write inside box
Page 1 of 2
Sight Word Spotlight
Heart Words: See, Arm-Tap & Write
5 Core Heart Words
A Arm-Tap & Rainbow Trace the Target Sight Words
Use 3 different crayon colors
Word 1 the
3 taps
Word 2 see
3 taps
Word 3 can
3 taps
Word 4 like
4 taps
Word 5 play
4 taps
B Word Detective: Circle the exact matching sight word in each row
the
tha the teh she
can
con cam can cap
play
play ploy pay pray
C Write the Sight Word on the Primary Line to Complete the Sentence
Word Bank: [ the , see , like ]
I
the red cat.
We
can jump high.
Look at
little bug.
Word Wonder Launch • Student Practice Page 2 of 2
Sound Sparks Answer Key Teacher Evaluation Guide
Sound Sparks Answer Key
Unit 1 Assessment Key
Sessions 1 – 3
1 Page 1 CVC Sound Box Solutions (1 point per box = 18 pts total)
Item 1: cat
c a t
/k/ - /æ/ - /t/
Item 2: pin
p i n
/p/ - /ɪ/ - /n/
Item 3: fog
f o g
/f/ - /ɒ/ - /ɡ/
Item 4: bug
b u g
/b/ - /ʌ/ - /ɡ/
Item 5: red
r e d
/r/ - /ɛ/ - /d/
Item 6: sun
s u n
/s/ - /ʌ/ - /n/
2 Page 2 Sight Word & Sentence Completion Solutions
Part B Visual Discrimination:
Row 1: the (2nd option) Row 2: can (3rd option) Row 3: play (1st option)
Part C Sentence Fill-In Exemplars:
1. I see [or like] the red cat.
2. We can jump high.
3. Look at the little bug.
Letter Formation & Pacing Mastery Rubric
3 - Exceeds Benchmark
Letters sit cleanly on grass line; ascenders touch top line; no letter reversals (b vs d clear); neat finger spacing.
2 - Meets Benchmark
Recognizable letter forms; 1 minor float above grass line; self-corrects reversals with verbal cue; adequate spacing.
1 - Emerging Support
Persistent letter reversals; writing extends outside sound boxes; requires tactile raised-line paper or Wiki Stix borders.
Word Wonder Launch • Teacher Evaluation Resource Single Page Master
Verb Safari Teacher Guide Unit 2 • Action Verbs & Sentence Mechanics
Verb Safari Teacher Guide
Sessions 4 – 7 of 14
30 Minutes / Session
Action Verbs
Identify regular physical action words (run, jump, clap, swim, hop, dig) through body movement.
Sentence Spacing
Apply 1-finger / Spaceman stick spacing between every word with consistent letter baseline placement.
Mechanics & Quiz
Start with a capital letter, end with a stop-sign period, and maintain ≤ 2 conventional errors.
4 Session 4: Kinesthetic Verbs & Action Charades (30 Min)
Movement Focus
0:00 – 0:08 (8m)
Kinesthetic Intro: "Freeze & Do!"
Explain: "A verb is an action word—something your body can do!" Teacher calls out actions: jump, run, swim, spin, sleep. Students act them out for 3 seconds, then freeze. Ask: "Can a table jump? No! A table is a noun. Can you jump? Yes! Jump is a verb!"
0:08 – 0:18 (10m)
Picture-Verb Match & Orange Crayon Highlight
Introduce the visual coding rule: Action Verbs get an Orange underline or star. Model on chart board with pictures. Students complete Part A on Verb Safari Student Practice.
0:18 – 0:26 (8m)
Sight Word Re-Entry: "go" & "jump"
Combine sight words with action verbs: "I can go", "The frog can jump". Tap out on knees.
0:26 – 0:30 (4m)
Quick Verb Ticket Check
Each student acts out 1 verb before transitioning to line up.
5 Session 5: The "Spaceman" Finger Spacing Technique (30 Min)
Mechanics Focus
Spaceman Tool Introduction (10m)
Give each student a craft stick with a drawn astronaut ("Spaceman"). Model placing Spaceman's body between words so letters don't smash together like a traffic jam.
Guided Sentence Build (20m)
Construct: "The dog can run." Have students tap finger on spacer dot before writing next word. Count: 4 words = 3 space gaps!
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Pacing & Assessment Guide
Sessions 6 & 7 + Midpoint Quiz Protocol
Unit 2: Mechanics & Quiz
6 Session 6: Capital Cops & Stop-Sign Punctuation (30 Min)
Editing Drill
Capital Head-Touch Routine (10m)
Teach students to touch their head for the tall Capital letter at the start of a sentence. Practice turning lowercase letters into capitals on whiteboards.
Stop-Sign Period Stomp (10m)
Teach: "A period is a red stop sign. When your voice drops and the thought stops, stamp your period on the grass line!" Practice stamping red dots.
Verb Safari Student Practice Action Word Explorer
Verb Safari: Spot The Action
Name:
Date:
What is a Regular Action Verb? It's a word that shows what someone CAN DO with their body!
1 Color the boxes that have ACTION VERBS. Leave things you cannot "do" uncolored.
jump
Body moves!
chair
Object
swim
Body moves!
pencil
Object
clap
Body moves!
run
Body moves!
2 Circle the ACTION VERB in each sentence. Act it out with your partner!
1. The brown dog can run fast. [ Action: run ]
2. We clap our hands in music class. [ Action: clap ]
3. Frogs hop on the green lily pads. [ Action: hop ]
4. Fish swim in the cool blue lake. [ Action: swim ]
Word Wonder Launch • Student Practice Page 1 of 2
Sentence Craft Studio
Spaceman Spacing & Sentence Write
1 Finger Space Rule
★ 1. Capital Letter
🚀 2. Spaceman Gap
🛑 3. Period at End
Sentence 1: Put the words in order and write neatly Scrambled: [ cat / The / ran . ]
Remember: Capital at start, finger space between words, period at end.
Sentence 2: Put the words in order and write neatly Scrambled: [ can / We / jump . ]
Check: Did you place your Spaceman stick between every word?
Sentence 3: Pick an action verb from the safari word bank Verbs: [ hop , swim , dig ]
Write your own sentence using your chosen action word:
Self-Check Checklist (Tick each box when done):
Capital letter at start
Spaceman finger spaces
Period at the end
Word Wonder Launch • Student Practice Page 2 of 2
Midpoint Skills Student Quiz Mid-Unit Assessment • Session 7
Midpoint Skills Student Quiz
Name:
Date:
Listen to your teacher read each question. Take your time, tap your sounds, and show what you know!
A Phonics Check: Circle the CVC word that matches the picture clue (3 points)
1. Short /a/ [cat]
cot
cat
cut
2. Short /i/ [pin]
pan
pen
pin
3. Short /u/ [bug]
bug
bag
big
B Sight Word Check: Circle the word the teacher reads aloud (3 points)
4. "the"
she the that
5. "like"
look little like
6. "play"
play plan plus
C Action Verb Check: Circle the ACTION VERB in each set (3 points)
7. Which word is an action verb?
table jump pencil
8. Which word is an action verb?
run rock rug
9. Which word is an action verb?
book hand swim
Midpoint Skills Quiz • First Grade Page 1 of 2
Writing Mechanics Evaluation
Sentence Editing & Writing
Standard: ≤ 2 Errors
D Sentence Detective: Find and circle the 2 errors in this sentence (4 points)
Look closely at the start, spacing, and end of the sentence:
the dog can run
Error 1: Missing Capital letter at start ('t' should be 'T')
Error 2: Missing Period punctuation mark at the end
E Sentence Writing: Write a complete sentence using one of the action verbs below (6 points)
Word Bank:
hop jump play run
Write your sentence carefully on the primary guidelines below:
Remember: Start with a capital, leave 1-finger space between words, and end with a period!
Teacher Rubric (≤ 2 Conventional Errors):
Capital Letter Starts with uppercase
Finger Spacing Clear word gaps
End Punctuation Period placed
Action Verb Used Correct regular verb
Midpoint Skills Quiz • First Grade Page 2 of 2
Midpoint Skills Quiz Key Teacher Evaluation Guide
Midpoint Skills Quiz Key
Total: 22 Points
Passing Score: 18/22 (80%)
Part A: CVC Words (3 pts)
1. cat (Short /a/)2. pin (Short /i/)3. bug (Short /u/)
Part B: Sight Words (3 pts)
4. the (middle)5. like (right)6. play (left)
Part C: Action Verbs (3 pts)
Part D: Sentence Editing & Error Identification (4 pts)
Original Prompt: "the dog can run"
Error 1 (2 pts): Student circles lowercase 't' and identifies that it must be capitalized to 'T' .
Error 2 (2 pts): Student circles end of sentence or notes missing period (.) .
Target Corrected Form: "The dog can run."
Part E: Independent Sentence Writing (6 pts)
Benchmark: ≤ 2 Errors
Exemplar Acceptable Sentences:
• "The dog can run." / "I like to run."
• "We can jump." / "The frog can jump."
• "I can play." / "We like to play."
• "The rabbit can hop."
Criterion Point Value Error Description Capitalization 1 pt Count 1 error if initial letter is lowercase. Spacing 1 pt Count 1 error if words touch or space is absent. End Punctuation 1 pt Count 1 error if period is omitted or misplaced. Action Verb 2 pts Must use a regular action verb from bank correctly. Letter Formation 1 pt Letters legible, written on baseline.
Diagnostic Decision: 18–22 pts: Ready for Unit 3 Passages. | < 18 pts: Provide tactile spacing stick and 5-min small group phonics booster in Session 8.
Story Detectives Teacher Guide Unit 3 • Decodable Comprehension & Games
Story Detectives Teacher Guide
Sessions 8 – 11 of 14
30 Minutes / Session
1st Grade Passage
Echo and choral read decodable passage "Sam and the Red Fox" (90%+ decodable CVC & sight words).
Evidence Hunt
Use multisensory color highlighters (Yellow = Characters, Green = Action Verbs, Pink = Key Events).
Active Verb Game
Consolidate regular verbs and sight words through the kinesthetic "Action Jump" board game.
8 Session 8: Passage Pre-Reading & Tactile Vocabulary Mapping (30 Min)
Pre-Reading Focus
0:00 – 0:08 (8m)
Visual Picture Walk & Prediction
Display the story illustration: Sam (a boy) and a friendly red fox in the green woods. Ask: "Who do you see? What do you think the fox will do?" Introduce target vocabulary: fox, log, run, hop, play.
0:08 – 0:18 (10m)
Multisensory Sight Word Warm-Up
Review heart words occurring in passage: the, see, can, like, play, with. Students trace them in tactile foam or on arm.
0:18 – 0:26 (8m)
Echo Reading (Teacher Leads, Students Echo)
Teacher models expressive reading sentence by sentence. Students track each word with a finger spacer or pointer ring.
0:26 – 0:30 (4m)
Wrap-Up Comprehension Check
Thumbs up/down check: "Did the fox sleep on a bed? No, on a log!"
9 Session 9: Highlighter Detectives & Choral Reading (30 Min)
Fluency Focus
Choral & Partner Reading (12m)
Read together as a whole group. Then pair students for buddy reading—one tracks with finger while the other reads, then swap roles.
Highlighter Detective Hunt (18m)
Students use green highlighters to find all regular action verbs (runs, hops, plays) and yellow to find characters (Sam, fox).
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Instructional Delivery Guide
Sessions 10 & 11 + Action Jump Game
Unit 3: Comprehension & Game
10 Session 10: Text Evidence Comprehension Questions (30 Min)
Comprehension Drill
0:00 – 0:06 (6m)
Reread Passage: Speedy reading of "Sam and the Red Fox" using silly character voices (fox voice, robot voice) for fluency.
0:06 – 0:20 (14m)
Scaffolded Questioning: Guide students through Story Detectives Page 2 questions. Model pointing to the line in the story where the answer is found before circling.
Story Detectives Reading Passage Beginning 1st Grade Decodable Passage
Story Detectives: Read & Color
Name:
Date:
Color Detective Codes:
Yellow: Characters (Who) Green: Action Verbs (What they do)
First Grade Reading Passage
Sam and the Red Fox
1
Sam went into the green woods. The sun was hot.
2
He saw a little red fox by a big log.
3
The fox can run fast on the dirt path.
4
The fox can hop up on the big log.
5
Sam and the red fox like to play in the sun!
Sight Words & CVC Words to Spot:
the and can like play run hop fox log
Word Wonder Launch • Story Comprehension Page 1 of 2
Text-Evidence Check
Story Comprehension Check
Evidence Detectives
Look back at the story on Page 1. Circle the correct answer for each question.
1. Who did Sam see by the big log?
A brown bear
A red fox
A little cat
2. What two action verbs tell what the red fox can do?
run and hop
swim and fly
sit and sleep
3. Where can the red fox hop up?
In a mud puddle
On a big rock
On the big log
4. Write a sentence telling what Sam and the red fox like to do:
Use evidence from line 5 of the story. Include a capital, finger spaces, and a period.
Detective Proof: Found character in story Found action verbs in story Punctuation checked
Word Wonder Launch • Story Comprehension Page 2 of 2
Action Jump Activity Game Multisensory Literacy Game 1
Action Jump Board Game
2 – 4 Players
Session 11 Fun Activity
How to Play: 1. Roll die or draw card. 2. Read the word. 3. Do the action for 3 seconds! 4. Move your token to Finish!
Square 1
START HERE! 🚀
Place tokens
Square 2
JUMP Jump 2 times!
Action Verb
Square 3
THE Arm-tap word
Sight Word
Square 4
SPACEMAN Slide ahead +1!
Bonus Space
Square 5
CLAP Clap hands 3x
Action Verb
Square 6
SEE Spell in air
Sight Word
Square 7
HOP Hop on 1 foot
Action Verb
Square 8
STOP SIGN Freeze 5 secs!
Punctuation Trap
Square 9
SWIM Make swim arms
Action Verb
Square 10
LIKE Give thumbs up
Sight Word
Square 11
RUN Jog in place 3s
Action Verb
Square 12
CAPITAL STAR Touch head high!
Mechanics Boost
Square 13
PLAY Air high-five!
Sight Word
Square 14
SPIN 1 slow spin
Action Verb
Square 15
WITH Say to partner
Sight Word
Square 16
WINNER! 🏆
Verb Champion!
Word Wonder Launch • Game Board Mat Page 1 of 2
Print & Cut Cards
Action Jump Deck Cards
Cut along dashed lines
Cut out these 12 game cards. Shuffle and place face-down in the center of the game board.
Action Card
jump
Jump 3 times in the air!
Move +2
Sight Word
the
Arm-tap: t - h - e
Move +1
Action Card
run
Run in place for 5 sec!
Move +2
Sight Word
can
Arm-tap: c - a - n
Move +1
Action Card
swim
Paddle your arms fast!
Move +2
Sight Word
see
Arm-tap: s - e - e
Sentence Champions Teacher Guide Unit 4 • Culmination & Cumulative Assessment
Sentence Champions Teacher Guide
Sessions 12 – 14 of 14
30 Minutes / Session
Roll & Write Mat
Tactile sentence generation combining Subject + Regular Verb + Object using dice rolls.
Independent Drafting
Self-editing with tactile 3-point checklist (Capital Head, Spaceman Stick, Stop Period).
Cumulative Mastery
Summative standardized test measuring all 4 strands against ≤ 2 conventional errors benchmark.
12 Session 12: Roll & Write Multisensory Sentence Activity (30 Min)
Game Day 2
0:00 – 0:06 (6m)
Review & Demonstration
Model how a complete sentence has 3 parts: Who (Subject) + Action (Regular Verb) + Where/What. Roll the die 3 times on the class chart to make a silly sentence: "The pig" + "hops" + "in the mud."
0:06 – 0:22 (16m)
Partner Roll & Write Session
Students work with partners using the Roll & Write Mat. Partner A rolls and reads words; Partner B checks spacing with the Spaceman stick. Both write the sentence on primary handwriting paper.
0:22 – 0:30 (8m)
Sentence Showcase & Read Aloud
Three student pairs share their favorite created sentence with expressive reading.
13 Session 13: Independent Sentence Studio & Mock Test Check (30 Min)
Refinement Focus
Target Error Audit (10m)
Show common error slides. Have students chant the self-check mantra: "Start high (capital), space wide (finger gap), stop tight (period)!"
Independent Writing Drill (20m)
Students draft 2 original sentences using regular action verbs without teacher prompts. Teacher circulates providing tactile spacing stickers where needed.
Word Wonder Launch • Teacher Resource Page 1 of 2
Culmination & Assessment Protocol
Session 14: Cumulative Mastery Test
Final Session
14 Session 14: Cumulative Test Administration & Celebration (30 Min)
Test Day
0:00 – 0:05 (5m)
Mindset Warm-Up: Take 3 deep belly breaths. Remind students that they are sentence champions and have practiced every skill on this test.
0:05 – 0:25 (20m)
Test Administration: Hand out the 2-page End Of Unit Student Test. Read sections aloud at a steady, supportive pace. Provide visual pointing accommodations as needed.
0:25 – 0:30 (5m)
Sequence Completion Badge: Collect papers. Present each student with their official "Word Wonder Launch Champion" certificate or sticker.
Roll And Write Activity Mat Multisensory Sentence Game 2
Roll, Build & Write Mat
Name:
Date:
Instructions: 1. Roll die for Who . 2. Roll die for Action Verb . 3. Roll die for Where / What . 4. Write the full sentence!
Roll 1
Who (Subject)
1 The big dog
2 A red fox
3 The green frog
4 My little cat
5 Sam and I
6 The kids
Roll 2
Action Verb
1 can run
2 can jump
3 can hop
4 can swim
5 can play
6 can dig
Roll 3
Where / What
1 in the sun.
2 on the log.
3 in the mud.
4 up the hill.
5 all day long.
6 in the woods.
Sentence 1: Write your rolled sentence Spaceman finger spaces required
Sentence 2: Roll again and write your second sentence Capital at start & period at end
Word Wonder Launch • Game Activity Mat Page 1 of 2
Printable Manipulatives
DIY Dice Nets & Tokens
Cut, fold & glue
Cut along solid outer edges, fold on dashed lines, and glue tabs to make 3D foam-style action dice!
Cube 1: Action Verbs Net
run
jump
swim
hop
clap
dig
Fold flaps inward and glue together.
Cube 2: Subjects Net
The dog
The fox
A frog
My cat
Sam
The kids
Fold flaps inward and glue together.
Printable Spaceman Spacing Sticks (Tape to Craft Sticks):
🚀 Space 1
🚀 Space 2
🚀 Space 3
🚀 Space 4
Word Wonder Launch • Manipulatives Page 2 of 2
End Of Unit Student Test Cumulative Mastery Assessment • Session 14
End Of Unit Student Test
Name:
Date:
Instructions: Listen to your teacher read the directions. Circle the best answer in each section.
1 Part 1: CVC Phonics Reading (Circle the matching word)
1. Clue: [bat]
bet
bat
bit
2. Clue: [fox]
fix
box
fox
3. Clue: [sun]
sun
sin
son
2 Part 2: 1st Grade Sight Word Recognition (Circle the target word)
4. Find: "the"
she the that
5. Find: "see"
saw say see
6. Find: "play"
play pan pay
7. Find: "with"
went with will
3 Part 3: Identifying Regular Action Verbs (Circle the verb that shows an action)
8. Which word is an action verb?
desk jump window
9. Which word is an action verb?
swim water fish
10. Which word is an action verb?
apple clap basket
End Of Unit Student Test • Grade 1 Page 1 of 2
Reading Comprehension & Writing
Comprehension & Sentence Writing
Standard: ≤ 2 Errors
4 Part 4: Read the Story & Answer the Questions
Tad the Green Frog
Tad is a little green frog. He can hop on the wet mud. Tad likes to swim in the big pond. He can jump high to catch a bug!
11. Where does Tad like to swim?
In the pond In a cup On a log
12. Why does Tad jump high?
To sleep To catch a bug To hide
5 Part 5: Independent Sentence Writing (Standardized Benchmark)
Write one complete sentence about Tad the frog. Use at least one regular action verb (hop, swim, jump ).
Sentence Champion Self-Check (Tick your work):
Capital Start
Finger Spaces
End Period
Action Verb
Grading Benchmark: Sentence written with ≤ 2 conventional errors = Mastery. Total Points: 25 pts
End Of Unit Student Test • Grade 1 Page 2 of 2
End Of Unit Test Key Cumulative Teacher Guide & Solutions
End Of Unit Test Key
Total: 25 Points
Mastery Benchmark: 20/25 (80%)
Part 1: CVC Words (3 pts)
1. bat (middle)2. fox (bottom)3. sun (top)
Part 2: Sight Words (4 pts)
4. the (middle)5. see (right)6. play (left)7. with (middle)
Part 3: Action Verbs (3 pts)
8. jump (middle)9. swim (left)10. clap (middle)
Part 4: Passage Comprehension Solutions (5 pts total)
Item 11 (2.5 pts): Where does Tad swim? "In the pond" Evidence: "Tad likes to swim in the big pond."
Item 12 (2.5 pts): Why does Tad jump? "To catch a bug" Evidence: "He can jump high to catch a bug!"
Part 5: Independent Sentence Writing Scoring Rubric (10 pts)
Benchmark: ≤ 2 Errors
Exemplars: "Tad can jump high." | "The frog likes to swim." | "Tad can hop in the mud."
Component Target Standard Points Error Definition (≤ 2 allowed) Capitalization First letter uppercase 2 pts Lowercase initial letter = 1 conventional error Finger Spacing Consistent word gaps 2 pts Crammed/fused words = 1 conventional error End Punctuation Period (.) placed on baseline 2 pts Omitted or misplaced period = 1 conventional error Action Verb Correct regular verb used 2 pts No verb or missing predicate = 1 error Letter Formation Legible on primary lines 2 pts Severe reversals affecting legibility = 1 error
Grade 1 Mastery Decision Rules:
Pass / Meets Target: Score ≥ 20/25 AND sentence written with 2 or fewer conventional errors. Ready for advanced 1st grade decodables and compound sentences.
Re-Engage / Intervention: Score < 20 OR > 2 conventional errors. Provide multisensory Spaceman stick booster and 1-on-1 phoneme tapping support.
Complete All In One Binder Complete Master Binder Edition First Grade Multisensory Literacy
WORD WONDER LAUNCH
14-Session Multisensory Curriculum & Student Packet
A systematic, kinesthetic program integrating CVC decoding, 1st grade sight words, regular action verbs, reading comprehension, and structured sentence mechanics.
Master 14-Session Binder Index
Unit 1: Sound & Sight Sparks (Sessions 1–3) CVC tapping, Dolch sight words, Skyline/Grassline letter formation. Pages 2–4
Unit 2: Action Verb Safari (Sessions 4–7) Kinesthetic verbs, Spaceman finger spacing, Midpoint Quiz. Pages 5–7
Unit 3: Story Detective Squad (Sessions 8–11) Decodable passage "Sam & the Red Fox", Action Jump Game. Pages 8–9
Unit 4: Sentence Champions (Sessions 12–14) Roll & Write Game, Cumulative Test (≤ 2 errors benchmark). Pages 10–12
Binder Setup & Printing Guide:
Print double-sided or single-sided for 3-ring binder insertion. Student practice pages (Pages 3, 5, 8, 9, 10) are ready for immediate student distribution. Answer keys (Pages 4, 7, 12) can be placed in teacher reference section.
Word Wonder Launch • Complete All In One Binder Page 1 of 12
Instructional Reference
Teacher Multisensory Framework
Sessions 1 – 14
Arm-Tapping Phonemes
Students extend non-dominant arm. Tap Shoulder (initial sound), Elbow (medial vowel), and Wrist (final consonant). Sweep down arm from shoulder to wrist to blend word smoothly.
Spaceman Spacing Sticks
Students place physical Spaceman sticks between words. Rule: "Letters inside a word hug together; words have a 1-spaceman rocket gap between them."
Kinesthetic Action Verbs
Action verbs must pass the "Can you DO it?" test. Students physically jump, swim, hop, or clap when encountering target action words in sentences.
≤ 2 Conventional Errors Benchmark
Standard: Capital initial letter, Spaceman spaces, end period, and correct regular verb. Students achieve benchmark when sentence has 2 or fewer errors .
Structured Communication & Flexible Tiers
Structured Communication Options
Allow pointing/circling options for non-verbal responders.
Provide picture-cued word cards alongside written text.
Use routine schedule symbols (Listen, Tap, Write, Star).
Tiered Task Demands
Tier 1: Pre-dotted starter letter, 3-word sentence frames.
