Next Steps Tutor Binder - 200518

NEXT STEPS SM
TUTOR BINDER
SM & © 2015/2016 University of Utah

UNIVERSITY OF UTAH READING CLINIC
NEXT STEPSSM TUTOR BINDER UPDATES LIST
5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 9)
4/15/20 Updated Text Level Correspondence Chart (p. 14)
4/9/20 Added Bingo (pp. 67-68)
3/10/20 Updated Lesson Plan (p. 4)

Updated Vowel, Blend & Digraph Keywords (p. 9)
11/6/18 Added Spelling Book Cover & Page Masters (pp. 16-17)
6/11/18 Updated Observation Form (p. 5)

Updated Keywords (p. 9)
Updated Word Sort Inventory (pp. 24-25)
5/16/17 Updated 50-Word Rate Chart (p. 12)
6/7/16 Minor page rearrangement
5/27/16 Added Word Study Cue Cards for Mixed Short & Core Vowel (pp. 47-51)
4/11/16 Updated Lesson Plan (p. 4)
8/13/15 Renamed as 2015/2016 Binder (p. 1)

Updated Word Sort Inventory (pp. 25-26)
6/26/15 Updated Formatting of Flash Assessment (pp. 63-67)
2/12/15 Updated Language for Fluency Criteria Chart (p. 13)
6/5/13 Updated Reading Rate for 50 words chart (p.12)
5/30/14 New binder
© University of Utah Reading Clinic

Insert tab at this point
TAB:
Lesson Plans & Observation Form
Tutor _________________________________ Next Steps Lesson Plan Lesson #_______
Student(s)___________________________________________________ Date______________ Grade Level __________

(1:1 – 25 minutes) (Group – 22 minutes) Comments: High frequency words that present difficulty
□Word Bank
Assisted Reading BUMP-UP in text
1. Mark a 100 word passage in the text you plan to use for
assisted reading. Do not use echo pages.
Title_____________________ p. ________ 2. Time how long it takes focus student to read that portion.
Count errors.
Publisher________________ Level_________ 3. Calculate wpm. Total the number of errors made.
(Beginning at G2-Mid Self Corrections DO count as
□Preview Text
errors.)
4. Use criteria below.
5. To BUMP-UP a singleton student, the student must
□Echo Read p. ______ to p. ______ meet this criteria 2 out of 3 trials from stories at the
end of the basal or 2 different trade books from the same
□Partner Read / Solo Read p.

level.
_____ to p. _____ 6. To BUMP-UP a group, at least 2 of 3 students must
meet criteria. If 1 student does not, that student must
□Comprehension Work score 90% accuracy and within 5 wpm of the rate
criterion for that level.
Text Level Accuracy Rate

Basal:
G1-March……...….... 93% at least 30 wpm
□Rate & Accuracy Check (0:00 ) p._______ G1-End……...………
G2-Mid……………...
93%
93%
at least
at least
40 wpm
60 wpm
(100 Words) G2-End……...……… 93% at least 80 wpm
Trade Books:
Rate: _____min. _____ sec. = ______ wpm 2E, 2M, 2D………... 93% at least 80 wpm
3E………………….. 93% at least 80 wpm
3M…………………. 93% at least 90 wpm
Accuracy: _______% 3D…………………. 93% at least 100 wpm
4E…………………. 93% at least 95 wpm
4M………………… 95% at least 105 wpm
4D…………………. 95% at least 110 wpm
□Continue Partner or Solo Reading & Comprehension
Work ☞Remember: When student(s) exit G2-End Basal, move to
2E, then 2M, then 2D Trade Books.
(1:1 – 13 minutes)
Word Study
(Group – 13 minutes)
Word Study √ Data BUMP-UP in word study
1. Word Study √s begin with Mixed Short Vowels and
S________________
□ Sort____________________________
continue through Vowel Patterns.
# correct __________ 2. Word Study √s must be cold.
3. Randomize a deck of at least 40 words, sampling all
# errors __________ current patterns.
Anchors ________ ________ ________ _________
4. Set timer for 1 minute. (1:00 )
5. Student must read “off the deck.”
# of Sessions in this Sort______ □ Intro lesson
S________________ 6. Sort into 2 piles: Automatic / Incorrect or Hesitation
# correct __________ 7. Criteria: At least 35 words correct in 1 minute with no
more than 3 errors.
□ Random Check # errors __________ 8. When all students meet the criteria....BUMP UP☺
□ Memory S________________ Notes

□ Spelling (5 words): # correct __________
□ Say It – Match It – Check It # errors __________
□ Sentence Stem
(1:1 – 6 minutes) (Group – 9 minutes) Repeated Reading Protocol

Repeated Reading (2:00 ) 1. Count 200 words in previously read text.
2. Set timer(s) for 2:00.
Focus Student _____________________________ 3. Start w/ F. Student. Stagger start students every 10 sec.
4. Each student marks last word.
Title__________________________ p. ______ 5. All Students repeat as above for Trial 2.
6. Focus S.: T. graphs words read & errors made. Other S.
Level_____________ graph only words read.
7. Retire passage after 4 trials, total.
University of Utah Reading Clinic 3/6/2020 MB

NEXT STEPS OBSERVATION FORM
Observation #_____ Tutor ____________________________________ School_________________________________________________________
Lesson #_______ Student(s) ____________________________ Grade: _______ Date___________ Observer_________________________________
ASSISTED READ (1:1 25 minutes) (Group 22 minutes) Comments
WORD BANK WORD BANK 

PREVIEW 
READING of New Material Text Content 
Challenging words 
Title _______________________ p. _____ ECHO READING 
Level ___ COMPREHENSION QUESTIONS 

Prosody echo 
RATE & ACCURACY Appropriate assistance for unfamiliar 
_____ min. _____sec.= ____wpm words (e.g., wait time)
Accuracy: _____% RATE AND ACCURACY 
WORD STUDY (1:1 13 minutes) (Group 13 minutes)
Sort SORT 
Correct Anchors 
▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔ T. question 1x per column: (vowel 
pattern? vowel sound?)
Spelling (5 words) Random Check 
MEMORY 
Question: S. justify the match 
SPELLING 
Monitor and correct 
Say It–Match It– Check It 
Sentence Writing USE STEM SEQUENCE 
S. repeats sentence- Counts words on
Generated Sentence 
fingers
S. says word, writes word 
▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔ Monitor and correct 
S. points & rereads before continuing 
to next word
Student wrote S. points & rereads sentence when 
sentence is complete
▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔▔
FLUENCY WORK (1:1 7 minutes) (Group – 10 minutes)
Re-read a portion of recently read text 2 TIMINGS- 2 MINUTES EACH 
Title _______________________ p. _____ Corrective Feedback 
Level ___ CHARTING 
LESSON EXECUTION
Feedback Only (1st Observation)  S. on-task/engaged 
Satisfactory (√ all bolded items)  LESSON PLAN PREPARED 

PRIOR TO LESSON
To Certify: Two satisfactory observations, one of Completed previous Lesson Plans, 
which must be the final observation. available for review
Implementation of previous feedback 
University of Utah Reading Clinic: 06/05/2018 MB

TAB:
Lesson Materials
Dolch Sight Word List
Listed below are 220 of the most common words in children’s reading books, in alphabetical order. These
words are often called “sight words” because some of them can’t be sounded out, and need to be learned by
sight.
October of First March of First End of First Second Third

a and all after always about
away am again around better
big are an because bring
blue at any been carry
can ate as before clean
come be ask best cut
down black by both done
find brown could buy draw
for but every call drink
funny came fly cold eight
go did from does fall
help do give don’t far
here eat going fast full
I four had first got
in get has five grow
is good her found hold
it have him gave hot
jump he his goes hurt
little into how green if
look like just its keep
make must know made kind
me new let many laugh
my no live off light
not now may or pull long
one on of read much
play our old right myself
red out once sing never
run please open sit only
said pretty over sleep own
see ran put tell pick
the ride round their seven
three saw some these shall
to say stop those show
two she take upon six
up so thank us small
we soon them use start
where that then very ten
yellow there think wash today
you they walk which together
this were why try
too when wish warm
under work
want would
was write
well your
went
what
white
who
will
with
yes
University of Utah Reading Clinic (revised) 5/30/14

Derived from: Dolch, E.W. (1936). A Basic Sight Word Vocabulary. Elementary School Journal, 36, 456-460.

Next Steps High Frequency Sentence Stems Sequence

Pacing = move when student spells sentence stem correctly 3x without assistance.

1. Here are my __________. 17. Why are you ____________?

2. Here is your __________. 18. Why were you ___________?
3. They are __________. 19. Who does the ____________?
4. They saw __________. 20. Who could _____________?
5. They saw your _________ . 21. Where could they __________?
6. They said ___________. 22. Where does Mrs. _______ live?
7. Who said __________? 23. What does Ms. _______ want?
8. What did you __________? 24. You don’t want to __________,
9. What is your __________? 25. They don’t want ___________.
10. What will they __________? 26. Does he have any __________?
11. Put your _________ away. 27. Could she make any ________?
12. Put every __________ away. 28. How is your ____________?
13. Every __________will come. 29. How should she ____________?
14. She was ____________. 30. Could we ____________again?
15. That was ___________. 31. We shouldn’t _________ again.
16. ___________ was here.

UURC Vowel, Blend and Digraph Keywords
When you introduce a pattern, teach the mantra:
Short Vowels: Long Vowels:

short a – apple – /ă/ long a – cake – /ā/
short i – itch – /ĭ/ long i – bike – /ī/
short o – octopus – /ŏ/ long o – rope – /ō/
short e – ed – /ĕ/ long e – feet – /ē/
short u – up – /ŭ/ long u – cute – /ū/
y – my – /ī/
y – pony – /ē/
Include digraphs & blends in word bank only if necessary:

Digraphs Keyword Digraphs Keyword Digraphs Keyword
wh whistle sh ship ch chin
th thumb ck sock ph phone
Blend Keyword Blend Keyword Blend Keyword

bl block gr grape sn snake
br bread pl plane sp spoon
cl clock pr prize st star
cr crab qu queen sw swing
dr dress sc scarf tr train
fl flag sk skate tw twin
fr frog sl slide
gl glove sm smile
University of Utah Reading Clinic: 5/16//2020

A - apple - /ă/
I - itch - /ĭ/
Short Vowel
E - ed - /ĕ/ stretch cards
O - octopus - /ŏ/
U - up - /ŭ/
Sequence Sample:
1. Point to letter "a" and say letter
name.
a
2. Point to picture and say, "apple".
3. Trace down line with finger while
Saying, /ăăăă/.
4. Point to letter again and say letter
Sound /ă/.
i e
o u
University of Utah Reading Clinic 4/26/2013
READING RATE ( for 100 words)
Accuracy % Time Taken WPM Time Taken WPM Time Taken WPM
# of Errors # Correct Percentage 30 sec 200 1 min 100 2 min 7 sec - 2 min 9 sec 47
0 100 100% 31 sec 194 1 min 1 sec 98 2 min 10 sec - 2 min 11 sec 46
13 87 87% 44 sec 136 1 min 14 sec 81 3 min - 3 min 4 sec 33
23 77 77% 54 sec 111 1 min 24 sec - 1 min 25 sec 71 4 min 16 sec - 4 min 26 sec 23
27 73 73% 58 sec 103 1 min 29 sec - 1 min 30 sec 67 5 min 8 sec - 5 min 24 sec 19
29 71 71% 1 min 32 sec - 1 min 33 sec 65 5 min 43 sec - 6 min 3 sec 17
30 70 70% 1 min 34 sec 64 6 min 4 sec - 6 min 27 sec 16
33 67 67% 1 min 38 sec - 1 min 39 sec 61 7 min 25 sec - 8 min 13
1 min 43 sec - 1 min 44 sec 58 9 min 32 sec - 10 min 31 sec 10
1 min 45 sec - 1 min 46 sec 57 10 min 32 sec - 11 min 45 sec 9
Comprehension % (3 questions) 1 min 47 sec - 1 min 48 sec 56 11 min 46 sec - 13 min 20 sec 8
# of Errors # Correct Percentage 1 min 49 sec - 1 min 50 sec 55 13 min 21 sec - 15 min 23 sec 7
3 0 0% 1 min 57 sec - 1 min 58 sec 51 28 min 35 sec - 40 min 3
1 min 59 sec - 2 min 1 sec 50 40 min 1 sec - 1 hr 6 min 40 sec 2
Comprehension % (5 questions) 2 min 2 sec - 2 min 3 sec 49 1 hr 6 min 41 sec - 3 hr 20 min 1
# of Errors # Correct Percentage 2 min 4 sec - 2 min 6 sec 48 > 3 hr 20 min 0
0 5 100%
1 4 80%
2 3 60%
3 2 40%
4 1 20%
5 0 0%
University of Utah Reading Clinic : Updated 5/2/07 MKF

READING RATE ( for 50 words)
Time Taken WPM Time Taken WPM Time Taken WPM Accuracy %
10 sec 300 40 sec 75 1 min 15 sec 40 # of Errors # Correct Percentage
11 sec 273 41 sec 73 1 min 16 sec - 1 min 17 sec 39 0 50 100%
30 sec 100 1 min 50 2 min 27 sec - 2 min 33 sec 20 19 31 62%
31 sec 97 1 min 1 sec 49 2 min 34 sec - 2 min 42 sec 19 20 30 60%
32 sec 94 1 min 2 sec - 1 min 3 sec 48 2 min 43 sec - 2 min 51 sec 18 21 29 58%
33 sec 91 1 min 4 sec 47 2 min 52 sec - 3 min 1 sec 17 22 28 56%
34 sec 88 1 min 5 sec 46 3 min 2 sec - 3 min 13 sec 16
35 sec 86 1 min 6 sec - 1 min 7 sec 45 3 min 14 sec - 3 min 26 sec 15
36 sec 83 1 min 8 sec 44 3 min 27 sec - 3 min 42 sec 14
37 sec 81 1 min 9 sec - 1 min 10 sec 43 3 min 43 sec - 4 min 13
38 sec 79 1 min 11 sec - 1 min 12 sec 42 > 4 min < 13
39 sec 77 1 min 13 sec - 1 min 14 sec 41
For 50-Word Selection

ONLY
University of Utah Reading Clinic : Updated 5/16/17 MKF

UURC Fluency Criteria -- Reading Level Assessment (RLA)
Instructional Instructional Independent Independent
Passage Level Passage Used
Acc. (%) Rate (WPM) Acc. (%) Rate (WPM)
K-End N/A N/A N/A N/A The Ghost

G1-October (ES5) 85 ≥ 20 85 ≥ 20 Baby Bear
G1-March 90 ≥ 30 90 ≥ 30 Mouse Tales p. 8
G1-End 90 ≥ 40 90 ≥ 50 Frog & Toad p. 52
G2-Mid 90 ≥ 60 93 ≥ 65
Whiz
G2-End 90 ≥ 80 93 ≥ 90
3E (G3-Early) 90 ≥ 80 93 ≥ 80
3M (G3-Mid) 90 ≥ 90 95 ≥ 90 Mark & Boxer
3D (G3-End) 90 ≥ 100 95 ≥ 110
4E (G4-Early) 90 ≥ 95 95 ≥ 95
4M (G4-Mid) 95 ≥ 105 97 ≥ 110 Incredible Journey
4D (G4-End) 95 ≥ 110 97 ≥ 120
5E (G5-Early) 95 ≥ 100 97 ≥ 110
5M (G5-Mid) 95 ≥ 110 97 ≥ 125 Sheila Young
5D (G5-End) 95 ≥ 120 97 ≥ 130
6E (G6-Early) 95 ≥ 110 97 ≥ 125
6M (G6-Mid) 95 ≥ 120 97 ≥ 140 Garrett Morgan
6D (G6-End) 95 ≥ 130 97 ≥ 150
7E (G7-Early) 95 ≥ 120 97 ≥ 130
7M (G7-Mid) 95 ≥ 130 97 ≥ 135 Janice
7D (G7-End) 95 ≥ 140 97 ≥ 150
8E (G8-Early) 95 ≥ 120 97 ≥ 135
8M (G8-Mid) 95 ≥ 130 97 ≥ 145 First Day
8D (G8-End) 95 ≥ 140 97 ≥ 150
* Instructional & Independent levels are the highest places where the student meets or exceeds accuracy and rate criteria.
University of Utah Reading Clinic: Revised 2/11/15 MKF
Text Level Correspondences
Early Steps Word
Accel. Guided Reading For All
Grade Phase Next Steps Study Lexile1
Reader Reading Learners
Higher Steps (roughly)
Emergent ES 1-2 (K-Mid) A 1.1→1.3
Readers B (Set 1, Book 1 → Set 1, Book 3)
K ES 3 (K-End / 1st Phoneme
(Learning
Pictures 1.4→1.5
about Print) G1-Aug) C
ES 4 (G1-Sept) D 1.6→1.20
ES 5 (G1-Oct) Onset- 1.0 1.21→1.27 2.1→2.12
E
ES 6 (G1-Nov) Vowel 2.13→2.20 3.1→3.5
Beginning BR
Readers ES 7 (G1-Dec) 100 2.21→2.27 3.6→3.22
F
(Breaking the ES 8 (G1-Jan) Mixed to to
Code)
ES 9 / NS Shorts 165L
G 4.1→4.7
G1-Feb
1 ES 10 / NS
H
G1-Mar
ES 11/ NS
1.9 I 4.8→4.15
G1-April
ES 12 / NS
Transitional Vowel J
G1-End
Readers Patterns
(Going for NS 2.0 165L 5.1→5.14
Fluency) G2-Beg-Mid 2.5 to K-M 6.1→6.14
2
NS 425L
2.9 7.1→7.12
G2-End
Syllables & 3.0 425L
HS 8.1→8.10
3 Basic to N-P
3E – 3M – 3D 645L
Morphology 3.9
4.0 645L
HS Q-S
4 to
4E – 4M – 4D 850L
4.9
HS 5.0 850L T-V
5 to
5E – 5M – 5D 5.9 950L
HS 6.0 950L
6 to W-X
6E – 6M – 6D 6.9 1030L
Reading to 1030L
7 Learn HS 7 to
Advanced
1095L
Morphology 1095L
8 HS 8 to
1155L
1155L
9 HS 9 to
1205L
1205L
10 HS 10 to
1250L
1250L
11 HS 11 to
1295L
1
Metametrics (2020). Lexile Grade Level Charts.
Queries - Narrative Text Queries - Expository Text
Plot-oriented questions: Text Structure-oriented questions:
What is the main problem so far? Description: What does the author
want us to know about ______ ?
Has the problem changed? How? What is the main idea the author
wants us to learn about ______ ?
Who is the main character? (gets
most “page time” and faces main Compare/Contrast: How does the
problem) author show us that ________ and
________ are alike? How does the
How will this (insert event) affect author show us that _______ and
the problem or the main character? _________ are different?
Did the main problem get solved? Cause/Effect: What happened

How? to/with ___________? What caused
__________ to happen? What result
Were there any smaller problems in or effect did ____________ have?
the story? What were they?
Generic questions, prompts, and
What “message” is the author trying probes for expository text:
to tell us about life?
What is the author telling us here?
Generic questions, prompts, and
probes for narrative text: What is the author talking about?
What just happened? What new information is the author

giving us here? How does that fit in
What’s happened so far? with what we already know about
_________ ?
Tell me more about that.
What is the main idea for this
Why do you think that? (paragraph, page, selection) that the
author wants us to learn?
What does the author want us to
think here? What are 3 supporting details
(pieces of evidence) the author gives
What might happen now? us to support that main idea?
Summarize what the author told us

about _______________.
Did the author explain that clearly?

(Beck, I.L., McKeown, M.G. (2001) “Inviting
What else do we need to find out?
students into the pursuit of meaning”, Educational
Psychology Review.) (Beck, I.L., McKeown, M.G. (2001) “Inviting
students into the pursuit of meaning”, Educational
Produced by the University of Utah Reading Clinic Psychology Review.)
University of Utah Reading Clinic 4/4/07 GC - MB

University of Utah Reading Clinic
Spelling & Sentence Stem Book
(Student Name)

Spelling & Sentence Stem Book
(Student Name)
TAB:
Lesson Logs
Word Bank Words
A B C D
E-F G H I
J K L M
University of Utah Reading Clinic: 4/13/06

N O P Q-R
S S T T
U-V W W X-Y-Z
University of Utah Reading Clinic: 4/13/06

Name__________________________
NEXT STEPS
Book List Record Sheet
Rate & Rate &
Date Level
Accuracy ASSISTED READING Date Level
Accuracy ASSISTED READING

NAME___________________________
WORD SORT LOG

 Onset + Vowels
Sort Date Sort Date
 Mixed Short Vowels

Sort Date Sort Date

 Vowel Patterns
Sort Date Sort Date

 -ed Endings
Sort Date Sort Date

Insert Tab at this point
TAB:
Word Study Materials
Instructions: Copy word sort cards onto cardstock (preferably white). Laminate and cut out cards. Print off
label template (included) onto AVERY 8195. Word cards can be sorted into library pockets or snack size zip‐
lock baggies. Label each library pocket or zip‐lock baggie with the printed labels. Place word cards into the
corresponding library pocket. We suggest you separate each word sort section using tabbed dividers of
colored cardstock. Organize pockets behind appropriate section divider & place in a container.
Next Steps Word Study Inventory & Kit Organization

Anchor Words =
Section 1 Divider: Mixed Short Vowels (●● two dot words)

hat back, cat, clap, had, pig hit, his, kid, lip, sick, mom cost, chop, doll, red bed, bend, less, let, cup bug, bus, but, cut,
has, glad, mad, map, ship, this, win, with drop, fox, hop, job, lost, pet, sell, sled, step, tell, dust, fun, hush luck, must,
ran, snack, that rock, stop then, web, when nut, shut, stub, truck
Section 2 Divider: Core Vowel Patterns of A (●●● three dot words)
Vowel Patterns a_ Vowel Patterns a_e Vowel Patterns ar Vowel Patterns ai
(●●● three dot words) (●●● three dot words) (●●● three dot words) (●●● three dot words)
hat back bag band bat bath cap cake bake base brave chase face farm arm art bark barn car card rain braid brain drain mail paid
cast cat clap dad fan fast flag flat fake flame gate gave grape lake cart dark dart far hard harm pail pain paint sail stain tail train
glad had hand ham jam last mad late made make name page rake jar march mark park part shark wait
map math nap ran snap trap that safe same shake shape skate spark sharp smart star starch start
snake space state take tape trade tar tart yard yarn
Section 3 Divider: Core Vowel Patterns of I (●●● three dot words)
Vowel Patterns i_ Vowel Patterns i_e Vowel Patterns ir Vowel Patterns igh
pig big fin fit fix flip gift grin hid hill bike bite bride dime dive drive girl birch bird birth chirp dirt fir night bright fight flight fright high
him hit hip kick lick lid lip list mix five glide gripe grime hide hike firm first flirt mirth sir shirk shirt light might right sigh sight tight
pin print rib sick shin slim swim trip kite like life lime mine nice ride skirt smirk stir swirl thirst third twirl thigh
twin win side shine slide smile spine time whirl whir
wide wife wipe white
Section 4 Divider: Core Vowel Patterns of O (●●● three dot words)
Vowel Patterns o_ Vowel Patterns o_e Vowel Patterns or Vowel Patterns oa
mom chop chomp clock cloth dog doll rope bone broke choke close fork born cord cork corn force form coat coach croak float goal goat
dot drop fog flock floss frog hot job jog drove froze hole home hope joke fort horn morn north port porch pork groan soap load loaf road soak
lock log lost mob nod pot pop soft poke pole probe mope mole nose sort short sport stork storm torn toast throat
shock shop stop top trot note robe spoke stone stroke torch thorn
those woke
Section 5 Divider: Core Vowel Patterns of E (●●● three dot words)

Vowel Patterns e_ Vowel Patterns ee Vowel Patterns er Vowel Patterns ea
red bed beg bell bench bend best bet feet bee beef beep beet cheek jerk clerk germ fern her herd nerd meat beach beak cheap clean
blend chest deck desk fed fled get led deed deep feel free green greet per perch perk perm pert stern term dream eat hear heat leaf meal
left let men neck shed sled spend jeep meet queen see seed sheet verb speak team wheat
ten test web wed wept when sweet speed sweep teen teeth
tree tweed weed wheel

Section 6 Divider: Core Vowel Patterns of U (●●● three dot words)
Vowel Patterns u_ Vowel Patterns u_e Vowel Patterns ur Vowel Patterns ue
cup bump bus club crush crust cub dude brute crude cute fluke huge turn blur burst burn burp church blue clue due glue sue true
cut drum duck fund gum hunt hut June mule mute prune rude rule churn curb curl curt fur hurl hurt
jump luck mud plug plus puff pup rug spruce truce tune turf spurt surf
run shut strut sum sun tub thud
Section 7 Divider: -ed ending sorts (●●●● four dot words)

Baseword + /ed/ Baseword + /d/ Baseword + /t/
test tested act acted add added count rain rained burn burned carry carried climb look looked ask asked blink blinked camp
counted end ended expect expected fade climbed copy copied cry cried film filmed hug camped crash crashed help helped hop
faded fold folded float floated hand handed hugged learn learned live lived move moved hopped hope hoped jump jumped kick kicked
hunt hunted invent invented land landed list obey obeyed play played pray prayed smell lick licked like liked laugh laughed miss
listed melt melted need needed rent rented smelled sneeze sneezed snow snowed stay missed place placed push pushed stop
sort sorted skate skated trade traded twist stayed study studied try tried worry worried stopped touch touched trap trapped trick
twisted want wanted yell yelled tricked walk walked wish wished
Section 8 Divider: Additional Vowel Patterns of A (●●● three dot words)
Vowel Patterns ay Vowel Patterns all Vowel Patterns aw
(●●● three dot words) (●●● three dot words) (●●● three dot words)
day bay clay hay may pay play ray say spray fall all ball call gall hall mall small stall jaw bawl claw draw flaw hawk law lawn
stay stray tray way tall wall paw raw saw straw thaw yawn
Section 9 Divider: Additional Vowel Patterns of I (●●● three dot words)
Vowel Patterns ing Vowel Patterns Rule Breaking i Vowel Patterns y like /ī/
(●●● three dot words) (●●● three dot words) (●●● three dot words)
ring bring fling king sing sling sting swing mind bind blind child climb find grind kind my by cry fly fry pry shy sky sly spry try
thing wing mild wild why
Section 10 Divider: Additional Vowel Patterns of O (●●● three dot words)
Vowel Patterns Rule Vowel Patterns oi Vowel Patterns oo Vowel Patterns ow
Breaking o (●●● three dot words) (●●● three dot words) (●●● three dot words)
(●●● three dot words)
gold cold colt fold folk ghost hold coin boil coil foil join joint moist boot boom broom hoop moon noon mow bow blow crow know flow
host jolt mold old post sold oil point soil spoil toil pool roof room scoop smooth shoot grow low own row show snow
tool tooth tow throw
Vowel Patterns oy Vowel Patterns oo Vowel Patterns ow Vowel Patterns ou
toy boy coy joy ploy Roy soy book brook cook foot good hood cow brown clown crowd crown loud cloud couch count found
hook, look shook stood wood down frown gown how now owl mouth ouch out proud round
plow town wow scout shout sound south
Section 11 Divider: Additional Vowel Patterns of E (●●● three dot words)
Vowel Patterns ea Vowel Patterns ear Vowel Patterns er_e Vowel Patterns ew
head bread breath dead deaf death earth Earl earn heard learn pearl verse merge nerve serve swerve new blew chew crew dew drew
dread leapt meant spread sweat tread search few flew grew knew news
thread threat screw stew threw
Section 12 Divider: Additional Vowel Patterns of U (●●● three dot words)
Vowel Patterns ur_e
(●●● three dot words)
nurse curse curve purse splurge
surge urge

Next Steps: Word Study Sequence
Note: You may spend one (1) or many days on a particular set of patterns.
Remember that students need to be able to verbalize “vowel pattern” and “vowel sound” as well as be able to meet or exceed word study check
criteria before they move on to a new set of patterns.
1. Mixed Short Vowels 4. Additional Vowel Patterns 5. Review of Vowel Patterns

Always include the “vowel consonant”
●●A I O E & “vowel-consonant-e” patterns in this Review #1:
section.
●●I O E U ●●●a_, i_, a_e, i_e
(WORD STUDY √) ●●●a_, ar, i_e, ir,
-A- (WORD STUDY √)
●●●a_, a_e, ai, ay
●●●a_, a_e, ay, all Review #2:
2. Core Vowel Patterns
●●●a_, a_e, all, aw ●●●i_, o_, i_e, o_e
●●●a_, a_e, ar, ai (WORD STUDY √) ●●●i_, i_e, ir, or,
(WORD STUDY √)
●●●i_e, o_e, rule-breaking i, rule-
●●●i_, i_e, ir, igh -I- breaking o
●●●i_, i_e, igh, ing ●●●i_e, o_e, igh, ow(row)

(WORD STUDY √)
●●●i_, i_e, ing, rule-breaking i (WORD STUDY √)
●●●o_, o_e, or, oa ●●●i_, i_e, rule-breaking i, &
y like i Review #3:
(WORD STUDY √)
(WORD STUDY √) ●●●o_, e_, o_e, ee
●●●o_, e_, or, er
●●●e_, ee, er, ea (eat)
●●●o_e, ee, oa, ea(eat)
(WORD STUDY √) -O- (WORD STUDY √)
●●●o_, o_e, oa, & rule-breaking o
●●●u_, u_e, ur, & ue ●●●o_, o_e, rule-breaking o & oi Review #4:
(WORD STUDY √) ●●●o_, o_e, oi & oo(moon) ●●●e_, u_, ee, u_e
●●●o_, o_e, oo(moon), & ow (row) ●●●ee, u_e, er, ur
●●●o_, o_e, ow (row) & oy ●●●ee, u_e, ea (eat), ur_e
●●●o_, o_e, oy & oo (book) (WORD STUDY √)
3. Additional Sorts (optional) ●●●o_, o_e, oo(book) & ow (cow)
Include only if needed.
●●●o_, o_e, ow(cow) & ou Review #5:
(WORD STUDY √) Review patterns that were
–ed Ending Sorts: particularly challenging to
●●●●Baseword + /ed/ your student.
(WORD STUDY √)
-E- Examples:
●●●●Baseword + /t/ ●●●e_, ee, ear, ea (bread) a_e, i_e, o_e, u_e
(WORD STUDY √) ●●●e_, ee, ea (bread), er_e ai oa ea (eat) ue
●●●e_, ee, er_e, ew ar ir or ur
●●●●Baseword + /d/ (WORD STUDY √) ai oi ay oy
(WORD STUDY √) ea (eat) ee oo(moon) oo(book)
aw ew ow (cow) ow(row)
oo(book) oo(moon) ow (cow) ow(row)
●●●●Combination /ed/, /t/, /d/ -U- ear er_e ea (eat) ea (bread)
(WORD STUDY √) ●●●u_, u_e, ue, ur_e (WORD STUDY √)
(WORD STUDY √)

UURC Word Study Wisdom
1. Think of Word Study as musical scales or athletic drills for reading.
Your student needs to become automatic at identifying and spelling
words, and you can help that happen by being well-prepared, succinct in
your verbiage, consistent with your prompts, positive, and enthusiastic.
2. Some tutors worry that students will be bored by doing the same
activities every day. Most won’t and those who say they are bored would
issue such a criticism for any activity that included reading.
Remember: Our Word Study Sequence targets your student’s
instructional level and provide just the right amount of challenge. That
in itself is motivating. And, if you keep your pacing brisk and
enthusiastic, most students will respond in kind.
3. This is your student’s time to be immersed in high-quality, research-

based instruction designed to help him/her ‘break the reading/spelling
code.’ There is an inverse relationship between the amount of time you
talk and the amount of time the student reads and spells words.
Consciously reduce/limit the amount of ‘teacher talk’ you allow yourself.
Save ‘bonding’ and ‘stories’ for before and/or after the lesson.
4. Your Word Study prompts should be succinct and consistent to let

your student know exactly where you want him/her to be (location) and
what you want him/her to do (behavior).
Example: “Start at the top. Point and read, please.”
Example: “Watch my pencil. The vowel pattern is…?”
5. Set high expectations for good manners and academic language by

modeling both for your student. Ask your student to use both as often
as possible.
Example: “Justify that, please!”
Example: “Thank you for making our matrix.”
6. As you and your student proceed, utilize your ES Word Study

Sequence to determine which anchors and cards to pull from your kits,
as well as when to conduct Word Study Checks to evaluate mastery.
UURC 10-29-13 KJB 1

7. You will quickly see that we consider tapping to be a very important
word identification strategy. Again, your modeling, guidance, and
enthusiasm can play a large part in helping your student to adopt this
reliable method for successfully reading unfamiliar words.
8. Don’t flog a tired horse! If your student is struggling with a

particular concept or word, make 3 attempts (total), tell him/her the
word, and try again another day!
UURC 10-29-13 KJB 2

Definitions
A, e, i, o, and u are always vowels in written English. When ‘y’ begins a

word or syllable, it is a consonant (e.g., yellow, backyard), but positioned
at the end of a word, it is a vowel (e.g., ‘happy,’ ‘cry’).
All other English letters are consonants. The acronym CVC refers to a
3 letter word that begins with a consonant, has a vowel in the middle
position, and ends with a consonant (e.g., cup, sit, mom).
A phoneme is the smallest sound in a language that can be spoken. For

example /p/, /ch/, /m/, and /ā/ are phonemes used in spoken English.
Backslashes surrounding a letter indicate sound, rather than letter
name.
A grapheme or letter is a symbol for a phoneme (e.g., ‘p,’ ‘ch,’ ‘m,’ and
‘a,’ ‘ay,’ ‘ai’ are graphemes.
An onset comes before the vowel in a single syllable. For example,‘s’ is

the onset in ‘sad’ and ‘st’ is the onset in ‘stop.’ Not all syllables have an
onset (e.g., ‘at,’ ‘is,’ ‘own’).
A blend refers to two consonants in sequential position with each

consonant retaining its own sound (e.g., flat, bend). When tapping a
blend, each sound receives its own finger tap.
A digraph refers to two letters in sequential position that combine to

make only 1 sound (e.g., chin, hush, soil). A digraph receives only 1
finger tap.
UURC 10-29-13 KJB 3

Vowel Patterns & Related Vowel Phonemes
Core A Patterns:
a-consonant says /ă/ ex.: hat, map
a-consonant-e says /ā/ ex.: name, lake
a-r says /r/ ex.: jar, farm
a-i says / ā / ex.: rain, tail
Core I Patterns:
i-consonant says /ĭ/ ex.: pig, lip
i-consonant-e says /ī/ ex.: bike, five
i-r says /ur/ ex.: girl, dirt
i-g-h says / ī / ex.: night, light
Core O Patterns:
o-consonant says /ŏ/ ex: mom, pot
o-consonant-e says /ō/ ex.: rope, nose
o-r says /or/ ex.: horn, fork
o-a says /ō/ ex.: soap, road
Core E Patterns:
e-consonant says /ĕ/ ex.: web, bell
e-e says /ē/ ex.: feet, seed
e-r says /ur/ ex.: her, germ
e-a says /ē/ ex.: leaf, heat
Core U Patterns:
u-consonant says /ŭ/ ex.: sun, cup
u-consonant-e says /ū/ or /oo/ ex.: cute, dude
u-r says /ur/ ex.: fur, burn
u-e says /oo/ ex.: glue, true
UURC 10-29-13 KJB 4

Mixed Short Vowel Work (2 dot words):
Next StepsSM (NS) Word Study
Note: all Next Steps students must start with this portion of the Next
Steps Word Study Sequence—even teen-agers whom you may think don’t
need it. You will be surprised how confused even older students are
about short vowel sounds.
That said, you may only need to spend 3 or 4 days here, enough time to
try the most difficult words with blends and digraphs, and to be sure
that the student can articulate the vowel patterns and vowel sounds.
Then, you may conduct a Word Study Check with all 5 vowels and
determine if your student is ready to move onto to Vowel Pattern Word (3
dot words).
Materials:
- pencil for student; pencil for tutor
- a, i, o, and e mixed short vowel anchors & CVC word cards. No blends
(e.g.,. stop, bend) or digraphs (e.g., chop, sick) on Day 1.
- student spelling notebook with lined paper
Use the following sequence in this order for every lesson:

- Sort - Fast Pencil - Memory - Spelling
Day 1: NS Mixed Vowel Sort

1. Place the following anchors horizontally next to one another.
2. Say, “Point and read these anchors, please.” Student responds.
Difficulty? Suggest tapping.
UURC 10-29-13 KJB 5

3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “The letter ‘a’ is a
vowel. It says /ă/. What does it say? Student answers.
4. Do the same for i, o, and e.
5. Place ‘job’ in front of the student. Ask, “Where does this go?”
Student should place card below ‘mom.’ Do NOT ask (or allow) the
student to read the new card first. The student must place the card in
the Sort and then use the support of the anchor to read down the
column.
Difficulty? Point out that both words contain the vowel ‘o,’ so the new
card goes under ‘mom.’
6. Say, “Point and read, please.” Student points down that column
while reading each word aloud. Continue with other word cards as
above.
The first time the student has difficulty reading a word, it is time to
teach tapping. Tapping is a very important blending strategy for
beginning readers. Read the directions below and practice ahead of
time so that you are ready when opportunity strikes!
Introduce tapping without word cards. Hold up your right hand and
wiggle your right thumb. Say, “My thumb is ‘home base.’ All of the
fingers want to touch home base.” Ask the student to do the same.
Show your student how you can tap each finger to the thumb
individually (left to right, from forefinger to pinky), saying “Tap. Tap.
Tap. Tap.” Then, pinch all 4 fingers to the thumb to finish.
UURC 10-29-13 KJB 6

Have your student practice tapping each finger to the thumb
individually (left to right, from forefinger to pinky) until s/he can do this
reasonably well.
1. tap forefinger 2. then, middle finger 3. ring finger 4. then, all 3 at once
Next, hold your right hand below a CVC word card (e.g., win) and show
the student how you can tap each sound in the word, 1 finger at a time,
and then say the whole word while joining all the fingers at once to the
thumb.
1. /w/ 2. /ĭ/ 3. /n/ 4. win
From now on, when the student cannot readily identify a word during
Sort, Fast Pencil, Memory, or even when reading text, instruct the
student to ‘tap’ as described above.
7. If your student can read and point down the column easily, build a
4x4 matrix with just CVC (consonant-vowel-consonant) words—no
words with blends or digraphs, yet.
UURC 10-29-13 KJB 7

If your student experiences difficulty, drop back to a 2x2 or 2x3 matrix
with just ‘hat’ and ‘pig’ anchors. You can build a 4x4 matrix over
successive lessons.
8. Once you have a finished the Sort, touch your pencil to the vowel in
‘hat’ and then to the ending consonant ‘hat’ and say, “Watch my
pencil. This vowel pattern is a-consonant.
9. Repeat #8 above for the rest of the words in the ‘hat’ column. Say,
“Say it with me: a-consonant… a-consonant…a-consonant.”
10. Go back up to the top of the ‘hat’ column, touch your pencil to the
vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/.
“Say it with me: /ă/… /ă/…/ă/.”
12. Repeat as above with the ‘pig,’ ‘mom,’ and ‘red’ columns.
Day 2+ NS Mixed Vowel Sort

Always use the same anchor cards in the order suggested by the NS
Sequence . Ask the student to begin the Sort by pointing to and reading
each anchor card.
The cards you choose to fill out the Sort should reflect the student’s
instructional level (i.e., 85% success – 15% challenge). Some cards may
need to be re-used because the student had difficulty, or all may be new
to reflect the student’s previous success.
You should introduce words with blends (e.g., glad, dust) and digraphs
(e.g., when, hush) as soon as the student is quite successful with CVC
words (e.g., job) in a 4x4 Sort.
Difficulty? Suggest tapping!
UURC 10-29-13 KJB 8

Each day as you finish the Sort, for each column ask “What is the
vowel pattern here? What is the vowel sound?”
NS Mixed Vowel Fast Pencil

1. Say, “Read the words I touch with my pencil.”
2. Point to 6-7 words in random order.
3. Suggest tapping as needed.
NS Mixed Vowel Memory

1. Say, “Flip all of the cards over (including anchors) and mix them
up.”
2. Arrange the cards back into a matrix.
3. Let the student play first. Say, “Pick a card and flip it over.” The
student chooses a card, flips it over in its place. Say, “Read that
word.” Student responds. Do the same for a second card.
4. If the cards have the same vowel, the player says, “I have a match!”
and takes those cards out of the matrix. If the 2 cards do not match, the
player flips them over and leaves them in the matrix. No re-mixing the
cards at this point—it prolongs the game unduly.
5. Whenever a match is made, the opposing player says, “Justify that,

please!”
6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant while
saying “o-consonant…”
- then pointing then back to the vowel a final time stating
“…says /ŏ/.” Do this for both cards in the match.
UURC 10-29-13 KJB 9

1 2
7. Occasionally, and then with increasing frequency, ask the student to

read your cards when you flip them over during your turn.
8. A match allows the player to take another turn. The player with the
most matches wins the game.
Note: You should try to lose when you play NS Memory, but do so
convincingly! Win a game occasionally to keep things “real!” 
NS Mixed Vowel Spelling

1. Choose 5 word cards you used in the Sort. Choose 2 easier words,
and 3 words that provide a bit of a challenge.
2. Use the following instructional prompts and procedure:

- say the word
- use the word at the end of a short sentence
- ask “What word?” Student repeats word.
Example: “The word is win. I hope I win. What’s the word?”

Student repeats word. Say, “Write win.”
3. Continue as above for remaining 3 words.
4. Help student to fix mistakes immediately as they occur. Encourage

tapping. For example, if the student writes ‘sick’ for ‘stick’ say, “The
word is stick. Say stick.” Student responds.
5. Show the tapping motion or say, “Tap.” When the student taps /s/-
/t/, stop him/her at that sound and ask, “What says /t/? Student
responds. Ask, “What do you need to put there?” Student
responds and fixes word.
UURC 10-29-13 KJB 10

6. Now, use the procedures below to model for your student how to “Say
It. Match It. Check It.”
7. After modeling, hand the student a card (random, not sequential

order). Say, “Say it.” Student reads word card, tapping if needed.
8. Say, “Match it.” Student places card above spelling word in

notebook.
9. Say, “Check it.” Student uses a pencil to point to the first letter on
the card, then the first letter in the notebook, while saying the letter
name aloud each time (e.g., w,w). Student finishes word using the
same procedure (e.g., i,i…n,n), and then places a √ next to the word.
win
2. win √
10. Repeat “Say It. Match It. Check It.” for remaining words.
Moving Along in NS Mixed Short Vowel Work

When your student can play Memory such that s/he is approximately
85% accurate, move to the next line in the NS Word Study Sequence (i,
e, o, and u). You will need to retire 1 anchor, keep 3 anchors, and pull 1
new anchor, as well as related word cards.
When your student is successful with i, o, e, and u, including some

words with blends and digraphs, conduct a Word Study Check to
determine if s/he is ready to move into the next phase of NS Word
Study: Vowel Patterns (3 dot words).
NS Word Study Check for Mixed Vowel Work

1. Randomize a deck of at least 40 words, sampling all 4 patterns,
including words with blends and digraphs. Set your timer for 1 minute.
UURC 10-29-13 KJB 11

2. Hold cards in one hand. Start timer when student reads first card.
Student reads off deck. Tapping is ok. Data must come from a cold read
(i.e., the student has not read or worked with those cards that day).
3. Sort words into 2 piles:

Yes = Automatic
No = Wrong or >3 Second Hesitation (Say correct word and move on)
4. Criteria: at least 35 words correct in 1 minute with no more than 3

errors. Meet or exceed? BUMP UP to Vowel Patterns.
5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW

Mixed Short Vowel trouble areas.
UURC 10-29-13 KJB 12

Vowel Pattern Work (3 dot words):
Next StepsSM Word Study
Materials:
- pencil for student; pencil for tutor
- a, a-e, ar, and ai vowel pattern anchors & word cards. No blends or
digraphs on Day 1.
- student spelling notebook with lined paper
Use the following sequence in this order for every lesson:

- Sort - Fast Pencil - Memory - Spelling
Day 1: NS Vowel Pattern Sort

1. Place ‘hat,’ ‘cake,’ ‘farm,’ and ‘rain’ anchors horizontally next to one
another.
2. Say, “Point and read these anchors, please.” Student responds.
3. Use your pencil to point to the ‘a’ in ‘hat.’ Say, “a’ is a vowel. It
says /ă/ in hat. What does it say? Student answers.
4. Point to ‘a’ in ‘hat’ and say, “In words like this, ‘a’ says /ă/
because it is the only vowel and it is closed off at the end by a
consonant.
5. Continue, “But, in this word (point to the ‘a’ in ‘cake’), ‘a’ says /ā/
because it is followed by a consonant and then a silent ‘e’ (point to
those letters).”
6. “And, in this word (point to the ‘a’ in ‘farm’), ‘a’ says /r/ because
it is followed ‘r’ and the ‘r’ is bossy and won’t let the ‘a’ say its
short or long sound (point to ‘r’).”
UURC 10-29-13 KJB 13

7. “And, in this word (point to the ‘a’ in ‘rain’), ‘a’ says /ā/ because it
is followed by a silent ‘i’ (point to ‘i’).”
8. Place ‘jam’ in front of the student. Ask, “Where does this go?”
Student should place ‘jam’ below ‘hat.’ Do NOT ask (or allow) the
student to read the new card first. The student must place the card in
the Sort and then use the support of the anchor to read down the
column.
Difficulty? Point out that neither ‘hat’ nor ‘jam’ end in silent ‘e,’ have
vowels followed by ‘r’ or ‘i,’ so they belong in the same column.
5. Say, “Point and read, please.” Student points and reads down that
column while reading each word aloud.
6. If your student can read and point down the column easily, build a
4x4 sort with just CVC (consonant-vowel-consonant) and CVCe
(consonant-vowel-consonant-silent e) words—no words with blends or
digraphs, yet.
If your student experiences a good deal of difficulty, shorten the Sort to

2x2 or 2x3 and then expand to a full 4x4 matrix over successive lessons.
UURC 10-29-13 KJB 14

8. Once you have a finished the Sort, touch your pencil to the vowel in
‘hat’ and then to the ending consonant in ‘hat’ and say, “Watch my
pencil. This vowel pattern is a-consonant.
“Say it with me: a-consonant… a-consonant…a-consonant.”
10. Go back up to the top of the ‘hat’ column, touch your pencil to the
vowel in ‘hat’ and say, “Watch my pencil. The vowel sound is /ă/.
“Say it with me: /ă/… /ă/…/ă/.”
12. Then, touch your pencil to the vowel, consonant, and ‘e’ in ‘cake’ and
say, “Watch my pencil. This vowel pattern is a-consonant-e.
13. Repeat #12 above for the rest of the words in the ‘cake’ column.
Say, “Say it with me: a-consonant-e… a-consonant-e…a-consonant-
e.”
14. Go back up to the top of the ‘cake’ column, touch your pencil to the
‘a’ and then the ‘e’ in ‘cake’ and say, “Watch my pencil. The vowel
sound is /ā/.”
15. Repeat #14 above for the rest of the words in the ‘cake’ column.
Say, “Say it with me. /ā /… /ā/…/ā/.”
16. Then, touch your pencil to the ‘a,’ then the ‘r’ in ‘farm’ and say,
“Watch my pencil. This vowel pattern is a-r.
17. Repeat #16 above for the rest of the words in the ‘farm’ column.
Say, “Say it with me: a-r…a-r.”
18. Go back up to the top of the ‘farm’ column, use your pencil to circle
the ‘ar’ in ‘farm’ and say, “The vowel sound is /r/. Say it with me:
/r/… /r/…/r/.”
19. Finally, touch your pencil to the ‘a,’ then the ‘i’ in the ‘rain’ and say,
“Watch my pencil. This vowel pattern is a-i.
UURC 10-29-13 KJB 15

20. Repeat #19 above for the rest of the words in the ‘rain’ column.
Say, “Say it with me: a-i…a-i.”
21. Go back up to the top of the ‘rain’ column, use your pencil to circle
the ‘ai’ in that column and say, “The vowel sound is /ā/…Say it with
me: /ā/… /ā/…/ā/.”
Day 2+ NS Vowel Pattern Sort

Always use the same anchor cards. Ask the student to begin the Sort
by pointing to and reading each anchor card.
The cards you choose to fill out the Sort should reflect the student’s
instructional level (i.e., 85% success – 15% challenge). Some cards may
need to be re-used because the student had difficulty, or all may change
daily to reflect the student’s success.
You should introduce words with blends (e.g., skate) and digraphs (e.g.,
shake) as soon as the student is quite successful with CVC words (e.g.,
job) in a 4x4 Sort.
Each day as you finish the Sort, for each column ask, “What is the
vowel pattern here? What is the vowel sound?”
Difficulty? For CVC words, suggest tapping. But, for words with other
patterns, ask the student to identify the pattern first. Then ask, “So
what sound is this vowel going to make?” Student responds. Say,
“Remember that sound. Now tap.”
After 3 tries, try again next lesson. Another option is to reduce the size of
the Sort.
NS Vowel Pattern Fast Pencil

1. Say, “Let’s play Fast Pencil.”
2. Point to 6-7 words in random order.
UURC 10-29-13 KJB 16

3. Suggest tapping as needed. Remember if a word has a vowel-
consonant-e pattern, ask the student to tell you the main vowel sound
before s/he begins tapping.
NS Vowel Pattern Memory

1. Ask the student to flip the cards face down, mix them up, and
arrange a matrix.
3. You or the student chooses a card, flips it over and reads it aloud,
tapping if necessary. Do the same for a second card.
4. If the cards have the same vowel, the player says, “I have a match!”
and takes those cards out of the matrix. If the 2 cards do not match, the
player flips them over and leaves them in the matrix. Do not re-mix!
5. Whenever a match is made, the opposing player says, “Justify that,

please!”
6. Model justification for your student by using a pencil to:

- point to the vowel, then to the ending consonant, then to ‘e’
while saying “a-consonant-e…”
- then point back to the main vowel a final time stating
“…says /ā/.” Do this for both cards in the match.
3
1 2
7. Occasionally, and then with increasing frequency, ask the student to

read your cards when you flip them over during your turn.
8. A match allows the player to take another turn. The player with the
most matches wins the game.
UURC 10-29-13 KJB 17

NS Vowel Pattern Spelling
1. Choose 5 word cards you used in the Sort. Choose 2 easier words,
and 3 words that provide a bit of a challenge.
2. Use the following instructional prompts and procedure:

“The word is name. Jean is my name. What’s the word?”
3. Student repeats word. Say, “Write name.”
4. Continue as above for remaining 4 words.
5. Help student to fix mistakes immediately as they occur. Encourage

tapping. For example, if the student writes ‘lak’ for ‘lake’ say, “The
word is lake. Say lake.” Student responds.
6. Show the tapping motion or say, “Tap.” When the student taps /l/-
/ā/, stop him/her at that point and ask, “What says /ā/? Student
responds. Ask, “What do you need at the end of the word for the
vowel to say its name?” Student responds and fixes word.
7. Next, the student should “Say It. Match It. Check It.” Hand the
student a card (random, not sequential order). Say, “Say it.” Student
reads word card, tapping if needed.
8. Say, “Match it.” Student places card above spelling word in

notebook.
9. Say, “Check it.” Student uses a pencil to point to the first letter on
the card, then the first letter in the notebook, while saying the letter
name aloud each time (e.g., n,n). Student finishes word using the same
procedure (e.g., a,a…m,m…e,e), and then places a √ next to the word.
10. Repeat “Say It. Match It. Check It.” for remaining words.
Moving Along in NS Vowel Pattern Work

When your student can play Memory such that s/he is approximately
85% accurate, including some words with blends and digraphs, conduct
UURC 10-29-13 KJB 18

a Word Study Check to determine if s/he is ready to move to the next
Vowel Pattern. (e.g., i, i-e, ir, and igh).
NS Word Study Check for Vowel Pattern Work

1. Randomize a deck of at least 40 words, sampling all 4 vowel patterns,
including words with blends and digraphs. Set your timer for 1 minute.
2. Hold cards in one hand. Start timer when student reads first card.
Student reads off deck. Tapping is ok. Data must come from a cold read
(i.e., the student has not read or worked with those cards that day).
3. Sort words into 2 piles:

Yes = Automatic
No = Wrong or >3 Second Hesitation (Say correct word and move on)
4. Criteria: at least 35 words correct in 1 minute with no more than 3

errors. Meet or exceed? BUMP UP to next Vowel Pattern.
5. Fewer than 35 correct in 1 minute? More than 3 errors?’ REVIEW

Vowel Pattern trouble areas.
UURC 10-29-13 KJB 19

Next Steps Word Study – Cue Card Day 1
••Mixed Shorts Day 1
On the first day of a new pattern only, T. will explicitly model with the anchors. Display
anchors, point with pencil and say,
 This word is hat, what word?

T. Point to ‘a’ in ‘hat’ and say,
The letter ‘a’ is a vowel. It says /ă/.
What does it say?
T. Repeat for ‘i’, ‘o’, and ‘e’.
 T. Show ‘job’ word card to students and ask,

What vowel do you see in this word? Pause, Everybody?
Does this go under hat, pig, mom or red? Pause,
Everybody?
T. Place card under ‘mom’ and say,
Your turn. Voices together. T. Points as S. chorally read down
column.
To finish the matrix, the prompt is, Where does it go? S. chorally identify
anchor for placement. T. Places card, then, Your turn. Voices together.
T. Points as S. chorally read down column
Repeat until 4 x 4 is built.

Upon completion of the sort…
T. Touch pencil to the vowel and the ending consonant in ‘hat’ and say,
Watch my pencil. This vowel pattern is
a-consonant.
Say it with me: a-consonant.. a-consonant..
a-consonant.
T. Go back and pencil point to the anchor ‘hat’ and say,
Watch my pencil. The vowel sound is /ă/.
Say it with me: /ă/… /ă/ … /ă/.
Repeat with ‘pig’, ‘mom’, and ‘red’.
Continue with Fast Pencil
University of Utah Reading Clinic 5/24/16 hd

Next Steps Word Study - Cue Card Day 2 +
••Mixed Shorts Day 2+
This is the routine for each lesson following the introduction (Day 1) of a new
vowel pattern.
 T. Display anchors, point with pencil and say,

Watch my pencil. Voices together
S. Read anchors as you move from ‘hat’ to ‘pig’ to ‘mom’, and ‘red’.
T. Show first word card* for today and ask,

 Where does this go? Pause, Everyone?
S. Chorally name the anchor under which the word card belongs.
*Students do NOT read the word card until it has been placed in the
column.
T. Place card under appropriate anchor and say,
Your turn. Voices together. T. Point down column.
S. Chorally read the words as you point with pencil down the
column.
To finish the matrix, the prompt is, Where does it go? S. chorally
identify anchor for placement. T. Places card, then, Your turn.
Voices together. T. Points as S. chorally read down column.
 Upon completion of the sort…
T. point with pencil moving up and down over each column and ask,
What is the vowel pattern here? Pause,
Everyone?
S. Chorally respond with the appropriate vowel pattern….
a-consonant.
T. Point with pencil moving up and down over each column and ask,
What is the vowel sound?
S. Chorally respond with appropriate vowel sound…. /ă/
Repeat this step for...i consonant says / ῐ/, …o consonant says / ŏ/,
and ...e consonant says / ӗ/.

••• Core Vowel Patterns Day 1
On the first day of a new pattern only, teacher will explicitly model with the
anchors. Display anchors, point with pencil and say,

These words all use the vowel ‘a’ but ‘a’ makes different
sounds.
This word is hat. What word? Elbows up! T. leads

students in tapping. Tap whole word, then tap it again, but stop on ‘a’ and
bounce your finger while saying /ă/. Yes, ‘a’ is saying /ă/.
\
This word is cake. What word? Let’s see what

happens here because of the silent ‘e.’ Elbows
up! T. leads students in tapping as directed above. Stop on ‘a’ and
bounce your finger while saying /ā/. Now, ‘a’ says /ā/.
This word is farm. What word? Elbows up!

T. leads students in tapping as directed above. Stop on ‘a’ and bounce
your finger while saying /r/. Now, ‘a’ says /ar/ because the
‘r’ is bossy.
This word is rain. What word? Elbows up!

T. leads students in tapping as directed above. Stop on ‘a’ and bounce
your finger while saying /ā/. Now, ‘a’ says /ā/ because it is
followed by a silent ‘i’.
Does this go under ‘hat,’ ‘cake,’ ‘farm,’ or ‘rain’?
T. show ‘jam’.
Pause, Everybody? T. places card, then Voices together.
T. points as S. chorally read down column.
To finish matrix the prompt is, Where does it go? S. chorally identify anchor for placement.
T. places card, then Your turn, voices together. T. points as S. chorally read down
column.
Repeat until 4 x 4 is built

••• Core Vowel Patterns Day 1
Day 1 Continued…

T. Touch pencil to the vowel and the consonants in the vowel pattern and say,

 Watch my pencil. The vowel pattern in ‘hat’ is
a-consonant. Say it with me: T. Touch the vowel pattern
with the pencil point for the remainder of the words in the a-consonant
column. a-consonant…. a-consonant… a -consonant.
T. Point pencil back to anchor and say, The vowel sound is
/ă/. Say it with me: /ă /... /ă/…. /ă/.
 Watch my pencil. The vowel pattern in ‘cake’
is a-consonant-e. Say it with me: T. Touch the vowel
pattern with the pencil point for the remainder of the words in the
v-consonant-e column. Repeat modeling for the vowel sound (see above).
Start with the anchor: The vowel sound is /ā/ then, Say it
with me: working down the column for the remaining words.

Watch my pencil. The vowel pattern in ‘farm’
is a-r. Say it with me: T. Touch the vowel pattern with the
pencil point for the remainder of the words in the r-controlled column.
Repeat modeling for the vowel sound (see above). Start with the anchor:
The vowel sound is /ar/ then, Say it with me:
working down the column for the remaining words.

Watch my pencil. The vowel pattern in ‘rain’
is a-i. Say it with me: T. Touch the vowel pattern with the
pencil point for the remainder of the words in the vowel team column.
Repeat modeling for the vowel sound (see above). Start with the anchor:
The vowel sound is /ā / then, Say it with me:
working down the column for the remaining words.

Next Steps Word Study – Cue Card Day 2+
••• Core Vowel Patterns Day 2+
This is the routine for each lesson following the introduction (Day 1) of a new vowel
pattern. 
T. Display anchors, point with pencil and say,

Watch my pencil. Voices together.
S. Chorally read anchors as you move across the word cards.
T. Show first word card* for today and ask,

Where does it go? Pause, Everybody?
S. Chorally name the anchor under which the word card belongs.
*Students do NOT read the word card until it has been placed in the column. Then, they
read in order as you move your pencil down that column.
T. Place card under the appropriate anchor and say,

Your turn. Voices together.
S. Chorally read the words as you point with pencil down the column.




T. Point with pencil moving up and down over each column and ask,
What is the vowel pattern here? Pause, Everybody?
S. Chorally respond with appropriate vowel pattern.
T. Point with pencil moving up and down over each column as you ask,
What is the vowel sound? Pause, Everybody?
S. Chorally respond with appropriate vowel sound.

Next Steps 4 Dot Words: “ed” Endings
Note: using 4 dot words requires some prep (i.e., pulling cards, reviewing procedures) that
must be done prior to conducting the actual lesson.
When the student completes ‘o’ core vowel patterns, you can deviate to “ed” endings if s/he
needs work in this area. Then, go back to the Word Study Sequence where you left off.
Sequence
1. /ed/ 2. /t/ 3. /d/
Introductory Lesson for Individual Ending: use only one ending sound (e.g., /ed/)
Prep: Before lesson, pull 16 cards for sort: 2 columns of 8. Pull pairs of baseword and
matching baseword/suffix cards for only one ending (e.g., paint-painted).
Procedures:
Introduction:
1. Place the words tested, looked, and rained in front of student and ask student to read
each word. Ask, “What letters do you see at the end of each word?” Use your thumb to
target ed in each word and explain that it is a suffix. Suffixes change the meaning of words.
Use your thumb to target look (I look at you now) and looked (I looked at you yesterday) as
an example.
2. Explain that the suffix “ed” is tricky because it has 3 different sounds. Ask student to
pronounce each word again and listen for the sound at the end of the word. Then, use
counter-examples: “We don’t say look-ed, we say lookt. We don’t say…” So, we’re going
to use these 4 dot words to help you be sure how to say “ed” words correctly.
Working with one ending only:

1. Ask student to SORT words in to 2 columns: words with the “ed” suffix and words
without the suffix. Use “where does this go?” prompt. Student reads down the entire
column each time s/he places a card. Note: words do not have to “match” yet.
2. When sort is completed, review that “ed” is a suffix. Explain that the front part of the
word is called the “baseword.” Pick up all “ed” words, hand them to the student, and
ask student to MATCH baseword/suffix to the corresponding baseword. As they match
cards up, ask student to read across (e.g., hand-handed).
3. When MATCH is completed, ask student to point and read across for all matches (e.g.,
hand-handed, count-counted, blast-blasted)
4. Then, work on accuracy and vocabulary by QUESTIONING: Read this word (handed).
What is the baseword? (hand) What is the suffix? (ed) What sound is the ‘ed’ making?
(/ed/). Cover part of the word and ask: Is this a suffix or a baseword?
5. Dictate 5 SPELLING words. Use primarily baseword/suffix words. Be sure to practice
basewords ending in “y” if available.
6. Conduct SAY IT – MATCH IT – CHECK IT. Student should read the baseword alone,
and then the entire baseword/suffix. To finish, ask student to read back the entire list in
the same fashion.
7. Re-do steps 1-6 above until student seems 85% or so ACCURATE.
UURC 07-22-10 KJB

8. Then, shift to FLUENCY-DRIVEN activities like Poison Star or Oops for 30 seconds, 2
or 3 times. (No random check!)
9. When conducting fluency activities, student reads entire baseword/suffix.
Evaluating Mastery:
1. When the student seems firm (i.e., is both accurate and fluent) for that ending, conduct a
SPEED  for basewords and basewords/suffixes. Student reads entire baseword/suffix.
The criteria are 35 or more; no more than 3 errors in 1 minute. SPEED s must be
conducted for each ending individually: /ed/, /t/, and /d/.
Comparison Lesson: after student has passed speed s for all 3 endings, do comparison
work.
Prep: Pull tested, looked, and rained, plus 3 more baseword/suffixes for each ending (i.e.,
a total of 12 cards for a 3x4 sort). Have sound symbol cards ready (i.e., /ed/, /t/, /d/).
Procedures:
Introduction:
1. Use tested, looked, and rained as anchors. Hand anchors to child to read & place one
at a time in above order
2. Ask: “What letters are at the end of each word?”
3. Review: Remember--“ed” can make 3 different sounds. Say each of these words again
and listen for the 3 different sounds.” Ask student to place sound symbols (e.g., /d/)
above appropriate anchor words.
Note: Use sound-symbol anchors until student does not need them to sort successfully; then
take them away.
Working with “ed” Comparisons

1. Use tested, looked, and rained as anchors. Ask student to read and then SORT words
into 3 columns. Student reads each word before sorting. Place words in separate
columns according to sound. Read entire column after placing each word.
2. When sort is completed, do RANDOM .
3. Play MEMORY. When the student finds a match, ask, “Why does it match?” Student
responds (e.g., e-d says /t/).
4. Dictate 5 SPELLING words. Be sure to practice basewords ending in “y.” Finish with:
“Say It; Match It; Check It.”
5. Once the student is 85% or so ACCURATE with the comparison sort, play FLUENCY-
DRIVEN games like Poison Star or Oops for 30 seconds instead of Memory.
6. When conducting fluency activities, student reads entire baseword/suffix.
Evaluating Mastery:
When the student seems firm (i.e., is both accurate and fluent), conduct a SPEED  for just
baseword/suffixes for all 3 endings. Randomize a deck that includes at least 13
baseword/suffixes for each ending. Student reads entire baseword/suffix. The criteria are
35 or more; no more than 3 errors in 1 minute.
UURC 07-22-10 KJB

TAB:
Repeated Readings (Fluency)
Repeated Readings
For Building Fluency
(Next Steps – Lesson Plan - Part 3)
This activity can begin when Next Steps students are reading on a G2-End level (using 2 minute
timings/200 words) or when they “stall out” in G1-March level (using 1 minute timings/ 100 words).
1. The passage chosen must be at the student’s instructional level. You may want to photo copy
this section for easy scoring and student feedback.
2. Select a 200-word section (not the first page) from previously and recently read text.
(Mark the passage – after the first 100 words mark every 20th word so that it will be easy to count
the number of words read).
3. Set the timer for 2 minutes. As child reads, count the number of errors made.
Do not count self-corrections as errors because you want to encourage self-monitoring
during fluency training. When time is up, count total number of words read and errors
made.
4. Record the number of words read and number of errors on the “Repeated Readings Chart.”
5. Review missed words with student.
6. Immediately, repeat the procedure. Fill in the graph for both timings.
(Note: Students often enjoy coloring in the graph)
7. At the next session, repeat the procedure 2 more times with the same section of text.
(for a total of 4 readings of the same passage)
8. Choose a new section of previously read text. Repeat steps 1 – 7.
IMPORTANT!!! If students make grievous errors or skip a number of words entirely, have them re-
read that section by directing them with your pencil point and say, “Start again right here.” They
know this affects the rate, so one or two encounters usually encourages them to keep the appropriate
balance between speed and accuracy.

TIMED REPEATED READINGS
(EARLY STEPS TRANSITION) TWO MINUTES / 200 WORDS
Date Date Date
220 220 220

210 210 210
200 200 200
190 190 190
180 180 180
170 170 170
160 160 160
150 150 150
140 140 140
Timing Timing Timing Timing Timing Timing Timing Timing Timing Timing Timing Timing
1 2 3 4 1 2 3 4 1 2 3 4
Total # words
read in 2 minutes
175 182 178 193 Total # words
read in 2 minutes
181 191 191 205 Total # words
read in 2 minutes
188 201 200 221
Title of Title of Title of

book/story book/story book/story
Level / p. # Level / p. # Level / p. #
Errors Errors Errors Errors Errors Errors

7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0
# of errors 5 3 4 1 # of errors 3 0 1 0 # of errors 2 0 0 1

(NEXT STEPS) TWO MINUTES / 200 WORDS
Date Date Date
220 220 220

210 210 210
200 200 200
190 190 190
180 180 180
170 170 170
160 160 160
150 150 150
140 140 140
1 2 3 4 1 2 3 4 1 2 3 4
Total # words Total # words Total # words
read in 2 minutes read in 2 minutes read in 2 minutes


7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0
# of errors # of errors # of errors

(EARLY STEPS) ONE MINUTE / 100 WORDS
Date Date Date
120 120 120

110 110 110
100 100 100
90 90 90
80 80 80
70 70 70
60 60 60
50 50 50
40 40 40
1 2 3 4 1 2 3 4 1 2 3 4
Total # words Total # words Total # words
read in 2 minutes read in 2 minutes read in 2 minutes


7 7 7
6 6 6
5 5 5
4 4 4
3 3 3
2 2 2
1 1 1
0 0 0
# of errors # of errors # of errors

TAB:
Games
Working in Word Study
Be strategic about Word Study activities. Know
whether the student needs intro/direct teaching,
accuracy work, or fluency work.
Focus: Introduction/Direct Teaching
1. *sortrandom √memoryspelling*
Focus: Accuracy
2. Black-out BingoRandom √spelling
3. Match+1(3x)spelling
4. SortRandom √Go Fishspelling
5. SortRandom √Tap the Sortspelling
6. Shazam (2 or 3x)spelling
7. Be a Mind Reader (8-10 words)spelling
Focus: Fluency
8. Word Study √ (2 or 3x)Slapspelling
The first time is always used for “real data” and the subsequent times are just for
practice.
9. Oops (2 or 3x)spelling
10.Poison Star (2 or 3x)spelling
11.Matrix (1 or 2x)spelling
12.Lucky Star (1 or 2x)spelling
13.Tap the Deck Slapspelling
Note: Not all games start with a sort. Be sure to follow the sequence as written.

Accuracy Games
SHAZAM!
 This game needs at least two players (Tutor may play).
 Add 2 or 3 Shazam cards to a randomized deck.
 Place the deck face down in front of a Student.
 Student states the number of cards s/he wants to read (must be 1 or more).
 Student keeps the card(s) read correctly.
 If a Shazam card is turned over or if a card is read incorrectly, the student puts all
accumulated cards in the discard pile.
 The player with the most cards wins the game.

TAP the SORT
 When your student is in 2 dot words and is making a lot of errors on a word study check,
use this blending strategy to help students read across the word. Do a sort, random
check, and then you can play “Tap the Sort”, and then spelling.
 Have students read off the deck, tapping each word and reading through deck quickly.

GO FISH
 Do a regular sort, random check, then play using the 16 cards from the sort.
 Mix up the cards and pass 3 cards to each person. Read through the cards and find any
matching pairs, read the cards. The remainder cards are placed face down as the Go
Fish draw pile.
 Take turns asking for cards with “Vowel Pattern” and “Vowel Sound”. If no match….say
“Go Fish”. If matching pair is found, read cards and go again.
 Play 2‐3 times, and then spelling.

BLACK out BINGO
 Have two blank bingo boards. Using a vis‐à‐vis marker, write the anchor words on the
top of both boards.
 Add 2 or 3 Wild cards to a randomized deck.
 Place the deck face down in front of the student. Take turns choosing, reading, and
placing a card under the correct anchor word. As card is placed, touch and read down
the column.
 If an anchor word card is turned over, the card should be read and placed on top of the
written anchor word.
 Once a column has been filled with four cards, have students continue to add cards to
the column by placing on the last card in the column, touch and read down the column.
 Once one of the boards has reached black out, the tutor can do a random check (fast
pencil), pointing to 5‐6 words using both boards, and then do spelling.
Accuracy Games
MATCH + 1 x 2 (MATCH PLUS ONE TIMES TWO)

1. Place 30 vowel pattern word cards in a well-shuffled deck.
2. Deal 8 word cards to each player (i.e., to the child and the tutor), and place the
remaining 14 cards in the deck on the table.
3. Student reads all 17 visible cards prior to play.

Player 1 Player 2
can big pot red job sat top pet rug
bag tip stop plan lock sled
flat web
4. Play begins with players alternating turns:

a) If the top card of the deck has the same pattern as cards in front of the player, the
player removes all of the cards that match (student reads cards as they are
removed) [Match]. After all matches are removed, the player may remove any
other single card [Plus One].
b) If the top card does not match, the player may turn over a new card and the
student reads the card. If the new card is a match the player may remove the
matches, plus one card. If the new card does not match any cards in front of the
player, it is the next player’s turn.
c) The first player to play all of his/her cards is the winner.
5. Reshuffle the deck and play the game again [Times Two].
Sample Match + 1 game:
i) Player 1 turns up top card (job). She can play (i.e., get rid of) her short o word cards (e.g., pot
and stop) and one other card of her choice (red).
ii) Player 2 keeps the top card (job). He can play his short o word cards (e.g., top and lock) and
one other card of his choice (rug).
iii) Player 1 cannot use the top card (job), so she turns over another card (kid). She can play her
short i word cards (e.g., big and tip) and one other card of his choice (flat).
iv) Player 2 cannot use the top card (kid), so he turns over another card (map). He can play his
short a word cards (e.g., sat and plan) and one other card of his choice (web).
v) Player 1 uses the top card (map) to play her short a word cards (e.g., can and bag) and wins
(having played all of her cards).

Accuracy Games
Be a Mind Reader

To prepare:
1. Devise 5 clues for each word you want to target.
2. Clue #1 should always be: “The word I’m thinking of is on the board.”
3. Clues #2, 3, and 4 should target ORTHOGRAPHIC concepts.
4. Clue #5 should always target the word’s meaning so clearly that every student in the class
will be able to identify the word.

To play:
1. Array 8‐10 words for viewing.
2. Tell students to number their papers 1‐5.
3. State each clue.
4. Students must write a complete word after each clue (helps build spelling automaticity).
5. Occasionally ask, “Did anyone have to change his/her word? Why?”
6. After you provide the last clue ask, “What’s the word?” and the students answer chorally.
7. Ask, “Raise your hand if you had the correct word on the last clue?” Students raise hands.
8. Say, “Keep your hand up if you had it on the 4th clue (3rd clue, etc.)

Example (eloquent):
1. The word is on the white board.
2. The word has one open syllable.
3. The word has a blend in the last syllable.
4. The word has the “chicken letter.”
5. The word means to speak in a way that everyone finds believable.

Example (cascade):
1. The word is on the white board.
2. The word has two syllables.
3. The word has a vowel that has the short sound in one syllable & the long sound in the other.
4. The word’s second syllable is a v‐e syllable.
5. The word is often used to describe waterfalls.

Fluency Games

Poison Star

 Build a randomized deck of word cards from current concepts.
 Mark the back of some of the cards, at random, with a star.
 Set timer for 1 or 2 minutes.
 Student and Tutor alternate turns reading cards from the top of the deck, then
flipping the cards over to check for a star.
 Cards are earned when read correctly.
 If the card has a star (or is read incorrectly), that card and any other cards
collected are passed to the opposing player.
 Whoever has the most cards when the timer sounds wins the game!
Oops!
 Using a randomized deck, place a large pile of cards face down in a can, box, or
on the table.
 Mix in 2 Oops! Cards.
 Student draws and reads one card at a time.
 When an Oops! card is drawn, or a mistake is made, all cards are returned to the
pile and the student begins anew.
 Count cards when the timer sounds.
 This game may be played 2 or 3 times in a session.

MATRIX
 Tutor places word cards into a randomized 4 x 4 grid (matrix).
 Set timer for 1 minute.
 Once timer is started, the Student locates, picks up and reads 4 matching cards
(a set). There is no limit for the number of sets.
 Student earns the set if the 4 cards match and are read correctly.
 Once the Student has made a set and read the cards, the Tutor quickly places
word cards into the empty slots within the grid.
 If the Student picks up cards, but is short the number needed to make a set (4)
s/he puts the cards back and attempts a new pattern.
 If no set is available, the Tutor may replace a portion of the matrix with new
cards.
 When the timer sounds, count the number of sets the Student has accumulated.
The Student then verbalizes the concept for each set.
 Play Matrix 1‐2 more times, to see if the Student can improve his/her score.
 Note: the Tutor does not play against the student in this game.
Fluency Games
Lucky Star

 Mark the back of some of the cards, at random, with a star.
 The Tutor gives each Student a pile of cards. The cards are placed in front of
each student face up.
 Students read cards from the top of the deck, then flipping the cards over to
check for a star, while at the same time placing the correctly read card into the
center community pile.
 If the card is read correctly and has a “lucky star” then the student earns the
whole pile of words in the community pile. Play continues around them at a
rapid pace, adding more read words to the community pile.
 If the card is read incorrectly, that card and any other cards collected by the
student are lost and placed into the community pile.
 Whoever has the most cards when the timer sounds, wins the game!
TAP the DECK

 When your student is in 2 dot words and is getting ready to do a word study
check but is not quite there, instead of sort, random check, and memory you can
play, “Tap the Deck”, “Slap”, and then spelling.
 Tutor prepares a randomized deck of 10 – 20 word cards from all current
concepts taught (randomized deck). Start deck with easy words.
 Have students read off the deck, tapping each word and reading through deck
quickly.
Slap

 After you have done a speed check and the student has not passed, you can
then play “Slap”.
 Put an example word from each vowel or vowel pattern face up on the table.
 Place the randomized deck of word cards from current concepts face down
between the Tutor and the student.
 Tutor and student takes turns reading the top card and quickly placing it on
example word (matching the vowel or vowel pattern). You can also have the
players read the word you are placing the card onto.
 The goal is to read and place cards quickly and accurately while at the same time
putting the cards/sorts back in order.

BINGO
**Copy following game cards onto cardstock using the same color as the word study word cards with dots
Bingo Wild Cards
  
WILD WILD WILD
 
WILD WILD
Oops! Cards
  
Oops! Oops! Oops!
Shazam! Cards
  
Shazam! Shazam! Shazam!
TAB:
Assessments
Guidelines For Assessing Word Recognition Automaticity:
“The Flash Instrument”
The word lists are “graded” and range from October of Grade 1 to grade 8. The words
are those used in Morris, D. (1999) The Howard Street Tutoring Manual: Teaching At-
Risk Readers in the Primary Grades. New York: Guilford Press. The original and
complete word list is found in Harris, A.& Jacobson, M. (1982). Basic Reading
Vocabularies. New York: Macmillan.
Criteria: -independent level = 80% on the flash presentation

-instructional level = 60% on the flash presentation
For example, a 4th grade student who scores 50% on the 3rd grade flash list and 65% on
the 2nd grade flash list has a word recognition instructional level of 2nd grade.
Pacing: the goal is to mimic an eye fixation—250 milliseconds (a quarter of a second).

It may be helpful to say to yourself, “Slide—(slight pause)—Close.” DO NOT WAIT
FOR THE CHILD’S RESPONSE TO CLOSE THE SHUTTER!!!
Coding:
1. Correct answer? Leave blank.
2. Hesitation? Mark ‘h’ in the flash column. Put a check in the untimed column.
3. Incorrect answer on the flash? Write what the child said in the flash column, open
the shutter and say, “Take another look.” Depending on what child says, in the
untimed column, put a checkmark (indicating self-correct), a zero (no answer), or
write in the erroneous substitution.
Scoring:
1. Flash Score – count number of errors in flash column. Multiply by 5. Subtract
from 100. The answer is the percentage correct for the flash presentation. Enter
this score at the bottom of the flash column.
2. Untimed score – Start with the flash percentage. Add 5 points for every self-
correction in the untimed column. Record this score at the bottom of the untimed
column.
3. Checking – Add 5 points to the untimed score for each error in the untimed
column. If you reach 100, you know you have computed the scores correctly.
Notes:
When a student misses 9 words on the flash list, stop!
Be sure to use the shutter and your arm and hand to hide the list. If you’re lax in this
regard, and the student gets a look at the words, you’ve lost the advantage of the flash.
Be sure that the student is looking at the instrument before you start. It is likely you will
have to do this several times, as you “take breaks” to score. A good prompt is, “Ready
for #17?” which seems to initiate focus.
University of Utah Reading Clinic 5/30/14 MKF

1. and 1. back
2. cat 2. eat
3. me 3. sun
4. is 4. bird
5. go 5. pat
6. play 6. saw
7. where 7. feet
8. like 8. lake
9. thing 9. hid
10. old 10. cut
11. your 11. about
12. up 12. one
13. said 13. rain
14. big 14. water
15. for 15. two
16. by 16. how
17. dog 17. window
18. not 18. need
19. who 19. that's
20. here 20. mother
Oct1 Mar1
1. leg 1. able
2. black 2. break
3. smile 3. pull
4. hurt 4. week
5. dark 5. gate
6. white 6. felt
7. couldn’t 7. north
8. seen 8. rush
9. until 9. wrote
10. because 10. perfect
11. men 11. change
12. winter 12. basket
13. shout 13. shoot
14. glass 14. hospital
15. paint 15. spill
16. children 16. dug
17. table 17. crayon
18. stand 18. third
19. head 19. taken
20. drove 20. prize
End1 2
1. accept 1. average
2. favor 2. hamster
3. seal 3. select
4. buffalo 4. tobacco
5. slipper 5. brilliant
6. receive 6. liberty
7. legend 7. prance
8. haircut 8. solemn
9. dresser 9. disease
10. icy 10. impress
11. customer 11. miracle
12. thread 12. wrestle
13. plop 13. coward
14. bandage 14. explode
15. further 15. opinion
16. moat 16. suffer
17. closet 17. vast
18. unroll 18. relationship
19. storyteller 19. furnace
20. yarn 20. clan
3 4
1. labor 1. elevate
2. cripple 2. conservation
3. hasten 3. tenderness
4. frontier 4. barrier
5. riverbed 5. adulthood
6. settlement 6. kennel
7. absent 7. humiliated
8. dissolve 8. nonfiction
9. plea 9. revive
10. surrender 10. wallet
11. organization 11. depression
12. evidence 12. carvings
13. width 13. similarity
14. rampaging 14. unanswered
15. horseshoe 15. fingernail
16. grammar 16. breed
17. assorted 17. marrow
18. soybean 18. starter
19. troublesome 19. pedestrian
20. circumstance 20. quantity
5 6
1. civic 1. administration
2. shirttail 2. federation
3. nominated 3. militia
4. gruesome 4. shambles
5. disadvantage 5. bankrupt
6. goldenrod 6. architecture
7. perishable 7. tonic
8. straightforward 8. toddler
9. warrant 9. cavernous
10. unthinkable 10. imperative
11. ridicule 11. notorious
12. engulf 12. subconscious
13. kindhearted 13. corps
14. maturity 14. laborious
15. impassable 15. rivet
16. bolster 16. unimaginable
17. copyright 17. dizzily
18. foliage 18. irritability
19. prune 19. puncture
20. persecution 20. wholehearted
7 8
FLASH WORD RECOGNTION ASSESSMENT
Examiner Score Sheet
Level: G1-Oct Flash Untimed Level: G1-Mar Flash Untimed
1.* and 1. back
2.* cat 2. eat

# of
3.* me 3. sun Errors %
0 100%
4.* is 4. bird
1 95%
2 90%
5. go 5. pat 3 85%
4 80%
6. play 6. saw 5 75%
6 70%
7. where 7. feet 7 65%
8 60%
8. like 8. lake
9. thing 9. hid
# of
10. old 10. cut Errors %
9 55%
11. your 11. about 10 50%
11 45%
12. up 12. one 12 40%
13 35%
13. said 13. rain 14 30%
15 25%
14. big 14. water 16 20%
17 15%
15. for 15. two 18 10%
19 5%
16. by 16. how 20 0%
17. dog 17. window
18. not 18. need
19. who 19. that's
20. here 20. mother
Percent Correct Percent Correct
* If the student cannot read any of the first 4 words in the G1-Oct list
automatically, discontinue the test and score 0% Flash | N/A Untimed
*From the ASU Word Recognition Test
Level: G1-End Flash Untimed Level: 2 Flash Untimed
1. leg 1. able
2. black 2. break
# of
3. smile 3. pull Errors %
0 100%
4. hurt 4. week 1 95%
2 90%
5. dark 5. gate 3 85%
4 80%
6. white 6. felt 5 75%
6 70%
7. couldn’t 7. north 7 65%
8 60%
8. seen 8. rush
9. until 9. wrote
# of
10. because 10. perfect Errors %
9 55%
11. men 11. change 10 50%
11 45%
12. winter 12. basket 12 40%
13 35%
13. shout 13. shoot 14 30%
15 25%
14. glass 14. hospital 16 20%
17 15%
15. paint 15. spill 18 10%
19 5%
16. children 16. dug 20 0%
17. table 17. crayon
18. stand 18. third
19. head 19. taken
20. drove 20. prize

Level: 3 Flash Untimed Level: 4 Flash Untimed
1. accept 1. average
2. favor 2. hamster
# of
3. seal 3. select Errors %
0 100%
4. buffalo 4. tobacco 1 95%
2 90%
5. slipper 5. brilliant 3 85%
4 80%
6. receive 6. liberty 5 75%
6 70%
7. legend 7. prance 7 65%
8 60%
8. haircut 8. solemn
9. dresser 9. disease
# of
10. icy 10. impress Errors %
9 55%
11. customer 11. miracle 10 50%
11 45%
12. thread 12. wrestle 12 40%
13 35%
13. plop 13. coward 14 30%
15 25%
14. bandage 14. explode 16 20%
17 15%
15. further 15. opinion 18 10%
19 5%
16. moat 16. suffer 20 0%
17. closet 17. vast
18. unroll 18. relationship
19. storyteller 19. furnace
20. yarn 20. clan

1. labor 1. elevate
2. cripple 2. conservation
# of
3. hasten 3. tenderness Errors %
0 100%
4. frontier 4. barrier 1 95%
2 90%
5. riverbed 5. adulthood 3 85%
4 80%
6. settlement 6. kennel 5 75%
6 70%
7. absent 7. humiliated 7 65%
8 60%
8. dissolve 8. nonfiction
9. plea 9. revive
# of
10. surrender 10. wallet Errors %
9 55%
11. organization 11. depression 10 50%
11 45%
12. evidence 12. carvings 12 40%
13 35%
13. width 13. similarity 14 30%
15 25%
14. rampaging 14. unanswered 16 20%
17 15%
15. horseshoe 15. fingernail 18 10%
19 5%
16. grammar 16. breed 20 0%
17. assorted 17. marrow
18. soybean 18. starter
19. troublesome 19. pedestrian
20. circumstance 20. quantity

1. civic 1. administration
2. shirttail 2. federation
# of
3. nominated 3. militia Errors %
0 100%
4. gruesome 4. shambles 1 95%
2 90%
5. disadvantage 5. bankrupt 3 85%
4 80%
6. goldenrod 6. architecture 5 75%
6 70%
7. perishable 7. tonic 7 65%
8 60%
8. straightforward 8. toddler
9. warrant 9. cavernous
# of
10. unthinkable 10. imperative Errors %
9 55%
11. ridicule 11. notorious 10 50%
11 45%
12. engulf 12. subconscious 12 40%
13 35%
13. kindhearted 13. corps 14 30%
15 25%
14. maturity 14. laborious 16 20%
17 15%
15. impassable 15. rivet 18 10%
19 5%
16. bolster 16. unimaginable 20 0%
17. copyright 17. dizzily
18. foliage 18. irritability
19. prune 19. puncture
20. persecution 20. wholehearted


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NEXT STEPS SM

SM & © 2015/2016 University of Utah

5/18/20 Corrected Vowel, Blend & Digraph Keywords (p. 9)

4/15/20 Updated Text Level Correspondence Chart (p. 14)

4/9/20 Added Bingo (pp. 67-68)

3/10/20 Updated Lesson Plan (p. 4)

6/11/18 Updated Observation Form (p. 5)

10/24/17 Updated Observation Form (p. 5)

5/16/17 Updated 50-Word Rate Chart (p. 12)

6/7/16 Minor page rearrangement

4/11/16 Updated Lesson Plan (p. 4)

8/13/15 Renamed as 2015/2016 Binder (p. 1)

7/31/15 Updated Observation Form (p. 5)

6/26/15 Updated Formatting of Flash Assessment (pp. 63-67)

2/12/15 Updated Language for Fluency Criteria Chart (p. 13)

6/5/13 Updated Reading Rate for 50 words chart (p.12)

5/30/14 New binder

© University of Utah Reading Clinic

Student(s)___________________________________________________ Date______________ Grade Level __________

□Partner Read / Solo Read p.

Text Level Accuracy Rate

□ Memory S________________ Notes

(1:1 – 6 minutes) (Group – 9 minutes) Repeated Reading Protocol

University of Utah Reading Clinic 3/6/2020 MB

Observation #_____ Tutor ____________________________________ School_________________________________________________________

Lesson #_______ Student(s) ____________________________ Grade: _______ Date___________ Observer_________________________________

ASSISTED READ (1:1 25 minutes) (Group 22 minutes) Comments

WORD BANK WORD BANK 

Title _______________________ p. _____ ECHO READING 

Level ___ COMPREHENSION QUESTIONS 

WORD STUDY (1:1 13 minutes) (Group 13 minutes)

FLUENCY WORK (1:1 7 minutes) (Group – 10 minutes)

Re-read a portion of recently read text 2 TIMINGS- 2 MINUTES EACH 

Title _______________________ p. _____ Corrective Feedback 

Level ___ CHARTING 

Feedback Only (1st Observation)  S. on-task/engaged 

Satisfactory (√ all bolded items)  LESSON PLAN PREPARED 

University of Utah Reading Clinic: 06/05/2018 MB

October of First March of First End of First Second Third

University of Utah Reading Clinic (revised) 5/30/14

1. Here are my __________. 17. Why are you ____________?

University of Utah Reading Clinic 5/10/2013 MB

When you introduce a pattern, teach the mantra:

Short Vowels: Long Vowels:

Include digraphs & blends in word bank only if necessary:

th thumb ck sock ph phone

Blend Keyword Blend Keyword Blend Keyword

br bread pl plane sp spoon

cl clock pr prize st star

cr crab qu queen sw swing

dr dress sc scarf tr train

fl flag sk skate tw twin

University of Utah Reading Clinic: 5/16//2020

University of Utah Reading Clinic : Updated 5/2/07 MKF

For 50-Word Selection

University of Utah Reading Clinic : Updated 5/16/17 MKF

K-End N/A N/A N/A N/A The Ghost

Plot-oriented questions: Text Structure-oriented questions:

Did the main problem get solved? Cause/Effect: What happened

What just happened? What new information is the author

Summarize what the author told us

Did the author explain that clearly?

University of Utah Reading Clinic 4/4/07 GC - MB

Student(s)_______________________________________ Date Grade Level

Observation #_ Tutor School_________________________

Lesson #_ Student(s) __________________ Grade: _ Date_ Observer_________________________

Title ___________________ p. _ ECHO READING 

Title ___________________ p. _ Corrective Feedback 

1. Here are my . 17. Why are you __?