Intervention: No Prep Binder

no prep
Intervention
binder
by Miss DeCarbo™
ela edition ©2014 Miss DeCarbo, Inc.

Dear Educator,
This pack was designed for your intervention
time. If you are like me, your time is precious and
you are always looking for purposeful and powerful
beginning literacy intervention tools for your
students. I have quite a few students with gaps in
their beginning reading skills, yet I do not have time
to sit at home and cut out hundreds and hundreds
of word cards for intervention time! I created this
BIG intervention binder to maximize the time I
spend with my students and eliminate wasted prep
time.
Print the entire binder or only print the parts
you need! The pages are designed to be placed in
sheet protectors and used as write on/wipe off skill
sheets that you can use when you work with
students. It has been a powerful tool for my
intervention time and the print-friendly, no prep
design has saved my teacher-sanity! I hope you will
find this intervention pack useful, engaging, and
time-saving! Thank you SO much for your
support!
©2014 Miss DeCarbo, Inc.

•
ideas for use
One on one intervention time
• RTI
• Easy for parent volunteers and aides to use!
• Use as practice in between progress monitoring
• Individual reading conferences
• Small group time
• Tutoring
• Homeschooling
• Use sheet protectors for write on/wipe off use
• Pages can be printed as well for home practice
• Perfect for beginning readers
• GREAT for kindergarten intervention
• Use with struggling first and second graders
• Target one skill at a time for intervention time
• Make a set of binders for partner use
• Cater your instruction based on specific skills
• Help practice gaps you find in your students’
literacy skills
• …THERE ARE SO MANY USES FOR THIS
INTERVENTION BINDER!
see it in use:

set up is easy:
You Will Need:
-One 3 Ring Binder (mine is 2 inches)
-Printed Intervention Pages
-Cover page and Table of Contents page
-Sheet Protectors
-Dry Erase Markers
(You can print the pages double sided to save on sheet protectors.)

how did you make those
binder tabs?
I printed an extra copy of the Table of Contents page to
create my binder tabs. (IMPORTANT: You can use ANY
generic binder tabs!) I cut out each tab and glued it to each
section’s cover page. I then laminated the cover pages and
cut around the tabs. 

how i use it:
At my school, we have “intervention time.” During
this time, no new teaching can go on. Students
must be receiving interventions and practice in
skills they currently need.
While my students are engaged in various center
activities, I pull kids to my small group table and
work with them for 5-7 minutes during what I call,
our “brain booster” time! Brain based research
shows us that our students’ age + 2 minutes is the
amount of time our kids can truly focus on an
activity. I make every second of this time count by
providing my students with intervention and
practice he/she needs.
The child sits by me and we use the binder to
practice a section he or she is really needing. For
example, if a student is struggling with cvc words, I
flip to this section of the binder and we work
through the pages together to practice sounding
out, blending, and reading the words quickly using
the word lists. Then, I call the next student(s) back!
suggestions for
using the word lists
-Use the word lists as practice “probes” in
between assessment time and progress
monitoring.
-Have students read the letters, sounds, or

words as quickly as possible. Circle the
letters/sounds/words the child has trouble
with. Go back to review and practice these
letters/sounds/words together.
-Use the word lists as a “warm up” before

intervention. Students take a page and
start practicing independently.
-Place in book bins or baggies for student

practice and fluency drills.
no prep
Intervention
binder
by Miss DeCarbo™
ela edition ©2014 Miss DeCarbo, Inc.

letter identification
letter naming
table of contents
letter sounds
phoneme segmentation
cvc words
blends and digraphs
nonsense words
fluency
1.5 inch
NO PREP INTERVENTION BINDER: ELA EDITION

2 inch

3 inch

letter
identification

Directions: The student will find, circle, and name all
10 of the focus letter:
a b A d I o P
j M w C I a K
g b A d u o e
X a n d A s r
L b A O a D Y
a V A j t A ©2014 Miss DeCarbo, Inc.
s b C d b l p
d M b V I a b
g b A d u o b
b e L d A h w
L B P u M B Z
a V A b r F ©2014 Miss DeCarbo, Inc.
x b C d I o C
c M w c I a K
g b A d c o c
X a n d C s r
L b A c M D
c d G c t K ©2014 Miss DeCarbo, Inc.
c d D r L i w
k D u B d y P
g b I y v d i
H b J d B t r
Z b A d M D Y
d E A d m N j ©2014 Miss DeCarbo, Inc.
e b U d E i Q
G k e D I e L
e b M d a e
X a C d e s r
L e A o M e Y
a V e j a I ©2014 Miss DeCarbo, Inc.
f d y f E i Q
F J e D i A F
m d N s f h
X i r f e f
L f B o M e v
e R f j a f ©2014 Miss DeCarbo, Inc.
a b a d E g P
p g w t I g n
g b G d j u g
h a g d K s c
L d A R M g z
g w D g b T ©2014 Miss DeCarbo, Inc.
f h y f R a S
F J e h w h U
h s N s p h
y i h f h f
J G B h Y k L
a H f c h r ©2014 Miss DeCarbo, Inc.
i s p h S t i
V J e b i d J
C f m i p m
i a O g k z
H I X s I r i
i T a i b p ©2014 Miss DeCarbo, Inc.
g j B d e H b
j B w A g a J
g d J d o j e
j a j d S t k
L b A o M J p
e j A e j I ©2014 Miss DeCarbo, Inc.
k t j k U d o
Q L e r i k m
k y k h s c
v e K j k b
k l m s a n k
o k a m b p ©2014 Miss DeCarbo, Inc.
d l u k i l q
Z L e g i n l
k y q a l s
i l N m s e
k l m s j L f
y x l w b l ©2014 Miss DeCarbo, Inc.
i m b d E m x
m g C t j g m
m b H d m u
h u m d j s c
a m y R n M
g S f m k p ©2014 Miss DeCarbo, Inc.
a n A d n o P
j M N C I n K
g b A u n e
X a n d n s r
L n A o M D
n V h n t a ©2014 Miss DeCarbo, Inc.
o t A b u o j
k V h R e c o
d O t o B o
o i y b o r t
G W z u b r
l o k m s o ©2014 Miss DeCarbo, Inc.
p g b p E p R
m p C p j g s
r b H P k u
h u p g j s p
a p y R n M
h S f i k p ©2014 Miss DeCarbo, Inc.
f d q f E q Q
F q e D i A F
m q N s f q
Q i r f q f
q f B o q e v
e R f t q f ©2014 Miss DeCarbo, Inc.
a r A r I o P
j M w C I r K
r b R d u o e
X a r d A s r
L r A O M r Y
a V R j t A ©2014 Miss DeCarbo, Inc.
n s v b o s q
h g w t S R n
g b s d j u z
s i S d K h s
L d E R s g z
s y B g d s ©2014 Miss DeCarbo, Inc.
f d g f E t Q
F J t p i T F
t d M s t h
t i r f t f
L Q T o M t v
t R f k a o ©2014 Miss DeCarbo, Inc.
y t g b U D u
Q L a u i k u
j U k h U e
v a F j u d
u l n s n k
o k u s u m ©2014 Miss DeCarbo, Inc.
p e G q J v k
U v Z v L e n
v d R b v u a
s a V y T v s
T v E f v X
a V a k s p ©2014 Miss DeCarbo, Inc.
a w A w I o P
j W e C I w K
w b A d w e
X a n w A s r
w b A M w Y
a w A j t A ©2014 Miss DeCarbo, Inc.
g x b x E x Q
x m C p j x s
r b x P k u
h u x g x s T
a S y R n x
h X f p r p ©2014 Miss DeCarbo, Inc.
y b U y E y Q
G k y D I e g
e y M d a y
X a C y e s r
L y A o M y p
a V y j a I ©2014 Miss DeCarbo, Inc.
f z y f R a z
F J e z w h U
z s N s z h
y i h z h f
H G z h Y z L
z H f z h r ©2014 Miss DeCarbo, Inc.
letter naming

Directions: Say a letter and have the student find
and circle it. Erase and repeat with a new letter!
abcdefgh
i j k l mn o p
qr s t uvwx
yz

Directions: Say a letter and have the student find
and circle it. Erase and repeat with a new letter!
A BCD E FGH
I J K LMNOP
QR S T UVWX
YZ

Directions: Have the student name the letters 1
as quickly as possible. Circle any letters the child
incorrectly names. Go back and practice the circled
letters together.
a j y k w v b r
l e g c x d n t
f q i z h m p o
s u y e t b l r
c w h k u o z f
q g d s j y p r
f u t n b m i a
letters together.
u k v a z w y e
i k n j m t r t
b r c q e d o p
r y t z x a d s
f h l n p s u q
j b w c o e v d
a p i r m g k e
letters together.
t h o g n e m b
w y b u q l j a
r c x n i p k z
s d f y t u n v
b x d r w o k u
a c n z g l h j
e y i r s o q a
letters together.
a z x k n t e l
e o b f m j q s
g i w r t c d y
t m p h l q r h
u a d y w v j p
z s i n r e a b
o g f c v u k g
letters together.
y j a b i s z l
a d r o f n c x
t q e z c r o i
k m e w d v a p
h y g b e f j c
v p l u m d s h
n i u t b k q w
letter sounds
©2014
©2014Miss
MissDeCarbo, Inc.Inc.
DeCarbo,
Directions: Say a sound and have the student find
and circle the letter(s) that represents that sound.
Erase and repeat with a new sound!
abcdefgh
i j k l mn o p
qr s t uvwx
yz

Directions: Say a sound and have the student find
and circle the letter(s) that represents that sound.
Erase and repeat with a new sound!
A BCD E FGH
I J K LMNOP
QR S T UVWX
YZ

Directions: Have the student name the sound 1
the letters make as quickly as possible. Circle
any sounds the child incorrectly names. Go back and
practice the circled letters together.
b e r j k t l o
n u q x p i m y
a c z b u k e l
w b f s d k h i
o t e v m x k s
g n p u g n i f
w u t r o h d s
q e t u o p s f
h k z c b m w r
y u r a d g j l
x v n w d u m i
d j t y v b p o
a s w e h j x c
k l t y d f u b
e c r v t n u m
w x q z u b y l
p k i j y h t g
r f e d w s q a
e l i b o c u f
g w j m a v k a
g h f j d k o u
z x c v b n m l
a s d f h j g k
w e q r y t i p
x r w e r u b o
y i n p e g h d
v o s a t u q s
a g i j l y p r
r y t i p u l e
d w q a h g o f
a b m v n c j z
w p q o r i t k
u a l s k d j f
g z m x n c f v
b a y o k e j i
Directions: The student will find, name, and circle the
6 pictures that have a short “a” sound.

6 pictures that have a short “e” sound.

6 pictures that have a short “i” sound.

6 pictures that have a short “o” sound.

6 pictures that have a short “u” sound.

phoneme
segmentation

Directions: The student will segment each sound orally. The student can mark
each box as he/she segments the sound, or, use counters for manipulatives. You
can also use these pages to have the student spell and write the cvc word.





Directions: Use the Phoneme Segmentation Word Lists 1-4 on the next pages
for this activity page. Read a word aloud to the student. Have the child mark
each box as he/she orally segments each sound in the word OR use counters.
Beginning Medial Ending

Sound Sound Sound
Optional/Alternative Template
Beginning Medial Ending

Sound Sound Sound

Directions: Use the Phoneme Segmentation Word Lists 5 & 6 for this activity
page. Read a word aloud to the student. Have the child mark each box as
he/she orally segments each sound in the word OR use counters.

Optional/Alternative Template For Blends & Digraphs

Phoneme Segmentation
Word List #1: CVC
word beginning medial final
sound sound sound
hid /h/ /i/ /d/
den /d/ /e/ /n/
mad /m/ /a/ /d/
cut /c/ /u/ /t/
fan /f/ /a/ /n/
top /t/ /o/ /p/
yam /y/ /a/ /m/
pin /p/ /i/ /n/
quit /qu/ /i/ /t/
lab /l/ /a/ /b/
Word List #2: CVC
sound sound sound
run /r/ /u/ /n/
hog /h/ /o/ /g/
cap /c/ /a/ /p/
ten /t/ /e/ /n/
mom /m/ /o/ /m/
tip /t/ /i/ /p/
did /d/ /i/ /d/
rob /r/ /o/ /b/
gut /g/ /u/ /t/
jab /j/ /a/ /b/
Word List #3: Digraphs
sound sound sound
bath /b/ /a/ /th/
chat /ch/ /a/ /t/
math /m/ /a/ /th/
rash /r/ /a/ /sh/
when /wh/ /e/ /n/
fish /f/ /i/ /sh/
path /p/ /a/ /th/
chin /ch/ /i/ /n/
wish /w/ /i/ /sh/
that /th/ /a/ /t/
Word List #4: Digraphs
sound sound sound
luck /l/ /u/ /ck/
mash /m/ /a/ /sh/
chip /ch/ /i/ /p/
whip /wh/ /i/ /p/
shut /sh/ /u/ /t/
moth /m/ /o/ /th/
pick /p/ /i/ /ck/
with /w/ /i/ /th/
dock /d/ /o/ /ck/
them /th/ /e/ /m/
Word List #5: Blends
smell /s/ /m/ /e/ /l/
twin /t/ /w/ /i/ /n/
slip /s/ /l/ /i/ /p/
grin /g/ /r/ /i/ /n/
flap /f/ /l/ /a/ /p/
rest /r/ /e/ /s/ /t/
wild /w/ /i/ /l/ /d/
blot /b/ /l/ /o/ /t/
dress /d/ /r/ /e/ /s/
just /j/ /u/ /s/ /t/
pond /p/ /o/ /n/ /d/
Word List #6: Blends & Digraphs
sloth /s/ /l/ /o/ /th/
block /b/ /l/ /o/ /ck/
snack /s/ /n/ /a/ /ck/
blush /b/ /l/ /u/ /sh/
broth /b/ /r/ /o/ /th/
cloth /c/ /l/ /o/ /th/
smack /s/ /m/ /a/ /ck/
fresh /f/ /r/ /e/ /sh/
trick /t/ /r/ /i/ /ck/
crush /c/ /r/ /u/ /sh/
swish /s/ /w/ /i/ /sh/
cvc words

Directions: The student will touch the dots as he or she says
each sound within the word. The child will blend the sounds
together and read the word. Then, the student will circle
the picture that matches the word.
d o g
c a t
b a t
t e n
p i g
w e b
h e n
h a t
f o x
m a d
b u g
c u t
b u n
l a p
s u n
l i d
t a g
r a g
h o t
r i p
w e d
r a m
r e d
w i n
h a m
j o g
w i g
r u n
j u g
v e t
f o g
h i t
l i t
n a p
p o t
k i d
m a n
c u b
c a n
r a p
CVC Word List #1
Short a
cat ran nap
rap pat fat
bag had lab
hat rat Sam
pan tap bam
yam Dan mad
cap gap dab
sat sad nag
rag jam bam
ham dad tan
tag cab wag
CVC Word List #2
Short e
beg Ted bet
jet pen led
ten get Ken
red let pep
hem pet zen
men wed hen
leg Ben gem
Ned yet Meg
fed web wet
Jen set peg
met Deb bed
CVC Word List #3
Short i
tin dig lid
him bid jig
rip rig lit
bit pig hid
wig fin tip
fit win sit
bin rid Kim
dim kid pit
fib tin big
nip rim wit
hit pin kit
CVC Word List #4
Short o
not hop rot
rod lot hog
con fox cob
mop cod pot
hot dog lox
Ron cop jog
sod got pop
top bop mom
box pod jot
cot fog sob
nod dot log
CVC Word List #5
Short u
hut lug gut
bun sub tug
dug cup sum
rub jut fun
bus nut dug
rug bud bug
sun pug but
pup mug cub
mud fun hug
tub gum pun
dug sun run
CVC Word List #6
Mixed Vowels
lap let fun
cub rug dot
ten cob ran
got rag hen
dug pop bat
tan hat hug
dad man mom
can dug gap
sob pen rot
hog rob sun
rub mat pet
CVC Word List #7
Mixed Vowels
hot mug sat
jab den tap
log map set
wag man hum
men pat dog
lap sum jam
hem dab wet
ran hen let
gab fox bag
gum tag box
bet sap Ben
CVC Word List #8
Mixed Vowels
hit ban let
bed web wit
web top hug
rug but Bob
bop red pup
Tom top bit
cut hop cob
sit sun rut
nut fan cop
rob lit wed
run kit Jan
blends and
digraphs

Directions: The student will touch the dots as he or she
sounds out the word. Encourage the child to slide his or her
finger across the blend and say the word aloud after
sounding it out. Then, the student will circle the picture that
matches the word.
f l a p
s l i d
s l a p
t r a p
matches the word.
c r i b
c l o ck
s t i ck
b l o ck
matches the word.
v e s t
t r i ck
b e s t
c l a p
matches the word.
g l a d
d r o p
c l i p
f r o g
matches the word.
n e s t
s w i m
t r u ck
d r um
matches the word.
d r o p
f l a g
g o l f
p l u g
matches the word.
s l e d
s l i p
c r a b
p l um
sounds out the word. Encourage the child to say the word
aloud after sounding it out. Then, the student will circle the
picture that matches the word.
l o ck
f i sh
d u ck
s o ck
Blends
Directions: Have the child read the blends aloud as quickly
as he or she can. Circle the blends the child had trouble
with. Then, go back and practice those blends together.
br sk cr
sl tr sc
st sm tr
cl sp fr
dr sw gl
fl dr pr
bl st tw
tw cr sn
gr gl dr
cr bl sm
gl sl st
Blends Word List #1
crab fast sled
trip grip flag
clap slip drum
blot brag spot
swam twin plug
flap trap clip
grin nest glad
smog skin golf
drip glad spit
stop west trap
frog swim brim
Blends Word List #2
crust best drop
clasp must pluck
blast swim frost
last trick trim
flip gasp west
crib stump grin
twist stick crust
post slip hint
trust pump plum
snack stuck slim
smack mist spot
Digraphs
Directions: Have the child read the digraphs aloud as
quickly as he or she can. Circle the digraphs the child
reads incorrectly. Then, go back and practice together.
ch ck ch
wh ph th
th wh wh
sh ch ck
wh sh ch
ph wh sh
sh ck th
ch ph wh
th wh ph
wh th th
ck ph sh
Digraph Word List #1
duck much when
sock bath shut
when wish gush
chat rock rack
ship rash cash
chin mock dish
that gash whim
whip such sack
then chop math
lock back path
chip tack kick
Digraph Word List #2
truck smash block
trash chick cluck
black lunch clash
brick broth swish
crash trick flash
shock flock slick
blush thick smock
munch pluck flush
stash swish click
slick brush chuck
flash pinch clock
nonsense words

Wacky Word Hunt #1
Directions: Read the words. Circle the REAL words and
cross out the NONSENSE words.
vot hiv bug

rat top gid
dot mug yig
moj hof man
sun keb jog
rov cap nid
cut tog suz
bup wom lel
Wacky Word Hunt #2
hop ren baf

hif tap cos
can nuz kit
hox map rag
wis yut pem
lab ved win
yud bop kig
fun lop get
Wacky Word Hunt #3
dug sat lap

tap gen jit
lig lip pig
lit hot nap
pin fan roz
bis reb yes
zez him mab
net muj wap
Wacky Word Hunt #4
rat fox heb

bug lon poz
zip bat wif
jam van mux
hat nut bim
jot poj yet
rej sen cem
bun hot bin
Wacky Word Hunt #5
gim tif leg

red him pit
ham huk box
yut dap jug
nuv yij kol
ten bus doz
rob six wem
pop mix vit
Real or Nonsense?
Directions: The student will touch each dot as he or she says
each sound. Read the word aloud. Circle N for nonsense or R
for real.
z i f N R
h u t N R
p o n N R
d i g N R
l a p N R
Real or Nonsense?
for real.
c a n N R
h e t N R
f i n N R
l o p N R
j a m N R
Real or Nonsense?
for real.
g u g N R
h u g N R
r e d N R
h i v N R
b o t N R
Real or Nonsense?
for real.
d e g N R
g i n N R
t u v N R
p e n N R
s u n N R
Real or Nonsense?
for real.
f a z N R
l i f N R
s a d N R
t e b N R
w i n N R
Real or Nonsense?
for real.
c a b N R
d e n N R
y o d N R
j u v N R
h a b N R
Real or Nonsense?
for real.
w e t N R
g i m N R
p a n N R
t o g N R
b u p N R
Real or Nonsense?
for real.
y u t N R
h a m N R
c o b N R
d i p N R
p o n N R
Real or Nonsense?
for real.
c a p N R
w u d N R
f e t N R
m o m N R
g i d N R
Real or Nonsense?
for real.
s u t N R
r o t N R
d i b N R
y u s N R
t a p N R
Nonsense Word List #1
jif lib pim
hev kom mof
pog jub baf
lix hes vig
mon gon cem
buv yuf zop
gog tid lan
fav reg hiv
dep wav gos
san raf yek
rax bix vif
tos beb dal
lig hik ceb
hov vop poj
gad cad kib
jit mij lul
saf pol maz
dun kud ved
han saj kip
fif kiz dod
tus maf tes
sop boc kob
lon daz woc
gim faz kas
jad tib bic
bov bef cuf
tif wik dav
res yeb fet
sut mil gub
baz pas hix
vin buz jap
mok mib kup
lop zop lom
dax zem nax
mub wap sig
nin vip lod
pab wat hos
ral vof baj
sos tal vab
tuz rek hig
vum pix rup
weg maz jek
haz nup gan
yod hol wov
tem bix fod
lam pab bik
yob lam pez
pip pif lal
mas huj woj
gon fal yep
bif jik nov
hib muv doj
rix fos zuc
jap suz yub
min hon mac
fluency

I Can Point and Read!
Directions: The student will touch and point to each
dot as he or she reads the words in each sentence.
I am on a jet.
I see a tan bug.
I see a red rug.
I see a pink hat.
I see a black bat!

I Can Read with Fluency!
Directions: After practicing the coordinating “Point
and Read” page, the student will practice reading the
passage with fluency. After the child reads the
passage, have him or her check off a box at the
bottom. Continue until the child has practiced the
passage three times.
I am on a jet. I see a
tan bug. I see a red
rug. I see a pink hat. I
see a black bat!

I can run and tap.
We can rap and nap.
You can dig and hit.
He can pat the cat.
She can pet the dog.

I can run and tap.

We can rap and nap.
You can dig and hit. He
can pat the cat. She
can pet the dog.

The big hen is sick.
Ben will pick it up.
The vet will help him.
We can get the egg.
The hen will get well.

The big hen is sick.

Ben will pick it up. The
vet will help him. We
can get the egg. The
hen will get well.

Sam is at the pond.
He has ten fat fish.
The red fish are big.
The black fish are big.
Sam swims with his fish!

Sam is at the pond.

He has ten fat fish. The
red fish are big. The
black fish are big. Sam
swims with his fish!

Can I chat with you?
We can go to lunch.
I will get the ham.
Did you have a chip?
Lunch with you is fun!

Can I chat with you?

We can go to lunch. I
will get the ham. Did
you have a chip? Lunch
with you is fun!

Tom is sad and glum.
His big map got wet.
We will let it sit.
Set it on the box.
The sun will help it.

Tom is sad and glum.

His big map got wet.
We will let it sit. Set it
on the box. The sun will
help it.

Pat is mad and sad.
His red truck is stuck.
It got stuck in mud.
The men got it out.
Pat is glad they did!

Pat is mad and sad. His

red truck is stuck. It got
stuck in the mud. The men
got it out. Pat is glad they
did!

Fran got a pet pup.
Do you see it wag?
It can sit and yip.
The pup got my sock!
I will get it back!

Fran got a pet pup.

Do you see it wag? It
can sit and yip. The pup
got my sock! I will get it
back.

That big frog can hop!
It can do a trick.
It jumps on a log.
It hops on the path.
I like that big frog!

That big frog can

hop! It can do a trick. It
jumps on a log. It hops
on the path. I like that
big frog!

Look in my red box.
It was a big gift.
I got a fast sled.
I got a red pen.
This gift was the best!

Look in my red box.

It was a big gift. I got
a fast sled. I got a red
pen. This gift was the
best!

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Intervention and Assessment
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Christina DeCarbo
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Intervention: No Prep Binder

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Intervention: No Prep Binder

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no prep

ela edition ©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

-Have students read the letters, sounds, or

-Use the word lists as a “warm up” before

-Place in book bins or baggies for student

ela edition ©2014 Miss DeCarbo, Inc.

blends and digraphs

NO PREP INTERVENTION BINDER: ELA EDITION

NO PREP INTERVENTION BINDER: ELA EDITION

NO PREP INTERVENTION BINDER: ELA EDITION

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

Beginning Medial Ending

Beginning Medial Ending

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

vot hiv bug

hop ren baf

dug sat lap

rat fox heb

gim tif leg

©2014 Miss DeCarbo, Inc.

I see a tan bug.

I see a red rug.

I see a pink hat.

I see a black bat!

©2014 Miss DeCarbo, Inc.

©2014 Miss DeCarbo, Inc.

I can run and tap.

We can rap and nap.

You can dig and hit.

He can pat the cat.

She can pet the dog.

©2014 Miss DeCarbo, Inc.

I can run and tap.

©2014 Miss DeCarbo, Inc.

The big hen is sick.

Ben will pick it up.

The vet will help him.

We can get the egg.