Literacy Intervention Toolkit PDF

Reproducible Tools 67
Reproducible Tools
1 Phonics and Word-Reading
Diagnostic Tool
2 Spelling Inventory Tool
3 Scope and Sequence Tools
4 Lesson Planning Tools

68 Literacy Intervention Toolkit
Tool 1.1 LETRS Phonics and Word-Reading Survey
Student Pages
Letter Naming
Uppercase Letters
M S R A L E H
B Q T G F J N
Z Y W C K D U
X P V I O
Lowercase Letters
o f e d j n k h l
c i t w a r v g u
s b x m p q y z
Letter-Sound Correspondences: Single Consonants and Digraphs
m f t s b w
k d r v n j
l g p h z y
qu th sh ch wh ng
Tool 1.1 continues next page

Phonics and Word-Reading Diagnostic Tool 69
Tool 1.1 (cont.)
High-Frequency Words
see my have to she all some
was of any where put for are
they over what would these which your
every once things does right because answer
done always much pull heart whole although
Letter-Sound Correspondences: Short and Long Vowels
i u a o e
i u a o e
e a u i o
Closed-Syllable Words With Short Vowels and Single Consonants
Real rot wed bun lap kit sum
Nonsense lom mis pez gom rad jun
Combined rabbit unfed picnic napkin sudden cotton

Tool 1.1 (cont.)
Closed Syllables With Digraphs, Doubles, and Blends
Real twin prep stiff grunt drop trust
glint clamp smell flunk shred chick
Nonsense chonk thremp spaz bling steck culf
Combined skimming backdrop upswing complex maddest subject

Long Vowel VCe Words and Syllables
Real dome plate tune vote chime whale
Nonsense lete pruse wabe pire throme bline
Combined suppose compete implode unmade insane commune
Vowel-r Syllables
Real fur or yurt girl chard jerk
Nonsense jer thir zor gurt sarm glers
Combined setter doctor artwork platform surfer starburst
Vowel-Team Syllables
Real ray keel mail spout foal flight
Nonsense voy wain loob cruit plaud wright
Combined sustain turmoil cheater coleslaw soupspoon snowboard

Tool 1.1 (cont.)
Complex Consonant Patterns (Hard/soft c and g; –dge, –tch)
Real price guard sledge clutch gem cyst
Nonsense gyr trece woge datch zudge cim
Mixed Syllables With Consonant–le
bugle stable battle juggle steeple
boggle scrabble maple noodle chortle
Base Words With Inflections and Common Suffixes
mittens crushes puffed unknowing evenly
dodged poorly frighten breezes guppies
Compound Words: Varied Syllable Types
daytime blueprint cornfield deadbeat earthworm grapevine
butterfly matchbook playground roadway skylight whiplash
Common Derivational Prefixes, Roots, and Suffixes
informative disagreement enjoyable retract prediction express
Extension: Encoding
Use separate sheet of lined paper.

1. Write the alphabet in order. Use lowercase manuscript or cursive.
2. Write the letter or letters that represent each sound.

Tool 1.1 (cont.)
Administration Record
Student_____________________________________ Grade/Class___________ Date_________
Letter Naming
Say, I’m going to show you some letters in mixed-up order. Tell me the name of each letter as you point to it.
Remember, tell me the name, not the sound.
Uppercase Letters
M S R A L E H
B Q T G F J N
Z Y W C K D U
X P V I O _____/26
Lowercase Letters
o f e d j n k h l
c i t w a r v g u
s b x m p q y z ______/26
Letter-Sound Correspondences: Single Consonants and Digraphs

Say, I’m going to show you some letters in mixed-up order. When you see the letter or letter team (digraph),
say the sound that it represents. Do not say the letter names. For example, if you see “m,” you would say /m/.
Point to the letter as you say the sound.
m f t s b w
k d r v n j
l g p h z y
qu th sh ch wh ng ______/24

Tool 1.1 (cont.)
High-Frequency Words
Say, Here are some words for you to read. Point to them as you read them. (Encourage the student to try
the next one if he or she doesn’t know a word within 3 seconds.)
see my have to she all some
was of any where put for are
they over what would these which your
every once things does right because answer
done always much pull heart whole although _____/35
Letter-Sound Correspondences: Short and Long Vowels

(Students recall the sound.) Say, I’m going to show you some more letters. Tell me the short vowel sound
each one stands for.
i u a o e _____/5
Now, tell me the long sound for each vowel. (If the student doesn’t know how to respond, explain that the
long vowel is found in the letter’s name.)
i u a o e _____/5
(Students recognize the letter.) If the student has trouble, say, Now I’m going to say a vowel sound. You
point to the letter that spells that sound. (Exaggerate the vowel sound as you say the following words.)
/ĕ/, e-cho /ă/, a-pple /й/, up /ĭ/, i-tch /ŏ/, o-ctopus
e a u i o _____/5

Tool 1.1 (cont.)
Closed-Syllable Words With Short Vowels and Single Consonants

Say, I’m going to show you some real words and some made-up words. Read them as well as you can.
(Tell the student that the second set is nonsense or made-up words.)
Real rot wed bun lap kit sum _____/6
Nonsense lom mis pez gom rad jun _____/6
Combined rabbit unfed picnic napkin sudden cotton _____/6 _____/18
Closed Syllables With Digraphs, Doubles, and Blends

Real twin prep stiff grunt drop trust
glint clamp smell flunk shred chick _____/12
Nonsense chonk thremp spaz bling steck culf _____/6
Combined skimming backdrop upswing complex maddest subject _____/6 _____/24
Long Vowel VCe Words and Syllables

Real dome plate tune vote chime whale _____/6
Nonsense lete pruse wabe pire throme bline _____/6
Combined suppose compete implode unmade insane commune _____/6 _____/18
Vowel-r Syllables
Real fur or yurt girl chard jerk _____/6
Nonsense jer thir zor gurt sarm glers _____/6
Combined setter doctor artwork platform surfer starburst _____/6 _____/18
Vowel-Team Syllables
Real ray keel mail spout foal flight _____/6
Nonsense voy wain loob cruit plaud wright _____/6
Combined sustain turmoil cheater coleslaw soupspoon snowboard _____/6 _____/18

Tool 1.1 (cont.)
Complex Consonant Patterns (Hard/soft c and g; –dge, –tch)

Real price guard sledge clutch gem cyst _____/6 _____/12
Nonsense gyr trece woge datch zudge cim _____/6
Mixed Syllables With Consonant–le

bugle stable battle juggle steeple
boggle scrabble maple noodle chortle _____/10
Base Words With Inflections and Common Suffixes

mittens crushes puffed unknowing evenly
dodged poorly frighten breezes guppies _____/10
Compound Words: Varied Syllable Types

daytime blueprint cornfield deadbeat earthworm grapevine
butterfly matchbook playground roadway skylight whiplash _____/12
Common Derivational Prefixes, Roots, and Suffixes

informative disagreement enjoyable retract prediction express _____/6
Extension: Encoding
Use separate sheet of lined paper.
1. Write the alphabet in order. Use lowercase manuscript or cursive.
a b c d e f g h i j k l m n o p q r s t u v w x y z _____/26
2. Write the letter or letters that represent each sound.
/sh/ /j/ /y/ /h/ /l/ /d/
/ch/ /n/ /v/ /z/ /ks/ (x) /kw/ (qu) _____/12
Administer Spelling Inventory Tool: Primary Skills (Tool 2.1).

Tool 1.1 (cont.)

Summary Chart
Student__________________________Grade/Class__________________ Date_______________________
TOTALS
Foundation Skill Target for Instruction
Pre Post
Letter Naming: Uppercase _____/26 _____/26
Letter Naming: Lowercase _____/26 _____/26
Letter-Sound Correspondences: Single

_____/24 _____/24
Consonants and Digraphs
High-Frequency Words _____/35 _____/35
_____/5 _____/5
Letter-Sound Correspondences:
_____/5 _____/5
Short and Long Vowels
_____/5 _____/5
Nonsense Multisyllable TOTALS

Decoding Skill Real Words
Words Words Pre Post
Closed-Syllable Words With Short Vowels
_____/6 _____/6 _____/6 _____/18 _____/18
and Single Consonants
Closed Syllables With Digraphs, Doubles,
_____/12 _____/6 _____/6 _____/24 _____/24
and Blends
Long Vowel VCe Words and Syllables _____/6 _____/6 _____/6 _____/18 _____/18
Vowel-r Syllables _____/6 _____/6 _____/6 _____/18 _____/18
Vowel-Team Syllables _____/6 _____/6 _____/6 _____/18 _____/18
Complex Consonant Patterns _____/6 _____/6 _____/12 _____/12
Mixed Syllables With Consonant–le _____/10 _____/10 _____/10
Base Words With Inflections and Suffixes _____/10 _____/10 _____/10
Compound Words: Varied Syllables _____/12 _____/12 _____/12
Derivational Prefixes, Suffixes, and Roots _____//6 _____/6 _____/6
_____/26 _____/26
Extension: Encoding
_____/12 _____/12
Adapted from LETRS Module 12 (Moats, 2006).

Spelling Inventory Tool 77
Tool 2.1 Spelling Inventory: Primary Skills

Individual Score Sheet
Student _____________________ Teacher_________________ Grade/Class____ Date_____ Total Pts_____

Long Vowel r- Whole
Initial Final Short
Word Consonant Consonant
Digraph Blend
Vowel
Vowel Team/ Controlled Inflections Word Total
VCe Diphthong Vowel Correct
1. fan f n a
2. pet p t e
3. dig d g i
4. mob m b o
5. rope r p o-e
6. wait w t ai
7. chunk ch nk u
8. sled sl e
9. stick –ck st i
10. shine sh i-e
11. dream dr ea
12. blade bl a-e
13. coach –ch oa
14. fright fr igh
15. snowing sn ow –ing
16. talked –al –ed
17. camping –mp –ing
18. thorn th or
19. shouted ou
20. spoil sp oi
21. growl gr ow
22. chirp ch ir
23. clapped cl –pped
24. tries tr –es
25. hiking –king
Total
Excerpted from LETRS Module 8 2nd Ed. (Moats, 2011).

Adapted with permission from Francine Johnston (1996) Pearson Education.
Tool 3.1 Scope and Sequence of Phonological Skill Development

Table A and Table B provide the conceptual foundation for an effective scope and sequence of early literacy instruction.
Table A Phonological Skills in Order From Basic to Advanced

Phonological Skill Description
Tracking the words in sentences.
This skill is much less directly predictive of reading than the skills
Word awareness that follow and so is less important to teach directly (Gillon, 2004). It
is not so much a phonological skill as a semantic (meaning-based)
language skill.
Responsiveness to
Enjoying and reciting learned rhyming words or alliterative phrases in
rhyme and alliteration
familiar storybooks or nursery rhymes.
during word play
Syllable
Counting, tapping, blending, or segmenting a word into syllables.
awareness
The ability to produce a rhyming word depends on understanding that
Onset and rime
rhyming words have the same rime. Recognizing a rhyme is much
manipulation
easier than producing a rhyme.
Identify and match the initial sounds in words, then the final and middle
sounds (e.g., “Which picture begins with /m/?”; “Find another picture
that ends in /r/.”).
Segment and produce the initial sound, then the final and middle sounds
(e.g., “What sound does zoo start with?”; “Say the last sound in milk.”;
“Say the vowel sound in rope.”).
Phoneme
awareness Blend sounds into words (e.g., “Listen: /f/ /ē/ /t/. Say it fast.”).
Segment the phonemes in two- or three-sound words, moving to four-
and five-sound words as the student becomes proficient (e.g., “The
word is eyes. Stretch and say the sounds: /ı̄/ /z/.”).
Manipulate phonemes by removing, adding, or substituting sounds (e.g.,
“Say smoke without the /m/.”).

Scope and Sequence Tools 79
Tool 3.1 (cont.)

Table B Ages at Which 80–90% of Typical Students Have Achieved a Phonological Skill
Age Skill Domain Sample Tasks

4 Rote imitation and enjoyment of rhyme and alliteration pool, drool, tool
“Seven silly snakes sang songs seriously.”
5 Rhyme recognition, odd word out “Which two words rhyme: stair, steel, chair?”
Recognition of phonemic changes in words “Hickory Dickory Clock. That’s not right!”
Clapping, counting syllables truck (1 syllable)
airplane (2 syllables)
boat (1 syllable)
automobile (4 syllables)
5½ Distinguishing and remembering separate phonemes Show sequences of single phonemes with colored
in a series blocks: /s/ /s/ /f/; /z/ /sh/ /z/.
Blending onset and rime “What word?”
th—umb
qu—een
h—ope
Producing a rhyme “Tell me a word that rhymes with car.” (star)
Matching initial sounds; isolating an initial sound “Say the first sound in ride (/r/); sock (/s/); love (/l/).”
6 Compound word deletion “Say cowboy. Say it again, but don’t say cow.”
Syllable deletion “Say parsnip. Say it again, but don’t say par.”
Blending of two and three phonemes /z/ /ū/ (zoo)
/sh/ /ŏ/ /p/ (shop)
/h/ /ou/ /s/ (house)
Phoneme segmentation of words that have simple “Say the word as you move a chip for each sound.”
syllables with two or three phonemes (no blends) sh—e
m—a—n
l—e—g
6½ Phoneme segmentation of words that have up to three “Say the word slowly while you tap the sounds.”
or four phonemes (include blends) b—a—ck
ch—ee—se
c—l—ou—d
Phoneme substitution to build new words that have “Change the /j/ in cage to /n/.”
simple syllables (no blends) “Change the /ā / in cane to /ō/.”
7 Sound deletion (initial and final positions) “Say meat. Say it again, without the /m/.”
“Say safe. Say it again, without the /f/.”
8 Sound deletion (initial position, include blends) “Say prank. Say it again, without the /p/.”
9 Sound deletion “Say snail. Say it again, without the /n/.”
(medial and final blend positions) “Say fork. Say it again, without the /k/.”
Adapted from LETRS Module 2 (Moats, 2009).
Tool 3.2 Scope and Sequence of Phonics Instruction
We tend to think of early literacy instruction as a daunting and complex process, so it can be liberating to see
that everything we need to teach can be listed on a single page! This concise scope and sequence, which is
adapted from LETRS Module 7 (Moats & Hall, 2010), is both practical and thorough. Over time, the sequence
becomes second nature. Until then, use this tool as a quick reference. For a complete explanation of the steps,
see Chapter 2: Putting the Tools to Best Use, “Scope and Sequence Tools.”
Step 1 Step 8
Introduce a limited set of consonants, plus Introduce the odd consonants.
one short vowel. Examples: b, s, t, d, m, and a Examples: qu and x, and odd ending –ng
Step 2 Step 9
Introduce the next group of consonants, plus Introduce the “floss” pattern (double f, l, s) at
a second short vowel end of one-syllable words.
Examples: f, p, c, l, n, and z, plus i Examples: stuff, puff, hill, pill, miss, boss
Step 3 Step 10
Continue to introduce new group of Introduce vowel teams. Examples: ea, oa, ai, ay
consonants and short vowels.
Step 11
Step 4 Introduce vowel-r combinations.
Examples: ar, or, er, ir, and ur
Introduce consonant blends.
Examples: –lk, –mp and st–, br–, and cl–
Step 12
Introduce derivational suffixes. Examples:
Step 5 person/personal, care/careful, educate/education
Introduce consonant digraphs.
Examples: /ch/, /sh/, /th/, /th/, and /wh/
Step 13
Introduce complex consonant patterns (silent
Step 6
letters, trigraphs that spell one sound, soft/
Introduce simple endings (inflectional hard c and g, and endings –ck, –y, and –nk).
suffixes). Examples: knife, match, bridge, city, gap, duck,
Examples: plural –s, –ed, and –ing tank, sky, and dizzy
Step 7 Step 14
Introduce VCe words (magic ‘e’ words). Introduce multisyllabic words.
Examples: lake, cute, rate, kite Examples: insect, report, laptop, compete
Adapted from LETRS Module 7 (Moats & Hall, 2010).

Scope and Sequence Tools 81
Tool 3.3 High-Frequency Words

Irregular words are marked with *.
1–20 21–40 41–60 61–80 81–100
* the this so person back
be but up into after
* to his out year use
* of by if * your * two
and * from about * good how
a * they * who * some our
in we get * could * work
that say which them first
have her go see well
I she me * other way
it or when than even
for an make then new
not will can now * want
on my like look because
with * one time * only * any
he all no * come these
as * would just its give
* you * there him over day
* do * their * know think most
at * what take also us
Retrieved from Oxford Dictionaries: http://www.oxforddictionaries.com. Excerpted from LETRS Module 7 (Moats & Hall, 2010).
Tool 3.4 Scope and Sequence of Spelling Instruction

We generally begin teaching structured spelling in first grade.
Grade Level
Instruction
1 2 3
Beginning consonants b, c, d, f, g, h, j, k, l, m, qu–, ce–, ci–, cy–, ge–,
n, p, q, u, r, s, t, v, w, y, z gi–, gy–
Ending consonants b, d, g, m, n, p, t, x –ff, –ll, –ss, –zz, –x, –ge, –dge
–ve, –ck, –ng
Digraphs ch, sh, th, wh –ch, –tch, ph, ch, gh
Ending blends –st, –ft –mp, –nd, –nt, –lf, –lt,
–nk
Beginning blends bl–, cl–, fl–, gl–, pl–, sl–, scr–, spr–, squ–, spl–, shr–, thr–
br–, cr–, dr–, fr–, gr–, str–, tw–
pr–, tr–, sc–, sk–, sl–,
sm–, sn–, sp–, st–, sw–
Silent-letter spellings kn, –lk wr, gn
Vowels a, e, i, o, u (short); a_e, y as long i schwa in two-syllable
o_e, u_e, i_e words; eigh, ough
y as long e
Vowel teams ee, ai, ay, oa, ea ou, ow, oi, oy, au, aw, oo (foot)
oo, eu, ew, igh ui, ei, ie
Vowel-r or, ar, er er, ir, ur; war, wor err, ear, air, oar
Inflectional suffixes –s, –ed, –ing –s, –ed, –ing (doubling –er, –est
(no change in and drop-e rules) (comparative);
base word) change y to i rule
Prefixes un–, re–
Derivational suffixes –en, –hood, –ly –ment, –less, –ful,
–ness
Contractions I’m, it’s, don’t he’ll, they’ve, you’re,
we’d
Syllable/morpheme concept of a syllable compounds; words compounds; the two
patterns with closed, open, and syllable types
CVe syllables
Excerpted from LETRS Module 12 (Moats, 2006).
Grade/Class:_ ____________________ Group: _ _____________________________________________________________
DIBELS® Assessment Profile: ____________________________________________________________________________
_____________________________________________________________________________________________________
Tool 4.1
Benchmark Assessment ______________________________________________ Date:_ ____________________________
Phonics
NWF-
ORF/DORF and Word- Spelling
Name ISF/FSF LNF PSF CLF/ RTF Daze
+ Accuracy Reading Inventory
WWR
Survey
Intervention Group Profile
Lesson Planning Tools
Instructional Needs of Group:

83

Grade/Class:_ ____________________ Group: _ _____________________________________________________________
84
DIBELS® Assessment Profile: ____________________________________________________________________________

_____________________________________________________________________________________________________
Tool 4.1
Monitoring_ ____________________________________________________ Date: ________________________________
Phonics
NWF-
ORF/DORF and Word- Spelling
Name ISF/FSF LNF PSF CLF/ RTF Daze
+ Accuracy Reading Inventory
WWR
Survey
(cont.)
Literacy Intervention Toolkit
Instructional Needs of Group:

Lesson Planning Tools 85
Tool 4.2 Lesson Plan for Engaged Intervention Instruction

Class ___________________________________________ Date __________________________
Group Profile _ __________________________________________________________________
1. State Goal and Purpose (30 sec.)
Describe what students will do and why:
2. Review Previous Lesson (2 min.)
Describe component reviewed:
Words:
3. Teach New Lesson (5 min.)
Describe concept, phoneme, or phonics pattern to be taught:
I Do:
We do:
You do:
Words:

Tool 4.2 (cont.)
4. Word Reading (for Accuracy) (5 min.)
I do:
We do:
You do:
Words:
5. Word Practice (for Fluency) (5 min.)
I do:
We do:
You do:
Words:
6. Dictation (3 min.)
List dictations:

Lesson Planning Tools 87
Tool 4.2 (cont.)
7. Word Meaning With Phonics Vocabulary (5 min.)
Describe activity:
Words:
8. Text-Reading Practice (5 min)
Title of text:
Describe activity:
Adapted from LETRS Module 7 (Moats & Hall, 2010).

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Reproducible Tools 67

2 Spelling Inventory Tool

3 Scope and Sequence Tools

4 Lesson Planning Tools

Tool 1.1 LETRS Phonics and Word-Reading Survey

Letter-Sound Correspondences: Single Consonants and Digraphs

Tool 1.1 continues next page

Tool 1.1 (cont.)

see my have to she all some

was of any where put for are

they over what would these which your

every once things does right because answer

done always much pull heart whole although

Letter-Sound Correspondences: Short and Long Vowels

Closed-Syllable Words With Short Vowels and Single Consonants

Real rot wed bun lap kit sum

Nonsense lom mis pez gom rad jun

Combined rabbit unfed picnic napkin sudden cotton

Tool 1.1 continues next page

Tool 1.1 (cont.)

Closed Syllables With Digraphs, Doubles, and Blends

Real twin prep stiff grunt drop trust

glint clamp smell flunk shred chick

Nonsense chonk thremp spaz bling steck culf

Combined skimming backdrop upswing complex maddest subject

Real dome plate tune vote chime whale

Nonsense lete pruse wabe pire throme bline

Combined suppose compete implode unmade insane commune

Real fur or yurt girl chard jerk

Nonsense jer thir zor gurt sarm glers

Combined setter doctor artwork platform surfer starburst

Real ray keel mail spout foal flight

Nonsense voy wain loob cruit plaud wright

Combined sustain turmoil cheater coleslaw soupspoon snowboard

Tool 1.1 continues next page

Tool 1.1 (cont.)

Complex Consonant Patterns (Hard/soft c and g; –dge, –tch)

Real price guard sledge clutch gem cyst

Nonsense gyr trece woge datch zudge cim

Mixed Syllables With Consonant–le

bugle stable battle juggle steeple

boggle scrabble maple noodle chortle

Base Words With Inflections and Common Suffixes

mittens crushes puffed unknowing evenly

dodged poorly frighten breezes guppies

Compound Words: Varied Syllable Types

daytime blueprint cornfield deadbeat earthworm grapevine

butterfly matchbook playground roadway skylight whiplash

Common Derivational Prefixes, Roots, and Suffixes

informative disagreement enjoyable retract prediction express

Use separate sheet of lined paper.

2. Write the letter or letters that represent each sound.

Tool 1.1 continues next page

Tool 1.1 (cont.)

Student_____________________________________ Grade/Class___________ Date_________

Letter-Sound Correspondences: Single Consonants and Digraphs

Tool 1.1 continues next page

Tool 1.1 (cont.)

see my have to she all some

was of any where put for are

they over what would these which your

every once things does right because answer

done always much pull heart whole although _____/35

Student_______________________________ Grade/Class_ Date_____

Combined rabbit unfed picnic napkin sudden cotton _/6 _/18

Combined skimming backdrop upswing complex maddest subject _/6 _/24

Combined suppose compete implode unmade insane commune _/6 _/18

Combined setter doctor artwork platform surfer starburst _/6 _/18

Combined sustain turmoil cheater coleslaw soupspoon snowboard _/6 _/18

Letter Naming: Lowercase _/26 _/26

High-Frequency Words _/35 _/35

Vowel-r Syllables ___/6 _/6 _/6 _/18 ___/18

Vowel-Team Syllables ___/6 _/6 _/6 _/18 ___/18

Complex Consonant Patterns ___/6 _/6 _/12 ___/12

Mixed Syllables With Consonant–le ___/10 _/10 ___/10

Base Words With Inflections and Suffixes ___/10 _/10 ___/10

Compound Words: Varied Syllables ___/12 _/12 ___/12

Derivational Prefixes, Suffixes, and Roots ___//6 _/6 ___/6

Student _______ Teacher_ Grade/Class Date_ Total Pts___