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LEVEL 3
Sheila Clark-Edmands
3rd Edition3rd Edition
Specialized Program Individualizing Reading ExcellenceSpecialized Program Individualizing Reading Excellence
BLACKLINE MASTERS FORINSTRUCTION AND ASSESSMENT
®
Specialized Program Individualizing Reading Excellence
3rd Edition
Blackline Masters for Instruction and Assessment
Level 3
Sheila Clark-Edmands
Editorial Project Manager: Tracey NewmanSenior Editor: Laura A. WoollettAssistant Editor: Rachel L. SmithDesigner: Rhonda Sheets
© 2012 by School Specialty, Inc. All rights reserved. The purchase of this book entitles the buyer to reproduce designated pages for instructional use. Reproduction for an entire school system or for commercial use is prohibited without written permission.
Printed in Benton Harbor, MI, in July 2011ISBN 978-0-8388-5711-3
1 2 3 4 5 PPG 15 14 13 12 11
Contents
INTRODUCTION . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
Interactive Whiteboard Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .v
BLACKLINE MASTERS FOR INSTRUCTION
Lesson Planners . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .1
Key Word Concept Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .3
so, he, fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3exceptions (ild, old, ind, ost, oll) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4ay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5-ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6suffixes -s, -es, -ing, -er . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7suffixes -est, -en, -ish, -ly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8suffixes -y, -ful, -ness, -less . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9twin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10nontwin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11ou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12prefix a- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .13
Syllable Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Phoneme Segmentation Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Phoneme-Grapheme Sheet . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17
Sight Word and Decodable Word Cards . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Small Letters . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35
Word Find Sheets . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 40
Dictation Paper . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 54
Graphic Organizers . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 57
Concept Mastery Fluency Drills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 60
S.P. I.R. E. Level 3
BLACKLINE MASTERS FOR ASSESSMENT
Concept Mastery Fluency Drills Progress Report . . . . . . . . . . . . . . . . . . . . . . 89
Decoding Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91
so, he, fly . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .91exceptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .93ay . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .95-ed . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .97suffixes . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .99twin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 101nontwin-consonant syllable division . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103ou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105prefix a- . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113
Quick Checks . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115
Post-Level Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 126
Assessment Summary Forms . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 130
S .P . I .R .E . • Level 3 • Introduction v
Introduction
Introduction
The S.P.I.R.E.® Blackline Masters for Instruction and Assessment are provided in both a spiral-bound book and a CD-ROM . The CD-ROM also supplies an answer key for select pages, but otherwise the content is the same . You may use whichever format is most convenient for you . All Blackline Masters (BLMs) are cited at point-of-use in the Teacher’s Guide .
The BLMs are organized in two sections: Instruction and Assessment . The Instruction BLMs are essential to the lessons in the Teacher’s Guide; without them, the lessons do not adhere to the fidelity of S .P .I .R .E .’s instructional plan . The Assessment BLMs provide ongoing formative assessment, a final cumulative test for the level, and summary forms for recording and reporting .
INTERACTIVE WHITEBOARD ACTIVITIES
Interactive Whiteboards (IWBs) are becoming more available to a greater number of classrooms, and IWB activities can provide engagement and a large interactive format for instructional modeling and practice . While any material on the S.P.I.R.E.® Blackline Masters CD-ROM can be used on an IWB, we particularly recommend activities using the Phoneme Segmentation Sheet, the Phoneme-Grapheme Sheet, the Word Find Sheet in the Introductory Lessons, and the graphic organizers in the Reinforcing Lessons . These would work especially well in settings with large groups .
vi S .P . I .R .E . • Level 3 • Introduction
S.P. I.R. E. Level 3
Blackline Masters for Instruction
LESSON PLANNERSThese blank planners are available for both types of lessons: Introductory and Reinforcing . The Planners supplement the Teacher’s Guide Steps Overview pages and allow teachers to create their own lessons for each concept .
KEY WORD CONCEPT SHEETSThese sheets introduce each new concept to students . Used in Step 1 of every Introductory Lesson, these large illusrations can be held up for the lesson and then displayed as a reminder of the concept .
SYLLABLE CARDSThese cards are used in Step 1 of Introductory Lessons where students learn to divide words into syllables . The cards should be printed on white card stock .
PHONEME SEGMENTATION SHEETStudents will use this sheet, as well as white and green circle-shaped markers, for phonemic awareness activities in Step 2 . The circles are used to represent phonemes: white for consonant sounds and green for vowel sounds . Students may also use blue syllable rectangles as they segment sounds in each syllable of a word . You may wish to model these activities using the identical large magnetic Phoneme Segmentation Sheet and circles, available as a S .P .I .R .E . ancillary .
PHONEME-GRAPHEME SHEETUsed for word building activities in Step 3, these sheets are distributed to students along with white and green circle-shaped markers . Students use the circles to represent phonemes, and then write the word .
SIGHT WORD CARDSThese cards match the red ones in the Word Cards pack and should be printed, if possible, on red card stock . They give students the opportunity for individual daily practice with and reinforcement of high-utility, “stop and remember” words .
S .P . I .R .E . • Level 3 • Introduction vii
Introduction
DECODABLE 1 WORD CARDSThese cards match the green ones in the Word Cards pack and should be printed on green card stock . They give students the opportunity for individual daily practice with and reinforcement of fully decodable, “go-right-ahead-and-read-them” words .
DECODABLE 2 WORD CARDSThese cards match the yellow ones in the Word Cards pack and should be printed on yellow card stock . They give students the opportunity for individual daily practice with and reinforcement of words with less common pronunciations . These words should be approached with caution, since one or more of their letter-sound relationships are unexpected, given what is already known about more common pronunciations for those letters .
SMALL LETTERSCopy the Small Letters onto the appropriate colored paper or card stock (consonants on white, vowels on green, welded sounds on yellow, suffixes on blue, prefixes on purple) and then cut them out . Magnetic tape can be applied to the letters so they can be used on a metal surface . Students use the Small Letters for word-building activities in Step 3 . Alternately, students may use a Magnet Board and Letters or the Small Letter Cards (preprinted on appropriately-colored card stock), both of which are available as S .P .I .R .E . ancillaries .
WORD FIND SHEETSThe Word Find Sheets are used in Step 6 of the Introductory Lessons . Students read and circle all of the new concept words they can find on a Word Find Sheet, mark them in green, and then read them aloud .
DICTATION PAPER At Level 3, there are three different types of Dictation Paper for use in Steps 7, 9, and 10, allowing for differentiation of student and lesson characteristics:
1. Full Lesson Sounds and Words Dictation Paper allows for ten sounds and ten words, the usual number dictated in lessons .
2. Full Lesson Sentence Dictation Paper has ten lines for ten sentences .
3. Short Lesson Dictation Paper allows for five sounds, five words, and two sentences on one sheet of paper and can be used for Reinforcing Lessons, lessons less than 60 minutes long, and lessons for students whose writing is particularly labored .
viii S .P . I .R .E . • Level 3 • Introduction
S.P. I.R. E. Level 3
GRAPHIC ORGANIZERSThese blank graphic organizers should be used in Step 6 of the Reinforcing Lessons to enhance comprehension of the reading passages . Annotated versions of the organizers are found in Step 6 of the Teacher’s Guide under Comprehension Activities .
CONCEPT MASTERY FLUENCY DRILLSRecommended as part of Step 4, the Concept Mastery Fluency Drills reinforce new concepts and develop automaticity with decodable words in order to build fluency in reading . The drills can be used instructionally with students needing more reading practice with certain concepts .
On the BLMs, a concept is underlined on the first three lines to cue the student . Beginning with the fourth line, the underlining is dropped .
There are many ways in which the drills can be used for reading practice:
• Students can read to an instructional aide .
• Students can read to each other in pairs .
• Students can read to a parent or sibling at home .
• The drills can be done as a choral reading .
• Display a copy of the drill using an overhead projector or other technology . Point to the words and read orally in unison with students .
S .P . I .R .E . • Level 3 • Introduction ix
Introduction
Blackline Masters for Assessment
CONCEPT MASTERY FLUENCY DRILLSThese drills, described on the previous page in their instructional role, can also be used as an assessment of automaticity .
AdministrationWhen used for assessment, the drills should be conducted only once per sitting, as a second immediate reading would not be an indication of true automaticity but rather of short-term memory .
First reading: Make two copies of the Fluency Drill . Keep one to use as a recording form, and place one in front of the student .
Review the first three lines with the student, then begin a one-minute timed drill starting with the fourth line .
Have the student read words from left to right . Do not stop the student, even if an error is made .
Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self corrects . Sounded-out and self-corrected words are counted as correct .
Subsequent readings: Have the student begin reading with the first line and read for one minute .
Scoring and ReportingFirst reading: Subtract the number of errors from the total number of words read; this provides a baseline for comparison with subsequent readings . Help the student record this information on the Progress Report . Have the student write the date at the top of the first column and draw a line indicating the number of words read correctly . If desired, the student can write the number of words read correctly in the column and/or color the column .
Subsequent readings: Each drill is repeated and charted on the Progress Report three to five times . One Progress Report can be used to record the initial and subsequent readings .
x S .P . I .R .E . • Level 3 • Introduction
S.P. I.R. E. Level 3
DECODING ASSESSMENTSThe Decoding Assessments are individual oral reading tests used to demonstrate specific concept acquisition and to inform diagnostic teaching . Two Assessments (Forms A and B) are provided for each concept . They can be used to:
• clarify results from the Initial Placement Assessment .
• determine which words or word patterns need further instruction .
• determine when students are ready to progress to the next concept .
Marked student copies should be dated and filed in the student’s daily work binder when completed .
AdministrationEach Decoding Assessment can be used as a pretest (before teaching to see if students need instruction on a particular concept) or as a posttest (after a lesson to see if students are ready to move on to the next concept and to measure progress) . Administration is the same in both cases .
Make two copies of the Decoding Assessment . Keep one to use as a recording form, and place one in front of the student .
Single word reading: Have the student read words from left to right . Do not stop the student, even if an error is made .
Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self corrects . Sounded-out and self-corrected words are counted as correct .
If the student completes Single Word Reading with at least 50 percent accuracy, continue to Sentence/Phrase Reading .
Sentence reading: Administer in the same manner, marking mistakes, sounded-out, and self-corrected words on the recording form . Count only the words for the target concept . In the CD-ROM version, the answer key indicates which words contain target concepts .
Scoring and ReportingIf percentages are needed, count the number of misread target words in both Single Word Reading and Sentence Reading and subtract from the total number of target words . Sounded-out and self-corrected words should be counted as correct but noted for further remediation . (See “Sounded-out words” on the next page .) Divide the number of target words incorrect by the number of target words correct to get an accuracy percentage .
S .P . I .R .E . • Level 3 • Introduction xi
Introduction
Sounded-out words: If a student consistently sounds out words without automaticity, but reads correctly, incorporate additional automaticity practice . This can be done using Fluency Drills, Word Cards, or by rereading passages in the Reader and/or reading the Illustrated Decodable Readers .
Misread words: Misread words should be incorporated in subsequent S .P .I .R .E . lessons during Step 3 (Word Building), Step 9 (Spelling), and/or Step 10 (Sentence Dictation) . You may also want to write misread words on a sheet and have the student practice decoding them, using them orally in a sentence, or writing sentences with the words .
Disfluent reading: Students who read the phrases and sentences with a lack of expression will need additional practice to improve fluent and expressive reading . This can be done with story rereads .
Pretest results: Students demonstrating at least 80 percent accuracy can skip the tested concept and move on to the next concept . If 80 percent accuracy is not achieved, conduct the lessons for that concept, beginning with the Introductory Lesson .
Posttest results: Students demonstrating at least 80 percent accuracy can move on to the next concept . If 80 percent accuracy is not achieved, conduct any unused Reinforcing Lessons for that concept until 80 percent accuracy is attained . You may also use the Appendix in the Teacher’s Guide to create a new Reinforcing Lesson(s) until 80 percent accuracy is attained .
QUICK CHECKSFor use as informal formative assessment, there is one Quick Check per lesson . Quick Checks can be used at the end of class as a “ticket out the door .” Their purpose is to ensure the students understand the concept . The Quick Checks also provide data for progress monitoring/differentiating instruction and for evaluating instruction .
Each Quick Check consists of reading four target decodable words, two phrases, and two sentences . The phrases and sentences incorporate the target concept with other decodable words and sight words . There are four Quick Checks on a BLM page .
Administration of Quick ChecksFor each student assessed, make two copies of the Quick Checks, one for the student and one for you . Cut along the dotted lines and use the appropriate Quick Check for the lesson . Have the student read the words, phrases, and sentences while you record their responses .
xii S .P . I .R .E . • Level 3 • Introduction
S.P. I.R. E. Level 3
Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self-corrects . Correct answers include sounded-out and self-corrected words, and the entire phrase or sentence .
POST-LEVEL ASSESSMENT The Post-Level Assessment should be administered upon each student’s completion of Level 3 to find out if the student has achieved 80 percent mastery of the level’s concepts . The assessment has four components:
• A decodable word assessment list that includes all the concepts in Level 3
• A list of sentences that includes the level’s decodable and sight words
• A decodable reading passage that includes the level’s decodable and sight words
• Decodable short-answer questions about the passage for assessment of comprehension and vocabulary
Administration of Decodable Words and SentencesMake two copies of the Assessment . Keep one to use as a recording form, and place one in front of the student .
Have the student read words from top to bottom . The student must read the entire sentence correctly . In the CD-ROM version, the answer key indicates the level’s decodable and sight words .
Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self corrects . Sounded-out and self-corrected words are counted as correct .
Informally keep time as the student reads . Kindergarten and first grade students should take no longer than three seconds to identify high-frequency words . Older students should take no longer than one second . If the student takes additional time to identify a word but reads the word correctly, mark T above the word .
Administration of Reading Passage and Short-Answer QuestionsMake two copies of the Assessment . Keep one to use as a recording form, and place one in front of the student . Based on the student’s needs, the passage and/or questions can be administered orally or silently .
S .P . I .R .E . • Level 3 • Introduction xiii
Introduction
Indicate errors above any misread words on the recording form . Write SO above words that were sounded out and SC above words that the student self corrects . Sounded-out and self-corrected words are counted as correct .
Informally keep time as the student reads . Kindergarten and first grade students should take no longer than three seconds to identify high-frequency words . Older students should take no longer than one second . If the student takes additional time to identify a word but reads the word correctly, mark T above the word .
Based on students’ needs, answers to the short-answer questions can be given in phrases or complete sentences .
The answer key provided on the CD-ROM indicates in the passage which concepts and sight words are taught at this level . Complete sentence answers to the short-answer questions are also supplied in the answer key .
Scoring and ReportingSounded-out and self-corrected words should be counted as correct but noted for further remediation . Words that take students additional time to identify should also be noted .
If a student consistently sounds out decodable words without automaticity, but reads correctly, incorporate additional automaticity practice . This can be done utilizing Fluency Drills, green and yellow Word Cards, or story rereads .
If a student attempts to sound out sight words, incorporate additional automaticity practice using the red Word Cards .
If the student repeatedly misreads Decodable 1 or 2 words within a specific concept, administer the Decoding Assessment for that concept to determine if additional instruction is required .
In the CD-ROM version, the answer key indicates concept and sight words taught at this level .
ASSESSMENT SUMMARY FORMS The Concept Assessment Summary Form can be customized for each student and new concept . Use this form to record results from Decoding Assessments A and B and up to five Quick Checks . You may need to make additional copies of the form to record the results of additional Quick Checks . The Post-Level Assessment Summary Form can be used to record the results of a student’s Post-Level Assessment . This page will only need to be copied and used once, at the end of Level 3 .
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
Lesson Planner: Introductory Lesson
1. Phonogram Cards 5 minutes
Review Phonograms:
New Concept: _________
Key Word Concept Sheet Phonogram Card
Key Word Card (Level 1) Small Letter
2. Phonological Awareness 5 minutes
Words:
(to )
(to )
(to )
(to )
(to )
Other:
3. Word Building 5 minutes
Magnet Board Phoneme-Grapheme Sheet
1.
2.
3.
4.
5.
4. Decoding and Sentence Reading 10 minutes
Reader Page
Extra Practice: Concept Mastery Fluency Drill #:____
5. Prereading 5 minutes
Phoneme–Grapheme Analysis Word:
6. Reading 15 minutes
Word Find Sheet
Sentences:
1.
2.
3.
4.
5.
7. Sound Dictation 2 minutes
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
8. Prespelling 3 minutes
Word:
9. Spelling 5 minutes
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
10. Sentence Dictation 5 minutes
1.
2.
Independent Work
Workbook page _________
Other:
Date:
Teacher:
Grade:
Student Group:
Introductory Lesson Planner
that includesthat includesthat includes
1
2S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
1. Phonogram Cards 5 minutes
Phonograms:
Decodable Words:
Sight Words:
2. Phonological Awareness 5 minutes
Words:
(to )
(to )
(to )
(to )
(to )
Other:
3. Word Building 5 minutes
Magnet Board Phoneme-Grapheme Sheet
1.
2.
3.
4.
5.
4. Decoding and Sentence Reading 10 minutes
Reader Page
Extra Practice: Concept Mastery Fluency Drill #:____
5. Prereading 5 minutes
Phoneme–Grapheme Analysis Word:
Other:
6. Reading Comprehension 15 minutes
Reader Page
Reading Selection
7. Sound Dictation 2 minutes
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
8. Prespelling 3 minutes
Word:
9. Spelling 5 minutes
1. 6.
2. 7.
3. 8.
4. 9.
5. 10.
10. Sentence Dictation 5 minutes
1.
2.
Independent Work
Workbook page _________
Other:
Date:
Teacher:
Grade:
Student Group:
Reinforcing Lesson Planner
Lesson Planner: Reinforcing Lesson2
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
so–, he–, fly–
Sam gets on the jet so he can
fly home.3Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
ıld, old, ınd, ost, oll
Miss Post will help the child find a roll and cold milk.
4 Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
ay
spray5Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated6 Key Word Concept Sheet
-ed /ed/
melted-ed /d/
smelled-ed /t/
winked
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
-s -es
bats foxes
-ing -er
swinging singer7Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
-est -en
fastest strengthen
-ish -ly
cticklish safely 8 Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
-y -ful
ccdusty helpful
-ness -less
csadness sockless9Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
VCCV
puffin10 Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
11Key Word Concept Sheet
VCCV
dentist
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
ou
I will share this mound of doughnuts with my cousin
and you.
12 Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
a-
alike13Key Word Concept Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated14 Syllable Cards
Pho
toco
py Sylla
ble C
ard
s on
Wh
ite Ca
rd Sto
ck
hel met
kit ten
muf fin
rab bit
bas ket
mit ten
hap py
in vite
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated15Syllable Cards
Pho
toco
py
Sylla
ble
Ca
rds
on
Wh
ite
Ca
rd S
tock
nap kin thun der
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Phoneme Segmentation Sheet
Old Newto
16 Phoneme Segmentation Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
Phoneme-Grapheme Sheet
Phoneme-Grapheme Sheet 17
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
gone
climb
they
today
both
clothes
says
goes
18 Sight Word Cards
Pho
toco
py Sig
ht W
ord
Ca
rds o
n R
ed C
ard
Stock
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated19Sight Word Cards
Pho
toco
py
Sig
ht
Wo
rd C
ard
s o
n R
ed C
ard
Sto
ck
does
danger
wonder
strange
listen
could
shouldwould
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Pho
toco
py D
ecod
ab
le 1 Wo
rd C
ard
s on
Green
Ca
rd Sto
ck
play
day
say
always
stay
may
pay
asked
20 Decodable 1 Word Cards
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated21
Pho
toco
py
Dec
od
ab
le 1
Wo
rd C
ard
s o
n G
reen
Ca
rd S
tock
kitten
played
happen
rabbit
penny
lifted
happy
funny
Decodable 1 Word Cards
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated22 Decodable 1 Word Cards
Pho
toco
py D
ecod
ab
le 1 Wo
rd C
ard
s on
Green
Ca
rd Sto
ck
better
offer
rubber
daddy
differ
traffic
mommy
puppy
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Pho
toco
py
Dec
od
ab
le 1
Wo
rd C
ard
s o
n G
reen
Ca
rd S
tock
bottom
suffix
comment
supper
summer
address
lesson
mitten
23Decodable 1 Word Cards
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated24 Decodable 1 Word Cards
Pho
toco
py D
ecod
ab
le 1 Wo
rd C
ard
s on
Green
Ca
rd Sto
ck
matter
different
winter
unless
common
insect
children
escape
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated25Decodable 1 Word Cards
Pho
toco
py
Dec
od
ab
le 1
Wo
rd C
ard
s o
n G
reen
Ca
rd S
tock
consider
member
almost
angry
problem
number
entire
fifty
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated26 Decodable 1 Word Cards
Pho
toco
py D
ecod
ab
le 1 Wo
rd C
ard
s on
Green
Ca
rd Sto
ck
compare
perfect
person
include
twenty
enter
after
complete
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated27Decodable 1 Word Cards
Pho
toco
py
Dec
od
ab
le 1
Wo
rd C
ard
s o
n G
reen
Ca
rd S
tock
empty
hundred
house
our
under
husband
out
found
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated28
Pho
toco
py D
ecod
ab
le 1 Wo
rd C
ard
s on
Green
Ca
rd Sto
ck
soup
noun
count
doubt
troupe
proud
south
group
Decodable 1 Word Cards
Pho
toco
py D
ecod
ab
le 1 Wo
rd C
ard
s on
Green
Ca
rd Sto
ck
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Pho
toco
py
Dec
od
ab
le 1
Wo
rd C
ard
s o
n G
reen
Ca
rd S
tock
through
touch
coupon
tough
enough
country
young
29Decodable 1 Word Cards
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated30 Decodable 2 Word Cards
Pho
toco
py D
ecod
ab
le 2 Wo
rd C
ard
s on
Yello
w C
ard
Stock
why
my
me
be
by
he
she
we
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated31Decodable 2 Word Cards
Pho
toco
py
Dec
od
ab
le 2
Wo
rd C
ard
s o
n Y
ello
w C
ard
Sto
ck
belong
begin
go
also
before
no
so
try
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated32 Decodable 2 Word Cards
Pho
toco
py D
ecod
ab
le 2 Wo
rd C
ard
s on
Yello
w C
ard
Stock
spy
wild
bind
find
child
mild
blind
kind
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedDecodable 2 Word Cards
Pho
toco
py
Dec
od
ab
le 2
Wo
rd C
ard
s o
n Y
ello
w C
ard
Sto
ck
grind
wind
bold
gold
mind
old
cold
hold
33
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedDecodable 2 Word Cards
Pho
toco
py D
ecod
ab
le 2 Wo
rd C
ard
s on
Yello
w C
ard
Stock
sold
scold
post
around
told
most
roll
about
34
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated35Small Letters
Pho
toco
py
Thes
e Sm
all
Lett
ers
on
Wh
ite
Ca
rd S
tock
P B T D K C G F V S Z J M N
W H L R X Y Q p b t d k c g f v s z j m n w h l r x y q
ck tch gh gh sh ch th wh qu
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated36 Small Letters
Pho
toco
py Th
ese Sma
ll Letters on
Green
Ca
rd Sto
ck
a i o u e A I O U E e y ay ou
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated37Small Letters
Pho
toco
py
Thes
e Sm
all
Lett
ers
on
Yel
low
Ca
rd S
tock
ang ing ong ung ank ink onk unk
ff ll ss al wa ild old ind ost oll
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated38 Small Letters
Pho
toco
py Th
ese Sma
ll Letters on
Blu
e Ca
rd Sto
ck
ed s es ing er est en ish ly y ful ness less
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated39Small Letters
Pho
toco
py
This
Sm
all
Lett
er o
n P
urp
le C
ard
Sto
ck
a
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedWord Find Sheet
so
he
fly
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated41Word Find Sheet
old
ild
ind
ost
oll
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated42 Word Find Sheet
ay
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
ed
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated44 Word Find Sheet
s
es
ing
er
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedWord Find Sheet
en
ish
est
ly
thickest
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
y
ful
ness
less
46 Word Find Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
puffin
rabbit
kitten
47Word Find Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
dentist
48 Word Find Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
ou
49Word Find Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
ou
50 Word Find Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated51Word Find Sheet
ou
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
ou
Word Find Sheet
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated53Word Find Sheet
a-
Away
ALIVE
live
across
above
SHUT
RoundAmount
testing
FOUR
about
around
AGObasket
lifted
awake
awhile
coupon
around
snap
alongclacking
alike
slipper
Touch
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated54 Full Lesson Dictation Paper
1
2
3
4
5
6
7
8
9
10
1
2
3
4
5
6
7
8
9
10
Name: Date:
Sounds Words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
that includes
55Full Lesson Dictation Paper
Name: Date:
Sentences
.
.
.
.
.
.
.
.
.
.
56 Short Lesson Dictation Paper
Sounds Words
1
2
3
4
5
1
2
3
4
5
Name: Date:
Sentences
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
57Graphic Organizers
Cause and Effect
What Why
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Compare and Contrast: Venn diagram
58 Graphic Organizers
Main Idea and DetailsMain Idea
Detail Detail Detail
Drawing Conclusions
+
+
=
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Graphic Organizers
Sequencing
#1
#2
#3
#4
Making Inferences
What Does
What Is Like
59S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated60
Concept Mastery Fluency Drill 19: so, he, fly11 words per row / 12 rows / 132 words
he she we me be belong before begin she we be
begin before belong be me we she he be before we
she belong begin he me before we she be he me
belong be me begin he before we she before me he
me be belong he she we before she begin we be
be begin we she before belong me he before we be
belong she he me begin she he before we be me
be belong me before we begin before me he she he
she he belong be he begin me we before she me
begin he belong be me we she before me before he
belong me be he she we be we she begin before
begin we be she belong me before we before he be
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
he she me be we belong before belong we be me
belong me belong he she before she be belong he before
belong we be belong me we be me she he me
be we belong before she be belong he before belong we
be me belong me me she he me be we belong
before she be belong he before belong she she he me
be he she me be we belong before we belong before
she be belong she she he me be he she me
be we belong we be me belong me belong he she
before she be belong be she he me be we belong
be we belong before she be belong he before we belong
before me belong we belong before he belong we be me
61
Concept Mastery Fluency Drill 19: so, he, fly11 words per row / 12 rows / 132 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
begin before she belong me he we before he begin
we he me belong she before begin me begin we
before he she begin he me she belong we me
before she begin me he belong he we begin before
we he me belong she before we begin she begin
before he belong she me we begin he me she
me he we before belong before she belong begin he
she before belong we begin me he me begin we
begin he before he belong me we she belong me
begin before she me he we begin before belong he
we she begin he me we belong before me she
belong before he she begin belong me we me she
62Concept Mastery Fluency Drill 19: so, he, fly
10 words per row / 12 rows / 120 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
no go so also go also no so go
also so go no also go so no so
go no also so also go so no go
so go also no so also so go no
also go no also go so no go so
go no also go so so no so also
no go also also so so go no go
also so go so no so no go also
no also go also so go so no go
also so go so no also go no so
no also go so go no also go so
go so also go no so also no so
63
Concept Mastery Fluency Drill 19: so, he, fly9 words per row / 12 rows / 108 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
try my spy why cry fly dry by sky my why
sky by dry fly cry why spy my try fly by
my try why fly dry spy sky try cry by sky
cry why sky by spy dry fly dry why my try
dry sky cry try spy by fly why my spy cry
why my fly by try spy cry dry sky why by
my spy try cry why dry by why my fly sky
by sky fly dry cry spy why my fly by try
try my why fly sky dry spy try by sky cry
sky by cry why dry fly spy dry my try why
cry sky dry spy by fly try my cry spy why
by try my why fly cry dry spy why by sky
64
Concept Mastery Fluency Drill 19: so, he, fly11 words per row / 12 rows / 132 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
old cold sold told hold bold gold scold cold told bold
scold gold bold hold told sold cold old gold hold sold
cold sold told hold bold gold scold old sold bold gold
told hold old cold told bold gold scold sold bold cold
gold bold scold hold sold cold told old hold gold sold
told hold sold cold gold bold scold gold sold bold old
cold sold old told cold told bold gold hold bold scold
gold bold scold hold cold old hold told sold gold sold
bold gold cold hold scold sold bold gold sold told old
cold told bold gold hold told old sold bold scold cold
bold scold gold hold sold cold told old hold sold gold
hold sold told cold bold scold gold bold gold sold old
65
Concept Mastery Fluency Drill 20: exceptions11 words per row / 12 rows / 132 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
most post ghost host toll stroll poll host
poll stroll toll host ghost post most post
post host stroll most ghost toll poll stroll
stroll host post poll toll ghost most poll
toll host ghost post most poll stroll most
post most host ghost stroll toll poll most
toll host ghost poll post stroll most toll
post most poll toll host stroll host ghost
poll toll post ghost host stroll most post
host stroll ghost toll post stroll most poll
stroll host post poll ghost most toll poll
host toll most ghost post toll poll stroll
66
Concept Mastery Fluency Drill 20: exceptions8 words per row / 12 rows / 96 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
find kind bind hind behind grind rind mind kind blind
mind rind grind behind hind blind bind kind find behind
behind grind rind mind kind blind find bind blind hind
blind hind behind find blind grind rind mind kind bind
hind blind bind rind grind mind rind behind kind find
grind rind behind blind mind kind bind find hind blind
hind blind bind kind find mind rind grind behind rind
kind find behind blind bind mind rind hind grind find
grind blind grind find kind find mind rind hind behind
bind mind hind blind behind kind grind kind find rind
bind blind find behind grind kind blind hind rind mind
grind hind blind behind mind rind behind bind kind find
67
Concept Mastery Fluency Drill 20: exceptions10 words per row / 12 rows / 120 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
play slay way say away pay may slay say pay play
may pay away say way slay play way away may pay
slay way play pay away may slay say pay say play
away may pay say play way slay way away pay may
may away pay say way play away way play pay may slay
slay way say away pay may slay say pay play
say pay away may slay way play away pay may way
play away slay say way play pay may slay pay say
say slay play way pay away slay say pay may play
may away say pay way slay away may pay play way
away slay way play pay may slay play say pay say
may pay slay way say play way away pay may away
68
Concept Mastery Fluency Drill 21: ay11 words per row / 12 rows / 132 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
always away today day stay pay day play away stay
pay play day pay always stay today away today always
stay away pay day today play pay stay always stay
away pay always today play day stay always stay away
today day today away stay play pay stay away play
always stay day pay away today always stay today always
today stay always play away pay away day stay pay
away pay today always play today day stay always stay
pay day today always away stay stay away play pay
stay play pay away day stay away today pay play
always pay always day stay today play stay away always
today pay away day play pay today away play stay
69
Concept Mastery Fluency Drill 21: ay10 words per row / 12 rows / 120 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
acted act land landed test tested melted act tested
melted tested test landed act acted land test melted
landed melted landed acted landed tested act land test
test landed acted melted land act melted test tested
act land acted tested landed test landed tested melted
test landed melted tested land act test melted acted
melted act landed acted act land test tested landed
landed acted test melted land act melted tested test
landed acted melted act tested act land landed test
landed test melted acted land act melted test tested
acted act land landed test tested landed act melted
melted test land act landed tested melted acted test
70
Concept Mastery Fluency Drill 22: -ed9 words per row / 12 rows / 108 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
handed hand lasted last printed print acted last
acted print printed last lasted hand handed print
hand handed last printed acted hand print lasted
printed last acted print lasted handed lasted hand
hand lasted last printed handed acted hand print
print printed acted lasted last hand handed lasted
last printed hand handed hand print lasted acted
printed acted last lasted handed print hand lasted
last printed acted hand last print lasted handed
last acted printed handed lasted print lasted hand
printed hand lasted acted handed last print hand
acted lasted print last hand printed lasted handed
71
Concept Mastery Fluency Drill 22: -ed8 words per row / 12 rows / 96 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
played stayed filled stay yelled smelled prayed stay
prayed smelled yelled stay filled stayed played yelled
stayed played stay filled smelled prayed yelled stayed
yelled stay prayed smelled filled stayed played filled
filled stay played yelled smelled stayed stay prayed
smelled yelled stay played filled stayed prayed yelled
stay filled stayed smelled prayed played yelled stay
prayed smelled yelled stay stayed yelled filled played
played stay filled smelled stayed yelled stay prayed
prayed smelled filled yelled stay played filled stayed
played filled stay smelled stayed prayed stayed yelled
smelled yelled filled played stay prayed stayed filled
72
Concept Mastery Fluency Drill 22: -ed8 words per row / 12 rows / 96 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
rocked jumped asked rushed locked stamped winked
stamped rushed asked jumped winked rocked locked
winked locked rocked jumped rushed stamped asked
asked locked winked jumped rushed stamped rocked
jumped asked rocked stamped winked rushed locked
rushed locked stamped rocked jumped winked asked
rocked winked locked jumped stamped asked rushed
locked asked jumped rushed winked stamped rocked
asked locked winked jumped rushed stamped rocked
rocked winked asked locked rushed stamped jumped
winked jumped asked rocked rushed locked stamped
locked rushed rocked stamped winked asked jumped
73
Concept Mastery Fluency Drill 22: -ed7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
jumped locked asked rushed yanked crushed called
crushed rushed asked locked called jumped yanked
called yanked jumped locked rushed crushed asked
locked rushed jumped called asked yanked crushed
asked yanked locked rushed crushed called jumped
rushed crushed called asked yanked jumped locked
yanked asked jumped rushed crushed locked called
crushed called yanked jumped locked rushed asked
asked yanked called rushed jumped locked crushed
locked rushed called asked yanked crushed jumped
locked rushed asked yanked called jumped crushed
rushed asked jumped crushed locked called yanked
74
Concept Mastery Fluency Drill 22: -ed7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
running swimming ringing thinking handing standing
landing resting testing landing standing handing
thinking ringing running swimming standing resting
running ringing handing landing testing handing
landing testing swimming standing resting running
thinking standing resting ringing handing landing
testing running handing landing testing swimming
thinking resting standing swimming testing landing
ringing swimming thinking standing testing resting
landing ringing running landing ringing testing
handing thinking landing testing swimming resting
running thinking resting standing ringing handing
75
Concept Mastery Fluency Drill 23: suffixes6 words per row / 12 rows / 72 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
fastest biggest reddest fattest longest strongest
thinnest saddest gladdest biggest fattest strongest
longest saddest reddest fastest biggest fattest
strongest fattest fastest reddest longest thinnest
gladdest reddest longest thinnest biggest fattest
strongest saddest fattest strongest fastest reddest
longest thinnest gladdest biggest fattest strongest
thinnest gladdest biggest fattest saddest fastest
fattest longest biggest reddest fastest biggest
saddest strongest fastest reddest thinnest gladdest
longest thinnest reddest gladdest fattest strongest
biggest fastest fattest saddest longest reddest
76
Concept Mastery Fluency Drill 23: suffixes6 words per row / 12 rows / 72 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated77
Concept Mastery Fluency Drill 23: suffixes7 words per row / 12 rows / 84 words
matches pitches riches patches foxes boxes lunches
bunches stitches bunches stitches lunches boxes foxes
patches riches pitches matches pitches patches lunches
stitches riches foxes lunches stitches pitches patches
boxes bunches matches riches foxes lunches stitches
pitches patches boxes bunches pitches stitches foxes
matches riches bunches patches pitches boxes matches
riches pitches matches patches boxes bunches pitches
pitches matches patches riches patches lunches pitches
riches stitches lunches foxes pitches stitches patches
bunches boxes riches foxes matches stitches lunches
pitches boxes patches pitches stitches bunches foxes
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
happy funny penny lucky muddy sunny daddy mommy
puppy mommy puppy daddy sunny muddy lucky penny
funny happy funny lucky sunny mommy happy penny
muddy daddy puppy penny muddy daddy puppy funny
lucky sunny mommy happy lucky sunny happy mommy
penny daddy muddy puppy funny muddy puppy daddy
funny lucky mommy sunny happy penny sunny mommy
penny happy daddy muddy puppy funny lucky daddy
funny sunny puppy lucky happy penny mommy muddy
funny mommy lucky sunny penny muddy daddy happy
puppy penny muddy daddy funny lucky sunny mommy
puppy happy lucky happy mommy sunny daddy penny
78
Concept Mastery Fluency Drill 23: suffixes8 words per row / 12 rows / 96 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
of|fer run|ner bet|ter dif|fer sum|mer bat|ter rub|ber
but|ter rub|ber but|ter sum|mer of|fer dif|fer bet|ter
run|ner bat|ter of|fer run|ner bet|ter sum|mer of|fer
differ rubber butter differ rubber butter runner
better summer offer better summer batter offer
differ rubber butter runner differ rubber butter
runner better otter summer offer summer rubber
offer runner better differ batter butter rubber
butter summer better otter runner differ offer
runner better batter offer differ rubber summer
butter differ runner butter rubber summer otter
better offer better otter summer differ butter
79
Concept Mastery Fluency Drill 24: twin-consonant syllable division7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
com|mon ad|dress sup|per mit|ten mat|ter traf|fic les|son
com|ment sud|den ad|dress mit|ten traf|fic hid|den com|ment
sup|per mat|ter les|son hid|den ad|dress mit|ten traf|fic
supper matter lesson address common sudden lesson
comment hidden traffic matter mitten address lesson
supper lesson traffic address comment mitten common
lesson matter supper common hidden lesson mitten
sudden mitten supper address common comment lesson
matter common address traffic supper sudden lesson
supper lesson address hidden common comment mitten
comment common supper address lesson matter mitten
address lesson sudden mitten supper common traffic
80
Concept Mastery Fluency Drill 24: twin-consonant syllable division7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
en|ter mis|take it|self prob|lem af|ter un|der num|ber
hun|dred al|most mis|take prob|lem un|der en|ter it|self
al|most hun|dred num|ber un|der af|ter prob|lem it|self
mistake problem under hundred enter itself after
almost after enter under mistake number itself
problem hundred itself number mistake under after
number itself mistake under after almost enter
hundred mistake number enter problem almost under
mistake after number problem hundred under after
almost mistake itself hundred enter after number
almost itself mistake number problem enter under
problem after almost number enter mistake under
81
Concept Mastery Fluency Drill 25: nontwin-consonant syllable division7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
com|plete in|clude en|tire mis|take com|pete es|cape
mis|take en|tire com|plete es|cape com|pete in|clude
com|plete in|clude com|pete mis|take en|tire es|cape
mistake compete escape entire complete include
mistake complete escape entire include compete
entire complete compete mistake escape include
entire escape complete mistake compete include
include escape compete entire complete mistake
entire mistake complete escape compete include
complete mistake include escape entire compete
compete escape mistake include complete entire
mistake compete complete entire escape include
82
Concept Mastery Fluency Drill 25: nontwin-consonant syllable division6 words per row / 12 rows / 72 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
win|ter sum|mer fall spring sum|mer fall win|ter spring
sum|mer spring win|ter fall spring win|ter fall sum|mer
fall win|ter spring sum|mer fall spring win|ter sum|mer
spring fall summer spring winter fall winter summer
winter fall spring summer winter summer fall spring
spring winter fall summer winter fall spring summer
winter spring fall spring summer fall winter summer
fall spring winter summer fall winter spring summer
winter fall summer spring winter fall spring summer
summer fall winter spring fall summer spring winter
spring winter summer spring fall summer winter fall
spring winter fall summer winter fall summer spring
83
Concept Mastery Fluency Drill 25a: mixed practice8 words per row / 12 rows / 96 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
mem|ber num|ber mat|ter suf|fix dif|fer an|gry sud|den|ly
un|der|stand con|trol num|ber suf|fix sud|den|ly an|gry dif|fer
an|gry num|ber sud|den|ly mat|ter un|der|stand dif|fer suf|fix
number matter suffix member control understand differ
matter suddenly differ control suffix number angry
understand matter angry differ control suffix member
suddenly understand member differ suffix angry matter
angry member matter suffix control number suddenly
suddenly understand differ control matter suffix member
angry number matter understand control differ number
matter suddenly number angry control member suffix
matter angry understand control member suffix suddenly
84
Concept Mastery Fluency Drill 25a: mixed practice7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
mem|ber num|ber mat|ter suf|fix dif|fer an|gry sud|den|ly
un|der|stand con|trol num|ber suf|fix sud|den|ly an|gry dif|fer
an|gry num|ber sud|den|ly mat|ter un|der|stand dif|fer suf|fix
number matter suffix member control understand differ
matter suddenly differ control suffix number angry
understand matter angry differ control suffix member
suddenly understand member differ suffix angry matter
angry member matter suffix control number suddenly
suddenly understand differ control matter suffix member
angry number matter understand control differ number
matter suddenly number angry control member suffix
matter angry understand control member suffix suddenly
85
Concept Mastery Fluency Drill 25a: mixed practice7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
per|fect her|self per|son sis|ter en|ter con|sid|er dif|fer|ent
num|ber dif|fer|ent con|sid|er en|ter per|son her|self
per|fect num|ber con|sid|er sis|ter her|self en|ter dif|fer|ent
number sister different person consider herself enter
herself consider sister number person different perfect
number sister person different herself consider enter
person enter herself number sister consider perfect
consider person different herself number perfect sister
different person perfect sister consider herself enter
perfect number sister enter consider person perfect
person different consider perfect number enter sister
enter sister number perfect different herself person
86
Concept Mastery Fluency Drill 25a: mixed practice7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
house out our about round found proud count south
south count proud found round about our out house
out about found count house our round proud south
our round proud south out about found count house
about found count house our round proud south out
round proud south out about found count house our
found count house our round proud south out about
proud south out about found count house our round
count house our round proud south out about found
south out about found count house our round proud
count house our about round south proud found out
south round proud about found count out our house
87
Concept Mastery Fluency Drill 26: ou9 words per row / 12 rows / 108 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
about aloud alone awake ago around away
alone awake awhile aloud around about alone
ago away awhile around awake alone aloud
aloud awake around alone about alone ago
alone away ago awhile aloud awake around
awake alone about around alone ago away
awhile away aloud ago awake around alone
alone alone ago around about away awhile
aloud away awake awhile around alone about
ago away alone ago about awhile aloud
alone awhile about aloud awake around ago
around about away aloud alone ago awhile
88
Concept Mastery Fluency Drill 27: a-7 words per row / 12 rows / 84 words
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Name Age Grade
Teacher Reader Concept Page
89Concept Mastery Fluency Drills Progress ReportS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedConcept Mastery Fluency Drills Progress Report90
Name Age Grade
Teacher Reader Concept Page
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
he
my
also
before
no
me
spy
begin
by
go
belong
be
we
try
why
spry
so
be
fly
she
You belong with me.
We went by the store.
My dog, Spry, also went.
“Why not let it fly?” she said.
91Decoding Assessments: so, he, fly
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
fly
why
no
belong
also
be
spy
try
by
spry
before
me
go
begin
my
we
she
be
he
so
She is my pal and so is he.
The fly went by fast.
Before we go, let’s try this cake.
92 Decoding Assessments: so, he, fly
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
old
jolt
roll
wind
poll
post
host
sold
ghost
find
behold
roll
bind
gold
most
grind
cold
wild
blind
child
Bob told a bold joke.
Roll up the blind, and let the sun in.
My mom told me to be kind.
The man will find gold.
Do you mind if I bring my child?
93Decoding Assessments: exceptions
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
old
roll
poll
wind
bold
post
host
sold
bind
find
behold
poll
ghost
wild
most
blind
cold
gold
grind
child
The kind child has a cold drink.
Tom sold his gold ring to the old man.
There was the most mold behind the post.
94 Decoding Assessments: exceptions
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
day
bay
subway
stray
hay
play
May
tray
lay
may
bray
Sunday
ray
way
spray
playtime
say
clay
sway
pay
It was a gray day.
The jay can fly.
I had a clay pot.
The string will fray.
Kay had a big tray.
Do not play in the bay.
95Decoding Assessments: ay
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated96 Decoding Assessments: ay
Form B
stray
day
bay
subway
tray
hay
play
May
Sunday
lay
may
bray
playtime
ray
way
spray
pay
say
clay
sway
We can play with clay all day.
Today is Sunday.
The stray cat went that way.
May I stay on the subway?
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated97Decoding Assessments: -ed
Form A
melted
belted
sifted
drifted
rusted
chanted
blended
tinted
strayed
longed
smelled
filled
fetched
punched
munched
helped
locked
docked
lumped
blocked
Beth squinted in the sun.
Dad hunted for a snack.
Kay yelled, “That cat jumped up on me!”
My dog fetched the ball and then rested.
Ted asked, “Is the milk chilled yet?”
Jane stayed inside all day and played games.
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated98 Decoding Assessments: -ed
Form B
landed
sanded
ended
fended
played
molded
scolded
dusted
camped
stayed
swayed
sprayed
folded
stamped
tramped
asked
benched
milked
rocked
socked
Has Jan dusted the rusted desk?
The van with tinted glass blocked the path.
When Dad and I hunted, we camped in a tent.
Tom folded the bills and filled his wallet with them.
Liz handed me the ball, and I kicked it into the net.
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated99Decoding Assessments: suffixes
Form A
backs
sadly
willingly
wildest
matches
coldish
flags
boldly
slashing
playful
boxes
sandy
faster
sadness
passing
helpful
smallest
lifeless
thicker
homeless
I am a wishful thinker.
She is selfish and talks endlessly!
Thanks for your kindness.
My mom is lengthening all my dresses.
These boxers are the smallest dogs we have.
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedDecoding Assessments: suffixes
Form B
melts
gladly
redness
oldest
inches
fluffy
desks
sickly
licking
helpful
munches
crunchy
smaller
kindness
flying
willful
mildest
useless
singer
homeless
My helper will gladly pack the dishes.
With sadness he said, “The sickly dog is lifeless.”
Strengthen your legs by walking up that hilly path.
100
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
muffin
dinner
gossip
classic
kitten
tennis
funny
gallop
offer
skillet
mummy
rabbit
better
lesson
happen
bonnet
sudden
ribbon
cotton
comment
Pam sat on the cotton mattress.
I am the winner of a tennis game.
Bob likes butter on a muffin.
I will offer to help with dinner.
The van stopped all of a sudden.
101Decoding Assessments: twin-consonant syllable division
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
dinner
muffin
gossip
classic
offer
mummy
rabbit
simmer
comment
cotton
ribbon
sudden
bonnet
lesson
better
happen
gallop
tennis
kitten
funny
A litter of kittens slept in the box.
We played tennis with a rubber ball.
I got a better offer last summer.
I have the butter and the muffin in a skillet.
102 Decoding Assessments: twin-consonant syllable division
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated103Decoding Assessments: nontwin-consonant syllable division
Form A
escape
insect
under
empty
perfect
fifty
sister
husband
member
compare
include
velvet
angry
enter
unless
napkin
mistake
itself
entire
picnic
The tot had a temper tantrum.
The empty basket is filled with cobwebs.
A bike helmet is made of strong plastic.
At the picnic, a hundred napkins were flying in the wind!
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
herself
children
sapling
helmet
after
complete
dentist
cobweb
winter
hundred
reptile
sandal
problem
nutmeg
transfer
cactus
person
victim
basket
magnet
This winter my septic tank broke.
The reptile had snuck into my sandal!
Unless the spy makes a mistake, she will escape.
The dentist will complete the entire job today.
104 Decoding Assessments: nontwin-consonant syllable division
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
loud
round
proud
sound
mound
scout
pound
out
couch
trout
hound
sour
ouch
flour
spout
mouth
wound
count
cloud
ground
I am proud to be a scout.
There is a mouse in my house!
Do not put the pouch on the counter.
I got some white flour on my red blouse.
The tennis ball made an odd sound on the wet ground.
105Decoding Assessments: ou (mound)
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
out
our
ouch
loud
scout
flour
pouch
cloud
found
south
blouse
amount
house
count
outside
mouth
shout
grouch
found
aloud
Jan will slouch on the couch.
Abby found a red blouse in the attic.
The ground just outside of our house is wet.
That cloud has the shape of a basset hound!
106 Decoding Assessments: ou (mound)
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
four
pour
course
doughnut
four
soul
although
fourth
gourd
court
shoulder
pouring
mourn
boulder
though
dough
mourned
courting
poured
although
Chad pulled his shoulder on the basketball court.
Jen will roll out the dough to make doughnuts.
Penny sang four songs with a lot of soul in each one.
The men rolled the boulder off the racecourse.
Though this gourd is something like a pumpkin, it is much smaller.
Decoding Assessments: ou (doughnut) 107
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
doughnut
pour
four
although
though
courting
mourn
dough
poured
although
soul
fourth
course
boulder
gourd
court
mourned
four
shoulder
pouring
I have four doughnuts.
Of course I want to pour myself a glass of milk.
Boulders poured down the slope when we had a landslide.
There are four gourds and one pumpkin on the steps.
Although I hate tennis today, most days I like to be on the court.
Decoding Assessments: ou (doughnut)108
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
cousin
tough
touch
country
rough
enough
slough
young
enough
cousin
slough
country
tough
young
rough
enough
touch
cousin
country
cousin
The snake will slough off its skin.
That test was tough!
That film touched my soul.
Do not play so rough and tough.
Jed lives in the country with his cousin.
“Enough shouting!” said Mom.
Ted is younger than his cousin Liz.
Decoding Assessments: ou (cousin) 109
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
touched
cousin
country
cousin
slough
young
enough
tough
enough
cousin
slough
country
rough
enough
touching
youngest
cousins
tougher
touch
country
The skin on my lips is rough to the touch.
In spring, I slough off my down jacket.
I have had enough cake, but it is tough to say “No!”
Do not touch the vase.
Jake’s cousin is four days younger than he is!
Pat’s cousin lives all the way out in the country.
Decoding Assessments: ou (cousin)110
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
group
through
wound
croup
troupe
you
your
soup
yours
group
wound
troupe
through
soup
you
croup
your
croup
troupe
wound
You are so funny!
The group ran through the playground.
Will hot soup help to cure my croup?
The troupe acted in the play.
Ted has a wound in his leg.
Frank had soup on his lunch tray.
My best pals are you and your cousin.
Decoding Assessments: ou (you) 111
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
croup
troupe
your
wound
yours
troupe
group
wound
through
wound
croup
group
through
you
croup
soup
your
troupe
you
soup
When the play is done, the troupe will have soup.
Does your mom have something to put on my wound?
The croup kept me at home in bed.
Are you through with the test?
Your S.P.I.R.E. group met on Monday.
We tramped through the mud in the playground.
Decoding Assessments: ou (you)112
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form A
along
around
about
alike
alive
alone
ago
away
awhile
across
awake
amount
around
alone
alike
alone
away
awhile
across
awake
After a walk around the pond, we walked across the grass.
Long ago and miles away, a wicked duke lived among the elves.
I am awake and will be up and about in awhile.
Lin and I were alike in the amount of candy we ate.
113Decoding Assessments: prefix a-
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Form B
about
alike
across
awake
alive
ago
away
around
awhile
along
awake
amount
along
away
alike
around
awhile
awake
alone
ago
That snake is alive and slithering around in its cage.
A robin is sitting alone among the branches.
Let’s take a walk around the block at about four.
Were you awake while Mom was away?
Long ago, the land across from Hall’s Pond was under water.
114 Decoding Assessments: prefix a-
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated115
Qu
ick Ch
eck Lesson
1a
wh
y
be
sh
e
we
w
ith m
e w
ill try
Sh
e was go
ne fro
m M
on
day
to Frid
ay.
Will yo
u go
ho
me an
d get yo
ur d
ad?
Qu
ick Ch
eck Lesson
1
fly
so
h
e
sh
e
b
efore yo
u go
fly by
Did
he spy o
n m
e?
Why are w
e walkin
g so
fast?
Qu
ick Ch
eck Lesson
1c
try
spry
g
o
me
fly in
the sky
so lo
ng
Do
try you
r best an
d d
o n
ot cry.
Sh
e left her lu
nch
with
me.
Qu
ick Ch
eck Lesson
1b
spy
g
o
also
b
efo
re
yo
u b
elon
g
beg
in h
ere
Try to fry th
e fish in
this p
an.
He said
, “Th
e snake is go
ne, so
we
can sit th
ere.”
Quick Checks
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated116
Qu
ick
Ch
eck
Less
on
2
po
st
roll
co
ld
chil
d
th
e co
ld c
hild
an
old
tro
ll
Win
d t
he
clo
ck.
Do
yo
u m
ind
if I
sco
ld y
ou
r d
og
?
Qu
ick
Ch
eck
Less
on
1d
we
n
o
pry
b
elo
ng
ca
nn
ot
fly
bel
on
g t
o m
e
Will
yo
u t
ry t
o b
ake
wit
h M
om
an
d m
e?
Sit
by
the
clo
ck, a
nd
I w
ill n
ot
be
gon
e lo
ng
.
Qu
ick
Ch
eck
Less
on
2b
bin
d
told
h
ost
b
olt
fi
nd
s th
e ri
ng
a
gold
wat
ch in
a b
ox
I so
ld m
ost
of
my
old
clo
thes
.
Th
e ch
ild w
ill f
old
bo
th f
lag
s.
Qu
ick
Ch
eck
Less
on
2a
kin
d
go
ld
be
ho
ld
stro
ll
b
ehin
d t
he
tim
es
a w
hit
e g
ho
st
Th
e o
ld m
an w
as b
lind
.
Fred
ask
ed m
e to
ho
ld t
hes
e ro
lls
and
cak
es.
Quick Checks
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated117
Qu
ick Ch
eck Lesson
2d
bo
ld
gh
ost
toll
hin
d
alm
ost as b
ig
wild
cats and
mild
cats
Ho
ld o
nto
you
r hats!
Try to h
ide b
ehin
d a lam
pp
ost.
Qu
ick Ch
eck Lesson
2c
ho
ld
min
d
wild
jo
lt
clim
bs th
e old
po
st
rollin
g th
e ball
Do
you
min
d th
e cold
?
Grin
d th
e soft ro
cks into
sand
.
Qu
ick Ch
eck Lesson
3a
ha
y
pla
y
Ma
y
tray
a g
ray day
the stray cat
Pay here, M
iss Kan
e.
Th
e jay can fly to
day.
Qu
ick Ch
eck Lesson
3
day
b
ay
sub
way
stray
sp
ray can
lay away
Kay h
ad a b
ig tray.
I had
a clay po
t.
Quick Checks
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated118
Qu
ick
Ch
eck
Less
on
3c
ray
w
ay
spra
y
pla
yti
me
tw
ill b
ray
on
Su
nd
ay
I had
a b
ig, r
ed c
lay
po
t.
You
may
go
wit
h K
ay a
nd
me.
Qu
ick
Ch
eck
Less
on
3b
lay
m
ay
b
ray
S
un
da
y
w
ith
cla
y o
n t
he
tray
Th
e su
bw
ay r
ide
was
lon
g.
Can
yo
u s
tay?
Qu
ick
Ch
eck
Less
on
4
lock
ed
mel
ted
sm
elle
d
win
ked
p
rin
ted
th
e n
ame
ju
mp
ed u
p
Jun
e h
ad o
n a
bel
ted
, do
tted
dre
ss.
Jack
fo
lded
th
e ch
eck
and
pu
t it
in
his
wal
let.
Qu
ick
Ch
eck
Less
on
3d
say
cl
ay
sw
ay
p
ay
m
ay p
ay
in t
he
bay
Th
e st
rin
g m
ay f
ray.
Tod
ay is
Su
nd
ay, m
y b
est
day
!
Quick Checks
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated119
Qu
ick Ch
eck Lesson
4b
pin
ched
sp
lashed
d
rifted
walked
filled
a bu
cket
sprayed
by a wave
We tram
ped
up
the h
ill and
camp
ed
at the to
p.
Wh
en H
al han
ded
a shell to
Liz, she
than
ked h
im.
Qu
ick Ch
eck Lesson
4a
asked
played
talked
en
ded
lan
ded
the p
lane
sh
ocked
by the crash
I du
sted o
ff the red
truck.
Zack b
um
ped
into
Kit w
hen
class en
ded
.
Qu
ick Ch
eck Lesson
5
bats
foxes
swin
gin
g
run
ner
fish
ing
po
les
boxes o
f cup
ho
lders
I am sen
din
g b
est wish
es to yo
u.
Th
e players o
n th
e ben
ches are
up
next.
Qu
ick Ch
eck Lesson
4c
yelled
milked
san
ded
sco
lded
fixed
a lamp
asked
him
self
Jay and
Bill talked
tod
ay.
Ro
bin
picked
up
the b
all and
tossed
it to
me.
Quick Checks
120S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Qu
ick
Ch
eck
Less
on
7
du
sty
hel
pfu
l sa
dn
ess
sock
less
sa
nd
y b
each
es
wis
hfu
l th
inki
ng
It w
as c
old
ish
, an
d T
im w
as
sad
ly h
atle
ss.
Th
e fr
isky
do
g y
elp
ed w
ith
gla
dn
ess
wh
en K
im c
ame
ho
me.
Qu
ick
Ch
eck
Less
on
6
fast
est
stre
ng
then
ta
llish
sa
fely
lo
nge
st p
ants
go
lden
su
nsh
ine
At
lun
ch P
am a
te a
sm
allis
h c
utl
et.
Wal
k so
ftly
so
yo
u w
ill n
ot
wak
e
the
tot.
Qu
ick
Ch
eck
Less
on
5–7
b
than
kfu
l st
ron
ger
m
isse
s se
lfis
h
ta
lks
soft
ly
pet
wat
cher
Th
is b
ike
is r
ust
y an
d h
op
eles
s!
Ben
go
es t
o m
ath
cla
sses
wit
h
old
er k
ids.
Qu
ick
Ch
eck
Less
on
5–7
a
dis
hes
re
stle
ss
thic
ken
u
sefu
l
p
icke
d h
im u
p
du
sty
pan
ts
Mo
m b
lush
es w
hen
sh
e sa
ys, “
Sto
p
you
r b
old
nes
s!”
I try
to
be
hel
pfu
l to
Mo
m w
hen
sh
e d
oes
th
e w
ash
.
Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
121S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Qu
ick Ch
eck Lesson
5–7d
glad
ly cam
pin
g
pin
kish
old
en
u
seful b
ackpacks
a restfu
l trip
Th
e ho
meless d
og
had
a p
inkish
no
se.
Clim
b b
old
ly into
this sm
allish van
an
d h
ave a match
less ride!
Qu
ick Ch
eck Lesson
5–7c
careful
lon
ger
bo
xes san
dy
q
uickly ch
ecked
op
enin
g clam
s
Pete bravely tested
the co
ldest w
ater.
Wh
o go
es to th
e rocky sh
ore to
pick
up
shells?
Qu
ick Ch
eck Lesson
8a
offe
r p
en
ny
h
ap
pe
n
rab
bit
ate th
e mu
ffin
fun
ny tricks
I am yo
ur b
iggest fan
.
My p
up
py likes to ch
ase tenn
is balls.
Qu
ick Ch
eck Lesson
8
pu
ffin
hap
py
mitten
yu
mm
y
all o
f a sud
den
lu
cky pen
ny
I like bu
tter and
jelly on
crackers.
Den
nis h
as a pu
ppy an
d a kitten
.
Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
122S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Qu
ick
Ch
eck
Less
on
8c
traf
fic
suff
ix
sup
per
co
mm
on
a
lot
in c
om
mo
n
litte
r o
f ki
tten
s
Dad
like
s to
hav
e d
inn
er a
t si
x.
An
dy
is g
rin
nin
g, s
o s
om
eth
ing
mu
st
be
fun
ny.
Qu
ick
Ch
eck
Less
on
8b
bo
tto
m
dad
dy
go
tten
ru
bb
er
m
elte
d b
utt
er
sun
ny d
ay
Pu
t o
n y
ou
r m
itte
ns
and
ru
bb
er h
at.
Sh
elly
off
ered
a m
uff
in t
o h
er
pal
Po
lly.
Qu
ick
Ch
eck
Less
on
9
den
tist
p
last
ic
tab
let
velv
et
a
clap
of
thu
nd
er
my
old
er s
iste
r
Th
e el
m s
aplin
g w
as g
etti
ng
big
ger.
You
will
get
mes
sy u
nle
ss y
ou
use
a
nap
kin
.
Qu
ick
Ch
eck
Less
on
8d
dif
fer
mat
ter
mo
mm
y h
app
en
is
th
inn
er
goes
to
pla
y te
nn
is
Th
e w
inn
er g
ets
a re
d r
ibb
on
.
Th
e le
sso
n w
as o
n s
uff
ixes
.
Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
123S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Qu
ick Ch
eck Lesson
9b
win
ter p
rob
lem
escape
chip
mu
nk
b
edsid
e lamp
co
mp
lete mess
Co
nsid
er you
rself lucky!
Frosty w
as in d
anger o
f meltin
g.
Qu
ick Ch
eck Lesson
9a
ba
nd
it p
icnic
up
set
insid
e
Pab
lo’s rabb
it
bike h
elmet
Rep
tiles can b
e strange.
I wo
nd
er wh
o kid
nap
ped
the b
un
ny.
Qu
ick Ch
eck Lesson
9d
hu
sban
d
hu
nd
red
after in
clud
e
h
um
pb
ack wh
ale
wo
nd
erful d
ive
Mam
mals d
o n
ot in
clud
e fish.
Do
no
t end
anger yo
urself by
swattin
g th
e wasp
s!
Qu
ick Ch
eck Lesson
9c
hu
nter
entire
com
pare
twen
ty
alm
ost go
ne
b
otto
m o
f the h
ole
A g
rass snake is a rep
tile.
Wh
at smells so
tasty frying
in
the skillet?
Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
124S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Qu
ick
Ch
eck
Less
on
11
do
ug
hn
ut
alth
ou
gh
p
ou
r so
ul
m
ixin
g t
he
do
ug
h
of
cou
rse
It is
th
e fo
urt
h q
uar
ter
of
the
gam
e.
I mo
urn
th
e lo
ss o
f m
y p
et
do
g, M
ilto
n.
Qu
ick
Ch
eck
Less
on
10
mo
un
d
sho
ut
clo
ud
o
uch
w
hit
e b
lou
se
a p
ou
nd
of
flo
ur
List
en t
o t
hat
lou
d s
ou
nd
!
I wo
nd
er w
hat
will
nex
t sp
rou
t fr
om
th
e g
rou
nd
.
Qu
ick
Ch
eck
Less
on
13
you
g
rou
p
wo
un
d
cro
up
yo
ur
sist
er
an a
ctin
g t
rou
pe
May
I h
ave
som
e ch
icke
n s
ou
p
wit
h r
ice?
Go
th
rou
gh
th
e h
uge
ho
le in
th
e w
all.
Qu
ick
Ch
eck
Less
on
12
cou
sin
to
uch
yo
un
g
eno
ug
h
ro
ug
h c
loth
to
ug
h k
ids
Do
no
t to
uch
th
e yo
un
g h
atch
ling
s.
Th
e ki
ng
hel
d c
ou
rt a
t h
is
cou
ntr
y h
om
e.
Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
125S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Qu
ick Ch
eck Lesson
14
alo
ng
aw
ake
a
live
ag
o
o
ut an
d ab
ou
t
across th
e way
I wo
uld
like a small am
ou
nt o
f ham
.
Co
uld
we take a h
ike arou
nd
th
e lake?
Qu
ick Ch
eck Lesson
10–13a
ho
use
cou
rt yo
un
g
thro
ug
h
sh
ou
ld sh
ou
t lou
dly
fo
ur kin
ds o
f sou
p
Lind
say fou
nd
a watch
on
the
way h
om
e.
Wo
uld
you
like ou
r gro
up
to p
ou
r th
e drin
ks?
Qu
ick Ch
eck Lesson
10–13c
tryou
ts p
ou
ting
yo
u
sho
uld
er
sh
ou
ted B
rand
on
a g
rou
p o
f cou
sins
Sh
ou
ld w
e sing
lou
dly an
d p
rou
dly?
Co
un
t to fo
ur an
d th
en ru
n aro
un
d
the track.
Qu
ick Ch
eck Lesson
10–13b
ou
tside
sou
th
cou
sin
cou
rt
th
e fou
rth m
ou
se
rou
gh
cou
ntry g
rou
nd
No
un
s are som
etimes th
ing
s you
can
tou
ch.
We w
ent th
rou
gh
a tun
nel o
n o
ur
way to
the co
un
try.
Quick ChecksS. P. I.R.E.® Level 3 © SSI • May Be Duplicated
126S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Decodable Words
1. yelled
2. cold
3. loud
4. she
5. gray
6. sadness
7. wishes
8. across
9. child
10. thanked
11. basket
12. blouse
13. try
14. most
15. stay
16. muffin
17. along
18. court
19. mind
20. pinched
21. plastic
22. boxer
23. touch
24. clay
25. longest
26. costume
27. awhile
28. puppet
29. hopeless
30. begin
31. printed
32. rocky
33. go
34. skillet
35. troll
36. soup
37. monster
38. tunnel
39. thicken
40. useful
Level 3 Post-Level Assessment
127S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Sentences
1. My soup is hotter than yours.
2. Listen to the sad puppy cry.
3. They were most helpful in the kitchen.
4. Be kind to your older cousin.
5. Kay could help us dry the dishes.
6. A kitten is a young cat.
7. Does Sandy play the trumpet well?
8. Four smallish foxes climb up the rocky hill.
9. Mom says it is cold out, so we cannot go on a picnic.
10. The mouse dashed across the lane and was gone.
11. The child strolled around in funny clothes.
12. The playful rabbits quickly got out of danger.
13. Would you find out if Rose is awake?
14. A strange golden bug was resting on a big boulder.
15. Jo was lucky today and got one hundred on the test.
16. Should I invite Doug to my house?
17. Both Kim and Gus wanted bran muffins.
18. The restless man boldly goes into the cave.
19. I wonder if this is the mildest day of the winter.
20. Hank had a bad illness but is almost better.
S. P. I.R.E.® Level 3 © SSI • May Be DuplicatedLevel 3 Post-Level Assessment
128S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Level 3 Post-Level Assessment
The Costume Day
Jay and his cousin Debby climbed up to the attic. They wanted to find some funny clothes. It was Costume Day in class.
“We have to find a big trunk,” Jay said. “It is filled with old clothes. Some of them will amaze you!”
Debby found the trunk and pushed back the lid. She whipped out a velvet dress. It was golden. She put it on and strolled around. But the dress was long. She kept tripping on it. “This is hopeless,” she said and put it away.
Jay found a strange cape and hat. They were both black with pink, red, and white patches. He also found a gray wig. He put them on. “Does this make you wonder if I am a wild monster?” he asked Debby in a scruffy tone.
She acted shocked. “Be kind to me, Monster. I will be so grateful if you do not make me your lunch!”
Jay talked more softly. “You are in no danger, child. Go on your way. I like chicken soup for lunch.”
“Thanks, Monster,” Debby said. She went back to the trunk. “My, my, I think I have my costume.” She pulled out pink pants and a pinkish blouse with silver buttons. She put them on. They were smaller than the dress. They fit just fine. “I have my costume!” she said. “Let’s go!”
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
129S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Level 3 Post-Level Assessment
1. Why do Jay and Debby go up to the attic?
2. Why does Debby take off the velvet dress?
3. What does Jay’s costume look like in your mind?
4. Why do you think Jay’s costume is strange?
5. Why does Debby like the costume at the end of the story better than the golden dress?
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Student Name:
Date Started:
Level: __________ Concept:
Concept Assessment Summary Form
®
Decoding Assessments Fo ms A and B Summary Report
Form # correct / Total # Comments / Observations
Form A Single Word Reading *16 ______ /20
Sentence/Phrase Reading *8 ______ /10
Date: ____________ Total: *24 ______ /30 ________%
Form B Single Word Reading *16 ______ /20
Sentence/Phrase Reading *8 ______ /10
Date: ____________ Total: *24 ______ /30 ________%
*number of correct concept words needed to achieve 80% mastery
Quick Checks Summary Report
Lesson # # correct / Total # Comments / Observations
Quick Check Single Word Reading _____________ /4
Phrase Reading _____________ /2
Sentence Reading _____________ /2
Date: ____________ Total: _____________ /8
Quick Check Single Word Reading _____________ /4
Phrase Reading _____________ /2
Sentence Reading _____________ /2
Date: ____________ Total: _____________ /8
Quick Check Single Word Reading _____________ /4
Phrase Reading _____________ /2
Sentence Reading _____________ /2
Date: ____________ Total: _____________ /8
Quick Check Single Word Reading _____________ /4
Phrase Reading _____________ /2
Sentence Reading _____________ /2
Date: ____________ Total: _____________ /8
Quick Check Single Word Reading _____________ /4
Phrase Reading _____________ /2
Sentence Reading _____________ /2
Date: ____________ Total: _____________ /8
* For concepts that have more than five total Introductory and Reinforcing lessons, copy this page as needed to create a record for Quick Checks administered.
Concept Assessment Summary Form
r
130
S. P. I.R.E.® Level 3 © SSI • May Be Duplicated
Student Name:
Date:
Post-Level Assessment Summary Form
®
*number of correct answers needed to achieve 80% mastery
Level: _________________________
Date Administered # correct / Total # Comments / Observations
________
Decodable Words
Single WordReading:40 Words
Total
*32____________/40
______________%
________
Decodable Wordand Sight Words:20 Sentences
Total
*16____________/20
______________%
________
Passage ReadingandQuestions
Passage WordCount
5 Short AnswerQuestions
Total
______________
*4 _____________/5
______________%
Overall Comments and Observations
Post-Level Assessment Summary Form
Sentences
131
Date
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