assessment and remediation guide

Skills 1

Assessment and Remediation Guide

Grade 1

Grade 1 | Introduction to the Assessment and Remediation Guide lvii

Phonics

Content (Sound-Spellings) Skill

Location in the Assessment and

Remediation Guide

Review of Code Knowledge from Kindergarten Units 3—8

Phonological Awareness (Observational Chart)

Skills 1

Section IWord and Pseudo Word Reading

‘ee’>/ee/, ‘a_e’>/ae/, ‘i_e’>/ie/, ‘o_e’>/oe/, and ‘u_e’>/ue/

Word ReadingUnit 2

Section I

‘oo’>/oo/, ‘oo’>/oo/, ‘ou’>/ou/, ‘oi’>/oi/, and ‘aw’>/aw/

Word ReadingUnit 3

Section I

‘er’>/er/, ‘ar’>/ar/, and ‘or’>/or/ Word ReadingUnit 4

Section I

‘tch’>/ch/, ‘g’ and ‘ge’>/j/, ‘ve’>/v/, and ‘wr’>/r/ with review of other previously taught alternate spellings

Word ReadingUnit 5

Section I

‘c’, ‘ce’, and ‘se’> /s/, ‘kn’>/n/, ‘n’>/ng/, and ‘wh’>/w/ with review of other previously taught alternate spellings

Word ReadingUnit 6

Section I

Fluency and Comprehension (Connected Text with Target Sound-Spellings)

Content Skill


Remediation GuideReview of Code Knowledge from Kindergarten Units 3—9

Understanding: Literal , Inferential, and Evaluative Questions

Skills 1 Section II

‘ee’>/ee/, ‘a_e’>/ae/, ‘i_e’>/ie/, ‘o_e’>/oe/, and ‘u_e’>/ue/


Unit 2 Section II

‘oo’>/oo/, ‘oo’>/oo/, ‘ou’>/ou/, ‘oi’>/oi/, and ‘aw’>/aw/


Unit 3 Section II

‘er’>/er/, ‘ar’>/ar/, and ‘or’>/or/Understanding: Literal , Inferential,

and Evaluative QuestionsUnit 4

Section II

‘tch’>/ch/, ‘g’ and ‘ge’>/j/, ‘ve’>/v/, and ‘wr’>/r/ with review of other previously taught alternate spellings and Tricky Words (how, stagecoach, and picture)


Unit 5 Section II

‘c’, ‘ce’, and ‘se’> /s/, ‘kn’>/n/, ‘n’>/ng/, and ‘wh’>/w/ with review of other previously taught alternate spellings and Tricky Words (cow)


Unit 6 Section II

lviii Grade 1 | Introduction to the Assessment and Remediation Guide

Fluency and Comprehension: Tricky Words

Content Skill


Remediation GuideReview of Tricky Words from Kindergarten Units 3—9

Tricky Words Word ReadingSkills 1

Section II

be, he, me, she, we, their, they, by, my, you, and your

Tricky Words Word ReadingUnit 2

Section II

should, would, could, down, and because Tricky Words Word ReadingUnit 3

Section II

Sunday, Monday, Tuesday, Wednesday, Thursday, Friday, Saturday, today, yesterday, and tomorrow

Tricky Words Word ReadingUnit 4

Section II

Fluency and Comprehension: Grammar

Content Skill


Remediation Guide

nouns and punctuation Grammar (Observational Chart)Skills 1

Section II

proper nouns Grammar (Observational Chart)Unit 2

Section II

present- and past-tense verbs Grammar (Observational Chart)Unit 3

Section II

contractions, past-tense marker –ed, adjectives

Grammar (Observational Chart)Unit 4

Section II

plural nouns, suffix –ing, sentence types, parts of sentences, and sentence building

Grammar (Observational Chart)Unit 5

Section II

pronouns: he, she, it, we, they, I, and you Grammar (Observational Chart)Unit 6

Section II

Table of Contents

Skills 1Assessment and Remediation Guide

Section I, Phonics 5

Steps for Determining Student Need 7

Establish areas of weakness within the phonics component 7

Confirm the earliest point of code knowledge weakness 10

Plan for instruction according to the level of instructional need 11

Planning for Instruction 12

Lesson Template Section Descriptions 12

Dimensions of Difficulty 14

Lesson Templates and Sample Remedial Lessons 15

Guided Reinforcement 15

Explicit Reteaching 17

Comprehensive Reteaching 19

Phonics Exercises 22

Warm-Up: Match Me 22

Warm-Up: Blending and Segmenting 22

Explicit Instruction: Review the Sound-Spelling 23

Guided Practice: Chaining 24

Other Guided Practice for Phonological Awareness 25

Push & Say (for Blending or Segmenting Practice) 25

Find My Word (for Blending Practice)/Silly Monster Talk (for Segmenting Practice) 27

Oh Nuts! Game for Segmenting Practice 28

Flip Your Lid! Game for Segmenting Practice 29

Construction Time! Game for Segmenting Practice 30

Other Guided Practice for Sound-Spellings 30

Push & Say 30

Making Words 32

BINGO 33

Race to the Top 34

Memory 35

Phonics Progress Monitoring 36

Phonological Awareness Observational Chart 37

Sound-Spellings Word Recognition Assessments 41

Materials for Phonics Lessons 59

Section II, Fluency and Comprehension 151


Establish areas of weakness within the fluency and comprehension component 153









Fluency and Comprehension Exercises 165

Fluency 165

Warm-Up: Silly Voices 165

Warm-Up: Two Voices 166

Comprehension 167

Explicit Instruction: Address Prior Knowledge and Set a Purpose 167

Guided Practice: Model Thinking with Reading 168

Guided Practice: Read with Purpose and Understanding 168

Tricky Words 170


Other Guided Practice for Tricky Words 170

Tricky Word Sorts 174

BINGO 175

Race to the Top 175

Memory 176

Other Guided Practice for Grammar 177

Noun Song 177

Noun Game 177

Punctuation Game 178

Grammar Practice 179

Fluency and Comprehension Progress Monitoring 180

Fluency and Comprehension Passage Readings 183

Tricky Words Word Recognition Assessments 198

Grammar Observational Chart 202

Materials for Fluency and Comprehension Lessons 204

Acknowledgments 280

Grade 1 | Skills 1 Assessment and Remediation Guide 7

Steps for Determining Student Need

Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 6–10), and/or continued to be challenged with Pausing Points used for review. Columns with significant highlighting will indicate:

• which Skills 1 objectives (top row) are in need of reinforcement or remediation.

• the corresponding Assessment and Remediation Guide section (bottom row) in which you will find appropriate instructional resources.

8 Grade 1 | Skills 1 Assessment and Remediation Guide

IF s

tude

nt s

trug

gles

w

ith…

Phon

olog

ical

Aw

aren

ess

Soun

d-Sp

ellin

gs (S

ingl

e Le

tter

, Con

sona

nt C

lust

ers,

Dig

raph

s, a

nd/o

r Dou

ble

Lett

er)

As

obse

rved

dur

ing

rela

ted

inst

ruct

iona

l ta

sks:

• B

lend

ing

and

Seg

men

ting

(Ski

lls 1

Les

sons

1, 3

, 4, 1

1, 1

2,

14–1

8, 2

0–2

2, 2

7–32

)

• W

ritin

g an

d R

ead

ing

Ove

rvie

w

(Seg

men

ting

and

Ble

ndin

g fr

om

Ski

lls 1

Les

son

1)

• M

irro

r, M

irro

r (S

kills

1 L

esso

ns

21, 2

2)

• W

ord

Box

(Ski

lls 1

Les

sons

1–3

, 5, 1

1, 1

4)

• P

ock

et C

hart

Cha

inin

g fo

r R

ead

ing

(Ski

lls 1

Les

sons

1, 2

, 4, 1

6–1

8)

• C

od

e Fl

ip B

ook

Rev

iew

(Ski

lls 1

Les

sons

2–5

, 11–

13, 1

5–1

8, 2

0, 2

5, 2

6)

• P

hras

e B

ox (S

kills

1 L

esso

n 4)

• La

rge

Car

d C

hain

ing

(Ski

lls 1

Les

sons

5, 1

1, 1

3, 1

6)

• P

hras

es (S

kills

1 L

esso

ns 5

, 14,

15)

• S

iste

r S

ound

s (S

kills

1 L

esso

ns 1

1, 1

8, 2

5)

• La

bel

the

Pic

ture

(Ski

lls 1

Les

sons

12,

15,

16,

20)

• P

ock

et C

hart

Cha

inin

g fo

r S

pel

ling

(Ski

lls 1

Les

sons

12,

15)

• D

igra

phs

(Ski

lls 1

Les

sons

17,

18,

20)

• P

hras

es a

nd S

ente

nces

(Ski

lls 1

Les

son

18)

• Vo

wel

Dis

crim

inat

ion

Gam

e (S

kills

1 L

esso

ns 2

1, 2

2)

• S

ound

-Sp

ellin

g R

evie

w (S

kills

1 L

esso

ns 2

3, 2

8–3

0)

• C

ons

ona

nt S

ound

s (S

kills

1 L

esso

n 23

)

• D

oub

le L

ette

r S

pel

ling

s (S

kills

1 L

esso

ns 2

3, 2

4)

• T

he S

ound

/k/

Sp

elle

d ‘c

k’ (S

kills

1 L

esso

ns 2

3, 2

4)

• W

ord

So

rt w

ith ‘c

’, ‘k

’, an

d ‘c

k’ (S

kills

1 L

esso

ns 2

4, 2

5)

• T

he S

ound

/z/

Sp

elle

d ‘s

’ (S

kills

1 L

esso

n 25

)

• D

icta

tion

with

Wo

rds

(Ski

lls 1

Les

sons

29,

30)

Or a

s ev

iden

ced

by p

erfo

rman

ce

on a

sses

smen

t co

mpo

nent

s fr

om

Less

ons

6–10

:

N/A

Sin

gle

Lett

er S

ound

-Sp

ellin

gs

(Incl

udin

g C

ons

ona

nt C

lust

ers)

• W

ord

Rec

ogn

itio

n A

sses

smen

t (it

ems

1–10

)

• P

seud

owo

rd R

ead

ing

Test

(lin

es

1–4)

• C

od

e K

now

led

ge

Dia

gno

stic

A

sses

smen

t (li

nes

1–5)

Dig

rap

h an

d D

oub

le L

ette

r S

oun

d-S

pel

ling

s

• W

ord

Rec

og

nitio

n A

sses

smen

t (it

ems

11–2

0)

• P

seud

owo

rd R

ead

ing

Test

(lin

es 5

and

6)

• C

od

e K

now

led

ge

Dia

gno

stic

Ass

essm

ent

(line

s 6

and

7)


IF s

tude

nt s

trug

gles

w

ith…

Phon

olog

ical

Aw

aren

ess

Soun

d-Sp

ellin

gs (S

ingl

e Le

tter

, Con

sona

nt C

lust

ers,

Dig

raph

s, a

nd/o

r Dou

ble

Lett

er)

AN

D IF

revi

ew w

ith

rela

ted

Paus

ing

Poin

ts is

not

eno

ugh:

• B

lend

and

seg

men

t w

ord

s

• D

istin

guis

h si

mila

r so

und

s

• R

eco

gniz

e an

d is

olat

e th

e so

und

s re

view

ed in

Ski

lls 1

• R

eco

gni

ze t

he s

pel

ling

s re

view

ed in

Ski

lls 1

• W

rite

the

spel

ling

s re

view

ed in

Ski

lls 1

• D

istin

guis

h th

e sp

ellin

gs

‘c’,

‘k’,

and

‘ck’

for

the

soun

d /

k/

• R

ead

one

-syl

lab

le w

ord

s

• S

pel

l one

-syl

lab

le w

ord

s

• W

rite

one

-syl

lab

le w

ord

s

• W

rite

phr

ases

• W

rite

sent

ence

s

Then

use

Gra

de 1

Sk

ills

1 A

sses

smen

t an

d Re

med

iati

on

Gui

de re

sour

ces

from

…

Sec

tion

I, P

honi

cs: P

hono

logi

cal

Aw

aren

ess

Sec

tion

I, P

honi

cs: S

ound

-Sp

ellin

gs


Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Skills 1 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. This is critical because the content of the Assessment and Remediation Guide builds on previously taught skills. If code knowledge is not a target for remediation, then move on to Step 3.

Skills 1 Phonics Scope and Sequence

Skills 1 Lesson

Digraph and Double Letter Sound-Spellings

17/ch/ (chin) spelled ‘ch’

/sh/ (shop) spelled ‘sh’

18Sister Sounds

/th/ (thin) spelled ‘th’

/th/ (them) spelled ‘th’

20/ng/ (sing) spelled ‘ng’

/qu/ (quit) spelled ‘qu’

23

Instructional Focus on the Most Common Double Letter Sound-Spellings in Single Syllable Words:

/k/ (black) spelled ‘ck’

/f/ (stuff ) spelled ‘ff’

/l/ (bell) spelled ‘ll’

/s/ (dress) spelled ‘ss’

Other Double Letter Sound-Spelling Introduced in Skills Strand Lessons to Promote Awareness:

/b/ (rubbing) spelled ‘bb’

/d/ (add) spelled ‘dd’

/g/ (egg) spelled ‘gg’

/m/ (swimming) spelled ‘mm’

24

Other Double Letter Sound-Spellings:

/k/ (hiccup) spelled ‘cc’

/n/ (running) spelled ‘nn’

/p/ (napping) spelled ‘pp’

/r/ (ferret) spelled ‘rr’

/t/ (sitting) spelled ‘tt’

/z/ (buzz) spelled ‘zz’

The Sound /k/ Spelled ‘c’, ‘ck’, ‘k’, ‘cc’

Skills 1 Lesson

Single Letter Sound-Spellings

(includes consonant clusters)

1

/p/ (pot) spelled ‘p’—‘P’

/k/ (cat) spelled ‘c’—‘C’

/g/ (gift) spelled ‘g’—‘G’

/n/ (net) spelled ‘n’—‘N’

/a/ (bat) spelled ‘a’—‘A’

2

/i/ (hit) spelled ‘i’—‘I’

/o/ (hot) spelled ‘o’—‘O’

/t/ (top) spelled ‘t’—‘T’

/d/ (dot) spelled ‘d’—‘D’

4/m/ (mad) spelled ‘m’—‘M’

/f/ (fit) spelled ‘f’—‘F’

/v/ (vet) spelled ‘v’—‘V’

5/s/ (sun) spelled ‘s’—‘S’

/z/ (zip) spelled ‘z’—‘Z’

/h/ (hat) spelled ‘h’—‘H’

11 Sister Sounds /s/ and /z/, /f/ and /v/

12/b/ (bat) spelled ‘b’—‘B’

/l/ (lip) spelled ‘l’—‘L’

/r/ (red) spelled ‘r’—‘R’

13/w/ (wet) spelled ‘w’—‘W’

/e/ (bed) spelled ‘e’—‘E’

/u/ (but) spelled ‘u’—‘U’

15/j/ ( jump) spelled ‘j’—‘J’

/y/ (yes) spelled ‘y’—‘Y’

16/x/ (tax) spelled ‘x’—‘X’

/k/ (kid) spelled ‘k’—‘K’

Skills 2


Grade 1

Table of Contents


Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5

Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7

Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7

Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8

Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10

Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12

Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Phonics Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18

Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

My Magic ‘e’ Strips . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Phrase and Sentence Baseball . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 26

Phrase and Sentence Read, Write, Share . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 27

Phonics Progress Monitoring: Sound-Spellings Word Recognition Assessments . . . . . . . . . . . . . . . . . . . . . . 28

Materials for Phonics Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 35

Section II, Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Steps for Determining Student Need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Establish areas of weakness within the fluency and comprehension component . . . . . . . . . . . . . . . . . . 91

Plan for instruction according to the level of instructional need . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Planning for Instruction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Lesson Template Section Descriptions . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93



Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 96



Fluency and Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Warm-Up: Silly Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 102

Warm-Up: Two Voices or Play Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 103

Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 104

Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . 104

Guided Practice: Model Thinking with Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 105

Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Other Guided Practice for Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Tricky Word Sorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111

Grammar (Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Noun Games (Extended for Common and Proper Nouns) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 112

Fluency and Comprehension Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 114

Fluency and Comprehension Passage Readings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117

Tricky Words Recognition Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 133

Grammar Observational Chart . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 135

Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 137



Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 18 and 19), and/ or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:

• the Skills 2 objective (top row) in need of reinforcement or remediation.

• the corresponding Assessment and Remediation Guide section (bottom row) where you will find appropriate instructional resources.

IF student struggles with… Sound-Spellings (Vowel Digraphs)

As observed during related instructional tasks:

• Flip Book Review (Skills 2 Lesson 1)

• Hearing Medial Sounds (Skills 2 Lessons 1, 6, 8, 12)

• Teacher Modeling (Skills 2 Lessons 1, 3, 6, 8, 12)

• Writing the Spellings and Word Box (Skills 2 Lesson 1)

• Sound-Spelling Review (Skills 2 Lessons 2, 15, 16, 17)

• Teacher Chaining (Skills 2 Lesson 2)

• The New Sound (Skills 2 Lesson 3)

• Digraph Dictation (Skills 2 Lessons 3, 6, 8, 12, 13)

• Pop-Out Chaining (Skills 2 Lessons 4, 5, 8, 9, 11)

• Wiggle Cards (Skills 2 Lessons 7, 14, 17, 18)

• Individual Code Chart (Skills 2 Lesson 8)

• Speedy Sound Hunt (Skills 2 Lesson 10)

• Word Sort (Skills 2 Lesson 11)

• Reading and Writing Words with Separated Digraphs (Skills 2 Lesson 13)

Or as evidenced by performance on assessment components: Word Recognition Assessment (Skills 2 Lesson 18)

AND IF review with related Pausing Points is not enough:

• Blend and Segment Words

• Recognize and Isolate the Sounds Reviewed in Skills 2

• Recognize the Spellings Reviewed in Skills 2

• Write the Spellings Reviewed in Skills 2

• Read One-Syllable Words That Contain Vowel Digraphs

• Read Phrases

• Spell One-Syllable Words with Vowel Digraphs

• Write Words That Contain Vowel Digraphs

• Write Phrases

• Write Sentences

Then use Grade 1 Skills 2 Assessment and Remediation Guide resources from…

Section I, Phonics


Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Units 1 and 2 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. Remediation may need to begin in an earlier unit. This consideration is critical because the content of the Assessment and Remediation Guide builds on previously taught skills.

Units 1 and 2 Phonics Scope and Sequence

Unit 1 Lessons Code Knowledge

1–16 Single-Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant clusters)

17–20 Digraph Sound-Spellings

23–24 Double-Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/)

Skills 2 Lessons Code Knowledge

1 /ee/ spelled ‘ee’ as in seed

3 /ae/ spelled ‘a_e’ as in cake

6 /ie/ spelled ‘i_e’ as in line

8 /oe/ spelled ‘o_e’ as in hope

12 /ue/ spelled ‘u_e’ as in cube

Step 3: Plan for instruction according to the level of instructional needFor a description of each level, see Levels of Instructional Need in the Introduction for the Grade 1 Assessment and Remediation Guide. If the student is in need of:

• guided reinforcement with the Phonics (Section I) component, then you are ready to plan using the Guided Reinforcement Lesson Template.

• explicit reteaching with the Phonics (Section I) component, then you are ready to plan using the Explicit Reteaching Lesson Template.

• comprehensive reteaching, including instruction with Fluency and Comprehension (Section II), additionally follow the steps for determining student need in the Fluency and Comprehension section. Determining student need across the sections will then inform planning using the Comprehensive Reteaching Lesson Template.

Skills 3


Grade 1

Table of Contents




Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9

Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10










Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19


Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25



Phonics Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Monitoring: Sound-Spellings Word Recognition Assessments . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28




Establish areas of weakness within the fluency and comprehension component . . . . . . . . . . . . . . . . . . . 71









Fluency and Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Warm-Up: Silly Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Warm-Up: Two Voices or Play Parts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84

Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 84

Guided Practice: Model Thinking with Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 85

Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 86


Other Guided Practice for Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Tricky Word Sorts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Grammar (Verbs) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Wiggle Card Verbs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92

Noun or Verb Game . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Fluency and Comprehension Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Monitoring: Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Monitoring: Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Monitoring: Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 115

Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 117



Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, and 19), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:


• the corresponding Assessment and Remediation Guide section (bottom row) where you will find appropriate instructional resources.

IF student struggles with… Sound-Spellings (Vowel Digraphs)


• Introduce Spelling Words (Skills 3 Lessons 1, 6, 11)• Minimal Pairs (Skills 3 Lessons 1, 15)• Teacher Modeling (Skills 3 Lessons 1, 5, 9, 12, 15)• Writing the Spelling/Word Box (Skills 3 Lessons 1, 5, 12)• Spelling Review (Skills 3 Lesson 2)• Dictation with Words (Skills 3 Lesson 2) • Sound Off (Skills 3 Lessons 3, 9, 12)• The Short Vowel Sounds (Skills 3 Lesson 4)• I’m Thinking of Something (Skills 3 Lesson 5) • Spelling Word Review (Skills 3 Lesson 7)• The Tricky Spelling ‘oo’ (Skills 3 Lesson 7)• Speedy Sound Hunt (Skills 3 Lessons 9, 18)• Writing the Spellings/Matching Words and Pictures (Skills 3 Lesson 9)• Teacher Chaining (Skills 3 Lessons 10, 11, 18)• Wiggle Cards (Skills 3 Lessons 11, 14, 15, 19)• Yes or No?/Fill in the Blank (Skills 3 Lesson 11)• Vowel Spellings Review (Skills 3 Lesson 12)• Sound Riddles (Skills 3 Lesson 13)• Large Card Chaining (Skills 3 Lessons 13, 14, 17)• How Many Sounds? (Skills 3 Lessons 14, 17)• Writing the Sounds/Matching (Skills 3 Lesson 15)• Complete the Sentence (Skills 3 Lesson 17)

Or as evidenced by performance on assessment components:

Weekly Spelling Assessments (Skills 3 Lessons 5, 10, 15)Word Recognition Assessment (Skills 3 Lesson 19)


• Recognize and Isolate the Sounds Taught in Skills 3• Distinguish Similar Sounds• Recognize and Write the Digraphs Taught in Skills 3• Read Words That Contain Vowel Digraphs Taught in Skills 3• Write Words That Contain Vowel Digraphs Taught in Skills 3• Spell Words That Contain Vowel Digraphs Taught in Skills 3• Read and/or Write Phrases or Sentences

Then use Grade 1 Skills 3 Assessment and Remediation Guide resources from… Section I, Phonics

Skills 4


Grade 1

Table of Contents


Section I, Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7


Establish areas of weakness within the phonics component . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9

Confirm the earliest point of code knowledge weakness . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10




Dimensions of Difficulty . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13

Lesson Templates and Sample Remedial Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Guided Reinforcement . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14

Explicit Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15

Comprehensive Reteaching . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17


Warm-Up: Match Me . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Explicit Instruction: Review the Sound-Spelling . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19

Guided Practice: Chaining . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20

Other Guided Practice for Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Push & Say . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21

Making Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 23

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 24

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 25



Phonics Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28

Monitoring: Sound-Spellings . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 28


Section II, Fluency and Comprehension 67


Establish areas of weakness within the fluency and comprehension component . . . . . . . . . . . . . . . . . . . 69









Fluency and Comprehension Exercises . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Fluency . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Warm-Up: Silly Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 80

Warm-Up: Two Voices . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 81

Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 82

Explicit Instruction: Address Prior Knowledge and Set a Purpose . . . . . . . . . . . . . . . . . . . . . . . . . 82

Guided Practice: Model Thinking with Reading . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Guided Practice: Read with Purpose and Understanding . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 83

Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 84


Other Guided Practice for Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

Tricky Word Card Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 87

BINGO . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Race to the Top . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 88

Memory . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Grammar (Verb Tense and Adjectives) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 89

Adjective Match . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 90

Spicy Sentences . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 91

Grammar Practice (Verb Tense) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 92


Fluency and Comprehension Progress Monitoring . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 93

Monitoring: Fluency and Comprehension . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 95

Monitoring: Tricky Words . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 107

Monitoring: Grammar . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 109

Materials for Fluency and Comprehension Lessons . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 111



Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, 20, 25, and 26–28), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:


• the corresponding Assessment and Remediation Guide section (bottom row)where you will find appropriate instructional resources.

IF student struggles with… Sound-Spellings (r-Controlled Vowels)


• Introduce Spelling Words (Skills 4 Lessons 1, 6, 11, 16)

• Sound Riddles (Skills 4 Lesson 1)

• Teacher Modeling (Skills 4 Lessons 1, 4, 7)

• Writing the Spellings (Skills 4 Lessons 1, 3, 4, 6, 7)

• Vowel Spellings Review (Skills 4 Lessons 2, 6, 12)

• Tongue Twister (Skills 4 Lesson 2)

• Word Sort (Skills 4 Lesson 2)

• Speedy Sound Hunt (Skills 4 Lesson 3)

• Hearing Medial Sounds (Skills 4 Lessons 4, 5)

• Dictation (Skills 4 Lessons 5, 9, 11)

• Wiggle Cards (Skills 4 Lessons 6, 7, 11, 12, 14)

• Two-Syllable Words (Skills 4 Lessons 7, 8, 9, 14)

• Minimal Pairs (Skills 4 Lesson 7)

• Teacher Chaining (Skills 4 Lessons 10, 11, 18)

• Vowel Sounds/Yes or No? (Skills 4 Lesson 14)

• Large Card Chaining (Skills 4 Lessons 15, 18)

• Vowel Discrimination (Skills 4 Lesson 20)

• Word Box (Skills 4 Lesson 20)

• Baseball Game (Skills 4 Lesson 24)


Weekly Spelling Assessments (Skills 4 Lessons 5, 10, 15, 20)

Dictation Assessment (Skills 4 Lesson 25)

Word Reading Assessment (Skills 4 Lessons 26–28)


IF student struggles with… Sound-Spellings (r-Controlled Vowels)


• Recognize and Isolate the Sounds Taught in Skills 4

• Recognize and Write the Vowel Digraphs Taught in Skills 4

• Distinguish Similar Sounds

• Read Words that Contain Vowel Digraphs

• Write Words that Contain Vowel Digraphs

• Spell Words with Large Cards

• Read and/or Write Two-Syllable Words

• Read and/or Write Phrases or Sentences

• Understand that the Sounds /t/ and /d/ Have Spelling Alternatives

Then use Grade 1 Skills 4 Assessment and Remediation Guide resources from… Section I, Phonics

Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Units 1–4 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. Remediation may need to begin in an earlier unit. This consideration is critical because the content of the Assessment and Remediation Guide builds on previously taught skills.

Units 1–4 Phonics Scope and Sequence


1–16 Single Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant clusters)


23–24 Double Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/ )


1 • /ee/ spelled ‘ee’ as in seed

3 • /ae/ spelled ‘a_e’ as in cake

6 • /ie/ spelled ‘i_e’ as in line

8 • /oe/ spelled ‘o_e’ as in hope

12 • /ue/ spelled ‘u_e’ as in cube

Skills 5


Grade 1

Table of Contents



















Push & Say 18

BINGO 19

Race to the Top 20

Memory 21

Phrase and Sentence Baseball 21

Phrase and Sentence Read, Write, Share 22


Monitoring: Sound-Spellings 23














Fluency 82


Warm-Up: Two Voices or Play Parts 83

Comprehension 84




Grammar 86

Say a Sentence with ! or ? 87

Grammar Practice 87

Nouns, Verbs, and Adjectives 87

Punctuation ( ! and ?) 87

Plurals (–s and –es) 88

Endings (–ed and –ing) 88


Monitoring: Fluency and Comprehension 91

Monitoring: Grammar 103




Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, 20, and 22), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:



IF student struggles with… Sound-Spellings (Consonant Spelling Alternatives)



• Complete the Sentence; Sound Riddles; Tongue Twister; Hearing Initial Sounds; I’m Thinking of Something; Sound Discrimination Game (Skills 5 Lessons 1, 4, 6, 11, 13, 16, 19)

• Spelling Alternatives; Spellings for…; The Tricky Spelling (Skills 5 Lessons 1, 3, 4, 5, 7, 9, 11, 12, 13, 14, 16, 19)

• Root Words (Skills 5 Lessons 1, 3, 5)

• Segmenting and Blending Two-Syllable Words (Skills 5 Lessons 2, 7, 21)

• Sound Dictation (Skills 5 Lessons 3, 18, 21)

• Sister Sounds; Minimal Pairs (Skills 5 Lessons 3, 12, 14)

• Spelling Tree (Skills 5 Lessons 4, 8, 10, 16, 17)

• Teacher Modeling (Skills 5 Lessons 6, 8)

• Fill in the Blank; Tricky Spelling Practice; Count the /r/ Sounds; Practice (Skills 5 Lessons 6, 9, 13, 14, 16, 21)

• Baseball Game (Skills 5 Lesson 10)

• Word Sort (Skills 5 Lessons 11, 12, 19)

• Wiggle Cards (Skills 5 Lesson 20)



Word Recognition Assessment (Skills 5 Lessons 22)


• Segment and Blend Two-Syllable Words


• Recognize and/or Write the Spellings Taught in Skills 5

• Understand That Some Sounds Have Spelling Alternatives

• Read and/or Write Words with the Tricky Spellings ‘g’ and ‘ed’

• Read Words That Contain Spelling Alternatives

• Read Phrases

• Read and Write Sentences

Then use Grade 1Skills 5 Assessmentand RemediationGuide resources from…

Section I, Phonics

Skills 6


Grade 1

Table of Contents



















Push & Say 19

BINGO 20

Race to the Top 21

Memory 22

Phrase and Sentence Baseball 22

Phrase and Sentence Read, Write, Share 23


Monitoring: Sound-Spellings 24














Fluency 88


Warm-Up: Two Voices or Play Parts 89

Comprehension 90




Grammar (Pronouns) 92

Pronoun Link 92

Use a Pronoun 93


Monitoring: Fluency and Comprehension 95

Monitoring: Grammar 105




Step 1: Establish areas of weakness within the phonics componentYou may wish to use the following chart by highlighting where students have struggled with particular instructional tasks, demonstrated weak performance on certain assessment components (administered in Lessons 5, 10, 15, 20, and 24), and/or continued to be challenged with Pausing Points used for review. Significant highlighting will indicate:



IF student struggles with… Sound-Spellings (Consonant Spelling Alternatives)



• Tricky Spelling Practice (Skills 6 Lessons 2, 19)

• Spelling Alternatives; Spellings for …; The Tricky Spelling (Skills 6 Lessons 1, 2, 4, 6, 8, 10, 16, 18, 19)

• Spelling Tree; Leaf Sort (Skills 6 Lessons 1, 4, 10, 16, 18)

• Speedy Sound Hunt (Skills 6 Lessons 3, 18)

• Word Sort (Skills 6 Lessons 3, 11)

• Segmenting and Blending Two-Syllable Words (Skills 6 Lessons 7, 13, 14, 22)

• Sound Dictation (Skills 6 Lessons 17, 22)

• Wiggle Cards (Skills 6 Lessons 24, 25)

• Label the Picture/Count the Sounds (Skills 6 Lesson 23)



Word Recognition Assessment (Skills 6 Lesson 24)



• Recognize and/or Write the Spellings Taught in Skills 6

• Read and/or Write Words with the Tricky Spellings ‘c’ and ‘n’

• Read Words That Contain Spelling Alternatives

• Write Words That Contain Spelling Alternatives

• Read Phrases

• Read and Write Sentences

Then use Grade 1Skills 6 Assessmentand RemediationGuide resources from…

Section I, Phonics


Step 2: Confirm the earliest point of code knowledge weaknessIf code knowledge is weak, then use the provided Units 1–6 Phonics Scope and Sequence to determine the earliest point at which skills need remediation and begin reinforcement and reteaching there. Remediation may need to begin in an earlier unit. This consideration is critical because the content of the Assessment and Remediation Guide builds on previously taught skills.

Units 1–6 Phonics Scope and Sequence


1–16 Single-Letter Sound-Spellings (e.g., ‘s’ > /s/; includes consonant clusters)


23–24 Double-Letter Sound-Spellings (e.g., ‘ck’ > /k/ and ‘ff’ > /f/ )


1 /ee/ spelled ‘ee’ as in seed

3 /ae/ spelled ‘a_e’ as in cake

6 /ie/ spelled ‘i_e’ as in line

8 /oe/ spelled ‘o_e’ as in hope

12 /ue/ spelled ‘u_e’ as in cube


1 /oo/ spelled ‘oo’ as in soon

5 /oo/ spelled ‘oo’ as in look

9 /ou/ spelled ‘ou’ as in shout

12 /oi/ spelled ‘oi’ as in oil

15 /aw/ spelled ‘aw’ as in paw


1 /er/ spelled ‘er’ as in her

4 /ar/ spelled ‘ar’ as in car

7 /or/ spelled ‘or’ as in for


6 /ch/ spelled ‘tch’ as in patch

8 /j/ spelled ‘g’ or ‘ge’ as in gem or stage

14 /v/ spelled ‘ve’ as in sleeve

16 /r/ spelled ‘wr’ as in wrench

Skills 6 Lessons Code Knowledge

1, 2, and 4 /s/ spelled ‘c’, ‘ce’, or ‘se’ as in cent, dance, or horse

10 /n/ spelled ‘kn’ as in knot

16 /w/ spelled ‘wh’ as in whale

18 and 19 /ng/ spelled ‘n’ as in pink

assessment and remediation guide

Documents