tm phonics overvie&w...
TRANSCRIPT
&OverviewAssessment
HANDBOOK
StartUp
B E N C H M A R K E D U C A T I O N C O M P A N Y
TM
P H O N I C S
The Start Up™ Phonics Assessment CD-ROM contains printable PDF versions of all
assessment forms (teacher records and student sheets) used with Start Up™ Phonics.
The PDF file names match the page numbers of the assessments in this handbook.
Reproducible versions of these assessment forms are also provided (see page 29).
B E N C H M A R K E D U C A T I O N C O M P A N Y
&OverviewAssessment
HANDBOOK
StartUpP H O N I C S
2 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Benchmark Education Company629 Fifth Avenue • Pelham, NY 10803
Editors: Jennifer Schieber and Susan HendersonArt Director: Jonette Jakobson
Copyright © 2004 Benchmark Education Company, LLC. All rights reserved. No part of this publication, with the exception of the Assessment Forms and Blackline Masters may bereproduced or transmitted in any form or by any means, electronic or mechanical, including photocopy, recording, or any information storage or retrieval system, without permissionin writing from the publisher. Printed in the U.S.
ISBN: 978-1-4108-1498-2
For ordering information call Toll-Free 1-877-236-2465 or visit our website at www.benchmarkeducation.com.
TM
3© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
IntroductionWelcome to Phonetic ConnectionsTM Start UpTM Phonics . . . . . . . . . . . . . . . . . . . . . . .4
Why Teach Explicit Phonemic Awareness and Phonics? . . . . . . . . . . . . . . . . . . . . . .4
The Goals of Start UpTM Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4
The Research Behind Start UpTM Phonics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6
Components at a Glance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8
Getting StartedGetting Started Checklist . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .10
Setting Up Your Classroom . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .11
Using the Components . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .12
Managing Instruction in the Phonics Block . . . . . . . . . . . . . . . .23
Start Up™ SkillsRed Phonological and Letter Awareness Lessons . . . . . . . . . . . . . . . . . . . . . . . . . .24
Purple Phonemic Awareness and Phonics Units . . . . . . . . . . . . . . . . . . . . . . . . . . .26
Core Kit Materials Correlated to Units . . . . . . . . . . . . . . . . . . . . .28
Start Up™ Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .29
AppendixSpelling Blackline Master . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .54
Parent Letter . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .55
Bibliography . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .56
StartUpP H O N I C S Table of Contents
4 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Welcome to PHONETIC CONNECTIONS ™
Start Up™ PhonicsThank you for selecting Start Up™ Phonics from Benchmark EducationCompany’s Phonetic Connections™ program. Start Up™ Phonics pro-vides all the lesson resources, books, posters, and support tools toprovide whole-group instruction, guided practice, and support insmall groups, as well as independent practice opportunities. Teachersand students alike will find the lessons and materials engaging,hands-on, and motivating.
Why Teach ExplicitPhonemic Awareness and Phonics?A good reader is like a builder who is able to reach into a toolbox offamiliar tools and pull out the right tool at the right moment. Liketools, each reading skill or strategy has an important use in the com-plex cognitive process of reading.
Think about a young student who is in the beginning stages oflearning to read. He meets a large number of unfamiliar words in hisenvironment. His brain is very busy trying to categorize, integrate,compare, and analyze the graphophonic information about letters,sounds, and words. Without the keys to this decoding process, thestudent cannot move quickly to other reading skills.
The Goals of START UP™ PhonicsIn order to shape young students’ development of phonemic knowl-edge, Start Up™ Phonics creates opportunities to provide students atdifferent stages of literacy growth with varied experiences thatpromote automatic and flexible control of letters and words. Thesystematic lessons will:
• Build a foundation for successful phonemic awareness andphonics instructionMost students are expected to begin phonics instruction in kinder-garten, but many of these students still need reinforcement inreadiness skills to ensure success. Start Up™ Phonics provides explicitlessons to teach and review phonological awareness skills. There isalso explicit hands-on instruction to teach and/or review letter recog-nition and formation.
StartUpP H O N I C S I n t r o d u c t i o n
Start Up™ Phonics is a
complete kit designed for
use in the phonics block
within comprehensive
literacy classrooms. It
presents a research-based,
explicit, and systematic
approach to teaching the
phonics skills students
need when learning to
read.
I N T R O D U C T I O N
5© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
• Explicitly teach short vowels and consonantsOnce students have developed the readiness skills for phonics, eachfive-day unit focuses on a single phonetic element and its sound. In-struction over the five days moves from direct whole group modelingand guided practice to real reading of decodable books, and skill re-view through independent literacy center activities. Each day includesexplicit instruction for phonemic or phonological awareness,sound/symbol relationships, blending, spelling, and sight words.
• Support and motivate all learnersSome students grasp phonics skills quickly and easily. Others needmore time to practice each new skill. Every Start Up™ Phonics unithelps teachers tailor instruction to their students needs with: hands-on small-group activities for additional practice; independent exten-sion activities; support tips for English Language Learners; motivating,multisensory manipulatives; take-home practice activities.
• Make systematic phonics instruction manageable ina comprehensive literacy classroomPhonics is only one of the many daily literacy events in a comprehen-sive literacy classroom. Start Up™ Phonics is designed to help teachersmaximize their time in the phonics block. Everything needed for thelessons is included, and everything is ready to use. The explicitteacher’s guide can support teachers who have little or no phonicsexperience. The Overview & Assessment Handbook provides all theinformation teachers need to be successful.
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I N T R O D U C T I O N
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
The Research Behind Start Up™ PhonicsStart Up™ Phonics reflects the most current research on how to teach phonemicawareness and phonics effectively. The bibliography on page 56 summarizesthis research.
Phonological and Phonemic AwarenessPhonological awareness is the ability to hear and orally manipulate sounds in spo-ken language. It includes the recognition of words within sentences, the ability tohear rhyming units within words, the ability to hear syllables within words, andthe ability to hear and manipulate phonemes, or individual sounds, within words,which is known as phonemic awareness. Phonemic awareness is the understandingthat the sounds of spoken language work together to make words.
WhatStart Up™ Phonics
Provides
• Fifty beginning-of-the-year lessons rein-force students’ awareness of sounds sothat they can more easily move tosound/symbol relationships.
• The 50 beginning-of-the-year lessonsalso reinforce letter recognition andformation through explicit modelingand guided practice.
• As short vowel and consonantphonics instruction begin, phonemicawareness instruction continueson a daily basis.
• Students practice orally blendingand segmenting sounds in everyphonics unit.
What the Research Says AboutPhonological and PhonemicAwareness Instruction
• Before children learn to read print,they need to become aware of howthe sounds in words work.
• If children do not know letter namesand shapes, they need to be taughtthem along with phonemic awareness.
• Children who have phonemic aware-ness skills are likely to have an easiertime learning to read and spell.
• Blending and segmentingphonemes in words is likely toproduce greater benefits to students’reading than teaching severaltypes of manipulation.
I N T R O D U C T I O N
7© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Phonics InstructionPhonics instruction focuses on teaching students the relationships between thesounds of the letters and the written symbols. In phonics instruction, students aretaught to use these relationships to read and write words. Phonics instruction as-sumes that these sound/symbol relationships are systematic and predictable and thatknowing these relationships will help students read words that are new to them.
WhatStart Up™ Phonics
Provides
• Start Up™ Phonics units provide direct,explicit teaching of letter-soundrelationships in a clearly definedsequence that schedules high-utility lettersounds early in the sequence.
• Every Start Up™ Phonics unit incorporatesreview of previously taught letters andsounds.
• Within each unit, students progress fromblending individual words to readingword lists to reading decodable texts thatcontain only words built on the phonicselements students have been taught. Acarefully controlled number of sight wordsare introduced in each unit, as needed toread meaningful decodable texts.
• For most students, Start Up™ Phonics pro-vides a year of beginning phonics instruc-tion. Build Up™ Phonics, for extendingphonics instruction, also provides a year’sworth of instruction. However, both kitscan be paced to speed up or slow downinstruction as needed.
What the ResearchSays About
Phonics Instruction
• Systematic and explicit phonics in-struction is more effective than non-systematic or no phonics instruction.
• Students need frequent and cumula-tive review of taught letter sounds.
• Effective phonics programs provideample opportunities for students toapply their knowledge of letters andsounds to the reading of words, sen-tences, and stories.
• Approximately two years ofphonics instruction is sufficientfor most students.
8 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Overview & AssessmentHandbook (with AssessmentCD-ROM)
25 “Purple” Teacher’s Guides forPhonemic Awareness and Phonics(card-stock folders with storage flap),each with Reproducible Tools,Activities, and Home Connections.
Lesson Resources
50 “Red” Teacher’s Guides forPhonological and Letter Awareness(card stock, double-sided), eachwith Reproducible Tools, Activities,and Home Connections.
Take-Home Tear-Off Books(20 pads of 26 books each; 7" x 9")
26 Decodable Titles(6-packs)(8 pages; 5 7/8" x 6")
Back
Front
Books and Posters
26 Start Up™ Poetry Posters(double-sided; 17"x 23")
Components At A GlanceStartUpP H O N I C S
9© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
• Start Up™ Songand Rhyme CD
• Start Up™Poetry CD
Focus Frame Set
Alphabet Frieze Cards/ LetterFormation Cards(set of 26; 81/2" x 11")
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Phonetic Letter Card Set
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Student Workmats(set of 20; 14" x 19 1/2")
Alphabet Charts(one 171/2"x 23";six 81/2" x 11")
Student Alphabet Strips(set of 20; 17 1/2" x 23")
Start Up™ Sight Word Card Set(set of 42; 81/2" x 11")
Start Up™Decodable Word Card Set(set of 154; 81/2" x 11")
Back
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Support Tools
BackFront
BackFrontFront
Start Up™ Picture Word Cards(set of 143; 5" x 7")
10 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Getting Started ChecklistUse the following checklist to help you get ready to
use Start Up™ Phonics.
� Unpack your program components and use the
Start Up™ Phonics Components At A Glance on pages 8–9 to
make sure you have everything.
� Organize your classroom using the Setting Up Your
Classroom suggestions on page 11.
� Familiarize yourself with how the programworks by reading Using the Components on pages 12–22
and reviewing the Start Up™ skills on pages 24-27.
� Study the “red” and “purple” teacher’s guidesand examine the decodable texts, posters, and support tools.
� Prepare for assessment by making:
• one copy of each student assessment page
(laminate, if desired)
• one copy per student of the teacher record forms
� Prepare for instruction by making:
• the spelling transparency (using the blackline master on
page 54)
• copies of the parent letter (on page 55) if you wish to
establish a home connection at the beginning of the year
• student copies of lesson activities for upcoming lessons
(using blackline masters in the Reproducible Tools, Activities,
and Home Connections booklets for each unit)
� Administer the Pre-Assessment and analyze the
results to determine your students’ starting point in the
Start Up™ Phonics skill sequence and how to group students
for small-group instruction.
StartUpP H O N I C S Getting Started
11© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Setting Up Your ClassroomStart Up™ Phonics instruction accommodates whole-group and small-group instructionas well as center activities. Use the model below to help you prepare your classroom.
Small GroupCenter
Classroom Resources• Pocket chart• Chart paper
Start Up™ PhonicsMaterials• Lesson resources
and support toolsas needed
• Decodable texts• Poetry Posters
IndependentCenters
Classroom Resources• CD player and
headphones
Start Up™ PhonicsMaterials• Lesson resources
and support toolsas needed
Art
Cen
ter
Teacher’sDesk Writing
CenterScienceCenter
WordWorkCenter
SmallG
roup
Cen
terChildren’s Desks
Listeners’Corner
Assessm
ent
Materials
Mat
hCen
ter
Com
pute
rBooks
PocketChart EaselTeacher
Chair
Classro
om
Library
Books Chalkboard
Whole Group CenterShared Reading Area
Team Meetings
G E T T I N G S T A R T E D
Whole GroupCenter
Classroom Resources• Easel• Overhead projector• Pocket chart• CD player• Chalkboard or
chart paper
Start Up™ PhonicsMaterials• Lesson resources and
support tools asneeded
• Poetry Posters
All assessments have teacher records fordocumenting individual student progress.
12 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
AssessmentThe Start Up™ Phonics Overview & Assessment Handbook provides avariety of methods for you to gather, record, and evaluate informa-tion about your students’ knowledge of sound/symbol relationships.Based on this information, you can decide what skill instruction yourstudents need and whether they would benefit from small-groupinstruction.
Pre/Post AssessmentsPre/Post Assessments cover all skills taught in the kit. All assessmentsare administered on a one-to-one basis. (See pages 29–53.)
Letter, phonics, and sight word assessmentshave student pages. You may wish tolaminate these for reuse.
A sight word assessmentmeasures all the words thatare not decodable.
Phonics assessments require students to decodenonsense words in order to truly assess theirknowledge of sound/symbol relationships.
StartUpP H O N I C S Using the Components
U S I N G T H E C O M P O N E N T S
13© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Quick-ChecksQuick-Check assessments are provided for every five purple units andinclude phonological awareness, segmenting and blending, andsight-word recognition. As you analyze student responses, notewhich sounds or sight words give students difficulty. You may decideto provide further practice in the skill by using the small-group activ-ities in each unit.
Informal ObservationIt is recommended that in addition to the pre/post and quick-check assessments, you use informal observation to notewhether students are mastering the skills. If you are uncertainabout how a student is performing on a skill, call on that stu-dent to perform the task during the lesson and observe whathe/she does. If you feel the student requires more practice, usethe small-group mini-lessons provided within each unit.Throughout the unit, teacher assessment tips are provided tohelp you make observations about student progress.
Assessment Tip: Note whichstudents have difficulty with auditorydiscrimination and provide additionalsupport in a small-group setting.Assign Independent Activities for therest of the class.
14
U S I N G T H E C O M P O N E N T S
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Red Teacher’s Guides forPhonological and Letter AwarenessFifty “red” lessons begin the instructional sequence in Start Up™Phonics. These explicit lessons are intended for students who needbeginning-of-the-year instruction or review in phonological and let-ter awareness before they move to phonemic awareness and phonicsinstruction. Use the pre/post assessments to determine whether ornot to use these lessons with your students.
Phonological Awarenessinstruction follows
a systematic sequencethat moves from simple
to more complexphonological tasks.
Two explicitphonological awarenessactivities are providedin each lesson using theSong and Rhyme CD,
picture cards, and othersupport tools.
U S I N G T H E C O M P O N E N T S
15© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
To provide students with a quick beginning-of-the-year review ofpreviously taught skills, complete each lesson in one day. To providemore intensive instruction and practice, spread the lessons over morethan one day by slowing the pace, repeating some of the activities,and incorporating the small-group and independent activities.
Small-group andindependent activities
help you support studentsat a range of levels.
Letter lessons beginwith letter discriminationand then move throughthe alphabet from A to Z.
All lessons includemodeling, guided practice,
and writing.
Purple Teacher’s Guidesfor Phonemic Awareness and PhonicsThe 25 purple units in Start Up™ Phonics teach short vowels and con-sonants in a systematic sequence that supports current research onbest practices. All teacher’s guides follow a consistent sequence thatprovides five days of instruction targeting one phonetic element andits sound.
16
U S I N G T H E C O M P O N E N T S
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Start with phonologicaland phonemic awareness.(Days 1–4)
Move to quicksound/symbol relationshipactivities with word andpicture sorts. (Days 1–2)
Provide blendingpractice daily withdecodable word lists.(Days 1–4)
Introduce and practice sixspelling words per unit.(Days 1-4)
Beginning with Unit 6,introduce and practicesight words. (Days 1–4)
U S I N G T H E C O M P O N E N T S
17© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Work with small groups of stu-dents to read decodable texts.(Days 3–4) Students who arenot reading the text completea blackline master andIndependent Activities.
Assess students whose progressyou feel you need to check, andwork with small groups of stu-dents who need extra support.(Day 5) Students who are not inthe small group complete ablackline master andIndependent Activities.
18
U S I N G T H E C O M P O N E N T S
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Reproducible Tools, Activities,and Home Connections bookletsEvery red lesson and purple unit has a corresponding booklet thatincludes all the reproducibles needed for instruction. Booklets forthe red lessons can be stored behind the card-stock lessons. Bookletsfor the purple units can be stored inside the flap of the appropriateunit folders. The cover of each booklet serves as a visual guide to allmaterials needed for that lesson or unit.
Red lessons have onetake-home activity.
Purple units have threetake-home activities.
Use the parent letteron page 55 to establisha home connectionat the beginning of theyear.
Activity blackline masters, referenced in eachlesson or unit, are provided.
All lesson-specific tools are provided in reproducible formfor literacy center and independent activities. Once youmake reproducible versions, save them in envelopes behindthe appropriate red lessons or in the storage flaps of thepurple lessons.
U S I N G T H E C O M P O N E N T S
19© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Start Up™ Poetry PostersTwenty-six Poetry Posters—one for each letter of the alphabet—canbe folded for easy storage inside the flap of the appropriate unitfolders. (Unit 1 has two Poetry Posters.) The posters are used forwhole-group instruction as well as small-group activities to provideadditional support.
The front of each poster features aplayful, alliterative poem thatemphasizes the target letter andsound. It is used to develop phone-mic awareness and sound/symbolrelationships.
The back of each posterfeatures a playful, wordlessillustration with many objectswhose names reflect the tar-get sound. Students practicephonemic awareness as theylocate objects with the sound.
20 Fiction titlesTwenty engaging fiction titles intro-duce the new skills. Beginning in pur-ple unit 6, one of these decodabletitles is provided for each phoneticelement that is introduced. Studentswill respond to the playful illustrationsand the cast of characters theyencounter from story to story.
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U S I N G T H E C O M P O N E N T S
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Decodable TextsStart Up™ Phonics follows best-practice research that recommendsstudents have frequent opportunities to apply phonics skills inauthentic reading contexts.
The Start Up™ Phonics decodable texts have been carefully written sothat only phonics elements that students have learned and practicedappear in the books. A very limited number of sight words are alsoused in the decodable texts. New sight words are always explicitlytaught before they appear in students’ decodable text reading.Previously taught sight words are also reviewed.
6 Nonfiction titlesSix nonfiction, photo-illustrateddecodable titles provide additionalpractice after all 25 purple units of theStart Up™ Phonics skill sequencehave been completed.
Take-HomeTear-Off Booksallow you to send students homewith a real book to share withfamily members.
U S I N G T H E C O M P O N E N T S
21© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Support ToolsHigh-quality, durable, and motivating manipulatives are provided tosupport the instruction throughout Start Up™ Phonics.
Start Up ™ Song and Rhyme CDTwelve playful, familiar rhymes and twelve well-loved children’ssongs support the red phonological awareness lessons.
Start Up ™ Poetry CDLively readings of all 26 Start Up™ Phonics Poetry Posters supportthe phonological awareness lessons and literacy center/independentactivities in the purple units.
26 Alphabet Frieze Cards/Letter Formation CardsThe uppercase and lowercase letters are displayed on the frontof each laminated frieze card, along with a photo illustrating thetarget sound. The card fronts are used in red lessons and purpleunits to teach letter recognition and sound/symbol relationships.On the back of each card are letter formation guides and writinglines. The card backs are used to model and provide practice withletter formation in the red lessons.
Start Up ™ Picture Word CardsAll picture cards used in the red lessons and purple units areprovided in an alphabetically indexed box within the Start Up™Phonics storage box. Because you will use these cards in many lessons,it is recommended that you store them alphabetically for easyreference. The cards have pictures on one side, for phonologicalawareness practice, and pictures with labels on the other side forpicture and word sorts.
Start Up ™ Sight Word Card SetTwo copies of every sight word explicitly taught in Start Up™ Phonicsare provided on card stock to support whole-group instruction andsmall-group and independent activities. These cards are used inmultiple lessons. Keep in mind that blackline master versions ofthese cards, organized by lesson, are also provided in theReproducible Tools, Activities, and Home Connections bookletsfor each purple unit.
Back
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BackFront
Front
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U S I N G T H E C O M P O N E N T S
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Start Up ™ Decodable Word Card SetOne copy each of every decodable word used in Start Up™ Phonicslessons is also provided on card stock. These cards are also used inmultiple lessons. Blackline master versions of these cards are provid-ed in the Reproducible Tools, Activities, and Home Connectionsbooklets for each purple unit.
Phonetic Letter Card SetMultiple copies of each letter of the alphabet are provided on card stockfor use in pocket chart, small group, literacy center, and independentactivities with red lessons and purple units. Blackline master versions ofthese cards are also provided in the Reproducible Tools, Activities, andHome Connections booklets for each red lesson and purple unit.
Student Alphabet StripsTwenty alphabet strips, sized for student use, support learning thealphabet and sound/symbol relationships.
Alphabet ChartsA large alphabet chart, as well as six small charts, are included in thekit. These are useful resources for the red letter-awareness lessons.
Set of Focus FramesThree focus frames with small, medium, and large openingsallow you to frame letters, word chunks, and words on thePoetry Posters.
Student WorkmatsThe 20 laminated Student Workmats are double-sided. Side one hasan alphabet strip at the top and a blank space on the bottom forpractice in writing letters and words with a dry-erase marker. Sidetwo has elkonian boxes for two-, three-, four-, five-, and six-letterwords. Students can practice hearing and recording sounds withcounters or by writing letters in the boxes.
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23© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Grouping StudentsUse the pre-test to determine where in the kit you will begin instruc-tion (red lessons or purple units). The pre-test will also help you de-termine whether or not you need to do all sections of the unit les-sons, and it will help you identify students who will need more sup-port in learning the sounds. The Independent Activities for each unitallow you to provide meaningful learning for the larger group whileyou work with a small group or individual students who have notmastered the skills.
Most of the purple unit instruction can be done with a whole class,using a pocket chart or chalkboard for demonstration purposes. As-sessment tips throughout the unit help you determine whether stu-dents need further support in a small group. It is recommended thatdecodable texts be read with small groups of students so that youcan more easily monitor students’ reading.
Pacing the InstructionStartUp™ Phonics has been designed for use with a whole group duringthe phonics block of your comprehensive literacy program. Each day’slesson is designed to fit within a 20–30 minute instructional block oftime. During this time, students will practice sounding out words ina controlled, decodable format. They should have the opportunity toapply their decoding skills, along with other reading strategies, duringthe small-group reading block of your literacy program.
Each unit spans a five-day period. In other words, you will introduceone skill per week. You can choose to use some or all of the activities,depending on the needs of your students. For example, you may findthat you want students to work more quickly and learn a new skillevery three days. If this is the case, you may select from any of theactivities that you feel will most benefit your students.
StartUpP H O N I C S Managing Instruction
in the Phonics Block
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Week 1
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Listening• Rhyme
recognition
LetterDiscrimination• Stick letters
Day 2
• Listening• Rhyme
recognition
LetterDiscrimination• Straight sticks
Day 3
• Listening• Rhyme
recognition
LetterDiscrimination• Slanted Sticks
Day 4
• Listening• Rhyme
recognition
LetterDiscrimination• Straight and
slanted sticks
Day 5
• Listening• Rhyme
recognition
LetterDiscrimination• Review stick
letters
RED Phonological and Letter Awareness Lessons
Week 2
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Listening• Rhyme
recognition
LetterDiscrimination• Circles and
curves
Day 2
• Listening• Rhyme
recognition
LetterDiscrimination• Sticks and
curves
Day 3
• Listening• Rhyme
recognition
LetterDiscrimination• Sticks and
circles
Day 4
• Listening• Rhyme
recognition
LetterDiscrimination• Letters that
look alike
Day 5
• Listening• Rhyme
recognition
• Review letterdiscrimination
Week 3
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Worddiscrimination
• Rhymerecognition
A
Day 2
• Worddiscrimination
• Concept ofwords
a
Day 3
• Listening• Rhyme
recognition
B
Day 4
• Worddiscrimination
• Concept ofwords
b
Day 5
• Worddiscrimination
• Rhymerecognition
Cc
Week 4
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Worddiscrimination
• Rhymerecognition
D
Day 2
• Listening• Concept of
words
d
Day 3
• Worddiscrimination
• Concept ofwords
E
Day 4
• Worddiscrimination
• Concept ofwords
e
Day 5
• Worddiscrimination
• Concept ofwords
F
Week 5
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Rhymerecognition
• Concept ofwords
f
Day 2
• Worddiscrimination
• Concept ofsentences
G
Day 3
• Listening• Concept of
sentences
g
Day 4
• Rhymerecognition
• Concept ofwords
H
Day 5
• Listening• Producing
rhyme
h
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StartUpP H O N I C S Skills
S T A R T U P S K I L L S
25© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Week 6
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Producingrhyme
• Segmentingwords bysyllables
Ii
Day 2
• Identifyingrhyme
• Segmentingwords bysyllables
J
Day 3
• Listening• Segmentingwords bysyllables
j
Day 4
• Segmentinginitial sounds
• Identifyingrepeated sounds
Kk
Day 5
• Segmentinginitial sounds
• Segmentingcompound words
L
Week 7
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Producingrhyme
• Segmentingcompoundwords
l
Day 2
• Producingrhyme
• Segmentinginitial sounds
M
Day 3
• Listening• Producing
rhyme
m
Day 4
• Identifyingrhyme
• Segmentinginitial sounds
N
Day 5
• Sounddiscrimination
• Segmentingwords bysyllables
n
Week 8
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Producingrhyme
• Segmentinginitial sounds
Oo
Day 2
• Sounddiscrimination
• Segmentingwords intosyllables
Pp
Day 3
• Performingsteps in asequence
• Identifyingrhyme
Q
Day 4
• Segmentinginitial sounds
• Segmentingwords bysyllables
q
Day 5
• Segmentinginitial sounds
• Segmentingwords intosyllables
R
Week 9
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Producingrhyme
• Segmentingwords intosyllables
r
Day 2
• Blendingsyllables
• Segmentinginitial sounds
Ss
Day 3
• Blendingsyllables
• Segmentingwords intosyllables
T
Day 4
• Sounddiscrimination
• Blendingsyllables
t
Day 5
• Segmentinginitial sounds
• Segmentingwords intosyllables
Uu
Week 10
PhonologicalAwareness Skill
LetterRecognitionand Formation
Day 1
• Producingrhyme
• Segmentinginitial sounds
Vv
Day 2
• Blendingsyllables
• Segmentinginitial sounds
Ww
Day 3
• Blendingsyllables
• Segmentinginitial sounds
Xx
Day 4
• Blendingsyllables
• Segmentinginitial sounds
Yy
Day 5
• Segmentinginitial sounds
• Segmentingwords bysyllables
Zz
S T A R T U P S K I L L S
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Purple Phonemic Awareness and Phonics Units
Unit/ Phonological Phonemic Sight SpellingPhonics Skill Awareness Skill Awareness Skill Words Words
1/Mm and listening • initial /m/ N/A amShort Aa for rhyme • medial /a/
2/Ss listening • initial /s/ N/A am, Samfor rhyme • listening for initial sounds
3/Tt listening • initial /t/ N/A am, Sam, mat,for rhyme • listening for initial sat, Tam
consonant sounds
4/Nn listening • initial /n/ N/A man, Nat, mat,for rhyme • differentiating consonant sat, Tam, tan
sounds
5/ listening • medial /i/ N/A man, Nat, tan,Short Ii for rhyme • differentiating medial am, in, sit
sounds
6/Ff listening • initial /f/ is man, mat, fan,for rhyme • listening for initial fit, if, fin
consonants
7/Pp identifying and • initial /p/ a, has tin, fat, tap, pat,producing rhyme • blending and segmenting pin, sip
onset and rime
8/ identifying and • medial /o/ the nap, fit, on, pot,Short Oo producing rhyme • discriminating medial sounds mop, not
9/Cc identifying and • initial /k/ and, of pit, top, cat, can,producing rhyme • discriminating sounds cot, cap
10/Hh identifying and • initial /h/ with, see nip, can, hat,producing rhyme • blending and segmenting him, hit, hop
onset and rime
11/Bb identifying and • initial /b/ for, no hat, sap, bat,producing rhyme • identifying final consonants bib, bin, bit
12/ Short Uu identifying and • initial and medial /u/ cannot bit, him, cup,producing rhyme • blending onset and rime nut, sun, but
13/Rr identifying and • initial /r/ have, are cup, hop, run,producing rhyme • differentiating final rat, rub, rip
consonants
14/ identifying and • initial and medial /e/ said rap, cab, met,Short Ee producing rhyme • segmenting and pen, let, ten
blending onset and rime
15/Gg identifying and • initial /g/ I, you, me men, bin, tag,producing rhyme • segmenting and get, beg, rug
blending onset and rime
X26
S T A R T U P S K I L L S
27© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Unit/ Phonological Phonemic Sight SpellingPhonics Skill Awareness Skill Awareness Skill Words Words
16/Dd identifying and • initial /d/ come, here, bag, pen, dig, had,producing rhyme • blending phonemes to red, did
17/Ww • initial /w/ my, look, bed, pat, wet, win,• blending phonemes he wig, wed• blending and segmenting
onset and rime
18/Ll • initial /l/ go bag, dad, let, lap,• differentiating final consonants lid, lip• blending and segmenting
onset and rime
19/Jj • initial /j/ put, want lab, bin, job, jam,• initial sound substitution Jim, Jen• blending and segmenting
phonemes
20/Kk • initial /k/ this, she, led, bad, kiss,• initial sound substitution saw Kit, jam, Kim• blending and segmenting
sounds
21/Yy • initial /y/ now, like, jog, but, yes, yap,• vowel substitution do yell, yet• blending and segmenting
sounds
22/Vv • initial /v/ home, they, yet, tip, vet, van,• vowel substitution went Val, hug• blending and segmenting
sounds
23/Qq • initial /kw/ good jam, bad, quit,• initial sound substitution yet, quip, quill• blending and segmenting
sounds
24/Xx • final /ks/ was, be, we sip, did, mix, box,• vowel substitution fox, wax• blending and segmenting
sounds
25/Zz • initial and final /z/ there, then, fox, quiz, zip,• final sound substitution out buzz, zap, fuzz• blending and segmenting
sounds
28 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Decodable Poetry AlphabetUnit Title Posters Frieze Cards
1 N/A Melons and Muffins; Mm;Apple Pie Aa
2 N/A Seven Silly Sailors Ss
3 N/A Turtles Tt
4 N/A Nip the Newt Nn
5 N/A Baking Ii
6 Fit Fuzzy Fox and Fiddle Ff
7 Pam Has a Map Pet Parade Pp
8 Pop Oliver and Dot Oo
9 Pop and the Fat Cat Camping Cc
10 The Ham Happy Thoughts Hh
11 The Bib Baby Bird Bb
12 The Nut Buddy Uu
13 The Rat The Race Rr
14 Mem the Hen The Red Hen Ee
15 Get the Gum By the Garden Gate Gg
16 The Red Pen Dot Dd
17 The Wig Worm Ww
18 Pop and Len Lenny Lion Ll
19 The Job Jumping Jj
20 Kit and Kim King Karl’s Kangaroo Kk
21 Yip and Yap Yellow Yy
22 The Vet Violins and Violets Vv
23 Quinn The Queen’s Nap Qq
24 The Sax Max Xx
25 Buzz, Buzz Baby Zigzag Zz
StartUpP H O N I C S Core Kit Materials
Correlated to Units
29© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Pre/Post Assessments
• Letter Recognition Assessment Teacher Record . . . . . .30
• Letter Recognition Assessment Student Sheet . . . . . . . 31
• Phonological Awareness Assessments . . . . . . . . . . . 32–34
• Phonics Assessment Teacher Record . . . . . . . . . . . . 35–36
• Phonics Assessment Student Sheet . . . . . . . . . . . . . 37–38
• Sight Word Assessment Teacher Record . . . . . . . . . . . . 39
• Sight Word Assessment Student Sheet . . . . . . . . . . . . . 40
Quick-Checks
• Units 1–5 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 41–42
• Units 6–10 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 43–44
• Units 11–15 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 45–47
• Units 16–20 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .48–50
• Units 21–25 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 51–53
� Make a copy ofthe teacherrecord for eachstudent andplace it in his orher file.
� Administer testson a one-to-onebasis. Use theexamples pro-vided with thedirections toensure studentsunderstandwhat to do.
� Analyze results todetermine where toplace students in the kitand how to group themfor small-group instruc-tion. If students lackphonological and letterawareness skills, youmay wish to reviewthese by completing thered lessons before mov-ing on to the purplephonics units.
StartUpP H O N I C S Start Up™ Assessment
Pre/Post Assessment Instructions
30
P R E / P O S T A S S E S S M E N T Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Letter Recognition Pre- and Post-TestsStudent: _____________________________________________________________________________________________________________________
Directions: Ask the student to point to each letter, moving across the page, and name each one. If the student comesto a letter he or she doesn’t know, say the letter name, put an X next to the letter in the column, and have the studentcontinue. If the student says an incorrect letter name, record what he or she says in the column.
e f L B
h l U K
m g N J
c z T X
o j A P
a p D M
y k V G
b q Z C
x r R Y
i v F Q
d s O E
n w W I
u H S
t
Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-Test Pre-Test Post-TestDate Date Date Date Date Date Date Date
_______ _______ _______ _______ _______ _______ _______ _______
P R E / P O S T A S S E S S M E N T Student Sheet
31© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Letter Recognition
e h m c o a y b x
i d n u t f l g z
j p k q r v s w
H L U N T A D V Z
R F O W S B K J X
P M G C Y Q E I
32
PRE/POST ASSESSMENT PHONOLOGICAL AWARENESS Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Word AwarenessDirections: Say the sentence. Have the student repeat the sen-tence and tell you the number of words. Example: This is mydog. I can hear four words in this sentence.
Pre-Test Post-TestDate _____ Date _____
I see my cat. /4 /4
Can you do this? /4 /4
This book is fun to read. /6 /6
Please sit on the chair. /5 /5
Where do you live? /4 /4
Score /23 /23
Observations:______________________________________
__________________________________________________
Syllable AwarenessDirections: Say the word. Have the student repeat the wordand clap for the number of syllables. Example: Engine. I heartwo syllables in engine.
Pre-Test Post-TestDate _____ Date _____
happy /2 /2
Saturday /3 /3
book /1 /1
sunshine /2 /2
experiment /4 /4
Score /12 /12
Observations:______________________________________
__________________________________________________
Identify RhymeDirections: Say the word pairs and ask the student if the wordsrhyme. Example: Roast/toast. Yes, these words rhyme.Roast/ran. No, these words don’t rhyme.
Pre-Test Post-TestDate _____ Date _____
bug/rug
pink/sink
big/box
hop/hip
jump/pump
Score /5 /5
Observations:______________________________________
__________________________________________________
Initial SoundsDirections: Say the word. Have the student repeat the wordand tell you the sound at the beginning. Example: Hat. I hear/h/ at the beginning of the word hat.
Pre-Test Post-TestDate _____ Date _____
turtle
man
sink
pudding
leg
Score /5 /5
Observations:______________________________________
__________________________________________________
Student Name: ____________________________________
P RE/POST ASSESSMENT PHONOLOGICAL AWARENESS Teacher Record
33© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Final SoundsDirections: Say the word. Have the student repeat the wordand tell you the sound at the end. Example: Hat.I hear /t/ at the end of the word hat.
Pre-Test Post-TestDate _____ Date _____
park
noise
rabbit
trap
head
Score /5 /5
Observations:______________________________________
__________________________________________________
Medial SoundsDirections: Say the word. Have the student repeat the wordand tell you the sound in the middle. Example: Hat. I hear /a/ inthe middle of the word hat.
Pre-Test Post-TestDate _____ Date _____
pet
sack
hit
stop
cut
Score /5 /5
Observations:______________________________________
__________________________________________________
Differentiating SoundsDirections: Say the words. Have the student repeat the wordsand say which word starts with a different sound. Example:Mix, man, nose. Nose starts with a different sound.
Pre-Test Post-TestDate _____ Date _____
bag, bug, cup
table, nut, tent
cup, cat, bat
fish, pan, pig
sun, sit, man
Score /5 /5
Observations:______________________________________
__________________________________________________
Onset and RimeDirections: Say the word. Have the student repeat the word,say the first sound in the word, and then say the rest of theword. Example: pig: /p/ /ig/.
Pre-Test Post-TestDate _____ Date _____
cat: /k/ /at/
run: /r/ /un/
pop: /p/ /op/
hen: /h/ /en/
rid: /r/ /id/
Score /5 /5
Observations:______________________________________
__________________________________________________
Student Name: ____________________________________
34
PRE/POST ASSESSMENT PHONOLOGICAL AWARENESS Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Student Name: ____________________________________
Phoneme SegmentationDirections: Say the word. Have the student tell you all thesounds in the word. Example: If I say run, you will say /r/ /u/ /n/.
Pre-Test Post-TestDate _____ Date _____
cat: /k/ /a/ /t/ /3 /3
top: /t/ /o/ /p/ /3 /3
said: /s/ /e/ /d/ /3 /3
jumps: /j/ /u/ /m/ /p/ /s/ /5 /5
rugs: /r/ /u/ /g/ /z/ /4 /4
Score /18 /18
Observations:______________________________________
_________________________________________________
Blending PhonemesDirections: Say the word sound by sound. Then have the stu-dent say the word. Example: I will say the sounds of somewords. I want you to blend the sounds and say the words: forexample, /r/ /u/ /t/: rut.
Pre-Test Post-TestDate _____ Date _____
/n/ /u/ /t/ : nut
/j/ /e/ /t/: jet
/w/ /i/ /g/: wig
/r/ /a/ /t/: rat
/m/ /o/ /p/: mop
Score /5 /5
Observations:______________________________________
_________________________________________________
Initial Sound SubstitutionDirections: Say the word. Ask the student to replace the firstsound in the word with the new sound. Example: I can changethe /r/ in rat to /k/ to make the word cat.
Pre-Test Post-TestDate _____ Date _____
tin: change /t/ to /b/ [bin]
mat: change /m/ to /r/ [rat]
hop: change /h/ to /b/ [bop]
pen: change /p/ to /t/ [ten]
lake: change /l/ to /k/ [cake]
Score /5 /5
Observations:______________________________________
_________________________________________________
PRE/POST ASSESSMENT PHONICS Teacher Record
35© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Student Name: ____________________________________
Consonant Sounds AssessmentDirections: Have students point to each letter and tell you thesound each consonant stands for. Some letters stand for morethan one sound. Note whether students say both sounds. Circleany letters they miss on the recording sheet.
Pre-Test Post-TestDate _____ Date _____
m: /m/
s: /s/, /z/
c: /k/, /s/
v: /v/
l: /l/
g: /g/, /j/
n: /n/
d: /d/
t: /t/
j: /j/
w: /w/
p: /p/
r: /r/
b: /b/
q: /kw/
h: /h/
z: /z/
f: /f/
k: /k/
x: /ks/
n: /n/
Score /21 /21
Observations:______________________________________
__________________________________________________
Vowel Sounds AssessmentDirections: Have the student point to each word and tellyou the sound each vowel stands for in the word. Recordthe student’s responses in the column.
Pre-Test Post-TestDate _____ Date _____
mat
rub
get
hot
fit
Score /5 /5
Observations:______________________________________
__________________________________________________
36
PRE/POST ASSESSMENT PHONICS Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Blending Sounds AssessmentStudent Name: ___________________________________
Directions: Explain to the student that these are nonsense words that you want him or her to sound out. Have the stu-dent put his or her finger on the example word on the student sheet. Say: I can sound out this nonsense word:/m/ /i/ /n/: min. Have the student say each sound in the nonsense word and then blend the sounds.
fam: /f/ /a/ /m/ yad: /y/ /a/ /d/
tif: /t/ /i/ /f/ hep: /h/ /e/ /p/
wug: /w/ /u/ /g/ bab: /b/ /a/ /b/
fop: /f/ /o/ /p/ ven: /v/ /e/ /n/
rac: /r/ /a/ /k/ sut: /s/ /u/ /t/
zot: /z/ /o/ /t/ gom: /g/ /o/ /m/
jun: /j/ /u/ /n/ dat: /d/ /a/ /t/
sot: /s/ /o/ /t/ nex: /n/ /e/ /ks/
rog : /r/ /o/ /g/ leb: /l/ /e/ /b/
mic: /m/ /i/ /k/ quet: /kw/ /e/ /t/
pum: /p/ /u/ /m/ sil: /s/ /i/ /l/
cof: /k/ /o/ /f/ kif: /k/ /i/ /f/
Observations: _________________________________________________________________________________________
_____________________________________________________________________________________________________
Score ______/24 ______/24
Pre-Test Post-Test Pre-Test Post-TestDate _____ Date _____ Date _____ Date _____
P RE/POST ASSESSMENT PHONICS Student Sheet
37© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Consonant Sounds
m s c v l
g n d t j
w p r b q
h z f k x
n
Vowel Sounds
mat rub get hot fit
Blending Sounds
Example: min /m/ /i/ /n/
fam tif wug fop
rac zot jun sot
rog mic pum cof
yad hep bab ven
sut gom dat nex
leb quet sil kif
38
PRE/POST ASSESSMENT PHONICS Student Sheet
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
P RE/POST SIGHT WORD ASSESSMENT Teacher Record
39© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Sight WordsStudent Name: ___________________________________
Directions: Have the student put his or her finger on the first word on the student sheet and then read across the line,saying the words as quickly as possible. Count as incorrect any word the student misses or hesitates on before reading.
is look
a he
the go
has put
and want
of this
with she
see saw
for now
no like
cannot do
have home
are they
said went
I good
you was
me be
come we
here there
to then
my out
Pre-Test Post-Test Pre-Test Post-TestDate _____ Date _____ Date _____ Date _____
Observations: _________________________________________________________________________________________
_____________________________________________________________________________________________________
Score ______/42 ______/42
40
P RE/POST SIGHT WORD ASSESSMENT Student Sheet
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Sight Words
is a the has and
of with see for no
cannot have are said I
you me come here to
my look he go put
want this she saw now
like do home they went
good was be we there
then out
Q U I C K - C H E C K S : U N I T S 1 – 5 Teacher Record
41© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Student Name: ___________________________________
Phonological Awareness:Identify RhymeDirections: Say the pairs of words and ask the student if thewords rhyme. Example: Roast/toast. Yes, the words rhyme.
Date: _______ Date: _______
cat/hat
man/let
Sam/ram
tab/top
leg/peg
hit/sit
Score /6 /6
Observations:______________________________________
_________________________________________________
Phonemic Awareness: Initial SoundsDirections: Say the word. Ask the student to repeat the wordand tell you what sound they hear at the beginning.Example: Hat. I hear /h/ at the beginning of the word hat.
Date: _______ Date: _______
man (/m/)
turtle (/t/)
sink (/s/)
net (/n/)
inch (/i/)
ax (/a/)
Score /6 /6
Observations:______________________________________
_________________________________________________
Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse the sounds he or she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds together. Example: /n/ /i/ /s/, nis.
Date: _______ Date: _______
nam: /n/ /a/ /n/, nam
san: /s/ /a/ /n/, san
sim: /s/ /i/ /m/, sim
tis: /t/ /i/ /s/, tis
nit: /n/ /i/ /t/ nit
min: /m/ /i/ /n/ min
Score /6 /6
Observations:______________________________________
_________________________________________________
Blending Sounds
Example: nis
nam san
sim tis
nit min
42
Q U I C K - C H E C K S : U N I T S 1 – 5 Student Sheet
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Q U I C K - C H E C K S : U N I T S 6 – 1 0 Teacher Record
© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Student Name: ___________________________________
Phonological Awareness:Blending Onset and RimeDirections: Say the first sound of the word and then the rest of theword. Then have the student say the whole word. Say:When I say/k/ /at/, I want you to blend the sounds to say cat.
Date: _______ Date: _______
/p/ /ig/ (pig)
/f/ /un/ (fun)
/s/ /at/ (sat)
/n/ /ext/ (next)
/t/ /in/ (tin)
/m/ /ap/ (map)
Score /6 /6
Observations:______________________________________
_________________________________________________
Sight WordsDirections: Have the student point to the first word on the cor-responding student sheet and read across the line, saying thewords as quickly as possible. Put an X next to words the studenthesitates on or gets incorrect.
Date: _______ Date: _______
with
the
see
and
is
a
has
of
Score /8 /8
Observations:______________________________________
_________________________________________________
Phonemic Awareness:Medial SoundsDirections: Say the word. Ask the student to repeat the word andtell you what sound they hear in the middle. Example: Hat. Ihear /a/ in the middle of the word hat.
Date: _______ Date: _______
man (/a/)
pot (/o/)
pick (/i/)
ham (/a/)
slim (/i/)
clock (/o/)
Score /6 /6
Observations:______________________________________
_________________________________________________
Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse sounds he/she has been learning. Have the student point toeach word on the student sheet, say each sound, and then blendthe sounds together. Example: /h/ /i/ /f/, hif.
Date: _______ Date: _______
/f/ /a/ /m/: fam
/h/ /i/ /n/: hin
/a/ /p/: ap
/t/ /o/ /f/: tof
/h/ /a/ /p/: hap
/n/ /a/ /f/: naf
/t/ /o/ /k/: toc
/m/ /i/ /k/: mic
Score /8 /8
Observations:______________________________________
_________________________________________________
43
44
Q U I C K - C H E C K S : U N I T S 6 – 1 0 Student Sheet
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Blending Sounds
Example: hif
fam hin ap tof
hap naf toc mic
Sight Words
with the see and
is a has of
Q U I C K - C H E C K S : U N I T S 1 1 – 1 5 Teacher Record
45© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Student Name: ___________________________________
Phonological Awareness: ProducingRhymeDirections: Say the rhyming pair. Ask the student to say a wordthat rhymes with the pair.
Date: ______ Date: ______
hit/fit
man/pan
pop/stop
lake/cake
bring/king
nest/vest
Score /6 /6
Observations:______________________________________
_________________________________________________
Phonemic Awareness: Final SoundsDirections: Say the word. Ask the student to repeat the wordand tell you what sound they hear at the end.
Date: ______ Date: ______
ship /p/
bus /s/
pig /g/
pan /n/
tub /b/
tent /t/
Score /6 /6
Observations:______________________________________
_________________________________________________
Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse the sounds he/she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds. Example: /s/ /i/ /f/, sif.
Date: ______ Date: ______
/b/ /i/ /p/: bip
/s/ /i/ /b/: sib
/n/ /u/ /f/: nuf
/t/ /u/ /k/: tuc
/r/ /i/ /t/: rit
/p/ /a/ /f/: paf
/g/ /u/ /g/: gug
/r/ /e/ /g/: rog
Score /8 /8
Observations:______________________________________
_________________________________________________
46
Q U I C K - C H E C K S : U N I T S 1 1 – 1 5 Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Student Name: ___________________________________
Sight WordsDirections: Have the student point to the first word on the stu-dent sheet and read across the line, saying the words as quicklyas possible. Put an X next to words the student hesitates on orgets incorrect.
Date: ______ Date: ______
with
for
I
cannot
no
you
have
are
me
said
has
of
Score /12 /12
Observations:______________________________________
_________________________________________________
Q U I C K - C H E C K S : U N I T S 1 1 – 1 5 Student Sheet
Blending Sounds
Example: sif
bip sib nuf tuc
rit paf gug rog
Sight Words
with for I cannot
no you have are
me said has of
47© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Student Name: ____________________________________
Phonemic Awareness: Blending PhonemesDirections: Say the word sound by sound. Then have the studentsay the word. Example: /m/ /a/ /t/: mat.
Date: ______ Date: ______
/n/ /u/ /t/: nut
/j/ /e/ /t/: jet
/w/ /i/ /g/: wig
/r/ /a/ /t/: rat
/m/ /o/ /p/: mop
/p/ /u/ /m/ /p/: pump
Score /6 /6
Observations:_______________________________________
___________________________________________________
Phonemic Awareness: Initial SoundSubstitutionDirections: Say the word. Ask the student to replace the firstsound in the word with the new sound. Example: man: change/m/ to /p/. The new word is pan.
Date: ______ Date: ______
tin: change /t/ to /b/ [bin]
mat: change /m/ to /r/ [rat]
hop: change /h/ to /b/ [bop]
pen: change /p/ to /t/ [ten]
nut: change /n/ to /k/ [cut]
dig: change /d/ to /w/ [wig]
Score /6 /6
Observations:_______________________________________
___________________________________________________
Phonics: Blending SoundsDirections: Tell the student that these are nonsense words thatuse the sounds he or she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds. Example: /w/ /u/ /d, wud./
Date:______ Date:______
/d/ /i/ /b/: dib
/w/ /e/ /p/: wep
/s/ /u/ /d/: sud
/l/ /o/ /m/: lom
/j/ /i/ /p/: jip
/k/ /i/ /f/: kif
/g/ /u/ /g/: gug
/w/ /u/ /k/: wuk
Score /8 /8
Observations:_______________________________________
___________________________________________________
48
Q U I C K - C H E C K S : U N I T S 1 6 – 2 0 Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Q U I C K - C H E C K S : U N I T S 1 6 – 2 0 Teacher Record
49© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Student Name: ____________________________________
Sight WordsDirections: Have the student point to the first word on the stu-dent sheet and read across the line, saying the words as quicklyas possible. Put an X next to words the student hesitates on orgets incorrect.
Date:______ Date:______
come
my
put
here
look
you
have
to
go
said
this
cannot
she
he
want
saw
Score /16 /16
Observations:_______________________________________
___________________________________________________
Blending Sounds
Example: wud
dib wep sud lom
jip kif gug wuk
Sight Words
come my put here
look you have to
go said this cannot
she he want saw50
Q U I C K C H E C K S : U N I T S 1 6 - 2 0 Student Sheet
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
Q U I C K - C H E C K S : U N I T S 2 1 – 2 5 Teacher Record
51
Student Name: ___________________________________
Phonemic Awareness:Blending PhonemesDirections: Say the word sound by sound. Then have thestudent say the word. Example: /m/ /a/ /t/, mat.
Date: ______ Date: ______
/s/ /u/ /ch/: such
/k/ /a–/ /k/: cake
/f/ /e–/ /t/: feet
/b/ /o/ /ks/: box
/t/ /r/ /a/ /k/: track
/b/ /u/ /z/: buzz
Score /6 /6
Observations:______________________________________
__________________________________________________
Phonemic Awareness:Medial Sound SubstitutionDirections: Say the word. Ask the student to replace the medialsound in the word with the new sound. Example: man: change/a/ to /e/: men.
Date: ______ Date: ______
mat: change /a/ to /i/ (mitt)
bit: change /i/ to /e/ (bet)
run: change /u/ to /a/ (ran)
hot: change /o/ to /u/ (hut)
let: change /e/ to /o/ (lot)
bike: change / i–/ to / a–/ (bake)
Score /6 /6
Observations:______________________________________
__________________________________________________
Phonics: Blending Sounds
Directions: Tell the student that these are nonsense words thatuse the sounds he or she has been learning. Have the studentpoint to each word on the student sheet, say each sound, andthen blend the sounds. Example: /y/ /o/ /b/, yob.
Date: ______ Date: ______
/y/ /a/ /d/: yad
/v/ /o/ /b/: vob
/j/ /e/ /v/: jev
/kw/ /i/ /f/: quif
/p/ /u/ /ks/: pux
/y/ /e/ /d/: yed
/z/ /u/ /p/: zup
/b/ /e/ /z/: bez
Score /8 /8
Observations:______________________________________
__________________________________________________
52
Q U I C K - C H E C K S : U N I T S 2 1 – 2 5 Teacher Record
StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Date: ______ Date: ______
now
they
put
we
out
look
here
to
good
put
Date: ______ Date: ______
was
be
there
home
went
saw
this
do
then
want
Score /20 /20
Observations:_______________________________________
___________________________________________________
Student Name: ___________________________________
Sight WordsDirections: Have the student point to the first word on the student sheet and read across the line, saying the words as quickly aspossible. Put an X next to words the student hesitates on or gets incorrect.
Q U I C K - C H E C K S : U N I T S 2 1 – 2 5 Student Sheet
Blending Sounds
yad vob jev quif
pux yed zup bez
Sight Words
now they put we
out look here to
good put was be
there home went saw
this do then want53© 2004 Benchmark Education Company, LLC OVERVIEW & ASSESSMENT HANDBOOK
S P E L L I N G B L A C K L I N E M A S T E R
54 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
1
2
3
© 2004 Benchmark Education Company, LLC
Dear Parent/Guardian,This year your child will be learning all about
sounds, letters, and words. There are many ways
you can help your child learn to read. In class
we will be reading many stories. I will be send-
ing copies of these books home so that you can
listen to and help your child read them to you.
I will also be sending home some fun activities
and games for you and your child to enjoy
together.
I look forward to an exciting year of learning,
and I want to thank you in advance for the
important part you will play in helping your
child learn to read.
Sincerely,
56 StartUp TMP H O N I C S © 2004 Benchmark Education Company, LLC
Adams, M.J. (1990). Beginning to read: Thinking and learning aboutprint. Cambridge, MA: MIT Press.
Armbruster, B.B, Lehr, F., and Osborne, J. (2001). Put reading first: Theresearch blocks for teaching children to read. The Partnership in Reading.
Blachman, B.A. and James, S.L. (1985). Metalinguistic abilities and readingachievement in first-grade children. In J. Niles and R. Lalik (Eds.), Issues inliteracy: A research perspective (pp. 280-286). Rochester, NY: NationalReading Conference.
Foorman, B.R., Francis, D.J., Fletcher, J.M., Schatsschneider, C., and Mehta,P. (1998). The role of instruction in learning to read: Preventing readingfailure in at-risk children. Journal of Educational Psychology, 90, 1-15.
Juel, C. (1998). Learning to read and write: a longitudinal study of54 children from first through fourth grades. Journal of EducationalPsychology, 80, (4), 437-447.
Juel, C., Griffith, P.L. and Gough, P.B. (1986). Acquisition of literacy: A lon-gitudinal study of children in first and second grade. Journal ofEducational Psychology, 78, 243-255.
Learning First Alliance (1998). Every child reading: An action plan of theLearning First Alliance. Washington, D.C.
Lundberg, I., Olofsson, A. and Wall, S. (1980). Reading and spelling skillsin the first school years, predicted from phonemic awareness skills inkindergarten. Scandinavian Journal of Psychology, 21, 159-73.
Moats, L.C. (1998). Teaching decoding. American Educator(spring/summer), 42-49.
National Institute of Child Health and Human Development (2000).Report of the National Reading Panel. Teaching Children to Read: AnEvidence-Based Assessment of the Scientific Research Literature onReading and Its Implications for Reading Instruction (NIH PublicationNo. 00-4769). Washington, D.C.: U.S. Government Printing Office.
Snow, C.F., Burns, M. S., and Griffin, P. (1998) Preventing ReadingDifficulties in Young Children. National Research Council. NationalAcademy Press. Washington, D.C.
Tunmer, W.E. and Nesdale, A. R. (1985). Phonemic segmentation skill andbeginning reading. Journal of Educational Psychology, 77, 417-427.
StartUpP H O N I C S Bibliography
Start Up™ Phonicsfor BeginningPhonics Instruction
• Phonological Awareness
• Phonemic Awareness
• Letter recognitionand formation
• Short vowels
• Consonants
Build Up™ Phonicsfor ExtendingPhonics Instruction
• Short vowels andconsonants review
• Blends, digraphs,long vowels, diphthongs,and variant vowels
An explicit, systematic phonics programfor comprehensive literacy classrooms—in two easy-to-use kits!
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