Phonemic Awareness:

Common Core General Progression of Phonemic Awareness Skills (K-2) from Appendix A pgs. 19-20

  • Phoneme Identity
  • Phoneme Isolation
  • Phoneme Blending (Spoken Language)
  • Phoneme Segmentation (Spoken Language)
  • Phoneme Addition (Spoken Language)
  • Phoneme Substitution (Spoken Language)
  • Phoneme Deletion (Spoken Language)


Blending Phonemes Puzzles:

Yopp-Singer Test of Phonemic Segmentation

Test of Phoneme Identities:


Web Links:

Reading Rockets Phonemic Awareness Activities
Right Track Reading
Free Reading Activities
Intervention A
Florida Center for Reading Research
Online rhyming games

Activities and Interventions:

Phoneme Segmentation Intervention (K-2)
1. Prepare students by introducing the activity and the format for the
strategy: “I have a mystery word written on the board. To read it, we
need to know all of the sounds we hear in the word. First I will do it,
then we will do it together, and then you will have a turn on your own.
When I want to begin saying the sounds in this word, I’ll raise my
pointer finger, like this. As I say each sound, I’ll raise another finger.”

2. Model the strategy: “It’s my turn. Take apart mop. /m/ (raise pointer
finger); /o/ (raise middle finger), /p/ (raise ring finger). The sounds in
mop are /m/-/o/-/p/.

3. Guided practice of the strategy (teacher and students together):
“Together-take mop apart; /m/ (raise pointer fingers), /o/ (raise middle
fingers), /p/ (raise ring fingers).

4. Independent practice: “Your turn. Take mop apart.” Student says: /m/
(raises pointer finger), /o/ (raises middle finger), /p/ (raises ring finger).”

5. Provide positive feedback: “great job”

jam rat
rap lad
lag duck
mid mitt
jab tap

Reference: McEwan-Adkins, E. (2010). 40 Reading intervention strategies for K-6
students. Bloomington, IN: Solution Tree.



Coming soon!

Error Correction Intervention

Word Attack Hierarchy

Intervention A

Decoding Drills:

Names Test Sheets and Article:

Additional Interventions:

*Email me at for a PDF of the words and syllables for the Syllable Game we played during the Intervention Convention.


Tier 2: Academic Vocabulary

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Useful Word Lists:

The Educator's Word Frequency Guide (Zeno, Ivens, Millard, & Duvvuri, 1995)
Words Worth Teaching (Biemiller, 2009)
Academic Word List (Coxhead, 2000)
Word Zones (
Building Backgroudn Knowledge for Academic Achievement (Marzano, 2004)
The Living Word Vocabulary (Dale & O'Rourke, 1981)
Excerpted from Figure 3.3, Vocabulary Instruction for Struggling Students

Graphic Organizers:

Word Work and Vocabulary
Read MHS
Primary Ed Oasis
Reading A to Z Vocab
Graphic Organizers for Vocab


Progress Monitoring:


Resource Link, including phrase cards:
Reading Resource Net

Phrase-Cued Text

Phrase-Cued Text Intervention
Phrase-Cued Text Generator

Fry Phrases and Short Sentences

HELPS Program

*Must sign-up to download materials
HELPS Program

Hasbrouck & Tindal ORF Data from ReadNaturally

Video Links for Dialogic Reading Intervention:

*Note- The Dialogic Reading is in a parent-child dyad, but the procedure is the same as a small intervention group.*

Initial Book Reading

Level 1 WH- Questions

Level 2- Open Ended Questions

PALS Video Links:

Main Idea Statements

Retell Clip

Elementary Example- Paragraph Shrinking

ECHO Reading:

Echo Reading Sample

Interventions from Hall County Schools:

Fry Word List Intervention:

Sight Word Fluency:

HF Word Intervention



What Works Clearinghouse Publication:

WWC Reading Comprehension K-3

Articles on Reciprocal Teaching:



CSR: A Twist on Click or Clunk

Click Click Clunk

Click Clunk Implementation

Posters and Resources


SQ3R Chart Generator

Progress Monitoring:

Curriculum Based-Measurement: A Manual for Teachers by Jim Wright

CBM Manual

Resources for CBM:

CBM Warehouse
National Center on Student Progress Monitoring
Big Ideas in Beginning Reading
Research Institute on Progress Monitoring