Baseline Blending Check

Overview

In this first lesson of the “Read, Spell, Write” unit, the teacher conducts a brief one-to-one baseline assessment. The student demonstrates sound blending, decoding, spelling, oral reading fluency, and sentence writing so instruction can be personalized for the remaining lessons.

Learning intentions

Students will be able to:

• Blend sounds smoothly to read unfamiliar words.
• Decode grade-appropriate words using sound-symbol knowledge and meaningful word parts.
• Spell dictated words and write a clear sentence.
• Read a short passage aloud and communicate a personal reading goal.

Success criteria

• I can blend sounds to read a word.
• I can use what I know about letters, sounds, and word parts.
• I can spell words and write a complete sentence.
• I can read aloud and identify one skill I want to strengthen.

Curriculum links

• Foundational reading skills: applying phonics and word-analysis strategies to decode words accurately.
• Writing narratives: developing experiences or events with clear sequencing and descriptive details.
• Writing clearly and coherently for a task, purpose, and audience.
• Developing and strengthening writing through planning, revising, and teacher guidance.

Lesson structure (30 minutes)

1. 0–3 min · Welcome and purpose. Teacher opens the introduction and goal-setting slides and explains that this is a private “starting point,” not a graded test; the student listens, asks questions, and chooses a comfortable reading voice.

2. 3–8 min · Sound blending check. Teacher presents six items one at a time on the blending-check slides: three regular words with familiar spelling patterns and three unfamiliar but decodable words. Ask, “What sounds do you see? Now blend them,” and record whether the student says individual sounds, blends with effort, or reads automatically. Students point, blend, and reread any item that was difficult.

3. 8–14 min · Decoding and word analysis. Teacher uses the word list on the one-to-one baseline recording sheet to assess six grade-appropriate words, including multisyllabic words with common prefixes, suffixes, or roots. Prompt, “Try a strategy,” but do not supply the word; note accuracy, substitutions, self-corrections, and strategies such as chunking or rereading. Student attempts each word and briefly explains one strategy used.

4. 14–19 min · Spelling and sentence writing. Teacher dictates four words selected from the recording sheet, repeating each once and using it in a sentence when helpful. Then ask the student to write one sentence about a real or imagined event, such as, “Write about a time something unexpected happened.” Student spells independently and writes one organized sentence with appropriate capitalization, punctuation, and enough detail to communicate a complete idea.

5. 19–25 min · Oral reading fluency. Teacher gives the student the short passage on the one-to-one baseline recording sheet and says, “Read this aloud in your best reading voice. If you are unsure, try the word and keep going.” Record accuracy, phrasing, rate, expression, and self-corrections without interrupting unless the student is stuck. Student reads the passage, then retells the main event or gives a brief summary.

6. 25–28 min · Feedback and goal setting. Teacher shares one specific strength and one next step using the strengths-and-goals slides, avoiding labels such as “low” or “high.” Together, choose one measurable goal, such as “I will blend through unfamiliar words before guessing” or “I will reread to improve phrasing.” Student repeats the goal and names one strategy that may help.

7. 28–30 min · Exit reflection. Teacher asks the student to complete a reflection exit-ticket slip with the prompt, “What reading or writing skill will you practice next?” Teacher collects it and confirms the goal for Lesson 2.

Resources

• the complete baseline and goal-setting slide deck
• the one-to-one baseline recording sheet
• a reflection exit-ticket slip
• Pencil
• Timer or stopwatch
• Clipboard or assessment folder
• Quiet workspace
• Teacher scoring notes

Assessment

• Record accuracy and strategy use during blending, decoding, and spelling; mark independent responses, self-corrections, and prompted responses separately.
• Note fluency behaviors during oral reading, including accuracy, phrasing, expression, rate, and brief comprehension through retelling.
• Review the written sentence for organization, clarity, capitalization, punctuation, spelling, and descriptive detail. Use the exit reflection to confirm the student’s personalized goal.

Differentiation

• Provide wait time, a calm setting, and neutral prompts such as “Look carefully at the word” or “Try one strategy,” but do not coach the assessed response.
• If the student becomes frustrated, pause, reassure them that the task identifies what to practice, and return to an easier item before continuing.
• For decoding support, allow the student to mark syllable divisions or word parts on the worksheet; record whether this support was needed.
• For writing support, read the prompt aloud and clarify its meaning without supplying ideas, spelling, or sentence structure. For extension, invite the student to add a second sentence with a descriptive detail after the baseline response is recorded.