Say It, Move It, Spell It, Write It Integrity Check
Staff Name: _________________________________________________
Observer: _________________________________________________
Date: ___________________
INTERVENTION SEQUENCE
Students are grouped according to similar phonics skills.
Teacher has a word list that matches the targeted phonics skill.
Teacher has Say It, Move It, Spell It, Write It templates and tokens for each student.
Teacher explicitly states the phonics skill being targeted.
Teacher models the whole procedure with 1 or 2 words.
Teacher says the word and has students repeat the word.
Error Correction: Ask the student(s) to look at your mouth while you repeat the
word and have them try again. If needed, provide a definition, articulatory
feedback (e.g. voiced/unvoiced, placement of tongue/teeth, shape of mouth), or
have students look in mirrors as they say the word.
Teacher has students say each sound in the word and move a token to the sound box as
they say each sound. Students should fill the sound boxes left to right.
Error Correction: The first/middle/next/last sound in _________ is ____. What
sound? _____ Yes, _____.
Teacher has students write the grapheme for each sound on the lines. (NOTE: Some
graphemes contain more than one letter, such as ‘sh’. So ‘ship’ would be written on 3
lines even though there are 4 letters.)
Error Correction: We spell the sound /__/ with the letter(s) ____. How do we
spell the sound /__/? Yes, we spell /__/ with ____.
Teacher has students write the whole word on the “Write It” line on the template.
Students should say or whisper the sounds as they write the graphemes.
Error Correction: Check your work. Make it match what you wrote in the “Spell
It” section.
Teacher asks students to read the word they wrote on the “Write It” line.
Teacher repeats the Say It, Move It, Spell It, Write It process with multiple words.
Teacher provides handwriting cues and modeling as needed.
Teacher asks students to read the word list near the end of the session.
Frequent verbal praise and feedback on classroom participation/performance is
provided throughout the class period.
Teacher maintains sufficient pace to keep students engaged.
NOTES:
YES NO
NA