1. Say
   I am going to ask you to write a word for each picture I show you. I will model one for you.

   *You can model this with a wipe-off board and marker or use our example.

2. Point to the picture and Say
   If I wanted to spell the word mat, first I would say the word slowly: mmm-aaa-t. 
3. Push next to continue

1. Point to the letter m and Say
   Then I would write the first sound with the letter m. 
2. Push next to continue

1. Point to the letter a and Say
   Next, I would write the letter a.
2. Push next to continue

1. Point to the letter t and Say
   And last the letter t.
2. Say
   Now it is your turn. I am going to show you some pictures on the screen and say the words. Then you are going to write each word. Write letters for all the sounds you hear in each word.
    Let’s get started.
3. Push next to continue

Teacher Analysis Tip

1. As your student writes the words, Observe & Clarify any letters that are hard to read or printed backward.
2. Ask the student what letter they wrote and Note that on their test (e.g., if they write a b where the spelling should be a d, ask and confirm what they intended to write. If they say “d”, then note that on the test form and count it as correct.).
3. If a student writes one correct letter, Prompt them and Say, “Do you hear any other sounds in the word?”
4. Analyze the errors using the assessment form (print button) to determine which phonics skills need more practice (e.g., a specific consonant).

1. Point to the picture and Say
   The fox looks hot. Repeat after me: hot.
   (hot)
2. Say
   Write all the sounds you hear in the word hot.
3. Give students time to write down the word hot
4. Push next to show the next picture

1. Point to the picture and Say
   I see a net. Repeat after me: net.
   (net)
2. Say
   Write all the sounds you hear in the word net.
3. Give students time to write down the word net
4. Push next to show the next picture

1. Point to the picture and Say
   There is a cup. Repeat after me: cup.
   (cup)
2. Say
   Write all the sounds you hear in the word cup.
3. Give students time to write down the word cup
4. Push next to show the next picture

1. Point to the picture and Say
   I see a fox dig. Repeat after me: dig.
   (dig)
2. Say
   Write all the sounds you hear in the word dig.
3. Give students time to write down the word dig
4. Push next to show the next picture

1. Point to the picture and Say
   I see animals nap together. Repeat after me: nap.
   (nap)
2. Say
   Write all the sounds you hear in the word nap.
3. Give students time to write down the word nap
4. Push next to show the next picture

Teacher Analysis Prompts

Count how many sounds are spelled correctly and in the correct order in each word. Add up the points to get the total points.

*It is acceptable to spell the /k/ sound in the word cup with the letters C or K.

We expect students to be able to spell at least the initial and final consonant sounds in the words correctly (total points: 10/15) to be successful in Phase 2.

If your student wasn’t able to do so, we recommend reviewing the initial and/or final sound lessons in Phase 1 before they move on to Phase 2.