Phonics Intervention Strategy - Sound (Elkonin

Phonics Intervention Strategy - Sound (Elkonin) Boxes
For: Students in Grade 1 and above who are having difficulty hearing the individual sounds
(phonemes) in words and writing the corresponding letters to make the words. These students
may score below benchmark in AIMSweb Letter Sound Fluency, Phoneme Segmentation Fluency,
Nonsense Word Fluency, R-CBM, or another phonics assessment (i.e. CORE Phonics) or Spelling
Materials: laminated sound box mats (see attached—cut apart on the dotted line), dry erase
markers, eraser (or the attached sound box worksheets may be used)
Recommended Duration and Frequency: This intervention should be conducted at least 3 times
per week for 10 – 15 minutes per session. Students should advance to the next word list when s/he
can write the letters in sound boxes to correctly spell words a variety of words on a list with 95%
accuracy overall for at least 3 consecutive days. Monitor the student’s progress once a week or
twice monthly using the AIMSweb Nonsense Word Fluency or R-CBM. When the child’s score is at
the benchmark/target for 3 consecutive monitors and teacher observation confirms the skill has
been transferred to classroom work, the intervention may be discontinued.
Steps for Intervention:
1. Select an appropriate word list to use with the student. The lists get progressively harder, so
choose one based on the student’s beginning skill level for this task. (See attached for word
lists.) You do not need to teach words in the order they are listed, but make sure the student
experiences a wide variety of words from the list you are using.
2. Give each student a laminated Sound Box Mat (attached) that is appropriate for the list being
used, a dry erase marker, and an eraser (or use the attached sound box worksheets). If you
are starting with 2-phoneme words, use the 2-box mat or the 2-box worksheet, etc.
3. Pronounce a word from your list slowly. Each sound should be stretched so the student
hears the individual sounds (i.e. sssssssss-oooooooo).
4. Have the student repeat the word, counting on his/her fingers the number of sounds s/he
hears in the word. If needed, use your fingers to count the sounds for the student.
5. Have the student repeat the word again, phoneme by phoneme, and write the letter
corresponding to each phoneme heard in a box from left to right. (You may demonstrate the
writing of letters in boxes for a couple words, if the child doesn’t understand.)
6. Record student’s progress on the attached sheet by listing a percentage of words boxed
correctly. A word is boxed correctly when the student can spell a word correctly without
help, placing one letter (or letter combination) representing a phoneme in each box.
7. When a student has achieved at least 95% accuracy for at least 3 consecutive days on a
variety of words (a mixture of vowels or vowel combinations) from one list, begin working
on the next word list.
Example: “duck” - /d/, /u/, /k/
When using sounds boxes, sometimes more than one letter will go in a box:
o Silent e goes in the same box as the letter preceding it.
o Vowel combinations that make one sound go in one box (i.e. ai, ey, oa, eigh, ei, etc.)
o Consonant digraphs go in one box (i.e. sh, ch, wh, th, etc.)
The lists below contain 2 and 3-phoneme words only. Teacher wishing to extend this
intervention may wish to incorporate 4-5 phoneme words of their choosing.
Word Lists:
List A: 2-Phoneme Words (short vowels; no vowel or consonant combinations) –
Short a: at, am, an, as, ax
Short e: Ed, Em, Ev
Short i: in, it, is, if
Short o: on, ox, Oz
Short u: up, us, um
List B: 3-Phoneme Words (CVC words; short vowels) –
Short a: mat, Sam, ram, ran, sat, rat, fat, map, van, mad, ham, tap, pan, dad, jam, had, bat, hat,
gas, cap, cat, pat, vat, tam, yam, ban, can, fan, man, ran, tan, tap, lap, nap, rap
Short e: red, leg, beg, pet, pen, wet, ten, bet, jet, web, bed, get, net, let, fed, led, wed, peg, set,
vet, den, hen, men, ten
Short i: fin, rip, fit, rib, sit, rid, fig, rim, mid, fib, lip, dim, hid, wig, pin, tin, kit, bib, bin, sin, din,
fin, kin, win, dip, hip, nip, rip, hit, pit, wit, kid, did
Short o: rob, fog, log, rot, mom, lot, hot, dog, bog, cop, pop, cob, got, dot, top, bob, cot, pot,
gob, job, lob, mob, sob, cog, hog, jog, jot, not, tot
Short u: run, fun, rug, sun, hug, tub, gum, cup, cut, gun, pun, bug, dug, jug, lug, mug, tug, cub,
rub, sub, bum, hum, yum, pup, gut, hut, nut
List C: 3-Phoneme Words (CCVC or CVCC with blends or doubled consonants) –
Short a: glad, pass, sass, hand, sand, bass, lass, mass, pass, band, land, Brad, bran, brat, crab,
drab, drag, grab, gram, trap, scab, scan, scat, snag, snap, span, spat, blab, clad, clam, clan, clap,
flag, flap, flat, plan, slab, slam, slap
Short e: less, trek, stem, flex, sled, mess, west, best, nest, pest, rest, test, vest, well, bell, dell,
fell, sell, tell, left, lets, bets, wets, nets, gets, jets, pets, vets, legs, begs, webs, beds, pegs, hens
Short i: mitt, brim, crib, drip, grid, grim, grip, grit, trim, trip, skid, skin, skit, snip, spin, swim,
blip, clip, flip, slid, slim, slip, slit, hiss, miss, kiss, milk, silk, hill, will, bill, kill, dill, fill, mill, pill,
till, tiff, fist, list, mist, gift, lift, sift,
Short o: crop, drop, frog, prod, prop, trot, smog, snob, spot, stop, blob, blot, clod, clog, flop,
glob, plod, plot, slot, cost, lost, boss, toss, moss, loss, robs, fogs, logs, rots, moms, lots, dog,
bogs, cops, pops, cob, dots, tops, bobs, cots, pots, jobs, lobs, mobs, sobs, cogs, hogs, jogs, tots
Short u: drug, drum, grub, snug, club, plug, plum, slug, dust, cuff, bust, must, rust, dust, runs,
rugs, suns, hugs, tubs, cups, cuts, guns, puns, bugs, lugs, mugs, tugs, cubs, rubs, subs, bums,
pups, guts, huts, nuts
List D: 3-Phoneme Words (CCVC or CVCC with digraphs) –
Short a: chat, chap, that, bath, hang, gang, bang, wrap, bash, rash, cash, dash, gash, hash,
lash, mash, sash, gnat, math, path, rang, fang, pang, sang, path, back, rack, pack, sack, lack,
Short e: then, them, when, deck, neck, peck, mesh, Beth
Short i: chip, chin, rich, inch, wish, ship, fish, dish, this, thin, sing, king, ring, whip, whiz,
whim, knit, kick, lick, pick, tick, Rick, sick, wick, with, ping
Short o: chop, shop, shot, long, song, knot, knob, dock, lock, mock, rock, sock, tock, moth,
gong, pong, gosh, Josh, posh
Short u: much, chum, such, chug, shut, rush, luck, buck, duck, puck, tuck, gush, hush, lush,
mush, rung, sung, hung, lung
List E: 3-Phoneme Words (CVCe) –
Long a: mate, same, race, rate, fate, mane, made, cake, rake, sake, bake, wave, tape, pane,
hate, Kate, base, date, gate, late, came, fame, game, lame, name, tame, cane, lane, sane, vane,
fade, wade, cave, Dave, gave, pave, rave, save, cape, nape, tape
Long e: Pete
Long i: fine, ripe, line, site, ride, mile, file, dime, hide, pine, time, bite, kite, tire, wipe, dine,
line, mine, vine, pipe, wipe, mite, bide, side, tide, wide, pile, tile, vile, lime, mime, dire, fire,
hire, mire
Long o: robe, nose, note, cope, joke, hose, lobe, pose, rose, tote, vote, dope, hope, lope, nope,
pope, rope, Coke, poke, woke, bone, cone, hone, lone, pone, tone, dome, home, code, rode,
hole, mole, pole, sole
Long u: huge, tube, cube, cute, lube, jute, lute, mute, fuse, muse, duke, Luke, tune, dune, June,
fume, dude, Jude, rude, mule, rule, Yule
List F: 2 and 3-Phoneme Words (vowel combinations and diphthongs) ay, ai, eigh, ey : say, day, ray, may, hay, bay, lay, pay, way, stay, bray, clay, play, gray, fray,
pray, slay, tray, sway, pain, rain, tail, wait, bait, gait, main, bail, fail, Gail, hail, jail, mail, nail,
pail, rail, sail, sleigh, neigh, weigh, they, hey
ee, ea, ie: bee, see, tee, fee, gee, knee, feet, beef, keep, free, tree, beet, meet, week, peep, beep,
deep, seep, weep, jeep, glee, flee, meek, peek, reek, seek, seen, keen, teen, feel, heel, kneel,
peel, reel, wheel, tea, pea, sea, flea, eat, plea, peak, weak, leak, team, seam, team, each, beach,
reach, peach, teach, beat, feat, heat, meat, neat, peat, seat, bean, mean, jean, lean, wean, deal,
meal, peal, real, seal, teal, veal, zeal, chief, piece
ie, y, igh: pie, die, vie, lie, tie, try, fry, my, by, cry, why, fly, pry, ply, dry, sky, sight, fight, light,
might, night, knight, right, tight
oa, ow, oe: oat, coat, boat, goat, moat, oats, soap, soak, coal, foal, toad, load, road, loaf, foam,
roam, loam, loan, moan, coax, hoax, bow, low, mow, row, sow, tow, flow, crow, grow, snow,
stow, blow, glow, slow, bowl, own, sown, bows, lows, mows, rows, sows, tows, toe, foe, hoe,
Joe, woe, doe, toes, foes, hoes, woes, does, floe
ew, ue, oo: dew, few, new, pew, yew, chew, brew, grew, crew, drew, flew, stew, due, cue,
hue, rue, sue, clue, blue, glue, true, moo, zoo, boo, too, coo, goo, woo, food, cool, fool, pool,
tool, boot, toot, choose, hoop, loop, loose, mood, book, cook, hook, look, nook, rook, took,
good, hood, wood, hoof, roof, woof, root
oy, oi: boy, coy, joy, Roy, soy, toy, Troy, ploy, oil, boil, coil, toil, foil, roil, soil, coin, loin, void
ou, ow: bow, cow, how, now, pow, sow, wow, brow, prow, down, gown, town, owl, cowl,
fowl, howl, yowl, cow, sows, wows, out, bout, doubt, lout, pout, rout, tout, noun, loud, mouse,
house, louse, south, mouth
aw, augh, au: caw, jaw, law, paw, raw, saw, claw, draw, yawn, dawn, fawn, lawn, pawn,
hawk, awl, bawl, gnaw, caught, taught, haul, maul, Paul, taut, auto, cause
Sound (Elkonin) Box Mats
Sound (Elkonin) Boxes – 2-Phoneme Words
Sound (Elkonin) Boxes – 3-Phoneme Words
Phonics Intervention/Sound (Elkonin) Boxes – Recording Sheet
Student Name:____________________________________________________
List Used (circle one):
List A
List B
List C
List D
List E
List F
A word is counted as correct when the student can spell a word correctly, placing one letter (or letter
combination) representing a phoneme in each box
(Circle “1” only if the student has
spelled the word correctly without
help and written only one phoneme
in each sound box.)
TOTAL SCORE (add 1’s) = _________________
Phonics Intervention/Sound (Elkonin) Boxes – Integrity Check
Interventionist:___________________________________ Date:______________________ Grade Level:_________
Integrity Monitor:________________________________
Descriptor - Student
Student has scored below benchmark on the AIMSweb Letter Sound Fluency,
Phoneme Segmentation Fluency, Nonsense Word Fluency, R-CBM, or another
phonics assessment (i.e. CORE Phonics) or Spelling Inventory.
Student is in Grade 1 or above.
Descriptor - Materials
Student has been given the appropriate sound box mat or worksheet for the list
Student has been given a writing utensil, and if needed, an eraser.
Interventionist has a word list.
Interventionist has a recording sheet.
Descriptor - Interventionist
Interventionist maintains an environment conducive to task completion (quiet,
manages behavior issues, engages student, etc.)
Interventionist follows the steps 3, 4, & 5 for implementing the intervention.
The word list selected seems appropriate for the student’s skill level.
Interventionist scores the student responses accurately on the recording sheet.
Interventionist assists the student if s/he has difficulty, modeling the task if
The intervention is conducted at least 3 times per week for 10-15 minutes.
Student is advanced to the next word list when reaching 95% accuracy 3 times
consecutively on a variety of words within one word list.
Student’s progress is monitored using AIMSweb NWF or R-CBM at least twice
Sound (Elkonin) Boxes Integrity Check Summary:__________ of __________ applicable components are