KINDERGARTEN –

3RD GRADE

Douglas B. Petersen
Trina D. Spencer

Benchmark Protocols

School: Name:

Teacher: Date of Birth: Grade:

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com

DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Benchmark FALL

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0 TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM WORD IDENTIFICATION
Dynamic Decoding Measures
Benchmark FALL

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: _________

TARGET 1: Irregular Words
Display corresponding Irregular Words from stimulus book. Put a slash / through words read incorrectly. If student struggles/pauses
Say: “Please read these words. If you don’t know a word, for 3 seconds, say the word, mark it incorrect, and point to next word.
that is OK. Just keep going.” the a to his I they you was 8

Discontinue Rule: If student reads five consecutive said she do he some have little my 16
words incorrectly, STOP and go to Target 2. like what were is love come are me 24
Next Target: Administer Target 2 Letter Sounds even if how of this find where your over could 32
Target 1 benchmark is met. Exception: Do not
administer Target 2 Letter Sounds if mastery of letter from into who go here soon say new 40
sounds has been previously documented and good all no there away down does one 48
student has likely retained letter sound knowledge.
out their off day would see CORRECT 54
WORDS =

TARGET 2: Letter Sounds
Display corresponding Letter Sounds from stimulus book. Put a slash / through incorrect sounds. Any appropriate letter-sounds
are correct (e.g., long / short vowels, ga / ja for ‘g’). If student
Say: “Letters make sounds.” (Examiner points to the ‘A’).
pauses 3 seconds, say the sound, mark it incorrect, and point to the
Say: “The sound this letter makes is ‘aaa’. Say ‘aaa’.” next letter. Do not score the letter A used in the demonstration.
Say: “I want you to tell me the sounds these letters make. If
A h S w e d y X 7
you don’t know a sound, that is OK. Just keep going.”
Point to the first letter - ‘h’. H D F M J m th N 15

Start the 2-minute timer. W V G P I z L k 23

Corrective Prompt (maximum 2 times): f c v g j n B Y 31

“Tell me the sound the letter makes.” Q b O T r u E Z 39
Discontinue Rule: Stop the test after 2 minutes, or
i p s C x a q R 47
when the student is finished, or it is clear the student
does not know letter sounds. o l K t U A Sh ph 55
Next Target: If student’s score is not at benchmark, ch wh Ph Ch Th Qu Wh
go to Target 3 (see Benchmark table).
CORRECT
62
SOUNDS =

TARGET 3: Letter Names

Display corresponding Letter Names from stimulus book. Put a slash / through incorrect letters. If student pauses 3
Say: “Letters have names.” (Examiner points to the O on seconds, say the letter, mark it incorrect, and point to the next
the top left corner of the stimulus page). letter. Do not score the letter O used in the demonstration.

Say: “The name of this letter is ‘oa’. Say ‘oa’.” O t B Z I z j w 7

Say: “All these letters have names. I want you to tell me
l o r f A x g p 15
the names of these letters.”
Say: “If you don’t know a name, that is OK. Just keep going.” e F R m q N H h 23

Point to the first letter – ‘t’. n G u V D C U Q 31

Start the 2-minute timer. W i J O c P S a 39

Corrective Prompt (maximum 2 times):
“Tell me the name of the letter.”
L v Y M y X b s 47

Discontinue Rule: Stop the test after 2 minutes, or E K d k T CORRECT

52
when the student is finished, or it is clear the student LETTERS =
does not know letter names.

Grade Benchmark Period Irregular Words Letter Sounds Letter Names

Benchmark
Preschool Spring 2 6 14
Kindergarten Fall 10 36 15
Kindergarten Winter 12 38 45
Kindergarten Spring 30 50 47
First Grade Fall 37 53
First Grade Winter 40 55
First Grade Spring 42 56
Second Grade Fall 46
Second Grade Winter 48
Second Grade Spring 49

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
    
DDM DECODING
Dynamic Decoding Measures
Benchmark
Benchmark  
FALL

 
Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: _______
     
PRETEST AND POSTTEST INSTRUCTIONS   HOW TO SCORE:  
Display Pretest Words or Posttest Words from the stimulus book. • Underline sounds read correctly.
Say: “Please read these words. They are not real words.” • If all three sounds in a word are read
(Point to each word) correctly (blended or not), score 3
If student refuses to read at Pretest or Posttest: Correct Sounds and 1 Correct Word. # Blended Words: _____

Say: “I can’t help you. Just try your best.” or “What do you • Circle each word if correctly blended. • For Target 3: Long vowels must be
think this word is?” or “You can guess.” • For Target 2: Initial consonant blends read correctly (e.g., ‘o’ = ‘oa’).
Encourage twice for each word. (e.g., ‘sp’) = 1 correct sound. The ‘e’ is not scored.

TARGET 3: CVC PRETEST   START HERE   TARGET 2: CCVC PRETEST   TARGET 1: Silent ‘e’ PRETEST  
Display correct Pretest page from stimulus Display correct Pretest page from stimulus Display correct Pretest page from stimulus
book. Follow instructions above. book. Follow instructions above. book. Follow instructions above.

maf paf saf taf spen plet brev stek nabe kupe hize loke

CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT

12 4 12 4 12 4
SOUNDS = WORDS = SOUNDS = WORDS = SOUNDS = WORDS =
# Blended Words: ____ # Blended Words: ____ # Blended Words: ____

Next Target: If student reads 2 or more Next Target: If student reads 2 or more If student reads 2 or more words
words correctly on Pretest, Go to Target 2. words correctly on Pretest, Go to Target 1. correctly on Pretest, discontinue the test.
Continue if student reads less than 2 words Continue if student reads less than 2 words Continue if student reads less than 2 words

TARGET 3: TEACH   TARGET 2: TEACH   TARGET 1: TEACH  

m-a-f p-a-f s-a-f t-a-f sp-e-n pl-e-t br-e-v st-e-k n-a-b-e k-u-p-e h-i-z-e l-o-k-e
maf paf saf taf spen plet brev stek nabe kupe hize loke
Display correct Teach page from stimulus Display correct Teach page from stimulus Display correct Teach page from stimulus
book. Teach Script Round 1 with each word, book. Teach Script Round 1 with each word, book. Teach Script Round 1 with each word,
then teach Script Round 2 with each word. then teach Script Round 2 with each word. then teach Script Round 2 with each word.
Script Round 1: Explicit Instruction Script Round 1: Explicit Instruction Script Round 1: Explicit Instruction
Follow script word for word. Point to each Follow script word for word. Point to the Point to each letter/word and have
letter/word and have student imitate. letter(s)/word and have student imitate. student imitate the pattern for each word.
Say: “I’m going to show you how to read Say: “I’m going to show you how to read Say: “I’m going to show you how to read
these words.” these words.” these words.”
Say: “This letter says ‘m’. Say ‘m’.” Say: “These letters say ‘sp’. Say ‘sp’.” Say: “This letter is silent ‘e’ (point). It makes this
“This letter says ‘a’. Say ‘a’.” “This letter says ‘e’. Say ‘e’.” vowel say its name, ‘ai’ (point). Say ‘ai’.”
“This letter says ‘f’. Say ‘f’.” “This letter says ‘n’. Say ‘n’.” “The ‘e’ (point) doesn’t make a sound.”
“Put them together and you get the “Put them together and you get the “Put these together and you get the
word ‘m-a-f’ ‘maf’.” word ‘sp-e-n’ ‘spen’.” word ‘n-ai-b’ ‘nabe’.”
“What is this word?” “What is this word?” “What is this word?”
(Continue teaching all the words using Script 1) (Continue teaching all the words using Script 1) (Continue teaching all the words using Script 1)

Script Round 2: Minimal Instruction Script Round 2: Minimal Instruction Script Round 2: Minimal Instruction
Point to each letter/word and have Point to the letter(s)/word and have Point to each letter/word and have
student imitate the pattern for each word. student imitate the pattern for each word. student imitate the pattern for each word.
Say: “m” Student says: “m” Say: “sp” Student says: “sp” Say: “n” Student says: “n”
Say: “a” Student says: “a” Say: “e” Student says: “e” Say: “ai” Student says: “ay”
Say: “f” Student says: “f” Say: “n” Student says: “n” Say: “b” Student says: “b”
Say: “m-a-f” Student says: “m-a-f” Say: “sp-e-n” Student says: “sp-e-n” Say: “n-ai-b” Student says: “n-ai-b”
Say: “maf” Student says: “maf” Say: “spen” Student says: “spen” Say: “nabe” Student says: “nabe”
(Continue teaching all the words using Script 2) (Continue teaching all the words using Script 2) (Continue teaching all the words using Script 2)

Circle the intensity of support needed Circle the intensity of support needed Circle the intensity of support needed
High Moderate Low High Moderate Low High Moderate Low
     
TARGET 3: POSTTEST   TARGET 2: POSTTEST   TARGET 1: POSTTEST  
Display correct Posttest page from stimulus Display correct Posttest page from stimulus Display correct Posttest page from stimulus
book. Say: “Please read these words.” book. Say: “Please read these words.” book. Say: “Please read these words.”

saf taf maf paf brev stek spen plet hize loke nabe kupe
CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT
12 4 12 4 12 4
SOUNDS = WORDS = SOUNDS = WORDS = SOUNDS = WORDS =
# Blended Words: ____ # Blended Words: ____ # Blended Words: ____
(Consider administering the NLM Reading measure)

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com

DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Benchmark WINTER

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0 TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
DDM WORD IDENTIFICATION
Dynamic Decoding Measures
Benchmark WINTER

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: _________

TARGET 1: Irregular Words
Display corresponding Irregular Words from stimulus book. Put a slash / through words read incorrectly. If student struggles/pauses
Say: “Please read these words. If you don’t know a word, for 3 seconds, say the word, mark it incorrect, and point to next word.
that is OK. Just keep going.” the a to his I they you was 8

Discontinue Rule: If student reads five consecutive said she do he some have little my 16
words incorrectly, STOP and go to Target 2. like what were is love come are me 24
Next Target: Administer Target 2 Letter Sounds even if how of this find where your over could 32
Target 1 benchmark is met. Exception: Do not
administer Target 2 Letter Sounds if mastery of letter from into who go here soon say new 40
sounds has been previously documented and good all no there away down does one 48
student has likely retained letter sound knowledge.
out their off day would see CORRECT 54
WORDS =

TARGET 2: Letter Sounds
Display corresponding Letter Sounds from stimulus book. Put a slash / through incorrect sounds. Any appropriate letter-sounds
are correct (e.g., long / short vowels, ga / ja for ‘g’). If student
Say: “Letters make sounds.” (Examiner points to the ‘A’).
pauses 3 seconds, say the sound, mark it incorrect, and point to the
Say: “The sound this letter makes is ‘aaa’. Say ‘aaa’.” next letter. Do not score the letter A used in the demonstration.
Say: “I want you to tell me the sounds these letters make. If
A h S w e d y X 7
you don’t know a sound, that is OK. Just keep going.”
Point to the first letter - ‘h’. H D F M J m th N 15

Start the 2-minute timer. W V G P I z L k 23

Corrective Prompt (maximum 2 times): f c v g j n B Y 31

“Tell me the sound the letter makes.” Q b O T r u E Z 39
Discontinue Rule: Stop the test after 2 minutes, or
i p s C x a q R 47
when the student is finished, or it is clear the student
does not know letter sounds. o l K t U A Sh ph 55
Next Target: If student’s score is not at benchmark, ch wh Ph Ch Th Qu Wh
go to Target 3 (see Benchmark table).
CORRECT
62
SOUNDS =

TARGET 3: Letter Names

Display corresponding Letter Names from stimulus book. Put a slash / through incorrect letters. If student pauses 3
Say: “Letters have names.” (Examiner points to the O on seconds, say the letter, mark it incorrect, and point to the next
the top left corner of the stimulus page). letter. Do not score the letter O used in the demonstration.

Say: “The name of this letter is ‘oa’. Say ‘oa’.” O t B Z I z j w 7

Say: “All these letters have names. I want you to tell me
l o r f A x g p 15
the names of these letters.”
Say: “If you don’t know a name, that is OK. Just keep going.” e F R m q N H h 23

Point to the first letter – ‘t’. n G u V D C U Q 31

Start the 2-minute timer. W i J O c P S a 39

Corrective Prompt (maximum 2 times):
“Tell me the name of the letter.”
L v Y M y X b s 47

Discontinue Rule: Stop the test after 2 minutes, or E K d k T CORRECT

52
when the student is finished, or it is clear the student LETTERS =
does not know letter names.

Grade Benchmark Period Irregular Words Letter Sounds Letter Names

Benchmark
Preschool Spring 2 6 14
Kindergarten Fall 10 36 15
Kindergarten Winter 12 38 45
Kindergarten Spring 30 50 47
First Grade Fall 37 53
First Grade Winter 40 55
First Grade Spring 42 56
Second Grade Fall 46
Second Grade Winter 48
Second Grade Spring 49

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
    
DDM DECODING
Dynamic Decoding Measures
Benchmark
Benchmark  
WINTER

 
Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: _______
     
PRETEST AND POSTTEST INSTRUCTIONS   HOW TO SCORE:  
Display Pretest Words or Posttest Words from the stimulus book. • Underline sounds read correctly.
Say: “Please read these words. They are not real words.” • If all three sounds in a word are read
(Point to each word) correctly (blended or not), score 3
If student refuses to read at Pretest or Posttest: Correct Sounds and 1 Correct Word. # Blended Words: _____

Say: “I can’t help you. Just try your best.” or “What do you • Circle each word if correctly blended. • For Target 3: Long vowels must be
think this word is?” or “You can guess.” • For Target 2: Initial consonant blends read correctly (e.g., ‘o’ = ‘oa’).
Encourage twice for each word. (e.g., ‘sp’) = 1 correct sound. The ‘e’ is not scored.

TARGET 3: CVC PRETEST   START HERE   TARGET 2: CCVC PRETEST   TARGET 1: Silent ‘e’ PRETEST  
Display correct Pretest page from stimulus Display correct Pretest page from stimulus Display correct Pretest page from stimulus
book. Follow instructions above. book. Follow instructions above. book. Follow instructions above.

maf paf saf taf spen plet brev stek nabe kupe hize loke

CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT

12 4 12 4 12 4
SOUNDS = WORDS = SOUNDS = WORDS = SOUNDS = WORDS =
# Blended Words: ____ # Blended Words: ____ # Blended Words: ____

Next Target: If student reads 2 or more Next Target: If student reads 2 or more If student reads 2 or more words
words correctly on Pretest, Go to Target 2. words correctly on Pretest, Go to Target 1. correctly on Pretest, discontinue the test.
Continue if student reads less than 2 words Continue if student reads less than 2 words Continue if student reads less than 2 words

TARGET 3: TEACH   TARGET 2: TEACH   TARGET 1: TEACH  

m-a-f p-a-f s-a-f t-a-f sp-e-n pl-e-t br-e-v st-e-k n-a-b-e k-u-p-e h-i-z-e l-o-k-e
maf paf saf taf spen plet brev stek nabe kupe hize loke
Display correct Teach page from stimulus Display correct Teach page from stimulus Display correct Teach page from stimulus
book. Teach Script Round 1 with each word, book. Teach Script Round 1 with each word, book. Teach Script Round 1 with each word,
then teach Script Round 2 with each word. then teach Script Round 2 with each word. then teach Script Round 2 with each word.
Script Round 1: Explicit Instruction Script Round 1: Explicit Instruction Script Round 1: Explicit Instruction
Follow script word for word. Point to each Follow script word for word. Point to the Point to each letter/word and have
letter/word and have student imitate. letter(s)/word and have student imitate. student imitate the pattern for each word.
Say: “I’m going to show you how to read Say: “I’m going to show you how to read Say: “I’m going to show you how to read
these words.” these words.” these words.”
Say: “This letter says ‘m’. Say ‘m’.” Say: “These letters say ‘sp’. Say ‘sp’.” Say: “This letter is silent ‘e’ (point). It makes this
“This letter says ‘a’. Say ‘a’.” “This letter says ‘e’. Say ‘e’.” vowel say its name, ‘ai’ (point). Say ‘ai’.”
“This letter says ‘f’. Say ‘f’.” “This letter says ‘n’. Say ‘n’.” “The ‘e’ (point) doesn’t make a sound.”
“Put them together and you get the “Put them together and you get the “Put these together and you get the
word ‘m-a-f’ ‘maf’.” word ‘sp-e-n’ ‘spen’.” word ‘n-ai-b’ ‘nabe’.”
“What is this word?” “What is this word?” “What is this word?”
(Continue teaching all the words using Script 1) (Continue teaching all the words using Script 1) (Continue teaching all the words using Script 1)

Script Round 2: Minimal Instruction Script Round 2: Minimal Instruction Script Round 2: Minimal Instruction
Point to each letter/word and have Point to the letter(s)/word and have Point to each letter/word and have
student imitate the pattern for each word. student imitate the pattern for each word. student imitate the pattern for each word.
Say: “m” Student says: “m” Say: “sp” Student says: “sp” Say: “n” Student says: “n”
Say: “a” Student says: “a” Say: “e” Student says: “e” Say: “ai” Student says: “ay”
Say: “f” Student says: “f” Say: “n” Student says: “n” Say: “b” Student says: “b”
Say: “m-a-f” Student says: “m-a-f” Say: “sp-e-n” Student says: “sp-e-n” Say: “n-ai-b” Student says: “n-ai-b”
Say: “maf” Student says: “maf” Say: “spen” Student says: “spen” Say: “nabe” Student says: “nabe”
(Continue teaching all the words using Script 2) (Continue teaching all the words using Script 2) (Continue teaching all the words using Script 2)

Circle the intensity of support needed Circle the intensity of support needed Circle the intensity of support needed
High Moderate Low High Moderate Low High Moderate Low
     
TARGET 3: POSTTEST   TARGET 2: POSTTEST   TARGET 1: POSTTEST  
Display correct Posttest page from stimulus Display correct Posttest page from stimulus Display correct Posttest page from stimulus
book. Say: “Please read these words.” book. Say: “Please read these words.” book. Say: “Please read these words.”

saf taf maf paf brev stek spen plet hize loke nabe kupe
CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT
12 4 12 4 12 4
SOUNDS = WORDS = SOUNDS = WORDS = SOUNDS = WORDS =
# Blended Words: ____ # Blended Words: ____ # Blended Words: ____
(Consider administering the NLM Reading measure)

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com

DDM PHONEMIC AWARENESS
Dynamic Decoding Measures
Benchmark SPRING

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: ___________

TARGET 1: Phoneme Segmentation

Say: “I’m going to say a word. After I say it, Have the student tell you Prompt for each word:
you tell me all the sounds in the word. the sounds in each of the “Tell me all the sounds in ___.“
For example, if I say ‘stop’, you will say following words. Circle
so /s/ /o/ 0 1 2
/s/ /t/ /o/ /p/.” the correct sounds
Say: “Let’s try a different one: Tell me all the /s/ /o/ and circle the key /k/ /ea/ 0 1 2
sounds in ‘map’.” number of sounds said
pain /p/ /ai/ /n/ 0 1 2 3
• If student clearly separates each sound correctly for each
in ‘map’, (/m/ /a/ /p/), you say, “That’s word. dog /d/ /o/ /g/ 0 1 2 3
Discontinue Rule: If the bought /b/ /o/ /t/ 0 1 2 3
• If student gives other response, or does student does not say all the
not clearly separate sounds, say, “The sounds in three consecutive
gas /g/ /a/ /s/ 0 1 2 3
sounds in ‘map’ are /m/ /a/ /p/. Try it words, STOP and administer last /l/ /a/ /s/ /t/ 0 1 2 3 4
again. Tell me all the sounds in ‘map’.” Target 2.
spice /s/ /p/ /ie/ /s/ 0 1 2 3 4
Say: “OK. Lets do some more.” Begin the test, Next Target: If student’s
starting with ‘so’. score is not at benchmark, blame /b/ /l/ /ai/ /m/ 0 1 2 3 4
Corrective Prompt (as needed): “Say all the go to Target 2 (see pest /p/ /e/ /s/ /t/ 0 1 2 3 4
sounds in the word, not the letter names.” Mark Benchmark table).
as incorrect, then go to next word. TOTAL CORRECT PHONEMES /32

TARGET 2: First Sounds

Say: “Listen to me say this word: ‘mat’. The Have the student tell you the first Prompt for each word:
first sound you hear in that word is sound in each of the following “What is the first sound you hear in the word ___?”
/mmm/.” words. Circle the correct score to
the right of the word (see Scoring boat /b/ 0 1 2
Say: “Say the first sound in ‘mat’ with me
(/mmm/).” Key below). jet /j/ 0 1 2
Say: “What is the first sound you hear in the Discontinue Rule: If student cut /c/ 0 1 2
word ‘mat’?” Correct if necessary. scores 0 on four consecutive words, rot /r/ 0 1 2
Say: “That’s right, /mmm/ is the first sound in STOP and administer Target 3.
net /n/ 0 1 2
the word ‘mat’.” Next Target: If student’s score is
pail /p/ 0 1 2
Say: “Now I’m going to say some more 17 or lower, go to Target 3.
words. You tell me the first sound you last /l/ 0 1 2
hear in each word.” dump /d/ 0 1 2
SCORING KEY
Corrective Prompt (as needed): “Remember stop /s/ 0 1 2
First Sound Correct 2
to say the first sound in the word, not the letter grub /g/ 0 1 2
name.” Mark as incorrect, then go to next First & Second Sounds Together 1
word. Incorrect 0 TOTAL SCORE /20

TARGET 3: Phoneme Blending

Say: “I'm going to say a word the slow way Have the student say the word fast after you Prompt for each word:
and then I’m going to say it the fast say it slowly. Continuous sounds (e.g., /m/) “I say the word slow, you say it fast.”
way. Listen, /sssuuunnn/ ‘sun’.” (~2 should be sounded out for approximately 2
seconds for each sound) seconds. Circle the correct score to the right rain 0 1 2
Say: “Now I'm going to say the word the of the word (see Scoring Key below). sin 0 1 2
slow way and you say it the fast way. moose 0 1 2
Ready. sssuuunnn." SCORING KEY
Student says, ‘sun’. Correct if necessary. main 0 1 2
Entire Word Fast 2
Say: “Now I’m going to say more words the snow 0 1 2
slow way. You say the words fast.” Part of Word Fast 1
(No Corrective Prompt) Incorrect 0 TOTAL SCORE /10

Benchmark Grade Benchmark Period Phoneme Segmentation

Preschool Spring 13
Kindergarten Fall 27
Kindergarten Winter 28
Kindergarten Spring 29
First Grade Fall, Winter, Spring 29

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DDM WORD IDENTIFICATION
Dynamic Decoding Measures
Benchmark SPRING

Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: _________

TARGET 1: Irregular Words
Display corresponding Irregular Words from stimulus book. Put a slash / through words read incorrectly. If student struggles/pauses
Say: “Please read these words. If you don’t know a word, for 3 seconds, say the word, mark it incorrect, and point to next word.
that is OK. Just keep going.” the a to his I they you was 8

Discontinue Rule: If student reads five consecutive said she do he some have little my 16
words incorrectly, STOP and go to Target 2. like what were is love come are me 24
Next Target: Administer Target 2 Letter Sounds even if how of this find where your over could 32
Target 1 benchmark is met. Exception: Do not
administer Target 2 Letter Sounds if mastery of letter from into who go here soon say new 40
sounds has been previously documented and good all no there away down does one 48
student has likely retained letter sound knowledge.
out their off day would see CORRECT 54
WORDS =

TARGET 2: Letter Sounds
Display corresponding Letter Sounds from stimulus book. Put a slash / through incorrect sounds. Any appropriate letter-sounds
are correct (e.g., long / short vowels, ga / ja for ‘g’). If student
Say: “Letters make sounds.” (Examiner points to the ‘A’).
pauses 3 seconds, say the sound, mark it incorrect, and point to the
Say: “The sound this letter makes is ‘aaa’. Say ‘aaa’.” next letter. Do not score the letter A used in the demonstration.
Say: “I want you to tell me the sounds these letters make. If
A h S w e d y X 7
you don’t know a sound, that is OK. Just keep going.”
Point to the first letter - ‘h’. H D F M J m th N 15

Start the 2-minute timer. W V G P I z L k 23

Corrective Prompt (maximum 2 times): f c v g j n B Y 31

“Tell me the sound the letter makes.” Q b O T r u E Z 39
Discontinue Rule: Stop the test after 2 minutes, or
i p s C x a q R 47
when the student is finished, or it is clear the student
does not know letter sounds. o l K t U A Sh ph 55
Next Target: If student’s score is not at benchmark, ch wh Ph Ch Th Qu Wh
go to Target 3 (see Benchmark table).
CORRECT
62
SOUNDS =

TARGET 3: Letter Names

Display corresponding Letter Names from stimulus book. Put a slash / through incorrect letters. If student pauses 3
Say: “Letters have names.” (Examiner points to the O on seconds, say the letter, mark it incorrect, and point to the next
the top left corner of the stimulus page). letter. Do not score the letter O used in the demonstration.

Say: “The name of this letter is ‘oa’. Say ‘oa’.” O t B Z I z j w 7

Say: “All these letters have names. I want you to tell me
l o r f A x g p 15
the names of these letters.”
Say: “If you don’t know a name, that is OK. Just keep going.” e F R m q N H h 23

Point to the first letter – ‘t’. n G u V D C U Q 31

Start the 2-minute timer. W i J O c P S a 39

Corrective Prompt (maximum 2 times):
“Tell me the name of the letter.”
L v Y M y X b s 47

Discontinue Rule: Stop the test after 2 minutes, or E K d k T CORRECT

52
when the student is finished, or it is clear the student LETTERS =
does not know letter names.

Grade Benchmark Period Irregular Words Letter Sounds Letter Names

Benchmark
Preschool Spring 2 6 14
Kindergarten Fall 10 36 15
Kindergarten Winter 12 38 45
Kindergarten Spring 30 50 47
First Grade Fall 37 53
First Grade Winter 40 55
First Grade Spring 42 56
Second Grade Fall 46
Second Grade Winter 48
Second Grade Spring 49

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com
    
DDM DECODING
Dynamic Decoding Measures
Benchmark
Benchmark  
SPRING

 
Child/ID: _____________________ Teacher: _____________________ School: _____________________ Examiner: _____________________ Date: _______
     
PRETEST AND POSTTEST INSTRUCTIONS   HOW TO SCORE:  
Display Pretest Words or Posttest Words from the stimulus book. • Underline sounds read correctly.
Say: “Please read these words. They are not real words.” • If all three sounds in a word are read
(Point to each word) correctly (blended or not), score 3
If student refuses to read at Pretest or Posttest: Correct Sounds and 1 Correct Word. # Blended Words: _____

Say: “I can’t help you. Just try your best.” or “What do you • Circle each word if correctly blended. • For Target 3: Long vowels must be
think this word is?” or “You can guess.” • For Target 2: Initial consonant blends read correctly (e.g., ‘o’ = ‘oa’).
Encourage twice for each word. (e.g., ‘sp’) = 1 correct sound. The ‘e’ is not scored.

TARGET 3: CVC PRETEST   START HERE   TARGET 2: CCVC PRETEST   TARGET 1: Silent ‘e’ PRETEST  
Display correct Pretest page from stimulus Display correct Pretest page from stimulus Display correct Pretest page from stimulus
book. Follow instructions above. book. Follow instructions above. book. Follow instructions above.

maf paf saf taf spen plet brev stek nabe kupe hize loke

CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT

12 4 12 4 12 4
SOUNDS = WORDS = SOUNDS = WORDS = SOUNDS = WORDS =
# Blended Words: ____ # Blended Words: ____ # Blended Words: ____

Next Target: If student reads 2 or more Next Target: If student reads 2 or more If student reads 2 or more words
words correctly on Pretest, Go to Target 2. words correctly on Pretest, Go to Target 1. correctly on Pretest, discontinue the test.
Continue if student reads less than 2 words Continue if student reads less than 2 words Continue if student reads less than 2 words

TARGET 3: TEACH   TARGET 2: TEACH   TARGET 1: TEACH  

m-a-f p-a-f s-a-f t-a-f sp-e-n pl-e-t br-e-v st-e-k n-a-b-e k-u-p-e h-i-z-e l-o-k-e
maf paf saf taf spen plet brev stek nabe kupe hize loke
Display correct Teach page from stimulus Display correct Teach page from stimulus Display correct Teach page from stimulus
book. Teach Script Round 1 with each word, book. Teach Script Round 1 with each word, book. Teach Script Round 1 with each word,
then teach Script Round 2 with each word. then teach Script Round 2 with each word. then teach Script Round 2 with each word.
Script Round 1: Explicit Instruction Script Round 1: Explicit Instruction Script Round 1: Explicit Instruction
Follow script word for word. Point to each Follow script word for word. Point to the Point to each letter/word and have
letter/word and have student imitate. letter(s)/word and have student imitate. student imitate the pattern for each word.
Say: “I’m going to show you how to read Say: “I’m going to show you how to read Say: “I’m going to show you how to read
these words.” these words.” these words.”
Say: “This letter says ‘m’. Say ‘m’.” Say: “These letters say ‘sp’. Say ‘sp’.” Say: “This letter is silent ‘e’ (point). It makes this
“This letter says ‘a’. Say ‘a’.” “This letter says ‘e’. Say ‘e’.” vowel say its name, ‘ai’ (point). Say ‘ai’.”
“This letter says ‘f’. Say ‘f’.” “This letter says ‘n’. Say ‘n’.” “The ‘e’ (point) doesn’t make a sound.”
“Put them together and you get the “Put them together and you get the “Put these together and you get the
word ‘m-a-f’ ‘maf’.” word ‘sp-e-n’ ‘spen’.” word ‘n-ai-b’ ‘nabe’.”
“What is this word?” “What is this word?” “What is this word?”
(Continue teaching all the words using Script 1) (Continue teaching all the words using Script 1) (Continue teaching all the words using Script 1)

Script Round 2: Minimal Instruction Script Round 2: Minimal Instruction Script Round 2: Minimal Instruction
Point to each letter/word and have Point to the letter(s)/word and have Point to each letter/word and have
student imitate the pattern for each word. student imitate the pattern for each word. student imitate the pattern for each word.
Say: “m” Student says: “m” Say: “sp” Student says: “sp” Say: “n” Student says: “n”
Say: “a” Student says: “a” Say: “e” Student says: “e” Say: “ai” Student says: “ay”
Say: “f” Student says: “f” Say: “n” Student says: “n” Say: “b” Student says: “b”
Say: “m-a-f” Student says: “m-a-f” Say: “sp-e-n” Student says: “sp-e-n” Say: “n-ai-b” Student says: “n-ai-b”
Say: “maf” Student says: “maf” Say: “spen” Student says: “spen” Say: “nabe” Student says: “nabe”
(Continue teaching all the words using Script 2) (Continue teaching all the words using Script 2) (Continue teaching all the words using Script 2)

Circle the intensity of support needed Circle the intensity of support needed Circle the intensity of support needed
High Moderate Low High Moderate Low High Moderate Low
     
TARGET 3: POSTTEST   TARGET 2: POSTTEST   TARGET 1: POSTTEST  
Display correct Posttest page from stimulus Display correct Posttest page from stimulus Display correct Posttest page from stimulus
book. Say: “Please read these words.” book. Say: “Please read these words.” book. Say: “Please read these words.”

saf taf maf paf brev stek spen plet hize loke nabe kupe
CORRECT CORRECT CORRECT CORRECT CORRECT CORRECT
12 4 12 4 12 4
SOUNDS = WORDS = SOUNDS = WORDS = SOUNDS = WORDS =
# Blended Words: ____ # Blended Words: ____ # Blended Words: ____
(Consider administering the NLM Reading measure)

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com

© 2016 Language Dynamics Group, LLC. | www.LanguageDynamicsGroup.com