Card 10

TEMPLATE
Steps

FOR

WORD READING -SPELLING FOCUSED

Precueing new sounds Explanation/Script

TASK PREPARATION SIGNALING PROCEDURE

Use appropriate signals to elicit unison student responses

Spelling Pattern Focused Word Reading Write words from the Lesson Plan on the board.

BLENDING Focus Wait Time Signal for student Word Reading Focus Wait Time Signal for Student Responding

Do Touch under focus spelling*. 1 second Tap under spelling.

Say Sound?.

Do Immediately, point just to the left of word. 2 seconds Slide hand swiftly under word.

Say Word?

* If spelling has two letters, point with two fingers together.

EXAMPLE 1. Write join on board. 2. Point with two fingers together under oi and say: Sound? 3. Tap under oi spelling with two fingers together to prompt students to say /oy/. 4. Point just to the left of word and say: Word? Pause two seconds. 5. Slide hand under whole word swiftly to prompt students to say join.

1. Explain Task
Briefl y name and explain the task to students prior to starting the activity.

Say: Today youll be reading words. First, youll say the sound for a spelling. Then youll say the word. (Model only the fi rst couple of times you do this template.) Say: Ill model for you how to read two words. My turn. Model for students, using the signaling procedure above, with only teacher responding. My turn.
O-I says oi. What Sound? [signal by tapping under the letters in the pattern] /oi/ Now Ill use the pattern to read some words. Sound? /oi/ Word? [Point to left of word. Pause 2. Then slide hand under word.] join

2. Model Task and Response.

Model desired response to the task with several examples using signaling procedure above.

Demonstrate second word.

3. Provide Model and Guided Say: Your turn. Practice using Whole-Group Responses Until Knowledge is Sound? solid.
Word?

[tap] [Signal]

4. Error Correction Procedure. Error on Sound

To correct students: Sound Error: Say: My turn. Sound? /___/. Your turn. Sound? Word? Yes, _____
Lets start over. Back up two words. Re-present missed word. and continue on.

Blending (Sounding out) Error with more scaffolding: Use signaling procedure to model sounding out and correctly. Say: My turn. Sound? /___/ Blend. [Model how to blend sounds in word.] /sssoilll]
Word? _____ [soil] Yes, _____. Back up two words, re-present missed word, and then continue on.

5. Individual Turns

When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding. Lets read the words again more quickly.This time Ill simply point to the left of the word and say Word? Ill pause for a second, then Ill signal, and you will say the word.
Word? Yes, _______.

6. Fluency Practice

Provide a probe with /oi/ words and take a 1-minute sample of students reading a __ words. When students are very consistent and fluent in reading words in the 1-minute probe, present a mixed probe with the target spelling pattern mixed with other review words and patterns.

7. Decodable Books Practice

Present the pattern in words in the context of decodable books and stories.

Use this teaching routine to provide rehearsal any new phonics pattern, including r-controlled vowels, dipthongs, digraphs, etc.