Structured Literacy

Instruction at SVE
 Lynette Bonfigilio

CDE / District 70 SLI coach

bonfiglio_l@cde.state.co.us

(720) 391-5494

(719) 671-6006
All together now

► What sounds and/or taps are we using for x, qu, and r

► Verbage: What are we using - silent e, final e, mama e, magic e, bossy e?
► Rules for j, v, qu - *not i
► Sound deck – 30-35 cards MAX. Vowels NEVER leave the deck.
► Tapping – left to right / opposite to writing hand - what’s everyone using?
What’s working? Not working?
► Notebook alignment
► Unified processes for multisyllabic words & word sums
► Haggerty needs to be implemented outside of SLI - before sound cards or
after connected text
Lesson Plan Components

► Picture Deck (2-3 min.)

► Sound Deck (2-3 min.) / Morph Deck (2nd & 3rd) (3-4 mins.)
► Sounds to Dictate (4 min.)
► Words to Read OR Word Building (6-7 min.)
► Words to Spell (12 min.)
► New Learning (3-4 min.)
► Learned Words (3-4 min.)

*Timing: 30-40 min

Speech Sounds
► Picture Deck
► Importance of tracing or ‘skywriting’
► Drop off around Thanksgiving (earlier if ready; later if needed)

► Sound Deck
► Missed sounds returned to the deck for review
► Semi-retire cards (no more than 30 cards in the deck)
► Clean sounds – cut off the schwa after the consonant
► Clarify sounds: /r/ /x/ /qu/ /ng/
Morph Deck
2nd grade 12-15
3rd grade - 25-30

► Sounds to Dictate
► Reference sheet for sound spelling patterns – start a new sheet every year. Highlight sounds
already learned and highlight as you teach new sounds/spelling patterns. Highlighted
sounds/patterns are what you should expect during sounds to dictate.

Example: “sound /j/ your turn /j/. Write all the ways we have learned to represent the /j/ sound”
Decoding - Word Building (Chaining) OR Words to Read
► Word Building (Chaining)
► Word Building (Chaining) drops off after first 4 weeks of first grade.

► Words to Read
► K, 1, 2 = 20 words focused on 4 sounds/skills (mixed up – not all the same sound per line)
► Read 6-8 times to get 150-200 words read *promote engagement with switching it up - boys
stand and read, pink stand and read, etc..
► 3rd grade = 18 words to read 150 times
► Use word banks correctly:
-Match to scope and sequence
-Choose words at the right level (i.e. ‘words plus’ word bank words may not be
appropriate, some words in basic column may also not be applicable depending on the
point in time in the “scope”)
► Drop extension questions on new learning days
Encoding – Words to Spell
► Words to spell
► Use pens or golf pencils – NO erasers
► Words should be written vertically down the left side of the notebook
► Focus on same four sounds/skills reviewed in ‘Words to Read’
► Same skill in each row (opposite of ‘Words to Read’)
► Work across rows as needed for additional practice with sounds/skills class is
struggling with.
► Once most of the students get sound/skill correct start working down the
columns.
► Refer to sample grid in lesson plan notes.

ck 1.duck 2.clock 3.brick

13.stack
ff 4.cliff 8.staff 10.scoff
14.fluff
ss 5.grass 6.miss 11.fuss
15.cross
New Learning

► New Learning
► Introduce a new phonogram OR a new rule/concept ( 2 per week)
► Words to Read (3-5 words)
► Words to Spell (2-4 words)
► New learned words on alternate days
Learned Words
► Differentiate/Define
► Sight words (words automatically recognized; can be regular or irregular)
► High-frequency words (words that occur most frequently; can be regular or
irregular)
► Learned words (irregular words) - prioritize sequence using the Frye list
rather than alphabetically

► Introduce new learned words

► Point out part that does play fair – use decoding strategies.
► Point out part that does NOT play fair –must know this part by heart.

► District Learned Words list

► Can add to list so students can read connected text used in their classroom.
► May need to teach previous grade level words until list is well established
within the district.
Formative Assessment & Error
Corrections
► White boards for sounds to dictate – immediate formative assessment and opportunity
for immediate feedback and student correction. Also helps to reinforce correct letter
formation and to quickly address reversals.
► Ex: “write all the ways we’ve learned to represent the /j/ sound”
► “circle the way we use in a short word after a short vowel”

► Notebooks – when an error is made, students should drop to next line to make
corrections. This allows them to see the mistake and the correct spelling directly
below for comparison.
► Formative data should be used throughout the lesson to determine which sound
cards need to be in the deck, what sounds and graphemes need to be incorporated
in sounds to dictate, to address common misconceptions, and to drive small group
instruction.
Handwriting

► Not built into or part of SLI lesson plan – but should be modeled and
verbalized by the teacher when teacher is writing
► Important to build handwriting instruction and practice into your day
outside of SLI.
► Goal: work toward having common Handwriting Without Tears
language used within the school
Connected Text

► All students must be in connected text daily.

► Types of Text:
► Decodable
► Predictable
► Leveled
► Close Reading
Connected Text (Cont.)

► Small Group Reading – Decodable Texts

► West Virginia Phonics Passages – tools4reading.com
► OG Passages
► Success Stories
► Learning A-Z
► Supercharged Readers
► High Noon Readers (older kids)
► Spire books – epsbooks.com

► Fluency Practice
► Repeated Readings
► Words/phrases
Connected Text (cont.)
► Kindergarten Passages
► Controlled (for what they’ve already been taught) and Decodable
► Goal is to identify struggling students as early as possible.
(Prevention before intervention)
► Kindergarten DIBELS currently does not have strong predictability
for success beyond kindergerten.
► All Kdg. Classrooms will complete 3 passages (#1, 9, 12) during EOY
testing.
► 23 words per minute by May of Kdg. on controlled/decodable
passages – likely to hit ORF goal middle of 1st grade
► Results to be shared with first grade teachers

** All Kdg. Passages, other than testing passages #1,9, and 12, can be
used in first grade for connected text practice
When can I move readers into leveled text?
► District guidelines (handout)
► Use decodable readers with students until they meet all three criteria
Student:
1. demonstrates mastery of decoding real and nonsense cvc words (short vowels,
digraphs, and blends) in isolation.
2. can decode 2-syllable words (e.g., comment, napkin, tennis, submit, gallon)
and known 3 syllable words in isolation (e.g., penmanship, fantastic, magnetic,
accomplish, electric) that have short vowel syllables (closed) or schwa.
3. scores above first grade on leveled reading assessment. (ex. 300 Lexile, DIBELS
DORF)

Students who have met all three of these criteria will benefit from leveled text.
However, they need to return to decodable text as new phonograms are learned to
assure that they can fluently read the words that include the new skill. Students at
this level will fluctuate between decodable text and leveled text as dictated by their
skill level with their new learning.
Resource

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