Post on 18-Dec-2015
PHONICS INTERVENTIONS
LEARNING TARGETS
I can identify which program to use for phonics interventions.
I can plan a phonics lesson. I know which interventions can be
incorporated into the 90 minute block.
All Staff: Diagnosing and identifying Reading Problems
Using the Diagnostic Tool/I've Dibeled Now What?
Phonemic Awareness
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Phonics
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Fluency
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Vocabulary
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Reading Intervention Materials Training Matrix
ELI STRATEGIES
WHAT IS PHONICS?Phonological Awareness
Phonics
Ability to recognize the sounds of spokenlanguage and how sounds can be blended together, segmented, and manipulated.
AUDITORYInvolves sound.Tasks can be done with the eyes closed if not using manipulatives.Examples: Ask children to listen to each
sound in the word /m/ /a/ /n/ and say the word man.
Say the word /man/. Ask children to say each sound they hear in the word: /m/ /a/ /n/.Focuses on the sounds of spoken language and how they can be blended, segmented, and manipulated.Provides the basis for understanding thealphabetic principle and lays the foundation for phonics and spelling.
An instructional approach that links thesounds of spoken language to printed letters.
GRAPHOPHONEMICInvolves sound and print.Tasks involve looking at print.Examples: Write the word man on the board.
Ask children to say each sound in the word and blend the sounds together to read the word: /mmaann/.
Ask children to listen to each sound in
a word and spell the word using letter tiles.Shows how the sounds of spokenlanguage are represented by letters andspellings.Helps children begin to read and to spellwords.
THE DOS OF PHONICS INSTRUCTION Use a logical sequence for introducing or
reviewing sounds.First sounds, then words, then connected text.
Provide daily practice. Keep lessons brief, fast paced, and
focused. Cover only a small segment at a time.
Correct errors immediately. Provide a built-in review of previously
taught sound-spellings or spelling patterns in each lesson (through blending exercises, repeated readings, etc). Eternal review!
THE DOS OF PHONICS INSTRUCTION
Use data to guide your instruction.
Adjust pace or scope according to students’ needs.
Regroup students according to their needs.
Link phonics instruction to spelling through dictation and free-writing activities.
THE DON’TS OF PHONICS INSTRUCTION
make students wait for turns
allow students to make errors
keep the learning targets a secret
use choral response, boys/girls, table teams, etc.
provide immediate feedback “That word is ____. What word?”
tell students what they are learning
Do not… Instead…
THE DON’TS (CONTINUED)…
ignore exceptions to the rules (i.e. conscientious)
use incorrect language or terminology : “You can hear the ‘f’ sound.” or “What sounds do you see at the end of mint?”
explicitly teach the words that do not fit the rules
use the correct language: “You can hear the /f/ sound.” or “What sounds do you hear at the end of mint?
Do not… Instead…
TEMPLATES
WHEN TO USE TEMPLATES
Templates are acceptable (encouraged) in the 90 minute block.
Templates can be used outside the 90 minute block as well.
Day 1 Day 2 Day 3 Day 4 Day 5
10 min ENTRY TASK:Partner read previous decodable or Leveled Reader
10 min ENTRY TASK:Partner read previous decodable or Leveled Reader
10 min ENTRY TASK:Partner read previous decodable or Leveled Reader
10 min ENTRY TASK:Partner read previous decodable or Leveled Reader
10 min ENTRY TASK:Partner read previous decodable or Leveled Reader
10 min FLUENCY:1 minute “cold” timingChoral read (Fresh Read passage)
10 min FLUENCY:3 – 1 minute timings(Fresh Read Passage)
10 min FLUENCY:3 – 1 minute timings(Fresh Read passage)
20 min FLUENCY:3 – 1 minute timings(RN or 6 min. passage)IVF Summary
20 min FLUENCY:3 – 1 minute timings(RN or 6 min. passage)IVF Summary
5 min TEMPLATES:Template #2(sound review)Template #3(high frequency)Template #10(word reading)
5 min TEMPLATES:Template #2(sound review)Template #3(high frequency)Template #10(word reading)
5 min TEMPLATES:Template #2(sound review)Template #3(high frequency)Template #10(word reading)
5 min TEMPLATES:Template #2(sound review)Template #3(high frequency)Template #10(word reading)
5 min TEMPLATES:Template #2(sound review)Template #3(high frequency)Template #10(word reading)
TEMPLATES
7 Model Your turn
3 Model Your turn
10 Model Your turn
TEMPLATES
Use DDS to identify which sounds need to be practiced.
Pull words from leveled readers, decodables, fresh reads, etc.
Google word lists
SYLLABOARDS
IN ORDER TO READ MULTI-SYLLABIC WORDS, STUDENTS MUST:
be able to break words into syllables orally
know that every syllable has one vowel sound
know that when one vowel is by itself (not next to another vowel), it is the only vowel in a syllable
know that when one vowel is next to another vowel, the two vowels usually stick together in the syllable and spell one vowel sound
know that when there is a silent e, the silent e works with the vowel preceding it to create its long sound.
WHEN CAN I USE SYLLABOARDS?
Inside the 90 Only spend 5-10 minutes
Outside of the 90 is fine as well
Day 1 Day 2 Day 3 Day 4 Day 5
20 min PHONICS LESSON:
20 min PHONICS LESSON:
20 min PHONICS LESSON:
20 min PHONICS LESSON:
25 min EXTENSION:
10 min SYLLABIC WORK
10 min SYLLABIC WORK
10 min SYLLABIC WORK
20 min VOCABULARY:Vocab. Graphic OrganizerFinish meaningful sentences and pictures
20 min VOCABULARY:Vocab. Graphic OrganizerWrite words and 3-4 definitions
20 min VOCABULARY:Vocab. Graphic OrganizerFinish definitions
20 min VOCABULARY:Vocab. Graphic OrganizerMeaningful sentences
25 min TEXT :Partner read Leveled ReaderComp. skill and strategy activity
30 min ASSESSMENT:
25 min TEXT :Building backgroundListening Comp.Choral read basal story
25 min TEXT : Choral read basal storyComp. skill and strategy questions
25 min TEXT :Partner read basal storySummarize while readingComp. skill and strategy activity
THREE QUESTIONS:
How many vowels?Are they together or apart?Do you see a silent e?
PRACITCE
How many vowels?Are they together or apart?Do you see a silent e?
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YOUR TURN: PRACTICE WITH A PARTNER
How many vowels?Are they together or apart?Do you see a silent e?
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MORE SYLLABOARD IDEAS
Only use syllaboards for 5-10 minutes. This is not a complete intervention program.
Pull words to use from “Amazing Words” in 2nd grade words kids miss in progress monitoring or fresh
reads vocabulary words for the week.
Fluency will improve as students decode words faster and more accurately. These words become “sight words”.
Students will begin to learn how to break down words they read without using the cards.
PHONICS FOR READING
WHEN TO USE PHONICS FOR READING
Phonics for Reading should NOT be used in the 90 minute block.
The Phonics for Reading 30-45 minute lessons are perfect for intervention time.
DIAGNOSTIC DECODING SURVEY AND PHONICS FOR READING ALIGNMENT
DDS area of need Phonics For Reading
Short vowels Level 1 lessons 1-13
Consonant digraphs Level 1 lessons 17-19, 24-26Level 3 lessons 16-18
Blends Level 1 lessons 20-23, 27-30
Trigraphs Level 2 lessons 10-12Level 3 lessons 19-21
Advanced vowels Level 2 lessons 1-9 (Long Vowels)Level 2 lessons 13-20 (CVCe)Level 2 lessons 21-32 (r controlled)Level 3 lessons 1-36 (all advanced vowels)
Multisyllabic Level 3
READING STREET CHALKBOARDS
WHEN TO USE THE CHALKBOARDS
Yes, in the 90 minutes They can be used as an intervention if
students are struggling with a particular sound.
Day 1 Day 2 Day 3 Day 4 Day 5
10 min PHONICS LESSON:
10 min PHONICS LESSON:
10 min PHONICS LESSON:
10 min PHONICS LESSON:
10 min PHONICS LESSON:
10 min PHONICS BOARDSDay 1
10 min PHONICS BOARDSDay 2
10 min PHONICS BOARDSDay 3
10 min PHONICS BOARDSDay 4
10 min PHONICS BOARDSReview weekly boards
10 min DECODABLE:Choral read 2 times
10 min DECODABLE:Choral readSummarize at the end of each page
10 min DECODABLE:Partner read
15 min VOCABULARY:Vocab. Graphic OrganizerFinish meaningful sentences and pictures
40 min ASSESSMENT
CHALKBOARDS Aligned to the sound/phonics skill for the week in
Reading Street. Available on the SWIFT site (2-5) 4 days (days 1 and 2 have the same list, days 3 and 4
have the same): Day 1
Introduce words Accuracy
Day 2 Review words Fluency
Day 3 Introduce words Accuracy
Day 4 Review words Fluency
INTRODUCING WORDS ON PHONICS BOARD
safely
“sound” ly “blend” safely (read slowly) “word” or “say it fast” safely
Line 1: splash splurge split splendid splint
Line 2: throw three throne throat thrillLine 3: square squeak squirm squeeze squid
Line 4: strike street strength strawberry stray
Sentence 1:
Lily let out a squeak when the splendid strawberry split into three.
Sentence 2:
Throw the stray squid with all your strength, back into the square pool or it will squirm down your throat.
Cons. blends: spl, thr, squ, str
EXIT SLIP
Please reflect on tonight’s learning targets as you fill out the exit slip: I can identify which program to use for phonics
interventions. I can plan a phonics lesson. I know which interventions can be incorporated
into the 90 minute block.