P HONICS I NTERVENTIONS. L EARNING TARGETS I can identify which program to use for phonics...

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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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 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)





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


20 min PHONICS LESSON:




25 min EXTENSION:

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


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YOUR TURN: PRACTICE WITH A PARTNER


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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.







10 min PHONICS BOARDSDay 1




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.

P HONICS I NTERVENTIONS. L EARNING TARGETS I can identify which program to use for phonics...

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