Meaning-Based Intervention Lesson 3 short /a/ Prototype Level II February 2018

short /a/ Day 3 1. LEA 2. Word Parsicle 3. Sentence Mix-up 4. Fluency 5. Writing – sentence alteration 6. Comprehension Level II

I. Language Experience Activity Students dictate to the teacher (can be done in small group or individually). Sentences recorded on a separate word document, screen, or poster. There must be a minimum of 5 sentences. Students re-read until fluency is achieved. The paragraph/story is then used for analytic phonics mini-lesson. Students’ stories should be dated, saved, and used for reading practice on subsequent days.

2. word parsicle Level II Short /a/

ant apple ax cat

Word Parsicle Guess the Word

sm_ _ _ _ _ _ sm_ ll_ _ _ sm_ ll_ st small_ st smallest gr_ _ _ _ _ _ gr_ bb_ _ _ gr_ bb_ng grabb_ng grabbing

cr_ _ _ _ _ cra_ _ _ _ cra_ _ _d crash _d crashed tr_ _ _ _ _ tr_ sh _ _ tr_ sh _d tr_ shed trashed

b_ _ _ f _ _ b_ shf _ _ b_ shf _l bashf _l bashful dr_ _ _ _ _ _ dr_ gg_ _ _ dr_ gg_ng dragg_ng dragging

pl_ _ _ _d pl_nn_d pl_nned planned th_n_ _ _ _ th_nk _ _ _ th_nkf_ _ th_nkf_l thankf_l thankful

un_ _ _ _ unp _ _ _ unp _ck unpack dr_ _ _ _ _ _ dr_gg_ _ _ dr_gg_ng dr_gging dragging

fl_ _ _ _ _ fl_sh_ _ fl_sh_d flash_d flashed p_ _ _ _ng p_ck _ng pack _ng packing

c_ll_ _ _ call_ _ _ call_ng calling gra_ _ _ _ gra_ _ _d grabb _d grabbed

n_ _ _ _ _ _ n_pp _ _ _ n_pp _ng napp _ng napping cl_pp_ _ cl_pp_d clapp_d clapped

3. Sentence Mix-Up Level II Short /a/

very was bashful Sally Sally Sally was Sally was very Sally was very bashful.

smallest had Matthew backpack the Matthew Matthew had Matthew had the Matthew had the smallest Matthew had the smallest backpack.

grabbed Sally handful candy of a Sally Sally grabbed Sally grabbed a handful Sally grabbed a handful of Sally grabbed a handful of candy.

bags Stanly the put the in trash Stanly put Stanly put the Stanly put the bags Stanly put the bags in the Stanly put the bags in the trash.

calling Adam Max phone was the on Adam was Adam was calling Adam was calling Max Adam was calling Max on Adam was calling Max on the phone.

chatting was Sam Pam with Sam was Sam was chatting Sam was chatting with Sam was chatting with Pam.

4. Fluency: SPF Short /a/

Short Passage Fluency (SPF) is a paper-based repeated reading activity that uses a series of Really Silly Stories (RSS). Each story is broken into daily sections. In each section, 40-, 50- and 40-word increments are designated with bold-faced type and underlines. Students read a daily section aloud three times, stopping at their designated target level (40, 40, or 60 words). Each attempt is timed. Students then record their three times on a graph. Some prefer to use paper. A paper version of these are included.

PAT AND THE FROG Day 3

“Why don’t you ask the frog,” said Pat. “Ask the frog?” said Ted. “Yes Ted,” said Pat. “Ask the frog why he’s sitting on my head.” “Okay Pat. I’ll do that. I’ll ask the frog why he’s sitting on your head.” “Okay Ted. Do that. Ask the frog why he’s sitting on my head.” Ted looked up at the frog. He said, “Excuse me Mr. Frog ….”

Record the times for each attempt.

5. Writing – short /a/ Level II

Sentence alteration. This can be done orally or in writing. Students are given a sentence and asked to say or write the same thing using different words or a different word order. Then, read the different versions of the same sentence on the PowerPoint until fluency is achieved.

a. Randy put his lunch in his bag. Randy packed his lunch in a bag. a. Randy put his lunch in his bag. b. Randy packed his bag full of lunch. c. It was lunch that Randy put in his bag. d. Randy jammed lunch in his bag. e. Randy crammed lunch in his bag.

6. Comprehension Tom and Ricky Mystery Series

THE FALLING SKY MYSTERY

Chapter 3: At the Junk Yard Pre- and Post-Reading: Cause-Effect Chapter 3: At the Junk Yard Pre- and Post-Reading: Cause-Effect. With students, read the three events on the graphic organizer as a pre- reading activity. Look for cause and effect as they read. Students can answer the questions as they read or after they read.

Pre-Reading: You will be look for the effect and causes in this chapter. Tom and Ricky ride their bikes to the junkyard. What happens? They boys get $10. Why? The boys went back to the farm. Why?

They will sell the steel ball. 12 What happens? a. They will help Mr. Selvin b. They will look for junk. c. They will sell the steel ball.

Mr. Selvin gave them money for the steel ball. 13 Why? a. They found gold on the farm. b. Mr. Selvin gave them money for the steel ball. c. They did work for Mr. Selvin.

a. They were afraid of Mr. Selvin. b. They were looking for Patches. They were looking for a space rock. 15 Why? a. They were afraid of Mr. Selvin. b. They were looking for Patches. c. They were looking for a space rock.

Meaning-Based Intervention Lesson 3 short /a/ Prototype Level II February 2018

short /a/ Day 3 1. LEA 2. Word Parsicle 3. Sentence Mix-up 4. Fluency 5. Writing – sentence alteration 6. Comprehension Level II