Meaning-Based Intervention Lesson 5 -- Optional -- short /a/ Prototype Level I February 2018

short /a/ Day 5 - optional 1. LEA - review 2. Phonemic hybrid - identification 3. Sentence Dictation 4. Word Sort 5. Priming Picture

ant apple ax cat

I. Language Experience Activity Reread and review LEA stories. The paragraph/story is then used for analytic phonics mini-lesson.

2. phonemic-phonics hybrid activities: Identification Short /a/

2. Phonemic-phonics hybrid activity –identification. Students hear three words (read from sheet). Students are asked to identify what is the same about them based on the phoneme. (Example: bat, bet, and big. They all begin with the /b/ sound.) Students are then shown the three words. Students are asked to re-read them until fluency is achieved

What’s the same about all these words?

Beginning Sounds

bat bed big

pan pet pig

hat hop hid

Middle Sounds

clap flag cab

fan swam grab

back flat dam

Ending Sounds

pan men sun

flap cup hop

ball well hill

3. Sentence Dictation Short /a/

ant apple ax cat

Sentence Dictation The teacher (or study-buddy) reads the first sentences to the student. Students write the sentence, then look for words that do not look right. The teacher shows the sentence. The student writes the correct spelling on top of the word. Skip a line and go to the next sentence.   If working in small group, students will look for words that do not look right. Encourage them to work together. It is important that students are able to see both their incorrect and correct attempts.

1. It is bad. 2. The cat ate the ham. 3. He sat on my hat. Sentence Dictation 1. It is bad. 2. The cat ate the ham. 3. He sat on my hat.

4. Word Sort Short /a/

Directions: There are 16 total words. Cut the words out into word cards. Mix the words up. Ask students to put them into groups (any two that are the same somehow). Do vowel sounds first, then look to make groups with ending sounds or beginning sounds. Then look for semantic groups (animal vs. thing, big things, vs. little things, things vs. non-things, etc.).

Priming Pictures. Students are shown a picture or image. Ask students to tell you what’s going on, describe what’s happening, or tell what they wish to say about the picture. This can be done orally or in writing. One sentence is fine. Include your own pictures. Take pictures of students on the playground or things in the community.

What do you want to say about this picture? What’s happening here?

short /a/ Day 5 - optional 1. LEA - review 2. Phonemic hybrid - identification 3. Sentence Dictation 4. Word Sort 5. Priming Picture

Meaning-Based Intervention Lesson 5 short /a/ Prototype Level I February 2018