P HONICS I NTERVENTIONS

L EARNING 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 Template Road to the Code Phonemic Awareness in young Children SIPPS Beginning ELI Strategies Phonics Templates SIPPS Syllaboards Phonics for Reading ELI Strategies and Reading Street Fluency Templates 6 minute solution Skill Builders ELI Strategies and Reading Street Vocabulary Making Meaning strategies Reading Street Vocab Book ELI Strategies Comp- rehension Making Meaning Strategies ELI Strategies and Reading Street Reading Intervention Materials Training Matrix

ELI S TRATEGIES

W HAT IS PHONICS ? Phonological Awareness Phonics Ability to recognize the sounds of spoken language and how sounds can be blended together, segmented, and manipulated. AUDITORY Involves 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 the alphabetic principle and lays the foundation for phonics and spelling. An instructional approach that links the sounds of spoken language to printed letters. GRAPHOPHONEMIC Involves 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 spoken language are represented by letters and spellings. Helps children begin to read and to spell words.

T HE D OS OF P HONICS I NSTRUCTION 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!

T HE D OS OF P HONICS I NSTRUCTION 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.

T HE DON’T S OF P HONICS I NSTRUCTION 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…

T HE DON’T S ( 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…

T EMPLATES

W HEN TO USE TEMPLATES Templates are acceptable (encouraged) in the 90 minute block. Templates can be used outside the 90 minute block as well.

Day 1Day 2Day 3Day 4Day 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” timing Choral 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)

T EMPLATES 7 Model Your turn 3 Model Your turn 10 Model Your turn

T EMPLATES Use DDS to identify which sounds need to be practiced. Pull words from leveled readers, decodables, fresh reads, etc. Google word lists

S YLLABOARDS

I N ORDER TO READ M ULTI -S YLLABIC W ORDS, 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.

W HEN CAN I USE S YLLABOARDS ? Inside the 90 Only spend 5-10 minutes Outside of the 90 is fine as well

Day 1Day 2Day 3Day 4Day 5 20 min PHONICS LESSON: 25 min EXTENSION: 10 min SYLLABIC WORK 20 min VOCABULARY: Vocab. Graphic Organizer Finish meaningful sentences and pictures 20 min VOCABULARY: Vocab. Graphic Organizer Write words and 3-4 definitions 20 min VOCABULARY: Vocab. Graphic Organizer Finish definitions 20 min VOCABULARY: Vocab. Graphic Organizer Meaningful sentences 25 min TEXT : Partner read Leveled Reader Comp. skill and strategy activity 30 min ASSESSMENT: 25 min TEXT : Building background Listening Comp. Choral read basal story 25 min TEXT : Choral read basal story Comp. skill and strategy questions 25 min TEXT : Partner read basal story Summarize while reading Comp. skill and strategy activity

T HREE Q UESTIONS : 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? submit streaming maximize

Y OUR T URN : PRACTICE WITH A PARTNER How many vowels? Are they together or apart? Do you see a silent e? astrodome remained metabolism fulcrum

M ORE S YLLABOARD I DEAS Only use syllaboards for 5-10 minutes. This is not a complete intervention program. Pull words to use from “Amazing Words” in 2 nd 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.

P HONICS FOR R EADING

W HEN TO USE P HONICS FOR R EADING Phonics for Reading should NOT be used in the 90 minute block. The Phonics for Reading minute lessons are perfect for intervention time.

D IAGNOSTIC D ECODING S URVEY AND P HONICS FOR R EADING A LIGNMENT DDS area of needPhonics For Reading Short vowelsLevel 1 lessons 1-13 Consonant digraphs Level 1 lessons 17-19, Level 3 lessons BlendsLevel 1 lessons 20-23, Trigraphs Level 2 lessons Level 3 lessons Advanced vowels Level 2 lessons 1-9 (Long Vowels) Level 2 lessons (CVCe) Level 2 lessons (r controlled) Level 3 lessons 1-36 (all advanced vowels) MultisyllabicLevel 3

R EADING S TREET C HALKBOARDS

W HEN 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 1Day 2Day 3Day 4Day 5 10 min PHONICS LESSON: 10 min PHONICS BOARDS Day 1 10 min PHONICS BOARDS Day 2 10 min PHONICS BOARDS Day 3 10 min PHONICS BOARDS Day 4 10 min PHONICS BOARDS Review weekly boards 10 min DECODABLE: Choral read 2 times 10 min DECODABLE: Choral read Summarize at the end of each page 10 min DECODABLE: Partner read 15 min VOCABULARY : Vocab. Graphic Organizer Finish meaningful sentences and pictures 40 min ASSESSMEN T

C HALKBOARDS 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

I NTRODUCING WORDS ON PHONICS BOARD safely “sound” ly “blend” safely (read slowly) “word” or “say it fast” safely

Line 1: splashsplurgesplitsplendidsplint Line 2: throwthreethronethroatthrill Line 3: squaresqueaksquirmsqueezesquid Line 4: strikestreetstrengthstrawberrystray 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

E XIT 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.