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

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

3. ant apple ax cat

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

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

6. 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

7. What’s the same about all these words?

8. Beginning Sounds

9. bat bed big

10. pan pet pig

11. hat hop hid

12. Middle Sounds

13. clap flag cab

14. fan swam grab

15. back flat dam

16. Ending Sounds

17. pan men sun

18. flap cup hop

19. ball well hill

20. 3. Sentence Dictation
Short /a/

21. ant apple ax cat

22. 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.

23. 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.

24. 4. Word Sort
Short /a/

25. 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.).

27. 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.

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

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

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