Phonemic Awareness/Phonics Intervention Lesson Plan for K
Phonics Intervention Lesson Template
Instructional Focus:
|Component |Min |Instruction |
|Review of Prior Skills and sight words |2 |Focus: |
| | | |
|_________________ | | |
|Introduce New Sight Words |2 |Focus: Follow the same routine during the week using the words below: |
| | | |
|_________________ | | |
| | |MODEL - I DO: |
| | |SUPPORT/GUIDE - WE DO: |
| | |INDENENCE - YOU DO: |
|Introduce New Phonics Skill: Letter sound |1 |Focus: |
|Correspondences & Rules | |Introduce the sound and phonics pattern rules |
| | | |
|_________________ | |I DO: |
| | |WE DO: |
| | |YOU DO: |
|Read New Words Using the New Skill |2 |Focus: Follow this routine during the week. Use the words below on Day1 |
| | | |
|( Precueing and Blending to read words) | |Use 2 or 3 steps |
| | |Sound? |
| | |Blend? |
| | |Word? |
| | | |
| | |[Unmixed and mixed words] |
|Fluency Building | |Reread words 2nd Time |
| | | |
| | |Stage one – Subvocalize Step |
| | |Think. |
| | |Word? |
| | | |
| | | |
|Fluency Building | |Reread words 3rd Time |
| | | |
| | |Stage two – Automaticity Step (Read Words the Fast Way) |
| | |Word? |
| | | |
|New Skill Applied to Reading Decodable Text |5 |Title of text: |
| | | |
|Reading _______ words | | |
| | |Use fluency-building techniques, e.g., choral reading, whisper reading, partner reading, timed |
| | |reading, etc. |
| | | |
| | | |
| | |Friday: Progress monitor text reading________ using OCPS Phonics OPM |
| | | |
| | |Comprehension check: |
|New Skill - Applied |5 |Focus: Follow The Word Work routines during the week. Use the words below on Day1 |
|Activity: Word Building using Spelling, Writing | | |
|or Making Words | | |
| | |e.g., Spelling words with patterns, making words (chaining words in word building exercises), word |
|Writing words: ______________ | |sorts, and writing |
| | | |
| | |I DO |
| | |WE DO |
| | |YOU DO |
|Evaluate Using Progress Monitoring Assessment | |Lists the words on the Progress Monitoring Probe. |
|(1-minute probe) | | |
| | | |
| | |Time fluency on probes in unmixed and mixed presentations over the week. Graph performance. |
| | | |
| | |Discuss plan (frequency, type of words, procedure) to measure progress and graph performance |
|Restate Focus | | |
Materials:
Phonics Intervention Lesson Plan – Lesson Example
Instructional Focus: a-r and o-r r-controlled vowels
|Component |Min |Instruction |
|1. Introduce New Irregular sight|2 |Focus: |
|words & review sight words | |We have two new sight words. Watch me. |
| | |First, I will say the word, and then I’ll spell it. |
|_________________ | |Word? |
| | |‘come’. |
| | |Spell ‘come’. |
| | |c-o-m-e. |
| | |Word? |
| | |come |
| | | |
| | |Now you say the word and spell it. |
| | |Word? (come) |
| | |Spell ‘come’. (tap under letters as they are spelled aloud). ( c-o-m-e ) |
| | |Word? (come) |
| | | |
| | |Next word. ‘said’. |
| | |Word? said. |
| | |Spell ‘said’. (tap under letters as they are spelled). |
| | |Word? (said). |
| | | |
| | |Now let’s review all the sight words. (develop probe/list) |
| | |come said I can |
| | |said come can a |
| | |is and said can |
| | | |
| | | |
| | | |
| | | |
|Introduction of New Sound: |2 |Here is a new letter sound. |
|Advance Organizer with visual/ | |The letter(s) a-r say / ar /. |
|keyword mnemonic | | |
| | |(Show picture keyword or printed word as a mnemonic to remember the sound (add to word wall). |
|_________________ | | |
| | | |
| | |We hear the sound in the keyword represented by this picture _arm___. (emphasize sound in keyword). |
| | |We see these letters in this printed word (spell word and point to underlined letter sounds: arm). a-r says /ar/ |
| | |Knowing this sound can help you to identify new words that contain this pattern when you are reading. You can look at|
| | |this picture on our wordwall and remember that a-r says /ar/ |
| | | |
| | | |
| | |(Optional. Students will listen to words for target sound. (thumbs-up/thumbs-down) if the sound is heard in spoken |
| | |words in spoken words. ) |
|2. Introduce and Rehearse New |3 |Focus: |
|Sound: Letter Sound | |You’re going to practice saying this sound. |
|Correspondence | |When I touch under the letter(s) say the sound, |
| | |Say the sound as long as I touch under the letter. |
| | | |
| | |Model Response. I DO |
| | |Watch me. My turn. |
| | |Sound? (touch under the letter) (Say sound: /ar/) |
| | | |
| | |Provide Guided Practice |
| | |Your turn. Each time I touch under a letter, you say the sound. |
| | |(point to the left of the letter.) |
| | |Sound? (touch under the letter) |
| | |Yes, _____. |
| | | |
| | |(Model 1-2 new letter sounds for students). Then provide rehearsal practice with new and review sounds (see example |
| | |below). |
| | | |
| | |Rehearsal Practice (rehearse new and review sounds) |
| | | |
| | |ar or a ar |
| | |or o ar a |
| | | |
| | | |
| | | |
| | |Error Correction Procedure |
| | |To correct students: |
| | |Say: My turn. |
| | |Sound? /___/ |
| | |Your turn. |
| | |What Sound? /ar/ |
| | |Yes, /ar/ |
| | |Back up two letters to repeat trial. |
| | | |
| | |Individual Turns |
| | |Call on individual students in an unpredictable order to evaluate mastery. |
| | |Sound? Mary. |
| | |Sound? Paul. |
|3.1 Read New Words: Word Reading|3 |If students need to learn to sound blend, Model continuous blending (Card #9) |
|using Blending routines | | |
|3.2 New Skill applied to Reading|5 |Now I’ll use the pattern to read some words. My turn. |
|New Words: Precueing (focusing) &| |• Sound? /ar/ |
|Word Reading | |• Blend? /f/ /ar/ /m/ [Optional step if students need more support] |
| | |• Word? • “farm” |
| | | |
| | |Your turn. [Or say it with me.] |
| | |• Sound? /ar/ |
|Note. | |• Blend? /f/ /ar/ /m/ |
|Precueing helps student to focus,| |• Word? (signal) |
|process, and think about the new | | |
|pattern before they are asked to | |(Note. If students are strong in blending and they can blend in their heads, you can omit the Blending step. Then you |
|read the word. | |will simply cue practice using two prompts: Sound? (/ar/) Word? (farm). |
| | | |
| | |unmixed practice - probe (-ar, -or new sounds) |
| | |card farm barn |
| | |born con corn |
| | | |
| | | |
| | |mixed practice – probe (-ar, a, -or, -o) |
| | |bad barn cad mark |
| | |card had hard harm |
| | |form cod cord con |
| | |corn cot torn tom |
| | | |
| | | |
| | | |
| | |Error Correction. |
| | |My turn. |
| | |Sound? /_____/ |
| | |Blend? /f / - /ar/ - /m/ |
| | |Word? _____. |
| | |Your turn. |
| | |Sound? /_____/ |
| | |Blend? |
| | |Word? |
| | | |
| | |Back up two words and re-present. |
| | | |
| | | |
| | |Individual Turns |
| | |EX: Sarah. Sound? Word?. |
| | |Thomas. Sound? Word? |
| | | |
| | |(Note. If students do not need extra support, you can progress from precueing to word reading in a 2-step routine by |
| | |simply saying:) |
| | |Sound? |
| | |Word? |
| | | |
| | | |
|4. Fluency Practice - |3 |Stage One. Subvocalization Stage |
|Subvocalization | | |
| | |Let’s read the words more quickly. This time I’ll simply point to the left of the word and say Word? I’ll pause for a |
|Note. | |second, and give you time to think or blend the word in your head. Then I’ll signal, and you will say the word. |
|It’s important to build fluency | | |
|so that students progress beyond | |● Word? (pause. signal) |
|sound-by-sound decoding to | |● Yes, _______. |
|automatic word recognition. This| | |
|involves repeated reading | |mixed practice – probe |
|practice on the same words 2-3 X | |bad barn cad mark |
|in the lesson. | |card had hard harm |
| | |form cod cord con |
| | |corn cot torn tom |
| | | |
| | | |
|5. Fluency Building – Reading |2 |Stage Two. Automatic Stage. Read Words the Fast Way (No Sounding out). |
|Words Automatically (tThe fast | |Let’s read the words again even more quickly. (Note this is the third practice). This time I’ll simply point to the |
|way) | |left of the word and say Word? Try to keep up with my signal. |
| | | |
| | |We’ll do the first two rows together. Then I’ll give you individual turns. |
| | |● Word? |
| | |● Yes, _______. |
| | | |
| | |mixed practice – probe |
| | |bad barn cad mark |
| | |card had hard harm |
| | |form cod cord con |
| | |corn cot torn tom |
| | | |
| | | |
| | | |
| | | |
| | |Individual Turns |
| | |Call on individual students in an unpredictable order to evaluate mastery. |
|6. New Skill Applied to Reading |5 |Title of Decodable text: |
|Text: Text application | |Use one of the following options to have students read and reread the story at least |
| | |two more times: |
|Reading words in (decodable) | |1. Provide extra choral reading practice using the signaling procedure in Card #12. |
|text. | |2. Provide extra individual turn reading practice using the procedure above. |
| | |3. Partner Read – Students read with a partner following procedure below. |
| | | |
| | |Say: |
|See Card #12 for more supported | |You’re going to practice reading a story with a partner. |
|practice | |When you are the listener, touch under each word your partner is reading and read along silently to yourself. If the |
| | |reader makes a mistake, say the correct word. When you are the reader and your partner corrects you, repeat the |
| | |correct word. |
| | | |
| | |Teach students how to correct partners/students: |
| | |Say: My turn. That word is ____. Your turn. What’s the word?____ |
| | |Go back to the beginning of the sentence and reread. |
| | | |
| | |(Then go back to the beginning of the sentence and read the |
| | |sentence again. Take turns reading sentences/ paragraphs/ pages with your partner.) |
| | | |
| | |During partner reading, each student should have their own copy of the |
| | |decodable book. Teacher moves from pair to pair listening and monitoring. |
| | | |
| | |Fluency check: |
| | |Comprehension check: |
| | | |
| | |Use your Keywords. Think of a word that you already know. |
| | |If this word is ________, then this word is _______. |
|7. New Skill |5 | |
|Activity: Word Work, Word | |Let’s write some words with our new sound(s). |
|Buiilding, and Writing | |First I’ll say the word. Then I’ll say the sounds slowly, and write the letter for each sound I say. |
| | |‘farm. |
|Spelling and/ writing words; or a| |Echo? (farm). |
|word building or Word Sort | |Now I’ll say the sounds slowly and write the letters for each sound I say. |
|exercise | |/fff/ /arrr/ /mmm/ (write the letters as you make the sounds). If you use Elkonin sound boxes, be sure you write a-r|
| | |in the second box. ) |
| | |I wrote ‘farm’. |
| | |I wrote the letters f-ar-m because those are the sounds in ‘farm’. |
| | | |
| | |Your turn. The word is ‘cart’. |
| | |Echo. |
| | |Now say the sounds slowly and write the letters for each sound you say. |
| | |What word did you write? |
|Note | |What letters did you write? |
|Spelling deepens students’ | | |
|awareness of the sound-spelling | |Next word is ‘fat’. |
|pattern and relationship. It | |Echo. |
|supports reading and writing | |Now say the sounds slowly and write the letter for each sound you say. |
|skills. | |(students sound out the word.) |
| | |What word did you write? |
| | |What letters did you write? |
| | | |
| | |Next word is ‘corn’. |
| | |Echo. |
| | |Now say the sounds slowly and write the letter for each sound you say. |
| | |What word did you write? |
| | |What letters did you write? |
| | |What letters make the /or/ sound? |
| | | |
| | |Last word is ‘con’. |
| | |Echo. |
| | |Now say the sounds slowly and write the letter for each sound you say. |
| | |What word did you write? |
| | |What letters did you write? |
| | |What letter makes the /o/ sound? |
| | | |
| | | |
| | | |
| | |Repeat with other a-r and o-r words, together with some nonexamples that are review sounds (e.g., short o, short a) |
| | | |
| | |Word Sorts |
| | |Today during center time, you will sort pictures and words into two piles. In one pile, you will put pictures/words |
| | |with the /ar/ sound under the picture of the ‘arm’; in a second pile, you will put the /or/ pictures/words under the |
| | |picture of the corn. In a third pile, you will put pictures/words that do not belong with /ar/ or /or/. “Odd word” |
| | |pile. |
| | | |
| | |Word Building: Making Words (use magnetic letters, elkonin boxes, letter tiles, dry erase boards, etc.) |
| | |Alternative exercise: Word Building Words: Chain 1: barn-born-corn-con; Chain 2: charm – harm – ark – park – pork - |
| | |cork; |
|8. Restate Focus | |Write script for this section. Review skill and how it can be used to support reading performance. |
| | |What (phonics skill) |
| | |How |
| | |When |
| | |Why |
|9. Progress Monitoring |3 |Provide a probe with /ar and /or// words and take a 1-minute sample of students reading final r-controlled words. You |
|Assessment | |can precede the 1-minute probe with whisper reading or partner reading. When students are very consistent and fluent |
| | |in reading words in the 1-minute probe (over several days), present a mixed probe with the target spelling pattern |
| | |mixed with other review words and patterns, including some words that follow a short vowel pattern. The words can be |
| | |in different order on the different students’ probes so that they do not echo each other. You can find some examples |
| | |of probe sheets on the OCPS website. |
| | | |
| | |EX: |
| | |card |
| | |born |
| | |hard |
| | |fort |
| | |dart |
| | | |
| | |barn |
| | |dark |
| | |cork |
| | |harp |
| | |form |
| | | |
| | |harm |
| | |fork |
| | |port |
| | |yarn |
| | |cork |
| | | |
| | |farm |
| | |form |
| | |born |
| | |cart |
| | |port |
| | | |
| | |yard |
| | |corn |
| | |hard |
| | |pork |
| | |ford |
| | | |
| | |port |
| | |tarp |
| | |lard |
| | |mart |
| | |cork |
| | | |
| | |dart |
| | |dorm |
| | |torn |
| | |lark |
| | |core |
| | | |
| | |fork |
| | |sort |
| | |bark |
| | |cart |
| | |port |
| | | |
| | |harp |
| | |pork |
| | |tarp |
| | |fort |
| | |dart |
| | | |
| | |torn |
| | |harm |
| | |born |
| | |dark |
| | |cork |
| | | |
| | |hark |
| | |port |
| | |bars |
| | |cork |
| | |cart |
| | | |
| | | |
| | |____% accuracy |
| | |____ wcpm |
| | | |
Attach graph
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