Ring Pam - University of Melbourne



ENHANCING READING INTERVENTION FOR AT RISK STUDENTS

University of Melbourne and Catholic Education Office Melbourne

SESSION OUTLINE - ORTHOGRAPHIC PROCESSING

Two Syllable: First syllable with long vowel, second syllable de-stressed (Session 56 - 60)

1:1 30 minutes Group of 2/3: 45 minutes

| | | |

|Activity |Task Description |Time |

| | | |

|Text Reading |Cue student(s) to think about the story from previous session - the title, what they know |5 mins |

|(Shared Reading Strategy) |about the topic, etc. Student(s) re-reads a passage from previous session and briefly | |

| |retells the main story line. | |

| | | |

|Reading Target Words |Student (s) reads target words on provided cards. Present the words in a random order. | |

| |As words are read, leave the cards on the table. |3 – 6 |

| | |mins |

|(Use Word Cards) |For the 2- syllable words, ask the students to indicate what words have in common. | |

| | | |

| |If each word has been read accurately and automatically, without having to break the word | |

| |into syllables, move directly on to Writing Target Words. | |

| |If not, continue the session sequence. | |

| | | |

|Segmentation Task |Teacher demonstrates by putting down one of the word cards. | |

|(Use Word Cards) | |3 – 6 |

| |Read the word with equal syllable stress, then say the word a second time with second |mins |

| |syllable de-stressed. | |

| | | |

| |Ask student(s) to segment each of the words into syllables, say each syllable with the | |

| |second syllable stressed and then de-stressed and then read the word. If the student | |

| |makes an error, say the word again for the student, say the first syllable and ask them | |

| |to say the second syllable and then blend them. | |

| | | |

| |If the student again cannot provide the correct response, provide the answer. | |

| | | |

|Blending Task |Show the two syllables written on separate cards. Ask the student to say each syllable, | |

| |then de-stress the first syllable and blend to a word they know. |3 – 6 |

|(Use Syllable Cards) | |mins |

| |Repeat for other target words with each syllable on cards. Then show the students a list | |

| |of the target words. Point to particular words and have them read each, initially saying | |

| |each syllable and then de-stressing. (10 trials per student) | |

| | | |

| |Note: When breaking words into syllables (when there is a long vowel sound in the first | |

| |syllable) students may want to keep the ‘e’ in the first syllable. For example: bake – r. | |

| |However, when teaching de-stressing, you will need to break the word orthographically as bak| |

| |– er, so the ‘e’ is in the second syllable and can be de-stressed. The student will see | |

| |baker and say “bake” - “er”. | |

| | | |

|Writing Target Words |Teacher reads a target word. Then says each syllable. Initially say the second syllable |6 – 9 |

| |with equal stress. Then say, “We say it like this (say it de-stressed) but when you write|mins |

| |it you might need to say it with equal stress so you can hear the vowel (say the second | |

| |syllable with stress, so that the child can hear the vowel). | |

| | | |

| |Present the words in a random order. If an error occurs, read the word in syllables for | |

| |the student and student copies it. (10 trials per student) | |

| | | |

|Reflection |Student(s) comment on 1. what they have learned (knowledge / strategy), 2. what they know |3 mins |

| |now that that they didn’t know before and 3. how they can use what they have learned in new | |

| |tasks and contexts. | |

| | | |

|Text Reading |Introduce the new story title. Discuss the topic and cue prior knowledge. Read with the |7 – 10 mins |

| |students if difficulties noted. | |

| | | |

| |Student (s) reads new story. Cue student(s) that they will have to retell the story. | |

| | | |

| |In a small group format, ask one student to read one section with the other student reading| |

| |the next section. | |

| | | |

| |After the reading, cue the student to indicate what the story was about (ie. the main idea| |

| |/ theme) then ask them about the sequence of story events. | |

| | | |

| |Total Session Time |30-45 mins |

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baker

baker

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