Ring Pam - University of Melbourne
ENHANCING READING INTERVENTION FOR AT RISK STUDENTS
University of Melbourne and Catholic Education Office Melbourne
SESSION OUTLINE - PHONOLOGICAL AWARENESS
Two Syllable: First syllable with long vowel, second syllable de-stressed (Session 56 - 60)
| | | |
|Activity |Task Description |Time |
| | | |
|Text Reading |Cue student(s) to think about the story from previous session - the title, what they know about the |5 mins |
|(Shared Reading Strategy) |topic, etc. Student(s) re-reads a passage from previous session and briefly retells the main story | |
| |line. | |
| | | |
|Rhyming activities |For the 2-syllable words, select words with a similar syllable. Select 4 words, three from the same| |
| |group and one different group word (eg. baker, farmer, partner and station). Say the words and ask |3 – 6 mins |
|(Oral Presentation) |the student which one did not fit. Focusing on the three words from the same group, ask the student| |
| |to tell what the words had in common. | |
| | | |
| |Ask the students to suggest other words that have the same syllable. | |
| | | |
|Segmentation Task |Teach the task by saying one of the target words then say each syllable. Then segment each syllable| |
| |into sounds. Use the counters or boxes you used for the one syllable words. | |
|(Oral Presentation) | |3 – 6 |
| |If the student makes an error segmenting a word into syllables, cue the student by saying the first |mins |
| |syllable and ask them to say the second syllable, If they make an error with segmenting one of the| |
| |syllables, say the syllable and have them say it after you, Then say the initial sound of the | |
| |syllable and ask them to give you the remaining rime unit. | |
| | | |
| |If consistent errors occur provide additional scaffolding, say more of the portion of each word the | |
| |student needs to work on and guide them to do more. | |
| | | |
| | | |
|Blending Task |Teacher says the two syllables that make up a target word with equal stress on the 2 syllables. | |
| |Join them and say “If I join them as they are, it doesn’t sound like a word that you know. If I | |
|(Oral Presentation) |say the second part quicker, it will make a word you know”. (eg. bak-er) |3 – 6 |
| | |mins |
| | | |
| |Say the blended syllables with the second syllable de-stressed and then say the word. Have the | |
| |student practise on 3 or 4 words before beginning the trial words. | |
|Blending Task | | |
|(continued) |During the practice, stress the fact that these words have a long-vowel sound in the first syllable | |
| |and also the importance of de-stressing the vowel in the second syllable. | |
| | | |
| |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 & say “bake” - “er”. | |
| | | |
|Reading Target Words |Teacher presents the target words on flash cards. Remind the child to say the second syllable |3 – 6 mins |
| |‘quickly’ (de-stressed) | |
|(Use Word Cards) | | |
| |Present the words in a random order. | |
| |If an error occurs, read the word for the student then present the next word from the same group. | |
| | | |
|Writing Target Words |Teacher reads a target word. Then say each syllable. Initially say the second syllable |3 mins |
| |de-stressed. Then say “We say it like this (say it de-stressed) but you need to write it so that it| |
| |says (say the second syllable with stress, so that the child can hear the vowel). Cue the student | |
| |to “stretch out the word” as they write it. | |
| | | |
| |Present the words in a random order. If an error occurs, read the word in syllables for the | |
| |student and student attempts to write it. If errors continue, student copies word. | |
| | | |
|Reflection |Student(s) comment on 1. what they have learned (knowledge / strategy), 2. what they know now that |3 mins |
| |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 students if |7 - 10 mins |
| |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. | |
| | |30 - 45 mins |
| |Total Session Time | |
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baker
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