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· Build sight word High frequency word activities (word Automatic sight
Word
vocabulary wall, word bank, etc.) wd. Recognition?
· Point out Activity: Word bank Sight words
Study phonetically Words: climb, eggs, eight, lays, silk, needing review:
Time: 15% regular spiders
15 minutes components of These words were chosen because
words they are tangible words, which will be
· High frequency helpful in remembering them with
word activities automaticity. They are also words that
(word wall, word are found in the book that will be used
bank, etc.) for guided reading.
· Increase
complexity of
phonological Segmenting & blending work Able to blend /
awareness tasks (Push/Say): segment sounds
· Automaticity early LN: onset-rime (beginning in orally
with letter sounds sounds) Able to
· Spell short
🗹 mid-late LN: phoneme level (b-m-e blend/segment
vowels words & words (P & S It)
sounds)
high frequency
Sequence of P/S (reinforcing taught Confusions?
words correctly
word features):
· Segmenting &
spill-spin-spit-spot-snot-snop-snip
blending at onset-
-
rime or phoneme Word Study Sorting: Sorted
level This sort was chosen because blends correctly &
· Teaching word are the next item on the spelling automatically?
families, digraphs inventory that Paige needs instruction Self-corrected
& blends, & medial on. The first three weeks, we covered sorting errors?
short vowels short vowels, and last week we began Other:
working on s blends. We skipped
digraphs because she demonstrated
mastery of them on her initial spelling
assessment. Although she ultimately
was able to identify the pattern for
sorting and for writing, she still
seemed to have some lingering
confusions with pronunciation. I say
this because when reading the words
aloud during some points of word
study, and during a few moments of
guided reading, she would break the
words down to sound out each
phoneme but would miss a letter
when blending the words together
again. For example, she would say /s/-
/t/-/o/-/p/= sop. Once I corrected her,
she was able to say the word correctly.
However, I want to do one more week
of s blends to ensure her
understanding of the concept before
moving on to a harder blend. This
week I have chosen sp and sn because
I noticed that these blends are very
common in the books that Paige reads
at school. They are important for her
to learn and understand, as she has
demonstrated a need for instruction in
this area through assessments and
informal observations. In telling me
about the books that she was reading
in the classroom, Paige said she had
read a book about snow, and one
about spiders. For that reason, sn and
sp are perfect places to continue
working on s blends.
Sp Sn
Spill Snap
Spin Snow
Spot Snot
Spoon Snooze
Spit Snack
Word Study Sorting:
1. Model First, then Guided Practice
q Picture/Word Sort
2. Extend and Apply:
Writing Sort
Fast Read
Timed Sort
Game-Memory game:
Paige loved this game the last time we
played it! It was a great way for her to
justify her answers and practice
sorting in a fun and engaging way. It
drives Paige to practice categorizing
features in a low stakes environment,
all while making learning fun! It is also
great because it is a fast game, and we
seem to always be short on time for
these lessons.
To play the game: take word cards
from each category of the word sort
and mix them up. Lay them in rows
face down. Each player takes turns
flipping over any two cards at a time. If
the two cards match, the player keeps
them. If they do not match, the player
must turn them back over. Matching
cards are those that have the same
short vowel. Players must remember
what was on each card and where it
was and must watch and remember
during the other player’s turn. The
game is over when all the cards have
been matched. Repeat the game with
different words from each category
until all the words have been used.
No. of _______
words/cards?
______