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Instructional Program - Blends

Instructional Program - Blends

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Published by Melissa Johnson
This is an instructional program to learn blend sounds and words that begin with those sounds. This program is for an upper elementary grade student.
This is an instructional program to learn blend sounds and words that begin with those sounds. This program is for an upper elementary grade student.

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Categories:Types, School Work
Published by: Melissa Johnson on Dec 09, 2012
Copyright:Attribution Non-commercial

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12/09/2012

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Instructional ProgramName of Student:
Student T
Initiator:
Melissa Johnson
Context for Instruction:
The assessment and instruction will take place in the 5
th
grade pods, during the readingpull-out session of the day in the morning. In my instructional program, my student will need apencil/pen and his netbook. As the teacher, I need to bring the DRA Assessment Book andAnswer Booklet. I will also need to copy the DRA Scoring Sheet. I will need to have variousstories that contain the practiced blends, flashcards of blends and words, and notebook paper.Within the area, there is another pull-out session for reading. This pull out session has oneteacher aide and one student reading stories and answering questions.
Program Objective:
During the reading pull-out section of the day, T will be able to read 12 out of the 12blends that are listed in the DRA2 Task 25 and correctly state a word that utilizes that blend 10out of 12 blends listed within that assessment. Student T will be able to obtain these standardsthree consecutive times.
Generalization:
To enhance generalization across materials, I will use the sequential modification strategyfrom practicing the blend within a list of words that contain the blend to reading a story wherethe blend is found frequently. The student will be introduced to the blend itself. Once the blend ismastered, the student will correctly read the blend with a list of words that are already provided.The student will rehearse these words until mastery. After that, the student will then read theblend within a word that is included frequently within a story. Once the student reads that wordwithout errors for 3 times, the student will be assessed by being shown the blend and asked topronounce the blend and state a word that contains the blend.
Monitoring:
At least once a week, the teacher will look for discrepancies inperformance. If a consistent pattern of varied performance occurs, the student will begin again atbeginning of instruction of the previous phase.
Rationale:
Teaching blends are an important in order to teach the progressing stages of phonics.Student can realize that sentences are made up of words and words can be pronounced usingblends. From blends, students can understand that words can begin and end with the same sound.Also, if words begin or end with the same sound, the words are not exactly the same word. If astudent is able to distinguish these sounds, it can help them pronounce new words or unfamiliar
 
words while reading. Blending sounds allow the student to segment the words and break themdown in order to help with pronunciation.
Assessment Procedures:
Procedures:1.
 
Turn the DRA2 Response booklet to Task 25 and place in front of the student.2.
 
Turn the DRA2 Assessment booklet to Task 25 and place in front of yourself.3.
 
Copy the Task 25 scoring sheet from the back of the assessment booklet.4.
 
Place sheet in front of yourself to prepare you to score, while the child is reading.Demonstration:1.
 
Say:
When we come to a word we don’t know, we sometimes have to ble
nd thebeginning sounds to figure out the word. In this task, you are to tell me how the twoor three letters sound together. Then you will tell me a word or name that begins
with those sounds. I’ll show you what to do.
 2.
 
Point to the letters in the starred example and say:
 /gr/.
(Pause)
Grapes. Grapes beginwith /gr/.
3.
 
Say:
Do you understand what to do?
Repeat the directions and/or demonstration, if necessary.
If you do not know how the letters sound together or a word that begins
with those letters, say “skip” and go on to the next one.
 
Assessment:1.
 
Say:
You may begin the first one now
, as you start the stopwatch.
 
If the student, has difficulty remembering the task, ask:
How do these letterssound? And/or What word or name begins with those sounds?
 
 
If the student hesitates after a 8 second wait time, tell her/him to go on the nextone.2.
 
Stop the stopwatch when the student completes the task or STOP this task when themaximum length of time has been reached.(Note: Maximum length of time is 2 minutes and 30 seconds.)After the Assessment:Scoring Guidelines
 
Count each group of sounds correctly blended together as 1 point.
 
Count each word beginning with the designated consonant blend as 1 point.
 
Place a check in the designated box for the correct answers given.
 
Write in the blend and/or word that are stated by the child, if it is incorrect.
 
Count up the total for each column and overall. Write the score is the designated boxes.
 
Circle the category from the top boxes that corresponds with the score.Total Score: 24
Assessment Schedule:
To find a baseline, the student will be assessed until a consistent pattern is found in orderto establish a baseline of knowledge for blends using the DRA2 Task 25 as the assessment.
 
When instruction begins, the student will be assessed once every week to evaluate the instructionfor blends. The student will complete Task 25 once for each time assessed.
Instructional Procedures:
Instruction will occur every scheduled opportunity within the school day, except whenassessment is given on the last day of the week.
 Phase 1:
 
1.
 
Write down the letters within the selected blend (str).2.
 
Show the written blend to the student.3.
 
Say: This is a blend, letters that make up a specific sound. This blend consists of theletters, s, t, and r. The sound that this blend makes is str.4.
 
Say: Point to each letter and repeat the sound. S, t, r. Now, repeat the sound str.5.
 
Have the student repeat the sound and point.6.
 
Take flashcards with words that include the blend and show them one at a time to thestudent.7.
 
This phase has a zero second time delay. The teacher will say the word on each flashcardand then the student will repeat that word back to the teacher aloud immediately for thecorresponding flashcard that is being shown.8.
 
After each word, give praise for that blend word being said.9.
 
Chart data that is found.
 Phase 2:
1.
 
Write down the letters within the selected blend (str).2.
 
Show the written blend to the student.3.
 
Say: This is a blend, letters that make up a specific sound. This blend consists of theletters, s, t, and r. The sound that this blend makes is str.4.
 
Say: Point to each letter and repeat the sound. S, t, r. Now, repeat the sound str.5.
 
Have the student repeat the sound and point.6.
 
Take flashcards with words that include the blend and show them one at a time to thestudent.7.
 
This phase has a four second time delay. The teacher will correct word, incorrect word, ornot response at all.8.
 
If the student does not respond in four seconds, the teacher will provide the correctionpronunciation of the word.9.
 
If the student says the incorrect word, the teacher will provide the correct pronunciationof the word. Say: This word is _________, say ____________.10.
 
If the student is correct, the teacher will give praise for that blend word being said.11.
 
Chart data that is found.

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