phonemes, adding phonemes, and/or substitutingphonemes)
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Focus on one or two phonemic awareness skills at a time
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Emphasize segmenting words into phonemes
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Work with small groups of three to four children – groupcan participate in oral activities manipulating sounds, usemanipulatives,
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Connect phonemic awareness instruction to reading andwriting -reinforce skills in literature class is reading,compose a daily message / letter with class
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Focus attention on correct mouth position for formingsounds – use Lindamood Bell visual cards as a referencefor studentsEx. Student can state the firstsound in a word 4 out of 5times (isolating phonemesassessment)
Letter / SoundCorrespondenceDoes not know letters or sounds
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Each day have the student practice those letters / soundss/he cannot discriminate. Provide the alphabet to studenton flash cards with a key picture (cat /c/). Repeateveryday. If possible, repeat several times a day.
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Take opportunities throughout the day to emphasize adesignated letter being taught. (e.g. identify the letter when speaking, writing, reading, etc.).Weekly or by-monthly timedletter recognition and/ or soundfluency.Flashcard drill with students –record how many letter soundsand names student was able toidentify automatically
Sight WordsCannot recognize gradelevel sight words
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Evaluate to ensure student knows individual consonantand vowel sounds. Teach sounds not known.
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Make a list of words the student cannot discriminate.Have the student and teacher (or volunteer or peer) worktogether with flashcards to develop the student’s ability torecognize sight words. Provide daily evaluative feedback.
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Start with simple words and sounds where studentachieves 95%-100% accuracy. Do not move on to moredifficult words until practice, drill, and review of precedinglessons produces accuracy. Drill and repetition is oftennecessary to commit words to memory.Flashcard drill –ex. studentcan identify ___ out of ____ of the 1
st
grade Dolch sightwords.Sight Word Assessment(student reads a % of wordswithin a time limit)
Decoding / Spelling
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Systematic phonics instruction – teach phonic skills in arecommended sequence. Review sound patterns /spelling choices frequently.
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Small group instruction – identify sound and spellingpatterns student has mastered. Review / teach skills thatstudents have not mastered.
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Use a peer tutor to review word attack skills by utilizinggames and activities.
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Teach student word attack skills using root words sightvocabulary to which various prefixes and suffixes can beadded.
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Have student make a list of phonics skills s/he hasmastered. The student continues to add to the list as s/hemasters more skills.Running RecordsWeekly Spelling TestsWriting assignmentsPhonics Inventory – HoughtonMifflin, teacher createdSpelling Inventories – availablein Words Their Way
Fluency
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Repeated reading of a text – focus on text for a week,have students focus on their expression, accuracy, andspeed while reading. Model reading fluently withexpression.
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Help students group words in a sentence into meaningfulphrases
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Have students read along orally with another reader
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Student listens to a recording of a text they are readingTimed oral readings / miscueanalysisFoundations of Reading Strategies found in “A Closer Look at the Five Essential Components of Effective Reading Instruction: A
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