Card 10.

TEMPLATE

FOR

WORD READING - Final e Word

Steps

Explanation/Script

TASK PREPARATION SIGNALING PROCEDURE

Use appropriate signals to elicit unison student responses

Spelling Pattern Focused Word Reading Write words from the Lesson Plan on the board.

BLENDING Focus Wait Time Signal for student

Do Touch under focus spelling*. 1 second Tap under spelling (spread nd rd 2 and 3 fingers to touch Vowel and final e) Do Immediately, point just to the left of word. 2 seconds Slide hand swiftly under word.

Say Sound?.

Word Reading Focus Wait Time Signal for Student Responding

Say Word?

* If spelling has two letters, point with two fingers together.

EXAMPLE 1. Write VCe on board. 2. Point with two fingers under V and e and say: Sound? 3. Point just to the left of word and say: Word? Pause two seconds. 4. Slide hand under whole word swiftly to prompt students to say join.

1. Explain Task
Briefl y name and explain the task to students prior to starting the activity.

Say: Today youll be reading words with Vowel Consonant -e. This is a word pattern. a_e [Print on the board] When a vowel is followed by a single consonant and the consonant is followed by a final letter e, it is called the final e pattern. The says its name, and the final e is silent. The blank line shows where the consonant will go, but will say its name when it is followed by a single consonant (point to underscore in a_e) and the final e (point to e).

So today, we will look at some words. First, youll look for the pattern to see if it is a final e pattern with a vowel followed by a single consonant and final e. Then youll say the sound for the spelling. If it is a Vowel-Consonant e, you will say the long vowel sound or . Then youll blend the word.

So Today we are looking for the final e pattern. What are we looking for? [Final e pattern] What sound does the a make in a final e So is this a final e? [Show a_e. Spread fingers: So what is this sound? /a/ So is this a final e? [Show i_e. Spread fingers. So what is this sound? /i/

word? / /

2. Model Task and Response.

Model desired response to the task with several examples using signaling procedure above.

(Model only the first couple of words.) Say: Ill model for you how to read two words. [Model for students, using the signaling procedure above, with only teacher responding. ] My turn.
Sound? [precue by tapping under the o_e letters in the word rose] // Blend? /rrrooosss/ [Look hand under the letter-phonemes] Word? [Point to left of word. Pause 2. Then slide hand under word.] rose

Demonstrate second word. [Note. If you think students do not need to blend, then you can use the following routine: Sound? Word?

3. Provide Model and Guided Say: Your turn. Practice using Whole-Group Responses Until Knowledge is Sound? solid.
Blend? Word?

[tap] [Signal] [Signal]

4. Error Correction Procedure. Error on Sound

To correct students: Sound Error: Say: My turn. Sound? /___/. Your turn. Sound?
Blend. Word? Yes, _____

Lets start over. Back up two words. Re-present missed word. and continue on.

Blending (Sounding out) Error with more scaffolding: Use signaling procedure to model sounding out and correctly. Say: My turn. Sound? /___/ Blend. [Model how to blend sounds in word.] /sssooolll]
Word? _____ [soil] Yes, _____. Back up two words, re-present missed word, and then continue on.

5. Individual Turns

When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding. Lets read the words again more quickly.This time Ill simply point to the left of the word and say Word? Ill pause for a second, then Ill signal, and you will say the word.
Word? Yes, _______.

6. Fluency Practice

Provide a probe with /o_e/ words or [a_e words] and take a 1minute sample of students reading final e words. When students are very consistent and fluent in reading words in the 1-minute probe (over several days), present a mixed probe with the target spelling pattern mixed with other review words and patterns, including some words that follow a short vowel pattern.

7. Decodable Books Practice

Present the pattern in words in the context of decodable books and stories.