University of Utah, Department of Special Education:

Content Area: Reading/Letter sound correspondence and Sounding Out

Date: 10/15/2015

Grade level: Kindergarten

Name:

Casey Gressmen

Core Standard(s): 2nd Grade RFS 3: Know and apply grade-level phonics and word analysis skills in decoding words.
f. Recognize and read grade-appropriate irregularly spelled words.
3rd Grade RFS 3: Know and apply grade-level phonics and word analysis skills in decoding words.
c. Decode multisyllable words
IEP Goal(s): N/A
Revised (SMART):
By 10/15/16, student will correctly differentiate VCe and VC derivative words by pronouncing them when given a word
list of 40 regulary spelled, two-syllable words containing both VCe and VC derivative words with 98% accuracy on 4
out of 5 trials.
By 10/15/16, student will correctly read Y derivative words when given a list of 40 regularly spelled, two-syllable words
with Y derivatives with 98% accuracy on 4 out of 5 trials.
By 10/15/16, student will correctly read grade level irregularly spelled words when given a list of 40 irregularly spelled
one and two-syllable words with 98% accuracy on 4 out of 5 trials.
Instructional Objective(s):
Students will be able to sound out words with 6+ letters within the story.
Students will be consistent in applying VCe-derivative, VC-derivative and y-derivative words with 98% accuracy when
given a words list
Students will read irregular words with the story.
Behavioral Objective(s):
Students will follow directions within five seconds on 9 out of 10 occasions in class.
Content (concepts, information, skills, new vocab, etc.)
Skills: VCe derivative, VC derivative, Y derivative rules
Instructional Materials Needed:
Student: Attentive listening skills and verbal recalling skills, copy of Send Wendell
Teacher: Whiteboard, markers, copy of Send Wendell
Procedures/Activities (add additional rows of Teacher [T] and Student [S] roles for each activity as needed):
1. Get students attention:
a. T: Eyes on me in fivefourthreetwoone
b. S: Finish their conversations and look up at teacher
2. Academic review /Gather background knowledge
a. T: Yesterday we learned about double letter and single letter words. Lets see if you can remember the rules. If a double letter

b.
c.
d.
e.

comes next what do you say?

S: The sound
T: Great job, If a double letter comes next you say the sound. What do you say if a single letter comes next?
S: The name
T: Fantastic, you did a good job of remembering from yesterday. When a single letter comes next you say the name.

3. State instructional objectives

a. T: Today we are going to give ourselves more practice on double letter and single letter words.
4. Review behavior expectations
a. T: Remember our expectations! Eyes on me, ears listening, bodies calm. Your turn, tell me the expectations?
b. S: Eyes on you, ears listening, bodies calm
5. Instruction
a. Model
i.
T: On this word list I have both single and double letter words. When I go through them I am going to think about our rule.
Remember it is If a double letter comes next say the sound and if a single letter comes next say the name. The first time
that I go through these words I am going to say the sound of the underlined vowel and then I am going to say the whole
word. When I look at this word (dinner) the i is underlined. So I look at the word and see if it is a single letter or double
letter word. This word is a double letter word because it has two ns. Because it has two ns then the i is going to say its
sound or /iii/. Then I am going to say the whole word dinner. Now its your turn.
b. Guided Practice
i.
T: Point to i in word again (dinner). What sound?
ii.
S: /iii/
iii.
T: Good. What word?
iv.
S: dinner
v.
T: Nice job reading the word dinner. Now lets look at the next word. Point to the a in making. What sound?
vi.
S: a
vii.
T: What word?
viii.
S: making
ix.
T: Good job (continue through word list 1, first time going through the sound and then the word until you get to the end of
the list. When you finish the list start back up at the top) What word? (pointing to the word dinner)
x.
S: dinner
xi.
T: Yes. What word? (pointing to making)
xii.
S: making
xiii.
T: Good work!
c. Independent practice
i.
T: Your turn Diane, what sound? (pointing to the e in letter
ii.
S: /eh/
iii.
T: What word?
iv.
S: letter
v.
T: Good job reading letter Diane. Tracy, your turn, What sound? (pointing to the I in smiled
vi.
S: i
vii.
T: What word?
viii.
S: smiled
ix.
T: Good job reading the word smiled, Tracy!
d. Error Correction Procedures
i.
T: What sound? (point to a in patted)

ii.
S: a
iii.
T: That word as a double letter t after the a, so the a says its sound /aaa/. What sound?
iv.
S: /aaa/
v.
T: What word?
vi.
S: patted
vii.
T: What sound? (pointing to the I in dinner)
viii.
S: /iii/
ix.
T: What word?
x.
S: dinner
xi.
T: Good, what sound? (pointing to the a in patted)
xii.
S: /aaa/
xiii.
T: What word?
xiv.
S: patted
xv.
T: Good job
e. Complete same pattern with word list 2
________________________________________________________________________________________________________________________
f.

Model
i.
T: Now we are going to see how words change when they end in a y. When I read these words I read the first word and then I
combine the two parts to create a bigger word. (Word List Three). The first word is happy. Now I am going to combine the
two parts and say the word happily. Lets try it together.

g. Guided Practice
i.
T: (point to the word happy) What word?
ii.
S: happy
iii.
T: What word
iv.
S: happily
v.
T: Great job, next word (pointing to hurry) what word?
vi.
S: hurry
vii.
T: what word?
viii.
S: hurried
ix.
T: Great job, lets look at these words again. What word?
x.
S: happily
xi.
T: What word?
xii.
S: hurried
xiii.
T: Great job reading happily and hurried
h. Independent practice
i.
T: Maleia, what word? (happy)
ii.
S: happy
iii.
T: What word?
iv.
S: happily
v.
T: Breda what word?
vi.
S: hurry
vii.
T: What word?
viii.
Hurried
ix.
Breda, what word? (happy + ly)
x.
Happily
xi.
Maleia, what word? (hurry + ed)

xii.
hurried
Error Correction Procedures
i.
T: Steffie, what word (pointing to hurry + ed)
ii.
S: hurred
iii.
T: Steffie this word is hurried. What word (pointing to hurry)
iv.
S: hurry
v.
T: What word
vi.
S: hurried
________________________________________________________________________________________________________________________
i.

j.

Model
i.
T: Now we are going to look at words that have different parts. First we are going to say the part that is underlined and then
we are going to say the whole word. Ill go first to show you how to do it. (point to anyone) First I am going to say the part
that is underlined anyone. Now I say the whole word anyone. Lets try it as a class.
k. Guided Practice
i.
T: (pointing to anyone) what part?
ii.
S: any
iii.
T: What word?
iv.
S: anyone
v.
T: Nice job saying anyone. Lets try a different word. (point to between). What part?
vi.
S: tween
vii.
T: What word?
viii.
S: between
ix.
T: Great (continue on word list until the entire word list is completed). Lets go back up to the top. What word?
x.
S: Anyone
xi.
T: Good, what word?
xii.
S: between
xiii.
T: Continue through the list of words
l.

Independent practice
i.
T: Diane, what part (pointing to anyone)
ii.
S: any
iii.
T: Good, what word?
iv.
S: anyone
v.
T:Jerry, what part (pointing to between)
vi.
S: tween
vii.
T: Good, what word?
viii.
S: between
ix.
Diane what word
x.
S: anyone
xi.
T: Jerry what word
xii.
S: between
m. Error Correction Procedures
i.
ii.
iii.
iv.

T: Casey what part (pointing to downstairs

S: stars
T: That part is stairs, what part?
S: stairs

v.
T: What word?
vi.
S: downstairs
vii.
T: What part Josie
viii.
S: tween
ix.
T: What word Josie?
x.
S: between
xi.
T: What part Casey?
xii.
S: stairs
xiii.
T: What word?
xiv.
S: downstairs
xv.
Good job reading downstairs Casey.
_________________________________________________________________________________________________________________________
a. Model
i.
T: Now we are going to look at some other words. When we read these words we are only going to read the word one time
all the way through. For example, if I see this word (please) then I will say the word please. Now its your turn.
b. Guided Practice
i.
T: Alright class, what word?
ii.
S: please
iii.
T: Fantastic, what word?
iv.
S: found
v.
T: Good job
vi.
T: Continue through the list of words
c. Independent practice
i.
T: Diane what word?
ii.
S: Please
iii.
T: Good job saying please, Sam what word?
iv.
S: street
v.
T: Nice job saying street (continue through sight word list.
d. Error Correction Procedures
i.
ii.
iii.

T: Casey what word?

S: stret
T: This word is street, What word?
S: Street
iv.
T: spell it for me please
v.
S: s..t..r..e..e..t..
vi.
T: What word?
vii.
S: street
viii.
T: Good, Jeremy what word?
ix.
S: please
x.
T: Nice job, Casey what word?
xi.
S: street
________________________________________________________________________________________________________________________
a. Model
i.
T: Now we are going to look at some funny words. These words dont always follow the rule. When we read these I will say it
for you then you will repeat after me. We will spell the word and then say it again. Alright our first word is lived.

b. Guided Practice
i.
T: What word?
ii.
S: lived
iii.
T: spell it for me
iv.
S: l..i..v..e..d..
v.
T: What word did you just spell?
vi.
S: lived
vii.
T: Good job reading lived. (Go through irregular word list once)
viii.
T: What word?
ix.
S: lived
x.
T: (Go through irregular word list again, but this time only read the whole word.)
c. Independent practice
i.
T: Diane this word is certain. What word?
ii.
S: certain
iii.
T: Spell it for me
iv.
S: c..e..r..t..a..i..n
v.
T: What word did you just spell
vi.
S: certain
vii.
T: Good job reading certain.
viii.
T: (Ask other individual students and then come back and ask them individually to do the word without spelling it first)
d. Error Correction Procedures
i.
ii.
iii.
iv.
v.
vi.
vii.
viii.
ix.
x.
xi.

T: Casey this word is certain, what word?

S: certown
T: This word is certain, What word?
S: Certain
T: spell it for me please
S: certain
T: What word?
S: certain
T: Good, Jeremy what word?
S: lived
T: Nice job, Casey what word?
S: certain

6. Wrap up
a. Review key concepts/ Check for understanding
a. Today we learned how to read all kinds of new words. We learned how to read words that had more than six letters and we
remembered the double letter and single letter rule. Now we are going to read our story, Send Wendell and watch out for
all of these words so that we read them correctly. Good job keeping your eyes on me, ears listening and bodies calm.
b. Clean up

Adaptations/Modifications/Accommodations: Sound amplification system for students with hearing impairment.

Preferential seating for student with mild visual impairment.
Reinforcement Procedures: Praise for following directions quickly and completing the task correctly. Points for the class
for following along and following expectations. Points for the teacher when they are not on task. The students can
earn a sticker if they win
Daily Evaluation
a. Before lesson: Data was given for this assessment previously. That is how we based our instruction. Assess
accuracy on VCe derivatives, VC derivatives, Y derivatives and multisyllabic words.
b. During lesson: Accuracy when reading story on learned words in each section and individual turns.
Post Evaluation (data-based decision making):
Weekly progress monitoring with VCe derivatives and VC derivative differentiation as well as multipart words. Will
progress monitor for 4-5 weeks at a time before making any instructional decisions or modifications. If the student is
below their aimline, provide 1:1 practice before the lesson to target their needs or after the lesson if necessary. The
teacher may also find times that they can practice outside of the lesson such as before they go to recess or pack up to
go home.
Follow-up Activities:
Write down words that are difficult for the student
Tally points for game
Give Stickers for game win
Practice words types when found in readings throughout the day in other activities.

Word Lists
List One (VCe/VC discrimination)
Dinner
Making
Letter
Patted
Smiled
Getting
List Two (VCe/VC discrimination)
Little
Stopped
Sudden
Stared
Tallest
List Three (Y-derivative)
Happy + ly
Hurry + ed

List Four (multiple-part)

Anyone
Between
Downstairs
Everybody
Listened
Talking
Finish
Started
List Five (multiple-part)
Saying
Wanted
Homework
Sunday
Except
Everyone
Turned
Cleaning
List Six (multiple part)
Mailboxes
Morning
Apartment
Together

Walked
Movies
Reading
Proudly
List Seven (multiple part)
Anyway
Everybody
Sister
Cleaners
Jumped
Always
Growing
Inside

List Eight (sight words)

Please
Found
Special
School
Street
Gurgled

List Nine (Irregular)

Mother
William
Change
Uncle
Monday
California
Robert
Family
Picnic
Children
List Ten (Irregular)
Anthony
Front
Wilson
Coming
Father
Certain
Wendell
Saturday
Brother
Lived