Card 10.

TEMPLATE

FOR

Simple Writing (Final Blends)

Steps

Explanation/Script

TASK PREPARATION SIGNALING PROCEDURE

Use appropriate signals to elicit unison student responses

Writing Simple CCVC words Write words from the Lesson Plan on the board.

BLENDING Focus Wait Time Signal for student reading Word Spelling Focus

Do .Phoneme Segmentation 1 second Raise finger for each sound

Say Say the Sound Slowly

Do Immediately, write the letter

Say Write each letter as you say its sound in the order you hear it.

Wait Time Signal for Student Responding

None Write the letters

* For words beginning with a stop sound start by pointing under the first letter ** For words that contain letters that make stop sounds in the middle or at the end of the word, move quickly off those letters ***For words with continuous sounds, you can touch and hold for 1-2 seconds while students sound out the letter sounds.

EXAMPLE 1. Say a word.. 2. Hold up one finger for each sound s you Say each sound slowly 3. Then write each letter as you say the sound slowly.

1. Explain Task

Say: We are going to read and write words that end with a blend.

2. Model Task and Response.

My turn. Listen and watch. [Show the word must] I will say each sound slowly. /mmm/ /uuu/ /sss/ /t/ I will blend the sounds. must

Turn over the word card for must. I will say must slowly and hold up 1 finger for each sound. /mmm/ /uuu/ /sss/ /t/ Now I will write each letter as I say its sound slowly. /mmm/ /uuu/ /sss/ /t/ must I read and wrote must.

3. Provide Model and Guided Practice using Whole-Group Responses Until Knowledge is solid.

Your turn. /mmm/ /uuu/ /sss/ /t/ Blend the sounds and read the word. must Turn over the word card for must. Now say must slowly and hold up one finger for each sound. /mmm/ /uuu/ /sss/ /t/ On your paper write each letter as we say its sound slowly. /mmm/ /uuu/ /sss/ /t/ Read the word. must Yes. We read and wrote must.

Repeat with other words, but you may omit the reading phase if your focus is on spelling. If your focus is on the connection between reading and writing, maintain both steps. 4. Error Correction Procedure. Error on Sound
To correct students: Sound Error: Say: My turn. Stretch it. Say the word slowly /___/. [Raise a finger for

each sound you say.]

Your turn. Stretch it. Say the word slowly. Raise a finger for each

sound you say. Now write each letter as you say its sound slowly Blending Error: Use signaling procedure to model blending correctly. Say: My turn. [Model how to blend sounds in word.] Lead students in blending. Teacher responds with students. Say: Do it with me. Test students on blending step. Say: Your turn. Blend. Repeat word from beginning using signaling procedure. 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.

Use the spelling routine with other spelling patterns that you are teaching in reading.