READING INTERVENTION LESSON PLAN

STUDENT: Jake

DATE: November 4, 2020

GOAL: Through explicit instruction, Jake will learn how to use decoding strategies in order to

be able to read, in context, words following the phonics generalizations of silent e and welded

sounds.

RATIONALE: During the assessment periods, it was apparent that Jake was unable to decode

words that incorporated welded sounds. Several times, Jake experienced difficulty sounding out

words that included ing. Because this is one of the most common welded sounds, it was assumed

that Jake would have difficulty with other welded sounds following the -ng pattern. The -nk

pattern was included as well because of the relative frequency of its occurrence in text.

PENNSYLVANIA CORE STATE STANDARDS:

CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.

STEPS OF EXPLICIT INSTRUCTION:

1. T has cards with the following letters depicted: ing, ang, ung, ong, ink, ank, unk, onk.

2. T has the individual letter cards s, r, t, d, h, bl, st.

3. T says, “Today, we are going to talk about some letters that commonly occur together in a

group. When these letters are grouped together, they make a sound that we call welded because

their individual sounds blend together.”

4. T lays the ing card on the table.

5. T models sounding out the letters, touching each and saying, “/i/ /n/ /g/. When we sound these

letters out individually, they do not blend well together. It sounds choppy. Instead, when we see

i-n-g, we say ing.”

6. S repeats after T.

7. T brings the s card down and connects it to the front of the ing card.

8. T says, “/s/ /ing/. What word did we make?”

9. S responds sing.

10. T moves the s card and brings the r card down in front of ing.

11. T says, “Now, read this word.”

12. S reads ring.

13. T proceeds through each of the welded sounds, introducing the sound first and then guiding S

to read the words (see last page for word lists).

ASSESSMENT:

Informally assess student understanding with the Welded Sound Story. Instruct student to read

the story and highlight each of the welded sounds in the story. Informally assess student reading

ability of welded sounds through observation during the read aloud. Upon completion, collect the

story to identify if the student highlighted all of the welded sounds.

REFLECTION:

Overall, the intervention lesson on welded sounds was successful. Jake had more

difficulty than expected with the -ng welded sounds. Therefore, the -nk welded sounds were not

introduced on the same day. Because of this, the assessment portion with the Welded Sound

Story was completed on a third day after the explicit instruction with both pairs of welded

sounds. An adaptation was also made to the assessment portion of the lesson. Jake appeared

overwhelmed by the length of the reading passage, and therefore, we alternated reading portions

of the passage. Even when he was not reading aloud, Jake used the highlighter to mark the words

with welded sounds as he followed along with the story. In the future, it may be beneficial to

separate the activities into multiple lessons on different days in order to make it more

manageable for students.

In observation of Jake during reading lessons in the classroom, Jake used the welded

sound strategy with words. Originally, he would attempt to sound out each individual letter.

However, once he recognized that there was a welded sound in the word, Jake would put his

finger over the welded sound, sound out the onset, and add the welded sound at the end. This

improved his ability to decode the words and supported his fluency as he was then able to

continue reading the passages.

Welded Sound Word List:

ing – sing, ring

ang – hang, sang

ung – rung, stung

ong – song, tong

ink – rink, stink

ank – tank, blank

unk – sunk, dunk

onk – honk