Monday
and
Wednesday

Steps 3 - 8

 

 

Step #3:  Consonants – Beginning Sound Movie Clip
2 Minutes
Activity & Materials
Method
Timer and Comments
Correction
  • #1
  • Beginning Sound Only
  • •Student worksheet #3
  • •Randomly Point to beginning letter of a word
  • •I Say / You Say
  • •Coach – Say “b”, etc.. 
  • •All students Say “b”, etc…
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Say the  beginning consonant sound only
  • •Do NOT say letter name – just the sound
  • •Self Correcting
  • •Point to the same consonant

 

 

My White Board

 

 

Step #4:  Long Vowel Sounds (Waffles) Movie Clip
5 Minutes
Activity and Materials
Method
Timer and Comments
Correction/Comments
  • #1
  • •None
  • •Discuss how waffles are made – cooked two sides at a time, they take longer time to cook than pancakes
  • •Not timed
  • •Goal is to stress that a word with two vowels, the word has a long vowel sound. 
  • Discuss:
  • •When you see a word with two vowels, you still only hear one vowel sound
  • •The first vowel makes the sound
  • #2
  • •Pictures of long vowels –  (waffles)
  • •Discuss Long Vowel sounds by pointing to vowel and picture in sequence: a, e, i, o, u
  • •Coach - Say “a” as in cake, etc…
  • •All students Say “a” as in cake, etc…
  • •
  • •Not Timed
  •  
  • •N/A
  • #3
  • •Pictures of long vowels –  (waffles)
  •  
  • •Randomly Point
  • •I Say / You Say
  • •Say the LONG vowel sound only (do not say “a as in cake”, etc… as in #2)
  • •All students Say
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Self Correcting
  • •Point to the same vowel

 

 

 

Step #5:  How Many Vowels (2) – Say the Vowel Sound (Long)
5 Minutes  Movie Clip
Activity and Materials
Method
Timer and Comments
Correction
and Comments
  • #1
  • •Magnifying Glass sheet
  • •Student worksheet #3
  • •Long vowel words only
  • •Select a word from the student’s sheet with a long vowel and print in white space
  • •Discuss if short or long
  • •Ask student what the vowel sound is
  • • Coach - Say the vowel sound
  • •All students Say vowel sound
  • •Not timed
  • •Repeat with 2 more words with long vowels
  • •Two vowels in a word are long (waffle)
  • •Stress: find how many vowels are in the word before they try to sound it out.
  • #2
  • •Student worksheet #3
  • •Long vowel words only
  • •
  • •Randomly Point at words with Long Vowel
  • •You (Student) Say / I Say
  • •One student is timer, other Says vowel sound
  • •Switch to take turns
  • •1 Minute
  • •Start with 3 second delay
  • •Work towards 1 second delay
  • •Say the vowel sound only
  • •Self Correcting
  • •Point to the same word
  • #3 Help - Optional
  • •Student worksheet #3
  • •Long vowel words only
  • •Randomly Point at words with Long Vowel
  • •If the student is not knowing the rule, have the student mark each vowel (place a dot above) in the word and then have them say the count (1 or 2). 
  • •Then have them say the rule (short/long or pancake/waffle)
  • •Then have them say the vowel sound
  • •The student has to recognize how many vowels first.
  • •Then they must know the rule.
  • •Then they must know the sound.

 

 

 

Step #6:  Sound Blending Discussion – Long Vowel Words (Waffles)
5 MINUTES  Movie Clip
Activity and Materials
Method
Timer and Comments
Correction
  • #1
  • •Sound blending –  Waffles
  • •Discuss sound blending for cake
  • •Not timed
  • •Use hand gestures to show getting sounds closer together
  • •Coach demonstrates technique
  • •Student repeats in unison with coach
  • #2
  • •Sound blending –  Waffles
  • •Student worksheet #3
  • •Select a word from student’s sheet with a long vowel
  • •Print the word in the white space
  • •Discuss if short or long
  • •Say the vowel sound
  • •
  • •Blend the sounds starting with the beginning consonant
  • •Point to each letter or group as you say the sound
  • •
  • •Alternate turns with students with new word each time
  • •Not timed
  • •Use hand gestures to show getting sounds closer together
  • •Repeat 3 or more times with new words
  • •Coach demonstrates technique
  • •Student uses technique
  • •

 

 

Sound Blending – Long Vowel Words (Waffles)

 

 

Step #7:  Sound Blending Practice – Long Vowel Words
(Waffles) 5 Minutes
Materials
Method
Timer and Comments
Correction
#1
•Student worksheet #3
•Long vowel words only
•Randomly Point - Long vowel words only
•I Say / You Say
•Always say Vowel Sound First
•Coach blends the sounds within 3 seconds to say word
•
•Student blends the sounds to say word
•One student observes
•Switch to take turns for each new word
•
•Not timed
•
•Use 3 or more long vowel words for each student
•
•Repeat for other student
•Coach uses technique
•Student uses technique
•
•Point to the same word

 

 

My White Board

 

 

Step #8:  Sound Blending – Say and Chart
5 Minutes
Materials
Method
Timer and Comments
Correction
  • #1  
  •  
  • •Student worksheet #4
  • •Alternate days: upper or lower half
  • •One student is timer
  • •One student uses marker
  • •Mark and Say
  • •Read Left to Right
  • •Use “dot” to mark first time
  • •Use a second “dot” to mark second time if time is still left
  • •Count and chart – only correct responses – not total words said
  • •Use x to chart score
  • •Switch to take turns
  • •Use eraser to clean sheet
  • •1 Minute • (Optional)
  • •Repeat for each student •
  • •If only one student in group, chart first timing.  Allow second timing for practice – discuss type of errors.  This will help next day’s score.

    Some students may have difficulty in sound blending words.  In many cases, their sight word capacity is 50+ words per minute and become frustrated with the phonics exercises. 

    An option is to use the bold markings on the scorecard to set expectations.  If the actual timing exercise is causing resistance, block out (draw a box) the number of words on worksheet #4 based on the bold number on the scorecard.  Have the student sound out those words without any timing.  Stress to say the vowel sound first.  The goal is to have a high frequency of opportunities to sound out words.
  • •Student does not have to “blend” the word.  If they can say it right away, this counts.
  • •If incorrect word, coach says nothing but counts as error
  • •> 3 seconds pause, coach says “beep” and counts as error
     
  • •If student is really struggling with saying the wrong vowel sound, you may say “Say the vowel sound” for the student says each word.
  • #2 – Clean Up
  •  
  • •Place timer, eraser and marker in plastic holder in binder
  • •Place student chart in colored folder