Enhancing Word Enhancing Word Reading in ERIReading in ERI

Introduction and Acceleration of Introduction and Acceleration of Critical SkillsCritical Skills

Prepared by Peggy Concillo/Oregon Reading First Prepared by Peggy Concillo/Oregon Reading First

October, 2008October, 2008

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Summer Regression Spring KG to Fall First Grade

Review of kindergarten and first grade data suggests:

• Kindergarten students not firmly established by end of year are at risk of

skill regression

Percent Loss: Benchmark Students at End of KG vs. Beginning 1st

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1st Qtr

End of KGBeginning 1st

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ORFC Project Level Goal• Increase student automaticity in whole word

reading• By the end of kindergarten, students need to

be able to read VC and CVC words as whole units. Strive for new goal of 8-10 wrc in addition to 25 sounds correct on NWF

• Increase % of 1st grade students reaching ORF goal of 20 wrc by winter and 40 wrc by end of year

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To Achieve the Goal• Introduction of critical skills earlier in the year

to provide kindergarteners in ERI with more practice on phoneme blending and continuous blending

• Provide more and earlier practice reading whole word units vs. sound by sound reading, thereby achieving more firmly established beginning word reading skills in Kindergarten

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Phoneme Blending• Additional instruction starts at lesson

45, instead of lesson 70, providing 25 additional days of practice

• Teachers use PB (phoneme blending) ERI card

• Five examples per day, all with initial continuous sounds (oral tasks)

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ERI PB Card

Template for Phoneme Blending Instruction – Continuous For Lessons 45-69

Steps

Explanation/ Script

TASK

PREPARATION

SIGNALING PROCEDURE Use appropriate signals to elicit unison student responses.

1. EXPLAIN T ASK Briefly name and explain the task to students prior to starting the ac tivity.

2. MODEL RESPONSE

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

3. PROVI DE PRACTI CE USIN G WHOLE-GROUP RESPONSES UNTI L UNDERSTANDING APPEARS TO BE SOLID Use effective signaling, monitoring, and pacing procedures.

4. CORRECTI ON PROCEDURE

5. INDIV ID UAL TURNS

Phon eme blending

Have words from le sson map available . Do Say

Focus ( hold up your right fist , finge rs closed and facing you)

Hold up one finger at a time, left to right from student perspect ive ; as you say each sound, h olding each s oun d for 2 se conds and without stop ping be tween the sounds

mm maaannn

Wa it t im e None What’s the Word?

Sig na l for st ude nt res po ns e

Quickly slash ind ex finger from le ft to right from student persp ective

Say: You ’re g oi ng t o practi ce say ing s ound s t o m ake w ord s . I’ll h o ld up on e fing er for eac h s ound in th e w ord and t he n yo u’ll say t he w ho le wo rd. (Model only the first couple of times you do t his ta sk.) Say: I’ll sho w y ou ho w t o b le nd th e so unds I say i nto a wo rd. I’ll d o tw o w or d s. My t urn . Model for studen ts, us ing the signa ling proce dure ab ove, with o nly teacher resp onding, using the words “ra m” and “fun”

Say: I’ll say th e sou nds in a w ord. W he n I s ig nal, yo u say th e w ord . You r t urn . (use the d ay’s le sson map examples) Provide pract ice using the abo ve signa ling procedure with only students res pond ing . To correct student s: Use signa ling procedure abo ve with o nly tea cher res po nding to correct student s. Say: My t urn, rrraa am mm . Wha t ’s t he w ord? ra m. After you mod e l, use si gna ling procedure ab ove wi th only studen ts respon ding to have them repeat correct re spons es . Say: You r t urn , rrraaa mm m . W hat w or d ? (r am ) Back up two it ems and continue .

When the g roup is consistent ly ans wer ing all items cor rectly, provide individual tu rns a s a che ck. Call on several studen ts for one word each. Ca ll on stud ents in an u npredicta ble orde r. Call more frequent ly on stud ents w ho made erro rs . Present the soun ds first , then call on a student for the word.

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Continuous Blending• Instruction will begin at lesson 54, instead of

lesson 73, providing 19 additional days of practice

• Teachers use CB Card 1 (5 days with teacher lead) and CB Card 2 (remaining lessons without teacher lead)

• Five examples per day with initial continuous sounds (teacher writes the words from the daily lesson map on the board)

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ERI CB Card 1

Template for Continuous Blending ** For CB Lessons 54-58**

Steps

Explanation/ Script

TASK

PREPARATION

SIGNALING PROCEDURE Use appropriate signals to elicit unison student responses.

1. EXPLAIN T ASK Briefly name and explain the task to students prior to start ing the activity.

2. MODEL TASK Model desired response to the ta sk with several examples using signaling procedure above.

3. PROVI DE PRACTI CE

USIN G WHOLE-GROUP RESPONSES UNTI L KNOWLEDGE APPEARS TO BE SOLI D Use effective signaling, monitoring, and pacing procedures.

Continuous Blending

Prior to the lesson, write the words from today’s Lesson Map on the board, in a column, in large print.

Blending Do Say Focus Point just to the left of word Blend Wa it t ime 1 second Signal for student response

Loop under each letter, moving forward every 2 seconds, without stopping between the sounds

Word Reading Focus Immediately, point just to the

left of word What Word?

Wa it t ime 1 second Signal for student response

Sweep hand swift ly under word

EXAMPLE 1. Write fan on board. 2. Point to left of the f and say: Blend. 3. Loop under each letter every 2 seconds to prompt students to say

each sound, wit hout stopping between the sounds. 4. Immediately point again to left of word. 5. Then say: Wha t Word? and sweep hand under whole word swift ly.

Say: Today you’ll pract ice blending sounds to make words. When I t ouch under a letter you’ll say t he sound for th at let ter. Wh en you blend, d on’t stop betwe en the sounds. Say: I ’ll show you how to blend sounds into words. My turn. Model for students, using the signaling procedure above, with only teacher responding. Be sure to hold each sound for 2 seconds and don’t stop between the sounds. Model with just the fi rst two words.

Step 1- Lead - Say: Do it w ith me. Blend Lead students in blending, responding with them. Do the lead with each word (for lessons 54-58 only) Step 2. Say: Your turn. Blend Provide practice on all words, using the above signaling procedure wi th only students responding. Be sure that students are staying with your signal, holding each sound and blending smoothly.

Praise students: You blended all the sounds to mak e the word __ ___.

(CONTI NUED ON NEXT PAGE)

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ERI CB Card 2

Template for Continuous Blending **For CB Lessons 59-72**

Steps

Explanation/ Script

TASK

PREPARATION

SIGNALING PROCEDURE Use appropriate signals to elicit unison student responses.

1. EXPLAIN T ASK Briefly name and explain the task to students prior to start ing the activity.

2. PROVI DE PRACTI CE

USIN G WHOLE-GROUP RESPONSES UNTI L KNOWLEDGE APPEARS TO BE SOLI D Use effective signaling, monitoring, and pacing procedures.

Continuous Blending without teacher model and lead.

Prior to the lesson, write the words from today’s Lesson Map on the board, in a column, in large print.

Blending Do Say Focus Point just to the left of word Blend Wa it t ime 1 second Signal for student response

Loop under each letter, moving forward every 2 seconds

Word Reading Focus Immediately, point just to the

left of word What Word?

Wa it t ime 1 second Signal for student response

Sweep hand swift ly under word

EXAMPLE 1. Write fan on board. 2. Point to left of the f and say: Blend. 3. Loop under each letter every 2 seconds to prompt students to say

each sound, wit hout stopping between the sounds. 4. Immediately point again to left of word. 5. Then say: Wha t Word? and sweep hand under whole word swift ly.

Say: Today you’ll pract ice blending sounds to make words. Remember, when I touch under a let ter you’ll say the sound for that let ter. Wh en you blend, don’t stop bet ween t he sounds.

(Note: there is no teacher model and lead from th is lesson forward, only as a correction procedure)

Provide practice on all words, using the above signaling procedure with only students responding. Be sure that students are staying with your signal, holding each sound and blending smoothly.

Praise students: You blended all t he sounds in t he word _ ____ __________.

CONTIN UED ON NEXT PAGE

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Word Reading Preskills• TL Card: Lessons 64-65• Students learn to touch the letters of a word

on paper, in left-right sequence• TSS Card: Lessons 66-68• Students learn to touch the letters and say

the sounds of the word, with continuous blending

• (These lessons provide scaffolded instruction in reading words on paper before sentence reading is introduced in ERI)

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ERI TL Card

Template for Touching Letters for Word Reading For Lessons 64-65 (or for later remediation if needed)

Steps

Explanation/ Script

TASK

PREPARATION

SIGNALING PROCEDURE Use appropriate signals to elicit unison student responses.

• EXPLAIN T ASK Briefly name and explain the task to students prior to start ing the activity.

• MODEL TASK Model desired response to the ta sk with several examples using signaling procedure above.

• PROVI DE PRACTI CE

USIN G WHOLE-GROUP RESPONSES UNTI L KNOWLEDGE APPEARS TO BE SOLI D Use effective signaling, monitoring, and pacing procedures.

Touching letters for word reading on paper

Have the word reading sheets ready to pass out to students

Do Say Focus When I signal, put

your finger on the star (for the 1st word). Get ready.

Wa it t ime 1 second Signal for student response

Tap, clap or snap (check responses)

Focus Touch the letter in the first box.

Wa it t ime 1 second Signal for student response

Tap, clap or snap (check responses)

Focus Touch the letter in the next box

Wa it t ime 1 second Signal Tap, clap or snap

(check responses)

Conti nue for ea ch letter in t he word

Focus. Repeat with t he next word.

When I signal, put your finger on the donut. Get Ready.

EXAMPLE

Say: Today you’ll pract ice touching ea ch letter in a word.

(Model only the first couple of times you present this template.) Say: I ’ll show you how to touch the letters in a w ord. My turn. Model for students, holding a student paper so all can see it, using the signaling procedure above, with only teacher responding.

Say: Now it’s your tu rn. Give each student today’s word reading paper. Provide practice using the above signaling procedure with only students responding.

Praise students: “You t ouched each letter in the w ord right wh en I signaled.”

(CONTINUED ON THE NEXT PAGE)

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Template for Touching and Saying Sounds for Word Reading For Lessons 66-68

Steps

Explanation/ Script

TASK

PREPARATION

SIGNALING PROCEDURE Use appropriate signals to elicit unison student responses.

1. EXPLAIN T ASK Briefly name and explain the task to students prior to start ing the activity.

2. MODEL TASK Model desired response to the ta sk with s everal examples using signaling procedure above.

3. PROVI DE PRACTI CE

USIN G WHOLE-GROUP RESPONSES UNTI L KNOWLEDGE APPEARS TO BE SOLI D Use effective signaling, monitoring, and pacing procedures.

Touching and saying sounds for word reading on paper

Have the word reading sheets ready to pass out t o students

Do Say Focus When I signal, put your

finger on the star (for the 1st word) Get ready.

Wa it t ime 1 second Signal for s tudent response

Tap, clap or snap (check responses)

Focus Touch under the letter in the first box.

Wa it t ime 1 second Focus What sound? Wa it t ime 1 second Signal for s tudent response

Tap, clap or snap (check responses)

Focus Touch under the letter in the next b ox.

Wa it t ime 1 second Focus What sound? Wa it t ime 1 second Signal Tap, clap or snap

(check responses)

Conti nue for ea ch letter in t he word

Focus. Repeat with t he next word

When I signal, put your finger on the donut. Get Ready.

EXAMPLE

Say: Now you’ll practice touching eac h let ter and saying t he sounds in a word.

(Model only the first couple of times you present this template.) Say: I ’ll show you how to touch the let ters AND say the sounds in a word. My turn. Model for students, holding a student paper so all can see it, using the signaling procedure above, with on ly teacher responding.

Say: Now it’s your tu rn. Give each student today’s word reading paper. Provide practice using the above signaling procedure with o nly students responding. Praise students: “You said all th e sounds in that word correct ly!”

(CONTINUED ON THE NEXT PAGE)

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Word Reading• Beginning on lesson 69, students learn to

touch letters and sound out words on paper• Teachers use SOW (sound out word) Card• Ready-to-print student papers, containing

two VC or CVC words/day• At lesson 97, students will have had 28

additional days of word reading practice, before the 3-word sentences are introduced in ERI

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ERI SOW Card

Template for Sounding Out Words on Paper For Lessons 69-96

Steps

Explanation/ Script

TASK

PREPARATION

SIGNALING PROCEDURE Use appropriate signals to elicit unison student responses.

NOTE: After 5-10 lessons, if students are firm on the sequence of sounds, you may drop the initial steps and go right to this step of saying the sounds without stopping in between.

Sounding Out words on paper

Have the word reading sheets ready to pass out to students. Do Say

Focus First, you’ll tell me the sounds in a word, then you’ll blend the sounds together. Put your finger on the star (for the 1st word) Get ready.

Wait time 1 second Signal for student response

Tap, clap or snap (check responses)

Focus What sound will you say first?

Wait time 1 second Signal Tap, clap or snap Focus What sound will you

say next? Wait time 1 second Signal for student response

Tap, clap or snap (check responses)

Continue for each letter in the word

Focus Go back to the first letter. When I signal, touch and say each sound and don’t stop between the sounds. Get ready.

Wait time 1 second Signal Tap, clap or snap at

2-second intervals, as students touch and say sounds, moving to the next sound without stopping

Focus Say it quickly. Wait time 1 second Signal Tap, clap or snap

(check responses) Yes, _____ __.

Focus What’s the word? Wait time 1 second Signal Tap, clap or snap

(check responses)

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Lesson 64

m o m

a t

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Daily Lesson Map for ERI Practice

ERI Less 54 Daily Phonemic Awareness Blending Phonemes

Add PB Card Phoneme Blending

1. wwweee (we) 2. rrraaag (rag) 3. sssuuunnn (sun) 4. uuup (up) 5. mmmeeet (met)

1. mat 2. sit 3. sat 4. ram 5. mom

ERI Less.54 Continuous Blending

Add Card CB 1 Continuous Blending

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Daily Lesson Map for ERI Practice

ERI Less. 65 Daily Phonemic Awareness Blending Phonemes

Add PB Card Phoneme Blending

1. lllaaammm (lamb) 2. mmmoo oo oonnn

(moon) 3. wwweeed (weed) 4. rrriiip (rip) 5. mmmuuud (mud)

1. fog 2. ad 3. lad 4. nap 5. sip

ERI Less.65 Continuous Blending

Add Card CB 2 Continuous Blending

Lesson 65 TL Card

s a t

o n

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Daily Lesson Map for ERI Practice

Lesson 73 SOW Card

o n

r a t

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