Sounds and Symbols with Accuracy and Speed

Sounds and Symbols with Accuracy and Speed Continue Pre-testing Fluency Warm-ups Week 4 Card Work Areas Monitor for Success WEEK 4 Teacher-Led Small Groups 40 minutes Note: Small Groups will begin in week 5. During week 4, use this time to continue pre-testing each student using the DIBELS Nonsense Word Fluency Assessment. Activity Materials Time Individual Pre-tests DIBELS Nonsense Word Fluency 40 min. Grade 1/Benchmark 1 materials Work Area Assignments: Writing, Reading Sculptures, Word Study, and Easel Assign independent practice with previously covered letters or words first, then allow students to create with letters or words to build engagement and independence with skills. Administer the DIBELS Nonsense Word Fluency Assessment to each student individually while the rest of the students are working independently in the Work Areas. Reading In Motion Week 4 35

Sounds and Symbols with Accuracy and Speed Add Sight Words Fluency Warm-ups Week 4 Card Work Areas Monitor for Success Whole Group Instruction Reading In Motion Time WEEK 4 40 minutes Whole Group Activity Materials Time Initial Sound Name Game CD Track 13 2 min. Sound to Symbol Echo CD Track 13 5 min. with Music Letter Cards: a, b, f, h, m, p, s, t Sight Word Echo: CD Track 13 7 min. Levels 1 and 2 Pairs of Sight Word Cards: to, the, they Initial Sound Jump CD Track 3 6 min. Card Tray Reading Card Tray 10 min. Letter Cards: a, b, f, h, m, p, s, t My Lucky Day 1 copy of My Lucky Day 10 min. (suggested book title) 36 Reading In Motion Week 4

Whole Group Activities Reading In Motion Time Add Sight Words Initial Sound Name Game I m going to begin like I did last week. I ll say the sound that a name begins with, and then I ll say the name. You echo me. When I call out your name, remember to raise your hand. Play track 13 on the CD. Call out the first sound in a child s name and then say the name (e.g. /b/ Brandon). Cue the students to echo (e.g. /b/ Brandon). Continue calling out students names and cueing them to echo. Call the names from a class list, not in the order they are sitting in the room. Make sure each student s name is called and echoed. Sound to Symbol Echo with Music Place the h, f, and p cards on the top of the deck of the letter cards. Let s practice our echo warm-up. First, we ll practice without music, and then we ll put on the music. Hold up the h card. Repeat after me. /h/ (Students echo /h/.) Hold up the f card. /f/ (Students echo /f/.) Hold up the p card. /p/ (Students echo /p/.) Repeat the process of holding up a letter card and saying the sound it represents in rhythm for the rest of the deck of cards. Listen as students echo your sounds. Use the hand movement for the letter sound /a/. Now we ll put on some music. Play track 13 on the CD, and continue the process in rhythm with the music. Go through the entire deck three times using all the cards from this week and last week - a, b, f, h, m, p, s, t. Use the hand movement for /a/ each time you come to that card. Now, I m going to hold up a card, and I want you to call out the sound. Go through the deck again, and allow the students to call out the letter sounds in unison. Now, I m going to hold up a card and give you each a chance to tell me the letter sound. Go through the deck again, calling on select students to answer. Target the students that need the most practice with sound to symbol correlation. If students give an incorrect sound, provide the correct sound and have them echo back the correct sound. Reading In Motion Week 4 37

Whole Group Instruction (continued) Sight Word Echo Level 1: Introduce the Words Pick up the sight word cards. These are some words that we have to memorize. We can t sound out these words. We are going to memorize them by sight, so we can recognize them, just like that. (Snap fingers.) Let s look at the first word. Hold up the word to. This is the word to. it with me. (All: to) Listen to me use it in a sentence. I am going to lunch. We use this word to help us talk about going somewhere. Spell it with me. With the students, verbally spell the word to. After you spell the word, turn the card down to hide the word. Please spell it again. Listen to the students response, then turn the card up again. Point to the word. What is this word again? (Students respond: to) Let s look at another word that we need to know, just like that. (Snap fingers.) Hold up the word the. This is the word the. it with me. (All: the) We use this word to help introduce an object. For instance, the desk, the chair, the door Spell it with me. With the students, verbally spell the word the, then turn the card down to hide the word. Please spell it again. Listen to the students response, then turn the card up again. Point to the word. What is this word again? (Students respond: the) Hold up the word they. This is the word they. It looks like the word the, but it has the letter y on the end. Listen to me use it in a sentence. They are working with building blocks. We use the word they to refer to a group of people. Listen again. They are working with building blocks. Let s spell it together. With the students, verbally spell the word they, then turn the card down to hide the word. Please spell it again. 38 Reading In Motion Week 4

Whole Group Instruction (continued) Listen to the students response, then turn the card up again to show the word. Point to the word. What is this word again? (Students respond: they) Sight Word Echo Level 2: Game Let s play an echo game to help you remember these three words. I am going to put the music back on, so we can echo in rhythm. I will show you one of the words and read it to you, and then you echo it back to me. Play track 13 on the CD. Go through the deck two times, showing and reading the words to the students, and allowing them to echo in rhythm. Now, let s see if you can remember them. When it is your turn, I ll call on you and show you a card. I want you to read the word on the card to me. Move from child to child as you rotate between the three cards. Mix up the order of the cards so the students have to read the word and can t just memorize the order. Move at a steady pace until each child has had a turn. Initial Sound Jump It s time for Initial Sound Jump. I ll call out the words, and you tell me each word s initial sound. Practice without the music, using the word list printed below. Now it sounds like you are ready to do this with the music. Play track 3 on the CD. Sing the chorus with the students. Call out words in sets of eight, from the word list below. After each word, point to students when it is their time to respond and say the word s initial sound. After the eighth word in the set, repeat the chorus. Proceed through the complete list. When the music is over, drill the students individually on sets of four words, without the music. Words hat fun pan top hop fish pig tall hug fall pot tent hill fan pool tug Reading In Motion Week 4 39

Whole Group Instruction (continued) Card Tray Reading Sit down and place the card tray on your lap, or hold it in one hand. Place the b, a, and f cards on top of the deck of letter cards. Place the deck in the back of the card tray. We are going to use some letters to make a nonsense word. I m going to ask you to tell me the first, middle, and final sounds in the word, and then blend them to say the nonsense word. Place the b, a, and f cards in the card tray to form the nonsense word baf. I want you to look at this word with me. I ll hold my finger above each letter as you say the sounds. (Point to each letter card so the students are reading from left to right.) Then, I ll sweep my finger across the word as you blend. (Move your finger quickly across all the letters.) Let s try this one together. Hold your finger above each letter as everyone says /b/ /a/ /f/. Then sweep your finger across the word as everyone says baf. Take the s card from the deck and place it over the b card to form the nonsense word saf. Let s read another one. Repeat the process by saying the sounds, then blending to say the word. Point to each letter as the students say the sounds, and move your finger across the letters as the students blend to say the word. Continue to change the first letter card to make new nonsense words, until all the words from the list below have been read. Now you will each get a chance to read a nonsense word on your own. Rotate between students and through the deck of letter cards, until each child has had a turn. Supply any letter sounds that the students don t know. Assist the students with blending, as needed. Words baf, saf, taf, maf, paf, haf 40 Reading In Motion Week 4

Whole Group Instruction (continued) Book: My Lucky Day We have a new book to read today. Hold up the book. Before we start, I want to talk about a word you will hear in the book. The word is exhausted. it with me. (All: exhausted) In this book, the word exhausted means to be really tired. Now let s read the book and find out why the character is exhausted. Read the book to the students for their enjoyment. Pause slightly after the word exhausted to draw the students attention to the word. What to look for: When the teacher holds up the letter cards for a, b, f, h, m, p, s, and t one after another, the student is able to generate the sound that each letter represents. Things to try if they can t: Whole Group Instruction Sound to Symbol Echo. Give students individual opportunities to generate the appropriate sounds. Correct any missed sounds by providing the correct sound and allowing the student to try again. Focus on the letters that give the student difficulties. Tutor or Aide Give students additional practice with Sound to Symbol Echo. Reading In Motion Week 4 41

First Grade Fluency Warm-Up Directions Week 4-5 - Repeat after me. - Go through the list saying the initial sound and then the whole words. Week 4 Week 5 Monday Monday fun pot hop hat map fun fish pen hat hop mad four fall pet hug hug mop fill fan pan hill hill man fall Tuesday Tuesday farm pop hot hip mend fill face pit hope hall mow fact fill pay hide hog move fox four pound hen hit mint fish Wednesday Wednesday fork pat hall ham mill fat fit pass ham hall make fib foot porch hoot hog mold fix fix pull hay hit march fin Thursday Thursday fell punch hawk hoot mail fold fox pole hunt hard made fed fin pack hoop hunt more few fact pitch hook hide men foot Friday Friday full pouch hid home mom feed first pick hog hoot mouse first fetch pal hard hid mood fence fence pup hip hoop mope full