Week 5 - Assignment 3 - Running Record & Lesson Plan

RUNNING RECORD

While performing a running record on Tehilla I observed that Tehilla can recognize differences between phonemes. She can successfully read words with short vowels in consonant-vowel-consonant words. Additionally, Tehilla can decode one syllable long vowel sounds (such as rake). Tehilla has difficulty reading any sentences that include more complex words with digraphs and variant sounds. However, her reading comprehension is on grade level, when reading a simple paragraph, and she is focusing. While being observed, Tehilla was constantly moving around, unable to focus on the present task. Her attention is easily distracted by ordinary classroom activity.

Running Record:

Accuracy Rate: 80%, Error Rate – 1:5, Self-Correction Rate – 0.Tehilla is bit under grade level. Our goals for this unit is based on the CCLS Standard RF.2. Read with sufficient accuracy and fluency to support comprehension.

Lesson Plan

Lesson Objective: Tehilla, while tapping out each syllable with a marker, will be able to decode single syllable words with initial blends.

Review CVC with Phonemic Awareness

·   Start with singing the alphabet with the motion for each sound. (teacher has a motion for each sound that the girls practice at the beginning of each reading session).

·   I will read you a short story about Ann who loved to run in the sun, then  I will say a word from the story and you have to listen out for how many sounds you hear, then raise that amount of fingers in the air. (this concept, was taught in previous lessons)

·   Now the teacher states a word. fun. How many fingers do you have in the air? 3. Fantastic. I hear three sounds what is the first sound that you hear? /f/.

·   Teacher asks the child what letter makes that sound? F.

·   In front of the child is a magnet board with all the letters, teacher asks the child to find the letter f, and bring it to the board.

·   And what is the second sound that you hear? /u/. What vowel makes that sound? Teacher asks the student to bring up the u to the board.

·   How about the third sound? /n/, What letter makes that sound?

·   Student brings the letter n to the board. (The child needs positive feedback, so keep on telling her how great she is performing.)

·   Do one more word from the story.  Show a picture from the book of a HAT, and ask the student what they see.

·   Student: Hat. Teacher repeats then asks. How many syllables? How many fingers are in the air? (in a singsong voice), 3.

·   Together with the girl teacher does the motion for each of the three sounds in the words. After each motion teacher asks student which letter, and student locates the letter and brings to the board.

·   Now let us practice our tapping technique (girls already learned it). Teacher places a writable flashcard of one syllable words such as hot in front of the student, and the student takes her marker and taps each sound of the word. /h/,/o/,/t/. Then the student taps once while repeating the syllable as one word. (whole word blending) Teacher does two more examples. RAN and SUN. (Tap each sound, then tap as a word.)

·   Introduce the days objective. We will continue building onto our growing list of words that we can read so well! So far, we learnt consonant vowel consonant words. Now we will write words that have 2 consonants together, which we call blends. What is a blend? A blend is a team of two consonants working together, and we hear both of those sounds, right next to each other, for example s, and l, next to each other in the word sled.

·   Place a magnetic board that contains all the alphabet in front of the student and say a word with an initial blend like flop. Now tell the child “I will find the two sounds that I hear first.” Sound out the word out loud slowly, to show you are focusing on the sounds. /F/,/L/,/O/,/P/.  with each sound perform the correct motion.

·   What letters create these sounds? The teacher asks and answers. F, L, O, and P.

·   Then teacher says the two letters before the vowel were F and L, so now I will find those letters on the magnetic board and put them next to each other on the bottom of the board.

·   Teacher does two more examples of this, CLAP, and SNAP. Then do the motions for these sounds together with the girl, and the teacher should find the letters of the word and put together.

·   When we put two consonants together we call that, let the girl answer- blending. Now I will say a word and tell you ALL the sounds I hear. SLIP. Well let’s start at the beginning. I hear  /s/, what letter does this sound represent? Write the letter on the board. What else do I hear? Look as if you are thinking hard, /l/, what letter makes this sound? L. Write on the board and continue the rest of the word.

·   Ask aloud, so how many sounds are in the word slip? Teacher answers s/l/i/p. 4.  Which letters make these sounds? S,L,I,P.

·   Now put the flash card of the word in front of the girl, and show her that you take a marker and tap each sound. s/l/i/p. show her the tap with each sound. Now, I will tap the word as one syllable. Slip. 

·   Do another. Drop, how many sounds do I hear? /D/,/R/,/O/,/P/. 4, which letters? D,R,O,P. Then place flashcard in front of student. Teacher will tap with a marker each sound. /d/,/r/,/o/,/p/. Then teacher will tap with a marker the whole syllable. DROP, together with the tap verbalize the syllable.

·   Then, with one full sentence from the book Swim in the sun, which is about the season of summer, written by J. Samuels, show how to break each word into sounds and then tap each sound with a marker. (book is laminated, so teacher can write in it.)

·   Then try the same sentence again, just tapping each syllable.

·   Teach a chant with a lot of fun motions!!!: BLENDING! What is a blend? A blend is…. Two consonant together!, In the word Flip, what is the blend? F and L are the blend. In the word grip, what is the blend? G and R are the blend.

·   WE DO

·   What is a blend. Chant together standing up and doing the motions. Then, in front of the girl place a pocket chart that contains all the alphabet, and say a word with an initial blend, ask the student to repeat the word she heard, How many and what are the sounds in the word. What are the letters that make the sound.

·   Ask what sound do I hear first, what is the second sound that you hear? Is there a blend in my word? Which two letters are forming a blend? Now ask her to find those letters from the pocket chart and place the word in front of her on the desk. Ask child to repeat word.

·   With a marker tap each sound, together, then read the word. Do this with a few words, using the magnetic board, flashcards, or the pocket chart or dry erase board to encode the words.

·   As student does the appropriate behaviors let her fill out on her behavior contest chart to keep her motivated to participate.

·   Now teacher will say a word, and the student should listen out for how many sounds she hears and then raise that amount of fingers. Flap.4. /f/, /l/, /a/,/p/. Which letters make these sounds. Manipulate by asking which sound would I need to change to say flip. What sound do you hear before /l/, what sound do you hear after? What would the word say if I change this sound to /b/.  Do the same for another two words with initial blends.

·   Now place a flashcard in front of the child and ask her to tap each sound with a marker.  Teacher should demonstrate one time like what she did before. Tap each sound then tap as a whole word. t/r/i/p. trip.

·   Put on the board a few different familiar words with initial blends, and let the student choose words at random that she would like to read.

·   Before reading the words, tell the student that the word contains an initial blend, and ask the child to identify which two letters are part of the blend. After, with a marker, in chorus with the teacher she will tap out each syllable. So, if swim, drop, flat, skip, are on the board she will identify the blend, then tap the words with the teacher as a whole word, leaving out the step of tapping each sound, and only tapping the syllable.

·   Now tell student to sit in her seat (if done immediately she can fill out 2 points in her chart). Put before her two sentences, and together with the teacher, highlight anywhere in the sentence a word that contains an initial blend. As child highlights, identify the letters and sounds of the blend.

·   Teacher should tell the student to look again closely if she missed any.

·   Then, teacher and student should alternate reading every other word, and repeating after the other, (teacher read bat, student repeat bat, student read flip, teacher repeat flip…) tapping out each syllable, both blends and non-blends alike.

·   After every few words teacher can give the student an opportunity to fill out box on her chart.

·   Now, give the student a picture book (that can be written in), about the month of fall, that contains single syllable words, some of which have initial blends. Every other line the student and teacher will decode the words, while tapping with a marker.