Card 19

TEMPLATE

FOR

WORD READING V/CV Words

Steps

Explanation/Script

TASK PREPARATION SIGNALING PROCEDURE

Use appropriate signals to elicit unison student responses

Spelling Pattern Focused Word Reading Write words from the Lesson Plan on the board.

BLENDING Focus Wait Time Signal for student Word Reading Focus Wait Time Signal for Student Responding

Do Touch under first syllable Touch under focus spelling*. 1 second Tap under spelling in first syllable. Do Immediately, point just to the left of word. 2 seconds Slide hand swiftly under word.

Say Open Syllable

Sound?.

Say Word?

1. Explain Task
Briefl y name and explain the task to students prior to starting the activity.

EXAMPLE 1. Write moment and pilot on board. 2. We will divide and read long words with two syllables. 3. If a word has one consonant between two vowels, one way I can divide the word is to draw a line before that consonant. Say: We are going to learn a rule to help us divide 2-syllable words.

2. Model Task and Response.

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

(Model the first couple of words.) Display the word card spoken, but do not say the word. Point to the letters as you say them. In this word, the letter k is a consonant between the two vowels o and e. First, I will underline the vowels. spoken Next, I will divide the word by drawing a line before the consonant k. spo|ken Now I will look at the first syllable. Point to spo.

This syllable ends in a vowel. It is an open syllable. An open syllable means the vowel has a long sound. spo

Now, I will look at the next syllable. Point to ken. This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound, or I can read it with the regular vowel sound. ken

I will read each syllable and then read the word. /spo/ - /ken/ spoken Repeat the above sequence for the words moment and silent. I divided and read words with more than one syllable. [Note. If you think students do not need to blend, then you can use the following precueing routine: Sound? [point to vowel] Syllab/e?

3. Provide Model and Guided Say: Your turn. Practice using Whole-Group Lets remember the rule about reading a word with more than one Responses Until Knowledge is syllable. solid.
If a word has one consonant between two vowels, one way we can divide the word is to draw a line before that consonant. Where do we draw a line? before the consonant between the two vowels Distribute the word card moment to each student, but do not say the word. First, lets underline the vowels. moment Do we see a consonant between two vowels? yes In this word, the letter m is the consonant between the two vowels o and e. What is the consonant? m Next, lets divide the word by drawing a line before the consonant m. mo|ment Now, lets point to the first syllable. Point to mo. This syllable ends in a vowel. It is an open syllable. An open syllable means the vowel has a long sound. The vowel has what kind of sound? a long sound

Lets read the first syllable. mo

Now, lets look at the next syllable. Point to ment. This syllable ends in a consonant. It is a closed syllable. A closed syllable means the vowel has a short sound, or we read it with the regular vowel sound. The vowel has what kind of sound? a short sound Lets read the second syllable. ment Now, lets read each syllable and then read the word. /mo/ - /ment/ moment Repeat the above sequence for the words silent and spoken. We divided and read words with more than one syllable.

More scaffolds, if needed

If students need to sound or blend first, including one or all of the following prompts:
Sound? [tap under vowel] Blend? [looping motion under letters] Syllable? [slide hand quickly under the syllable]

Students practice Task

Distribute the word card silent to each student, but do not say the word. Remember the rule about reading a word with more than one syllable. If a word has one consonant between two vowels, one way you can divide the word is to draw a line before that consonant. Where do you draw a line? before the consonant between the two vowels First, underline the vowels. silent Do you see a consonant between two vowels? yes Name the consonant between the two vowels. l Next, divide the word by drawing a line before the consonant. si|lent Point to the first syllable. This syllable ends in a vowel. It is an open syllable. The vowel has what kind of sound? a long sound Read the first syllable. si

Point to the next syllable. This syllable ends in a consonant. It is a closed syllable. The vowel has what kind of sound? a short sound Read the second syllable. lent Now, read each syllable and then read the word. /si/ - /lent/ silent Repeat the above sequence for the words moment and spoken. You divided and read words with more than one syllable.

4. Error Correction Procedure. Error on Sound

To correct students:

Is there one consonant between two vowels? So where do I divide the word? Look at the first syllable. Is it an open or closed syllable? So what sound? My turn. Sound? /___/ Blend. [Model how to blend sounds in syllable.] /cooommm] First Syllable? _____ [pi] Second syllable? [lot] Word? Yes, _____. Back up two words, re-present missed word, and then continue on.

5. Individual Turns

When it appears that the group is consistently answering all items correctly, provide individual turns as a check. Call on several students for one word each. Call on students in an unpredictable order. Call more frequently on students who made errors. If a student makes an error on an individual turn, you may provide the Correction Procedure with all students responding.

6. Fluency Practice

Lets read the words again more quickly.This time Ill simply point to the left of the word and say Word? Ill pause for a second, then Ill signal, and you will say the word.
Word? Yes, _______.

Provide a probe with V/CV words and take a 1-minute sample of students reading final V/CV words. When students are very consistent and fluent in reading words in the 1-minute probe (over several days), present a mixed probe with the target spelling pattern mixed with other review words and patterns. When student are very firm on 2 syllable patterns (VC/CV and V/CV), provide a mixed probe and administer 1 minute timed tests (graph data) on mixed syllable patterns.

7. Decodable Books Practice

Present the pattern in words in the context of decodable books and stories.

Other words: [Note some of these contain other vowel sounds (r-contolled vowels), but they can be read if students apply the principle of dividing the word between the vowel and consonant, reading the open syllable with a long vowel sound, and reading the second syllable like one-syllable regular words: silent, moment, local, hero, viper, cement, vacant, token, tiger, began, legal, event, moment, motive, native, paper, raven, solar, virus, super, spider, donut, super, notice, solo, polo, molar, minor, soda, legal, paper, focus, local, motor, recent, rider, vocal, bacon, taken, silo, roman, basic, hotel, fever, spider, vital, item, deny, broken, label,