In addition to learning these sounds, Will has learned hand signals for each of these short vowel sounds and for consonant /b/. Using hand signals for the short vowels help the student draw out the sound and differentiate between each of the individual short vowel sounds.
Will has also learned to use his left hand to form the letter /b/ as a strategy to help him distinguish the letter /b/ from the letter /d/ during reading, writing, and spelling words that contain the consonant /b/. Additionally, he uses arm spelling to improve the accuracy of any taught patterns that are challenging and as a multisensory technique for new sounds.
During a typical lesson, the previously learned consonants and vowels are incorporated back into the lesson
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These practice materials contain each of the sounds or concepts targeted for our lesson. The words, phrases, and sentences provide lots of opportunities for Will to practice repeated reading. Repeated reading is a strategy that will increase word recognition speed, accuracy and fluency of the targeted sound before moving on to a new sound.
In addition, Will rereads sentences using different expressions such as a period, a question mark, or an exclamation mark. The National Reading Panel Report indicates that repeated reading, reading expression, and guided oral reading practice are all vital skills for increasing reading achievement.
Will is currently working on comprehension skills by reading “The Red Cap” by Matt Sims. Prior to working on comprehension, Will read this chapter book to target reading fluency, phasing, and
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The laminated punctuation tools made for Will are helpful. However, even with this visual aid, Will does not consistently check for beginning and ending punctuation. We will continue to work on this skill.
Sight Words: The sight words targeted so far include: come, one, two, has, as, four, have, want, any, of , here, there, where
Sight words are not decodable. As a result, they must be memorized. This can be difficult for some students. Having a personal dictionary to record these words can promote confidence for a student by providing them with a method to independently look a word and check the spelling as needed. Will has learned how to use his personal dictionary to record his new sight words. It is also a tool he can use at home to complete a writing assignment for school.
Previously learned sight words are included during the spelling and written dictation part of Will’s lesson. They are frequently reviewed because it is easy to forget how they are spelled. If Will misses a previously taught sight word, it is added back into his lesson and sent home for further