Instructional Templates for Grades Two and Three

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Instructional Templates for Grades Two and Three

• Evelyn Probert and Pam Cavenee
• Reading First Coordinators

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Purpose

• Review what research tells us about intervention
  (in-class or pull-out)
• Look at specific data to determine instructional
  needs
• Provide participants with intervention strategies
  which will enhance classroom instruction and
  provide extra practice for struggling students
• Area of focus phonics, vocabulary, multisyllabic
  decoding
• Look at Lesson Maps

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Joe Torgesen, Ph.D., Director of the Florida
Center for Reading Research and Eastern Regional
Reading First Technical Assistance Center

• Instruction must be made more powerful for
  students at risk for reading difficulties. More
  powerful instruction means
• Clear and more detailed explanations
• More systematic instructional sequences
• More opportunities for guided practice
• More opportunities for error correction and
  feedback
• Working memory and automaticity when you are
  working on fluency of any sort, you are laying
  the structures to improve comprehension!

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Effective Instructional Techniques

• Unison choral response
• Signaling
• Pacing
• Monitoring
• Correcting errors and teaching to mastery
• All are designed to eliminate teacher talk and
  increase student response!

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Using Data to Make Decisions

• End of Selection Tests, Theme Tests
• Progress Monitors
• Diagnostic Assessments for Phonemic Awareness,
  Phonics
• CORE Phonics Assessment
• Quick Phonics Screener

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To help build accuracy with sight
vocabularytemplate 3
Activity You practice! With a partner, find a
cling sheet and choose words from your program or
use these samples. Noticethe number of words is
limited to four or five and repeated several
times. comes wanted said where where
said wanted comes comes where said
wanted said comes wanted where
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To help build accuracy with phoneme blending
(phoneme awareness)template 5

• Activityyou practice! With a partner, use the
  cubes to blend sounds into words. Here are some
  words you may use.
• Cat /c/ /a/ /t/ swim /s/ /w/ /i/ /m/ list
  /l/ /i/ /s/ /t/
• fit /f/ /i/ /t/ farm /f/ /ar/ /m/
  pace /p/ /a/ /s/
• Spill /s/ /p/ /i/ /l/ race /r/ /a/ /s/
  twin /t/ /w/ /i/ /n/

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To build automaticity with phoneme
segmentationtemplate 6

• Activityyou practice! Turn to a partner,
  practice phoneme segmentation using these words
• hit /h/ /i/ /t/ swam /s/ /w/ /a/ /m/ jack
  /j/ /a/ /k/
• rain /r/ /a/ /n/ flat /f/ /l/ /a/ /t/ flame
  /f/ /l/ /a/ /m/
• float /f/ /l/ /o/ /t/ black /b/ /l/ /a/ /k/
  train /t/ /r/ /a/ /n/
• turn /t/ /ur/ /n/ through /th/ /r/ /oo/ hard
  /h/ /ar/ /d/

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To help build accuracy with sound
spellingstemplate 7

• Activity You practice! With a partner, find a
  cling sheet and use these sound spellings sets
• ay ou igh ai
• igh ou ai ay
• ay igh ou ai

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To help build accuracy with sound
blendingtemplate 8

• Activity You practice! With a partner, use these
  words to practice sound by sound blending
• fit tame flight serve phone
  dream hill match ran might
  shout chew latch pack

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To help build accuracy with spelling focused
blendingtemplate 10

• Practice template 10 technique with the following
  words
• food bark past think brown
  group boat may near church
  oil slow

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Multisyllabic Words

• Procedure varies for type of word
• Two syllable words with no affixes (char/coal)
• Two syllable words containing an inflectional
  ending (paint/ed)
• Two syllable words with a prefix (dis/like)
• Two syllable words containing a suffix
  (weak/ness)
• One syllable words containing an inflectional
  ending (hug/ged)
• Two syllable words containing two suffixes
  (play/ers)

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Prefix and Suffix Template

• Have poster up showing prefix/suffixes that have
  been taught and their meanings.
• pre_ un_
  _ful re_
• re_ _less
  pre_ un_
• _ ful _less
  re_ _ful
• We are going to practice reading prefixes and
  suffixes along with recalling their meaning.
• I will model the first two for you
• Read - pre_
• Meaning - before
• Slide hand under prefix/suffix twice. One for
  read. One for meaning. (not word because these
  are morphemes a meaningful unit, not a word)
• These could be taken from the passage that will
  be read or from those that have been taught
  already.

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Intervention Scenario for 30-Minute Small Group
How might a 30 minute session look using
templates? Using data to determine need 5
Minutes--Work on letter names (m, b, t, w)
Card 1 5 Minutes--Work on letter sounds (/s/
/d/ /ee/) Card 7 5 Minutes--Work on words
(from, the, been, are) Card3 10 MinutesWork
with current decodable Card 11,12
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Words in the English Language

• 50 are wholly decodable
• 37 are only off by one sound
• 50 of the words we read are made up of the first
  107 high-frequency words.

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Using templates for decodable text instruction

• Templates for Decodable Books
• Card 11 Introductory
• Card 12 Intermediate
• Card 13 Advanced 1
• Card 14 Advanced 2

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Template Card 11 Introductory

• Explain
• Model
• Activity You practice! With a partner, use a
• decodable story to practice introductory decoding
  
• instruction.

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Template Card 12 Decodable Text Instruction -
Intermediate

• Explain
• Model
• Activity You practice! With a partner, use a
• decodable story to practice intermediate decoding
  
• instruction.

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Template Card 14Decodable Text Instruction -
Advanced 2

• Explain
• Model
• Activity You practice! With a partner, use a
  decodable story to practice advanced decoding
  instruction.

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• Extending Decodable Books
• First Read
• Introduce/review any non decodable high-frequency
  words (use template 3)
• Introduce story words
• Practice words that may have sound/spelling
  problems (use template 10)
• Teacher and or students read the title and any
  chapter titles
• Browse the story students comment on what they
  notice and what they think the story will be
  about (optional)
• Students whisper read one page at a time/teacher
  drops and listens, collects data
• Words missed teacher blends/spells with students
• Students/teacher chorally read the same page
• Correction procedure if students have
  difficulty with word, stop, blend word and repeat
  chorally reading the page
• Repeat this procedure until book is completed
• Reread story chorally
• Repeated Readings
• Read with partner as entry task the following day
• Read independently or with partner during
  intervention time
• Read with an instructional assistant

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To Sum It Up

• Use data to drive instruction.
• Templates can be used to reinforce core
  instruction and provide extra practice.
• Always follow template signals, explanation,
  modeling, and correction procedures exactly as
  written.