“What exactly do you do in small groups?” This is a question I received for years, although I could never seem to provide a great answer. I have since developed a program for science intervention that helps teachers effectively and efficiently re-teach difficult science concepts. 5 things you will love about this program Research-based strategies ... Read more
Explore research-based instruction and data-driven practices in literacy education. Learn how to structure your lessons using the Science of Reading principles without feeling overwhelmed. Discover step-by-step guides, scope, and sequences for effective lesson planning. Download free resources for c
NO PREP - FUN GAME ALERT! Have you ever wondered if playing games kids know and love, with a little Science of Reading twist, would be so much more engaging for your students to practice their skills? If so, you have found the right place. NO PREP *other than printing and cutting cards MEMORY: Morphology is a perfect game to get your students practicing their vocabulary skills while also having fun! Levels 1 - 5 include 75 prefixes, suffixes, or root cards and 75 definition and example cards. Get ready for your students to BEG to review their new skills! Happy Reading!
Domain and range intervention! Teaching domain and range in special education
Explore research-based instruction and data-driven practices in literacy education. Learn how to structure your lessons using the Science of Reading principles without feeling overwhelmed. Discover step-by-step guides, scope, and sequences for effective lesson planning. Download free resources for c
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Un nouveau dossier vient d'être mis en ligne. Je vais tenter de me tenir au rythme d'un dossier tous les quinze jours.
Phonics intervention involves explicit, systematic, and mutli-sensory teaching of skills, allowing time for students to apply these skills in context.
Domain and range intervention! Teaching domain and range in special education
Structured Literacy is an approach to reading instruction that is explicit and systematic, with a focus on the structure of the English language.
Build explicit and purposeful phonics knowledge and elevate Science of Reading literacy centers with these no-prep Short A pattern phonics worksheets created and designed with the science of reading pedagogy in mind. This packet features 14 engaging and effective differentiated worksheets that will assist in students recognizing, hearing, categorizing, reading, and writing the designated phonics skill - perfect for phonics games or phonics intervention. These worksheets focus on building knowledge and confidence in a specific phonics skill for the youngest learners in kindergarten, first, and second grade. Activities Support: Whole group informal assessment to determine understanding Small group support for students who need extra practice Center during ELA workshop for independent or partner work Early Finisher Work Worksheets Included: Introduction Worksheet: A walk through the steps of identifying and reading the pattern Beginning Sound Blast: Circle the picture that has the phonics skill at the beginning of a word Middle Sound Mayhem: Circle the picture that has the phonics skill in the middle of the word Bubble Pop: Circle the bubbles where the phonics skill is, then read the words Sort the Words: Cut and paste the words into their correct category Build the Word: Look at the picture, and use the sound boxes to map out the word Picture Pick: Read the word and color the correct picture Make a Match: Read the word and match it with the corresponding picture Spin and Spell: Spin and spell the word for the picture landed on Solve the Sentence: Fill in the blank with the missing word, use the pictures figure out the word Word Search - read the words and color in the corresponding picture Word Reading Assessment to give to students at track their progress Mini Pattern Poster in Color or Black/White Looking for this resource for all vowels? Bundle and save by purchasing all short vowels together! Love this product? Check out the GROWING BUNDLE for purposeful phonics practice in an assortment of skills! Looking for more phonics practice? Check out these other resources: CVCe Magic E Cut and Paste Activity Letter Formation/Recognition Handwriting Book Ultimate Sight Word Bundle with Letters and Dolch Sight Words Alphabet and Initial Letter Sound Reference Sheets I hope that you enjoy this resource! Don't forget to follow my store for more exciting products. Remember to rate this product for TPT credits! Follow Me on Social! Pinterest Instagram
Even with a reading endorsement, college did not teach me how to teach first grade reading. The specifics of phonemic awareness and phonics instruction weren't part of any courses I took. In this post I'm going to give you the essential information about how to teach blending, a crucial skill for learning to read, to every student including those who really struggle or are still learning to speak English. This information combines knowledge gained from at least 2 professional development trainings, some extensive online research and personal experience. I'll also introduce a fool-proof activity designed to help students learn to blend CVC words once they are ready to transition from blending sounds to blending letters. Teachers used to commonly tell students to "sound out" words when they were stuck. This phrase is vague. It's better for teachers to explicitly state the skill students need to use. Often what we mean to say is, say the sounds in order and blend them together. However, if a student doesn't know how to blend the sounds together, neither prompt is going to help them read this word. To decode words, students need to know how to blend letter sounds together. They start by just blending sounds. What is blending? Blending is a phonemic awareness skill: combining individual sounds, or phonemes, to make a word. The phonemes are the sounds produced by the letters, not the letter names. When getting started, the students are not looking at any letters. They are only blending sounds they hear the teacher say. Blending vs. Segmenting Blending is the opposite of segmenting: it assists with decoding words. It is the process of putting isolated sounds together to make a word. Breaking a word down into individual sounds, or phonemes, is called segmenting. Segmenting is what you would do to assist with spelling. It's a completely different skill, but it is easier to teach. There is far more information about teaching segmentation than there is about teaching blending. Blending is the key skill students need to decode words. Teachers need to segment words in order to give students the opportunity to blend them. To blend sounds, students listen to each phoneme, or individual sound, in order. They may echo the sounds slowly at first, then they get faster until they can say the word normally. How do you teach blending sounds? Blending sounds is a pre-reading skill, like segmenting. Students first develop blending as a phonemic awareness skill. When they have a strong understanding of letters and sounds, they apply the skill to their reading. Students begin learning to blend sounds using CVC (consonant-vowel-consonant) words. This works because there aren't many sounds to put together. It also helps that many CVC words are very concrete, so they are words young children have experience with and can picture. Students often need direct teacher support to develop their ability to blend sounds. There are some letters that are easier to blend than others. You can make blending easier by using words that begin with longer consonant sounds because the initial sound can be stretched out and you can smoothly shift from the consonant sound to the vowel sound. Consonants with long sounds are f, l, m, n, r, s, v, z. They are good initial sounds because they can be stretched. For example, it will be easier to blend s-a-t and f-i-t than to blend d-a-d and b-e-t. When you say a sound like /d/ or /b/, it's short and abrupt; you can't flow smoothly into the next sound. What do you do if students have trouble blending sounds? If a student isn't able to blend 3 sounds, try combining two sounds for them. To make blending easy for students, use words with long initial consonant sounds. Blend the first two sounds for them, then leave a pause and say the final sound: zi—p, fa—t, si—t. The shorter the pause, the closer you are to saying the word, so the easier it is for students to blend the sounds. It's rare that this would be impossible, but if you get a blank look, model a few times. You could also put out a few pictures representing CVC words. For example, display pictures to show log, dip, fin. (Note that these words are very different. None of them start with the same letter, and none have the same rime or final sound.) Tell the student these pictures are to give them clues about the word you are saying. Use words you are confident the student has heard. If working with an ELL student, you may have to talk about the words before giving them the sounds. When ready, say," lo--g. " This is to give the student a chance to experience success. If they can't be successful with this, back up and focus on phonemic awareness skills like identifying the first sound in a word. Continue using picture support with words that are more similar, like fin, fog, log. (Notice that this group has words with the same beginning letter and words with the same rime.) This procedure should not take long. If one lesson isn't enough, they need to go back and work on simpler phonemic awareness skills. When students can easily figure out that "zi--p" is "zip" and "fa--t" is fat, start using short initial consonant sounds like "di--m" and "pa--t." Once they can consistently blend with this technique, switch the part of the word you're blending for them. Start isolating the first sound and blending the second two sounds for them. Go back to using words with a long initial consonant sound. For example, the teacher can say z--ip, f—at, s—it. Eventually, move on to words like "d--ip" and "t--en." When students can consistently finish blending CVC words with the teacher doing two of the sounds for them, they are ready to blend all 3 sounds on their own. Say segmented CVC words for the students: z—i—p, f—a—t, s—i—t. (Notice that once again, we switch back to words that start with the long consonant sounds.) If you treat this like a mystery and call it a secret code, it really boosts enthusiasm. How to teach phonics blending When students know most letter sounds and can blend 3 isolated sounds with teacher support, they are ready to decode CVC words independently. They need to be very solid with all their consonant and short vowel sounds because they are transitioning from phonemic awareness to phonics. They are not only dealing with the sounds now, they are also mentally converting symbols--letters--into sounds and blending those sounds together to make meaningful words. Doesn't it sound incredibly difficult when you put it that way? That's because it is incredibly difficult! Fortunately, we can make blending easier for students by making it more concrete. Drawing a simple road with the letters from a CVC word stretched out across it makes blending concrete for beginning readers. Students can use an actual toy car (or pretend any small object is a car) and say the sounds as they drive the car along the road. Like with phonemic awareness, it’s easier if you start with the longer consonant sounds. It also helps to keep the vowel sound the same and introduce new vowels gradually. Short vowel sounds in CVC words Usually, short vowel progression goes something like this: a, i, o, e, u. In my experience, i and o are the easiest for kids. I suspect this is because they are common and more consistent in how they sound than a. It is extremely common for reading textbooks to start out with -an and -am. This seems logical because an and am are usually taught as sight words, so you are starting with word chunks that the student should be familiar with. However, if you listen closely to these words, you’ll notice that the /a/ sound (at least with my Midwestern. US accent) isn’t the same as the short a sound as in apple that beginning readers are taught. Students have trouble getting the word because they use the “apple” sound and it doesn’t sound like a word they know. I suggest avoiding words that end with -am and -an for a while. Start with chunks like -ag, -at, -ap, and -ab. Effective phonics blending practice To give students lots of engaging practice with blending, I created a self-checking activity, Blending CVC Words, that they can work on independently. Sometimes this activity gives students their first experience putting together their phonics knowledge with their phonemic awareness knowledge. Click on the picture to see it on Teachers Pay Teachers. When they drive their car across the road and say the sounds to themselves, they suddenly realize that they know what the word says. They can flip the paper over to see a picture of the word and confirm their success. This is the moment first grade teachers live for. The moment that they realize: I can read words! They aren’t just remembering the words; they are actually figuring out what the word is by using their letter knowledge and blending skills. Talk about a powerful moment! Teaching in a high-poverty, ELL school in an urban district, I had a 100% success rate with this system for teaching students to blend sounds and decode words. The full activity contains 65 words with accompanying pictures for students to practice decoding. If you want a sure-fire way to teach your students to blend CVC words, look no further. It’s incredibly engaging, effective, and easy to use.
These evidence-based reading intervention strategies recognize the findings that effective instruction addresses alphabetics, fluency, and comprehenison.
Phonics intervention involves explicit, systematic, and mutli-sensory teaching of skills, allowing time for students to apply these skills in context.
Consensus among researchers is that dyslexia is neurobiological in its origin and evidence-based reading interventions are currently the most effective
If you are tired of searching for a solid reading program, look no further. Pathway to Fluency is a complete and comprehensive Science of Reading
We love science at Echo. In our Trauma & Resiliency trainings (Part I & II) we get into the science about the impact of trauma, including the changes that happen to the various systems of the body. It is a pretty exhaustive list, and to try to make sense of it all, we’ve developed another of our popular infographics.
Differentiation and scaffolding can help students better understand and learn. Here are teaching ideas and tips to use in class.
Find out what really works for kids.
Elkonin sound boxes are my favorite word study intervention activity! Use this free blank templates of elkonin boxes with kindergarten and first grade students who are learning to segment and blend phonemes and to build spelling skills.
Pour comprendre ce que sont les Niveaux Logiques de la PNL, lisez cette petite histoire… Un jour, six élèves d’une même classe récoltèrent un zéro en dictée. Le premier rentra chez lui …
PICO Framework The PICO (Population, Intervention, Comparison, Outcome) framework is a commonly used tool in research, particularly in the field of evidence-based medicine. It is used […]
10 Ideas to help students learn science vocabulary words10 Ideas to help students learn science vocabulary words-- awesome for 3rd grade, 4th grade, and 5th grade
As the new school year quickly approaches I have begun to think about the students that I will teach this school year. Last school year I had several students that missed the passing standard by 2-10 points. Needless to say, when I saw their test scores I was heartbroken because in the back of my […]
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A recent study, published in the journal Psychological Science , has discovered a link between the way in which couples' recover from confli...
This interactive lesson focuses on -DGE and -GE word endings. It is based on the Science of Reading (specifically Orton Gillingham), but can be used with any structured literacy or phonics program. This lesson includes everything you need to explicitly teach and practice DGE & GE word endings. It's perfect for students who are struggling with phonics or phonemic awareness, and can be used for small groups, intervention, guided reading, and so much more! Includes: Visuals & rules for using -dge & -ge Word lists Word Reading - students isolate the ending and reading each word -GE or -DGE? - students use the picture and spelling rules to decide if the word receives a -ge or -dge ending -GE or -DGE Sorts - students drag & drop the pictures and sort them based on their ending Sentence Reading Word Dictation - 2 slides (10 words each) Sentence Dictation - with word lines, including lines for red words. Matching - students read the word and identify the matching picture Fill in the Blank - students drag & drop the missing words in the sentences Find the Error - Students read sentences and find the spelling errors, then correct the spelling using -ge or -dge. Connect 4 (2 boards)
Discover the essence of phonics instruction! Unravel the complexities, learn the systematic approach, and master multisensory teaching techniques. Explore the SMARTER Research-Based Instruction Framework for effective reading intervention. Dive into the science and practice of phonics with clarity a
I was talking with a student recently about the word family built on the base . We created this word sum: . I asked him to look at the word and t…
How many parents and professionals have experienced the following scenario? The child in question is reading very fluently (Landi & Ryherd, 2017) but comprehending very little of what s/he is reading. Attempts at remediation follow (oftentimes without the administration of a comprehensive assessment) with a focus on reading texts and answering text-related questions. However, much
What you make of the world around you The starting point is what is important to you. This sets your direction in life. The beliefs or rules you live by will set expectations on yourself.... Read More
Domain and range intervention! Teaching domain and range in special education
These two acronyms help social workers succeed in their social work licensing exam by prioritizing their interventions and/or work with clients.
Capturing your students’ interest and curiosity during the first few minutes of class is the key to keeping them engaged for your entire lesson. But not all math warm up activities are created equally. Math teachers miss out on activating their students’ critical thinking and reasoning skills when
Consensus among researchers is that dyslexia is neurobiological in its origin and evidence-based reading interventions are currently the most effective
