Introduction:
 

An educator would need to know how to access the software programs so that they could target areas that the student shows weakness.
 

Group Size: Small groups
 

Learning Objectives:
 

The student will move out of the "at risk" range on an oral reading fluency measurment by the next benchmark.
 

Guiding Question:
 

Would you like access to an research-based intervention that tracks data and is proven effective and can be performed while you are teaching the rest of your students?
 

Materials:
 

The materials needed are laptops and software programs ("Hear Builder by SD Learning", and "My Reading Coach by Mindplay").
 

Procedures:
 

The software program is always assessing the student and will not let the students continue until they have been at least 80% successful. The teacher can print out progress reports to see what areas the student is struggling and target these areas.
 

Assessment:
 

Hear Builder Screening Test, Dibels oral reading fluency test
 

Benchmark or Standards:
 

Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 1. Identify and distinguish between letters, words and sentences.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 2. Identify and say the beginning and ending sounds in words.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 3. Demonstrate an understanding of letter-sound correspondence by saying the sounds from all letters and from a variety of letter patterns, such as consonant blends and long-and short-vowel patterns, and by matching sounds to the corresponding letters.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 4. Decode by using letter-sound matches.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 5. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 6. Blend two to four phonemes (sounds) into words.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 7. Add, delete or change sounds in a given word to create new or rhyming words.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 8. Demonstrate a growing stock of sight words.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 9. Read text using fluid and automatic decoding skills, including knowledge of patterns, onsets and rimes.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Benchmark A. Use letter-sound correspondence knowledge and structural analysis to decode words.Gr 1. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Benchmark B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 1. Identify rhyming words with the same or different spelling patterns.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 2. Use letter-sound knowledge and structural analysis to decode words.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 2. Read regularly spelled multi-syllable words by sight.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 3. Use knowledge of common word families (e.g., -ite or -ate) and complex word families (e.g., -ould, -ight) to sound out unfamiliar words.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 3. Blend phonemes (sounds) of letters and syllables to read unknown words with one or more syllables.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 4. Use knowledge of common word families (e.g., -ite or -ate) to sound out unfamiliar words.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 5. Segment letter, letter blends and syllable sounds in words.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 6. Distinguish and identify the beginning, middle and ending sounds in words.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 7. Identify words as having either short- or long-vowel sounds.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 8. Demonstrate a growing stock of sight words.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 9. Read text using fluid and automatic decoding skills.Gr 2. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Benchmark A. Use letter-sound correspondence knowledge and structural analysis to decode words.Gr 3. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 4. Demonstrate a growing stock of sight words.Gr 3. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Indicator 5. Read text using fluid and automatic decoding skills.Gr 3. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Benchmark A. Use letter-sound correspondence knowledge and structural analysis to decode words.Gr 3. English Language Arts - Reading: Phonemic Awareness, Word Recognition and Fluency. Benchmark B. Demonstrate fluent oral reading, using sight words and decoding skills, varying intonation and timing as appropriate for text.
 

Attached Files:
 

    Listening and Language Lab.ppt 

 

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