Small Group Manual 2019-2020

RtI Kit: Phonics and Decoding Lesson 1 Exemplar Lesson Routine (1-2 days per letter) 1) State goal and purpose for the day’s lesson. 2) Introduce the new letter. (1 min) a. Write the capital and lowercase of the letter on a whiteboard. b. Then say, “The name for these letters is _____ .” Point to (the capital case of the letter. “The name of this letter is capital M. What is the name of this letter?” c. Repeat with lowercase letter. d. Tell students that ____ is a consonant/vowel. 3) Connecting the Sound to Spelling. (2 min) a. Introduce the related sound-spelling card. “This is a picture of a _____. The sound at the beginning of the word is _____. What sound is at the beginning?” b. Provide other examples of pictures that start with the letter sound. 4) Sound Practice (2 min) a. Using the Elkonin box template and the word list from T-7, T-8, or T-9 have students identify where they hear the targeted letter sound—beginning, middle, or end. Vary the locations of the sound using the word list. Figure 1—Student has placed token in first box to represent that the target letter sound is heard at the beginning of the word. 5) Review (1-2 minutes) a. Using letter cards and picture cards, review the sounds and letters students have learned so far. 6) Model/Practice writing the letter. (3 min) a. Model writing the letter and have students practice writing them. (This is an opportunity to model/practice correct letter formation. Make sure to provide grade-appropriate lined paper to assist in correct formation.) 7) Spelling Dictation with Word Chains—Start once students are on Word List 4—they now have enough letters and a vowel to begin building words. (4-5 min) a. Use the appropriate word chain list—word chains are available CSD Decodable Database. A word chain requires the addition, deletion or change of one letter without switching the order of the letters to create a new word. b. If using whiteboards, encourage students to only erase letters when necessary—so if they are changing the word from mat to sat, they only need to erase the m and add an s not the whole word. If using letter tiles, provide only the necessary tiles. c. Have students blend and read the words created each time. 8) Decodable Text (5-10 min) a. Use the Decodable Text Routine with an appropriate decodable text for the letters mastered/introduced so far. ©Canyons School District 187