Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

*Brandon is a first grade student who struggles quite a bit with phonics as well as fluency and prosody. This lesson was designed to teach Brandon r controlled vowels, specifically teaching ir, with ar, -or, -ur review. This lesson would be taught after Brandon was taught previously on CVC words as well as short vowel sounds. Knowing CVC words is a building block that would lead to his-r controlled vowels. Only after Brandon was at instructional level or above would I move on and teach him this lesson. Phonics Intervention Lesson Template Instructional Focus: Component Review of Prior Skills and sight words Min 3 Instruction Focus: R-controlled Vowels Lets review some of our r-controlled vowels that we know. I will put my finger to the left of the word. I want you to sound it out in your head and then say it fast. Word? Harm Yes, Harm. Use this method to review all of the r-controlled vowels. Here is a list of all of our R-controlled vowel words that the student knows so far 1. harm 2. farm 3. for 4. form 5. turn These are the four new words that will be added: 1. bird 2. sir 3. dirt 4. stir 1. Introduce New Rcontrolled vowels 2 Focus: Follow the same routine during the week: We have four new R-controlled vowel words. Introduce the new sound ir Teacher says: -ir, this sound says /ir/ What sound?

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

/ir/ yes, /ir/ (repeat practice if needed) Show picture:

Now Im going to sound out our new words. When I touch a letter, Ill say its sound. Ill keep saying the sound until I touch the next letter. I wont stop between sounds. Model. My turn to sound out this word. Get ready. (signal) bbbbbbiiiiiiiirrrrrrdddd. What word? bird Lead: Sound out this word with me. Get ready. (signal) Test. Your turn. Sound out this word by yourselves. Get ready. (signal) Repeat steps with the other new words. (bird, sir, dirt, stir) 2. Introduce New Phonics Skill: Letter sound Corresponden ces & Rules _________________ 5 Great job! Focus: Now we are going to practice each sound in our new words. I will say each sound in the word and then say the word. Our first word is bird. I DO: /b/ /ir/ /d/ bird Now WE DO: /b/ /ir/ /d/ bird Now YOU DO: /b/ /ir/ /d/ bird Very good. Our next word is sir. I will say each sound in the word and then say the word. I DO: /s/ /ir/ sir Now WE DO: /s/ /ir/ sir Now YOU DO: /s/ /ir/ sir Very good.

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

Now, you are going to practice saying just the sound /ir/. When I touch under the letters you say the sound. You will say the sound as long as I touch under the letter. For example, lets practice with an r-controlled vowel we already know. Harm. When I touch under the letters; a and r together, you will make the /ar/ sound. Very good, lets begin. Now we will use one of the new words. Model Response. I DO Watch me. My turn. bird Sound? (touch under the letters ir) (Say sound: /ir/) Provide Guided Practice Your turn. Each time I touch under a letter, you say the sound. sir (point to the left of the letter /s/ and then to the /ir/) Sound? (touch under the letter) Yes, /ir/. (Model both bird and sir for the student). Then provide rehearsal practice with the old and new sounds (see example below). Practice (rehearse old sounds and then review new sound again) ar 3. Read New Words Using the New Skill (Precueing and Blending to read words) 5 or ur add in: ir

Focus: Follow this routine during the week. Use the words below on Day1 Now Ill use the pattern to read some words. My turn. Sound? /ir/ Blend? /b/ /ir/ /d/ [Optional step if students need more support] Word? bird Your turn. [Or say it with me.] Sound? /ir/

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

Blend? /b/ /ir/ /d/ Word? (signal) *Note. If the student is strong with blending the sounds and they can demonstrate that they can blend in their heads, you can exclude the blending step. If you decide to exclude this step, then you will cue practice using just two prompts: Sound? (/ir/) Word? (bird). unmixed practice - (-ir new sounds) -bird -stir -sir -dirt mixed practice (-ar, -or, -ur, -ir, old with new sounds) -harm -farm -for -form -turn -sir -dirt -stir -bird 4. Fluency Building 3 Reread words 2nd Time Stage One. Subvocalization Stage You are doing so great. Now we are going to try to read the words more quickly. Instead of asking you to say the sounds of the word, I will just point to the left of the word and say Word? Then I will I wait for a second, and give you time to think and blend the word in your head. Then Ill signal, and you will say the word. Word? (pause. signal) Yes, ____ mixed practice (-ar, -or, -ur, -ir, old with new sounds) -harm -farm -for -form -turn -sir -dirt -stir -bird 5. Fluency 2 Reread words 3rd Time

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

Building

Stage two Automaticity Step (Read Words the Fast Way) Lets read the words again, this time even faster than the last. (3rd practice) This time I will just point to the left of the word and say Word? Try to keep up with my signal. Lets do the first two words together. Then it will be your turn. Word? Yes,______________ Lets begin. Go through the mixed practice words. mixed practice (-ar, -or, -ur, -ir, old with new sounds) -harm -farm -for -form -turn -sir -dirt -stir -bird

6. New Skill Applied to Reading Decodable Text Reading rcontrolled vowel words

Use these sentences and have student read and reread. 1.) I saw dirt on the farm. 2.) Hello sir, is it my turn? 3.) The form had a bird on it. 4.) Am I in harm? 5.) The bird toy was for me. Use echo reading first to introduce the sentences. Teacher reads each sentence, the student then echoes the sentence while using their finger to follow under the word. After the teacher has echo-read each sentence, the student will then practice whisper reading the sentences to a partner. The student will follow along by placing their finger under the word that is being read. Review how students will correct their peers as they partner read. Say: My turn. That word is_______. Your turn. Whats the

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

word?______ Make sure you go back to the beginning of the sentence and have your partner reread it. Each student has a copy of the sentences. Teacher will be closely monitoring and listening for error and error correction. Fluency check: Did the student miss any words while reading? Were they able to self correct their error? Comprehension check: tell me about what you read? 7. New Skill Applied Activity: Word Building using Spelling, Writing or Making Words Writing words: dirt, bird, stir, sir 5 Focus: Segmenting words: say it-stretch it-write it Lets write some words with our new sound(s). First Ill say the word. Then Ill say the sounds slowly, and write the letter for each sound I say. Teacher says and does: bird Echo? (bird). Now Ill say the sounds slowly and write the letters for each sound I say. /bbbb/ /iiiiirrrrr/ /dddd/ (write the letters as you make the sounds). Teacher will model how to use the Elkonin boxes (*See materials for Elkonin boxes) for this portion. Teacher will write each sound in a box. B IR D

See, I wrote Bird. I wrote the letters B-ir-d because those are the sounds in bird. Your turn. The word is: stir Echo? (stir) Now say the sounds slowly and write the letters for each sound you say. What word did you write? What letters did you write? S T IR

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

Next word is: Sir Echo? (Sir) Now say the sounds slowly and write the letter for each sound you say. What word did you write? What letters did you write? S IR

Last word is: dirt Echo? (dirt) Now say the sounds slowly and write the letter for each sound you say. What word did you write? What letters did you write? D IR T What letters make the /ir/ sound? (I and R) Repeat with other ar, -or, -ur words, together with some non-examples that are review sounds. Word Sorts Today during center time, you will sort pictures and words into two piles. In one pile, you will put pictures/words with the /ar/ sound under the picture of the arm; in a second pile, you will put the /or/ pictures/words under the picture of the corn. In a third pile, you will put pictures/words that do not belong with /ar/ or /or/. Odd word pile. *See Materials section for picture cards. 8. Restate Focus N/A What?: The focus of this lesson is to teach Brandon the Phonics skill: -ir controlled vowels. How?: I plan to use the above lesson to teach him this skill. When?: I plan to teach this lesson to Brandon and review and practice daily and weekly as needed. Why?: When Brandon 3 Provide a probe with /ar/, /or/, and /ir/ words and take a 1-minute sample of students reading r-controlled words. You can precede the 1-minute probe with 7

9. Evaluate Using Progress

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

Monitoring Assessment (1-minute probe)

whisper reading or partner reading. When students are very consistent and fluent in reading words in the 1minute probe (over several days), present a mixed probe with the target spelling pattern mixed with other review words and patterns, including some words that follow a short vowel pattern. The words can be in different order on the different students probes so that they do not echo each other.
EX:

card barn harm farm fir port dart fork stir torn hark

born dark sir form corn tarp dorm sort dirt harm port

hard third port born hard lard torn bark tarp born bars

fort harp yarn cart pork mart lark smirk fort dark cork

dart flirt cork port ford cork core birth dart cork cart

____% accuracy ____ wcpm

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

Materials:

*Lesson Adapted from online lesson plan

Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

*Lesson Adapted from online lesson plan

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Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

*Lesson Adapted from online lesson plan

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Catherine Cleveland Lesson: R-controlled vowels ir For Brandon

*Lesson Adapted from online lesson plan

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