instructional dinaa

8/3/2019 Instructional Dinaa

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Alyssa Margulis

Instructional Program: Decoding/phonics

Context for Instruction:

This instructional will take place using a one on one method. The teacher will be pull the

student to the back corner of the room to help him focus better and maintain attention. Theother students will also be working on decoding as well. S will be using the words out of the

Wilson Reading Program, and the teacher if necessary may supplement additional words.

Program Objective:

When given a one-syllable word in isolation or in a simple sentence, S will be able to

correctly decode the word and say it out loud clearly distinguishing between target constant and vowel sounds 14/15 words on five consecutive trials.

Generalization:

To facilitate generalization of decoding, the teacher will use both real words and nonsense

words in isolation and in context when working with S. By giving students nonsense words,

it will help the student better be able to generalize how to decode a word in the future that

they do not know. The teacher will also provide efficient exemplars to promote decoding.

This means that she will change the words the student is decoding daily, to help him better

generalize how to decode different words.

Rationale:

This skill is important to continue to be taught to S because decoding is the foundation of

reading. Without the skill of decoding, S will always be stuck in the rut of being severelybehind his peers in reading. If given skills to help increase his ability to decode words, he

will gain academically in all areas. Decoding skills will help him to better-read directionsfor his assignments, as well as to move into higher leveled , critical thinking and responding

while reading. It is also important to teach him how to decode one-syllable words because

he has a lot of difficulty decoding two and three syllable words. By giving him the toolsnecessary to properly decode one-syllable words, the teacher is handing him the tools

necessary to read higher leveled texts.

Reinforcement-

The student will receive verbal reinforcement every time a lesson or assessment is

completed. He will be told he did a good job or the teacher can focus on specific things

noticed that were good about Ss Performance. If S is able to complete an entire 15-word

list with no decoding mistakes, he will receive a Dawg Gone Good award. This is the

schools PBIS reward system.



Maintenance-

To maintain this skill, the teacher will do a comprehensive test at the end of the week and

include words taught in different lessons. By repeating this for the students to see, thestudents will be more likely to maintain the information.

Assessment Procedures:

The student will be assessed daily using these procedures.

1.) Find words out of the Wilson Reading Program that have the target vowel or

constant sounds.2.) Because the student is used to the structure of the Wilson Reading Program, make

the layout the same. This will give him the best opportunity to correctly decode theword.

3.) Take 15 of the words found in Wilson reading. Type the words into 3 separate

columns. There will be five words going down, and three words across. There

should be about 3 inches of space in between each column.

4.) Print out two copies of this, one will be a teachers copy, the other will be for the

student

5.) Tape the teachers copy into a folder or a spiral so the student will not be able to see

it. The teacher will use this copy to record the mistakes being made.

6.) Give the student the copy of the words typed up.

7.) Tell the student you would like him to read the words. The student should be

instructed to start with the word in the top left hand corner of the page, and shouldread going down. They will then move on to the next column, and read that all the

way down. They should do this one time, until all the words on the page are read.

8.) As the student is reading the words, the teacher will be listening for the mistakesbeing made. The teacher must go with the first word said. If a self-correction is

made, that can be marked down with a (sc) next to it. It should still be marked asincorrect.

9.) The proper procedure for incorrect answers is: draw a line right underneath the

word. The teacher then records the error made directly underneath the word. Theteacher should write down the word that was said instead of the word written. They

should NOT simply write down the letter that was changed.

10. After the student is done, they should be reinforced for their efforts.11. Do not prompt or reinforce during the assessment. If the student does not respond

after three seconds, tell them the word and ask them to move on to the next word.

Mark that word as incorrect on the chart.

Note** If the student is not loud enough, or the teacher is not sure what they said, they

MAY ask for the student to repeat the word. Make sure to say the statement of Can you

please tell me what this word (points to word) is? I was not able to hear you



Instructional Procedures:

I. Beginning Procedures

1.) Give Sd of go get your trays

2.) Have student set the timer for 5 five minutes

3.) Beginning activities

II. Group Activities

1.) Tap out word sounds(5 minutes)

a.) tap out sounds with fingersb.) Say sounds simultaneously

c.) say word fluently

2.) Flashcards(4-5 minutes)

a.) say the word with out tapping

b.) students can be in whole group, partners, or one on one.3.) Silent reading practice

a.) students read through words 2xb.) should do it without tapping unless word is unknown

I

II. Chart words practiced- Assessment

1.) other student should be working on homework or silent reading until all

students have been assessed

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