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    474 - Decoding Intervention 2 Case Study

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    api-532832020
    The reading intervention lesson plan aimed to teach Jake how to decode words with welded sounds like -ing and -nk. The teacher would use explicit instruction through modeling sounding out words, having Jake practice, and informal assessment using a story with welded sounds. While Jake struggled more with -ng sounds, separating the lesson into multiple days and having Jake highlight words as he read helped him learn to recognize welded sounds and decode words more fluently.

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    474 - Decoding Intervention 2 Case Study

    Uploaded by

    api-532832020
    71 views4 pages
    The reading intervention lesson plan aimed to teach Jake how to decode words with welded sounds like -ing and -nk. The teacher would use explicit instruction through modeling sounding out words, having Jake practice, and informal assessment using a story with welded sounds. While Jake struggled more with -ng sounds, separating the lesson into multiple days and having Jake highlight words as he read helped him learn to recognize welded sounds and decode words more fluently.

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    474 - decoding intervention 2 case study

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    The reading intervention lesson plan aimed to teach Jake how to decode words with welded sounds like -ing and -nk. The teacher would use explicit instruction through modeling sounding out words, having Jake practice, and informal assessment using a story with welded sounds. While Jake struggled more with -ng sounds, separating the lesson into multiple days and having Jake highlight words as he read helped him learn to recognize welded sounds and decode words more fluently.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    71 views4 pages

    474 - Decoding Intervention 2 Case Study

    Uploaded by

    api-532832020
    The reading intervention lesson plan aimed to teach Jake how to decode words with welded sounds like -ing and -nk. The teacher would use explicit instruction through modeling sounding out words, having Jake practice, and informal assessment using a story with welded sounds. While Jake struggled more with -ng sounds, separating the lesson into multiple days and having Jake highlight words as he read helped him learn to recognize welded sounds and decode words more fluently.

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    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    of 4

    READING INTERVENTION LESSON PLAN

    STUDENT: Jake

    DATE: November 4, 2020

    GOAL: Through explicit instruction, Jake will learn how to use decoding strategies in order to

    be able to read, in context, words following the phonics generalizations of silent e and welded

    sounds.

    RATIONALE: During the assessment periods, it was apparent that Jake was unable to decode

    words that incorporated welded sounds. Several times, Jake experienced difficulty sounding out

    words that included ing. Because this is one of the most common welded sounds, it was assumed

    that Jake would have difficulty with other welded sounds following the -ng pattern. The -nk

    pattern was included as well because of the relative frequency of its occurrence in text.

    PENNSYLVANIA CORE STATE STANDARDS:

    CC.1.1.3.D Know and apply grade-level phonics and word analysis skills in decoding words.

    STEPS OF EXPLICIT INSTRUCTION:

    1. T has cards with the following letters depicted: ing, ang, ung, ong, ink, ank, unk, onk.

    2. T has the individual letter cards s, r, t, d, h, bl, st.


    3. T says, “Today, we are going to talk about some letters that commonly occur together in a

    group. When these letters are grouped together, they make a sound that we call welded because

    their individual sounds blend together.”

    4. T lays the ing card on the table.

    5. T models sounding out the letters, touching each and saying, “/i/ /n/ /g/. When we sound these

    letters out individually, they do not blend well together. It sounds choppy. Instead, when we see

    i-n-g, we say ing.”

    6. S repeats after T.

    7. T brings the s card down and connects it to the front of the ing card.

    8. T says, “/s/ /ing/. What word did we make?”

    9. S responds sing.

    10. T moves the s card and brings the r card down in front of ing.

    11. T says, “Now, read this word.”

    12. S reads ring.

    13. T proceeds through each of the welded sounds, introducing the sound first and then guiding S

    to read the words (see last page for word lists).

    ASSESSMENT:

    Informally assess student understanding with the Welded Sound Story. Instruct student to read

    the story and highlight each of the welded sounds in the story. Informally assess student reading

    ability of welded sounds through observation during the read aloud. Upon completion, collect the

    story to identify if the student highlighted all of the welded sounds.


    REFLECTION:

    Overall, the intervention lesson on welded sounds was successful. Jake had more

    difficulty than expected with the -ng welded sounds. Therefore, the -nk welded sounds were not

    introduced on the same day. Because of this, the assessment portion with the Welded Sound

    Story was completed on a third day after the explicit instruction with both pairs of welded

    sounds. An adaptation was also made to the assessment portion of the lesson. Jake appeared

    overwhelmed by the length of the reading passage, and therefore, we alternated reading portions

    of the passage. Even when he was not reading aloud, Jake used the highlighter to mark the words

    with welded sounds as he followed along with the story. In the future, it may be beneficial to

    separate the activities into multiple lessons on different days in order to make it more

    manageable for students.

    In observation of Jake during reading lessons in the classroom, Jake used the welded

    sound strategy with words. Originally, he would attempt to sound out each individual letter.

    However, once he recognized that there was a welded sound in the word, Jake would put his

    finger over the welded sound, sound out the onset, and add the welded sound at the end. This

    improved his ability to decode the words and supported his fluency as he was then able to

    continue reading the passages.


    Welded Sound Word List:

    ing – sing, ring

    ang – hang, sang

    ung – rung, stung

    ong – song, tong

    ink – rink, stink

    ank – tank, blank

    unk – sunk, dunk

    onk – honk

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