Duffy ECE 435 SRBI Project
SRBI: Phonics Intervention
The group I worked with for these mini lessons was formed by using the Houghton Mifflin
Phonics/ Decoding Screening Test and by using the second grade sight word lists for terms one and
two which were given in the beginning of the year. Each of these screenings I had administered for
the students luckily so I was able to observe how they did mentally and what behaviors came out
during the testing. The group I had is in the tier 2 group for the class. I chose to do the tier 2 group
because the tier 3 group already has multiple times during the day where they are receiving
intervention so I felt it would be better to create an intervention to help this group catch up to the tier
I group. These children are reading at levels between 17 and 19 when they are in guided reading.
The expected level for a student coming into second grade is 18, so these students are right around
the expected grade level.
The two screenings I chose to analyze and use with the students was the Houghton Mifflin
Phonics/ Decoding Screening Test and the second grade sight word lists for terms one and two.
These two screenings show two separate parts of reading. The Houghton Mifflin Phonics/ Decoding
Screening Test are all about assessing the phonics and phonics- related skills that have to do with a
high amount of application in early decoding. Each section of the screening has a line of real and
pseudo (fake) words. The pseudo words are included because they allow the student to show their
decoding skills because they are words that are not memorized so they clearly demonstrate the
student’s areas of weakness and strength within decoding words. The sight words screening was
used in contrast to show me words that the students have memorized. Sight words are words that
cannot be broken down by decoding, therefore this screening showcased how strong students are
with words that they have to know on sight.
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Duffy ECE 435 SRBI Project
After reviewing the data from the Houghton Mifflin Phonics/ Decoding Screening Test the results
were as follows: Sadie received a 10 out of 10 for short vowels in CVC words; 10 out of 10 for short
vowels, digraphs, and tch trigraphs; 16 out of 20 for short vowels and consonant blends; 5 out of ten
for long vowels; 9 out of 10 for r and l controlled vowels; and lastly 5 out of ten in vowel diphthongs.
Words that were misread were: qued, snop, sank, kimp, tape, lute, paid, joad, soat, and dall. For the
word snop she replaced the o with an a to create the real word snap. Then for sank she switched n
and a, and pronounced the word as snake. A couple words where she eliminated letters were: tape as
tap, lute as let, paid as pad, joad as jad, soat as soot, and dall as doll. For the sight words screening
Sadie scored 95 out of 100, misreading the words: other, often, key, own, and month. Of these words
she read don’t as didn’t, often as event, and own as down. It is visible that Sadie switches vowels
when reading short vowels in CVC words to create similar words that are more familiar to her. It
was verbalized that the second line in each section was made up of fake words so that she would
know ahead of time, to not try making sense of the words, yet she still chose to connect majority of
them with real words.
The second student in this tier 2 group is Austin. Austin scored the following in the
Houghton Mifflin Phonics/Decoding Screening Test: 9 out of 10 with the short vowels in CVC
words; 9 out of 10 in the short vowels, diagraphs and tch trigraphs; 17 out of 20 for the short vowels
and consonant blends; 9 out of 10 for the long vowels; 8 out of 10 for the r and l controlled vowels; 9
out of 10 with the vowel diphthongs, and lastly 9 out of 10 with the vowel diphthongs. Words that
were misread were: dit, phitch, stig, qued, sank, joad, dall, char and voot. Austin reversed and
switched many of the letters in these words and in some cases added letters to create real words. The
following words changed: dit as sit, phitch as pitch, stig as sting, qued as cube, sank as snack joad as
jad, doll as dall, char as chair, and voot as vot.
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Austin’s results showed strengths with the real words and weakness in the pseudo words.
This assessment showcased how he most likely uses memorization to read words, since 99% of his
mistakes were done on the fake words. It was also verbalized for him that the second line in each
section was of made up words so that he would know not to try to make sense of them. When the
sight words screening was given Austin scored a 98 out of 100. He miss read why and sometimes,
but this was an impressively high score. This showcased how his strengths are lying in his sight
words.
The third member of my intervention group is Nathan. In the Houghton Mifflin
Phonics/Decoding Screening Test Nathan scored the following: a 8 out of 10 with the short vowel
CVC words; 10 out of 10 with the short vowels, digraphs, and itch trigraphs; 18 out of 20 with the
short vowel and consonant blends; 8 out of 10 with long vowels; 6 out of 10 with the r and l
controlled vowels, and 7out of 10 with the vowel diphthongs. The words missed read were: dit, laz,
quit, qued, paid, soat, cold, dall, gorf, and char. Many of the words had replaced letters such as: git
for dit, doll for dall, garf for gorf and culd for cold. Other miscues were laze for laz, quite for quit,
cude for qued, pad for paid, sot for soat, and chair for char. Many of the mistakes were because he
replaced the pseudo words with real words. This student was also told ahead of time that the words
in the second line of each section were of fake words. When the sight words screening was given
Nathan scored a 95 out of 100. The sight words misread were: use, their, month, behind, and show.
Certain words were read with replaced letters such as; mouth for month, begin for behind, and shoe
for show. Although his mistaken words had the same starting sounds as the words on the screening
his within word parts and ending parts did not match up.
The last student in my tier 2 group intervention is Nicholas. Nicholas scored the following
on the Houghton Mifflin Phonics/Decoding Screening Test. For his short vowels in CVC words he
scored 10 out of 10. For the short vowels, digraphs, and tch trigraphs he received 9 out of 10. In
short vowels and consonant blends an 18 out of 20 was received. Then 10 out of 10 for long vowels,
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8 out of 10 for r and l controlled vowels, and 9 out of 10 for vowel diphthongs. Words
mispronounced using phonics skills were: phitch as pitch, srig as stig, qued as queb, chirp as crip,
and char as chair. In these words I see a few replaced letters and one reversal. Then with the sight
word screening Nicholas scored highly with a 98 or of 100. He read how as who, and than as then.
It is interesting how he read the first word he made a mistake with because he read it as if the words
were scrambled.
If I were to go based on these two test not knowing what tiers they are already placed in I
would place them in tier II. Based on the amount of automaticity they had with the sight words and
phonics words they were able to showcase strengths with little weaknesses in both areas.
Considering that each of the students in this intervention group are so close to being tier I students, I
am confident that with an intervention drill focusing on reading and decoding skills/ flash cards with
sight words that I can get these students to tier I levels in these areas by the end of my intervention.
After reviewing the data from their phonics screening I have a few goals and focuses for the
student’s in my group. Each student in my group will need to look at short vowels and consonant
blends. Then Austin, Nathan and Sadie will need a little support with long vowel phonic skills. Each
member of the group will need practice with words that have r/l controlled vowels, and vowel
diphthongs. Austin and Nathan need minor support with short vowels in CVC words. Then lastly
Nickolas and Austin will have help with short vowels, digraphs and -tch trigraphs. I will work on
decoding words specific for these areas to strengthen their phonics skills, and then I will use memory
boosting strategies to help their sight word fluency. I will focus on decoding words completely and
emphasize the need of looking at each letter in the word not just the beginning and ending sounds.
The main objectives for my entire group are to work on decoding and also to focus on building their
vocabulary through flash cards for sight words.
My lesson focused on building decoding skills and fluency. Since most of the miscues in the
group were from pseudo words I chose to use activities that used pseudo words where they worded
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on the rules where they needed help. Activities that were used that supported the students were
phonics support with a board game, tic tac toe, gel board and white board drills. With these activities
we discussed the reasons why we needed to pronounce different words certain ways due to the
different phonics rules. At the beginning of each phonics meeting we reviewed our sight words with
flashcards and then reviewed pseudo words given by me on a white board for them to read off of. If
students read a word incorrectly we would discuss with each other why it is pronounced differently.
Once we established the phonics rules they were confused about we do an activity that felt like a
game so that the students would be engaged during the whole intervention.
If students read a word wrong I would point out a clue in the word to help them pronounce it
correctly. Since the drills were done together the students would also help each other out.
A few times students would rush past a word and not notice a letter they missed or a sound they left
out, during these times I would ask them to stop and then I would say “I couldn’t hear you for that
word can you read it again?” Having them look at the word a second time allowed them to correct
the mistake without even knowing they were wrong. I would encourage them to look at all parts of
the word not to just make a guess from the first few letters. By the end of the week, we had
completely cleared up any phonics miscues. Each day we practiced different words and drilled more
pseudo words belonging to different areas such as: short vowels in CVC words; short vowels,
digraphs, and –tch trigraph; consonant blends with short vowels; long vowels; r and l controlled
vowels; and vowel diphthongs. Then we would practice sight words with flashcards.
After a week full of twenty minute phonics and sight word drills, I was able to give the
children their post Houghton Mifflin Phonics/Decoding Screening Test and sight word list. I was so
happy about the results but not very surprised. Sadie sustained her 10 out of 10 in short vowels in
CVC words; and short vowels, digraphs, and -tch trigraphs. She went from 16 out of 20, to 20 out of
20 in short vowels and consonant blends. She also went from 5 out of 10, to 9 out of 10 for long
vowels and from 5 out of 10 to 9 out of 10 with vowel diphthongs. Then with her sight words she
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increased her sight words by 5% giving her a 100% on the sight words. She read with slight
hesitation for the phonics screening but was still able to raise her score then the sight words screening
was read with confidence and fluency.
Austin’s Houghton Mifflin Phonics/Decoding Screening Test was brought to a score of
100%. He went from 9 out of 10, to 10 out of 10 for: short vowels in CVC words; Short vowels,
digraphs, and tch trigraph; long vowels, and vowel diphthongs. Then he improved with short vowels
and consonant blends going from a 17 out of 20 to a 20 out of 20. Then lastly he went from 8 out of
10, to 10 out of 10 for r/l controlled vowels. Then for the sight words Austin went from a 98% to
100%. Although Austin reads with a slow pace it is steady and correct. I am so happy that he was
able to score a 100% in both of the areas that we practiced bringing him to the tier I group for these
specific areas.
Nathan’s phonics skills also were greatly impacted by the drills we did every morning for 20
minutes. He also scored a 100% on the Houghton Mifflin Phonics/ Decoding Screening Test. He
increased his score by excelling to 10 out of 10, when he had 8 out of 10 in both short vowels in
CVC words and long vowels. Then he went from 18 out of 20, to 20 out of 20 for short vowels and
consonant blends. Then lastly the largest growth was from 6 out of 10, to 10 out of 10 in r/l
controlled vowels and from 7 out of 10 to 10 out of 10 for vowel diphthongs. Then I was slightly
surprised with the sight words where he went from a 95% to a 97%. I was expecting more growth
with his sight words since we did sight word flashcards every day we met. I am not worried though
because he is so close to being at 100%.
Then the last member of the group is Nicholas who had the strongest phonics and sight word
strengths out of the whole group. It was not surprising to see him go to a 100% in both screenings.
In the Houghton Mifflin Phonics/ Decoding Screening Test he sustained his 10 out of 10’s in short
vowels in CVC words and long vowels. Then he went from 9 out of 10, to 10 out of 10 in short
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vowels, digraphs, and tch trigraphs. His r/l controlled vowels went from 8 out of 10, to 10 out of 10,
9 out of 10 to 10 out of 10 in the vowel diphthongs, than lastly with his short vowels and consonant
blends he went from 18 out of 20, to 20 out of 20. Nicholas then went from a 98% to 100% with his
sight words bringing him to the tier I level in these areas.
This lesson taught me a great deal about the power of practice. Each time we did flashcards the
students became more confidant in themselves. Talking about the words where phonics skills needed
to be explained, helped to strengthen their decoding. The best part about this experience was seeing
the teachable moments were students taught each other. It is nice to see that they understand it when
they are telling other students what you told them the day before. I usually started with a plan and
then molded it in areas where I felt they needed different instruction. If I realized they were rushing
and making little mistakes instead of calling them out saying “no that is wrong”, I would say “can
you repeat that I couldn’t hear it because you were going so fast.” This allowed them to reread it and
see it for its whole structure. I am so happy that I was able to bring this group to where I said I was
going to bring them.
This SRBI project allowed me to see how much analyzing it takes to assess each student
to help them with the specific areas of need. I only did a sample of the whole class I am curious
as to how long it would take for a teacher to do an assessment like this for the whole class.
There is an outstanding amount of work that goes into a SRBI assessment. I know that I have a
lot to learn still, when it comes to small group interventions. It would have been nice to work
with the tier III students in the class but due to the amount of support they have outside of the
classroom already, I had no time that worked for us to have an intervention together. I still
enjoyed working with the tier II students, especially since I was able to bring them up to the tier I
students in the class.
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Duffy ECE 435 SRBI Project
CONNECTICUT STATE DEPARTMENT OF EDUCATION
Grade Level: 2nd Grade
Student Teacher: Megan Duffy
Date of lesson: Week of Oct. 21-25
Institution: East Haddam Elementary School
Length of lesson: 20 minutes each day
Content Standards:
 CCSS.ELA-Literacy.RF.2.3 Know and apply grade-level phonics and word analysis skills in
decoding words.
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CCSS.ELA-Literacy.RF.2.3a Distinguish long and short vowels when reading regularly
spelled one-syllable words.
CCSS.ELA-Literacy.RF.2.3b Know spelling-sound correspondences for additional
common vowel teams.
CCSS.ELA-Literacy.RF.2.3f Recognize and read grade-appropriate irregularly spelled
words.
East Haddam Curriculum:

Developing Phonics Skills
Students consistently demonstrate their ability to apply phonics skills with the Wilson
Fundations program that is used on a daily basis.

Using part of the Cueing System
Students apply graphophonemic clues to sound out the individual letters in a word, the
sound of the word, or the sound of parts of the word.
Connecticut Standards:
Phonics and Word Recognition
RF.2.3
Know and apply grade-level phonics and word analysis skills in decoding words.
RF.2.3a Distinguish long and short vowels when reading regular spelled one-syllable
words.
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RF.2.3b Know spelling-sound correspondences for additional common vowel teams.
RF.2.3f
Recognize and read grade-appropriate irregularly spelled words.
Learner Background: These students have been chosen for this support group because they
are considered the tier II group in the classroom. These students are the closest to being in
the tier I group according to their DRA scores, MAZE scores, Houghton Mifflin Phonics/
Decoding Screening scores, and sight word scores. This group scored highly with their
Running Record, DRA, and MAZE test so I decided to work on the Houghton Mifflin
Phonics/ Decoding Screening scores, and sight word scores. They showed excellent
strategies of reading comprehension so an intervention in that area would not be necessary.
Student Learning Objectives(s):
Whole Group Objective:
Build on the student’s phonics skills and give them memory building practice for words
where phonics will not help them decode a word.
Sadie:

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Student will show growth with reading and decoding skills in the following areas: short
vowels and consonant blends; long vowels; r- and l- controlled vowels; and vowel
diphthongs.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase by practicing with flash cards.
Austin:
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Student will show growth with reading and decoding skills in the following areas: Short
vowels in CVC words; short vowels, digraphs, and –tch trigraphs; short vowels and
consonant blends; long vowels; r- and l- controlled vowels; and vowel diphthongs.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase by practicing with flash cards.
Nathan:

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
Student will show growth with reading and decoding skills in the following areas: Short
vowels in CVC words; short vowels, digraphs, and –tch trigraphs; short vowels and
consonant blends; long vowels; r- and l- controlled vowels; and vowel diphthongs.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase by practicing with flash cards.
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Duffy ECE 435 SRBI Project
Nicholas:



Student will show growth with reading and decoding skills in the following areas: short
vowels, digraphs, and –tch trigraphs; short vowels and consonant blends; r- and lcontrolled vowels; and vowel diphthongs.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase by practicing with flash cards.
Assessment:
For the pre-assessment I will use the Houghton Mifflin Phonics/ Decoding Screening Test and a
Sight Words test. After the assessment I will analyze the results and see the areas I can focus on
for the students in the group.
During the intervention times I will take a tally of the amount of miscues for each student. Each
day I will increase the amount of words for the students to read off. The activities will vary
some will have students with the same needs working together and some will be individualized.
At the end of the week a post assessment will be given again with the Houghton Mifflin
Phonics/Decoding Screening Test and Sight Words test. Choosing the same assessment will
allow me to see the growth in phonics decoding and sight word memory for each student
compared to the fist assessment.
Materials/Resources:
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Houghton Mifflin Phonics/Decoding Screening Test
Houghton Mifflin Phonics/Decoding Screening Test protocol and analysis sheet
Unit Sight words sheets
Flash cards
White boards
Pen/ white erase markers
Gel boards/ gel board markers
CVC short vowel game board
Dice
Learning Activities: Small guided phonics/sight word building group: 20 minutes Monday
through Friday for one week.
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Duffy ECE 435 SRBI Project
Day One:
Pre-assessment
Initiation:
I will begin by taking one student at a time to a quiet area in the room. Then with this student I
will start with the Houghton Mifflin Phonics/Decoding Screening Test. The test is untimed and
has each decoding skill focused in sections. The first line for each skill is made of real words
and the second line for each skill is made of pseudo (fake) words. I will tell the student that the
second line in each section is of made up words so that they do not try to connect these words to
real words. Then when the student is done reading the words in this test I will have them switch
with another student till each student in the group has taken the test. After the Phonics test is
taken I will start again with the first student tested and ask them to do a sight words test with me.
I will explain to them that sight words are words that cannot be decoded and so I need them to
read off the words with automaticity/as smoothly as they can. After they finish reading all of the
sight words provided I will have them switch with another student in the group, till each student
has taken both tests.
Lesson Development:
I will review the directions to the Houghton Mifflin Phonics/Decoding Screening Test.


Read each row and make sure to say the words clearly so that I can hear you.
The second row in each section is of made up words so do not try to make them real
words.
I will let the child begin when he or she is ready to start. The student will read each section of
the test. I will have a copy of the test and will mark the miscues on my paper with the exchanged
pronunciation. Then I will have the student switch with one of the three other students till each
student has taken the screening, being sure to follow the same steps as I did with the first student.
Then I will have the student who I first worked with sit with me again and I will facilitate the
second test which is quick. This test demonstrates their sight word knowledge. I will have the
student read each word in the box. The student will be told that these words are sight words and
therefore cannot be decoded phonetically. Then I will tell the students that I need them to
pronounce these words as clearly as they can so that I can score them correctly. Each student
will start when they are ready this is not a timed test but if the students take longer than two
seconds to say the word it will be marked. After the first student finishes I will have him/her
switch with another student till each student has taken the test.
Closure: I will share with the group that they are helping me with my homework and that I will
need them to work with me each day for the week for twenty minutes right when they enter the
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classroom. I will also share with them that we will be working on decoding words and on our
sight words.
Day two:
Sight word drill & decoding of short vowels in CVC words; and short vowels, digraphs, and –tch
trigraphs
Group Objectives:
1. Have the children do quick sight word drill with sight words that they misread in the sight
words test.
2. Talk about how these words are sight words because they cannot be broken down with
phonics skills.
3. Practive vowels in CVC words with board game.
4. Discus rules about short vowels in CVC words.
5. Work with Gel boards on words with short vowels, digraphs, and –tch trigraphs.
6. Discus rules about words with short, digraphs, and –tch trigraphs.
Individual Objectives:
Sadie

Student will work on sight word flashcards (often, other, key, own, don’t, and month.)
Austin
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Student will work on sight word flashcards (why and sometimes.)
Student will work on CVC words with short vowels.
Student will work on words with short vowels, digraphs, and –tch trigraphs.
Nathan
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Student will work on sight words with flashcards (use, their, month, behind, and show.)
Student will work on CVC words with short vowels.
Nicholas
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Student will work on sight words with flashcards ( how and then)
Student will work on words with short vowels, digraphs, and –tch trigraphs.
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Duffy ECE 435 SRBI Project
Initiation: I will start telling the students that today we will quickly work with our sight words
and then we will work on short vowels in CVC words and with words that have short vowels,
digraphs, and –tch trigraphs.
Lesson Development:
1. First I will have students read flashcards specifically made for them on the sight words they
missed.
2. Then we discuss briefly the reason these words are called sight words.
3. Next we will play a CVC short vowel board game, where students spin a letter and add it to
the blank spot of the space they land on and then they have to read the word.
5. Then I will give the students a list of short vowels, digraphs, and –tch trigraphs.
6. Each student will read ten in a row then the next student will read the next ten and so on.
Closure:
I will explain to the students in my group that tomorrow we will practice our sight words again
and then we will do a quick review of CVC words with short vowels, and words with short
vowels, digraphs, and –tch trigraphs. Then lastly we will work on two new types of decoding
skills. We will work on words with short vowels and consonant blends, and words with long
vowels.
Day three:
Sight words, review of day two’s decoding skills, then introduction to short vowels & consonant
blends, and long vowels
Group Objectives:
1. Work with sight words that were misread during sight words test.
2. Review/practice with CVC real words and CVC fake words that have short vowels.
3. Review/practice with short vowels, digraphs, and –tch trigraphs.
4. Introduction to words with short vowels and consonant blends.
5. Introduction to words with long vowels.
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Duffy ECE 435 SRBI Project
Individual Objectives:
Sadie
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Student will work on sight word flashcards (often, other, key, own, don’t, and month.)
Student will work on words with short vowels and consonant blends.
Student will work on words with long vowels.
Austin
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Student will review sight word flashcards (why and sometimes.)
Student will review CVC words with short vowels.
Student will practice on words with short vowels, digraphs, and –tch trigraphs.
Student will practice words with short vowels and consonant blends.
Student will practice words with long vowels.
Nathan
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Student review sight words with flashcards (use, their, month, behind, and show.)
Student review CVC words with short vowels.
Student will practice words with short vowels and consonant blends.
Student will practice words with long vowels.
Nicholas
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Student will review sight words with flashcards ( how and then)
Student will review words with short vowels, digraphs, and –tch trigraphs.
Student will practice words with short vowels and consonant blends.
Student will practice words with long vowels.
Initiation: I will start telling the students that today we will quickly review our sight words,
CVC words with short vowels, and words that have short vowels, digraphs, and –tch trigraphs.
Then I will introduce words with short vowels and consonant blends. As well as words with
long vowels.
Lesson Development:
1. First I will have students read flashcards specifically made for them on the sight words they
missed.
2. Then on a white board I will give the students a five CVC words with short vowels.
3. Then I will give the students words with short vowels, digraphs, and –tch trigraphs.
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Duffy ECE 435 SRBI Project
4. After they read them I will take notes on any words the students misread.
5. Next we will pair up and play tick tac toe with pseudo words that have short vowels and
consonant blends. The students have to say the word before marking it with a x or o. This
activity is done on white boards.
6. Lastly we will switch partners and play tick tac toe with pseudo words that have long vowels.
7. For both activities while students are saying their word I will have them read words they
misread and then I will take note of the words they misread.
Closure:
I will explain to the students in my group that tomorrow we will practice our sight words again
and then we will do a quick review of CVC words with short vowels, words with short vowels,
digraphs, and –tch trigraphs, short vowels and consonant blends, and words with long vowels.
Then I will practice with them r- and l- controlled vowels, and vowel diphthongs.
Day four:
Sight words, review of day two and three of decoding skills, then introduction to r- and –l
controlled vowels, and vowel diphtongs
Group Objectives:
1. Review the sight words.
2. Review CVC words that have short vowels that were marked as being misread throughout the
week.
3. Review short vowels, digraphs, and –tch trigraphs words that were misread throughout the
week.
4. Review words with short vowels and consonant blends that were misread throughout the
week.
5. Review words with long vowels that were misread throughout the week.
6. Introduce words with r- and l-controlled vowels.
7. Introduce words with vowel diphthongs.
Individual Objectives:
Sadie

Student review sight word flashcards (often, other, key, own, don’t, and month.)
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Duffy ECE 435 SRBI Project



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Student review words with short vowels and consonant blends.
Student review words with long vowels.
Student will practice words with r- and l-controlled vowels.
Student will practice words with vowel diphthongs.
Austin
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





Student will review sight word flashcards (why and sometimes.)
Student will review CVC words with short vowels.
Student will review words with short vowels, digraphs, and –tch trigraphs.
Student will review words with short vowels and consonant blends.
Student will review words with long vowels.
Student will practice words with r- and l-controlled vowels.
Student will practice words with vowel diphthongs.
Nathan






Student will review sight words with flashcards (use, their, month, behind, and show.)
Student will review CVC words with short vowels.
Student will review words with short vowels and consonant blends.
Student will review words with long vowels.
Student will practice words with r- and l-controlled vowels.
Student will practice words with vowel diphthongs.
Nicholas





Student will review sight words with flashcards ( how and then)
Student will review words with short vowels, digraphs, and –tch trigraphs.
Student will review words with short vowels and consonant blends.
Student will practice words with r-controlled vowels.
Student will practice words with vowel diphthongs.
Initiation: I will start telling the students that today we will quickly review our sight words;
CVC words with short vowels; words that have short vowels, digraphs, and –tch trigraphs; words
with short vowels and consonant blends; and words with long vowels. Then I will introduce are
final two types of words. These last two are words with r- and l-controlled vowels and words
with vowel diphthongs.
Lesson Development:
1. First I will have students read sight words they are hesitating with if any.
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Duffy ECE 435 SRBI Project
2. Then on a white board I will give the students CVC words with short vowels.
3. Then I will give the students words with short vowels, digraphs, and –tch trigraphs.
4. Next we will pair up and play tick tac toe with pseudo words that were misread the previous
day that have short vowels and consonant blends. The students have to say the word before
marking it with an x or o. This activity is done on white boards.
6. Then we will switch partners and play tick tac toe with pseudo words that have long vowels,
using the words that were misread the day earlier.
7. After that we will pick words out of a basket and read them, these words with allow the
students to practice their r- and l-controlled vowels.
8. Lastly we will write words on gel boards that have vowel diphthongs. After they write a word
they will read it and discus why it is pronounced the way it is.
Closure:
Firs I will thank the students for helping me with my school work. Then I will tell them what we
have discussed over the length of the week which will help them with their phonics decoding.
Lastly I will explain to the students that tomorrow we will re-due what we did on Monday.
Day Five: Post-assessment
Group Objectives:


Students will have increased their phonics decoding skills.
Students will become tier I students in phonics and sight word areas.
Individual Objectives:
Sadie:



Student will show growth with reading and decoding skills in the following areas: short
vowels and consonant blends; long vowels; and r- and l- controlled vowels.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase.
Austin:



Student will show growth with reading and decoding skills in the following areas: Short
vowels in CVC words; short vowels, digraphs, and –tch trigraphs; short vowels and
consonant blends; long vowels; r- and l- controlled vowels; and vowel diphthongs.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase.
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Duffy ECE 435 SRBI Project
Nathan:



Student will show growth with reading and decoding skills in the following areas: Short
vowels in CVC words; short vowels, digraphs, and –tch trigraphs; short vowels and
consonant blends; long vowels; and r- and l- controlled vowels.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase.
Nicholas:



Student will show growth with reading and decoding skills in the following areas: short
vowels, digraphs, and –tch trigraphs; short vowels and consonant blends; and r- and lcontrolled vowels.
Student’s speed with sight word recognition will increase.
Student’s sight word accuracy will increase.
Initiation:
I will begin by taking one student at a time to a quiet area in the room. Then with this student I
will start with the Houghton Mifflin Phonics/Decoding Screening Test. The test is untimed and
has each decoding skill focused in sections. The first line for each skill is made of real words
and the second line for each skill is made of pseudo (fake) words. I will retell the student that
the second line in each section is of made up words so that they do not try to connect these words
to real words. Then when the student is done reading the words in this test I will have them
switch with another student till each student in the group has taken the test. After the Phonics
test is taken I will start again with the first student tested and ask them to do a sight words test
with me. After they finish reading all of the sight words provided I will have them switch with
another student in the group, till each student has taken both tests for the second time.
Lesson Development:
I will review the directions to the Houghton Mifflin Phonics/Decoding Screening Test.


Read each row and make sure to say the words clearly so that I can hear you.
The second row in each section is of made up words so do not try to make them real
words.
I will let the child begin when he or she is ready to start. The student will read each section of
the test. I will have a copy of the test and will mark the miscues on my paper with the exchanged
pronunciation. Then I will have the student switch with one of the three other students till each
student has taken the screening, being sure to follow the same steps as I did with the first student.
Then I will have the student who I first worked with sit with me again and I will facilitate the
second test which is quick. This test demonstrates their sight word knowledge. I will have the
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Duffy ECE 435 SRBI Project
student read each word in the box. The student will be reminded that these words are sight
words and therefore cannot be decoded phonetically. Then I will tell the students that I need
them to pronounce these words as clearly as they can so that I can score them correctly. Each
student will start when they are ready this is not a timed test but if the students take longer than
two seconds to say the word it will be marked. After the first student finishes I will have him/her
switch with another student till each student has taken the test for the second time.
Closure: I will have all of the students join me at the table again and we will review what we
learned for the week. I will also tell them that we will continue to work on these skills during
Fundations.
Individuals Needing Differentiated Instruction:
Which students do you anticipate may struggle with the content/learning objectives of this
lesson?
Student Name
Evidence that the student
needs differentiated
instruction
Has a soft voice and had a
cleft lip so it is difficult to
read his mouth when he reads.
How will you differentiate
instruction in this lesson to
support student learning?
I will sit him closest to me and
during the partnering activities
I will pair him with me. This
will allow me to hear him
better.
This student has low selfInstead of calling him out and
confidence with phonics skills. saying you are wrong, I will
address him when he reads by
asking him to read again
because I could not hear him.
This will make it so he does
not feel pinpointed when he
reads something wrong, he
will simply think I am hard of
hearing.
Austin
Nathan
Pre-Assessment Data:
Sight Word Screening
Child’s Name
Sadie
Sight Words
Read
Correctly
Out of 100
95/100
Words Miscues
Test word/word read
Other/
Don’t/didn’t
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Duffy ECE 435 SRBI Project
Often/event
Key/k
Own/down
Month/moth
Austin
98/100
Nathan
95/100
Nicholas
99/100
Why/
Sometimes/
Use/
Their/
Month/mouth
Behind/ begin
Show/shoe
How/who
Houghton Mifflin Phonics/Decoding Screening Test
Name of
Student
Short
vowels in
CVC
words
Sadie
Austin
Nathan
Nicholas
10/10
9/10
8/10
10/10
Name of student
Sadie
Austin
Nathan
Nicholas
Short
vowels,
digraphs,
and –tch
trigraph
10/10
9/10
10/10
9/10
Short
vowels and
consonant
blends
Long
vowels
r- & lvowel
controlled diphthings
vowels
16/20
17/20
18/20
18/20
5/10
9/10
8/10
10/10
9/10
9/10
6/10
8/10
Short vowel in CVC words miscues
Actual word/word read
Dit/ git
Dit/ get, laz/laze
-
Name of student Short vowels, digraphs, and –
tch trigraphs
Actual word/word read
Sadie
Austin
Phitch/pitch
Nathan
Nicholas
Phitch/pitch
20
5/10
9/10
7/10
9/10
Duffy ECE 435 SRBI Project
Name of student
Short vowels and consonant blends
Test word/word read
Sadie
Qued/?, snop/snap, sank/snake,
kimp/kip
Stig/sting, qued/cube, sank/snack,
Quit/quite, qued/ cude
Stig/srig, qued/queb
Austin
Nathan
Nicholas
Name of student Long vowels
Test word/word read
Sadie
Tape/tap, lute/let, paid/pad,
joad/jad, soat/seet
Austin
Joad/jad
Nathan
Paid/pad, soat/sot
Nicholas
-
Name of student
Sadie
Austin
Nathan
Nicholas
Name of student
Sadie
Austin
Nathan
Nicholas
R- &l-controlled vowels
Dall/doll
Dall/doll, char/chair
Cold/could, dall/doll, gorf/garf,
char/chair
Chirp/crip, char/chair
Vowel diphthongs
Voot/vot, rew/new,
fout/foot, zoy/zay,
bawk/back
Fout/fot
Fout/fot, voot/vot,
rew/re
Fout/foot
Post Assessment:
Child’s Name
Sadie
Austin
Nathan
Sight words
correctly read
out of 100
100/100
100/100
97/100
Miscues
Word in test/word read
They’re/ there
Didn’t/ didt
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Duffy ECE 435 SRBI Project
Where/whee
Nicholas
100/100
Houghton Mifflin Phonics/Decoding Screening Test
Name of
Student
Short
vowels in
CVC
words
Sadie
Austin
Nathan
Nicholas
10/10
10/10
10/10
10/10
Name of student
Sadie
Austin
Nathan
Nicholas
Short
vowels,
digraphs,
and –tch
trigraph
10/10
10/10
10/10
10/10
Short
vowels and
consonant
blends
Long
vowels
r- & lvowel
controlled diphthings
vowels
20/20
20/20
20/20
20/20
9/10
10/10
10/10
10/10
9/10
10/10
10/10
10/10
Short vowel in CVC words miscues
Actual word/word read
-
Name of student Short vowels, digraphs, and –
tch trigraphs
Actual word/word read
Sadie
Austin
Nathan
Nicholas
-
Name of student
Short vowels and consonant blends
Test word/word read
Sadie
Austin
Nathan
Nicholas
-
22
9/10
10/10
10/10
10/10
Duffy ECE 435 SRBI Project
Name of student Long vowels
Test word/word read
Sadie
Lute/lut
Austin
Nathan
Nicholas
-
Name of student
Sadie
Austin
Nathan
Nicholas
Name of student
Sadie
Austin
Nathan
Nicholas
R- &l-controlled vowels
Chirp/charp
-
Vowel diphthongs
Fout/foot
-
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Duffy ECE 435 SRBI Project
Board Game:
Start
_ ap _it
_ ug
_ ig
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_ an _up _ ob _et
j
p
b
t
r
t
m
h
_ ad
_ et _ap _ it
_ id
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_ ib
w
d
s
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_ ag
_ et
_up _ op _ ud
_ og
f
_ ad
_ ig
_an
_op
_ am
_ ib
_ od
_en
_ug
_ ud _ag _ ig
_ ap
_it
_ ed
_ in
_up _ob _ed
_ id
_ ig _ut
_ in
_ut
Spin and
Spell
_ed
_ op _un _am
Directions: Use a die, a pencil, and a paper clip for game operation. Roll the dice, go the
correct number of spaces.
Then use the paperclip and the pencil as a spinner and spin an initial sound to complete the
word. Write the letter in
the blank space and read the word you created. Have fun!
24
END