Title: Carol F’s Lesson 5
Topic: b/e/d Letter Sound Correspondence and Letter
Formation
Grade Level: 1st and 2nd – remedial instruction for a rising 2nd
grader who is lovingly supported by his parents. He was almost
retained in 1st grade as he barely passed the DRA level required
by his school system. Zach has had difficulties with anxiety and
is closely monitored by his parents and his psychiatrist.
SOL’s: 1.3
a. Initiate conversation with adults
b. Use appropriate voice level
c. Ask and respond to questions
2.4 b. Count phonemes in 1 syllable words
c. Blend sounds to make 1 syllable words
d. Segment 1 syllable words into individual
phonemes
1.12 a. Form letters accurately
2.14 Use available technology for writing
Time Frame: 30 minutes
Learning Objectives:
1. To participate in conversation appropriately with adults
2. To decode and encode using b, short e, and d in isolation
and (in word context) with all other mastered letters of
the alphabet. This is the short vowel for Zach to review. I
like the sequencing in Recipe for Reading by Frances
Bloom and Nina Traub. Lots of students have difficulty
with short I and e. Zach is no exception. Harvey Almarode
spoke of the importance of sequencing in math – I believe
this is just as important in learning to read and write.
Strategies and Activities to be used; referencing Content from
Content Academy
1. I began by attempting to greet Zach when he rushed
into our workspace at his home, without eye contact,
yelling, “How many things do we have to do?” Both his
stepdad and I told him that he needed to say hello first.
Our mistake! He yelled, “Hello! How many things do I
have to do?” So we modeled for him how to wait his
turn in conversation, appropriate volume, how to give
eye contact, and to listen and answer my question
(about swimming which he had just finished) before
asking his question. This took several repetitions, but
Zach got it! If we had begun with modeling and
repetition after Zach’s initial outburst, (as shown to be
research based strategies by John Almarode) we would
have saved lots of time! Furthermore, when Zach told
me about swimming, he proudly counted off his new
friends and told me about his anticipated sleep over –
so he actually enjoyed answering my question before
beginning work. (Release as indicated by John
Almarode)
2. To transition, I told Zach that we were going to use
poker chips to help determine where the letters b, e,
and t would come in words he was to listen to. I told
him that I expected him to be successful as we had done
this with other words. (I set a positive expectation as
indicated by John Almarode and John Strebe) While he
often guessed and was successful, I modeled and let him
know that touching the poker chips would help with
other words and working from left to right. When he
followed my directions, we quickly moved on. We
might have spent 3 minutes doing this activity.(Press)
3. To prepare for the next transition, I told Zach that we
would do a 3 part drill ( technique used in Orton
Gillingham based programs) I also told him that part 2
would be done in an entirely new way that he would
enjoy. To build anticipation, I got out my tablet. He was
so excited! We usually do part 2 as follows: I say a
sound and he writes the corresponding letter in colored
sand. Oh my gosh! My expectations for success,
excitement, and work well done were met all the way
through the drill – this transitional technique given by
John Almarode and John Strebe is powerful especially
when combined with novelty. So we raced through the
flashcard drill where I hardly say a word and Zach does
all the talking. (Jackie Gulino spoke a bit about how we
as teachers can talk too much!) Zach was successful
with all letters reviewed thus far except b, d, e, and u.
The e was confused as an i. He corrected this quickly
with repetition. The other letters were reversed, so I
had him trace them with his finger to employ another
modality. All our instructors emphasized the value of
multiple modalities. (press)
4. Zach was all ears when we got to the tablet. The art
program we used is called “kidsdoodle” I modeled by
having Zach give me a letter sound and I wrote the
corresponding letter. While Zach had never worked
with this program – he immediately recognized the
paintbrush and eraser icons and caught on quickly.
While many of his letters were written from the bottom
up and in reverse he was intent on redoing them
correctly. We used a stylus which he held just like a
pencil. Zach experimented with the colors and types of
letters including bubbles and dots with delight. Of
course I was delighted too! Using a novelty as
suggested by John Almarode was wildly successful.
Furthermore, I had lost much of Kim Brantley’s
information, but remembered her saying to try the art
apps! I am so glad I did! Before moving on to part 3 of
our drill – Zach insisted on writing “kidsdoodle” and
drawing the icon so that he could practice writing on it,
although I expect some drawing to occur also.(press and
release)
5. The last part of the drill includes a vowel intensive
where Zach reads combinations of letters beginning
with vowels and then cvc combinations. I let him take it
a step further into creating his own words nonsense and
real. This took his thinking level up the Bloom’s
Taxonomy Scale as mentioned by John Almarode. I also
used this as an informal evaluation. Short e/i confusion
needs a bit more practice as do the b/d and n/u
reversals. However, Zach self corrects quickly. He
knows that if I am silent and do not give him positive
feedback right away, he needs to make a correction.
(Another example of the joys of positive feedback – as
shared by the John Almarode and John Strebe.) (press)
6. Finally, as a wrap up for this lesson and a release before
beginning something new, Zach, who loves to draw,
made b, e, and t, creatures. Then he gave them names
beginning with b, short e, and t. Finally, he had to give a
verb starting with the same letter – e was challenging so
I gave him some choices – he chose “exit”. I had been
watering down content by referring to verbs previously
as action words and he did not realize that these were
the same. (John Almarode told us NOT to do that and
he was so right!) This was reinforced later when I asked
Zach to tell his Dad and stepdad what he had learned.
He told them that “verbs are action words” and upon
request gave examples. (This is firmly related to the exit
strategies you, Jackie Gulino, and John Almarode gave
us.) Finally, before I left, Zach proudly posted his
creatures on the refrigerator for his mom to see when
she got home from work.
Reflections:
I love working with this child! He is so responsive and
enthusiastic! Mindfully applying the CTA techniques
added to our success and the fun of learning! I have
needed a push in the realm of technology. Also, thanks to
CTA, I have learned how to set up my lessons with positive
expectations shared by both myself and my students.