Instructional Program Name of Student: Student T Context for Instruction: The assessment and instruction will take place

in the 5th grade pods, during the reading pull-out session of the day in the morning. In my instructional program, my student will need a pencil/pen and his netbook. As the teacher, I need to bring the DRA Assessment Book and Answer Booklet. I will also need to copy the DRA Scoring Sheet. I will need to have various stories that contain the practiced blends, flashcards of blends and words, and notebook paper. Within the area, there is another pull-out session for reading. This pull out session has one teacher aide and one student reading stories and answering questions. Program Objective: During the reading pull-out section of the day, T will be able to read 12 out of the 12 blends that are listed in the DRA2 Task 25 and correctly state a word that utilizes that blend 10 out of 12 blends listed within that assessment. Student T will be able to obtain these standards three consecutive times. Generalization: To enhance generalization across materials, I will use the sequential modification strategy from practicing the blend within a list of words that contain the blend to reading a story where the blend is found frequently. The student will be introduced to the blend itself. Once the blend is mastered, the student will correctly read the blend with a list of words that are already provided. The student will rehearse these words until mastery. After that, the student will then read the blend within a word that is included frequently within a story. Once the student reads that word without errors for 3 times, the student will be assessed by being shown the blend and asked to pronounce the blend and state a word that contains the blend. Monitoring: At least once a week, the teacher will look for discrepancies in performance. If a consistent pattern of varied performance occurs, the student will begin again at beginning of instruction of the previous phase. Rationale: Teaching blends are an important in order to teach the progressing stages of phonics. Student can realize that sentences are made up of words and words can be pronounced using blends. From blends, students can understand that words can begin and end with the same sound. Also, if words begin or end with the same sound, the words are not exactly the same word. If a student is able to distinguish these sounds, it can help them pronounce new words or unfamiliar Initiator: Melissa Johnson

words while reading. Blending sounds allow the student to segment the words and break them down in order to help with pronunciation. Assessment Procedures: Procedures: 1. Turn the DRA2 Response booklet to Task 25 and place in front of the student. 2. Turn the DRA2 Assessment booklet to Task 25 and place in front of yourself. 3. Copy the Task 25 scoring sheet from the back of the assessment booklet. 4. Place sheet in front of yourself to prepare you to score, while the child is reading. Demonstration: 1. Say: When we come to a word we dont know, we sometimes have to blend the beginning sounds to figure out the word. In this task, you are to tell me how the two or three letters sound together. Then you will tell me a word or name that begins with those sounds. Ill show you what to do. 2. Point to the letters in the starred example and say: /gr/. (Pause) Grapes. Grapes begin with /gr/. 3. Say: Do you understand what to do? Repeat the directions and/or demonstration, if necessary. If you do not know how the letters sound together or a word that begins with those letters, say skip and go on to the next one. Assessment: 1. Say: You may begin the first one now, as you start the stopwatch. If the student, has difficulty remembering the task, ask: How do these letters sound? And/or What word or name begins with those sounds? If the student hesitates after a 8 second wait time, tell her/him to go on the next one. 2. Stop the stopwatch when the student completes the task or STOP this task when the maximum length of time has been reached. (Note: Maximum length of time is 2 minutes and 30 seconds.) After the Assessment: Scoring Guidelines Count each group of sounds correctly blended together as 1 point. Count each word beginning with the designated consonant blend as 1 point. Place a check in the designated box for the correct answers given. Write in the blend and/or word that are stated by the child, if it is incorrect. Count up the total for each column and overall. Write the score is the designated boxes. Circle the category from the top boxes that corresponds with the score. Total Score: 24 Assessment Schedule: To find a baseline, the student will be assessed until a consistent pattern is found in order to establish a baseline of knowledge for blends using the DRA2 Task 25 as the assessment.

When instruction begins, the student will be assessed once every week to evaluate the instruction for blends. The student will complete Task 25 once for each time assessed. Instructional Procedures: Instruction will occur every scheduled opportunity within the school day, except when assessment is given on the last day of the week. Phase 1: 1. Write down the letters within the selected blend (str). 2. Show the written blend to the student. 3. Say: This is a blend, letters that make up a specific sound. This blend consists of the letters, s, t, and r. The sound that this blend makes is str. 4. Say: Point to each letter and repeat the sound. S, t, r. Now, repeat the sound str. 5. Have the student repeat the sound and point. 6. Take flashcards with words that include the blend and show them one at a time to the student. 7. This phase has a zero second time delay. The teacher will say the word on each flashcard and then the student will repeat that word back to the teacher aloud immediately for the corresponding flashcard that is being shown. 8. After each word, give praise for that blend word being said. 9. Chart data that is found. Phase 2: 1. Write down the letters within the selected blend (str). 2. Show the written blend to the student. 3. Say: This is a blend, letters that make up a specific sound. This blend consists of the letters, s, t, and r. The sound that this blend makes is str. 4. Say: Point to each letter and repeat the sound. S, t, r. Now, repeat the sound str. 5. Have the student repeat the sound and point. 6. Take flashcards with words that include the blend and show them one at a time to the student. 7. This phase has a four second time delay. The teacher will correct word, incorrect word, or not response at all. 8. If the student does not respond in four seconds, the teacher will provide the correction pronunciation of the word. 9. If the student says the incorrect word, the teacher will provide the correct pronunciation of the word. Say: This word is _________, say ____________. 10. If the student is correct, the teacher will give praise for that blend word being said. 11. Chart data that is found.

Phase 3: 1. Write down the letters within the selected blend (str). 2. Show the written blend to the student. 3. Say: This is a blend, letters that make up a specific sound. This blend consists of the letters, s, t, and r. The sound that this blend makes is str. 4. Say: Point to each letter and repeat the sound. S, t, r. Now, repeat the sound str. 5. Have the student repeat the sound and point. 6. Take flashcards with words that include the blend and show them one at a time to the student. 7. This phase has a zero second time delay. The teacher will say each word on the SixMinute Solution worksheet and then the student will repeat that word back to the teacher aloud immediately for the corresponding word that is listed. 8. After each word, give praise for that blend word being said. 9. Chart data that is found. Phase 4: 1. Write down the letters within the selected blend (str). 2. Show the written blend to the student. 3. Say: This is a blend, letters that make up a specific sound. This blend consists of the letters, s, t, and r. The sound that this blend makes is str. 4. Say: Point to each letter and repeat the sound. S, t, r. Now, repeat the sound str. 5. Have the student repeat the sound and point. 6. Take the Six-Minute Solution worksheet that includes the words with that specific blend and have the student state each word within the list one at a time. 7. This phase has a four second time delay. The student will either state the correct word, incorrect word, or not respond at all. 8. If the student does not respond in four seconds, the teacher will prompt the student by providing the correction pronunciation of the word. 9. If the student says the incorrect word, the teacher will provide the correct pronunciation of the word. Say: This word is _________, say ____________. 10. If the student is correct, the teacher will give praise for that blend word being said. 11. Chart data that is found. Phase 5: 1. 2. 3. 4. 5. Present the blend to the student. Have the student write down the blend. Instruct the student to write down three words that the blend contains. If student is incorrect, have the student try again. If student is incorrect the second time, state a word and have the student write it down.

6. After the assessment is completed, the student will use the iPad App, MELS Phonics Blending Sounds. The student will use this iPad App for 10 minutes. 7. The student needs to complete the activity on the application at a 100% performance level, answering all questions prompted correctly. Constant time delay was utilized in order to ensure that the student will respond correctly. From the beginning phases, the student is learning the blend. Then the student repeats the word with the blend after the teacher has modeled the blend. From there, the student is given a chance to respond with the correct answer for the blend word. After that, the student is asked to produce words that contain the blend. This relies on the student remembering the words that were taught and reviewed. There is no assistance with this task or words that can be referenced. The student has to recall the words from previously. The student needs to understand that if they do not know the word that is being presented, the student should refrain from stating the word or a word in order to decrease errors being made. The student may continue onto the next phase once each phase is mastered completely by the student. Data Charts: Trial 1 2 3 4 5 Task Analysis Flirt Flare Flask Flow Fly Delay Unprompted Correct 0 sec 0 sec 0 sec 0 sec 0 sec Prompted Unprompted Prompted No Correct Error Error response X X X X X

DRA: Blend Sounds

14 # of Sounds Correct 12 10 8 6 4 2 0 10/5/2012 10/10/2012 Date of Trial 10/15/2012 Sound Aimline

The teacher will graph the correct number of blend sounds that were pronounced by the student during the DRA assessment.

DRA: Blend Words

12 10 # of Words Correct 8 6 4 2 0 10/5/2012 Word Aimline

10/10/2012 Date of Trial

10/15/2012

The teacher will graph the correct number of blend words that were pronounced by the student during the DRA assessment. Reinforcement: For positive reinforcement, after every correct pronounced blend, I will respond with a positive encouragement word or quick celebration to give for praise. Once the sheet is mastered, the student receives free time at the end of the week. Maintenance: I will be assessing all of the blends that will be learned or have been learned at the end of every week. Also, the students skill maintenance will be monitored by collecting work from subjects throughout the school day, communicating with the general education teacher and special education teacher, and see if the student has any frustrations or suggestions about their instruction. With my instruction, I will ensure that the blends will carry over into the next week by reading stories that contain blends learned in the past and utilize their writing in order to incorporate blends that we reviewed or are learning. If student has not maintained knowledge, the teacher will go back and review the blends. Data Collection: After the student has completed the instruction for the week, the student will be assessed using the DRA 2 Task 25. The data results from that assessment will be graphed. See Assessment Procedures for scoring. A sample of the data sheet has been attached. Research Rationale:

Effects of systematic and strategic analogy-based phonics on grade 2 students word reading and reading comprehension highlights the analogy-based phonics program and encourages students to learn instruction through already known words. This program also includes recognizes relationships between words and the relation to word families. The teacher would pronounce the words as the student recognized the word families that the specific word belonged to. Within the study, the instructors utilized four days of instruction and spent the fifth day for student assessment once the lesson was introduced. Effects of multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading describes instruction strategies that are used in Barton reading. Even though Barton reading was not effective as a whole program, there are specific techniques that were found most useful within the study. The teacher would model the word being learned and have the student repeat the word. Then, the students would break down the word and follow along with their finger for each sound, syllable, and then word in different steps of instruction. References: White, Thomas G. (2006). Effects of systematic and strategic analogy-based phonics on grade 2 students word reading and reading comprehension. Reading Research Quarterly, 40(2), 243255. Giess, Sally A., Rivers, Kenyatta O., Kennedy, Kelly, & Lombardino, Linda J. (2012). Effects of multisensory phonics-based training on the word recognition and spelling skills of adolescents with reading. International Journal of Special Education, 27(1), 60-73.