Friday Activities

Friday

Steps 3 - 7

Step #3: Consonants – Beginning and Ending Sounds Movie Clip 2 Minutes
Activity & Materials	Method	Timer and Comments	Correction
#1 Beginning and Ending Sounds •Student worksheet #3	•Randomly Point to beginning letter of a word or ending letter of word •I Say / You Say •Coach – Say “b”, etc.. •All students Say “b”, etc…	•1 Minute •Start with 3 second delay •Work towards 1 second delay	•Say the beginning or ending consonant sound only •Do NOT say letter name – just the sound •Self Correcting •Point to the same consonant

My White Board

Step #4: Short and Long Vowel Sounds (Pancakes and Waffles) 5 Minutes Movie Clip
Materials	Method	Timer and Comments	Correction
•None	•Review how waffles (two sides - long) and pancakes (one side - short) are cooked – how many sides at a time, which one takes shorter or longer to cook, etc…	•Not timed	•Discuss that when you see a word with one or two vowels, you only hear one vowel sound
•Pictures of vowels – (pancakes and waffles)	•Point to waffles in sequence: a, e, i, o, u •Coach - Say LONG vowel sound only •All students Say	•Not Timed •Repeat several times •	•N/A
•Pictures of vowels – (pancakes and waffles)	•Point to pancakes in sequence: a, e, i, o, u •Coach - Say SHORT vowel sound only •All students Say	•Not Timed •Repeat several times •Coach e and i •Fingers on chin	•N/A
•Pictures of vowels – (pancakes and waffles)	•Randomly Point to short or long vowel •I Say / You Say •Coach - Say the appropriate LONG or SHORT vowel sound only •All students SAY	•1 Minute •Start with 3 second delay •Work towards 1 second delay	•Self Correcting •Point to the same vowel

Step #5: How Many Vowels (1 or 2) – Say the Vowel Sound (Short or Long) 8 Minutes Movie Clip
Activity and Materials	Method	Timer and Comments	Correction and Comments
#1 •Magnifying Glass sheet •Student worksheet #3 •Short and long vowel words	•Select a word from the student’s sheet with a long or short vowel and print in white space •Discuss if short or long •Ask student what the vowel sound is • Coach - Say the vowel sound •All students Say vowel sound	•Not timed •Repeat with 2 more words with long vowels and 2 short vowels	•Two vowels in a word are long (waffle) •Stress: find how many vowels are in the word before they try to sound it out.
#2 •Student worksheet #3 •Short and long vowel words •	•Randomly Point at words with Short or Long Vowel •You (Student) Say / I Say •One student is timer, other Says vowel sound •Switch to take turns	•1 Minute •Start with 3 second delay •Work towards 1 second delay	•Say the vowel sound only •Self Correcting •Point to the same word
#3 Help - Optional •Student worksheet #3 •Short and long vowel words •	•Randomly Point at words with Long or Short Vowel •If the student is not knowing the rule, have the student mark each vowel (place a dot above) in the word and then have them say the count (1 or 2). •Then have them say the rule –(short/long or pancake/waffle) •Then have them say the vowel sound		•The student has to recognize how many vowels first. •Then they must know the rule. •Then they must know the sound.

Step #6: Sound Blending Practice – Short and Long Vowel Words (Pancakes and Waffles) 5 Minutes Short Long
Materials	Method	Timer and Comments	Correction
#1 •Student worksheet #3 •Short and Long vowel words	•Randomly Point –Short or Long vowel words only •I Say / You Say •Always say Vowel Sound First •Coach blends the sounds within 3 seconds to say word • •Student blends the sounds to say word •One student observes •Switch to take turns for each new word •	•Not timed • •Use 3 or more short vowel words for each student •Use 3 or more long vowel words for each student • •Repeat for other student	•Coach uses technique •Student uses technique • •Point to the same word

My White Board

Step #7: Sound Blending – Say and Chart 5 Minutes
Materials	Method	Timer and Comments	Correction
#1 •Student worksheet #4 •Alternate days: upper or lower half	•One student is timer •One student uses marker •Mark and Say •Read Left to Right •Use “dot” to mark first time •Use a second “dot” to mark second time if time is still left •Count and chart – only correct responses – not total words said •Use X to chart score •Switch to take turns •Use eraser to clean sheet	•1 Minute • (Optional) •Repeat for each student • •If only one student in group, chart first timing. Allow second timing for practice – discuss type of errors. This will help next day’s score. Some students may have difficulty in sound blending words. In many cases, their sight word capacity is 50+ words per minute and become frustrated with the phonics exercises. An option is to use the bold markings on the scorecard to set expectations. If the actual timing exercise is causing resistance, block out (draw a box) the number of words on worksheet #4 based on the bold number on the scorecard. Have the student sound out those words without any timing. Stress to say the vowel sound first. The goal is to have a high frequency of opportunities to sound out words.	•Student does not have to “blend” the word. If they can say it right away, this counts. •If incorrect word, coach says nothing but counts as error •> 3 seconds pause, coach says “beep” and counts as error •If student is really struggling with saying the wrong vowel sound, you may say “Say the vowel sound” for the student says each word.
#2 – Clean Up	•Place timer, eraser and marker in plastic holder in binder •Place student chart in colored folder Distribute this week’s materials to student to take home •Insert next week’s materials in sleeves