Introduction of New Materials
Sound Card Review
The teacher (instructor) reviews all previously learned concepts with the student as a warm-up. The teacher (instructor) shows the sound card to the student. The student gives the letter name and it’s sound.
Watch this video to see a demonstration of a Sound Card Review.
Sound Cards
Review and Drill – beginning consonant cards ( b, c, d, f, g, h, j, k, l, m, n, p, r, s, t, v, w, x, y, z)
“When I hold up a letter, say the letter’s name, and give its sound.”
“Good job! We are going to learn a new sound today.”
Step 1: Picture Page
≫ Introduction Lesson ≪
The teacher (instructor) will introduce a new concept to the student with a Picture Page. The Picture Page helps the student create a visual memory of the concept.
Watch this video to see a demonstration of a Picture Page lesson.
Picture Page
Student Workbook Page 3 – a – apple
Say, “The name of this letter is a. What is the name of this letter? The letter a is a vowel. The picture page for letter a is apple. Say apple. Good. When I point to the picture page, say the letter’s name, give its sound, and say the picture word. Watch me as I demonstrate.”
Say a, /ă/, apple. Have student repeat three times.
Step 1: Sky Writing
≫ Practice Lesson ≪
The teacher (instructor) will ask the student to say the sound first, then write the letters in the air, saying the sound at the same time. This helps the student memorize the formation of the letters and also the sound that it connects to.
Watch this video to see a demonstration of a Sky Writing lesson.
Sky Writing
Hold up a Sound Card.
“Stand up and extend your arm all the way out in front of you. Ready?”
/ă/ (Say the sound.) a (Say the letter as you Sky Write.) /ă/ (Underline the sound and say the sound.)
Have student repeat three times.
“Good job! Do you know the letter a can also be a word? The letter a is a word and says it’s own name when it’s by itself. We will read some sentences today with the word a.”
Step 1: Blending Drill
≫ Reinforcement Lesson ≪
The teacher (instructor) separates the Sound Cards into three (sometimes four) piles. The teacher (instructor) keeps flipping the cards from the different piles to form nonsense words. Nonsense words force the student to practice the sounds in isolation and also to use decoding and not memorization skills.
Watch this video to see a demonstration of the Blending Drill.
Blending Drill
“Great job! Now we will do the Blending Drill.”
Place cards in three piles according to auditory position (beginning/middle/end). Student touches each card with his blending fingers and says the sound that letter represents from left to right. Student slides his fingers under the cards while blending the sounds together to form a nonsense word. Teacher turns the cards, exposing different letters to blend different combinations of sounds.
Step 2: Sound Identification
≫ Introduction Lesson ≪
The teacher (instructor) will ask the student to close their eyes and listen for sounds. This helps the student focus attention on the concept they are learning and promotes brain connections between what is heard and what is said.
Watch this video to see a demonstration of a Sound Identification lesson.
Phonological Awareness
“Close your eyes. I will say a word. You will repeat the word and listen for the /ă/ sound. If you hear /ă/, raise your hand. Let’s practice. Say hat. Do you hear the /ă/ sound in hat? Yes, you hear the /ă/ sound in hat so you raise your hand. Good. Let’s practice some more words.”
Repeat this activity with:
bat, man, hit, at, cat, pen, fat, nap, sock, bag
Step 2:
Sound Deletion and Substitution
≫ Practice Lesson ≪
The teacher (instructor) will ask the student to repeat words and give the first, middle, and last sounds of the words. The teacher (instructor) will also ask the student to change and manipulate sounds in the words. This helps the student hear and separate the individual sounds in spoken words.
Watch this video to see a demonstration of a Sound Deletion and Substitution lesson.
Phonological Awareness
“Say rat. Say rat again but this time, instead of /t/, say /g/.” (rag)
“Say cab. Say cab again but this time, instead of /c/, say /l/.” (lab)
“Say jam. Say jam again but this time, instead of /j/, say /y/.” (yam)
“Say man. Say man again but this time, instead of /n/, say /p/.” (map)
“Say wax. Say wax again but this time, don’t say the /w/.” (ax)
“Say yap. Say yap again but this time, instead of /y/ say /t/.” (tap)
Step 2:
Sound Providing and Rhyming
≫ Reinforcement Lesson ≪
The teacher (instructor) will ask the student to give the names of sounds in isolation and also in chunks as well as rhyming words. This helps the student focus on all of the individual sounds within each word.
Watch this video to see a demonstration of a Sound Providing and Rhyming lesson.
Phonological Awareness
Write the word pat on the whiteboard. “What is this word?”
“What letter says /p/?”
“What letter says /ă/?”
“What letter says /t/?”
“What two letters say /ăt/?”
“What does the letter p say?”
‘What does the letter a say”?”
‘What does the letter t say’?”
“What do the letters at say?”
“Say pat. Say pat again, but change the /p/ to /c/.” (cat)