Meaning-Based Intervention Lesson 1 short /a/ Prototype Level I February 2018

short /e/ Day 1 1. LEA 2. Word-Building 3. Cloze 4. Fluency 5. Comprehension

I. Language Experience Activity Students dictate to the teacher (can be done in small group or individually). Sentences recorded on a separate word document, screen, or poster. There must be a minimum of 5 sentences. Students re-read until fluency is achieved. The paragraph/story is then used for analytic phonics mini-lesson. Students’ stories should be dated, saved, and used for reading practice on subsequent days.

2. Word Building Short /e/

net bed ten bell

b – ed bed f – ed fed ed

r -- ed red sp -- ed sped ed

b -- ell bell w -- ell well

t -- ell tell sm -- ell smell

b -- est best r -- est rest

n -- est nest ch -- est chest

h -- en hen m -- en men en

t -- en ten p-- en pen en

w -- et wet m -- et met et

j -- et jet n-- et net et

b -- eg beg l-- eg leg eg

th -- em them st-- ep step

Short /e/ wet net jet leg beg step them met well best nest rest chest red sped fed bell men hen pen ten bed tell smell Short /e/

3. Cloze Short /e/

net bed ten bell

Did you hear the bell r_ _ _? Did you hear the bell ring?

The car sped down the r_ _ _. The car sped down the road.  

He had a red c_ _ on his head. He had a red cap on his head.

The hen laid an e_ _. The hen laid an egg.  

She used a net to catch the f_ _ _. She used a net to catch the fish.

The cat was his p_ _. The cat was his pet.

Please t_ _ _ me your secret. Please tell me your secret.

Please watch y_ _ _ step. Please watch your step.

There were ten kids o_ Ted’s team. There were ten kids on Ted’s team.

She hurt h_ _ leg. She hurt her leg.

Is there a b_ _ _ in the nest? Is there a bird in the nest?

Time to g_ to bed. Time to go to bed.

I can sm _ _ _ the skunk. I can smell the skunk.  

Nelly f_ _ _ in the lake and got wet Nelly f_ _ _ in the lake and got wet. Nelly fell in the lake and got wet.

4. Fluency: SPF Short /e/

4. Short Passage Fluency (SPF) is a paper-based repeated reading activity that uses a series of Really Silly Stories (RSS). Each story is broken into daily sections. In each section, 30- and 40-word increments are designated with bold-faced type and underlines. Students read a daily section aloud three times, stopping at their designated target level (30 or 40 words). Each attempt is timed. Students then record their three times on a graph. Some prefer to use paper. A paper version of these are included.

BIFF PACKS A LUNCH ATOS level 2.0 Day 5

Biff packed a bowl of ice cream in his backpack for lunch Biff packed a bowl of ice cream in his backpack for lunch. Sam asked him, “Did you forget something?” “Oh yes,” said Biff. “I forgot the chocolate sauce!” He took the bowl of ice cream out of his big, red backpack.

Record the times for each attempt.

Comprehension Dandelion Launchers, 3a

Pre-Post Confirmation Before reading the story go through each of events or statements. Tell the students that some of the events will occur in the story. Some may not. (Or some are true and some are not.) After reading they will need to decide which of the things listed occurred. If the student has trouble reading the chart, talk through the items with the student and decide where to put the check mark

Pre-post confirmations. Which of these is true? yes no Page # 1. Sam has a big bag. 2. Tam has a big bag. 3. Pip sat on the bag. 4. Sam had Tam’s bag. x 1 x 3 x x 6

short /e/ Day 1 1. LEA 2. Word-Building 3. Cloze 4. Fluency 5. Comprehension

Meaning-Based Intervention Lesson 1 short /a/ Prototype Level I February 2018