Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
Lesson Plans Lesson 4 | 69
Word Recognition and Fluency: Effective Upper-Elementary Interventions for Students With Reading Difficulties
© 2010 The Meadows Center for Preventing Educational Risk, the University of Texas at Austin
ADAPTATIONS
• Have students subcategorize words with blends into beginning and ending blends, three-
letter blends, etc.
• Have students define the families into which words can be sorted—for example,
st blends or ing ending blends.
GUIDED PRACTICE: ACTIVITY 2
BUILD A WORD CARDS
ENCODING
Make consonant blend cards with shr, st, cr, pr, sl, thr, spl, cl, sp, tw, lp, nd, mp, and nt. Divide letter
cards into groups: consonant blends, vowels, and consonants. Display the letter cards faceup and
dictate a word. Have students encode the word by picking the cards that spell the word.
[Display the consonant blend cards in one group, and display letter cards for
a, e, i, o, u, d, t, p, n, and m in another group.]
Teacher: I will dictate a word. Repeat the word and then spell it, using the cards I have
displayed. One group of cards is consonant blends, and the other group is vowels
and consonants.
Let’s do the first one together. First, you segment, or say the sounds in the word.
Kevin, please say the sounds in prod.
Kevin: /p/ /r/ /o/ /d/: prod.
Teacher: Thanks, Kevin. Next, ask yourself, “What letters make those sounds?” or “Are there
any consonant blends?”
Aaliyah: At the beginning is /pr/.
Teacher: Do you see a card with the letters that say /pr/?
Aaliyah: Yes, it’s right there.
[Aaliyah picks up the pr card.]
Hector: The next sound is /o/, so I need the o card.