Eduardo
Grade 2
End of first grade 10.5wcpm
ELD level: 2
Cat6 scores: 2 in reading 38 in math
Assessments given
CORE Phonics Survey
DIBLES Phoneme segmentation
Strengths:
Knows individual consonant sounds
Knows individual vowel sounds short and long
Could read short vowel cvc “real” words but struggled with “pseudo” words
Phoneme segmentation –consistently segments 2 and 3 phoneme words
Needs (possible target skills):
Short vowel cvc words 7/10 correct (On CORE pg 64 instructions state that on a ten-item
subtest three or more errors warrant attention.)
o Short vowels e, i, u
Short vowels with digraphs and trigraph 2/10
Short vowels and consonant blends 3/10
Long vowels 0/5
Phoneme segmentation – struggles with 4 phoneme words especially with consonant
blends
Target skill:
Short vowel cvc words
Materials:
First grade teachers editions (1st TE)
Second grade intervention guide (2nd IG)
Dates of Intervention: Meeting with student three times per week for 15 minutes each session
began on September 15, 2008
Day 1 Focus: word building for better diagnosis with CVC words
Used blending line words from the 2nd IG to create word building list with CVC for
practice
Word Building with small cards
an on in pin spin spit spot pot pat pan tan tap top
hop mop map nap snap snip cat cut nut not hot hut hat
hit fit bust best bet ben bun bug beg
23/35 words correct 65%
Eduardo is able to quickly manipulate the cards with two letter words but struggles with
the consonant blends. Switching the vowels with short e and short u is difficult for him
but he improved with prompting.
Day 2 Focus: short e in cvc words
Phonemic awareness distinguishing a and e by pointing to the S/S card lamb or hen
depending on what vowel sound is heard is each word
Ten hen bad bat tent bent led lad
IG pg 10-11 Lesson1 blending set 2 focus: short a and short e
introduce cards lamb, hen, ball, dinosaur, and lion
Pg 1
four lines of blending pg 11
Eduardo could distinguish short a and short e in cvc words for phonemic awareness. During
blending lines he could blend cvc words with little trouble but had difficulty with the
consonant blend and so after two words of consonant blends, I stopped words with blends.
Missed high frequency word was.
Day 3 Focus: review short e blending words and introduce short i cvc
review by using the dictation words to do word building game from IG pg 16
phonemic awareness short I, short e, and short a
pack peck pick sit sat set pit pet pat his has
blending lines from 1 st TE pg236 with short i cvc words
Eduardo did very well with this lesson today. He thought through which vowel to choose in
the word building game. I used the sound by sound blending routine and he did not struggle
with any cvc words.
Day 4 Focus: review short i and introduce short u
Word building review of previous short vowel spellings
it sit set hit hip ten sip pan
Phonemic awareness to listen for medial vowel sound
o Bug beg big cut cat kit dig dug
Blending lines from IG lesson and 1 st grade lesson combined focus is short u
o up cup cub sum
o sun hut cut nut
o mud bud hum bun
Eduardo has completed three lessons with short vowel cvc words with a focus on short e,
short, u, and short i sounds. He has made progress during word building and phonemic
awareness but is very slow with blending.
Day 5 Focus: assess progress on short vowels and consonant blends
Measuring Progress on what was taught (progress monitoring) for short vowel words
(mostly cvc with some consonant blends)
Read words
sit pat sled box on mast
ten rug set bed led pan
him tin an did kid pot
map slim man log bug slot
sun hog cut bud men lump
25/30 words correct 83%
I need further diagnosis before determining the next target skill. Eduardo has improved in
the area of short vowels but he still struggles with blends. The CORE assessment gave me
information that he struggled with consonant blends, digraphs, and trigraphs but I would
like more information. In anticipation of using decodable stories, I realized that I hadn’t
tested Eduardo on high frequency words. So I’m going give a short assess on both before the
next session.
Read words
past sent snap bend camp slick clip skid
stack flip crib trim grab knock kick Pg 2
chum thud wrench ship pitch graph hatch
thin badge edge shell when sing bang
16/29 correct 55%
Tested high frequency words 61/150 correct 40%
These two tests tell me that I need to review how to decode a blend and instruct targeted
digraphs and trigraphs (-tch, ch, ph, sh, th) and silent consonant spellings (wr_, kn_, -dge)
For the next three lessons I’m going to continue with short vowels but add digraphs,
trigraphs, and consonant blends.
Day 6 Focus: Listening for and blending four phoneme words that include a consonant blend.
Phonemic Awareness using Elkonin boxes to segment consonant blends
Nap map maps past mast
Bad bat tent bent sent
Led lad dad sled sped
Slim clap clad mend last
Blend the words above using sound by sound routine
Eduardo reread all blending lines tracking the individual sounds with his finger.
Word building with the same words above using small cards
Eduardo had trouble with phonemic awareness in separating the nt blend and the cl blend.
During blending he was okay with sound by sound but was very slow. While rereading,
when I taught him to track sound by sound, he was able to decode most consonant blends
correctly. During word building I needed to remind him to count how many sounds he heard
and match those to the letter. He needed support with the nt and the cl blends. As we
encounter blends in future blending lessons, I will give phonemic awareness support and
sound by sound blending to help him notice all phonemes.
Day 7 Focus: digraph sh
Grade 1 unit 3 lesson 8 pg 107
Phonemic Awareness using Elkonin boxes to segment sounds in words with the sh
spelling and some words with consonant blends (review).
Blending lines and sentences T107 using sound by sound
Eduardo reread all blending lines tracking the individual sounds with his finger.
Eduardo mostly struggles with the mutisyllablic words but he can do them sound by sound.
He is doing better with his short vowel sounds.
Day 8 Focus: using short vowels and digraph sh in a decodable book
Review some of the blending lines from previous lessons.
Read decodable “Trash” introduce high frequency words and words Eduardo might
struggle with (old, half, two, three, four, five).
Eduardo was very slow in the decodable but he used his fingers to track and seems to have
realized that he needs to decode each sound rather than guess at words he is unsure of. Words
he struggled with in the decodable are stacks, dented, split, smashed, beds, three, cracked,
crashed, fishnet, strips, half.
Day 9 Focus: digraph th
Review consonant blends and the sh with word building game Pg 3
Phonemic Awareness using Elkonin boxes to segment sounds in words with the th
spelling and some words with consonant blends (review).
Slip slim slam lamp lash mash mist (pg 119)
Blending lines and sentences pg 124 using sound by sound and whole word
Eduardo reread all blending lines tracking the individual sounds with his finger. He self
corrected all errors and read all words correctly.
Day 10 Focus: read sh and th in a decodable lesson
Review some of the blending lines from previous lessons. Have Eduardo read and track.
Introduce high frequency words and words Eduardo might struggle with (into, water,
off, called, on, all).
Read decodable “Seth’s Bath” using decodable routine and corrective feedback
Eduardo was still very slow in the decodable but he is tracking and decoding individual
sounds. He is able to get single syllable words correct but struggled with multi syllabic
words. (stepped, thumped, finished, abandoned)
Day 11 Focus: Assessment for fluency speed and accuracy with short vowels, consonant blends,
sh, and th
1 minute fluency read using “Trash” and “Seth’s Bath”
word reading check for accuracy with short vowels, consonant blends, sh, and th
thick that then thump
wish shop dish ship
bent clap stop drop
12/ 12 correct 100%
Eduardo’s average fluency was 21.5 for the two passages. He struggled on multisyllabic words
and the inflectional ending ed in the passages. I will add multisyllabic blending and inflectional
endings to my list of possible target skills. He was able to read the spelling patterns we
instructed (short vowel, consonant blends, sh and th). Given the progress he made, I will
continue with the remainder of the targeted digraphs and trigraph (-tch, ch, ph) and silent
consonant spellings (wr_, kn_, -dge). After these lessons I will retest parts 5a-c of the CORE
phonics survey to measure progress.
Pg 4