Page 4 - Kelsey Hall and Diana Petschauer FLIP HTML5 Plug in

between digraphs (two letters that come together and make one sound - ck, th, sh, wh, qu) and blends (letters that come to- gether and retain their sounds - , br, spr, etc.). By drawing attention to concepts known to be di cult, learners will engage in errorless practice and learning.
also viDeo 2 - RevieW WoRDs aND coNcePts (3 miNutes)
Review words focus on up to three review concepts. This section is com- prised of a list of between 15 to 20 words, each one including one or more con- cepts identi ed as challenging for the learner. These are concepts previously taught, but may require additional fo- cus. At this point, no new or unknown concepts should be included. Students read through these words three times. The rst time is to review the words and provide guided corrections to any errors. The nal two read-throughs are focused on uency and, most often, are timed. http://bit.ly/review-words
viDeo 3 - sight WoRDs (3 miNutes)
Similar to review words, this section of the lesson plan should have a list of sight words, also known as “high frequen- cy” words, (15 to 30) read through three times with the rst focused on error cor- rection and the remaining focused on uency. The Fry and/or Dolch word lists are frequently referenced for this sec- tion. These comprehensive lists outline the most commonly used English words, ranked in order of frequency. http://bit.ly/sight-learned-words
viDeo 4 - guiDeD DiscoveRy iNtRoDuctioN of a NeW coNcePt (7 miNutes)
Guided discovery carries the weight of a lesson. This task is critical because it requires comfort with the subject matter on the part of the instructor, as well as a plan to guide the learner through pre- viously mastered concepts in order to make connections and discover the new concept. This can be challenging because
Video 1 - Phonogram Drill (2 minutes) (http://bit.ly/phonogram-blending)
Video 2 - Blending Drill (3 minutes) (http://bit.ly/review-words)
the instructor has to allow the learner to use prior knowledge to make these con- nections without explicitly telling them the new concept. This process creates a meaningful learning experience and builds strong neural connections to sup- port the application of the new concept when reading (Shaywitz, 2003). http://bit.ly/guided-discovery
viDeo 5 - NeW WoRDs aND coNcePts (3 miNutes)
In order to practice the new concept, 15 new words, using only the new con- cept and previously learned concepts, are included in a list. The learner reads through the list once for practice, fol- lowed by two additional reads timed for uency.
http://bit.ly/new-words-concept
26 www.closingthegap.com/solutions/articles | April / May, 2017 ClosingTheGap © 2017 Closing The Gap, Inc. All rights reserved.
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