Ready4Reading Evidence Portfolio
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Appendix A: Ready4Reading — Component Examples
Program Activity Example #1 Ready4Reading Phonics Lesson Example: Digraph -ch
Each Ready4Reading phonics lesson employs a routine aimed at reinforcing sound- spelling relationships. Lessons start with a phonemic awareness warm-up, review recently learned spellings, provide sound-spelling instruction, engage students in word reading and spelling, and show students how to use these skills in real reading and writing contexts. For example, a lesson on the digraph -ch typically takes 20 minutes: • Step 1: Develop Phonological Awareness/Introduce Sound-Spelling : Students begin by watching an articulation video to learn how to make the /ch/ sound. They then engage in an activity where they say the digraph ch/tch sound every time they hear a word with the /ch/ sound (e.g., such, much, ditch, match ). Then students blend (e.g ., /ch/ /o/ /p/ chop ; /ch/ /i/ /n/ chin ; /ch/ /e/ /s/ chess ; /f/ /e/ /ch/ fetch; /b/ /e/ /n/ /ch/ bench ; /k/ /r/ /u/ /n/ /ch/ crunch ). Moreover, segment words with /ch/ (e.g., students say the following words and then orally segment the words by sound: hat, chat, cat, catch, chin, inch ). For support, students use Sound Boxes and Counters to stretch the sounds in the word and then move one counter into a box for each sound. They also tap the sounds as they say them. Teachers introduce the sound-spelling by writing chess and itch on the board. They underline ch and tch and tell children that when the letters c and h or t, c, and h appear together in a word, it is called digraph ch/tch . There are two letters in the digraph ch but only one sound: /ch/. In digraph tch , there are three letters but only one sound: /ch/. Teachers blend each word aloud as they run their fingers under the digraph ch/tch and each letter. They then ask students to say what ch and tch stand for. They show students the Letter Sounds Flash Card for /ch/ and point out the letter sound at different word positions. Children write the letters ch and tch several times as they say /ch/. • Step 2: Model Blending/Blend Words: Teachers model blending by writing the words hop, chop, hip, chip, much, lunch, and catch on a board. Using the digital or print “Blend Words: Digraphs ch, tch ” activity, teachers model how to blend a word with a digraph ; for example, cat and chat . The teacher points to each word, asks children to blend the sounds quietly, and then says “all together” as children chorally read each word. Teachers provide corrective feedback as needed. • Step 3: Build Words: After students practice blending sounds in words, they use the Magnetic Letter Tiles and trays to build the following words in sequence: chop, chip, chin, check, such, much, lunch, bunch, witch, pitch, match, patch . • Step 4: Sort Words/Spell Words: After students build words using Magnetic Letter Tiles and trays, students learn that the tch spelling only appears at the end of a word or syllable, never at the beginning. They also learn that ch and tch are always preceded by a short vowel — not a consonant or long vowel. They complete the “Sound -Spelling Word Sort: Digraphs ch, tch ” activity and work with partners to sort the words by their sound-spellings. Students engage in
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