Before developing an intervention program for Student A, it is important to understand why Student As Nonsense Word Fluency and Phoneme

Segmentation Fluency is below benchmark. I would begin by consulting the students Letter Naming Fluency assessment results. If the students LNF results were at benchmark, it can be assumed that their letter naming is not likely to be contributing to their difficulty with NWF and PSF. Therefore, the problem is either accuracy with the letter-sound correspondences, or fluency in applying them fast enough. If the difficulty is accuracy, then he/she needs help with letter-sound correspondences. In order to determine which letter-sound correspondences Student A knows, I would begin by examining the NWF page and PSF page of his/her scoring book. This information would drive my targeted instructional focus. For example, if the assessment portrays comprehension of all but a few uncommon consonants, but an inaccuracy in identifying vowels, then his/her intervention would begin with an informal assessment to identify which consonants they need help with and a confirmation of whether they accurately know any short vowels or will need instruction on all of the vowels. Assessment would be conducted by using Quick Phonics Screener and Core Literacy Library:

Phonics Lesson Plan Lesson Plan No. Date Group Members Instructional Focus Skill Area Letter-Sound Correspondence 1 Student A NWF Name of Activity Letter-Sound Cards: card drillshow letter, ask for sound. Note letters missed. Hidden Letter: put magnet letter in sock, students feel letter, guess letter and produce sound. Word Chains: Using Magnet Letters, give word and then change one lettersound at a time, targeting either beginning, medial or final sound. Sounding Words: Write a word, challenge student to sound and blend it, then change the word in any way but only by one letter. Timed Reading of Word Lists: Student reads three columns of words; the lists all contain the same words in different order and include 50% high frequency.

Number of Minutes 2

Activity Resource Ive Dibeld, Now What? 10-2

5 Ive Dibeld, Now What? 10-14 10

Spelling

Applying at Word Level

Phonemic Awareness in Children 9H 5

Ive Dibeled Now What? 10-10 8

Assessing Reading: Multiple Measures. These two routines would provide the basis for the following sample lesson plan.

All Activities for Nonsense Word Fluency fall into the following continuum of categories: Introducing and Practicing Letter-Sound Associations Blending Letters into Words
Building Fluency When Reading Real and Nonsense Words

Spelling Simple One-Syllable Words Reading and Spelling Multisyllabic Words Techniques for Teaching Nonphonetic Sight Words Practicing with Text

Materials Used: Alphabet Rings: Alphabet cards with corresponding initial sound pictures Alphabet Reading Skills Puzzles: Puzzle cards with keyword picture on top, letter fits below picture Magnetic Letter Tiles: Used to build and read words Make-A-Word Kit: Word building boards and letters Reading Rods: Color-coded manipulatives that interlock to build words Spell-the-Word Elkonin Boxes: Pictures with boxes below to spell simple words Beginning Sound Word Building Kit: Cards with a picture and word with the initial sound missing Beginning Sound Pocket Chart: Pocket Chart with pictured items to be categorized by initial sound Beginning Phonics Picture Cards: Used for sorting in pocket chart Sight Word Rings: for take home practice Phonics Flip Books: Color-coded flip books to practice words with specific vowels, blends and digraphs

All Activities for Phoneme Segmentation Fluency fall into the following continuum of categories: Word: Distinguish and manipulate words in a sentence Syllable: Distinguish and manipulate syllable in a sentence Onset-Rime/Rhyming: Recognize, identify, and produce words that rhyme Isolation: Recognize individual sounds in a word Identification: Recognize the same sounds in different words Categorization: Recognize that one word in a set has an odd sound Blending: Listen to a sequence of sounds and combine them to say a word Segmentation: Break a word into its separate sounds, saying each sound while tapping or counting Deletion: Recognize the word that remains when a phoneme is removed from another word Addition: Make a new word by adding a phoneme to an existing word Substitution: Substitute one phoneme for another to make a new word

Materials Used: Rhyming Words Skills Puzzles: Self-correcting rhyming words and pictures Rhyming Sounds Tubs: Miniature objects that are sorted by rhyme Alphabet Sounds Tubs: Miniature objects that are sorted by initial sound, vowel, blends and digraphs Match-A-Sound Phonemic Awareness Mats: Pictures are sorted on mats by word parts Pocket Chart Picture Sort: Pictures are matched to started strip in pocket chart

Activities to be used for Six-Week Intervention Plan Activity 9-1: Just Say Part 9-4: Clap, Snap, Tap 9-9: Rhyme Away Story 9-12: Say It, Take It 9-14: All Aboard! 9-18: Sound Dominos 9-20: Sort Objects into Piles 9-24: Blending Phonemes 9-26: Say-It-and-Move-It 9-28: Deleting a Sound 9-29: Take Away a Sound 9-30: Make a New Word 9-31:Change that Word 10-1: Using Letter-Sound Cards to Introduce LetterSound Association 10-3: Fill in the Initial Letter 10-5: Mystery Picture 10-7: Touch and Say 10-9: Sorting Real and Nonsense Words on Cards 10-10: Timed Reading of Word Lists 10-11: Three Sound Word Deck 10-12: Elkonin Boxes with Pictures 10-13: Sound Boards 10-14: Word Chains 10-15: Say and Write 10-19: Decodable Text Odd One Out Identifying Initial/Final Sounds Blending Sounds to Form Words Sound Boards Changing Sounds in Words Omitting Sounds Spelling Cards 4G Action Rhymes 7E: Add a Sound 7I: Spiders Web 8C: Consonant Blends 8F: Building Four-Sound Words 9G: Swap a Letter Salad Toss Critter Sitter Bridge Game Odd One Out Sound-Out Strategy Spell-Out Strategy Sound Boards Say-It-and-Move-It Research-Based Resource

Ive DIBELd, Now What?: Designing Interventions with DIBELS Data by Susan L. Hall

Neuhaus Education Center: Reading Readiness Skills

Phonemic Awareness in Young Children by Marilyn Jager Adams

CORE Literacy Library: Teaching Reading Sourcebook

Road to the Code by Benita Blachman