Pathways to Structured Literacy:
Practitioner Guide
Volume Two
(Targets 7-10 from the AIM Structured Literacy Scope and Sequence)
Target 8, Option 1: VCV, Consonant + le, and VV Syllable Division
Target 8, Option 1 Teaching Tips
V/CV and VC/V Tips
Teach V/CV and VC/V syllable division in isolation before mixing them together. A good warm up activity is to practice open and closed syllable types.
Consonant + le Tips
Consonant + le syllable division requires teaching the consonant + le syllable type AND the consonant + le syllable division pattern. Teachers may wish to add consonant + le syllable cards to their visual deck drill. Here are the suggested cards: -ble, -dle, -fle, -gle, -kle, -sle, -tle, -ple, and -zle.
V/V Tips
Most vowel teams have been introduced, so teaching the VV syllable division pattern is appropriate. However, teachers may wish to skip to Target 8, Option 2 and finish teaching the remaining less frequent vowel teams before teaching the VV syllable division pattern. Teaching words with VV combinations that are NOT vowel teams such as io, ao, eo, and iu is recommended first (see group 1). Next, teach words that have VV combinations that are also vowel teams such as oa, ie, ea, and oe (see group 2).
During the delivery of the lesson:
□ Teacher explanations are clear
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□ Multi-sensory strategies are used
□ I do, we do, you do - include guided practice with lots of opportunity for repetition
□ Students are working towards mastery
□ Students are encouraged to analyze words, listen for sounds; discourage guessing
□ Error corrections are made immediately
Foundational skills
□ Oral segmenting and blending of syllables in multisyllabic words.
□ Oral segmenting and blending of phonemes in 5 sound words.
Visual drill
□ Only previously introduced graphemes/morphemes
□ Students’ sounds are correct and automatic
□ Error cards are recycled back in the deck and drilled again
□ Sound production cues are provided as needed (voiced/unvoiced, lip biter, etc)
□ Teacher prompts for multiple sounds and rules associated with the grapheme
Auditory drill
□ Only previously introduced phonemes
□ Teacher dictates sounds correctly
□ Students repeats sounds before writing
□ Student writes multiple spellings from most to least common
Blending drill
□ Students working in target 8, option 1 may have outgrown the need for the blending drill.
Review word reading
□ Only words containing previously introduced skills/concepts/rules are dictated
□ Students repeat back word before spelling
□ Segmenting by sound is encouraged
□ All written words are read back aloud
Review word spelling
□ Only words containing previously introduced skills/concepts/rules are dictated
□ Students repeat back word before spelling
□ Segmenting by sound is encourage
□ All written words are read back aloud
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Review sentence reading
□ Only phrases/sentences containing previously taught skills/non-phonetic words
□ Students read orally at a sufficient rate and with expression; student may re-read for fluency
□ Teacher activates background knowledge
□ Teacher may pre-teach some vocabulary words
□ Teacher asks comprehension questions or asks student to paraphrase
Review sentence dictation
□ Teacher dictates phrase/sentence twice
□ Student repeats back phrase/sentence twice
□ Only phrases/sentences containing previously taught skills, non-phonetic words, and meaningful sentence construction are dictated
□ Student reads back all phrases/sentences
Oral reading of connected text
□ Only passages containing previously taught skills/non-phonetic words
□ Students read orally at a sufficient rate and with expression; student may re-read for fluency
□ Teacher activates background knowledge
□ Teacher may pre-teach some vocabulary words
□ Teacher asks comprehension questions or asks students to paraphrase
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Target 8, Option 1 Mini-Assessment
The mastery goal for Target 8, Option 1 mini-assessment is 90% or higher for each section.
Teacher Copy
Student Name: Date:
Section 1: Words
Word reading: cupid tremble tiger rapid cable pilot denim startle diet topic veto eagle punish chaos neon basin poem linen sprinkle quiet
Section 2: Sentences
Sentence reading:
1. It is a struggle for Leo not to gamble. / 9 %
2. The lavish lady has a topaz gemstone ring. / 8 %
3. Robin is a clever student who never misses class. / 9 %
4. The cables are in a jumble behind the desk. /9 %
/35 %
Sentence dictation (count punctuation and capitalizations as possible points):
1. Put the bridle and saddle in the stable. /10 %
2. The baby has a fever. /7 %
3. They spent a quiet day at a tiny cabin. /8 %
/28 %
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Target 8, Option 1 Mini-Assessment
Student Copy Reading Sheet
Name:
Date:
Word reading: cupid tremble tiger rapid cable pilot denim startle diet topic veto eagle punish chaos neon basin poem linen sprinkle quiet
Sentence reading:
1. It is a struggle for Leo not to gamble.
2. The lavish lady has a topaz gemstone ring.
3. Robin is a clever student who never misses class.
4. The cables are in a jumble behind the desk.
Write word sums from the matrices above.
Synthetic word sums. Write out the word structure on the right side of the rewrite arrow.
1. Aud + i + ence 2. in + Aud + ible 3. Aud + ible 4. Audit + ion
Audit + ory
Audit + or
Audit + or + ium 8. Audio + gram 9. Audio + logy 10. Audio + meter
Audio + vise + u + al
Audio + phone 13. Audio + logy + ist
Analytic word sums. Box the base in each word. Construct word sums for each word.
Color a fish when you have completed a concept!
Sample AIM Individual Lesson Plan (Morphology)
*This lesson plan can be followed exactly the same for small groups and whole classroom instruction during a 60 minute block of time. For individual, small group or whole classroom instruction during 45 min. or 30 min. blocks consider splitting this lesson in half over two days. A good place to break would be after sentence dictation and before new learning. For those with a 20 minute block, spread the lesson over three days.
INDIVIDUAL LESSON PLAN
Student: Teacher:
Lesson #: Date:
Review Goals: New Goal (if appropriate):
Previous Lesson Error(s) and Prevalent Error Pattern(s):
Target 9 (prefixes through 2-1-1 doubling rule) Latin base <act> <-ist> versus <-est>, <-ible> versus <-able>, <pre-> versus <per->.
Lesson Start Time:
Anecdotal Observations:
4 PM 5 PM rule is at 100%, but spelling for this rule has hovered around the 75-80% mark. I will continue to review this
PART 1: FOUNDATIONAL SKILLS (5 MIN)
Area of Focus:
Activity:
Lesson End Time:
Grace still needs some practice with the 2-1-1 doubling rule - reading of this rule, but will also continue to add in new Latin base elements. addition and deletion of morphemes
Materials Needed:
None
T: say senate S: senate T: add suffix /er/, what is your new word S: senator T: say cubic S: cubic
Student Performance Data & Notes: / = %
PART 2: VISUAL, AUDITORY, AND BLENDING DRILLS (12-15
Visual Drill:
Student Performance Data & Notes: / = % Grace - 8th grade
MIN)
T: add stuff /ul/, what is your new word T: cubical T: say preheating S: preheating T: say it again without ˘ the prefix S: heating T: say informer S: informer T: say it again without the suffix S: inform 100 <-ible>, <-able>, <-est>, <-ist>, <mit/miss>, <flect/flex>, <-ure>, <-ous>, <-or>, <-ize>, <ity>, <-ic>, <-al>, <-an>, <-ian>, <-ant>, <-ance>, <-ate>, <per->, <pre->
18 20 90
Needed keywords to unlock the meaning of <pre-> and <per->.
Auditory Drill:
1. T: Write the suffix you hear in florist . 2 . T: Write the suffix you hear in highest .
3. T: Write the prefix you hear in performance . 4. T: Write the prefix you hear in presliced . 5. T: Write the base you hear in reflective . 6. T: Write the base you hear in intermittently . 7. T: Write the two suffixes that mean able to as in the words payableand reversible . 8. T: In the word movable, move is an Anglo-Saxon base. Which suffix would you expect to use <-able> or <-ible>? Write your answer. Answers: 1. <-ist>, 2. <-est>,
3. <per->, 4. <pre->, 5. <flect>, 6. <mit>, 7. <-able> and <-ible>, 8. <-able> 7 8 88
Student Performance Data & Notes: / = %
Needed to prompt that a florist is one who works with flowers and highest is the most high. Wrote mit as mitt.
Blending Drill:
Student has mastered blending so this drill is not included.
Student Performance Data & Notes: / = %
PART 3: REVIEW WORD READING AND SPELLING (7-10 MIN)
Review Word Reading
Phonetically Regular Words: deformity dentist prescription admissible reflective farthest enjoyable inflexible picture mountainous dictator tropical historian speculate memorize informant guidance permit
T: In the first column circle the prefixes.
T: In the second column box the bases.
T: In the third column circle the suffixes.
T: What is a synonym for speculate? Describe a time that you may have speculated about something or someone?
T: What is an antonym for permit? How can permit be used as a noun and a verb in a sentence?
Student Performance Data & Notes: / = %
Non-Phonetic Word Reading: (review or new) change strange range
Student Performance Data & Notes: / = %
Review Word Spelling
Phonetically Regular Words: unthinkable
Non-Phonetic Word Spelling: (review or new) change strange range
Student Performance Data & Notes: / = %
PART 4: SENTENCE READING AND DICTATION (7-10 MIN)
Review Sentence Reading:
1. I prefer to preview a menu online before I eat at a strange restaurant.
2. The strong scent of her perfume pervaded the classroom.
3. “That cyclist is the fastest on the Tour de France,” explained the reporter.
4. Our salad has edible flowers.
5. A golden retriever is a highly trainable dog.
T: True or false is a salad has edible flowers it means you cannot eat the flowers?
T: Why would someone want to preview a menu before eating at a strange restaurant?
T: What was the perfuming doing if it “pervaded the classroom”?
Language extension activities were completed accurately.
Student Performance Data & Notes: / = %
Review Sentence Dictation:
Phrases: an unsinkable ship; a destructible building
1. Jill is the hardest working artist I know.
2. “Don’t forget to preheat the range!” yelled Jack.
3. Joy wasn’t permitted to go on the field trip.
T: Rewrite the phrase “an unsinkable ship” into a complete sentence.
T: Complete the following:
Joy wasn’t permitted to go on the field trip because…
Joy wasn’t permitted to go on the field trip but…
Joy wasn’t permitted to go on the field trip so…
Spelling error: feild Language extension activities were completed accurately.
PART 5: NEW LEARNING (12-15 MIN)
Review of Prior Knowledge:
Characteristics of base elements:
* A base element is a structural unit that forms the foundation for a word's spelling and meaning.
* There are three types of bases: free, bound, and twin
* A base element’s unique identity is defined by its spelling and its kernel of meaning. Some bases you identified in your sentence dictation were free bases sink and heat and bound bases mit and struct.
Auditory & Visual Discovery:
Words for Auditory & Visual Discovery: react hyperactive activate actor exactly
Auditory Discovery: Visual Discovery:
T: What base is repeated in these words?
S: act
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Tactile/Kinesthetic Reinforcement:
T: box the base act in react, hyperactive, activate, actor, exactly T: <act> means “do” or “act”
Using the <act> morpheme card the student will trace or write the letters while simultaneously saying the letters a-c-t aloud. Then the student will underline the base <act> and say “to do or to act, as in action”.
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New Learning Word Reading:
Students will use the word matrix to create words for reading aloud.
Write word sums from the matrix above.
1. re + act + ive reactive
2. de + act + ive + ate deactivate
3. en + act enact
4. act + u + al + ly actually
5. trans + act + ion transaction
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6. act + ive + ist activist
7. inter + act interact
8. re + en + act + ment reenactment
9. act + or actor
10. in + ex + act inexact
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Student Performance Data & Notes: / = % Student was able to independently generate the 10 word sums above. A reproducible word matrix for <act> is already provided for you in Volume 2 of the AIM Pathways to Structured Literacy Practitioner’s Guide. 10 10 100
New Learning Word Spelling:
interact transaction actual reactor exactly
Student Performance Data & Notes: / = % I provided some prompts before the spelling of actual. I said that although we hear the /ch/ sound there is no ch digraph. Spell the base first, what suffix might be in this word? Could there be a connective vowel letter? Think of other words with the /ch/ sound in the middle like picture <pict> + <ure>.
New Learning Sentence Reading:
1. The actor played a political activist in the movie.
2. Paul and Sally live an active lifestyle with lots of cycling, hiking, and swimming.
3. I had an allergic reaction to a bee sting.
4. The cashier can only accept exact change.
5. Tom had an odd interaction with a stranger today
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PART 6: ORAL READING OF CONNECTED TEXT (5 MIN)
Connected Text with Comprehension Activities
Source of Passage / Pages:
Grace read a passage from TheGiver , a novel by Lois Lowry.
Comprehension Questions: T: Describe what happens at the ceremony of ten.
Student Performance Data: Grace needed help with decoding and defining the word reprieve .
Example of semantic map for unfamiliar vocabulary words:
Word: reprieve r / preive
Student definition In a sentence
To release someone from a planned punishment in the short term or forever.
It’s a break from whatever is torturing you at the time.
Antonymns
Synonymns
Kim received a reprieve from having to clean her room today. pardon excuse delay let off the hook
Morphological families
Additional details punish charge reprieves reprieving reprieved
Diagnostic and Prescriptive Notes: Reading errors: reprieve
Spelling errors: mitt for <mit>, field (feild), and beginner (beginer)
Needed keywords to unlock the meaning of <pre-> and <per->.
Prefix <re-> is schwaed
Remember the e-drop suffix rule
For the next lesson include: <pre->, <per->, <act>, <mit>, 2-1-1 doubling words, grapheme ie words, error words reprieve, field, and beginner.
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New Learning Goal: Introduce Latin base <fer>.
Teacher Signature: Date:
Ms. Smith 03/05/22