Lesson 7.4 Sample

95 Percent Group, Inc.475 Half Day Road

Suite 350Lincolnshire, IL 60069

To OrderOnline: http://store.95percentgroup.com Email: [email protected] Phone: 847-499-8200

Lesson 7.4 Sample

Product Code: PH2420 Phonics Chip KitTM, Advanced Lesson 7.4 Sample (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com1

I ntro duc tion 3Copyright © 2010, 95 Percent Group Inc. All rights reserved.

Table of ContentsIntroduction to the Advanced Phonics Chip Kit . . . . . . . . . . . . . . . . . . . . . . . . . .4

Description of Product . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .4Why the Phonics Chip Kits Were Developed . . . . . . . . . . . . . . . . . . . . . . . . . . .5 Components of Effective Intervention Instruction. . . . . . . . . . . . . . . . . . . . . . .6 Effective Modeling Cycle. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .6 Sequence of Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .7 Typical Lesson Structure . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .8 Color-Coded Chips for Types of Sounds . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Trading Sound Chips for Spelling Chips . . . . . . . . . . . . . . . . . . . . . . . . . . . . .9 Assessment . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10Sound-Spelling Mapping Examples . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Prerequisites to the Advanced Phonics Chip Kit . . . . . . . . . . . . . . . . . . . . . . . . 11

Part 1: Getting Started With the Advanced Phonics Chip Kit. . . . . . . . . . . . . 12Lesson Plans . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12Word Lists . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Mastery Level . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Manipulatives Kit . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15Suggested Layout of Advanced Phonics Chip Kit Manipulatives . . . . . . . . . . . . . . 16Ancillary Materials . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16Teacher Tips. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 17

Part 2: Advanced Skills . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 196.1: Vowel Teams (oa/igh) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 206.2: Vowel Teams (oe/ee) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 246.3: Vowel Teams (ai/ay) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 286.4: Vowel Teams (oi/oy) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 326.5: Vowel Teams (au/aw) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 367.1: Two Sounds of ie . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 407.2: Two Sounds of ow . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 447.3: Two Sounds of ea. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 487.4: Two Sounds of oo . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 527.5: Two Sounds of ou . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 567.6: Two Sounds of ew . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 608.1: Vowel-r (ar/or) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 648.2: Vowel-r (er/ir/ur) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 688.3: Words Beginning with w+ar/w+or . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 728.4: Vowel-r Phonograms (air/are) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 778.5: Vowel-r Phonograms (oar/ore) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 818.6: Vowel-r Phonograms (ear/ere) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 859.1: Silent Letters (kn/gn). . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 899.2: Silent Letters (wr/mb) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 929.3: Alternate Spellings of /k/ (c, k, ck) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 959.4: Alternate Spellings of /ch/ (tch/ch). . . . . . . . . . . . . . . . . . . . . . . . . . . . 1009.5: Hard and Soft c & g . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1039.6: Phonograms (āce/āge/īce) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 1069.7: Alternate Spellings of /j/ (dge/ge) . . . . . . . . . . . . . . . . . . . . . . . . . . . . 110 9.8: Past Tense (Complex) . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 113

Product Code: PH2420 Phonics Chip KitTM, Advanced Lesson 7.4 Sample (WEB DOWNLOAD) Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com

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Phonics Chip KitTM: Advanced4Copyright © 2010, 95 Percent Group Inc. All rights reserved.

Introduction to the Advanced Phonics Chip Kit

Description of ProductThe Phonics Chip Kit™ helps teachers explain phonics patterns using manipulatives and sound-spelling mapping. Each kit helps teachers direct student’s attention to identifying individual phonemes in words and analyzing sound-spelling patterns. The focus on sounds first and on spelling later is important because many students jump quickly to concentrate on the letters without relating the sounds to the letters. Using chips and syllable bars (in the Multisyllable kit) aids teachers in bridging from phonological awareness to phonics and spelling patterns. The materials in this kit are principally intended to be used in providing small-group intervention lessons. The kit includes a unique collection of multisensory lessons and manipulatives to aid in instruction.

The Advanced Phonics Chip Kit is the second kit in a series that includes basic, advanced, and multisyllable phonics patterns. The kit includes lessons to support teaching recognition and reading of 25 advanced phonics patterns. The lesson materials were developed to 1) save teachers time in writing lesson plans, and 2) ensure administrators that lessons are delivered in a consistent and research-based manner.

One of the key benefits of using the Advanced Phonics Chip Kit is that students will fluently recognize the phonics pattern and, therefore, be guided to the proper pronunciation of the vowel in the syllable or word. This product contains a proprietary design of color-coded shapes to signify the position of consonant and vowel sounds. The sound chips help students see phonics patterns so they can more fluently recognize them while reading unknown words. Rapid and automatic recognition of the phonics pattern is a powerful way to help students know whether to read the syllable or word with a short, long, or other vowel sound.

These lessons were designed for several uses:

• As a stand-alone tool for use in Tier II intervention for students who have demonstrated difficulty with reading and/or spelling at the single-syllable level.

• As a tool to use with another intervention material or program to supplement the explanation of the sound-spelling pattern and the phonics concepts.

• As a supplement to core reading instruction during the reading block.• To be used with these other 95 Percent Group products:

• Phonics Lesson Library™ – Use in the Chip Movement section to help students see the phonics patterns.

• Blueprint for Intervention:® Phonics Routine Cards – Use the Advanced Phonics Chip Kit lessons when students are not mastering the concepts with the routine cards.


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Introductio

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Phonics Chip Kit: Advanced Materials

Teacher’s Guide• Printed full-color, spiral-bound book

• Introduction• Twenty-five 2- to 4-page lessons on advanced phonics

Manipulatives

• Chips• Plastic storage box with labels and dividers to keep chips organized for

easy access• Teacher’s chips (1 set)

– Sound chips – Color-coded, magnetic-backed blank chips (without letters)– Spelling chips – Color-coded, magnetic backed chips with phonics

patterns (letters) printed on them• Student’s chips (8 sets)

– Sound chips – Color-coded chips in laminated cardstock (without letters)

– Spelling chips – Color-coded chips in laminated cardstock (with letters)

Mats/Paper

• Sound-Spelling Mapping Mat– Teacher mat that is magnetic backed for use on a magnetic

whiteboard– Student mats that are laminated cardstock for placement on a table

• Sound-Spelling Mapping Paper– Downloadable from the Advanced Phonics Chip Kit website (see

page 16)– For use during the Write Word portion of the lessons

Why the Phonics Chip Kits Were DevelopedThe Phonics Chip Kits were developed to aid teachers while working with small groups of students who need help in mastering phonics patterns. The benefit of using manipulatives has long been documented, especially in teaching students who struggle. Multisensory instruction is deemed to be critical and is widely supported through research and by organizations including the International Dyslexia Association. There is substantial evidence that multisensory techniques support instruction with all struggling students regardless of whether they have been identified with a language-based learning disability. The Basic and Advanced kits use individual chips; whereas, the primary manipulative in the Multisyllable kit is syllable bars.

During the past three years, 95 Percent Group consultants have been modeling sound-spelling mapping techniques during our professional development sessions with classroom teachers and intervention specialists. It all started with handmade prototypes of manipulatives in an effort to determine how to signal to students the location of consonants and vowels in words and syllables. Our goal was to try to use objects to represent the patterns that we know are critical for students to recognize. These methods have been so effective that many teachers were spending substantial amounts of time trying to duplicate the chips they saw us use when modeling with students. Based on client requests, these kits are now available and will save teachers time in trying to make the manipulatives and create the lessons themselves.

The practice of moving objects into a line of boxes (for example, on grid paper) is a common instructional technique called sound-spelling mapping or phoneme-grapheme mapping. The grid paper is also known as Elkonin Boxes, which, in this case, are used to match one sound in a word to one box. This technique was included in the Reading First teacher academy materials and can be found in many programs.


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Although the technique of moving an object into a box for each sound in a word is not new, there are several aspects of the Phonics Chip Kit that are unique:

• Use of specific colors to signal to students the type of sound.• Trading of sound chips for spelling chips for the target sound(s) in the focus pattern.• Design of a single chip with a v-shaped line connecting the two vowel letters of the long

vowel silent-e pattern.• Development of a rectangular peice to represent a phonogram. • Use of two colors (dark and light purple) to represent the most and less common

pronunciation of the sound of vowel teams.• Explicit lessons provided in the Teacher’s Guide.

Components of Effective Intervention InstructionThe structured lesson plan format of the Phonics Chip Kit assures that the lessons incorporate the characteristics of effective small group intervention instruction. The table below provides a description of each of the eight characteristics and where in the Phonics Chip Kit lessons that characteristic is evident.

Characteristic Evident in Lesson Framework1. Explicit I Do directly states and defines focus skill and student expectations.

2. Systematic Intentional language and steps include consistent hand gestures and verbal cues; there is a gradual transfer of responsibility from teacher to student.

3. Sequential Structure moves from simple to complex in key ways including lesson order, word choice, materials used, and teacher talk.

4. Adequate Modeling This most prominent feature provides precise language at each level of modeling.

5. Corrective Feedback Teacher response is reactive to individual student errors.

6. Differentiated Instruction

We Do and You Do sections provide two levels that enable teachers to differentiate instruction to meet students’ needs.

7. Scaffolded Instruction

Steps of the I Do, We Do, and You Do allow the teacher to gradually transfer responsibility for learning to the students.

8. Continual Assessment

This occurs through informal observation and monitoring during instruction; the focus skill correlates to the PSI.

Effective Modeling CycleThe lessons include a three-step process of modeling with gradual release of responsibility to the students. The table below shows how the teacher gradually discontinues answering simultaneously with students taking on more of the answering and eventually the chip movement.

Modeling Steps Chip Movement SpeakingI Do teacher teacher

We Do

Level 1: Accuracy teacher teacher and students

Level 2: Fluency teacher students

You Do students students



Introductio

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The questions that teachers ask in the We Do-Level 2 are shorter and more concise than in the We Do-Level 1 to enable the development of fluency. For example, the question below evolves from level 1 to level 2:

• We Do-Level 1: “Which color sound chip should I move?”• We Do-Level 2: “Chip?”

Sequence of SkillsThe 95 Percent Group’s Phonics Continuum provides a sequence of skills arranged according to difficulty. This continuum also includes a suggested grade level for skill mastery, as follows:

• End of 1st grade – Short vowels and the long vowel silent-e pattern• End of 2nd grade – Remaining long vowel patterns, r-controlled vowels, and complex

consonants• 3rd grade – Multisyllable words

95 Percent Group’s Phonics ContinuumSkills Mastered at Grades 1–3

MultisyllableWords

Simple Complex

Syllable Types:– Closed

– Silent-e

– Open

– Vowel Team

– Consonant-le

– Vowel-r

SyllableDivision Rules

Long Vowel

Silent-e

Trigraphs

Silent Letters

Hard/Soft c & g

Predictable Vowel Teams

UnpredictableVowel Teams

Vowel-r

ConsonantBlends

ConsonantDigraphsInitial

Final

Medial

ComplexConsonants

ComplexVowelsBlends &

DigraphsCVC Words

Letter-Sound

Correspondences

Grade 1

Grade 2

Grade 3

Education Consulting and Professional Development

95 percent of students reading atgrade level . . . an achievable goal

® www.95percentgroup.com Copyright © 2005–2009, 95 Percent Group Inc.

All rights reserved.

The Phonics Continuum is particularly useful when reteaching missing skills to an older student. Core reading programs do not always teach phonics skills in exactly this order. Also, in reading programs, some skills are introduced long before the student is expected to reach mastery. The 95 Percent Group Phonics Continuum is specifically designed for reteaching skills the student did not master from the core instruction reading program; therefore, differences in order between this continuum and the core shouldn’t be problematic because these materials are used to reteach missing concepts.

The skills covered in the three kits are aligned with 95 Percent Group’s Phonics Continuum and Phonics Screener for Intervention™:

• Basic (Skills 2–5), which includes short vowels, consonant blends, consonant digraphs, and long vowel silent-e

• Advanced (Skills 6–9), which includes vowel teams, vowel-r, and complex consonants• Advanced (Skills 10–15), which includes the six syllable types: closed, silent-e, open,

consonant-le, vowel team, and vowel-r


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List of Skills in the Advanced Phonics Chip Kit:

Lesson Skill Advanced Phonics Skill Description

6

6.1 Vowel Teams (oa/igh)

6.2 Vowel Teams (oe/ee)

6.3 Vowel Teams (ai/ay)6.4 Vowel Teams (oi/oy)6.5 Vowel Teams (au/aw)

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7.1 Two Sounds of ie7.2 Two Sounds of ow7.3 Two Sounds of ea7.4 Two Sounds of oo7.5 Two Sounds of ou7.6 Two Sounds of ew

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8.1 Vowel-r (ar/or)8.2 Vowel-r (er/ir/ur)8.3 Words Beginning with w+ar/w+or8.4 Vowel-r Phonograms (air/are)8.5 Vowel-r Phonograms (oar/ore)8.6 Vowel-r Phonograms (ear/ere)

9

9.1 Silent Letters (kn/gn)9.2 Silent Letters (wr/mb)9.3 Alternate Spellings of /k/ (c, k, ck)9.4 Alternate Spellings of /ch/ (tch/ch)9.5 Hard and Soft c & g9.6 Phonograms (āce/āge/īce)9.7 Alternate Spellings of /j/ (dge/ge)

9.8 Past Tense (Complex)

Typical Lesson StructureStep 1: Use Sound Chips

• Example Word• Finger-stretch sounds (phoneme segmentation).• Move a chip from top of mat to represent each sound and place in box in grid.• Discuss pattern.

• Nonexample Word• Cycle is repeated with a contrasting word that doesn’t contain focus pattern.

Step 2: Trade Sound Chip for Spelling Chip• Example Word

• Finger-stretch.• Move chips to boxes.• Trade sound chip for spelling chip of focus pattern only.• Write the word below the chips on sound-spelling mapping paper.

• 2nd Example (inverse of above)• Write word.• Move chips to represent pattern.• Discuss implication of pattern on pronunciation of vowel (in most lessons).



Introductio

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Color-Coded Chips for Types of SoundsThe circular chips represent different phonics patterns, as shown in the chart below. Seven colors are used to help students consistently identify the types of sounds throughout the series of three Phonics Chip Kits:

Color Type of Sound

Blue Consonant

Red Short vowel (the word red has a short vowel sound)

Green Long vowel (the word green has a long vowel sound)

Orange Consonant digraph

Yellow Vowel team

Gray, Charcoal, and Black

Vowel-r (3 shades for /or/, /er/, and /ar/ sounds)

PurpleUnpredictable vowel teams (dark purple for most common pronunciation and light purple for less common pronunciation)

Trading Sound Chips for Spelling ChipsThe first step in studying a word is to “finger-stretch” to count the sounds in the word, which allows the student to segment the sounds and count the number of boxes that will be used. Colored blank chips are pulled from the top of the mat to fill the number of boxes as indicated by the number of sounds in the word. At this point, the lesson shifts from phonemic awareness to letter-sound correspondence as the key chip or chips that spell the unique aspect of the phonics pattern is traded. The sound chip is traded for a spelling chip that has the same background color but with letters of the focus pattern added to show how to spell the sound.

The teacher doesn’t trade all the colored blank sound chips for spelling chips for several reasons: 1) For most consonants, the spelling is simple and is rarely the area of confusion for students; 2) There is a focus phonics pattern for each lesson and it is the only sound that is traded for a spelling chip to reduce the risk of distracting the student from the focus pattern. For example, when teaching a student that a consonant digraph is spelled with two letters, only the digraph sound chip is traded for the spelling chip to keep the student’s attention on the digraph spelling. The sound chips for the word ship are an orange digraph chip for the /sh/ sound, a red short vowel chip for the /ĭ/ sound, and a blue consonant chip for the /p/ sound. The blank orange sound chip is traded for an orange chip with the letters sh in order to model that it takes these two letters to spell the single digraph sound of /sh/.


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AssessmentThe Advanced Phonics Chip Kit was developed to align to 95 Percent Group’s diagnostic screener, Phonics Screener for Intervention™ (PSI™). Students are asked to read words and sentences, and the assessor marks whether they correctly pronounced each focus word. The teacher can place students in the appropriate group for intervention based on their scores. Phonics skills should be taught in order, and students should master the first one before proceeding to the second, and so on. If students lack earlier skills as evident from the phonics screener, the teacher should start with the Basic lessons.

Sound-Spelling Mapping ExamplesIn the Phonics Chip Kit lessons, words are written in grid paper called “Sound-Spelling Mapping Paper,” which can be downloaded from the website (see page 16). Each box is used for one sound, or phoneme, in the word. Several examples of the more complex patterns to map are provided below:

Word Sound-Spelling Mapping Notes

step s t e p Each sound in a consonant blend is a separate letter.

ship sh i p Consonant digraphs are 1 sound spelled with 2 letters.

cape c a peSilent-e doesn’t fill a box; it’s written as a small letter in the final consonant box, and sometimes is connected.

moon m oo n Both letters in a vowel team are written in 1 box.

sharp sh ar p Both letters in vowel-r are written in 1 box.

fudge f u dge Complex consonant clusters are written in 1 box (dge = /j/).

box b o Two sounds of x (/k/+/s/); letter x straddles 2 boxes.

quit q u i t Two sounds of q (/k/+/w/) fills 2 boxes; letters q and u are written in boxes.

floss f l o ss Double letters are written in 1 box

x



Introductio

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Prerequisites to the Advanced Phonics Chip Kit Several foundational skills are necessary before beginning instruction of advanced phonics patterns. Students must display accuracy and fluency in sound segmentation/blending and in sound-symbol correspondence.

Students must display knowledge of vowel and consonant letters and have the ability to discriminate between them. The foundation for recognition of phonics patterns is dependent on the ability of students to pinpoint the vowel(s) in a word and the surrounding consonants. Teachers should address these skills before beginning implementation of the advanced lessons. Students should also be familiar with digraphs and consonant blends.

95 Percent Group’s Phonics ContinuumSkills Mastered at Grades 1–3

MultisyllableWords

Simple Complex

Syllable Types:– Closed

– Silent-e

– Open

– Vowel Team

– Consonant-le

– Vowel-r

SyllableDivision Rules

Long Vowel

Silent-e

Trigraphs

Silent Letters

Hard/Soft c & g

Predictable Vowel Teams

UnpredictableVowel Teams

Vowel-r

ConsonantBlends

ConsonantDigraphsInitial

Final

Medial

ComplexConsonants

ComplexVowelsBlends &

DigraphsCVC Words

Letter-Sound

Correspondences

Grade 1

Grade 2

Grade 3

Education Consulting and Professional Development

95 percent of students reading atgrade level . . . an achievable goal

® www.95percentgroup.com Copyright © 2005–2009, 95 Percent Group Inc.

All rights reserved.

Notice on the phonics continuum above that the skill numbers are shown in red circles. These align to skills in the Phonics Screener for Intervention, 95 Percent Group’s diagnostic phonics screener.

2

3

4

5

6

7

8

9

10-12


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Part 1: Getting Started With the Advanced Phonics Chip Kit

Lesson PlansThe lesson plans in this Teacher’s Guide provide information for teachers that is arranged for ease of use while working with students. Several things to know about the Teacher’s Guide include:

• Lessons are arranged by phonics skill and progress from simpler to more complex phonics patterns.

• Within each lesson, there are typically two lessons; however, there may be only one lesson. • A word list is provided for each lesson.• Each lesson features an I Do, We Do, You Do modeling format.• Specialized fonts directs teacher actions (see table below).

Font Description

Black Bold Font Words/sentences teacher provides orally

(Black Font in Parentheses) Teacher actions and additional information

Green Bold Font Focus syllable/word

(Blue Font in Parentheses) Student response


Par t 1 13Copyright © 2010, 95 Percent Group Inc. All rights reserved.

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il it r

each

es th

e box

): a

blue

chip

for /

f/,

a ye

llow

chip

for /

ō/, a

nd a

noth

er b

lue

chip

for /

l/.•

Let’s

revi

ew: /

f/ /ō

/ l/.

Ther

e is 1

cons

onan

t sou

nd /f

/, 1 v

owel

soun

d /ō/

, and

a fin

al co

nson

ant s

ound

/l/.

•Yo

u al

read

y kn

ow 2

way

s to

read

and

spel

l the

long

/ō/ a

nd lo

ng /ī

/ sou

nds u

sing

the

long

vow

el

silen

t-e a

nd th

e op

en sy

llabl

e pa

tter

ns. T

oday

’s ne

w lo

ng vo

wel

pat

tern

is ca

lled

a vo

wel

team

, an

d it

repr

esen

ts 1

vow

el so

und.

Whe

n 2

vow

el le

tter

s are

side

by

side

in a

wor

d, it

’s ca

lled

a vo

wel

team

, and

they

spel

l 1 so

und.

The

sylla

ble

type

is vo

wel

team

. (Po

int t

o th

e yell

ow ch

ip w

ith

2 fin

gers

toge

ther.

) In

this

less

on, w

hen

you

hear

a lo

ng /ō

/ or l

ong

/ī/ so

und

in a

wor

d, it

’s sp

elle

d w

ith th

e vo

wel

team

and

it’s

repr

esen

ted

by a

yello

w vo

wel

team

chip

.No

nexa

mpl

e:•

Read

y? Th

e ne

xt w

ord

is fil

l. So

und

Chip

s: 3.

(Pl

ace c

hips

at to

p of

mat

.) I’l

l fing

er-s

tret

ch fi

ll: /f

/ /ĭ/

/l/. T

he vo

wel

soun

d is

/ĭ/.

4. W

atch

me

pull

dow

n th

e so

und

chip

s. (S

lide c

hip

and

say s

ound

unt

il it r

each

es th

e box

.) •

A bl

ue ch

ip fo

r /f/

.•

A re

d ch

ip fo

r /ĭ/.

•A

blue

chip

for /

l/.•

The

soun

ds a

re /f

/ /ĭ/

/l/. T

he w

ord

is fil

l. Th

e vo

wel

soun

d is

/ĭ/.

•Th

e w

ord

fill d

oes n

ot fo

llow

the

vow

el te

am p

atte

rn b

ecau

se th

e vo

wel

soun

d is

shor

t.•

(Mod

el se

vera

l exa

mpl

es an

d no

nexa

mpl

es.)

Repe

at I D

o fo

r the

vow

el te

am ig

h us

ing

the w

ords

sigh

t and

sit.

Use 3

fing

ers t

oget

her t

o to

uch

unde

r the

igh

in th

e wor

d. Sa

y, Th

e 3

lett

ers i

gh sp

ell t

he lo

ng vo

wel

soun

d; g

and

h a

re n

ot p

rono

unce

d.

NOTE

: If s

tude

nt n

eeds

furth

er in

stru

ctio

n in

vow

el te

ams,

refe

r to

the P

honi

cs Le

sson

Libr

ary,

Skill

6.1

.

2 41 3blo

at/

blo

tb

oa

st/b

itc

oa

ch

/ca

tc

oa

l/c

ob

co

at/

co

t

cro

ak/

cro

ck

float/flat

foal/fill

foa

m/f

ret

go

al/

ga

l

glo

at/

gla

dg

roa

n/g

rad

loa

f/lif

tlo

an

/la

do

at/

it

roa

n/r

ag

roa

st/r

ots

toa

st/t

ots

thro

at/

tha

tw

ho

a/w

ag

big

ht/

bit

blig

ht/

blo

tb

ligh

ts/b

lots

fight/fit

fights/fits

frig

ht/

fre

tfr

igh

ts/f

rets

h

igh

/hip

mig

ht/

mitt

nig

h/n

ot

nig

ht/

ne

tn

igh

ts/n

ets

sigh

/sip

sigh

s/sip

ssli

gh

t/sli

t

slig

hts

/slit

stig

ht/

tot

tigh

ts/t

ots

Phon

ics C

hip

Kit™

: Adv

ance

dCo

pyrig

ht ©

201

0, 9

5 Pe

rcen

t Gro

up In

c. Al

l rig

hts r

eser

ved.

23w

ww

.95p

erce

ntgr

oup.

com

Skil

l6.

1Pr

edic

tabl

e Vo

wel

Team

s (oa

/igh)

Inst

ruct

iona

l Pro

cedu

res

Writ

e Wor

d:

3. (

Follo

w th

e mod

el in

I Do

Step

2 fo

r Writ

e Wor

d us

ing

the w

ord r

oach

.)2n

d Ex

ampl

e: Le

t’s tr

y an

othe

r wor

d. Th

is tim

e w

e’ll

star

t by

writ

ing

the

wor

d.

• Th

e w

ord

is sp

elle

d l-o

-a-d

. (Do

not

pro

noun

ce th

e wor

d. P

lace S

ound

-Spe

lling

Map

ping

Pape

r belo

w th

e mat

.)4.

How

shou

ld w

e w

rite

the

wor

d in

the

boxe

s? (S

tude

nts i

ndica

te th

e cor

rect

lette

rs fo

r the

Elko

nin

boxe

s, w

ith o

a in

1 bo

x.)5.

Whi

ch ch

ips s

houl

d w

e us

e to

mat

ch th

e so

unds

of t

he le

tter

s? (b

lue,

yello

w o

a, b

lue)

•Ho

w sh

ould

we

pron

ounc

e th

is w

ord?

(/lō

d/) W

e kn

ow h

ow to

say

this

wor

d be

caus

e th

e oa

vow

el te

am h

as th

e lo

ng /ō

/ so

und.

We

know

the

soun

ds a

re /l

/ /ō/

/d/ a

nd th

e w

ord

is lo

ad. (

Swee

p fin

ger u

nder

wor

d as

you

say i

t.)•

(Rep

eat s

ever

al ex

ampl

es, a

s nee

ded.

)Re

peat

We D

o, Le

vel 1

for t

he vo

wel

team

igh

usin

g th

e wor

d rig

ht.

We

Do

—Le

vel 2

(Stu

dent

s ans

wer.)

•Th

is tim

e I’l

l mov

e th

e ch

ips w

hile

you

answ

er.

Exam

ple:

• Re

ady?

Moa

t. Re

peat

. (m

oat)

Soun

d/Sp

ellin

g Ch

ips:

1. (

Plac

e chi

ps at

top

of m

at.)

Fing

er-s

tret

ch m

oat.

(/m/ /

ō/ /t

/) Vo

wel

soun

d? (/

ō/)

2. N

ow h

elp

me

with

the

chip

s. •

Firs

t sou

nd? (

/m/)

Chip

? (bl

ue)

•M

iddl

e so

und?

(/ō/

) Chi

p? (y

ello

w o

a)•

Last

soun

d? (/

t/) C

hip?

(blu

e)•

Soun

ds? (

/m/ /

ō/ /t

/) W

ord?

(moa

t) Vo

wel

type

? (vo

wel

team

) Chi

p? (y

ello

w)

Writ

e Wor

d:

3. (

Follo

w th

e mod

el in

I Do

Step

2 fo

r Writ

e Wor

d us

ing

the w

ord m

oat.)

2nd

Exam

ple:

•Th

e w

ord

is sp

elle

d b-

r-o-

a-c-

h. (D

o no

t pro

noun

ce th

e wor

d. P

lace S

ound

-Spe

lling

Map

ping

Pape

r belo

w th

e mat

.)4.

Writ

e th

e w

ord.

(Stu

dent

s writ

e the

corre

ct le

tters

in th

e Elko

nin

boxe

s, w

ith o

a in

1 bo

x and

ch in

1 b

ox.)

5. M

ove

the

chip

s abo

ve th

e le

tter

s in

the

boxe

s. (2

blu

es, y

ello

w o

a, o

rang

e)•

Pron

ounc

e th

e w

ord.

(/br

ōch/

)•

(Rep

eat s

ever

al ex

ampl

es, a

s nee

ded.

)Re

peat

We D

o, Le

vel 2

for t

he vo

wel

team

igh

usin

g th

e wor

d th

igh.

You

Do

•No

w it

’s yo

ur tu

rn. P

lace

chip

s on

your

mat

so it

look

s lik

e m

ine.

•

Read

y? S

hoal

. Rep

eat.

(sho

al)

1. F

inge

r-st

retc

h sh

oal.

(/sh/

/ō/ /

l/) V

owel

soun

d? (/

ō/)

2. B

uild

the

wor

d w

ith ch

ips.

(Stu

dent

s bui

ld w

ord

with

corre

ct ch

ips.)

•Do

es sh

oal f

ollo

w th

e vo

wel

team

oa

patt

ern?

(yes

) Why

? (be

caus

e the

lette

rs oa

mak

e the

vow

el so

und

/ō/)

3.

Say

the

wor

d. Fi

nger

-str

etch

. Dra

w a

bol

d lin

e ar

ound

the

boxe

s. W

rite

the

wor

d in

the

boxe

s.•

(Rep

eat m

ore e

xam

ples

of b

oth

vow

el te

ams u

ntil s

tude

nts a

re ac

cura

te an

d flu

ent.)

Mas

tery

Leve

l: W

hen

orall

y pre

sent

ed vo

wel

team

oa

and

igh

wor

ds, s

tude

nts a

ccur

ately

and

fluen

tly re

pres

ent t

hese

wor

ds w

ith th

e app

ropr

iate s

ound

and

spell

ing

chip

s.

1 4 5 5a3

6

2

7 8 9


12


Arro

w #

Desc

ripti

onEx

plan

atio

n

1Sk

ill N

umbe

rTh

e nu

mbe

r bef

ore

the

deci

mal

den

otes

the

mai

n sk

ill; t

he n

umbe

r aft

er th

e de

cim

al d

enot

es th

e su

bski

ll an

d its

pos

ition

with

in

the

mai

n sk

ill.

2Su

bski

ll N

ame

The

nam

e of

the

spec

ific

subs

kill.

3M

ater

ials

Nee

ded

Gra

phic

s of

the

mat

eria

ls n

eede

d fo

r the

sub

skill

(e.g

., m

ats,

soun

d ch

ips,

and

spel

ling

chip

s).

4W

ord

List

A li

st o

f sam

ple

wor

ds to

be

used

whi

le te

achi

ng th

e su

bski

ll.

5G

raph

ical

Re

pres

enta

tion

A g

raph

ical

repr

esen

tatio

n of

the

mat

s an

d m

anip

ulat

ion

that

are

use

d du

ring

vario

us p

arts

of t

he in

stru

ctio

n.

5aN

umbe

red

Star

burs

ts

With

in th

e G

raph

ical

Rep

rese

ntat

ions

are

col

ored

num

bere

d st

arbu

rsts

that

cor

resp

ond

to th

e nu

mbe

red

inst

ruct

iona

l tex

t. A

lthou

gh th

e gr

aphi

cs e

xact

ly re

pres

ent o

nly

the

first

I D

o an

d W

e D

o, th

e la

yout

on

the

repr

esen

tatio

n ap

plie

s to

all

subs

eque

nt

num

bere

d te

xt in

the

We

Do

and

You

Do.

6I D

oTh

e ex

plic

it de

mon

stra

tion

of th

e sk

ill.

7W

e D

o

Leve

l 1: A

teac

her-

med

iate

d op

port

unity

for s

tude

nts

to p

ract

ice

the

new

ski

ll. T

he te

ache

r mov

es th

e m

anip

ulat

ives

and

stu

dent

s re

spon

d in

uni

son

with

the

teac

her.

Leve

l 2: A

teac

her-

med

iate

d op

port

unity

for s

tude

nts

to p

ract

ice

the

new

ski

ll. T

he te

ache

r mov

es th

e m

anip

ulat

ives

and

stu

dent

s re

spon

d.

8Yo

u D

oSt

uden

ts re

spon

d, w

ithou

t the

teac

her.

9M

aste

ry L

evel

An

expe

ctat

ion

of s

tude

nt p

erfo

rman

ce b

efor

e m

ovin

g to

the

next

sub

skill

.



1Part

Word ListsA word list is provided for each lesson. Words have been carefully chosen so that the focus skill can be practiced using the words provided. Because students need practice reading words with blends and digraphs, words were included that contain them at the beginning or the end of the word. Nonexamples for contrasting the focus phonics skill are also included in most lessons.

Mastery LevelAt the end of each lesson in a gold bar is the mastery statement. The end goal is that students can use chips to identify sound-spelling patterns in words and correctly spell those words. Teachers can monitor student progress of the skills in the Advanced Phonics Chip Kit by using the Phonics Screener for Intervention. Students who are not able to demonstrate mastery of the skill need more practice and are not ready to move on to the next skill. If students need more intervention in previous phonics patterns, refer back to the Basic Phonics Chip Kit. For students who need even more intensive intervention, refer to the Phonics Lesson Library™, which features systematic and explicit instruction with single syllables. These lessons feature word reading, word building, sentence writing, and transfer to text.

Manipulatives KitThe kit includes various shapes that represent phonemes. Punch out the magnetic teacher and laminated student manipulatives and arrange them in the plastic case as shown on the next page. The kit also includes Sound-Spelling Mapping Mats for the teacher and students and the Sound-Spelling Mapping Paper for use during the Write Word section of the lessons is also available for download from the Advanced Phonics Chip Kit website (see page 16).


14


Suggested Layout of Advanced Phonics Chip Kit ManipulativesShort/Long

Vowel

(All teacher 1½” circular red, green, and white

chips)

Consonant

(All teacher 1½” circular

light and dark blue

chips)

Digraph


orange chips)

Pred. Vowel Team

(All teacher

1½” circular yellow chips)

Unpred. Vowel Team


light and dark purple chips)

Vowel-r


gray and black chips)

Silent-e

(Teacher rectangular

silent-e chip)

Past Tense

(Teacher 1½” circular

blue voiced/

unvoiced and white

square chips)

Phonogram

(All teacher rectangular phonogram chips)

Short Vowel

(All student

1½” circular red chips)

Long Vowel

(All student

1½” circular green chips)

Any Vowel

(All student

1½” circular white chips)

Consonant

(All student 1½” circular blank blue

sound chips)

Consonant

(All student 1½” circular blue

spelling chips)

Pred. Vowel Team

(All student 1½” circular yellow chips)

Unpred. Vowel Team

(All student 1½” circular light and dark purple

chips)

Digraph

(All student

1½” circular orange chips)

Vowel-r

(All student 1½” circular

gray and black chips)

Silent-e

(Student rectangular silent-e chips)

Vowel-r Phonogram

(Student rectangular vowel-r phonogram chips)

Phonogram

(Student rectangular phonogram chips)

Past Tense

(Student 1½” circular blue voiced/unvoiced and white square chips)

Ancillary MaterialsThe Sound-Spelling Mapping Paper, which provides a place to write words is available for download from the Phonics Chip Kit: Advanced website. The materials are available only to purchasers of the Phonics Chip Kit: Advanced and should be used in conjunction with this book and manipulatives.

To access these materials, follow these easy steps:

1.

Go to www.95percentgroup.com and enter your login credentials in the Client Login area. New users should click “Create a New Account.” Use your school/district email address, if applicable. After logging in or creating your account, you’ll return to the “My Online Resources and Products” page.

2.Then click “Register New Product.” You’ll be prompted to enter the license key (printed on the inside front cover of this book).

3.Your product will now appear on your “My Online Resources and Products” page as a registered product—to access that product in the future, just click the link.

If you have any difficulties, please email technical support at [email protected].



1Part

Teacher TipsTeacher Tips for Mats, Chips, and Bars • Teacher chips and mats are magnetized and intended to be placed on a magnetic white board

so that they can be held up for all students in the groups to see. • Before teaching a lesson, arrange the chips for the lesson on a magnetic board that the

students cannot see. That way, the materials are at hand and easily accessible during the lesson.• Each student will need a Sound-Spelling Mapping Mat.• The Sound-Spelling Mapping Paper used by students to write words can be placed in sheet

protectors so that students can use dry erase markers to reduce paper consumption. Download these from the product website (see page 16).

• Student materials are not magnetized.

General Teacher Tips for the Lesson• Read through the lesson carefully before you teach, and organize the materials for the lesson. • Establish routines for distributing and collecting student materials.• Follow the lessons as written.• Pronounce the words and sounds clearly, distinctly, and at a conversational rate. • When producing individual phonemes, avoid adding /ә/ after a consonant sound, for example,

pronounce the consonant d as /d/, not /duh/. • Using the word list, provide as much practice as needed for students to be successful at each

step.• If a student struggles, back up one level and provide more support. If that doesn’t work, begin

again at the I Do step.

Teacher Tips for I Do• Sometimes students answer with the teacher during the I Do. Remind them that it is your turn

and that they should listen.• Pacing should be brisk. The dialog is very explicit and sequential. Plan to spend about 3 to 5

minutes on this section.

Teacher Tips for We Do-Level 1: Accuracy• On the first day of the lesson, it may take more than 15 minutes to adequately explain, model,

and practice during this section.• It’s possible that students will need several examples during the We Do-Level 1 section. Choose

words from the word list to provide additional examples.• Pay particular attention to student accuracy in this section. When students respond accurately

during the questions, it’s a sign that they have internalized the process for identifying sound-spelling patterns in the words. They are ready for fluency practice with the skill. At this point, move to We Do Level 2.

Teacher Tips for We Do-Level 2: Fluency• Students may need many examples during the We Do-Level 2 section. Choose words from the

word list to provide additional examples.• When students are accurate and fluent in their responses, move to the You Do section.

Teacher Tips for You Do• Often, student accuracy may suffer slightly when the teacher moves to the You Do. Don’t worry;

students likely need some time to learn to apply the strategies and manipulate the materials at the same time.

• You may model with your set of chips at first to help the students make the transition to using chips on their own.


16

Phonics Chip Kit™: AdvancedCopyright © 2010, 95 Percent Group Inc. All rights reserved.52

Skill7.4 Two Sounds of oo

Mat Sound Chips Spelling Chips

Copyright © 2010, 95 Percent Group Inc. All rights reserved.

This mat is for use solely in conjunction with the Phonics Chip Kit. Any other use is strictly prohibited.

Sound-Spelling Mapping Mat

llllll

Teacher and students

lloo ooTeacher and students

Word ListExample Word List for oo (sound / /, dark purple): Example Word List for oo (sound / /, light purple):

Manipulatives Instructional Procedures

7-4 p 52

Art # 1, 2, 3, 4Copyright © 2010, 95 Percent Group Inc. All rights reserved.




I Do—Step 1 • I’m going to use these colored sound chips to represent sounds in a word.• (Hold up each chip.) The blue chips represent consonant sounds, the orange chip represents a digraph,

the dark purple chip represents the sound, and the light purple chip represents the sound.• Today we’re focusing on the vowel team pattern oo, which is spelled with the letters oo side by side

in a word. Vowel team oo is 1 spelling that represents at least 2 different vowel sounds. In the vowel team oo, the most common sound is / / as in moon. The second most common sound is / / as in book. We’ll build and spell vowel team oo words with both of these vowel sounds.

Example for oo, / /: • Watch me, my turn. The first word is hoot.

Sound Chips:1. (Place chips at top of mat.) I’ll build a word with the sound chips. I’ll finger-stretch hoot: /h/ / / /t/.2. Watch me pull down the sound chips (slide chip and say sound until it reaches the box): a blue chip for /h/,

a dark purple chip for / /, and a blue chip for /t/. I chose the dark purple instead of the light purple chip because the vowel sound is / /, which is the most common pronunciation of this vowel team. The dark purple is used for the most common sound represented by a vowel team.•Let’s review: /h/ / / /t/. There is 1 consonant sound /h/, 1 vowel sound / /, and a final

consonant sound /t/. •Today’s new vowel sound is the oo pattern which can represent either the / / or / / sound. The

syllable type is vowel team. (Point to the dark purple chip with 2 fingers together.) In this lesson, when you hear an / / or / / sound in a word, it’s spelled with the vowel team oo and is represented by a dark or light purple vowel team chip.

Example for oo, / /: • Watch me, my turn. The next word is foot.

Sound Chips:3. (Place chips at top of mat.) I’ll finger-stretch foot : /f/ / / /t/. The vowel sound is / /.4. Watch me pull down the sound chips (slide chip and say sound until it reaches the box): a blue chip for /f/,

a light purple chip for / /, and a blue chip for /t/. Because / / is the less common pronunciation of the vowel team oo, the light purple chip is used.•Let’s review: /f/ / / /t/. There is 1 consonant sound /f/, 1 vowel sound / /, and a final

consonant sound /t/.•The syllable is vowel team. (Point to the light purple chip with 2 fingers together.) The vowel sound / / is

the less common sound, and it’s represented by a light purple vowel team chip.• (Model several vowel team oo examples with both / / and / / sounds, as needed.)NOTE: If student needs further instruction in vowel teams, refer to the Phonics Lesson Library, Skill 7.4.

www.95percentgroup.com

2

4

3

1

booboombootbooth

broomcooldoomdrool

foodgroommoomood

poolscootshoosoon

spoontootoolzoom

bookbrookcookcrook

footgoodhoodhook

looknooknooksrook

shooksootstoodswoosh

tookwhoopwoodwoof





7-4 p 53

Art # 1, 2, 3, 4Copyright © 2010, 95 Percent Group Inc. All rights reserved.




We Do—Level 1 (Teacher and students answer.)• Let’s build more words using these chips. I’ll move the chips and you’ll answer with me. Example:

• The word is swoop. Repeat. (swoop)Sound Chips:

1. (Place chips at top of mat.) Finger-stretch swoop. (/s/ /w/ / / /p/) What’s the vowel sound? (/ /) 2. Now help me with the chips. (Slide chip and say sound until it reaches the box.)

•First sound? (/s/) Which color sound chip should I move? (blue)•Next sound? (/w/) Which color sound chip should I move? (blue) •Next sound? (/o—o/) Which color sound chip should I move? (dark purple) •Last sound? (/p/) Which color sound chip should I move? (blue)• I’ll touch the chips as we sound out and then blend the word. Sounds? (/s/ /w/ /o—o/ /p/) Word?

(Slide finger below the chips.) (swoop) Chips? (2 blue-dark purple-blue)•What’s the vowel sound in the word swoop? (/ /) Is it the most or less common sound? (most)

What color chip? (dark purple)•What type of vowel? (vowel team)

3-4. Repeat We Do, Level 1 for the vowel team oo using hook. Use the light purple sound chip to represent the / / sound. Repeat more vowel team oo examples with both / / and / / sounds, as needed.

We Do—Level 2 (Students answer.)• This time I’ll move the chips while you answer.Example:

• Ready? Shook. Repeat. (shook)Sound Chips:

1. (Place chips at top of mat.) Finger-stretch shook. (/sh/ / / /k/) Vowel sound? (/ /) 2. Now help me with the chips.

•First sound? (/sh/) Chip? (orange)•Middle sound? (/ /) Chip? (light purple)•Last sound? (/k/) Chip? (blue)•Sounds? (Touch each chip.) (/sh/ / / /k/) Word? (Slide finger below chips.) (shook)•Vowel sound in shook? (/ /) Most or less common? (less) Chip? (light purple)•Vowel type? (vowel team)

3-4. Repeat We Do, Level 2 for the vowel team oo using zoo. Use the dark purple sound chip to represent the / / sound. Chips in #4 will be blue, dark purple. Repeat more vowel team oo examples with both / / and / / sounds, as needed.

You Do• Now it’s your turn. I’ll give you a mat and some chips. Place chips on your mat so it looks like mine. • Ready? Brood. Repeat. (brood)

1. Finger-stretch brood. (/b/ /r/ / / /d/) Vowel sound? (/ /)2. Build the word with chips. (Students build word with correct chips.)

•Does brood have the most or less common sound of the vowel team oo pattern? (most) Dark or light purple chip? (dark)

• (Repeat more vowel team oo examples until students are accurate and fluent.)


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oo

7-4 p 54

Art # 1, 2, 3, 4, 5, 6

s oo t


oo

m oo n


oo


oo


oo

oo


oo

oo

oo

oo

oo

oo

s oo t

I Do—Step 2• Now I’ll trade the sound chip for the spelling chip. Example:

• Watch me, my turn. The first word is moon.Sound/Spelling Chips:

1. (Place chips at top of mat.) I’ll build the word with the sound chips and then make the trade. I’ll finger-stretch moon: /m/ / / /n/.

2. Watch me pull down the sound chips: a blue chip for /m/, a dark purple chip for / /, and a blue chip for /n/.• I used this chip (point to dark purple chip) because the sound is / /, which is the most common

pronunciation of vowel team oo and it’s represented by the dark purple chip. 3. I’ll trade the dark purple sound chip for a dark purple spelling chip with the letters oo on it.

• In this lesson, when there is an / / sound, I’ll use this dark purple spelling chip. •Let’s review: /m/ / / /n/, moon. The vowel sound in the word moon is / / and it’s the most

common sound, so the dark purple spelling chip is used.Write Word: (Only write example words. Place Sound-Spelling Mapping Paper below the mat.)

4. Now I’ll write the word. The sounds in the word moon are /m/ / / /n/—3 sounds. Since there are 3 sounds in moon, I’ll draw lines around the 3 boxes that I’ll use for spelling. (Draw bold line around the 3 left boxes.) I’ll write letters for each sound.•The first sound is /m/ spelled with the letter m.•The middle sound is / / spelled with the letters oo.•The last sound is /n/ spelled with the letter n.

• The word is moon. The word moon follows the vowel team oo pattern pronounced with the most common sound / /.

2nd Example: Let’s try another word. This time we’ll start by writing the word. • The word is spelled s-o-o-t. (Do not pronounce the word. Place Sound-Spelling Mapping Paper below the mat.)5. Now I’ll write the word. (Write the word in the Elkonin boxes with the letters oo in 1 box.)

•This word has the vowel team oo. The most common pronunciation is / / as in moon. I’ll try pronouncing the word with the most common / / sound: s t. That isn’t a word I know.

• I’ll try the second most common pronunciation, / / as in book: soot. That makes a word I know. Soot is a kind of dirt you find in chimneys.

6. I’ll move the chips that represent each sound in the word. (Move a blue, a light purple oo, and a blue chip above the corresponding boxes.)

• (Model several vowel team oo examples with both / / and / / sounds, as needed.)

We Do—Level 1 (Teacher and students answer.)• Let’s build more words using these chips. I’ll move the chips and you’ll answer with me. Example:

• The word is book. Repeat. (book)Sound/Spelling Chips:

1. (Place chips at top of mat.) Finger-stretch book. (/b/ / / /k/) What’s the vowel sound? (/ /)2. Now help me with the chips.

•First sound? (/b/) Which chip? (blue)•Middle sound? (/ /) Which chip? (light purple oo)•Last sound? (/k/) Which chip? (blue) • I’ll touch the chips as we sound out and then blend the word. Sounds? (/b/ / / /k/) Word?

(Slide finger below the chips.) (book)•What’s the vowel sound in the word book? (/ /) Is it the most or less common sound? (less)•What’s the vowel type? (vowel team) What color chip? (light purple)


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Instructional ProceduresWrite Word:

3. (Follow the model in I Do Step 2 for Write Word using the word book.)2nd Example: Let’s try another word. This time we’ll start by writing the word.

• The word is spelled p-r-o-o-f. (Do not pronounce the word. Place Sound-Spelling Mapping Paper below the mat.)4. How should we write the word in the boxes? (Students indicate the correct letters for the Elkonin boxes, with oo in 1 box.)5. Now help me with the chips.

•First sound? (/p/) Which chip? (blue)•Next sound? (/r/) Which chip? (blue)•Skip the next sound.•Last sound? (/f/) Which chip? (blue) •To determine which color purple chip, we have to pronounce it.•Most common sound for oo? (/ /) Pr f. Does that make a word we know? (Yes, proof means facts or evidence.)•Less common sound? (/ /) Pr f. Does that make a word we know? (no)•Which color sound chip should I move for the most common sound? (dark purple)

• (Repeat more vowel team oo examples with both / / and / / sounds, as needed.)

We Do—Level 2 (Students answer.)• This time I’ll move the chips while you answer.Example:

• Ready? Swoosh Repeat. (swoosh)Sound/Spelling Chips:

1. (Place chips at top of mat.) Finger-stretch swoosh. (/s/ /w/ / / /sh/) Vowel sound? (/ /)2. Now help me with the chips.

•First sound? (/s/) Chip? (blue)•Next sound? (/w/) Chip? (blue) •Next sound? (/ /) Chip? (light purple oo)•Last sound? (/sh/) Chip? (orange)•Vowel sound in swoosh? (/ /) Most or less common? (less) Chip? (light purple)•Vowel type? (vowel team)

Write Word: 3. (Follow the model in I Do Step 2 for Write Word using the word swoosh.)

2nd Example: • The word is spelled roost. (Do not pronounce the word. Place Sound-Spelling Mapping Paper below the mat.)4. Write the word. (Students write the correct letters in the Elkonin boxes, with oo in 1 box.)5. Read the word with the most common sound. (r st) Does this make a word you know? (Yes, a roost is where a bird sits.)

•Read the word with the less common sound. (r st) Does this make a word you know? (no) Move the chips above the letters in the boxes. (blue, dark purple oo, orange)

•Pronounce the word. (/r st/)• (Repeat more vowel team oo examples with both / / and / / sounds, as needed.)

You Do• Now it’s your turn. Place chips on your mat so it looks like mine. • Ready? Spool. Repeat. (spool)

1. Finger-stretch spool. (/s/ /p/ / / /l/) Vowel sound? (/ /)2. Build the word with chips. (Students build word with correct chips including the dark purple oo spelling chip.)

•Does spool have the most or less common sound of the vowel team oo pattern? (most) Dark or light purple chip? (dark) 3. Say the word. Finger-stretch. Draw a bold line around the boxes. Write the word in the boxes.

• (Repeat more vowel team oo examples with both / / and / / sounds until students are accurate and fluent.)

Mastery Level: When orally presented vowel team oo words, students accurately and fluently represent the words with the appropriate sound and spelling chips.

Phonics Chip Kit™: AdvancedCopyright © 2010, 95 Percent Group Inc. All rights reserved.55www.95percentgroup.comProduct Code: PH2420 Phonics Chip KitTM, Advanced Lesson 7.4 Sample (WEB DOWNLOAD)

Copyright © 2014, 95 Percent Group Inc. All rights reserved. www.95percentgroup.com20

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Lesson 7.4 Sample