Scribd Logo
Upload

Welcome to Scribd!

  • 63 views

    Foundational Skills Decodable Protocol

    Uploaded by

    jen
    The document provides a protocol for using decodable readers in the classroom with 4 levels of reading. It includes notes on the instructional purpose at each level from choral reading to buddy reading. A sample is also given with comprehension questions and phonics games/activities related to the content to reinforce letter-sound patterns.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd

    Foundational Skills Decodable Protocol

    Uploaded by

    jen
    63 views3 pages
    The document provides a protocol for using decodable readers in the classroom with 4 levels of reading. It includes notes on the instructional purpose at each level from choral reading to buddy reading. A sample is also given with comprehension questions and phonics games/activities related to the content to reinforce letter-sound patterns.

    Copyright

    © © All Rights Reserved

    Available Formats

    DOCX, PDF, TXT or read online from Scribd

    Did you find this document useful?

    Is this content inappropriate?

    The document provides a protocol for using decodable readers in the classroom with 4 levels of reading. It includes notes on the instructional purpose at each level from choral reading to buddy reading. A sample is also given with comprehension questions and phonics games/activities related to the content to reinforce letter-sound patterns.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    63 views3 pages

    Foundational Skills Decodable Protocol

    Uploaded by

    jen
    The document provides a protocol for using decodable readers in the classroom with 4 levels of reading. It includes notes on the instructional purpose at each level from choral reading to buddy reading. A sample is also given with comprehension questions and phonics games/activities related to the content to reinforce letter-sound patterns.

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    You are on page 1of 3

    Decodables Protocol

    Decodable Readers offer a wealth of learning opportunities for students. The protocol below
    demonstrates the varied ways in which these texts can be used in the classroom. A sample has been
    provided. Note: More than one read can happen in a given lesson.

    Read Format Notes Instructional Purpose


    #

    1st Choral Lead choral reading Students can hear a fluent read. Teacher can
    Read Note- which students are struggling? note specific needs for decoding (student or
    Which words present hesitations? whole group)

    Follow with basic comprehension Reinforces that reading is for making


    questions meaning.

    2nd Students read Allow time for independent read- Allows students to all work independently.
    Read independently monitor for word challenges. Teacher can monitor individual needs.

    Follow with more time for Gives time to assess any and all
    comprehension questions. comprehension needs- it is important that all
    students are fully comprehending before
    Cold call for questions, varying who is moving on. (sample comprehension
    called on. questions, below.)

    3rd Echo or Choral Teacher models fluent reading of the Echo read if more support is needed. This
    read text. time allows the students to hear fluent
    models, and the teacher to monitor accurate
    Echo reading (teacher, then student) or decoding and automaticity. Note- do not
    choral reading to follow. expect student reading to sound as fluent as
    the teacher model. Fluency should be
    prioritized in late first grade as decoding with
    automaticity is solid.

    4th Buddy/ Paired 1 student reads, 1 follows along, and Reading work is on the students. Teacher can
    read Reading then switch. listen to each pair and note any challenges
    (what and where). Patterns (sight words,
    Whole group reviewing challenges that sound/spelling patterns, etc) can be noted
    come up from sight words or sound and shared whole group.
    spelling patterns during the student
    reading time. Buddy reading can also be a center activity.

    Later Foundational Text based games and tasks that See sample below
    reads Skills Games and reinforce phonics patterns and support
    Activities student fun with language.
    Sample Decodable Protocol with content

    Comprehension Questions (sample)


    Comprehension questions should be used for the 2nd or 3rd reads. Allow time for students to return to the
    text to answer questions.

    Sample Questions Instructional purpose

    ● Who are the three characters? 1-2 Questions focusing on basic


    ● How many things did they get scared of or comprehension of key ideas/details from text
    1-2 Questions focusing on syntax of specific
    worried about all together? lines of text
    ● What insect did the boys worry about? 1-2 Questions focusing on use of pronouns,
    ● Reread page 7, when it says, “Dad helped them,” punctuation, or another text specific print
    concepts or text features that match the given
    who is “them”? text.
    ● Reread page 8, why does James say, “It is like
    home”? Possible text dependent generic questions
    ● How many questions do the boys ask in this to include:
    What is the title of this [story/text/passage]?
    chapter/book? Who are the characters in this story? (fiction)
    ● Dad helps James and Sam in two different ways, What problem do they have? How do they
    what are these ways? solve it? (fiction)
    What is this text mostly about? (informational)

    Sample Phonics Games and Activities

    Page Question/Tasks Instructional Purpose

    1  What letter is making the vowel sound in  reinforcing vowel sounds


    every word
     If you put an “e” at the end of “Sam”
     ”magic e”
    what word do you get? Pronounce it.
     If you take away the first letter of the  phoneme substitution
    fourth word what letter can you replace
    it with that gives you something you can
    eat?
     What letter can you add to the third
    word to make it rhyme with the 6th
     rhyming, phoneme addition
    word?

    2  Which word is the same spelled  word play, initial and ending sound
    forwards and backwards?
     If you take away the first letter of the  phoneme substitution
    first word and replace it with the first
    letter of the second word you get
    something sweet, what is it? Pronounce
    it.
     comparing sounds (CVC vs CVCe)
     Does the letter “a” make the same
    sound in Sam as it does in James?

    3  There are two ways the /e/ sound is  vowel sound spelling
    spelled on this page, what are they?
     What word ends with a /z/ sound?  final consonant sounds
     What letters are making the /a/ sound in
     vowel sound spelling
    the first word on this page?

    4  How many words can you make by


    taking away the first letter of the 5th  phoneme manipulation
    word on this page and adding another
    different letter? The added letter does
    not have to be from this page.
     What are the words you see twice on  attention to words, vowel sound
    this page? What vowel sound do they
    have?

    5  What word on this page rhymes with a  rhyming


    number?
     What word on this page if you take away  phoneme deletion
    the second letter gives you something
    you can do with your mouth?

    6  Take away the last letter of this word  phoneme manipulation


    and add an “l” at the end and it gives
    you something you take when you are
    sick. What is the word?
     initial sounds
     Change the first letter of this word from
    an “f” to a “t” and it makes something
    that is on a car. What is the word?

    You might also like