WEBVTT

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[Music] Welcome

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to Modeling Initial Sounds in Tier 3.

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My name is Nancy Bookwalter,

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and I'm a reading specialist.

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The skills group

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that I was teaching was a Tier 3

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kindergarten skills group,

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and they are focusing

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on the very beginning of phonics

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and phonological awareness:

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letter names, letter sounds,

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hearing sounds in words,

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particularly hearing initial sounds

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in words.

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When we began the lesson, the student

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and I reviewed the letters

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that he had already learned.

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I modeled the letter name

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and the letter sound,

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and then he echoed it back,

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and then I asked him

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to do it independently.

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Then they practice hearing that sound

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as the initial sound in words.

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Then they practice finding words

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that have that initial sound.

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We moved on to introducing the new

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letter C. He had to find pictures

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that began with that initial sound.

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There was a card with three pictures

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on it, and that he struggled with.

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We tried two cards, and he was guessing,

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just pointing at other words.

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The last card, I just showed him picture

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by picture, showed him one picture

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instead of a set of three,

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until he could hear it

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and find the picture.

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With the young kids that come in,

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the kindergartners,

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especially the intensive children often

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haven't had a lot

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of previous instruction,

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so modeling is really important

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because they come

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in with very little background

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of what a letter looks like,

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or what it sounds like,

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or how it's written.

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We scaffold it with a lot

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of teacher guidance and then it's

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that whole "I do, we do, you do."

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One of the components of the program

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that we teach is showing the children

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how the letter sounds feel

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in their mouths.

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So I always show them

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that with my mouth.

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I have them look at me and I show them

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in my mouth, and we talk

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about where your teeth are

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and if your lips are open or closed

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and where your tongue is sitting

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in your mouth.

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Then I'm quiet and I listen to them

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to make sure they're producing the

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proper sound, because some

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of the letters have the same mouth

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formation as other letters

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but they're voiced or not voiced.

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The one student

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that I have often would get B

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and P mixed up,

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and the mouth formation is similar,

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but the production of it,

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whether you use your voice box or not,

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is what's different.

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And so for P, to put our hand in front

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of our mouth and have him make

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that sound and to feel the puff of air

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that comes out really helped him see

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that that is different from the B sound,

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which, if they put their hand

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on their neck or on their mouth,

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can actually feel more of a vibration.

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So that modeling of the letter sounds

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and how they're produced

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in the mouth really helps the intensive

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kids to differentiate between some

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of those sounds

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that maybe they wouldn't normally

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pick up.

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I give them a lot of verbal feedback

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and get excited for them,

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and I think that helps them get excited

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and motivates them.

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For errors that he made,

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I give him immediate feedback.

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A lot of times I just correct,

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make him echo it back

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so that he's successful,

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so that he's not just guessing randomly.

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But there are times I do give them a

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second chance, say, "Try that again

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or think about that again," or try

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and redirect them

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without just giving them the answer,

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making them have a little bit

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of wait time to stop and think.

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It just kind of depends on where we are

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in the lesson,

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or what I think he can do,

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or if I think he's just rushing it a

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little too much.

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Throughout the lesson,

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I assessed his understanding

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on each different component

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as we went along.

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First I reviewed the previous letters we

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had done, and he could tell me every

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letter name and every letter sound.

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I can model for him

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and we can do it together,

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but I always want to make sure

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that they can do it independently.

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And that's one of the things

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that he struggles with.

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He can do a lot of things more

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with support and with scaffolding,

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but does not yet have those skills very

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securely to be able

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to do it independently,

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especially the initial sound fluency.

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Because we pick up the children

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and deliver them each day

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from their classroom,

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we can give immediate feedback

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or get answers to questions.

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I can transfer what they're learning

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as a whole group

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into what I'm doing in skills.

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And they see that what we're doing

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in reading skills is connected

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to what they're doing

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in their core reading time.

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With my Tier 3 children,

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they're also getting a letter ring,

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which the student got

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and was really excited about,

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was excited to see his name on it.

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And I wanted to put it

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in his take-home folder

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so it would be safe and sound

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and he wouldn't lose it,

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and he decided it needed

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to be even closer to him.

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And he grabbed it and right away had

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to put it in his little jeans pocket,

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and he seemed so proud

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about having that.

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He was excited to look at the letters

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in it and even said that he had some

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of those letters at home,

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but he didn't have letter C. It's really

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great to see that the parents

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at home are supporting what we're doing

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here at school.

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And I think that's

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such an important component

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of what we do,

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is having that communication

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with parents and letting them know this

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is what we're learning

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and having those children transfer

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that learning at home.

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[Music] To learn more

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about Modeling Initial Sounds in Tier 3,

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please explore the additional resources

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on the Doing What Works website.