Sounds First Routine

Sounds First Routine:

Melanie, Kindergarten, Unit 7 Lesson 1

Kelly, Kindergarten, Unit 7 Lesson 10

Chrissy and Andrea, Grade 1, Unit 4 Lesson 4

Brittany, Grade 1, Unit 4 Lesson 19

Erin, Grade 2, Unit 3 Lesson 19

As you watch this video, notice…

• How Melanie provides brief explicit instruction to remind students what rhymes are to kick off the activity

• How Melanie scaffolds instruction for diverse learners by using visual hand motions to distinguish between two different rhyming words

• How Kelly supports successful student practice by using hand motions and emphasizing beginning sounds of each word in “Change the End”

• How Kelly moves quickly through each activity to promote student practice and engagement

• How Chrissy and Andrea utilize structured routines to promote student engagement, practice, pacing, and access to content

• How Chrissy employs corrective feedback by prompting the class to “try again” when many students initially struggle with syllable deletion in the word “animal”

• How Chrissy and Andrea scaffold instruction for all learners by pairing their verbal prompt with a visual “scissors” hand motion in the “Cut Off the Sound” activity

• How Brittany promotes phonological awareness by enunciating each phoneme in the words she reads

• How Brittany supports student access and engagement to all activities by using clear, active visuals that includes clear modeling and gradual release

• How Brittany scaffolds instruction for all learners by asking the class to wait to raise hands until they hear a “snap” to allow for ample processing time

• How Brittany allows ample opportunities for differentiated student practice by varying individual student responses with whole-class responses

• How Erin slowly and rhythmically offers each “word on the curve” paired with an arm gesture scaffold, providing all learners ample time to acoustically process phonemes