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It details timed steps for students, including phonemic awareness (blending and segmenting), visual and auditory drill, blending drill using the UFLI Blending Board app, and introducing new concepts with explicit modeling, articulatory gestures, and letter-formation practice. 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The teacher models and then prompts students to blend phonemes to form words and segment orally presented words into individual phonemes.","Answer",{"name":115,"@type":110,"acceptedAnswer":116},"How does the document suggest running the blending drill?",{"text":117,"@type":113},"It recommends using the UFLI Blending Board app (browser) and a provided word chain. The teacher presents word sets using previously taught concepts for students to read chorally.",{"name":119,"@type":110,"acceptedAnswer":120},"What is the focus of Day 2’s connected text step?",{"text":121,"@type":113},"The document focuses on applying decoding and encoding skills in meaningful context. Students read sentences and decodable connected text, and the teacher dictates sentence(s) for students to spell.","https://schema.org",{"og:url":83,"og:type":124,"og:title":65,"og:site_name":95,"og:description":67},"article",{"robots":126,"canonical":83},"index,follow",{"doc_id":128,"site_id":62},640350,1792876940,{"code":4,"msg":5,"data":131},{"doc_id":128,"user_id":132,"nickname":92,"user_avatar":133,"doc_module":4,"category_id":19,"category_name":20,"doc_title":65,"doc_description":67,"doc_content":134,"file_id":135,"file_url":136,"file_type":137,"file_size":138,"view_count":24,"is_deleted":4,"is_public":8,"is_downloadable":8,"audit_status":8,"page_count":14,"language":139,"language_code":63,"site_id":62,"html_lang":63,"table_of_contents":140,"faqs":141,"seo_title":142,"seo_description":67,"update_tm":143,"read_time":24},549758252649,"https://ap-avatar.wpscdn.com/avatar/8000253669c5317157?_k=1778319167496531819","Lesson Planning & Implementation Support  \n\n| Day 1 See pages 23-29 of the UFLI Foundations Teacher Manual |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Step | Teacher Materials | Student Materials |  | Preparation and Instructional Notes |\n| Step 1: Phonemic Awareness\u003Cbr>(approx. 2 min) | Lesson Plan\u003Cbr>| N/A\u003Cbr>|  | Blending: Teacher segments , or breaks apart, word into individual phonemes (/sh//ŏ//p/) . Students chorally blend the phonemes to forma word (shop) . Warm up for decoding (reading) .\u003Cbr>Segmenting: Teacher orally presents a word (shin) . Students repeat word and chorally segment into individual phonemes (/sh// ĭ//n/) . Warm up for encoding (spelling) . |\n| Step 2: Visual Drill\u003Cbr>(approx. 3 min) | Lesson Slides\u003Cbr>| N/A\u003Cbr>\u003Cbr>a spells /ă/ |  | Begin by reviewing/modeling procedure.\u003Cbr>Teacher presents selected grapheme. Students respond by saying the name of the letter or letter combination followed by its sound (“d spells /d/”,“sh spells /sh/”) . Reinforces grapheme-phoneme correspondences. |\n| Step 3:\u003Cbr>Auditory Drill\u003Cbr>(approx. 5 min) | N/A\u003Cbr>\u003Cbr>/ă/ | Whiteboard/marker or paper/pencil |  | Begin by reviewing/modeling procedure.\u003Cbr>Teacher says sound (/ă/) . Students form the letter or letter combination while saying the sound (“/ă/ is a”) . Reinforces graphemephoneme correspondences.\u003Cbr>Teacher should model blendable sounds. |\n|  |  | | \u003Cbr>/ă/ is a |  |\n| Step 4:\u003Cbr>Blending Drill\u003Cbr>(approx. 5 min) | UFLI Blending Board App (browser)& Word Chain provided\u003Cbr>| N/A\u003Cbr>\u003Cbr>/s//n//ă//k/ snack |  | Begin by reviewing/modeling procedure.\u003Cbr>Teacher presents words with previously taught concepts using the word chain provided. Students read words chorally.\u003Cbr>Prepare the Blending Board app in advance. A Blending Board Tutorial is available. |\n\n\n| Step 5:\u003Cbr>New Concept\u003Cbr>(approx. 15 min) | Lesson Slides\u003Cbr>| Whiteboard/marker or paper/pencil |  | Use the Lesson Slides to introduce a new concept. Introduction should include:\u003Cbr>• discussion of placement and example words\u003Cbr>• articulatory gesture\u003Cbr>• letter formation practice, as needed\u003Cbr>• word reading and spelling with new concept (modeling, guided practice)\u003Cbr>For spelling, use Elkonin Boxes or Pound-andSound phoneme segmentation strategies. |\n| --- | --- | --- | --- | --- |\n|  |  | | |  |\n|  |  | Spelling Strategies:\u003Cbr>|  |  |\n\n\n| Day 2 See pages 29-33 of the UFLI Foundations Teacher Manual |  |  |  |  |\n| --- | --- | --- | --- | --- |\n| Step | Teacher Materials | Student Materials |  | Preparation and Instructional Notes |\n| Step 5:\u003Cbr>Review (3 min) | Lesson Slides | N/A |  | Briefly review new concept introduced during Day 1 using abbreviated New Concept review slides. |\n| Step 6:\u003Cbr>Word Work\u003Cbr>(approx. 6 min) | UFLI Word Work Mat App (browser)\u003Cbr>| or Individual Manipulatives Letters\u003Cbr>|  | Use the UFLI Word Work Mat ( Beginner or Intermediate  ) or use individual manipulative letters/tiles to guide students through word work activity. Word work provides students with decoding and encoding practice targeting the new concept introduced in the previous step. |\n| Step 7:\u003Cbr>Irregular Words\u003Cbr>(approx. 6 min) | Lesson Slides\u003Cbr>| Whiteboard/marker or paper/pencil |  | Use Lesson Slides to review and introduce irregular words. Students practice reading and spelling irregular words, or words that do not follow common grapheme-phoneme correspondences. Discuss irregular parts of the word as the part(s) that must be learned “by heart.” |\n|  |  | | |  |\n| Step 8:\u003Cbr>Connected Text\u003Cbr>(approx. 15 min) | Lesson Slides\u003Cbr>| Whiteboard/marker or paper/pencil\u003Cbr>Optional: Printed student copies of decodable passage/text |  | Sentences: (1) Teacher presents sentences for students to read. (2) Teacher dictates sentence(s) for students to spell.\u003Cbr>Decodable Text: Students read connected passage or text. See Decodable Text Guide.\u003Cbr>Reinforces students’ generalization of decoding and encoding skills to a meaningful context. |\n|  |  | | |  |","cbCaioWf9cIAIjQy","https://ap.wps.com/l/cbCaioWf9cIAIjQy","pdf",274862,"English","# Day 1: Steps 1-4\n## Phonemic Awareness, Visual Drill, Auditory Drill, Blending Drill\n# Day 1: Steps 5\n## New Concept Introduction and Spelling Strategies\n# Day 2: Steps 5-8\n## Review, Word Work, Irregular Words, Connected Text","[{\"question\":\"What activities are included in Day 1’s phonemic awareness step?\",\"answer\":\"Students practice blending and segmenting sounds. The teacher models and then prompts students to blend phonemes to form words and segment orally presented words into individual phonemes.\"},{\"question\":\"How does the document suggest running the blending drill?\",\"answer\":\"It recommends using the UFLI Blending Board app (browser) and a provided word chain. The teacher presents word sets using previously taught concepts for students to read chorally.\"},{\"question\":\"What is the focus of Day 2’s connected text step?\",\"answer\":\"The document focuses on applying decoding and encoding skills in meaningful context. Students read sentences and decodable connected text, and the teacher dictates sentence(s) for students to spell.\"}]","Lesson Planning & Implementation Support - Day 1 to Day 2 | PDF",1792708722]