Three older elementary students identified with dyslexia are getting ready to begin their dyslexia intervention for the day. The three of them are newcomers that were identified in their later elementary years and are in a group that’s getting ready to exit. Each student is seated at a desk with their own device in a small group setting. The teacher has access to a laptop and is sitting across from them ready to provide instruction while monitoring the students work simultaneously.
The students begin their lesson by reviewing their prefix deck containing all the prefixes they have learned. The teacher then starts leading the students through the discovery process for the new prefix. During reading, the students are using their knowledge of syllables to read, only using diacritical tools to code words with the prefix they just learned and as they need them. Data from this reading practice is recorded into each student’s reading progress report found in their individual profile page. The teacher has the ability to differentiate and scaffold instruction as needed. The teacher continues to progress through the different lesson cycle activities that were previously selected. Adjustments are made as needed and transitions are seamless, with no time loss organizing and distributing materials.
At the end of the lesson, the students enjoy a read aloud based on the theme for the week. Before closing the session, the teacher adds pertinent observations for each of the students
