Co-Teaching Action Guide
SPED Push-In Framework
Power Half-Hour
Co-Teaching Action Guide β’ Phonics & Phonemic Awareness
30 Min Block Grades K-2
The Push-In Mission
Maximize student growth by running two high-intensity groups simultaneously (Parallel/Station Teaching). This guide slashes the student-to-teacher ratio from 20+:1 down to 10:1 or fewer, multiplying opportunities for individual feedback during critical phonics instruction.
The 30-Minute Timeline
00 - 05 min WHOLE GROUP
High-Speed Warm-up
Rapid-fire review of phonemes, letter-sound automaticity, and phoneme isolation drills.
π₯ Gen Ed leads; SPED cues/modifies
05 - 25 min SPLIT GROUPS
Parallel Sound Blast
Two parallel groups segmenting, blending, and decoding CVC words using multi-sensory tools.
β‘ Dual Instruction (Same content)
25 - 30 min WHOLE GROUP
Exit Quest & Close
Quick individual formative check on targeted CVC decoding skill.
π SPED & Gen Ed spot-check
Delivery Models to Deploy
A
Parallel Teaching (Default)
Class split 50/50. Gen Ed and SPED deliver the exact same lesson simultaneously. Minimizes distractions, maximizes turns, and gives the SPED teacher a small, highly responsive group of students.
B
Station Teaching (Alternate)
Station 1: Phoneme Manipulation (Gen Ed). Station 2: CVC Blending & Segmenting with tactile feedback (SPED). Students switch groups at the 10-minute mark to get both modalities.
Divvy of Daily Duties
| Phase | Gen Ed Teacher | SPED Teacher |
|---|
| 1. Setup & Intro (5m) | Leads whole-group fast-paced letter-sound cards and auditory blending drills. | Models physical sound articulation, redirects focus, and supports high-need students during responses. |
| 2. Active Phonics (20m) | Teaches group A. Direct focus on systematic decoding, blending cards, and vocabulary. | Teaches group B. Focuses on scaffolds, continuous blending, tactile sand/clay writing, and corrective feedback. |
| 3. Check-Out (5m) | Distributes Exit Quest. Tracks benchmarks and records speed-accuracy scores. | Provides oral/scribed accommodation for students with writing or speech delays. Collects growth data. |
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Instructional Toolkits
Intervention Playbook
Scaffolds, Strategies, & Communication Protocols
Active Support
Standard Evidence-Based Phonics Scaffolds
1
Tactile Sound Mapping (Elkonin Boxes)
Place a manipulative (chip, bead, Lego) below three boxes. Have students push a manipulative physically into the corresponding box for each phoneme heard. Example: for /c/ /a/ /t/, push three individual chips up.
2
Continuous Blending (Singing the Sounds)
Stop students from pausing between sounds (e.g., /m/ -pause- /a/ -pause- /p/). Teach them to stretch the sounds together continuously without dropping their voice: "mmmaaaappp" before reading it fast: "map".
3
Error Correction Loop (Find & Fix)
When a student errors (e.g., reading "cot" as "cat"): 1) Point to the target vowel. 2) Ask: "What sound does this letter make?" (/o/). 3) Have them blend again: /c/-/o/-/t/. 4) Check for success and repeat.
SPED Accommodation Map
Dyslexia / Visual Tracking
- Use physical tracking rulers or finger-pointing cards.
- Enlarge the CVC target font or color-code vowels.
Speech & Articulation
- Keep small mirrors at the table for visual feedback of mouth.
- Acknowledge hand gestures or sound-puffs.
The "No-Meeting" Weekly Routine (5 Min Prep)
Friday Quick Sync
Spend 5 minutes trading data. Confirm targeted phonic patterns for next week.
Example: "CVC Short-O words."
Shared Digital Tracker: Keep a 1-page shared Google Sheet of target students with their decoding levels (Pre-CVC, Emerging Blending, Fluent CVC).
Data-Driven Grouping: Shift students between Group A (Gen Ed) and Group B (SPED) flexibly. Grouping is based on mastery, not label.
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Phonics Power Slides
00 - 05 min Speed Warm-Up
POWER ROUND
Find the Hidden Sounds
Listen closely! Tap your desk when you hear the sound.
/a/ Short A
/o/ Short O
/u/ Short U
Power Half-Hour β’ Phonics Slide 1 of 5
Modeling Blending Practice
TAP, SWEEP, BLEND
Let's Read Together!
m
a
p
Slide and sing: "mmmaaaappp" β MAP!
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05 - 25 min Parallel Phonics
SPLIT TIME
A
Group Green
Gen Ed Group: Rapid decoding and CVC Sound Quest.
Worksheet Ready
B
Group Gold
SPED Group: Tactile sand tracing and blended sounds.
Tactile Boards Ready
Power Half-Hour β’ Phonics Slide 3 of 5
Activity Quick Challenge
CHALLENGE ROUND
Read it Fast! β‘
Say the sounds, blend the letters, and say the word!
π± C A T
πͺ² B U G
π¦ F O X
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25 - 30 min Exit Check
CHECK OUT
Show What You Know!
Complete your Sound Quest worksheet. Both teachers are roaming to hear you read your favorite CVC word!
Goal of the Day
Blend 3 sounds independently to read the word!
Power Half-Hour β’ Phonics Slide 5 of 5