Level A E.T.

Teaching Table
PA First Sounds

Gain student Attention (and start lesson promptly)

Show objects or pictures “eyes on me”

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Yesterday we talked about…
Let’s review…

State the purpose of the lesson (“Today we will learn about...because….”)

First sounds…because…being about to hear sounds in words will help you be a better writer/reader.

Model and explain the skill: I do (“Watch me….”)

Example with pictures/objects
Picture sort

Provide guided practice and corrective feedback: We do

Try some together with pictures/objects, picture sort
Talk with partner tell first sound

 Check for understanding

 Re-teach and clarify where necessary
 Provide corrective feedback
 Provide frequent response opportunities

Provide independent practice when appropriate: You do

Picture sort

Summarize what was learned (“Today we learned…)

Teaching Skills to Incorporate During Explicit Instruction

 Appropriate lesson materials are ready and prepared.
 Keep lesson moving by maximizing time; has limited down time.
 Deliver accurate instruction (e.g.sounds, strokes).
 Differentiate instruction in response to student needs.
 Provide specific and frequent positive reinforcement.
 Level A E.T. Teaching Table
Sight Words
Gain student Attention (and start lesson promptly)
Eyes on me

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Look at sentences in books/strips

State the purpose of the lesson (“Today we will learn about...because….”)

Knowing these words will help you be a better reader.

Model and explain the skill: I do (“Watch me….”)

Make a sentence using sight words

Provide guided practice and corrective feedback: We do

Create a sentence as a group

 Check for understanding

 Re-teach and clarify where necessary
 Provide corrective feedback
 Provide frequent response opportunities

You do Summarize what was learned (“Today we learned…)

Provide independent practice when appropriate:

Students create a sentence
 Level A E.T. Teaching Table
Letter Naming (P)

Gain student Attention (and start lesson promptly)

1,2,3 eyes on me

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Remember that we have been learning the names of the letters. So far we have learned s m b a –
review those and learn P

State the purpose of the lesson (“Today we will learn about...because….”)

We need to learn letters to be better readers and writers.

Model and explain the skill: I do (“Watch me….”)

I am going to write the letter P.

Provide guided practice and corrective feedback: We do

Now I will say the letter P and we will all write the letter.

 Check for understanding

 Re-teach and clarify where necessary
 Provide corrective feedback
 Provide frequent response opportunities

You do Summarize what was learned (“Today we learned…)

Provide independent practice when appropriate:

Now I will say the letters and you write them.
 Level A E.T. Teaching Table
Letter Sounds

Gain student Attention (and start lesson promptly)

The letter is _________ the sound is _____________.

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Do the action with me for this sound.

State the purpose of the lesson (“Today we will learn about...because….”)

Today we are practicing the sound _______ for letter ______

Model and explain the skill: I do (“Watch me….”)

This letter makes the sound _____.

Provide guided practice and corrective feedback: We do

Everyone repeat the sounds to review what we have done.

 Check for understanding

 Re-teach and clarify where necessary
 Provide corrective feedback
 Provide frequent response opportunities

You do Summarize what was learned (“Today we learned…)

We learned the sound ____ today.

Provide independent practice when appropriate:

Tell a neighbor the sound this letter makes.