Level A E.T.

Teaching Table
Phonemic Awareness

Gain student Attention (and start lesson promptly)

Letter tubs – to engages first sound fluency

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Use moon man sun to connect to DIBELS FSF to into the skill

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

We are finding the first sounds in words

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

-Listen to me say the word _____
-the first sound in _____ is _______
-what’s the first sound

Provide guided practice and corrective feedback: We do

-pick 5 words from lesson
-say the word
-have students say the first sound chorally

 Check for understanding

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

Summarize what was learned (“Today we learned…)

Today we learned

Provide independent practice when appropriate: You do

-pick 5 more words
-sort objects by first sound into the correct tubs

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
Letter Knowledge/Sound
Gain student Attention (and start lesson promptly)
Hold up letter card

Activate children’s background knowledge (by linking the lesson to previously learned skills)
-ask questions based on letter picture

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

-today we are learning about the letter ________.

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

Say letter name (while kids write letter in air)
Say letter picture
Say letter sound

Provide guided practice and corrective feedback: We do

-kids write letter in air while saying the letter name

 Check for understanding

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

Summarize what was learned (“Today we learned…)

What letter did we learn today

Provide independent practice when appropriate: You do

-write letter on whiteboard or paper
 Level A E.T. Teaching Table
Sight Words

Gain student Attention (and start lesson promptly)

Sight word song (Heidi songs)

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Show word – say the word in a sentence

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

Today we will be learning this word ____
not all words can be sounded out

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

Say it
Spell it
Write it

Provide guided practice and corrective feedback: We do

Say it
Spell it
Write it

 Check for understanding

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

Summarize what was learned (“Today we learned…)

What word is this?

Provide independent practice when appropriate: You do

Magnet letters to spell it
 Level A E.T. Teaching Table
Simple Dictation

Gain student Attention (and start lesson promptly)

Picture sort

Activate children’s background knowledge (by linking the lesson to previously learned skills)
Go back to first sounds/ now we are going to write the first sounds

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

Putting letter sounds to written letter

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

Provide guided practice and corrective feedback: We do

 Check for understanding

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

Summarize what was learned (“Today we learned…)

Provide independent practice when appropriate: You do