Emergent Reader Lesson Plan

Student: Tori Date: 10/24/15 Tutor: Nicole Walter

Overall Developmental Level: --pick one-- Early Emergent

Goal 1: The student will accurately track print and develop a firm COW.
Goal 2: The student will identify all of her letters and sounds.

Component Time Activity Comments

Emergent Lesson Plan_Snow – adapted from Book Buddies and PALS Electronic Lesson Plans
 Review Familiar Texts:  Tracking?      
 Reread 2-3 texts that were previously memorized  Ease with remembering texts?
 Encourage talking about the books      
 May need to choral read for support  Other:      
Revisiting
 May use personal readers or posters, charts, etc.
Fa  Reinforce finger-pointing
mil List memorized texts for rereading:
5 min
iar  Color Poem
Tex   Rain on the Green Grass (rhyme/poem that Tori has memorized
ts for pals)    
 The Lady with the Alligator Purse
 Humpty Dumpty

Alphabet Activity:  Track automatically?      
Child’s Name: Tori will match the uppercase and lowercase letters in her
name.  Track letters accurately?      
Alphabet & Alphabet Tracking ( Sing Say Read Write)
Alphabet Matching (upper/lower) Tori finally can name, recognize, and  Identify the letter/s/:      
Be write all of the letters in her name. HOORAY!! This week we are going to shift
gin our focus towards practicing matching 4 letters that she already knows  Identify the sounds:      
nin (Retesting was done this past week during class for her uppercase letter
5 min identification grade on the report card and Tori was able to recognize several
g
letters that she could not a few weeks ago when she completed the assessments
So for tutoring.)
un Alphabetize Letters
ds Font Sorts
Materials Needed: Alphabet Matching Puzzle with Uppercase and lowercase letters.
Ss, Ll, Bb, Mm

Word 10 min Story, poem, OR song title: Jack Be Nimble  Text was easy / hard to track
Awareness – COW Activity (check below):      
Materials Needed:  No. of times read: 1st 2nd 3rd
Developing
 Text that lends itself to supporting alphabet knowledge goals (if possible) ___
Concept of  Picture supports for text (think COW assessment, 1 pic/line)      
Word  Text prepared in large font with one sentence per line (e.g., chart paper or pocket  Describe their fingerpointing:
chart)      
 Pointer for tracking
 Other:      
Memory Work:
Emergent Lesson Plan_Snow – adapted from Book Buddies and PALS Electronic Lesson Plans
 Teach the poem or song until the child has it memorized. Don’t go on until you are
certain the poem is committed to memory. If you need to, shorten the poem to only 2 or
3 lines. To help with memorizing, go from most to least supportive:
1. You model first (first reading above)
 Introduce the text (e.g., chart paper or pocket chart).
 Model how to read text; touch every word as you say it.
 Discuss Concepts About Print (CAP) as you go.
2. Choral read together (second reading)
3. Echo read, repeating one line at a time after you (third reading)
4. Individual read, providing support as needed (fourth reading)

~~DON’T GO ON UNTIL MEMORIZED!!!~~

Difficulty level, moving from whole to part (easiest to hardest).

Day 1: Memorize the text (even if only 2 lines).
Day 2: Sentences—hand out sentence strips from the text and have students
match them back to the original text (e.g., pocket chart), one sentence at a time.
Provide personal copies of text for personal readers. When practicing identifying
sentences last time Tori was able to complete this activity accurately less
than 50% of the time. This time I am going to try this activity with the
sentences on different pages rather than just on chart paper with pictures to
see if this helps.
Day 3: Words—pass out individual word cards for each sentence. Tutee finds
word and places it on top of its match in the text (e.g., pocket chart). Practice
rebuilding cut-up sentences, using one sentence at a time.
Day 4: Letters/Sounds—reread and track on personal copies. Call attention to
specific letters and/or sounds for highlighting or underlining. Harvest a few high
imagery sight words for word cards.
Day 5: Review & Assess—pass out word card envelopes to see if tutee can
recognize any of the words out of context. If not, have tutee match words in
personal reader text. Give mini-COW assessment, checking for tracking and word
identification both in context and in isolation.

Emergent Lesson Plan_Snow – adapted from Book Buddies and PALS Electronic Lesson Plans
 Phonological awareness task: (Check area of need)  Phonological awareness task
Listening Rhyme Words/Sentences Syllable Initial/final Sounds Blending was easy / hard / just right?
Segmenting* Phoneme Manipulation*      
*By the time they are able to do the more complex tasks, they are likely moving into the Beginning Reader Lesson Plan.
 Reading of book: 1st 2nd 3rd
Title of Book/s:      
 Other:
Activity: Syllable work
     
List the steps you will take to accomplish this activity. Your book selection and
game/activity should support the development of the phonological task highlighted
above.
1. The Teacher will reread the book The Very Bumpy Pumpkin (we have
already read this book once in class)
2. After reading, the teacher will show the student picture cards with images
from the book.
3. While showing the picture cards, the teacher will introduce the name of
Phonological 10 min each item in the picture to the student.
Awareness 4. The student and teacher will say the name of each item together and then
practice clapping out the syllables.
5. The following are the picture cards that will be used:
a. Witch
b. Broomstick
c. Wildly
d. Wind
e. Politely
f. Dog
g. Tapped
h. Forests
i. Stormy
j. Frog
k. dragon

Emergent Lesson Plan_Snow – adapted from Book Buddies and PALS Electronic Lesson Plans
 Letter Recognition and Letter Sounds:  Sorts correctly & automatically
What letter and/or sounds will you compare/contrast? (2 or 3) Make sure at least 1 is      
familiar to the child (compare the known with the unknown).  Can write the letter/sound?
     
Are you working on: Identifying Letters, Letter Sounds, or Both?

R, I (familiar) vs. (new) vs. L, M (new)

What activity will you do to help the student compare/contrast these letters and/or
sounds?      
“
Writing Activity:
Journal writing
Writing for sounds in teacher-dictated sentences
Pattern writing (based on familiar books)
Interactive writing modeled by teacher
Steps for the selected writing activity:
Word Study 5 min 1. The teacher will model the letters
2. Each time a letter is modeled, the teacher will use the formation language
to go with her modeling.
a. R- “top to bottom, frog jump up, curve around to line, kick down”
b. I - “top to bottom, frog jump up, line across top, line across
middle”
c. L- “top to bottom, line to the right”
d. M- “top to bottom, frog jump up, slant - down to the bottom, up
to the top, down to the bottom”
3. After the teacher models a letter, the student will then repeat the language
as the teacher models again. Then the student will make the letter on the
table with her pointer finger while her and the teacher say the formation
language.
4. Lastly, the student will form the letter on her dry erase board with a
marker while repeating the language on her own.
5. Steps 2-4 will repeat until all letters have been modeled for and formed
by the student.

Emergent Lesson Plan_Snow – adapted from Book Buddies and PALS Electronic Lesson Plans
 Read Aloud Book:        Engagement /Interest with the
(Can be a longer picture book used for the development of vocabulary.) book
     
Activities:  Ease with activity
 Concept Sorts      
**Language 15-20  Drawing/Writing Activity  Notable behaviors:
Development min  Dramatic Play      
 Others:      
 Briefly describe your how you will engage the student with the book:
     

**We do not have intervention time to complete this portion of the lesson. You can skip this part.

Emergent Lesson Plan_Snow – adapted from Book Buddies and PALS Electronic Lesson Plans