Emergent Reader Lesson Plan (4th wk Sept)

Week 2: 4th Week September

Student:​jbbkbkbb Date: ​10/4/17 Tutor: ​Emeline Phipps

Overall Developmental Level:

Goal 1: ​The student will be able to identify all uppercase and lowercase letters in the alphabet.
Goal 2: ​The student will develop concept of word.

Component Time Activity Comments

Review Familiar Texts:​Hickory, Dickory, Dock ❑ Tracking?      
☐ Reread 2-3 texts that were previously memorized The student is able to finger point
☐ Encourage talking about the books with support.
☒ May need to choral read for support
☐ May use personal readers or posters, charts, etc. ❑ Ease with remembering texts?
Revisiting ☒ Reinforce finger-pointing      Student almost has the
Familiar 5 min Procedures: entire text remembered.
Texts 1. We will reread ​Hickory, Dickory, Dock at least 2 times, because the
student is still unable to memorize the poem. ❑ Other:      
2. I will reinforce finger pointing by using the piggyback technique if
necessary, but will initially attempt to have the student point
independently under the word as I point above.
Letter Activity: ❑ Track automatically?      
☒ Child’s Name Student was able to finger point at
Alphabet & ☒ Alphabet Tracking (☒ Sing ☒ Say ☐ Read ☐ Write) each letter as he sang and was
Beginning 5 min ☐ Alphabet Matching (upper/lower) able to slow down his singing to
Sounds aid in the tracking.
☐ Alphabetize Letters
 ☐ Font Sorts ❑ Track letters accurately? Student
got confused at MNOP as he
​ lphabet strip, name puzzle
Materials Needed​: A strung them all together.     

Procedures:
❑ Identify the letter/s/:      
1. We will sing the alphabet while tracking the letters. Student is able to build his name
2. I will reinforce finger pointing by using the piggyback technique if puzzle and identify B,R,N, and O.
necessary, but will initially attempt to have the student point He struggled to differentiate
independently under the word as I point above. between lowercase d and a.
3. Student will build name puzzle.
4. Student will match uppercase and lowercase puzzle cards with the letters ❑ Identify the sounds:   
from his name. N/A   
Story, poem, OR song title: ​Hickory, Dickory, Dock ​OK. ❑ Text was easy / ​hard to track
● we will continue with this poem as it is familiar to him but he      
has yet to memorize the entire poem
❑ No. of times read: ​ ​1st​​ 2​nd​ ​3rd​​ ​___
     
COW Activity (check below):
Materials Needed:
❑ Describe their fingerpointing:
Word ☐ Text that lends itself to supporting alphabet knowledge goals (if possible)
  The student is able to finger point
Awareness – ☒ Picture supports for text (think COW assessment, 1 pic/line)
10 ☒ Text on chart paper or pocket chart (one sentence per line)
with support. He needs someone to
Developing point with him, but can point to the
min last word on his own.   
Concept of ☐ Pointer for tracking
Word
Memory Work​: He still needs some work to
1. Teach the poem or song ​until the child has it memorized​. Don’t go on until you are memorize the middle of the poem.
certain the poem is committed to memory. If you need to, shorten the poem to only 2 The poem was sent home for
or 3 lines. additional practice.
☐ Introduce the text on 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. To help with memorizing, go from ​most to least supportive​:
☒ You model first (first reading above)
☒ Choral read together (second reading)

☒ Echo read, repeating one line at a time after you (third reading)

☐ Individual read, providing support as needed (fourth reading)

~~DON’T GO ON UNTIL MEMORIZED!!!~~

Difficulty level, moving from ​whole to part ​(easiest to hardest). Plan to do 2 “days”
(maybe more) in 1 tutoring session due to our extended time.
☐ Day 1: ​Memorize​ the text (even if only 2 lines).
☐ Day 2: ​Sentences​—handout sentence strips from the text and have students
match them back to the original chart, one sentence at a time. Provide personal copies
of text for personal readers.
☐ Day 3: ​Words​—pass out individual word cards for each sentence. Tutee finds
word and places it on top of its match in the 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.
 Phonological awareness task: ​(Check area of need) ❑ Phonological awareness task was
☐Listening ☐Rhyme ☒Words/Sentences ☐Syllable ☒Initial/final Sounds ☐Blending easy / hard / just right?
☐​Segmenting​* ☐​Phoneme Manipulation*​
     Just Right!
Title of Book/s: ​Teddy Bear, Teddy Bear
Activity​:
List the steps you will take to accomplish this activity. Use the format/ideas discussed ❑ Reading of book: ​1st​​ ​ 2​nd​ 3​rd
when completing the Phonological Awareness Binder project as a guide. Your book      
selection and game/activity should support the development of the phonological task
highlighted above. ❑ Other:
1. Read the book and model pointing when reading.   He was familiar with the book and
2. Reread while the students acts out the book as the teddy bear. very excited to read it. He was able to
10 3. Reread finding finding words that start with the letter B.
Phonological act out all of the pages. He located
min 4. Count all of the words that start with B. and circled all of the uppercase Bs
Awareness 5. Work with the student to generate additional words that begin with B. independently and with assistance for
6. Give student 3 picture cards of words from the book and have him select the 2 lowercase. When asked what sound B
that begin with B. makes he produced /P/ but was able to
reproduce /B/ when I made it and then
Todo: able to accurately identify the picture
-make picture cards cards that began with b.

*By the time they are able to do the more complex tasks, they are likely moving into the Beginning Reader Lesson Plan.
 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      The student is showing
familiar to the child (compare the known with the unknown). improvements with identifying R but
is still confused by N.
Are you working on: ☒ Identifying Letters, ☐ Letter Sounds, or ☐ Both?
❑ Can write the letter/sound?
     The student remembers the
B​ (familiar)​ vs. ​R​ ​(new)​ vs. ​N​ (new) correct way to hold his pencil but
Word Study 5 min
Writing Activity (2 or 3 X/week): sometimes struggles to get his fingers
in the correct position and complains
Word Study Procedures: that it is uncomfortable. He was able
1.Review how to correctly hold the marker with crab pichers on a rock. to trace his name and made
2. Verbally guide student to trace the letters always starting at the top. improvement in forming his letters
3. Student will trace his name 2 times. from the top.
4.Student will complete teacher directed font sort with the letters B, R, and N.
Read Aloud Book: The Very Hungry Caterpillar ❑ Engagement /Interest with the
Activities​: book
❑ Concept Sorts    The student was interested and
❑ Drawing/Writing Activity engaged in the book.   
❑ Dramatic Play
❑ Others: ❑ Ease with activity
     At first he was confused about
**Language 15-20
what caterpillars eat. After reading
Development min Procedures: the book he was able to sort the fruit
1. Read book and discuss why the caterpillar is eating fruit and not
and non fruit items with relative ease.
shoes or other non food items.
2. Introduce the concept sort by sorting the first few cards. ❑ Notable behaviors:
3. Discuss how the fruit and non fruit are sorted.    The student was excited to take
4. Have the student complete the sort. the concept sort home to teach to his
mom.