Er Lesson Plan Alison Roberts

EMERGENT CASE SUMMARY SAMPLE
Name: Student A Age: 5 years, 6 months Date of Testing: 9/22/17 Grade: Kindergarten
Examiner(s): Alison Roberts
Phonological Awareness
Rhyme Awareness Words & Syllables Syllables Blending Phoneme Beginning Sound
Segmentation Awareness
8/8 0/8 2/8 1/8 0/4 4/8
Notes:
He was able to pick He did not He did not He was able to I stopped after 4 He was able to get the
which words rhymed understand this understand get ‘popcorn’ items because he sample and the first 4
very quickly and with item. He pushed this. He correct. After he did not get any correct. He was able
accuracy. the manipulative would clap said it separated, correct. He to do this
forward once for once for each he recognized pushed the automatically. For
each sentence I word. The what it was and manipulative number 5, he
said. two he got said it together. forward once for hesitated and picked
correct are For the rest, he each word. yo-yo. For 6, he
because there would repeat selected gum. For 7,
was only one what I said. he selected key. For 8,
syllable in the When I he selected jet. I do
words (dog, prompted him to not see a pattern to
soap). say it together his errors.
fast, he would
just say it faster,
but with a pause
still between the
words.
Alphabet Knowledge Letter-Sound Knowledge Writing Sample Concepts of Print
Upper Case Lower Case Production Spelling Observations Observations

Letter Letter Sounds
Recognition
14/26 First attempt: 0/26 10/26 3/20

Second attempt:
3/26
Notes: (SCROLL to next page)

Correct: M, F, He did not He wrote a 1. BK/top He confuses writing and KNOWS:
I, Y, C, W, B, understand this combination of 2. I/lid drawing. He drew a -correct orientation for a
J, N, S, A, Z, section. He kept on upper and lower 3. B/wag picture of a spider. I book
X, O telling me the letter case letters. 4. T/bet asked him to write a -to turn the page
names. His teacher 5. P/run sentence about the -how to find a letter
Confusing: tells me that he Correct: A, i, K, l, spider. He drew more -direction of print
He said does know some M, N, o, x, s, z For the first one, legs on the spider and (guided me to the next
-B for D letter sounds, but is he made the /t/ told me it was his word)
-E for R inconsistent in Reversals: W sound after I said writing. -what to do at the end of
-W for U showing it, so I was upside down the word. Then a line (kept on pointing
-K for T would like to try this he wrote B. After He wrote his name two lines down instead
-O for G part of the Confusions: b, c, he wrote B, he ______, which is very of one, but I think he
-T for P assessment again d, e, f, g, h, j, p, q, noticed the close (kinetic reversal understands the
-D for K to be sure because r, t, u, v, w, y, z alphabet strip, for the h and the k). He concept)
-Y for Q he was beginning to said he wanted to did not include the
-Y for L get distracted and When I asked him add more, and apostrophe.
-A for E wanted to draw. to write these wrote the K.
-Z for V letters, he would He holds his pencil UBC
-P for H *** I tried this ask if that was the For the second differently when he -title: pointed to the
assessment again circle or a line. I one, he repeated wrote the letters for back of the book
when he was more prompted him to the word then letter production and for -where we start reading:
focused on my next just try what he wrote the I. I do his name vs. when he turned to the title page,
visit because him thought was right. not know if this drew. The pencil is held then turned to the
not understanding He drew either a was a normally for drawing. correct page with
any letter sounds circle, a line, or a coincidence or if For writing, he held it at encouragement
just did not match circle with a line he heard it. an odd angle so the -where you start reading
up with what his touching/intersecti eraser on the pencil on the first page:
teacher was saying. ng for each of the For the third one, was almost touching the pointed to the picture
The results this time confusions, except he did not say paper. -how to find a words
were much for d and f which anything and (Maybe known, maybe
different. he said he wrote the ‘B.’ not. He kept point to ‘A,’
couldn’t do which is a word but
Correct: /m/, /c/, /s/ anything for. For the fourth makes me think he
one, he made the needs more work)
/t/ sounds, then -punctuation: pointed to
Using but wrote the ‘t,’ words
Confusing: which makes me -pictures vs. words
/h/=/a/ think his choice
/d/, /r/, /f/,, /y/, /i/, was intentional. ABSENT
/u/, /t/, /b/, /q/, -front cover
/o/=coughing/wheez For the fifth one, -back cover
ing sound he did not say -author’s name
/w/=/n/ anything as he
/n/=’n’ wrote the ‘P.’
/j/=/a/
/x/=/u/ He was using the
/p/=/ch/ alphabet strip to
/a/=/o/ help him form his
/k/=/e/ letters. He
/g/=/ehh/ referred to what
/z/=‘z’ he was doing as
/e/=/s/ drawing.
/v/=/s/
Absent: /l/
Concept of Word Word Knowledge
Pretest Word List Pointing Word ID Post-Test ID *WRI
Timed Untimed
0/10 1/5 0/7 0/10 PP
PRI
1st
Notes:
For 6 of the 10 words, he It took a few repetitions for For sat, he said s. For 7 of the
said the first letter. For him to get Humpty Dumpty For Dumpty, he words, he said **Did not administer WRI or
Humpty, he said H. For correct. He was saying said m. For the first letter. For WRC because he is clearly an
horses, he said h. For very similar lines, such as on, he said o. For emergent reader.
horses, he said h.
men, he said m. For “Humpty fell off the wall,” Humpty, he said
For men, he said
king’s, he said k. For or “Couldn’t put him back h, for put, he said
wall, he said w. For had, together again.” It took m. For put, he p. For horses, he
he said h. about 10 repetitions for said b. It seems said h. For sat, he
him to get all the words like he was trying said s.
For put, he was b. I correct each time. to say the first For men, he said
believe he was trying to letter for four of m. For had, he
identify the first letter. these. said h.
He pointed to the first
He did not say anything word of the line first line, For king’s, he
for the word ‘on.’ said the line, then moved said a.
his finger to the first
For fall, he said i. Maybe For wall, he said
word of the next line. He
because the ‘ll’ looks like m. I think he was
two ‘I’s? repeated this for the rest, trying to identify
pointing to the first word the w.
For sat, he said l. Maybe on the line, like he had
he thought the t was an pointed to each picture, For fall, he said i.
l? said the line, then moved Maybe because
his finger to the first the ‘ll’ looks like
word of the next line. two ‘I’s?
*for borderline students (emergent – beginner), administer WRI using PowerPoint

**PP TIMED word list: 5 words correct, administer Readiness; 6-10 words correct, administer PPA; 11-15 words correct, administer PPB
**If 85% or greater on WRC at PPB, the student is likely a Beginning Reader; confirm this finding with additional information
RECOMMENDATIONS
Fluency Word Knowledge Writing Comp
Rereading COW Letter Names Letter Sounds Phonological

Awareness
Goals: Overall COW Goals: Goals: Area of Goals: Prior

Use memorized Level: -Master letter -Develop letter- Strength: -Distinguish Knowledge:
songs/poems to Developing names for sounds for Rhyming between writing Sports,
track text, uppercase consonants and drawing superheroes,
showing left to Goals: letters -Understand that Using/Confusin -Learn to games, animals,
right Start trying to -Develop letter letters make g: produce dinosaurs
directionality. track words on names for sounds Blending, uppercase
page lowercase letters -Match sounds alliteration letters
Instructional independently. -Match upper to letters -Caption Interest in
Recs: and lowercase Area of pictures Topic: football,
Instructional letters together Instructional Frustration: Redskins,
-Use memorized Recs: Recs: Words/syllables, Instructional Spiderman,
songs/poems -Have him follow Instructional -Picture sorts for syllables, Recs: Captain
(like Humpty my finger as I Recs: initial phoneme -Practice writing America,
Dumpty) to track point and we -Sing the consonants segmentation uppercase Superman,
together and recite. Use less alphabet in -Point to letters letters wildlife, being a
practice support with different ways on the alphabet -What Were You dinosaur
identifying time so he starts and track it. strip and say the Goals: Saying (WTW p.
words. tracking on his -Read alphabet name -Understand 139) to help -read books
-Tracking the own. books what a word is distinguish about animals
alphabet to -Cut up -Create an -Hear and between writing -have him write
become familiar sentences alphabet book identify words in and drawing about becoming
with the letters (WTW p. 143) -Font sorts sentences -Interactive a dinosaur
and practice -Lower and -Begin to notice writing -animal concept
directionality. upper alphabet syllables sort
concentration -superhero
concept sort
Instructional -draw pictures
Recs: and captions for
-Cut apart superheros
sentences and
put them back
together.
-Label objects
with words, then
find the word in
a sentence.
-Two for One!
Long Words,
Short Words
(WTW p. 125) to
focus on the
words
Emergent Reader Lesson Plan
Week 1: 3rd Week September
Student: Student A Date: September 27/28, 2017 Tutor: Alison Roberts
Overall Developmental Level: Early Emergent

Goal 1: Student A will be able to identify M, H, and L (lesson goal).
Goal 2: Distinguish between drawing and writing (overall and lesson goal).
***This week the Lesson Plan will only consist of the Alphabet portion and the Word Knowledge/Word Study portions.
Component Comments
Time Activity
5 min Review Familiar Texts: ☐ Tracking?

Revisiting ☐ Reread 2-3 texts that were previously memorized ☐ Ease with
Familiar ☐ Encourage talking about the books remembering texts?
☐ May need to choral read for support ☐ Other:
Texts
☐ May use personal readers or posters, charts, etc.
☐ Reinforce finger-pointing
5 min Letter Activity: ☐ Track automatically?
Alphabet & ☐ Child’s Name He was able to track the

☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) alphabet accurately
Beginning ☐ Alphabet Matching (upper/lower) when I sang and tracked
Sounds ☐ Alphabetize Letters with him. He hesitated
☐ Font Sorts
the first time when we
☐ Materials Needed: alphabet chart, print out of his name (all
got to ‘LMNOP.’ He saw
uppercase), uppercase alphabet magnets
that I was continuing to
1. We will sing the alphabet song several times. As we sing, we move my finger and
will both point to the letters as we say them. moved his to follow. He
did not hesitate with
2. I will ask him to find M, H, and L (1 know, 2 UBC, all from his that after the first time.
name). He was unable to sing
the alphabet correctly by
3. I will have him put the magnets over the letters in his name.
himself. He skipped
letters and was confused
what was next. He could
not track correctly
without my assistance.
He did show some
directionality, but his
pointing was not
consistent (some letters
would represent
multiples, other letters
were skipped).
☐ Track letters
accurately?
He could not track
correctly without my
assistance. He did show
some directionality, but
his pointing was not
consistent (some letters
would represent
multiples, other letters
were skipped).
☐ Identify the letter/s/:

I asked him to find the
letter ‘L.’ He looked
around for a minute and
was able to identify it.
He did not rely on other
letters or singing to help
him find it. He found the
‘M’ immediately because
his finger was almost
there already.
He was able to tell me

what all the letters in his
name were with the
exception of ‘H.’ When
asked what the word
was, he just said ‘M.’ He
did not seem to
recognize that it was his
name. When matching
up the letters, he
skipped the H and
wanted to put the other
letters down.
☐ Identify the sounds:
Word ☐ Text was easy / hard
10 min
Awareness – Story, poem, OR song title: to track
Developing COW Activity (check below):

☐ No. of times read: 1st
Materials Needed:
Concept of ☐ Text that lends itself to supporting alphabet knowledge goals
2nd 3rd ___
Word (if possible)
☐ Describe their
☐ Picture supports for text (think COW assessment, 1 pic/line)
fingerpointing:
☐ Text on chart paper or pocket chart (one sentence per line)
☐ Pointer for tracking
Memory Work:
1. 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.
☐ 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—hand out 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.
10 Phonological awareness task: (Check area of need) ☐ Phonological
Listening Rhyme Words/Sentences Syllable Initial/final Sounds awareness task was
min
Blending Segmenting* Phoneme Manipulation* easy / hard / just
Phonologic right?
al Title of Book/s:
Activity: ☐ Reading of book: 1st
Awareness 2nd 3rd
● 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. ☐ Other:
*By the time they are able to do the more complex tasks, they are likely moving into the
Beginning Reader Lesson Plan.
5 min Letter Recognition and Letter Sounds: ☐ Sorts correctly &
What letter and/or sounds will you compare/contrast? (2 or 3) automatically
Word Study He was able to do the
Make sure at least 1 is familiar to the child (compare the known
with the unknown). sort automatically. He
had one ‘L’ upside down.
Are you working on: Identifying Letters, Letter Sounds, or Both? When I pointed out it was
different, he was able to
Letter Recognition and Letter Sounds Rationale: He did not show turn it the right way.
any knowledge of letter sounds, so I cannot work on letter sounds Looking back at my
yet because I do not have a familiar one. Instead I am focusing on lesson, I realize I forgot
identifying letters which are in his name I am focusing on 3 letters to have him sort the H for
(1 familiar, 2 unfamiliar) to see how he does. If this is too much, I the font sort.
will change it to 2 letters next week.
M (familiar) vs. L (new) vs. H (new
☐ Can write the letter/
I will have cards cut out with H, L, and M in different fonts. I will use Sound?
a H, M, and L as my headers. I will ask him to put the letter that He asked to look at the
match together, demonstrating the first few. After he has sorted, I paper with his name from
will give him blank cards so he can write the letter and sort it. earlier. He was able to
write the key letters (M,
L) correctly. Pointed to
Pictures: I will have H, M, and L in different fonts. the words I wrote as
writing. He thought his
Writing Activity (2 or 3 X/week): name was a drawing.
This matches up with
Writing Activity: I will ask Student A to draw a picture of himself. him not recognizing his
Then, I will ask him to write his name underneath the picture. I will name earlier. Much
ask him to tell me something about himself. I will draw a speech better pencil grip. Pencil
bubble off of his picture and write the fact that he said. I will was held upright when
explain what it says, and have him say it/point with me. We will writing his name this
discuss how pictures show you what is happening but writing can time.
show what was said and tells you what is going on. I will ask him
to point to the drawing/words.
Rationale: I want to work on differentiating between writing and

drawing. I think this will help show him that words have meaning
and are different from pictures. (Adapted from WTW p.139)
Language 15-20 Read Aloud Book: ☐ Engagement /Interest
(Can be a longer picture book used for the development of with the book
Developmen min
vocabulary.)
t ☐ Ease with activity
Activities:
☐ Concept Sorts ☐ Notable behaviors:
☐ Drawing/Writing Activity
☐ Dramatic Play
☐ Others:
☐ Briefly describe your how you will engage the student with
the book:
Emergent Reader Lesson Plan (4th wk Sept)
Week 2: 4th Week September
Student: Student A Date: October 4, 2017 Tutor: Alison Roberts

Goal 1: The student will recognize and know the sound for H and K (lesson goal).
Goal 2: The student will begin to identify words in sentences (lesson and overall goal).
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized He is starting to
Familiar ☐ Encourage talking about the books show
☐ May need to choral read for support directionality!
Texts ☐ May use personal readers or posters, charts, etc. He was moving
☐ Reinforce finger-pointing his finger with
me and by
himself. He is
We will review Humpty Dumpty. I will provide him with a personal
not showing a
copy of text. As he recites (I will choral read if needed), I will track
consistent
with my finger and encourage him to track with me. I will have him
pattern, but this
track it alone on the next repetition and see if he tries to follow
is a big
what I did.
improvement.
We have only had time to work on Humpty Dumpty together, but I ☐ Ease with
know he has memorized Happy Birthday because they sing it remembering
often. I will follow the same procedure for Happy Birthday as texts?
Humpty Dumpty. He had a little
trouble with the
texts. He made
little errors, like
‘Humpty had a
great fall’ or
‘Couldn’t get
Humpty
Dumpty back
together’ that
convey the
same meaning
but will interfere
with his
tracking.
☐ Other:
5 min Letter Activity: ☐ Track

Alphabet ☐ Child’s Name automatically?
& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) Huge
☐ Alphabet Matching (upper/lower) improvement
Beginning ☐ Alphabetize Letters from last time.
Sounds ☐ Font Sorts He has
obviously been
☐ Materials Needed: Alphabet sheet to track, cut up pieces
working on this.
letters from name
I was about to
start tracking
and singing
1. We will sing the alphabet and track together. After we have with him, but he
sung it and tracked 2-3 times, I will ask him to find L/M for review, went on his
H(worked on last week, still UBC some), and K (UBC). own as soon as
I had the paper
2. I will take a copy of his name and cut apart the letters like a out. He was
puzzle before the lesson. I will have him put together the pieces of able to get to ‘L’
the puzzle to build his name. I will have him identify what the before he had
letters are. If this is too difficult, I will have a copy of his name that trouble. He
he can use as a model. (How well he knows his name is very could not figure
inconsistent-one day he he it with only a kinetic reversal, they next out how to track
he only knows two of the letters.) ‘LMNOP,’
started
hesitating, and
getting
confused.
☐ Track letters
accurately?
He tracked A-L
accurately.
After that, he
had trouble and
would skip.
☐ Identify the
letter/s/:
He identified L,
M, and K. He
struggled with
H.
☐ Identify the
sounds:
He struggled
with his name
some. Like I’ve
noticed before,
his ability to
recognize his
name fluctuates
often. He was
able to put his
name together
with some
assistance. He
had trouble with
H.
☐ Text was
10 min
Story, poem, OR song title: easy / hard to
Word track
COW Activity (check below):
Awareness Materials Needed:
☐ No. of times
– ☐ Text that lends itself to supporting alphabet knowledge goals
read: 1st 2nd
(if possible)
Developing ☐ Picture supports for text (think COW assessment, 1 pic/line)
3rd ___
Concept of ☐ Text on chart paper or pocket chart (one sentence per line)
☐ Describe their
Word fingerpointing:
Memory Work:
reading)
reading)

extended time.
personal readers.
highlighting or underlining. Harvest a few high imagery
sight words for word cards.
10 min Phonological awareness task: (Check area of need) ☐ Phonological

Listening Rhyme Words/Sentences Syllable Initial/final Sounds awareness task
Blending Segmenting* Phoneme Manipulation* was easy /
Phonologi hard / just right?
cal Title of Book/s: There Was An Old Lady Who
Swallowed A Fly by Simms Taback ☐ Reading of
Awarenes book: 1st
Activity:
s 2nd 3rd
● I chose this book because of its repetitive nature. Student A
showed no awareness of words during the TOPPA. My goal ☐ Other:
for this lesson is to begin him thinking about words. He did a good
● First, I will read the story (I will only read until she swallows job identifying
the cat due to time.) other words. He
● Then, I will repeat the line, “There was an old lady who was a little
swallowed a fly/spider/bird/cat.” I will repeat the line for each confused at
of the animals. I will ask him to identify what changes each first, but he
time I say it. started being
● We will talk about how the animal word changes each time. able to insert
● I will ask him to pick a new word that we could put at the his own word in
end of the sentence. I will let him give me several words and the sentence.
have him say the sentence with them in it. He enjoyed the
book. I think
this worked well
*By the time they are able to do the more complex tasks, they are likely moving into the to get him to
give me words
without him
having to fully
understand
what a word is.
I think this
activity is
something we
will be able to
build on.
5 min Letter Recognition and Letter Sounds: ☐ Sorts
What letter and/or sounds will you compare/contrast? (2 or 3) correctly &
Word automatically
Study with the unknown). He is not
sorting
Are you working on: Identifying Letters, Letter Sounds, or Both? automatically
yet, but he is
H (familiar but needs a little more practice) vs. K (new) starting to
recognize the
Letter Recognition and Letter Sounds Rationale: We worked with sounds. When
H a little last week, so he is familiar with it, but I think he could use he says /h/, he
a little more practice with the sound. I chose K because it is UBC often says it
and in his name. I am only looking at 2 letters this week because 3 more like /ah/,
letters last week was a little too much for him. but he can now
recognize the
I will show him the letters and ask what they are. I we will talk sound. He had
about what sounds they each make. Then, I will show him trouble
pictures. I will say what the picture is, using emphasis on the first remember the
sound. I will ask him to put it under H or K. After we have finished, sound for K, so
I will ask him again what sounds each of the letters makes. we will continue
to work on it.
Pictures: He was able to
-H: hook, horn, horse, house, hug complete the
-K: kangaroo, key, kick, king, kiss sort with some
help.
Writing Activity (2 or 3 X/week):
☐ Can write the
Writing Activity: letter/
sound?
I will let him pick a card for each letter. I will explain that the He was able to
drawing is already there, so we need to do the writing. I will ask for write the letters
his help to label the drawings. I will have him write the first letter and recognize
with the letter header from the sort as an example, and I will write the sounds.
the rest of the word. I will use the words drawing and writing a lot
of keep on pointing out the difference between drawing and
writing.
15-20 min Read Aloud Book: Mrs. Toggle and the Dinosaur ☐ Engagement
/Interest with
Language by Robin Pulver
the book
(Can be a longer picture book used for the development of
Developm vocabulary.)
As I was
reading, I
ent wished I had
I chose this book because he is interested in dinosaurs and has background
knowledge about them. I also thought more reinforcement of school words, like picked a shorter
library and cafeteria, would be useful because he knows very little about school
culture and is having some trouble adjusting. book. It was a
little too long to
Activities: hold his
☐ Concept Sorts interest. We
☐ Drawing/Writing Activity: I will ask him to draw a picture of were also
how he would prepare for a dinosaur joining his class. Then, I will working
ask him to write a caption. I will also dictate a sentence for him together for
about what is happening. If any of the letters we have been longer than
working on (M, L, K, H) are at the beginning of any of the words, I usual, so his
will have him write the letters. focus was
☐ Dramatic Play starting to
☐ Others: wander.
the book: What would you do if a dinosaur came to the school? ☐ Ease with
What if the dinosaur was in your class? activity
When I told
him he was
going to draw a
picture and
then we were
going to write
about it, he told
me he did not
want to draw,
he just wanted
to write. He
started his
‘writing’ by
drawing a
picture of a
dinosaur. We
still need to
work on the
difference
between writing
and drawing.
He was able to
write the letters
(H, L) to help
me make the
sentence. I
provided a
alphabet strip,
but he did not
use it.
☐ Notable
behaviors:
He showed
knowledge that
words carry a
message. I had
been unsure of
his knowledge
of this before
today, so I was
happy to learn
this.
He was unable
to correctly
write his name
(MiHKLI).
Week 3: Comprehensive 1 1st Week October
Student: Student A Date: September 21, 2017 Tutor: Alison Roberts

Goal 1: The student will work on the difference between drawing and writing.
Goal 2: The student will start to hear words in sentences.
***This week the Lesson Plan will only consist of the Alphabet portion and the Word Knowledge/Word Study portions.
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized Good
Familiar ☐ Encourage talking about the books directionality.
☐ May need to choral read for support No consistent
Texts ☐ May use personal readers or posters, charts, etc. pattern to when
☐ Reinforce finger-pointing he points.
☐ Ease with
remembering
We will reread Humpty Dumpty and Happy Birthday. This week, in
texts?
addition to tracking, I will focus on making sure he memorizes the
Little
correct way to say the texts. I will start each text by having him
substitutions
say it with me before I show him the words. Then I will track with
with words that
him once, then have him track by himself. I will choral read as
keep the
needed to help him memorize the correct way to say each line.
meaning of the
sentences the
same but
change the
number of
words.
☐ Other:

& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) First half of the
☐ Alphabet Matching (upper/lower) alphabet is
Beginning ☐ Alphabetize Letters automatic, L on
Sounds ☐ Font Sorts has hesitations.
☐ Materials Needed:
☐ Track letters
accurately?
1. I will have him sing the alphabet. I will sing with him if needed.
Tracked
He was able to track until L by himself last time, so I will help him
accurately
separate the letter LMNOP and track them. After he has tracked, I
except for ‘Z.’
will have him show me and say the sound for H/K/L (review) and
show me N (new).
☐ Identify the
letter/s/:
2. I will write his name with capital letters on a white board. I will
Identified H/L/N
have him trace over each letter and say what it is. I think this will
accurately.
help him become more familiar with seeing the letters and writing
Confusing K
the letters.
and A (probably
because he
hears ‘k-ay.’
Identified letters
in his name
accurately.
☐ Identify the
sounds:
Identified all
sounds. Still
saying /ah/
instead of /h/.
Traced name
well. He wanted
to erase the
board after
tracing and
write his name
by himself. He
left out the
vowels.
☐ Text was
10 min
Word track
COW Activity (check below): I think he will be engaged with
Awarenes this poem because they just went to the pumpkin patch, so
He did not
track much.
s– he will be able to connect.
The focus was
Developin Pumpkin pumpkin orange and round
on memorizing.
g Concept I shortened the
In a patch you can be found
poem to the
Fall is here and we can’t wait
of Word first two lines
Pumpkin pumpkin don’t be late
after he started
having trouble.
Materials Needed: text with pictures, special fingers for pointers,
text cut into sentences
☐ No. of times
☐ Text that lends itself to supporting alphabet knowledge goals
read: 1st 2nd
(if possible)
3rd ___
☐ Picture supports for text (think COW assessment, 1 pic/line)
Lost count.
About 40
minutes worth
Memory Work:
of repetition.
☐ Describe their
fingerpointing:
Has left to
right
directionality.
No consistent
pattern to when
he points.
reading)
☐ Individual read, providing support as needed (fourth He was able to
reading) match the
sentences to
~~DON’T GO ON UNTIL MEMORIZED!!!~~ the text. When I
asked him how
Difficulty level, moving from whole to part (easiest to hardest). he knew which
Plan to do 2 “days” (maybe more) in 1 tutoring session due to our went where, he
extended time. struggled to
● Day 1: Memorize the text (even if only 2 lines). verbalize it. He
● Day 2: Sentences—hand out sentence strips from the text showed me that
and have students match them back to the original chart, the first letters
one sentence at a time. Provide personal copies of text for look the same
personal readers. (he did not
● Day 3: Words—pass out individual word cards for each know what
sentence. Tutee finds word and places it on top of its match letter it was)
in the pocket chart. Practice rebuilding cut-up sentences, and the length
using one sentence at a time. is the same.

hard / just right?
Title of Book/s: There Was An Old Lady Who
☐ Reading of
Phonologi Swallowed A Fly by Simms Taback
book: 1st
cal Activity: 2nd 3rd
● We will read the book until the she swallows the cat so we
Awarenes have time to talk about it. ☐ Other: I was
s ● Last week, we talked about the sentence, “There was an old really happy
lady who swallowed a ___.” This week, we are going to talk with how he
about the sentence, “She swallowed the ____ to catch the did. The blocks
____.” We will talk about what she swallowed to catch what were a huge
in the book. Then, I will have him fill in the sentence for me motivator for
with his own words. him. He did
● We will think back to the sentence from last week. I will good naming
have him pick a word and put it in the sentence. As he says different
the sentence, I will move a block for each word. After animals to put
modeling, I will have him try while I say the sentence. If he in the sentence,
can do this, we will also do the same procedure for the and I used
sentence we will in during this lesson (I will see if he is able, ‘word’ and
since it is more complex.) ‘sentence’ to try
to get him used
to the words. At
*By the time they are able to do the more complex tasks, they are likely moving into the
first, he was
just moving the
blocks
randomly. After
I had him put
his hand over
mine as I said
the words and
moved the
blocks, he
started to get it.
I used multiple
sentences from
the book. After
he started to
understand, he
had about 75%
accuracy, which
is a big improve
from 0% on the
pre-test. Longer
words confused
him, he did not
move a block
for articles, and
he would often
not move for
the last word.
He said his own
sentences
based on the
book and
moved the book
without
prompting. He
did better when
he created the
sentence.
Word automatically
Study with the unknown). He got ¾ for
K and ¾ for N. I
Are you working on: Identifying Letters, Letter Sounds, or Both? realized that
neck was a bad
K (familiar) vs. N (new) choice for a
word because it
Letter Recognition and Letter Sounds Rationale: We worked on K has the /n/ and
last week, and I want to review it since he had a little trouble /k/ sounds.
saying the sound at the end. I think N will be helpful because it is He still
a continuant, so he can stretch the sounds. I also think it will help struggles with
him in separating LMNOP in the alphabet if he has a chance to hearing the
study each of those letters. differences in
the sounds
Pictures: some, but he is
K: kit, kite, kitten, kitchen doing better
N: nail, nap, neck, needle, nest and I am
placing less
I will give him a N and K magnet to use as part of the header. I will emphasis on
sort the first K and N words. Then, I will tell him what the picture is the first sounds.
of. I will see if he can sort it on his own. If he needs help, I will
emphasize the first sound for him. ☐ Can write the
letter/
Writing Activity (2 or 3 X/week): sound?
He was able
Writing Activity: Writing vs. drawing concept sort to write the
letters. He
I will have squares with drawings and squares with letters/words. wrote ‘A’ for ‘K,’
First, we will discuss what the difference between drawing and but was able to
writing is (drawings show and are pictures, writing tells and is correctly write
letters). Then, I will make a header drawing and a header for ‘K’ when I told
writing. I will give him the other papers and see if we can sort him that he had
them into drawing or writing. Then, I will have him make his own written an ‘A.’
drawing and his own writing (the letters K and N) and put them in
the right spot. He did
wonderful with
This activity might take a little longer than I would usually have for the
this section, but I think this is important enough to take extra time drawing/writing
on. Until he learns the difference, he is going to continue sort. He only
struggling with his writing and reading. made 2
mistakes.
15-20 min Read Aloud Book: ☐ Engagement
(Can be a longer picture book used for the development of /Interest with
Language the book
vocabulary.)
Developm He was very
Book: The Most Magnificent Thing by Spires interested and
ent He has been asking to play with blocks and build, so I think this text about building
attentive
the perfect thing will engage him.
Activities: throughout the

book. He
☐ Concept Sorts
thought the
coloring of the
☐ Dramatic Play
pictures was
☐ Others: I will give him blocks and have him create his own
very interesting.
magnificent thing. Then, I will have him use the blocks to create
☐ Ease with
letters (given a template to put the blocks over, using the letters
activity
we have talked about) and I will have him recognize what letter he
He loved the
has made.
blocks. He
wanted to build
the book: He has been asking to play with blocks every time I
the dog cart
have worked with him. I will engage him by telling him we are
that they built in
going to read about a little girl building something and then he will
the book. THen
get a chance to build.
he made his
own inventions.
He was
confused by
making the
letters out of
the blocks at
first, but did
well after I
demonstrated
it.
☐ Notable
behaviors:
He told me
where the back
of the book was
after I told him
where the front
was. He
showed me
where the
words were and
where the
pictures were.
Week 4: Comprehensive 2 2nd Week October
Overall Developmental Level: Early Emergent (I think he is almost mid-emergent; he just needs to solidify writing vs. drawing)
Goal 1: Hear and be able to isolate words in text.
Goal 2: Hear and be able to isolate words in spoken language.
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized Began tracking
Familiar ☐ Encourage talking about the books with the title of
☐ May need to choral read for support Humpty
Texts ☐ May use personal readers or posters, charts, etc. Dumpty.
☐ Reinforce finger-pointing Showed
directionality
with no
He will reread Humpty Dumpty and Happy Birthday. I will consistent
choral read if he struggles. The goal is to continue tracking pattern for
with left to right directionality and start noticing the words in pointing.
the text. I will ask him to show me any words that he knows. ☐ Ease with
If he cannot, I’ll ask him to help me find letters at the remembering
texts?
beginning of words and tell him that I knew the word Same small
because of the letter. errors with
repeating text
as previous
weeks (ex:
‘Humpty’ for
‘Humpty
Dumpty’).
☐ Other:

& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) Recitation was
☐ Alphabet Matching (upper/lower) between
Beginning ☐ Alphabetize Letters singing and
Sounds ☐ Font Sorts saying. Fluent
tracking.
☐ Materials Needed: Alphabet chart, name with blanks
☐ Track letters
1. I will have him sing the alphabet and track with it. If he does
accurately?
well with this, I will ask him to say the alphabet and point. He did
Confused ‘K’
well singing and tracking last week, but he can be very
and ‘A.’
inconsistent with this. I will ask him to identify and say the sound
Confused ‘Y’
for K/L/M/H/N (known) and P/R (new).
and ‘U.’ Started
to make a
2. I will give him a paper with his name written as shown below.
mistake with ‘P’
He will fill in the blanks with the missing letter. I think this will
but self
gradually give him the support he needs. It will also help with the
corrected.
order of letters, which is a struggle for him.
☐ Identify the
_______
letter/s/:
Identified
K/L/M/N/H/P/R.
☐ Identify the
sounds:
Identified
sounds for all
but ‘P.’
He had trouble
figuring out
what to do with
his name
missing letters
at first. He was
confused about
what order they
should go in.
He continued to
struggle with
the vowels in
his name.
☐ Text was
10 min
Story, poem, OR song title: Pumpkin Pumpkin easy / hard to
Word track
Awarenes Pumpkin pumpkin orange and round He did well with
tracking. He
s– In a patch you can be found
was not able to
Developin COW Activity (check below): point to the
g Concept Materials Needed: words correctly,
☐ Text that lends itself to supporting alphabet knowledge goals but he showed
of Word (if possible) consistent
☐ Picture supports for text (think COW assessment, 1 pic/line) directionality
☐ Text on chart paper or pocket chart (one sentence per line) and pointed at
☐ Pointer for tracking inconsistent
Memory Work: times.
Don’t go on until you are certain the poem is committed to ☐ No. of times
memory. If you need to, shorten the poem to only 2 or 3 lines. read: 1st 2nd
☐ Introduce the text on chart paper or pocket chart. 3rd ___
☐ Discuss Concepts About Print (CAP) as you go. ☐ Describe their
2. To help with memorizing, go from most to least supportive: fingerpointing:
☐ You model first (first reading above) He pointing
☐ Choral read together (second reading) is still not
☐ Echo read, repeating one line at a time after you (third matching up
reading) with each word
☐ Individual read, providing support as needed (fourth that he
reading) says/word on
the page.
~~DON’T GO ON UNTIL MEMORIZED!!!~~ Sometimes he
will start to
point to the
Difficulty level, moving from whole to part (easiest to hardest). words, but this
Plan to do 2 “days” (maybe more) in 1 tutoring session due to our is very
extended time. inconsistent.
First we will review the text and see if he remembers it. If not, I will He needed a
see if he can quickly memorize it again. If needed, we will talk few repetitions
about songs that he knows that I can take lines from. at first, but
● Day 2: Sentences—hand out sentence strips from the text remembered
and have students match them back to the original chart, the poem for
one sentence at a time. Provide personal copies of text for the rest of the
personal readers. work.
sentence. Tutee finds word and places it on top of its match He struggled to
in the pocket chart. Practice rebuilding cut-up sentences, match the
using one sentence at a time. words. For
● Day 4: Letters/Sounds—reread and track on personal some, he
copies. Call attention to specific letters and/or sounds for matched the
highlighting or underlining. Harvest a few high imagery first letter.
sight words for word cards. (orange, round) Others, he
● Day 5: Review & Assess—pass out word card envelopes would just
to see if tutee can recognize any of the words out of context. guess. He did
If not, have tutee match words in personal reader text. Give not understand
mini-COW assessment, checking for tracking and word what we were
identification both in context and in isolation. doing.
We looked for
the ‘p’s. He was
confused at
first, but was
able to find
them in the
end.

cal Title of Book/s: Chicka Chicka Boom Boom
Activity: Pushing Words Up the Tree This was a hard
Awarenes task for him, but
● I will read Chicka Chicka Boom Boom. I chose this book
s because of the repetitive nature. It is a good review of the he was also
alphabet, though that will not be the focus. having trouble
● Like we did last week, I am going to have him try to move focusing on it. I
an object for each word he hears. To make it more fun, I am want to
going to have him move plastic letters up a cut out tree. The continue
goal is to have him try to move one letter for each word he working with
hears. I will make sure to tell him that it does not matter this. He just
which he moves. wanted to play
● I will read sentences from the book (without him seeing the and did not
words) while he pushes the letters. care what
● I will have him say sentences inspired by the book while sentence I was
pushing. saying. We did
● List the steps you will take to accomplish this activity. not get a
● Your book selection and game/activity should support the chance for him
development of the phonological task highlighted above. to say his own
sentences.
*By the time they are able to do the more complex tasks, they are likely moving into the ☐ Reading of
Beginning Reader Lesson Plan. book: 1st
2nd 3rd
☐ Other:
He really
enjoyed the
book and was
engaged.
Word automatically
Study with the unknown). His sorting is
not automatic.
Are you working on: Identifying Letters, Letter Sounds, or Both? You can see
the gears
N (familiar) vs. P (new) vs. R (new) turning in his
head after I tell
Letter Recognition and Letter Sounds Rationale: I am doing three him each word.
letters this week. In the previous weeks, the one he was familiar He missed one
with was still a little UBC and needed more practice to cement. He of the ‘n’ words
now has a solid knowledge of all the letters we have done work and one of the
with, so I am adding 2 new ones instead of 1. I chose to look at P ‘p’ words. He
and R because the sounds are articulated in a different way and could say the
the, all three sounds look different, and they will be studied in our sound for each
COW work. letter.
☐ Can write the

Pictures: letter/
N: net, news, nine, nose sound?
P: pail, pie, pig, puppy He is still a
R: rake, rose, rug, road little confused
about the
Writing Activity (2 or 3 X/week): difference
between writing
I have been focusing on the difference between writing and and drawing.
drawing for the past few weeks. He seems to understand this now. However, he
This will check to see if he does and how his writing is did use all real
progressing. letters in his
writing, which
he has not
Writing Activity: Drawing and captioning done before.
I will have him draw a picture and then write what is happening He was not
below. I will encourage him to use the sounds he knows. After, I correlating
will ask him what it says. them to what he
wanted to to
say; he would
just pick a letter
that he liked to
write. He was
able to help me
when I wrote a
sentence
above. When I
had him read
back the
sentence and
point, he was
pointing to each
syllable in the
sentence.
15-20 min Read Aloud Book: How Rocket Learned to Read ☐ Engagement
(Can be a longer picture book used for the development of /Interest with
Language the book
vocabulary.)
Developm I think he will like this books. He is very interested in animals, especially dogs. I He liked this
think this book will be interesting and will also support our work on the idea that book a lot. He
ent words are made out of letters.
was engaged
Activities: and had lots of
questions about
☐ Concept Sorts
the pictures and
words!
☐ Dramatic Play
Student A is going to pretend he is Rocket after the bird
☐ Ease with
leaves. He is going to write his letters in everything he can
activity
find (tracing in play doh, popsicle sticks, pipe cleaners, etc.). I
We only had
think will engage him and give him practice with the
time to use pipe
formation of letters and fine motor skills.
cleaners and
☐ Others:
popsicle sticks.
He did not
the book: Have you ever met a dog who can read? Have you
understand at
ever had a bird as a teacher? We are going to read a book
first, but
about a dog who learns to read from a bird!
enjoyed it a lot
when he got
going. He was
able to correctly
form all of the
letters I asked
him to.
☐ Notable
behaviors:
He is still
developing his
fine motor
skills. He was
paying attention
to the pictures
in the book. He
knew what the
back cover
was. He was
trying to show
me the spine,
though he was
confused about
the name for it.
Week 5: Comprehensive 3 3rd Week October

Goal 1: The student will be able to identify words in text.
Goal 2: The student will be able to tell the difference between writing and drawing.
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized He started to
Familiar ☐ Encourage talking about the books point on most of
☐ May need to choral read for support the stressed
Texts ☐ May use personal readers or posters, charts, etc. beats for
☐ Reinforce finger-pointing Humpty
Dumpty. The
pointing did not
Student A will reread Humpty Dumpty and Happy Birthday. match up with
As he reads, I will have him finger point. I will choral read as the words, but it
support if needed. I will show him the title of Humpty Dumpty does show that
and we will talk about where he should start reading on the he may be
text. I will ask him to find any words he knows and how he noticing the
knew (if he cannot find any words, I will ask him to find different words
letters and we will talk about the sounds/word). in each line.
☐ Ease with
remembering
texts?
He only made
one mistake
when rereading
Humpty
Dumpty (small
word
substitution).
He had a little
trouble
remembering
the words to
happy birthday.
He was also
skipping lines.
☐ Other:
He was
(almost) able to
find ‘Humpty
Dumpty.’ He
believed that
‘Humpty’ said
‘Humpty
Dumpty.’
& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) His tracking
☐ Alphabet Matching (upper/lower) was automatic
Beginning ☐ Alphabetize Letters until he got to
Sounds ☐ Font Sorts ‘U.’ After that,
he had
☐ Materials Needed: Alphabet Chart
hesitations.
1. I will give him an Alphabet chart that has the letters in order but
☐ Track letters
is not in the traditional groupings. I will have him say the alphabet
accurately?
and point to each letter several times. Then, I will have him
He was
identify the letter and say the sound for K/L/M/H/N/P/R (known)
accurate until
and S/G (new).
he got to ‘U.’
He was
2. I want to continue working on the missing letter game from last
confusing this
week because he responded well to it. This time, I will start with
with ‘V’ and
his full name on the top line and have a different letter missing that
unsure what the
he needs to fill in each time. To help him find what is missing, we
letters after it
will read the letters in his name. At the bottom, he will write his
were.
name by himself. I think this will help him notice each of the letters
in his name, which he has trouble remembering.
☐ Identify the
letter/s/:
He correctly
identified
K/L/M/H/N/P/R/
S. He thought J
was G.
☐ Identify the
sounds:
He correctly
identified the
sound for
K/L/M/H/N/P/R/
S. He thought
the sound for G
was /j/.
He did well
writing his
name. He was
able to fill in all
the letters
correctly and
write his name
with the blanks
with the support
of the previous
writing. I had
him write it
again without
looking at the
previous
attempts. He
wrote
MIKHEAL,
which is much
closer than he
has been.
☐ Text was
10 min
Word track
Pumpkin pumpkin orange and round
Awarenes In a patch you can be found
☐ No. of times
s– ____________________________
I’m a scary scarecrow made of straw read: 1st 2nd
Developin Listening for the crows to caw 3rd ___
g Concept 3rd time for
Pumpkin,
of Word I think the scarecrow poem will support alphabet knowledge and will
interest him with fall. I am only doing 2 lines because that seems to Pumpkin and
be his limit. 1st time for
COW Activity (check below): Scary
Materials Needed: Scarecrow
☐ Text that lends itself to supporting alphabet knowledge goals
(if possible) ☐ Describe their
☐ Picture supports for text (think COW assessment, 1 pic/line) fingerpointing:
☐ Text on chart paper or pocket chart (one sentence per line) His pointing
☐ Pointer for tracking was mostly 1
Memory Work: syllable=1
1. Teach the poem or song until the child has it memorized. word, so he ran
Don’t go on until you are certain the poem is committed to out of words in
memory. If you need to, shorten the poem to only 2 or 3 lines. the line so he
☐ Introduce the text on chart paper or pocket chart. would start
☐ Model how to read text; touch every word as you say it over.
2. To help with memorizing, go from most to least supportive: Final COW for
☐ You model first (first reading above) Pumpkin
☐ Choral read together (second reading) Pumpkin:
☐ Echo read, repeating one line at a time after you (third The only word
reading) he recognized
out of context
☐ Individual read, providing support as needed (fourth was in. He
reading) mostly pointed
to a word for
~~DON’T GO ON UNTIL MEMORIZED!!!~~ each syllable.
He was able to
Difficulty level, moving from whole to part (easiest to hardest). match 8/12
Plan to do 2 “days” (maybe more) in 1 tutoring session due to our words to the
extended time. words in text
without help.
We will complete review the pumpkin poem and complete day 5. When asked to
Then, we will start to do day 1 for the scarecrow poem. identify words
in context, he
● Day 1: Memorize the text (even if only 2 lines). would say
● Day 2: Sentences—hand out sentence strips from the text phrases of the
and have students match them back to the original chart, poem that may
one sentence at a time. Provide personal copies of text for or may not
personal readers. contain the
● Day 3: Words—pass out individual word cards for each word.
in the pocket chart. Practice rebuilding cut-up sentences, Memorizing
using one sentence at a time. Scary
● Day 4: Letters/Sounds—reread and track on personal Scarecrow: He
copies. Call attention to specific letters and/or sounds for was able to pick
highlighting or underlining. Harvest a few high imagery up this poem
sight words for word cards. much better
● Day 5: Review & Assess—pass out word card envelopes than last time. I
to see if tutee can recognize any of the words out of context. think the key is
If not, have tutee match words in personal reader text. Give to not show him
mini-COW assessment, checking for tracking and word any of the
identification both in context and in isolation. text/pictures
until it is
memorized.

cal Title of Book/s: Chicka Chicka Boom Boom
Activity: He is still
Awarenes having trouble
● We will reread Chicka Chicka Boom Boom.
s ● I will give him a paper with a line of coconut tree pictures on tapping for
it. We will continue what we were doing last week with each word, but
identifying words. He will tap a coconut tree for each word in he is improving.
the sentence. He knows that
● He will think of his own sentences inspired by Chicka there are more
Chicka Boom Boom. He will tap a tree for each word. than one word
in the
sentences. He
*By the time they are able to do the more complex tasks, they are likely moving into the started to tap
Beginning Reader Lesson Plan. for syllables
instead of
words, so that
could be a
focus next
week.
☐ Reading of
book: 1st
2nd 3rd
☐ Other:
He does better
with tapping for
each word
when it is his
own sentence.
Word automatically
Study with the unknown). I wasn’t sure
if he would get
Are you working on: Identifying Letters, Letter Sounds, or Both? the s because
he has been
P (familiar) vs. S (new) vs. G (new) showing
knowledge of it
Letter Recognition and Letter Sounds Rationale: I want to review inconsistently
P again since he missed it once last time. I am choosing to (though it has
continue to use three letters because he is gaining familiarity with not been
what I expect of him, and did well with 3 last week. I am choosing taught). He did
S and G because of how often they are used and because they well with the
are very different with articulation. sort. He was
confused with
Pictures: one of the g
S: sad, sail, saw, scissor words, but was
G: game, gate, ghost, girl able to get the
P: pen, pencil, paint, pear rest correct. He
did not need
Writing Activity (2 or 3 X/week): me to
I want to continue to work on using the vocabulary for writing and emphasize the
drawing. He needs to solidify this background before moving on. first sound as
much this time.
Writing Activity: I will ask him to draw a picture about fall. Then, he
will write a caption. Together, we will do a dictation above the ☐ Can write the
drawing. I will have him help me write sounds that he knows. letter/
sound?
He is still a
little confused
about writing
and drawing,
but getting
better. His
writing is not a
series of letter
that he picks
because he
likes them.
When asked to
read it, he will
either read off
the letter or say
a sentence,
tapping to each
letter for a word
(mostly). When
I wrote, I asked
him what he
wanted to say
about the
picture. He
started listing
off letters
instead of
words. This
showed me that
he is not
understanding
that the letters
in words are
chosen for a
reason.
15-20 min Read Aloud Book: Barnyard Banter by Denise ☐ Engagement
/Interest with
Language Fleming
the book
Developm vocabulary.) I think he will enjoy this book because he is very
He was very
engaged with
ent interested in animals. He has also been interested in the
this book. He
illustrations in previous books, and they style of this book is very
loved trying to
unique.
find the goose!
Activities:
☐ Ease with
☐ Concept Sorts: I will have a card with a picture for each of
activity
the animals in the book (cows, roosters, hens, pigs, kittens,
He did not
pigeons, mice, peacocks, donkeys,crows, crickets, frogs,
understand
goose). I will have him sort the animals by how they move.
sorting at first,
Then, I will have him add animals to the categories by
but picked it up
drawing a picture and writing the name with help. I will see if
quickly. We
he can think of a way to sort the animals. If not, I will help him
sorted by the
come up with categories (color, size, where they live, etc.)
way the
animals move,
☐ Dramatic Play
size, and color.
☐ Others:
He picked
sorting by color.
the book: Have you ever seen a barn? What animals do you
He was not
think live in a barnyard?
familiar with
each animal at
the beginning,
but was able to
use the names
later on.
☐ Notable
behaviors:
After I showed
him that the text
was a resource,
he used it for
information
about the
animals.
Week 6: Comprehensive 4 4th Week October
Student: Student A Date: November 1, 2017 Tutor: Alison Roberts
Overall Developmental Level: Mid-emergent

Goal 1: The student will be able to identify words in text.
Goal 2: The student will be able to draw or write when asked.
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized He tracked two
Familiar ☐ Encourage talking about the books lines correctly!
☐ May need to choral read for support One line in
Texts ☐ May use personal readers or posters, charts, etc. Humpty
☐ Reinforce finger-pointing Dumpty and
one line in
Pumpkin
He will reread Humpty Dumpty, Happy Birthday, and Pumpkin. He
Pumpkin Pumpkin on personal readers. As he reads, he will got off track
point to the words in the text. I will choral read if he needs with lines with
the support. After he reads, I will ask him to try to find words multisyllabic
that he knows. If he cannot find any words, I will ask him to words.
show me letters that he knows and we will use this to help
figure out the word. I will also ask him to help me find where ☐ Ease with
words are by looking at the spaces. remembering
texts?
He had trouble
remembering
Happy Birthday
and forgot one
word at the end
of Humpty
Dumpty.
☐ Other:

& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) He hesitated at
☐ Alphabet Matching (upper/lower) M and U.
Beginning ☐ Alphabetize Letters
Sounds ☐ Font Sorts ☐ Track letters
accurately?
Tracked all
letters
1. Student Al will say the alphabet as he points to each letter. I will
accurately.
have him do this several times. My goal is for him to say the entire
alphabet correctly. I will have him identify
☐ Identify the
K/L/M/H/N/P/R/S/G(review) and B/C(new).
letter/s/:
He could not
2. I will write Student A’s name on a white board. I will have him
identify C. He
write it on a piece of paper. Then, I will erase a letter. I will have
identified the
him erase write his name on another piece of paper with the
rest of the
missing letter filled in. Then, I will replace the missing letter and
letters.
erase another one. He will have to write his name again. I will do
this for each of the letters in his name. To support his writing, I will
provide a blank for each of the letters. I think this will help cement ☐ Identify the
each of the letters in his name and help him with order. sounds:
He could not
remember the
hard sound for
G or C.
He wrote his
name correctly
for the first
time!
He enjoyed the
activity and did
very well with it.
☐ Text was
10 min
Story, poem, OR song title: Scary Scarecrow easy / hard to
Word track
I’m a scary scarecrow made of straw
Awarenes Listening for the crows to caw
☐ No. of times
s– read: 1st 2nd
Developin Materials Needed: 3rd ___
g Concept ☐ Text that lends itself to supporting alphabet knowledge goals
of Word ☐ Picture supports for text (think COW assessment, 1 pic/line) fingerpointing:
☐ Text on chart paper or pocket chart (one sentence per line) He got the
☐ Pointer for tracking 2nd line correct!
Memory Work: His tracking did
1. Teach the poem or song until the child has it memorized. not follow a
Don’t go on until you are certain the poem is committed to consistent
memory. If you need to, shorten the poem to only 2 or 3 lines. pattern for the
☐ Introduce the text on chart paper or pocket chart. first line.
☐ Discuss Concepts About Print (CAP) as you go. He matched the
2. To help with memorizing, go from most to least supportive: sentences
☐ You model first (first reading above) without help by
☐ Choral read together (second reading) matching the
☐ Echo read, repeating one line at a time after you (third first letter. He
reading) matched the
☐ Individual read, providing support as needed (fourth words without
reading) help by looking
for letters
~~DON’T GO ON UNTIL MEMORIZED!!!~~ (usually the first
but not always)
extended time.
We memorized this last time, so this should just be a quick review
before we do the sentences.
personal readers.

hard / just right?
Title of Book/s: Chicka Chicka Boom Boom
Activity: Tapping Coconuts
● This is our third reading of the book, so he is familiar with it. ☐ Reading of
We have been working on identifying words in a sentence. I book: 1st
Phonologi will have him identify words in a sentence by tapping a 2nd 3rd
cal coconut for each word.
● After we have worked on words, we will talk about syllables. ☐ Other:
Awarenes I will demonstrate saying words with my hand under my chin He is getting
s to feel the syllables. I will tap a coconut for each syllable. I much better at
will have him try with words from the book. hearing the
● Even though he is not completely accurate with words yet, I words. His
want to get the idea of syllables in his head. He has been tapping was not
confusing syllables and words when doing phonological always
awareness activities and when tracking. Since this text is accurate, but it
already familiar, I think this is a good time to introduce the is much more
idea to him. consistent. -
He did well with

*By the time they are able to do the more complex tasks, they are likely moving into the syllables for his
first time. When
the word had
more than one
syllable, he
would add
extra, but he
did good
distinguishing
between one
and polysyllabic
words.
Word automatically
Study with the unknown). He was
unsure where
Are you working on: Identifying Letters, Letter Sounds, or Both? to sort bed. He
wanted to sort
G (familiar) vs. B (new) vs. C (new) car under R
because that
Letter Recognition and Letter Sounds Rationale: was the sound
I want to review G because he missed one of the g cards last he noticed.
week. I think B is a good letter to look at because it is very ☐ Can write the
common and a good contrast. I want to explore C because it will letter/
help support our COW poem and it is articulated differently than G Sound?
and B. He was able to
write the
sounds in the
sentences and
Pictures: track it
B: ball, bat, bear, bed accurately.
C: cake, can, cap, car
G: gas, goat, gold, goose
Writing Activity: Interactive Writing
I want him to see that letters for words are chosen with a purpose
and carry a message. I will help him we are going to write the
sentence “The ball is in the gold car.” I will have him help me
figure out what sound and letters to write for the b/g/c. I do not
expect him to know the sounds/letter for the rest of the words, but
I want him to see me picking them with purpose. After we write the
sentence, I will have him draw a picture that matches the
sentence.
15-20 min Read Aloud Book: The Monster Book of ABC ☐ Engagement
/Interest with
Language Sounds by Alan Snow
the book
He enjoyed
this book. I tried
ent to have him
He likes monsters, so I think this book will engage him. I think he
help me read
will enjoy that he can help me read (the letter for each page) and
(the letter for
will build his confidence. I think the colorful illustrations and
each page) but
arrangement of the text will intrigue him.
he was not as
happy about
Activities:
this part.
☐ Concept Sorts
☐ Ease with
activity
He will draw his own monster. He will tell me what sound he
He did well
thinks the monster makes, and we will write it down together.
with the activity.
I will have him help with sounds he knows. I will use this
He was able to
activity to reinforce drawing vs. writing.
tell me that rawr
☐ Dramatic Play
and robot start
☐ Others:
with R.
☐ Notable
the book: What sounds do you think monsters make? We are
behaviors:
going to read about the sounds monsters make when they
He is still
play hide and seek!
confusing the
words ‘writing’
and ‘drawing,’
but he has
established the
differences
between the
two even
though he is
unsure what to
call it
sometimes.
Week 7: Progress Monitoring

Goal 1: The student will be able to identify words in spoken language and text (the boundaries, not what the word is).
Goal 2: The student will be able to use letter sound knowledge to find the beginning sound of words.
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized He tracked 3
☐ Encourage talking about the books lines of Humpty
Familiar
☐ May need to choral read for support Dumpty and 2
Texts ☐ May use personal readers or posters, charts, etc. lines of Happy
☐ Reinforce finger-pointing Birthday
correctly! His
tracking did not
He will reread Humpty Dumpty, Happy Birthday, and follow a
Pumpkin Pumpkin on personal readers. As he reads, he will consistent
point to the words in the text. I will choral read if he needs pattern for the
the support. After he reads, I will ask him to try to find words other lines.
that he knows. If he cannot find any words, I will ask him to ☐ Ease with
show me letters that he knows and we will use this to help remembering
texts?
figure out the word. I will also ask him to help me find where He needed help
words are by looking at the spaces. remembering
Happy Birthday
and Humpty
Dumpty.
☐ Other:
When asked to
find a word, he
will find a word.
When asked
what word the
letter is in, he
will say the
letter name
again or say a
few words from
the poem.

& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) He had trouble
☐ Alphabet Matching (upper/lower) around I. He
Beginning ☐ Alphabetize Letters was getting off
Sounds ☐ Font Sorts track and knew
it but could not
self correct.
☐ Track letters
1. Student A will say the alphabet as he points to each letter. I will
accurately?
have him do this several times. My goal is for him to say the entire
His tracking
alphabet correctly. I will have him identify K/L/M/H/N/P/R/S/G/B/C
was not
(review) and D/F(new).
2. I will write Student A’s name on a whiteboard. I will have him accurate today
copy it on another piece of paper. Then, I will erase two of the for I-Q.
letters in his name and have him write his name while filling in the ☐ Identify the
missing letters. I will replace the missing letters and erase two letter/s/:
more. I will do this several different times. This will help him learn He identified all
what letters go into his name and in what order. This similar to requested
what we did the week before, but it provides less support. letters except
for G and C.
☐ Identify the
sounds:
He was able to
identify the
sounds for all
letters except
G.
He wrote his
name correctly!
He is taking a
while while
writing to
remember the
letters, but he
was able to do
it correctly twice
and self correct
errors. He used
some
lowercase
letters in his
name today,
which he has
not used in the
past.
☐ Text was
10 min
Story, poem, OR song title: Scary Scarecrow easy / hard to
Word track
I’m a scary scarecrow made of straw
Awarenes Listening for the crows to caw
☐ No. of times
s– read: 1st 2nd
Developin COW Activity (check below): 3rd ___
Materials Needed:
g Concept ☐ Text that lends itself to supporting alphabet knowledge goals ☐ Describe their
of Word (if possible) fingerpointing:
☐ Picture supports for text (think COW assessment, 1 pic/line) His tracking
☐ Text on chart paper or pocket chart (one sentence per line) did not follow a
☐ Pointer for tracking consistent
Memory Work: pattern for the
1. Teach the poem or song until the child has it memorized. first line. For
Don’t go on until you are certain the poem is committed to the second line,
memory. If you need to, shorten the poem to only 2 or 3 lines. he swept his
☐ Introduce the text on chart paper or pocket chart. finger under the
☐ Model how to read text; touch every word as you say it words, while he
☐ Discuss Concepts About Print (CAP) as you go. normally picks it
2. To help with memorizing, go from most to least supportive: up in between
☐ You model first (first reading above) words, but he
☐ Choral read together (second reading) had his finger
☐ Echo read, repeating one line at a time after you (third under words at
reading) the correct
☐ Individual read, providing support as needed (fourth time/
reading)
He did not
~~DON’T GO ON UNTIL MEMORIZED!!!~~ recognize any
of the words.
He had trouble
Difficulty level, moving from whole to part (easiest to hardest). finding where to
Plan to do 2 “days” (maybe more) in 1 tutoring session due to our put the words
extended time. and focusing.
We memorized this last time, so this should just be a quick review He could find
before we do the sentences. letters but had
● Day 2: Sentences—hand out sentence strips from the text trouble
and have students match them back to the original chart, connecting
one sentence at a time. Provide personal copies of text for them to words.
personal readers.

hard / just right?
Title of Book/s: Muncha Muncha by Candace
Fleming
Activity:
● I will read this book to him. I chose it because I think it will ☐ Reading of
engage him, it is repetitive, and it has lots of short book: 1st
Phonologi sentences good for our word work and future syllable work. 2nd 3rd
cal ● I will give him sentences from the book. For each word in
the sentence he will draw a carrot (‘v’ with orange marker). I ☐ Other:
Awarenes will demonstrate first, then he will do it. He was
s ● He will create his own sentences like the ones in the book having a lot of
and draw the carrots for each word. trouble focusing
today. He kept
on wanting to
*By the time they are able to do the more complex tasks, they are likely moving into the do other things.
He would tell
me the correct
number of
words (or a
close number)
but point to a
completely
different
number.
Word automatically
Study with the unknown). He was able
to sort all of the
Are you working on: Identifying Letters, Letter Sounds, or Both? words correctly.
R (familiar) vs. D (new) vs. F (new) ☐ Can write the

letter/
Letter Recognition and Letter Sounds Rationale: sound?
I am reviewing R because we have not worked on it in a while, it is He could write
articulated differently than the 2 new ones, and it looks different. I the letters for
am focusing on D and F because they are frequently occurring, our sentence
are articulated differently, and look different. except for G.
Pictures:
R: rabbit, rain, rake, rat
D: desk, dice, dime, dish
F: fan, fence, fish, fist
Writing Activity: I will ask him to tell me a sentence. I will write it

and hold him accountable for beginning consonants we have
learned and have him write those. He will illustrate our sentence
and reread it.
15-20 min Read Aloud Book: We Are in a Book by Mo *He was having
trouble
Language Willems
focusing, we
did not start on
time, and he
ent had to get
things from the
room several
Activities:
time, so we did
☐ Concept Sorts
not get to this.
I will have him pretend he is in a book. He will need to draw a
☐ Engagement
picture of himself. Then, we will write the speech bubble of
/Interest with
what he is saying to his audience together.
the book
☐ Dramatic Play
☐ Others:
☐ Ease with
activity
the book: What would you were in a book? In this story,
Piggie and Gerald are in the story!
☐ Notable
behaviors:
Week 8: Progress Monitoring

Goal 1: Be able to name and say the sounds for 50% of consonants.
Goal 2: Correctly identify words in 50% of sentences.
I am redoing the pre-assessments. While we are not required to do this, I am going to because he has made such large gains and
his teacher would like to see a before and after for him.
Component Comments
Time Activity

Revisiting ☐ Reread 2-3 texts that were previously memorized ☐ Ease with
Familiar ☐ Encourage talking about the books remembering
☐ May need to choral read for support texts?
Texts ☐ May use personal readers or posters, charts, etc. ☐ Other:
☐ Reinforce finger-pointing
He will reread 2 poems (Humpty Dumpty, Happy Birthday,

Pumpkin Pumpkin, or Scary Scarecrow) on personal
readers. As he reads, he will point to the words in the text. I
will choral read if he needs the support.
& ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write)
☐ Alphabet Matching (upper/lower) ☐ Track letters
Beginning ☐ Alphabetize Letters accurately?
Sounds ☐ Font Sorts
☐ Identify the
☐ Materials Needed: upper and lower case alphabets
letter/s/:
1. I will give Student A an uppercase alphabet with the letters

☐ Identify the
mixed up. I will have him identify the letter names.
sounds:
2. I will give Student A a lowercase alphabet with the letters mixed

up. I will have him identify the letter names and the letter sound.
☐ Text was
10 min
Story, poem, OR song title: Open a Book easy / hard to
Word track
Open a book and you will find
Awarenes People and places of every kind
☐ No. of times
s– read: 1st 2nd
Developin Materials Needed: 3rd ___
g Concept ☐ Text that lends itself to supporting alphabet knowledge goals
of Word ☐ Picture supports for text (think COW assessment, 1 pic/line) fingerpointing:
Memory Work:
reading)
reading)

extended time.
personal readers.
Because this is the last session and we finished our other poem
last time, I will have him memorize the poem and assess it for a
COW check.

hard / just right?
● I will give him the TOPPA again to post ☐ Reading of
book: 1st
Phonologi assess his phonological knowledge gains.
2nd 3rd
cal
☐ Other:
Awarenes *By the time they are able to do the more complex tasks, they are likely moving into the
s

correctly &
Word automatically
I will give him the kindergarten spelling assessment again to see
Study if he has made any gains.
☐ Can write the
letter/
sound?
Writing Activity: I will have him complete the letter formation test to
see how this letter knowledge/formation has improved. I will have
him draw a picture and write a sentence about it with his name on
the paper for a final writing sample.
15-20 min *If extra time after assessments ☐ Engagement
/Interest with
Language Read Aloud Book: Are You Ready to Play
the book
Developm Outside? By Mo Willems
(Can be a longer picture book used for the development of ☐ Ease with
ent vocabulary.) activity
☐ Notable
behaviors:
Activities:
☐ Concept Sorts
We will think of activities we can do inside and outside. He
will help me write the activities down. We will sort them by
activities for inside and for outside. Then, we could sort them
by ones that are good for doing in the rain and which aren’t.
☐ Dramatic Play
☐ Others: As we read, I will check his COP.
the book: Do you like the rain? Do you like to play in the rain?

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EMERGENT CASE SUMMARY SAMPLE

8/8 0/8 2/8 1/8 0/4 4/8

Alphabet Knowledge Letter-Sound Knowledge Writing Sample Concepts of Print

Upper Case Lower Case Production Spelling Observations Observations

14/26 First attempt: 0/26 10/26 3/20

Notes: (SCROLL to next page)

Pretest Word List Pointing Word ID Post-Test ID *WRI

0/10 1/5 0/7 0/10 PP

*for borderline students (emergent – beginner), administer WRI using PowerPoint

Rereading COW Letter Names Letter Sounds Phonological

Goals: Overall COW Goals: Goals: Area of Goals: Prior

Overall Developmental Level: Early Emergent

5 min Review Familiar Texts: ☐ Tracking?

Alphabet & ☐ Child’s Name He was able to track the

☐ Identify the letter/s/:

He was able to tell me

Developing COW Activity (check below):

~~DON’T GO ON UNTIL MEMORIZED!!!~~

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

Rationale: I want to work on differentiating between writing and

Overall Developmental Level: Early Emergent

5 min Review Familiar Texts: ☐ Tracking?

5 min Letter Activity: ☐ Track

~~DON’T GO ON UNTIL MEMORIZED!!!~~

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

10 min Phonological awareness task: (Check area of need) ☐ Phonological

Overall Developmental Level: Early Emergent

5 min Review Familiar Texts: ☐ Tracking?

5 min Letter Activity: ☐ Track

10 min Phonological awareness task: (Check area of need) ☐ Phonological

Activities: throughout the

5 min Review Familiar Texts: ☐ Tracking?

5 min Letter Activity: ☐ Track

10 min Phonological awareness task: (Check area of need) ☐ Phonological

☐ Can write the

Overall Developmental Level: Early Emergent

5 min Review Familiar Texts: ☐ Tracking?

10 min Phonological awareness task: (Check area of need) ☐ Phonological

Overall Developmental Level: Mid-emergent

5 min Review Familiar Texts: ☐ Tracking?

5 min Letter Activity: ☐ Track

10 min Phonological awareness task: (Check area of need) ☐ Phonological

He did well with

Writing Activity (2 or 3 X/week):

Writing Activity: Interactive Writing

Overall Developmental Level: Mid-emergent

5 min Review Familiar Texts: ☐ Tracking?

5 min Letter Activity: ☐ Track

10 min Phonological awareness task: (Check area of need) ☐ Phonological

R (familiar) vs. D (new) vs. F (new) ☐ Can write the

Writing Activity (2 or 3 X/week):

Writing Activity: I will ask him to tell me a sentence. I will write it

Student: Student A Date: November 8, 2017 Tutor: Alison Roberts

Overall Developmental Level: Mid-emergent

5 min Review Familiar Texts: ☐ Tracking?

He will reread 2 poems (Humpty Dumpty, Happy Birthday,

1. I will give Student A an uppercase alphabet with the letters

2. I will give Student A a lowercase alphabet with the letters mixed

~~DON’T GO ON UNTIL MEMORIZED!!!~~

10 min Phonological awareness task: (Check area of need) ☐ Phonological

5 min Letter Recognition and Letter Sounds: ☐ Sorts

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