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Emergent Reader Lesson Plan

Week 3: Comprehensive 1
Student: Hunter Tutor: Laurie Shapiro
Overall Developmental Level: middle emergent
Goal 1: The student will work on learning the letter names of all the letters of the alphabet.
Goal 2: The student will demonstrate understanding of the meaning of stories that are read
aloud.
***This week the Lesson Plan will only consist of the Alphabet portion and the Word
Knowledge/Word Study portions.
Component Comment
s
Time Activity

5 min Review Familiar ☐ Tracking?


Revisiting Texts: The student
🗹 Reread 2-3 texts that were tracked each
Familiar previously memorized line as he
Texts 🗹 Encourage talking about read it with his
the books finger. He did
🗹 May need to choral read for not point to
support each word,
🗹 May use personal readers but slide his
or posters, charts, etc. finger across
🗹 Reinforce finger-pointing the page as
he read. He
We Went to the Zoo is the was able to
rhyme that we will be revisiting. remember
He loved learning this rhyme when to start
during the concept of word pointing to a
assessment, and he feels new line.
confident in it. Therefore, it is a ☐ Ease with
great text to revisit at the remembering
beginning of the lesson to get texts?
him excited and engaged for Hunter
the work that we will be doing! remembered
this text, and
he has it
memorized.
☐ Other:

5 min Letter Activity: ☐ Track


Alphabet & 🗹 Child’s Name automatically?
🗹Alphabet Tracking (
Beginning 🗹Sing 🗹Say ☐Read ☐Write) Hunter is
Sounds In the last lesson, Hunter was tracking each
able to track the letters as he individual
sang them, however he does letter
not know his letters and still automatically.
gets confused. He tracks them ☐ Track
because he knows to point to letters
one letter for each one that is accurately?
said. However, he does not He tracks
know the letter names or the semi-
letter sounds. Therefore, we automatically.
will continue to practice Every once in
identifying the names of the awhile, he
letters as we sing them. Then, misses a letter
we will practice saying them and gets off
so that he can begin to track.
identify them outside of the However, he
context of the song. knows that for
🗹 Alphabet Matching each letter he
(upper/lower) says, he
☐ Alphabetize Letters needs to point
☐ Font Sorts to a different
🗹 Materials Needed: letter. He also
1. Alphabet tracking- sing the understands
alphabet song and track the the
letters on an upper case directionality
alphabet strip and a lower case of the
alphabet strip. alphabet
strip.
2. Child's name- match upper
case letters of his name
(Hunter) to lower case ☐ Identify the
letters. letter/s/:
Hunter is not
Materials: upper and lowercase able to identify
alphabet strips, alphabet letter the letters in
cards We will continue isolation.
working to identify the letters of However, he
his name individually, outside of is beginning to
the context of his name and the understand
alphabet song. how to use his
Knows: Upper- U,Z, X, E, O, knowledge of
H lower- r the alphabet
UBC: Upper- Z,O, B,C, E, A, P song to figure
lower- y, g, w out what the
Absent: Upper- M, D, C, R, T, F, names of the
B, P, L, V, I, Y, W, J, A, Q, G, K, letters are.
S, N Lower- h, m, p, f, y, I, u, c, ☐ Identify the
t, w, b, h, j, x, s, p, a, k, g, q, z, l, sounds:
e, v, o Hunter can
not identify
the sounds of
most letters
yet.

☐ Text was
10 min
Story, poem, OR song easy / hard to
Word track
title: What is the title of
Awareness the jingle you will do The text has
become
– here? ---Humpty
easier for
Developing Dumpty Hunter to
COW Activity (check track, as he
Concept of below): has the poem
Word Materials Needed: memorized at
🗹 Text that lends itself to this point.
supporting alphabet
knowledge goals
(if possible)
🗹 Picture supports for text ☐ No. of times
(think COW assessment, 1 read: 1 2 3st nd r

pic/line) d
___
🗹 Text on chart paper or This is our
pocket chart (one sentence third week of
per line) working with
🗹 Pointer for tracking this poem.
Memory Work: ☐ Describe
1. Teach the poem or song their
until the child has it fingerpointing:
memorized. Don’t go on until Hunter is
you are certain the poem is pointing to
committed to memory. If you each line as
need to, shorten the poem to he reads. He
only 2 or 3 lines. sometimes is
☐ Introduce the text able to point
on chart paper or to individual
pocket chart. words as he
☐ Model how to read recites the
text; touch every word poem. He
as you say it demonstrates
🗹 Discuss Concepts directionality
About Print (CAP) as when he
you go. reads.
2. To help with memorizing,
go from most to least For this
supportive: lesson, we
☐ You model first practice
(first reading above) matching the
☐ Choral read sentence
together (second strips to the
reading) words on the
🗹 Echo read, mentor text.
repeating one line at a He did a
time after you (third fantastic job
reading) with this! We
🗹 Individual read, moved on to
providing support as practice
needed (fourth matching the
reading) words of the
~~DON’T GO ON UNTIL first sentence.
MEMORIZED!!!~~ As we
Difficulty level, moving from completed this
whole to part (easiest to activity, I
hardest). Plan to do 2 “days” called
(maybe more) in 1 tutoring attention to
session due to our extended the beginning
time. letters of the
 Day 1: Memorize the words. I asked
text (even if only 2 him to identify
lines). these letters,
 Day 2: Sentences—
and he was
hand out sentence
able to do this
strips from the text and
by using his
have students match
them back to the alphabet strip!
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.

We did the sentence strips


during the last lesson (day 2).
Hunter was able to grasp the
concept of putting the strips
over the sentences, but placed
the last sentence upside down.
We will practice the sentence
strips again during this lesson,
and if he is able to place all the
sentences accurately, then we
will move onto individual word
cards (day 3).

As he places the sentences


strips and word cards over the
personal copy of the text, ask
him to look at the beginning
letters of words to help him
match them. To help him
identify these letters, ask him to
point to the corresponding letter
on the alphabet strip, then give
him a chance to figure out what
letter it is by singing the song/
saying the alphabet in order.
Then, repeat the word to
reinforce the sound that the
beginning letter makes.

10 min Phonological ☐ Phonologic


awareness task: al awareness
Phonologic (Check area of need) task was
al Listening Rhyme easy / hard
🗹Words/Sentences Syllable / just right?
Awareness Hunter was a
Initial/final Sounds
Blending Segmenting* Phon little confused
eme Manipulation* by the activity
Title of Book/s: I Went to begin with,
to the Zoo but was
Activity: ultimately able
 List the steps you will to accurately
take to accomplish this draw a star for
activity. each word in
 Your book selection and
the poem.
game/activity should
☐ Reading of
support the
book: 1 st
2
nd

development of the
phonological task 3
rd

highlighted above.
This poem was chosen as ☐ Other:
the student is familiar with it
from the concept of word
assessment. This familiarity
will allow him to focus on the
words said in the poem, and
allow him to concentrate on
separating each word. Last
week, the student
demonstrated mastery of
rhyme. Therefore, this week
we will move on to focusing
on words and sentences. He
seemed to begin to
understand the idea behind
separating each word in a
sentence. However, it took a
long time for him to focus on
the specific words. For this
reason, we will continue to
discuss the topic until he
demonstrates mastery of the
concept. Well, ok. You are
actually just doing more
extension work for
COW. Instead, we would like
you reading a book aloud to
him here. It differs than what
is below in Lang Dev because
of what you do with it. It
should have a game that goes
along with it or some activity
that gives him a break from
tracking/COW specific word,
BUT it supports COW by way
of addressing needs on the
TOPPA. If words is an issue,
I like to combine this with
Syllable work. You could read
a book like Brown Bear Brown
Bear aloud for fun...just let
him enjoy the book. Or An Old
Lady That Swallowed a Bat
(whatever that Halloween
version would be fun
now!). The
rhyme/meter/cadence of a
book like these makes these
great PA books. Then have
pictures that maybe come
from the story. What did the
old lady swallow? Have 3
pictures of her in her big ole
dress, each one with a diff
number on the skirt (1, 2, 3) in
front of him. He places the
picture on her mouth or belly
of how many beats is on her
dress. Bat = 1; horse = 1, tiger
= 2, etc. See how this
connects texts in a playful
way--a little more fun way that
just straight tracking COW
work--yet supports your
overall goals from TOPPA/ PA
work...which will get you to a
better place in COW, but it
isn’t quite the same as COW.
To complete this activity, we
will practice saying the poem
and take a breath in between
each word that is said. Then,
each line in the poem will be
said. Every time a line is said,
the student will draw a star for
each word. Then, we will
count all the words that are
said in each line.

*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 ☐ Sorts


and Letter Sounds: correctly &
Word What letter and/or sounds will automatically
Study you compare/contrast? (2 or
3) Make sure at least 1 is ☐ Can write
familiar to the child (compare the letter/
the known with the unknown). sound?
Are you working
on: Identifying Letters, Letter
Sounds, or Both? As noted in the
R (familiar) vs. D (new) vs. M feedback
(new) section, the
Writing Activity (2 or 3 glueing took
X/week): too long so we
Letter Recognition and Letter skipped it! I had
Sounds Rationale: him write the
We will be working on these letter son the
letters, as they are letters that back of the
Hunter was not able to identify pictures and we
in his letter assessment. are keeping the
These are also letters that can pictures in a
be found in the title of the little baggy to
COW poem, Humpty Dumpty. take out and
Loving the connection here to review later on
the COW work, bringing it if there is extra
back to context in text. time.

Pictures:
Introduce each picture one at
a time. Have the student
identify the word associated
with each picture. This
includes a picture of a rat for
the letter r, a picture of a deer
for the letter d, and a picture
of a mouse for the letter m.
Then, have the student isolate
He was able to
the beginning sound that each
reproduce the
letter makes as he says the
letters by using
word. For example, “deer”
the ones on the
begins with the letter d, and
alphabet strip
makes a /d/ sound.” Have the
as an example.
child say the letter, letter
sound, and point to the letter
on the alphabet chart.
Continue with the rest of the
pictures. Then, have the
student glue them in his
journal and write the
uppercase and lowercase
letters next to them. Glueing
probably takes too much
time. You may just have him
glue 1 for each and write the
letter in upper/lower.
Writing Activity:
Have the student fill a page
with the letters, then put a star
next to his favorite one. In
other words, he will write as
many D’s as he can on one
page, then star his best one!
As he writes, prompt him to
repeat the letter names and
the letter sounds. He will do
so for the letter M and the
letter R. The purpose of this is
to give him time practicing
writing each letter and saying
its name. This will help him
remember and learn them in
isolation. This needs some
formal and explicit
instruction. Rather than
saying GO and just start
writing, I’d have lines and talk
about proper letter formation
first. You likely won’t have a
lot of time...this whole section
is about 5-10 minutes...so I
might prioritize just having him
write them above the glueing
above and tell him to make
that his very best and favorite
letter.

15-20 min Read Aloud ☐


Book: Allie and Ollie Engagement
Language (Can be a longer picture book /Interest with
Developm used for the development of the book
vocabulary.) Hunter
ent loved this
Activities: book and was
🗹 Concept Sorts fully engaged!
After reading the story, we will ☐ Ease with
complete a concept sort that activity
focuses on comparing and This activity
contrasting. The story was all was easy in
about how the dogs, Allie and the sense that
Ollie, are just like people. For he was able to
this sort, we will write five sort the ideas.
characteristics of dogs and However,
and five characteristics of verbalizing the
people on strips of paper. different
Hunter will dictate the characteristics
characteristics for me to write, took time.
and then he may draw a ☐ Notable
picture next to the sentences behaviors:
that display their meaning. We ended
Then, he will sort them in a up running out
Venn Diagram. This Venn of time for
Diagram will be modified. On drawing, so
the right side will be a picture instead I had
of a dog, and on the left will him dictate
be a picture of a person. In the sentence
the middle, there will be a to me.
picture of a dog and a person
together. Hunter will need to
place the characteristics that
only relate to dogs on the right
side, the characteristics that
only relate to humans on the
left side, and the
characteristics that could
relate to either a dog or a
human in the middle.
This sort is beneficial to Hunter,
as it will require him to
demonstrate understanding of
the story. This is because he
will need to list some of the
characteristics of dogs and
humans that were read in the
book. I’m thinking this will be
too difficult and time consuming
as written. The idea is good,
but I think we need to scale it
back a bit. Does the book
explicitly state the
“characteristics”? Will he know
what you mean by
characteristics? Drawing at this
age takes a long time and isn’t
the focus of the
intervention: The focus, from
what I’m gathering, is (1) can
he identify 5 characteristics, (2)
can he identify whether they
belong to humans or dogs or
both. To conserve time and get
to the heart of the purpose of
this section (Oral Lang
development and/or
comp/vocab), I would have the
pictures ready for him to sort in
advance.

Also, it is hard to say without


seeing the book, but I don’t
know that the sort necessarily
will demonstrate understanding
of the story, as you state as the
intended learning outcome. He
may very well be able to do a
sort of this nature before having
read the book if he has
experience with dogs.
☐ Drawing/Writing Activity
☐ Dramatic Play
☐ Others:
☐ Briefly describe your how
you will engage the student
with the book:
This book is about how dogs
and people can be alike. This
would serve to be a point of
engagement for Hunter, as he
has indicated that he loves
dogs, and even has two of his
own! This type of interest will
spark curiosity and allow for
engagement in discussion
about the book.Yep, so if he
already has dogs, then he
likely knows a lot of ways they
are alike and different. So
what are the assessed needs
that we need to be sure he is
accomplishing here in your
direct instruction? CAP (as
stated below), maybe think
aloud via discussion, and
vocabulary development. If
you’ve developed THESE as
needs, how could your activity
develop one of these
areas? If his vocab is too
weak to understand the
teacher and her stories in the
classroom, how will you begin
to address this? If he already
knows the key terms/words in
this book, is it teaching him
anything new in a way that
stretches him or provides him
with something he didn’t know
before working with you? If
not, maybe this isn’t the best
book for this section.

These are the questions to be


thinking through before
planning a lesson, and then
the answers you should be
able to respond to in your
reflections on the right hand
side. What did he learn today
that he did not know before he
got here? How does this move
him down the field towards the
goal-line in a meaningful way?
Why this activity in
particular? What does it
directly address as an
assessed need? These are
the critical questions reading
specialists need to be able to
think through as they work
with our neediest students.

During Hunter’s CAP


assessment, he demonstrated
a need for instruction in
locating the title of a book,
author’s name, and identifying
where to start reading once
the book is opened. These are
all things that we will be
working on as the book is
read.

Hunter is very hesitant to


engage in discussion about
anything. Having something
that he is interested is a big
part of getting him interested
in this lesson. Additionally, he
does not seem to demonstrate
comprehension of books that
his teacher is using in the
classroom. I think this is
because he the vocabulary
used in these books are
words that he has not been
exposed to before, so he
doesn’t understand the
stories. This book uses
vocabulary words used
everyday, which may make
discussion and demonstration
of comprehension a more
feasible task. These words
include sisters, dogs, cats,
sleep, and people.