L1-Systematic Phonics Plan: Atvsap J, R, DR

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Beginning Reader Tutoring Plan

Name: Madison Lewis Tutee Name: G Age: 8 Grade: 2
Reading Level: PPA Word Study Level (identify beginning, middle, end of the stage too) MLN
Identified Goals:
L1-Systematic Phonics Plan
Sample Wk 1 Wk 2 Wk 3 Wk 4 Wk 5
Feature At vs ap -at, -et, -it -ot, -et sh, th, ch fr, cr, r j, r, dr
Categories
Word Sort At cap

Bat tap
(Words by
Category)
Cat map -ot -et sh th ch fr cr r j r dr
Sat lap -at -et -it
Mat nap mesh Seth check* fruit* crib rat* jumprope* river* drip*
Rat chap dot* net*
Chat gap
cat* net* sit*
dish* teeth* Chet frog crab rain* jog rainbow* drop
bat* jet* kit* pot* jet*
shot throw* chat frame* cry* rib jet red drain
hat* met fit bot* vet* ship* math chips* from crown* rot jelly* rip drive*
pat get lit not pet
jot let
*picture cards
lot bet
Phonemic At-bat-cat- Net-set-sit-pit-pat- pot-pet-bet- mesh-mash-math-bath-bat- Crab-crib-rib-rob-rot-rog-frog- Drip-rip-rib-crib-cred-red-ret-jet-

chat-chip-ship-dip-dish-wish- from jog-fog-frog-rog-rop-drop
Awareness cap-map-
with
(Segmenting/ mat-sat-rat- pet-met-mat-bat- bot-lot-let-net- ** I will comment to G that from I will tell G he is about to make a
Blending; P/S) chat-chap is a sight word and it might be a nonsense word before asking him
bet-get not-got-get little tricky to hear the some of to change “red” to “ret” and “jog” to
the sounds, but I will ask him to “jop”
look at the letters he has to
choose from and think about
when he has seen the word
from and give it a shot.
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Identified Goals:
Dictated 1. The cat 1. The cat met a bat 1. I will let the 1. The chap will thud on the 1. The frog hops in the crib. 3. She has a jug with a drip.
ship. 2. The rat will set it on the crab. 4. Drops will get on the jet.
Sentences sat on the
with a net. pet get the net.
(Writing for lap of the 2. Shop for a thin chop.
Sounds) chap. 2. A bat will not get to 2. The pot has a
fit on a jet. lot of dots.
2. The rat
and bat
chat and
nap.
HF Words And, cat, with, here, will, will, has, of, Let’s, make, some, think, for, Roll, new, king, comes, will, all, She, has, will, with, all, have, said,
will, all, with with jeans, robot
the, of, on,
sat not, is, my, to, all ride, sled, in,
on, train, all,
with
Book(s) The Cat Sat Ben’s Pets, Level B Red Hens Get a Ride, Chipmunk Chili, Level B Roll Out the Red Rug, Level E Jan Packs, Level B
Level B
Chat Cat
**After talking with Dr. **After talking with Dr. Blanchette, I
Blanchette, I think only the first am going to add a page or two to this
half of this book will be book to address the dr feature
decodable for G, and I am going
to attempt to alter some of the
second half of the book to
incorporate some fr or cr
words/make it accessible to
him.
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Identified Goals:
L1-Word Study & Comprehension
Component Purpose Instructional Activities Outcomes & Reflections
· Build sight word High frequency word activities (word wall, word bank, etc.) ❏ Automatic sight wd.
vocabulary
Word Activity: High Frequency Field Goals Recognition?
· Point out
a. Introduce high frequency word cards - I will say the ✓ Sight words needing
Study phonetically regular
components of word, then ask G to repeat it back to me. review:
Time: 15%
words b. Review the words - I will ask G to read each word
15 minutes · High frequency
card independently, and will correct mistakes by Needs to review will, with,
word activities
pointing out notable word features along the way and all
(word wall, word
bank, etc.) c. Field goal review - I will put one paper football with
· Increase a high frequency word on it in front of G at a time. If I am concerned about G’s
complexity of he reads the word correctly, he may flick it through speech. I need to find out
phonological
the goal. If not, I will point out a notable feature of from his teacher the next
awareness tasks
the word, have him repeat the word, and shuffle it time we meet if he has been
· Automaticity with
letter sounds back in my stack. We will repeat until I have no evaluated for services by
· Spell short vowels paper footballs left. the speech pathologist at
words & high the school. G struggles with
Words: with, here, will, not, is, my, to, all words that have Ls in them,
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Identified Goals:
frequency words as well as pronouncing short

correctly
E, which comes out as /a/
· Segmenting &
about half the time.
blending at onset-
rime or phoneme
level
· Teaching word
Segmenting & blending work (Push/Say): ✓ Able to blend /
families, digraphs & ❏ early LN: onset-rime (beginning sounds) segment sounds
blends, & medial ✓ mid-late LN: phoneme level (b-m-e sounds) orally
short vowels
Sequence of P/S (reinforcing taught word features): ✓ Able to
Net-set-sit-pit-pat-pet-met-mat-bat-bet-get blend/segment
words (P & S It)
● Remember to have G blend the sounds back ✓ Confusions?
together after spelling each word!
G struggles significantly with
/a/ vs. /e/. This is an issue I
don’t really know how to
address. A lot of the time,
it’s not JUST an issue of not
being able to pronounce it,
but it’s also an issue with
hearing the difference. Due
to the significant speech
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Identified Goals:
abnormalities I’ve
witnessed, I would not be
surprised if G has some
hearing issues, too. Again, I
need to discuss this with his
teacher. G had no trouble
switching initial sounds in
words. He had no trouble
switching from short A to
short I and vise versa.
However, asking him to
switch between the /a/
sound and the /e/ sound,
for example, if I asked him
to turn “pat” into “pet,”
everything fell apart. He got
so confused he even tried to
change the final letter a
couple times because he
was so sure he had the
middle sound correct.
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Identified Goals:
Word Study Sorting: ✓ Sorted correctly &

Features for sorting: at, et, it automatically?
Justification: I’m focusing on at, et, and it word families ✓ Self-corrected
because my tutee is using but confusing medial vowel sorting errors?
sounds, according to the PSI assessment. Specifically, he ✓ Other:
tends to spell /e/ with an A or an I. Before we can address
digraphs he still needs to work on, we need to strengthen G’s confusions with /a/ and
his short vowel skills. /e/ caused significant
1. Model First, then Guided Practice difficulty with word study
a. Open picture sort-- practice. He was able to sort
i. I will say the word that matches each picture word cards with no problem
ii. “What do you notice that’s the same about because he can see the
some of these words? Can you put them into differences. However, he
groups?” cannot hear the differences
b. Introduce header cards - I will provide header cards well enough to be able to
if the open sort is unsuccessful and allow him to try consistently sort word cards
again. Once the cards are sorted, I will provide or perform a blind writing
header cards and explicitly explain why certain cards sort. I’m wondering if
fit under certain headings, guiding G towards moving backwards and
making corrections if necessary. focusing on “-ed” an “-id”
word families, without
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Identified Goals:
c. Introduce word cards - I will read each card to G, ask addressing short A, might be
him to repeat each word after I say it, and then ask the way to go next time.
G to say the word for all the cards by himself
i. “Where might you put these words?” During the writing sort, G
d. Directly explain why the word cards belong where did not sort any words
they do, prompting G to make corrections as under the -et header until
necessary. after we finished and I had
❏ Picture/Word Sort him go back through and
double check to see if he
had put any -et words in the
-at -et -it
wrong place. 3 out of 5
cat* net* sit*
words I asked him to write
bat* jet* kit* were -et words.
hat* met fit
pat get lit
2. Extend and Apply:

✓ Writing Sort
❏ I will ask G to write the headers at the top of
his paper and write the following words
underneath them
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Identified Goals:
❏ Hat
❏ Get
❏ Jet
❏ Net
❏ Fit
❏ Fast Read
❏ Timed Sort
❏ Game
3. Overall Accuracy with Sorting:

G did not sort the whole list
Sort: App. Percentage Correct: of words independently. He
only sorted 5 words entirely
No. of words/cards? independently during a
___5____ __40%___
writing sort.
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Identified Goals:
*Apply phonics Writing for Sounds (2-3X/week): ✓ Represented taught

knowledge Sentence 1: The cat met a bat with a net.
Writing for sounds correctly?
Sounds STILL PART OF

Sentence 2: A bat will not get to fit on a jet. ✓ Spacing, Beginning
WORD STUDY Capital Letter,
Time 5% LESSON PLAN
Ending Punctuation?
5 minutes
G’s spacing was appropriate.
He knew to add ending
punctuation on his own.
When asked where in his
sentences he should have
capital letters, he was
unable to answer and had to
be told that sentences
require a capital letter at
the beginning.
Next week I need to

remember to tell him to
think about where capital
letters, punctuation, and
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Identified Goals:
spaces go BEFORE I begin

dictating.
✓ Letter Formation?
G did not know how to write
a capital H. His handwriting
is far from neat, but most of
the time is legible. Once he
masters capital letters at the
beginnings of sentences, I
may begin to address letter
formation.
G misspelled:
the, met, with, net, will, on,
jet
The only short E word he

spelled correctly was “get,”
which is unsurprising only
because it is an
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Identified Goals:
extraordinarily common
word.
Note the TIME your Word

Study lesson begins and
when it ends on the video.
Make sure to include all
sections from the headers
Word Study through Writing
for Sounds.
Start Finish
1:20 44:30
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Identified Goals:
· Apply decoding Phonics Connected Book: Ben’s Pets ❏ Was the book too
skills & word
Guided Level: B easy / too hard / just
identification
strategies in new Justification: Ben’s Pets may be a little too easy for G, but right?
Reading text the words within it align best with our word features this Ben’s Pets was too hard for
Instruction · Teach self-
week. There are lots of words with the medial /e/ sound,
monitoring
G.
Time: 20%
strategies which is the short vowel which G has the most trouble ❏ Missed words:
10 minutes
spelling. All
Other Book: A Pig in a Wig THE
Level: C VET
Justification: This book is one level higher than Ben’s Pets, Thanks
but still focuses mainly on short vowel sounds, particularly Interestingly, each word G
the medial /i/ sound. I will be interested to see if G missed had at least one
struggles with this text more than he does with Ben’s Pets. capital letter in it
Select 2 instructional level texts, one must be a
decodable.
✓ Begin with the decodable book. Connect to
❏ Used information
patterns just worked on above.
from book
✓ Do a book talk. introduction: yes /
✓ Have students make a prediction and no
discuss.
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Identified Goals:
✓ Model and support decoding and word G did not make mistakes
relating to things pointed
identification strategies.
out during the book walk. In
✓ Students read the book.
hindsight, I should have
asked G to note the capital
letters in the sentence, “GET
THE VET” during the book
walk. The capital letters
threw him off and he did
not read “THE” or “VET”
correctly.
❏ Other:
Originally I chose Ben’s Pets

Because of how many short
vowel words were included,
particularly the repeated
word “pets,” which fit in
with word study. It is clear
that G still needs to work on
short vowels, particularly
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Identified Goals:
short E, so next week we

will make another attempt
at a book with a short E
focus. I will try a level B
book again simply because I
believe G would have done
better with this text if not
for the issues with the
irregular capitalization.
We did not have time to

read A Pig in a Wig.
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Identified Goals:
· Develop oral Book: But No Elephants! By Jerry Smath G’s predictions are often not
language grounded in what he knows
Teacher Theme (if any) Comprehension Focus: Predicting/Writer’s
· Increase about what has happened in
Craft the book already (for
Read vocabulary
example, predicting that
· Model Justification:
Aloud Grandma Tildy will buy the
comprehension ✓ Interactive read-alouds (fiction & non-fiction) elephant even though she
(Oral Language strategies
❏ “What do you think will happen in this keeps saying “But no
Development & · Foster joy of elephants!” over and over
reading book?” again). However, I am very
Comprehension)
Time: 20% ❏ “Who do you think you think you-know-who pleased with how much G
seems to enjoy being read
10 minutes is?”
to. I am not concerned with
❏ “What do you think Grandma Tildy will say him having any negative
when the pet man asks her to buy an feelings towards reading
that need to be overcome.
elephant?”
❏ “Do you think the elephant will help
Grandma Tildy like the other animals did?
How?”
❏ “What do you think that CRASH was?”
❏ Think-alouds
❏ QAR (in my head or in the book)
✓ Language Play
❏ “The author does not tell you that it snowed
a lot, but we can tell that it did. What about
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Identified Goals:
the author’s writing helps you know that it

snowed a lot?”
❏ “What else does he write this way? What
does that tell you?”
❏ “What else happened a lot? How do you
know?”
❏ Other:
Steps you will take: (Be clear enough for a sub to follow)
● Before reading, I will ask G to make a prediction
about what the book is about based on the cover of
the book.
● Next I will read the title of the book and ask if he has
any other predictions to make or changes to his
original prediction
● As I read, I will ask the questions above
Extension:
● If time allows, I will ask G to think of something he
could add to the book using the “repetitive and
phrase” technique that Jerry Smath used in But No
Elephants
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Identified Goals:
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Identified Goals:
L2-Add Writing & Fluency
Component Purpose Activities Outcomes & Reflections
· Increase SW Rereading of texts: G and I spent longer on our

vocabulary, fluency, alphabet practice than I
Reading ✓ Independent Reading
& confidence originally planned. It caused
through rereading ❏ Partner Reading us to have to cut our Writing
Practice practice for Sounds and Writing
❏ Read the Room
(Fluency) sessions short, and we did
❏ Other: ___________________________ not get to the Teacher Read
Time: 20% Aloud. I anticipated this
10 minutes Remember being the case as I was
: Beginning Readers
Per my phone discussion with Dr. Snow, instead of doing a looking at the clock during
reread this week, I am going to spend my 10 minute our alphabet practice. I did
will acquire new
fluency block on a letter matching activity with G so that I not stop the alphabet
sight words through can determine whether or not he knows all his capital practice any earlier, though,
rereading familiar letters and the sounds that they make. because I knew the
books information I would get from
● Alphabet Matching Race his alphabet practice would
● G and I will each have a set of lowercase letter cards be essential when it came to
and a set of capital letter cards. I will “race” him to guiding my instruction
see who can match all the lowercase cards to the throughout the rest of the
capital cards first. semester. I was not worried
● Once G has matched all his cards, I will have him go about missing the read-
through the alphabet, name each letter, and say the aloud for 2 reasons: 1) I
sounds he thinks each letter can make. knew that G needed more
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Identified Goals:
practice with the alphabet,

and 2) G LOVES being read
to. I did not feel that missing
the read aloud would equal
missing a chance to instill in
him a love for reading,
because I feel that he
already has that.
G did not know the name of

W/w. He confused D/d and
B/b names and sounds. He
referred to V/v as Z/z. He
had issues with B/b, V/v,
and W/w more than once.
He called C/c by their
correct names once, but
then referred to them as K/k
once. He also struggled with
the names of Q/q, referring
to them as “Q-U,” but knew
their correct sound.
vocabulary
Word · Point out
Activity: High Frequency Field Goals Recognition?
I will repeat this activity this week because G specifically ✓ Sight words needing
asked me to bring paper footballs again. Keeping review:
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Identified Goals:
Time: 15% components of engagement high is essential, especially at the beginning of ❏ Sled
15 minutes words
the lesson! ❏ Train
· High frequency
d. Introduce high frequency word cards - I will say the ❏ Ride
word activities
word, then ask G to repeat it back to me.
(word wall, word ❏ All
bank, etc.) e. Review the words - I will ask G to read each word
❏ With
· Increase card independently, and will correct mistakes by
complexity of
❏ Will
pointing out notable word features along the way
phonological
f. Field goal review - I will put one paper football with
awareness tasks I chose to revisit all, with,
· Automaticity with a high frequency word on it in front of G at a time. If
and will this week since he
letter sounds he reads the word correctly, he may flick it through
had some significant issues
· Spell short vowels the goal. If not, I will point out a notable feature of
words & high
with pronunciations of
the word, have him repeat the word, and shuffle it
frequency words those words last week. G
back in my stack. We will repeat until I have no
correctly did much better with the
· Segmenting & paper footballs left.
word with this week. I could
blending at onset-
really tell he was being
rime or phoneme Words: will, has, of, ride, sled, in, on, train, all, with
level
careful to pay attention to
· Teaching word the “th” at the end of the
families, digraphs & word like we talked about
blends, & medial last week. He did better
short vowels
with all and will too, but still
needs to practice the
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Identified Goals:
pronunciations of those
words. His faulty
pronunciations of those two
words carry over into his
spelling.
G also struggled with train,

sled, and ride. I was
impressed that he pointed
out “bossy e” at the end of
ride. He even drew and
arrow from the E to the I
and said that the I had to
say its name. He forgot to
read this word this way a
couple times, but eventually
got the hang of it. The word
still needs review. Train
improved with practice, but
could stand to be reviewed.
Since it has a vowel team in
it and likely won’t be seen
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Identified Goals:
again for a while, I may not

revisit it next week in favor
of some other words,
though. Sled gave G
significant trouble. G cannot
pronounce the “sl” blend
very well. It almost always
comes out as “sr.” I may
also skip revisiting this word
in favor of others next week
for the sake of time since
sled is not a word that is
used as often as others, but
may review it quickly time
permitting.
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Identified Goals:
Segmenting & blending work (Push/Say): ● Able to blend /

❏ early LN: onset-rime (beginning sounds) segment sounds
✓ mid-late LN: phoneme level (b-m-e sounds) orally
Sequence of P/S (reinforcing taught word features): ● Able to
pot-pet-bet-bot-lot-let-net-not-got-get blend/segment
words (P & S It)
● Confusions?
G did much better with Push
and Say this week!
Interestingly, he still wanted
to spell the short E sound
with an A. He exclaimed,
“Ohhhh, but there IS no A,
so it must be E!” I reminded
him what the short E was
supposed to sound like. He
did not miss a single word
because there was no A
available for him to misuse. I
wonder how he would have
done if A had been an
option. I’m sure he would
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Identified Goals:
have refrained from using

the E at all.

Features for sorting: -et vs. -ot automatically?
Justification: Last week, G and I worked on a sort of words ✓ Self-corrected
in the -at, -et, and -it families. G really struggled to hear the sorting errors?
difference between the /at/ sound and the /et/ sound. This ✓ Other:
week I wanted our sort to really bring his attention to the Especially with picture cards
short E, /e/, sound, and I wanted G to be able to contrast it when he had to rely solely
with a very different-sounding short vowel, which is why I on sound, G still cannot
chose to take away the -at and -it families in favor of the -ot hear/understand short E. He
family this week. had a really hard time
sorting the words into two
e. Open picture sort-- groups and finding things
the words had in common,
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Identified Goals:
i. I will say the word that matches each picture even after I told him to
and ask G to repeat them back to me. listen for the -et and -ot
ii. I will bring G’s attention to the ending sounds. He did better with -
sounds of the words. ot than -et, but neither were
1. “If you say all these words out loud, perfect. I think it’s time to
you’ll notice something about the move on from short vowel
ends of the words. What do you sorts and move into digraph
notice? Is there a way you could sort sorts. We can still review
them into two different groups?” and discuss short vowels
f. Introduce word cards - I will read each card to G, ask within the digraph sorts, but
him to repeat each word after I say it, and then ask focusing on short vowels is
G to say the word for all the cards by himself going to frustrate him if we
i. “Where might you sort these words? Which continue to make it our sole
pictures do they go with?” focus, and it’s impeding his
g. Introduce header cards - Once the cards are sorted, I potential growth. G was so
will ask G to make a guess about what he thinks the happy when I finally gave
headers should be. Then I will reveal the headers him word cards to sort. He
and explicitly teach why the words should be could easily sort them
grouped the way they (hopefully) are, guiding G to because he could see the -et
make corrections if necessary. and -ot in the words and
❏ Picture/Word Sort sort them appropriately
immediately. I had to ask
26
Identified Goals:
him to go back and read

-ot -et
them because he sorted
dot* net*
them so quickly. I realized
pot* jet* then that my header cards
bot* vet* should have been pictures
that represented the sounds
not pet
rather than the literal “-et”
jot let
and “-ot” cards I had. I also
lot bet realized that I probably
should have asked him to
2. Extend and Apply: sort by words that rhyme,
✓ Writing Sort since we were working with
❏ I will ask G to write the headers at the top of word families and that is
his paper and write the following words really what I was asking him
underneath them to do. I really wonder if he
❏ Bet, vet, net, pot, not, lot would have been more
✓ Speed Sort successful if I had thrown

the word “rhyme” into my
❏ Time permitting, I will set a timer on my
instruction.
watch and ask G to sort his cards as fast as
he can.
We did not have time for
the writing sort.
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Identified Goals:

He sorted 100% of the
Sort: App. Percentage Correct:
words correctly during the
No. of words/cards? speed sort. I think he was
__12_____ __100___ mostly sorting visually/from
memory, but he still did a
better job than he did last
week!

knowledge Sentence 1: I will let the pet get the net.
Sounds Sentence 2: The pot has a lot of dots. ❏ G spelled

every short E
Time 5%
word (except
5 minutes
for get) with
an A. I had
him go back
through and
fix them.
✓ Spacing, Beginning
Capital Letter,
Ending Punctuation?
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Identified Goals:
❏ This was
great!
❏ G’s letter
formation
needs some
work. Time
permitting,
I’d like to
focus some
more on that
next time,
but I’m more
concerned
about feature
spellings right
now.
Note the TIME your Word
Study lesson begins and
when it ends on the video.
Make sure to include all
29
Identified Goals:
sections from the headers

Word Study through Writing
for Sounds.
Start Finish
3:08 55:08
· Apply decoding Phonics Connected Book: Red Hens Get a Ride ❏ Was the book too
skills & word
identification
strategies in new Justification: Last week, G struggled with the level B book right?
Reading text he read. I am not moving down a level, though, because this ❏ Missed words:
week’s focus is primarily on short E words, of which there
monitoring ❏ Used information
Time: 20% are many in Red Hen Gets a Ride. Also, as a PPA reader, G’s
strategies from book
10 minutes
assessed guided reading instructional level is a C, so I’m introduction: yes /
hoping last week’s struggles were a fluke. no
Other Book: A Pig in a Wig
❏ Other:
Level: C
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Identified Goals:
Justification: This book is one level higher than Ben’s Pets, There were 49 words in the
but still focuses mainly on short vowel sounds, particularly Red Hens Get a Ride book. G
the medial /i/ sound. I will be interested to see if G made 5 errors. His accuracy
struggles with this text more than he does with Red Hen percentage is 87%.
Gets a Ride. Technically, that would be
frustration. However, one of
✓ Select 2 instructional level texts, one must his errors was an insertion
of the word “the,” so he did
be a decodable.
not really misread a word.
Another error was a
patterns just worked on above. deletion of a word, so again,
✓ Do a book talk. he didn’t really read it
✓ Have students make a prediction and incorrectly, he just didn’t

read it at all. 3 of his errors
discuss.
were the same error
✓ Model and support decoding and word repeated multiple times--he
identification strategies. read “get” as “got.” After
✓ Students read the book. the second error, I corrected
him, and he only made the
error one more time. So
really, there was only that
on word, “get,” that he read
31
Identified Goals:
incorrectly. As such, I am
comfortable remaining at a
level B for instruction next
time.
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Identified Goals:
· Develop oral Book: Alpha Oops! See notes in fluency

language section; we did not have
Teacher Theme (if any): alphabet, halloween
· Increase time for the Teacher Read
Justification: G tends to struggle with capital letters. The Aloud. I was okay with this
Read vocabulary
· Model representations of each letter in isolation in this book are because G already has a
Aloud comprehension all capital, even in the pictures. I will make note of letters
love for reading; he loves to
be read to! I did not feel I
G struggles to match at the beginning of the lesson and ask was missing out on a crucial
Development & · Foster joy of affect-building opportunity.
him to name those letters as I point to them when I read
Comprehension) reading Also, I knew he needed
this book. An added bonus is that the letters in the book more practice with the
Time: 20%
do not “perform” in alphabetical order, so he won’t be alphabet--letter names AND
10 minutes
sounds--so I felt that was a
relying on his memory of the alphabet song!
more productive use of our
❏ Interactive read-alouds (fiction & non-fiction) time.
❏ Think-alouds
✓ Language Play
❏ Other:
● “This is a book about the alphabet. All the letters in
the alphabet are trying to put on a play about
Halloween. Have you ever been in an alphabet play?
I was when I was in preschool. It was for
Thanksgiving. Everybody had their own letter of the
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Identified Goals:
alphabet and had to stand on stage, show it to

everyone, and say a Thanksgiving-related word that
started with the letter they were holding. I had the
letter P, so I said “Pilgrims.” What would you have
said if you had the letter T?
● “Well, the letters in this book are doing kind of the
same thing, but with Halloween words. But they are
still just practicing right now, so they haven’t really
perfected their show.”
● “What letter would you expect to go first, G?”
○ If necessary, I will prompt with, “I’m thinking
it would probably be the first letter of the
alphabet. Which letter would that be?”
● “Normally, when I read to you, it’s only me reading.
But today as I read, I will stop along the way and
point to a letter every once in a while, and I’m going
to ask you to tell me what that letter is. Sometimes,
I might tell you the word that one of the letters said,
and then ask you to guess which letter said that
word. So if I said “JJJJJackolantern,” what letter
would you guess said that word?”
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Identified Goals:
● I will choose which letters to focus on based on

things I see G struggle with throughout the lesson.
35
Identified Goals:
· Writing simple Activity: Thinking of 2 more things the red hen could ride on I wrote a new sentence to
sentences, lists, add to the Red Hens Get a
Writing narratives, or
Justification: This will force G to write at least three words
Ride book. I gave him my
explanations with the short E sound twice. paper with my new sentence
Time: 20%
10 minutes ❏ Journal writing and asked him to follow the
“Red hens get a ride on a
❏ Writing for sounds in teacher-dictated sentences _____” pattern and write his
❏ Pattern writing (based on familiar books) own sentence to add to the
book. We only had time for
✓ Interactive writing modeled by teacher him to write one sentence.
He omitted the word “hens”
so I had him go back to add
● I will tell G that I was thinking about some more
it. He wrote “no” instead of
things the red hen in our story could get a ride on. I “on,” which I also had him
will model writing a sentence. correct. He chose “bird” to
fill in the blank (I had chosen
● “I think the red hen might like to ride on a turtle’s turtle!). He spelled bird
back! Let me write that down.” correctly, which I was
pleased with. He also had
● I will write the sentence, saying/sounding out each
proper capitalization,
word as I do. punctuation, and spacing.
● “Red hens get a ride on a turtle.” His letter formation was
decent and legible but could
● “Hey! That sounds just like the pages in our book, use work.
only I wrote the word turtle, which was new. I bet
you can do that! Think of two more things the red
hen might get a ride on. Then write two more ‘Red
hens get a ride on a…’ sentences for me.”
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Identified Goals:
● I will ask G to do his writing underneath my model

on the same page.
37
Identified Goals:
38
Identified Goals:
L3-Comprehensive Lesson
· Increase SW Rereading of texts: ❏ Were the books too

vocabulary, fluency,
Reading ✓ Independent Reading easy / too hard / just
& confidence
Practice through rereading ❏ Partner Reading right?

practice
❏ Read the Room ❏ Technically, the
Time: 20%
10 minutes ❏ Other: ___________________________ accuracy percentage
says this book was
Remember
Red Hens Get a Ride too difficult for G. I
: Beginning Readers
will acquire new 1. Review book’s plot feel that this is still an
sight words through a. Last week we practiced reading some words appropriate book for
rereading familiar on some footballs, and then some of those
him to be practicing,
books
words showed up in our book about red
hens. Do you remember what those red hens though. He only made
were doing in that book? (Teacher shows the errors related to the
football with the word “ride” on it). Here’s a
hint. Now do you remember what the hens short E sound, which
were doing? he consistently
2. Review HF words in the book (add word “get”) struggles with across
a. Here are a couple more words that we had in
our book. Can you read those for me really the board. 2 of his 3
quickly? errors were the same
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Identified Goals:
3. G reads word, and once he

a. Now let’s read Red Hens Get a Ride again. I was told that the
took all the pictures away and just left the
words because I wanted to be sure you really word was “get” and
know these words! I bet if you read nice and not “got,” he was
slow, you’ll get every single word right. Let’s
immediately able to
make that a goal--to read every single word
correctly. Think you can do it? correct himself for
the following four
occurrences of the
word.
❏ Missed words:
❏ Read “got”
for “get”
❏ Read “weet”
for “wet”
Reminders:
✓ Did you complete
the book log?
✓ RR check
once/week?
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Identified Goals:
Book Acc
Level: %age
B 94%
vocabulary
Word · Point out
Activity: High Frequency Racetrack Game Recognition?
Study phonetically regular 1. Introduce words ❏ There was some

components of a. The teacher will show the card, read the improvement,
Time: 15%
words word, and prompt the student to read the
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Identified Goals:
15 minutes · High frequency word back. The teacher will correct though not
word activities
mispronunciations and focus the student’s perfect
(word wall, word
attention to her mouth as she says the word. ✓ Sight words needing
bank, etc.)
· Increase 2. Student reads the word cards as the teacher points review:
complexity of to them. ❏ Let’s
phonological a. The teacher will have the student read ❏ For
awareness tasks
through the list of words cards. The teacher ❏ All
will point out a notable feature in each word G is doing lots better with
letter sounds
· Spell short vowels the student misses. The student will read high frequency words! He
words & high through the cards until he has read each one was able to read with, all,
frequency words correctly on the first try. and will correctly on the
correctly
3. Racetrack Game. first try SEVERAL times
· Segmenting &
a. The teacher shows the student the game today! The look of surprise
blending at onset-
rime or phoneme board, spinner, and game pieces and when he heard himself
level explains what they are and how they work. pronounce the words
· Teaching word b. Teacher explains that the cards will be face correctly on the first try was
families, digraphs &
down in a pile. Players take turns picking up PRICELESS. I may continue
blends, & medial
the card on top and reading it. If the player to review those three words
short vowels
reads it correctly, s/he gets to spin the both to keep his confidence
spinner and move the piece around the high and to also ensure that
board. If s/he gets it wrong, s/he does not he continues to keep those
get to move the game piece. The first person
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Identified Goals:
to get their game piece to the finish line extremely common words in
wins. his brain long-term. I feel
pretty confident that
Words: Let’s, make, some, think, for, will, all, with reviewing let’s and for once
would be enough to solidify
those words for G.

Mesh-mash-math-bath-bat-chat-chip-ship-dip-dish-wish- blend/segment
With words (P & S It)
● Confusions?
I have a few more than 10 words here. If the push-n-say
activity is not going well, I can always end a little early. I ❏ G did
would just really like to review as many sounds as I can with
exceptionally well
this push-n-say, and having “with” at the end is important
to me because it is a high frequency word he often with Push and Say
struggles to pronounce. today! I realized a
mistake in my
sequence and
unfortunately had
to add yet
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Identified Goals:
another word to
get from chat to
chip on the spot,
so G actually
worked with way
more words than
I’d typically like
for him to work
with during Push
and Say. He was a
trooper, though,
and when we
finally got to the
word “with” at
the end, he was
able to correctly
form the word on
the FIRST TRY! He
was very proud of
himself, and I was
super impressed.
He did have a bit
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Identified Goals:
of vowel trouble
right at the very
beginning of the
sequence, (he
made mish
instead of mesh)
but was able to
correct it quickly
and accurately
when I pointed
out he had made
a mistake.

Features for sorting: sh, th, ch automatically?
Justification: According to G’s scores on the PSI, he can ✓ Self-corrected
reliably use the th digraph and can sometimes use the sh sorting errors?
digraph. Ch will be a new digraph for him; he did not spell ✓ Other:
the ch digraph correctly on the PSI at all. I am moving on
from vowels to digraphs in word study sorting because I Word study was a major win
believe a lot of G’s issues with short E have to do with this week! On the fly, I
speech and articulation, which is certainly something I can decided to move my explicit
45
Identified Goals:
help him practice improving, but with his working instruction regarding the
knowledge of most vowels and already some digraphs, I feature we were working on
don’t see any reason to hold him back in vowel land any today up to kick off Push n
longer. Say practice prior to starting
1. Introduce what a digraph is-- our word sort. I think it
a. “Do you know what two letters make the /th/ really made a positive
sound? Right, T and H. Do you know what two difference. Manipulating
letters make the /sh/ sound? Right, S and H. Do you digraphs at the phoneme
know what two letters make the /ch/ sound? C and level before looking at them
H make the /ch/ sound when you put them inside of whole words really
together. The letter H can sometimes work together helped G understand the
with the letter that comes before it to make a word sort better, and I need
special sound, like /th/, /sh/, and /ch/. We can call to continue to teach with
these letter pairs something special. Do you know Push n Say before
the word for these letter pairs? They are called attempting word sorts to
digraphs.” keep that trend up. G made
2. Introduce header cards a couple errors during his
3. Introduce picture cards brief writing sort, but I think
a. “Let me show you some pictures. You say the word they had to do with a little
for each picture card after me.” bit of burnout. The work
b. “Hmm. Do you notice anything about these picture knowledge portion of the
cards?” lesson is lengthy and dense.
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Identified Goals:
c. “Each picture has one of our special sounds, a It can be a lot for a tired
digraph, in it. Can you listen to the sounds in the kiddo who just finished P.E.
words and decide which header you can sort them to get through! I gave him a
under?” break and let him eat some
4. Explicitly explain why G is right or wrong about where he of a snack for a few minutes
sorts picture cards and that really seemed to
5. Introduce word cards re-engage him. I also gave
a. G will repeat each word after the teacher reads it to him a movement break, but
him unfortunately a girl from his
i. Teacher will explain that “Seth” and “Chet” grade walked in right in the
have capital letters for a reason, ask G to middle of our break, and he
guess why, and if necessary, tell him that it is got all bashful and shut
because “Seth” and “Chet” are both names down for a minute. Once I
of people, and names always have a capital got him re-engaged, he
letter at the beginning. worked hard for me again. I
b. G will sort the word cards and explain why he sorted think I need to remember to
them where he did. intentionally schedule a
c. Teacher will explicitly explain why he is correct or snack break in between
incorrect. Push n Say and the word
❏ Picture/Word Sort sort.
sh th ch
47
Identified Goals:
I was really proud of G for

mesh Seth check* paying attention to where
dish* teeth* Chet the digraphs were located in

the word sort words. He
shot throw* chat was easily able to notice
whether he heard the
ship* math chips*
sounds at the beginnings or
ends of the words. He even
took it upon himself to
❏ Writing Sort
check his sorting to be sure
❏ I will give G a piece of paper with a picture of all the words had the same
a ship, chips, and teeth and ask him to write sounds.
the following words underneath the correct
picture header: When I asked G to re-sort
❏ Shot, math, chat, mesh, the words based on which
❏ Speed Sort contained the /a/ sound,the
❏ Time permitting, I will set a timer on my /e/ sound, or the /o/ sound,
watch and ask G to sort his cards as fast as he did it 100% successfully!
he can. This week’s lesson is the
first time I have seen him
3. Overall Accuracy with Sorting: use the /e/ sound correctly,
and he did it so many times
48
Identified Goals:
for me this week! I asked his

teacher if he is receiving
No. of words/cards? speech therapy. He does
__12_____ __100___ have an IEP, but he is only
being pulled for about 15-20
minutes a week, so I was
thrilled to see this amount
of progress.
G’s writing sort was a bit of

a flop. He was unfocused,
annoyed, tired, and
disengaged. He needed a
break. I wish I had stopped
what we were doing so he
could have taken a break
before finishing the writing
sort. He would have
performed better and felt
better. I am going to try to
rectify that next week by
planning ahead for a break
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Identified Goals:
between Push n Say and

Word Sorting.

knowledge
Writing for Sentence 1: The chap will thud on the ship. sounds correctly?
Sounds Sentence 2: Shop for a thin chop. ✓ Spacing, Beginning

Capital Letter,
Time 5%
Ending Punctuation?
5 minutes
We only had time to write

one of these sentences this
week. I chose the second
sentence because it
addressed all three digraphs
we worked on today as well
50
Identified Goals:
as the high frequency word

“for.” G spelled each word
correctly except for “chop.”
He spelled it “cop.” Once I
asked him to look and be
sure he wasn’t leaving out
any digraphs, he was able to
fix his mistake.
· Apply decoding Phonics Connected Book: Chipmunk Chili ❏ Was the book too
skills & word
Guided Level: Level B easy / too hard / just
identification
strategies in new Justification: Chipmunk Chili addresses the new digraph right?
Reading text introduced in the word sort today -- /ch/. The pictures will ❏ Missed words:
support G in his efforts to decode the words in the book,
monitoring ❏ Chocolate,
Time: 20% and his practice with the /ch/ sound today will also support
strategies chili
10 minutes
his reading.
A Pig in a Wig
from book
Level: C introduction: yes /
Justification: This book is a level higher than Chipmunk Chili,
no
but most of the words are more easily decodable and
❏ Other:
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Identified Goals:
address short vowels that G needs practice with. We will

likely not have time to get to this book because of the Chipmunk Chili was a bit
extensive practice G usually needs with word study, but I confusing for me to teach
think it could be good practice for him if we do have time. because there were so
✓ Select 2 instructional level texts, one must many words that were
difficult to decode.
be a decodable.
Chocolate, cherries, and
cheese were pretty difficult
patterns just worked on above. words for a level B book! I
✓ Do a book talk. tried to make a point to
✓ Have students make a prediction and show G how to use both the
letters AND the pictures
discuss.
together to decode words
✓ Model and support decoding and word he didn’t know. I know that
identification strategies. using picture clues is not the
✓ Students read the book. best reading strategy, but
for a level B book, I felt it
was appropriate. I showed G
that he had the digraph in
the tricky words to give him
a hint about what sound the
word started with, then he
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Identified Goals:
should to try sound out the

rest of the parts of the word
he can recognize, and then,
if he still needed help, he
could look at the picture to
get a clue. This seemed to
work for him with the word
“chocolate.” He was able to
segment the sounds pretty
well, but there were so
many sounds he had a hard
time blending them back
together. As such, I directed
him to look at the picture
and see if that gave him a
clue along with the sounds
in the words, and he was
able to decipher that the
word was “chocolate.” He
did struggle with the word
“chipmunk” which
concerned me a bit because
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Identified Goals:
it is a pretty easily
decodable word. Instead of
relying on his knowledge of
word sounds, he had to
check the front cover to see
if the word within the book
matched the word
“chipmunk” in the title. He
was relying so heavily on the
repetition of the phrase
“chop up the…” that he
couldn’t shake it and trust
his decoding skills.
54
Identified Goals:
· Develop oral Book: Alpha Oops! This book was not quite
language engaging enough for G,
Teacher Theme (if any): alphabet, halloween
· Increase which was a shame
Justification: G tends to struggle with capital letters. The because he usually gets so
Read vocabulary
· Model representations of each letter in isolation in this book are excited about teacher read
Aloud comprehension all capital, even in the pictures. I will make note of letters
alouds. I think the plot was
just a bit boring. It did give
G struggles to match at the beginning of the lesson and ask me an excellent opportunity
Development & · Foster joy of to help him practice working
him to name those letters as I point to them when I read
Comprehension) reading with letters of the alphabet
this book. An added bonus is that the letters in the book he tends to struggle with,
Time: 20%
do not “perform” in alphabetical order, so he won’t be though, so I think it was
10 minutes
worth the boredom. Next
relying on his memory of the alphabet song!
time I definitely need to
❏ Interactive read-alouds (fiction & non-fiction) ensure I pick a more
captivating book, though. I
❏ Think-alouds
don’t want that bored look to
❏ QAR (in my head or in the book) be on his face while I’m
teaching ever again!
✓ Language Play
❏ Other:
● “This is a book about the alphabet. All the letters in
the alphabet are trying to put on a play about
Halloween. Have you ever been in an alphabet play?
I was when I was in preschool. It was for
Thanksgiving. Everybody had their own letter of the
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Identified Goals:
alphabet and had to stand on stage, show it to

everyone, and say a Thanksgiving-related word that
started with the letter they were holding. I had the
letter P, so I said “Pilgrims.” What would you have
said if you had the letter T?”
● “Well, the letters in this book are doing kind of the
same thing, but with Halloween words. But they are
still just practicing right now, so they haven’t really
perfected their show.”
● “What letter would you expect to go first, G?”
○ If necessary, I will prompt with, “I’m thinking
it would probably be the first letter of the
alphabet. Which letter would that be?”
● “Normally, when I read to you, it’s only me reading.
But today as I read, I will stop along the way and
point to a letter every once in a while, and I’m going
to ask you to tell me what that letter is. Sometimes,
I might tell you the word that one of the letters said,
and then ask you to guess which letter said that
word. So if I said “JJJJJackolantern,” what letter
would you guess said that word?”
56
Identified Goals:
● I will focus primarily on W, D, B, V, Z, L and C since

these are letters he struggled with when we
matched capital and lowercase letters last week
and/or he has trouble pronouncing the sounds some
of these letters make.
57
Identified Goals:
· Writing simple Activity: Holiday Lists G was tired and ready to be

sentences, lists, done with this lesson by the
1. Ask G his favorite holiday
time we got to the writing
explanations 2. Ask G to name his three favorite letters of the activity. He ended up
Time: 20%
alphabet. surprising himself and
10 minutes
coming up with some pretty
3. Teacher will explain the activity; good ideas to add to his list,
a. “Since your favorite holiday is _______, we though, and he did a great
job at segmenting the words
are going to make a list of things that remind
he came up with so that he
us of that holiday. But I’m going to write could write them correctly or
things that start with the letters you picked, almost correctly. His
pronunciation of the W
and you’re going to write things that start
sound is improving a lot,
with the letters I pick!” too, which showed through
4. Teacher will choose 2 letters G struggles most with this activity.
and one letter he does not struggle with (to build

confidence).
a. Letters will be chosen in the moment in
response to G’s performance that day.
Justification: This activity incorporates lots of personality,

lots of choice, and focuses on two letter sounds G struggles
to hear, pronounce, and spell. I am not concerned about
missing an opportunity to write sentences; G is great at
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Identified Goals:
including capital letters, punctuation, and spaces in his

sentences.
Journal writing
❏ Writing for sounds in teacher-dictated sentences
❏ Pattern writing (based on familiar books)
✓ Interactive writing modeled by teacher
59
Identified Goals:

& confidence

practice
❏ Read the Room ❏ Missed words:
Time: 20%
10 minutes ❏ Other: ___________________________ ❏ NONE!!!!!
Remember
: Beginning Readers
Last week, G was very close but did not quite reach an
independent level accuracy score on the book we read
will acquire new Reminders:
during guided reading in Lesson 2. I would like for him to try
sight words through to read the book again this week, still sans pictures, with ✓ Did you complete
rereading familiar the goal of reading each word correctly. We will review his the book log?
books previous mistakes along with some of the high frequency
words from the book beforehand. ✓ RR check
once/week?
1. Book Refresher
a. Do you remember the book about the red Book Acc
hens? What were they doing? Level: %age
2. High Frequency Review
a. Let’s look at some of these words. Look at
B 100
this one. What was the red hen riding on in
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Identified Goals:
this sentence? How did you know what that

word was?
3. Error review
a. The first time you read this book, you made 5
mistakes. That’s kind of a lot of mistakes for
a short book. But THEN, last time, you only
made THREE MISTAKES!! That was so much
better! Do you remember what you did that
made your reading better last time?
i. Slow down
ii. Look at all the word parts
iii. Pay attention to the middle of the
word
iv. Remember the /e/ sound
4. Read
a. I think you can do better than 3 errors. I
think you can read this book without making
any errors at all. Let’s try it!
· Build sight word High frequency word activities (word wall, word bank, etc.) ✓ Automatic sight wd.
vocabulary
Word · Point out
Activity: High (Frequency) Jump Recognition?
○ Sight words needing
components of Words: pond, see, ate, lunch, have, good, for, all, will, with review:
Time: 15%
words
61
Identified Goals:
15 minutes · High frequency 1. Set a purpose ○ G did a good job

word activities
a. We need to review some words we have with all of these
(word wall, word
been practicing and some words that will be words, but he
bank, etc.)
· Increase in the book you are about to read. mismatched will and
complexity of 2. Introduce Words, G Repeats with a couple times
phonological a. I’ll show you a word, tell you what it is, then as well as lunch and
awareness tasks
you say it back to me. ate, so it would not
3. Review and Correct hurt for him to
letter sounds
· Spell short vowels a. Now I want you to say each word as I touch review those four
words & high it. I will correct you if you make a mistake words again. It
frequency words and show you how to remember the word. probably just had to
correctly
4. High (Frequency) Jump do with the energy
· Segmenting &
a. Now, I want to see how fast you can read and excitement
blending at onset-
rime or phoneme these words. But let’s get up and move surrounding the
level around a little bit. I’ve taped all these words timed jumping
· Teaching word high on the wall. When I say a word, I want activity, but it still
you to jump up to hit it with your hand as points to inefficient
blends, & medial
fast as you can. But you have to pay automaticity, and
short vowels
attention and make sure you are hitting the could stand to be
right word! Be sure to look at all the letters reviewed.
inside the word and sound it out as much as
you can.
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Identified Goals:

blend/segment
Gab-rab-crab-crib-rib-rob-rog-frog-from words (P & S It)

● Confusions?
1. Blend intro G was thrown off by having
a. There are certain letters, when we put them to flip the paper to choose
next to each other, get said really, really fast. the four-phoneme-square
So fast, that sometimes they can almost side or the three-phoneme-
sound like one single sound! Like /cr/ for square side. He was able to
example. /CR/ is just the /k/ sound and the identify how many
/r/ sound pushed together. /k/. /r/. /cr/. phonemes were in the
These are called blends. Another blend you word, but flipping the paper
will hear today is the /fr/ blend. The /fr/ made him have to remove
blend is really just the /f/ and the /r/ sound his letter cards and then put
smushed together. them back each time, so
2. 3 vs 4 instructions even though he was making
a. For the first time with Push n Say, you are words that varied by only
going to need to decide whether your word one phoneme, he was
has 3 sounds or 4 sounds! You can flip the
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Identified Goals:
paper front to back to find the right number building from scratch almost
of boxes to put your sounds into. every time.
3. Model
a. Watch me. If I told you to make the word, Next time, I think I will give
“Fred,” first you would count out the number him the four-phoneme-
of phonemes, or sounds, on your fingers, like square paper and have him
this: /f/ /r/ /e/ /d/. That’s 4 sounds. Then you leave the last one blank if he
know to flip the paper over to the side with 4 does not need it. I will have
boxes. Then you find the letter cards you to firmly get into his brain
need to spell the word you just segmented, the added step of counting
or sounded out: Fred. Once you spell it with the phonemes in the word
the letter cards, you must remember to push before attempting to build it
and say it, with your finger, like this. /f/ /r/ for this to be successful.
/e/ /d/. Fred.
4. Listen for Nonsense Words G also had a hard time
a. You may be asked to spell words that aren’t hearing that there were four
real. That’s okay! Just segment the sounds, sounds in some of these
count them, and spell them the best you can! words. He seemed to think
of the blends as one singular
sound. Part of me thinks
that means we should
repeat this sort next week.
64
Identified Goals:
But the sort I had planned

for next week includes the
DR pattern, which means
we will still be working with
four-phoneme words. To
give G more practice with
four-phoneme words, I will
probably include the CR
column from this week’s
sort in the sort for next
week, too. If not in the sort,
I will include CR words
and/or FR words in push-n-
say next week for more
practice. This will give me a
chance to see how he does
next week and then better
be able to plan what to
review with him during
Lesson 6.
65
Identified Goals:

Features for sorting: r vs. cr vs. fr automatically?
Justification: G did well with his digraphs sort last week. ✓ Self-corrected
/Sh/ and /th/ are clearly solidified in his brain and he was sorting errors?
able to apply his use of the /ch/ sound in his writing of ✓ Other:
dictated sentences 1 out of 2 times. I believe he has enough
of an understanding of what digraphs are that learning new G did a pretty good job
ones will come quickly to him in context. For the sake of sorting these words. One
time, I feel it is appropriate for us to move on to working thing that I noticed is that
with blends, which G will likely have more trouble with due he sometimes is able to tell
to his speech issues. what the right answers are
to my questions, or how to
1. Model First, then Guided Practice correctly sort the words, but
❏ Picture/Word Sort he doesn’t quite understand
fr cr r what he’s doing well enough
fruit* crib rat* to be able to tell me why he

is right. Next time, I need to
frog crab rain*
take some time to teach him
frame* cry* rib
how to use appropriate
from crown* rot language to communicate
1. Set a purpose his knowledge. Instead of
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Identified Goals:
a. Now we are going to work on sorting some correcting him and moving
words. Some of these words will have blends on, I need to carve out some
in them like we talked about during Push N time to model the language,
Say. Some won’t. We are going to work with have him practice using the
words that have the /fr/ sound at the language after me, and
beginning, words that have the /cr/ sound at attempt to use the language
the beginning, and words that just have the on his own.
/r/ sound at the beginning. Some words like
these will show up in the book we will read On his writing sort, G sorted
in a few minutes. all the words given to him
2. Introduce headings correctly. He spelled them
a. What two letters make the /fr/ sound? /CR/? correctly, too, aside from
And what letter makes the /r/ sound? some reversals of b and d.
3. Introduce picture cards
a. I will tell you what each word is. You say it
back to me. What do you notice?
b. If I had a picture of something like a r-r-rope,
I would put it under the /r/ heading. Where
would you put these words? Why?
4. Introduce word cards
a. I will read each card to you. You read it back.
Then you read through all of them.
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Identified Goals:
b. What do you notice? Where could you sort

these words?
✓ Writing Sort
❏ I’m going to give you 4 of these words. You
need to write them under the correct
heading. Sound them out and be sure you
are using the correct letters to spell the
word!
❏ Fast Read
❏ Timed Sort
❏ Game
No. of words/cards?
___4____ __100___
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Identified Goals:

knowledge Sentence 1: The frog hops in the crib.
Sounds Sentence 2: The rat will set it on the crab. ✓ Spacing, Beginning
Capital Letter,
Time 5%
Ending Punctuation?
5 minutes
We only had time to write
one of these sentences, so I
had G write the second
sentence. G is beginning to
overuse the short E in his
writing. I am happy about
this because he is
acknowledging now that
short E exists. With more
practice, I am confident that
his vowel usage will
improve. I think he is just
navigating the use of this
new vowel he has learned.
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Identified Goals:
· Apply decoding Phonics Connected Book: Fred and the Frogs ❏ Was the book too
skills & word
Guided Level: Not leveled; I adapted this passage from the easy / too hard / just
identification
strategies in new decodable passages resources in Canvas so it would right?
Reading text include only high frequency words and features I have ❏ Missed words:
taught/tested.
monitoring ❏ Will
Time: 20% Justification: I could not find a decodable passage that
strategies ❏ This was
10 minutes
focused on the CR and FR blends that would have been easy
just a
enough for G to access. I made this book so it would have
mispronu
pictures, somewhat of a plot, and be entirely decodable for nciation
him.
❏ Fran
❏ Fred
Other Book: Roll Out the Red Rug
❏ Ate
Level: E
❏ pad
Justification: This book will be much to hard for G. We
would read this book together. There is lots of focus on r
from book
blends, which would be a good talking point. I would help
introduction: yes /
him with words he could not be expected to know.
no
❏ I was very
impressed
Select 2 instructional level texts, one must be a
with G’s use
decodable.
of the long O
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Identified Goals:
✓ Begin with the decodable book. Connect to sound when

he
encountered
✓ Do a book talk.
the word
✓ Have students make a prediction and “crow” just as
discuss. I showed him
✓ Model and support decoding and word to do during

the book
walk.
❏ Other:
❏ G seemed extra tired
during guided reading
today, even with the
added break between
push-n-say and word
sort work.
❏ Understandably, G
seemed to have
difficulty with the word
Fran because of the
funky preconsonantal
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Identified Goals:
nasal. I wish I had taken

more time to point out
to him why
preconsonantal nasals
sound different. I think
that would have been
beneficial for him.
❏ I was a bit concerned
that G was not
comprehending what
he was reading because
of all the decoding
work he was doing.
However, G was able to
answer all of my
questions about the
story at the end, so I
am no longer
concerned about his
comprehension at this
level.
72
Identified Goals:
We did not get to the

second book.
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Identified Goals:
· Develop oral Book: Children Make Terrible Pets Giving G a task to focus on
language while I was reading seemed
Teacher Theme (if any):
· Increase to make a positive
Justification: In the past, when I have read aloud to G, difference in his intuitive
Read vocabulary
comprehension of what was
· Model while he does seem thrilled and excited about being read
Aloud comprehension to, he often does not seem to “get” what I’m reading to
read to him. He was able to
make squeaky sounds in
him. I want to try an interactive read-aloud to keep his appropriate tones for the
Development & · Foster joy of
attention focused on the characters, and hopefully get him situations that the child in
Comprehension) reading the book found himself in,
understanding the plot of the book and making some logical which was fun to watch. His
Time: 20%
predictions predictions also seemed to
10 minutes
be better rooted in reality for
✓ Interactive read-alouds (fiction & non-fiction) the text; G was able to tell
❏ Think-alouds me why he thought his
predictions would be
❏ QAR (in my head or in the book) supported by the text, and
❏ Language Play what he saw in the text to
help him make his
❏ Other: predictions.
1. Show the cover of the book
a. What does it look like is happening on the
cover? Why do you think that? What clues
did you use? What do you think that means
is going to happen in this book?
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Identified Goals:
2. Do you see these little green speech bubbles? Every

time there is a green one, the little boy in this story
makes his “human sound,” which is a “Squeak!” in
this book. I want YOU to make the Squeak sounds. I
will read this book using my finger to follow along
with the words. When my finger touches a green
bubble with the word “Squeak!” in it, I want YOU to
make the little boy squeak sound.
a. But here’s the catch. You have to be paying
really close attention to the story, because I
want your “Squeak!” sounds to really make
me understand that you know how the
character is feeling. If he probably feeling
angry, you would make an angry sounding
squeak. If he is happy, make an excited
sounding squeak! If he is sad, make a sad
sounding squeak. Let’s practice. Make a
happy sounding squeak! A sad squeak. A silly
squeak!
3. Throughout the story, pause to ask G to make
predictions:
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Identified Goals:
a. Model first “I’m going to make a prediction. I

think xyz is going to happen. I think that
because of a clue I saw: abc.”
b. Make a prediction here. What do you think
will happen? What clues did you use to help
you make that prediction?
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Identified Goals:
· Writing simple Activity: Dictated sentence + independently created We did not have time for G
sentences, lists, to write an independently
sentence.
created sentence, but he did
explanations Justification: Practice writing the CH digraph, learned last write “I have chips on my
Time: 20%
week. G did not quite master CH and I need to see if he chin.”
10 minutes
needs more review. If time allows, I will ask G to create his G spelled the digraph
own sentence with the CH digraph, because he often asks if correctly each time, but was
not focused enough to spell
he can write his own sentences instead of mine.
other high frequency words
❏ Journal writing correctly. I believe this is
✓ Writing for sounds in teacher-dictated sentences because I was rushing him
to finish, which I shouldn’t
❏ I have chips on my chin. have done. I need to make
❏ Now write your own sentence, but be sure more of an effort to prioritize
the writing component of the
there is a word with the /ch/ sound in it! lesson plan particularly
❏ Pattern writing (based on familiar books) during Lesson 6 on our
review and wrap-up day. G
❏ Interactive writing modeled by teacher generally does well with
writing, and I know he does
a lot of writing in his regular
classroom, but he still needs
more practice applying what
he learns to his written work.
77
Identified Goals:
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Identified Goals:

& confidence
Practice through rereading ❏ Partner Reading right for

practice
❏ Read the Room instructional level.
Time: 20%
10 minutes ❏ Other: ___________________________ ❏ Missed words:
❏ Fred
Remember
: Beginning Readers
G finally read Red Hens Get a Ride with NO ERRORS last (multiple
week! Yay! I would love to see him read the guided reading
will acquire new times)
book from last week with no errors this time. He definitely
sight words through needs more practice with the blends we learned last week, ❏ Fran
rereading familiar so this will be another good practice opportunity. (multiple
books
1. Introduce Book times)
a. “What happened in this book? Do you ❏ Will x2
remember?”
2. Book Walk ❏ Pad (said
a. “Last time, you had trouble with some of pond)
these words. Let’s take a look. When the
✓ Did you complete
letter A comes before an M or an N, it makes
a little bit of a different sound. Listen to how the book log?
I say this word. Fran. Say it with me.”
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Identified Goals:
b. “This is a high frequency word from last ✓ RR check

week. Do you remember what it is?”
once/week?
i. Repeat for “ate,” “lunch,” “pond,”
and “will” Book Acc
1. Remember to be careful
about making the /w/ sound Level: %age
at the beginning of this word.
3. Set a purpose N/A 92%
a. Last week, you made several mistakes when
you read this book. I know you know these
words, because you’ve worked with them G did a great job
and others just like them before. I think you remembering and using the
can read this book and only make 2 mistakes. CR blend from last week’s
Let’s try! word sort in context! His
comprehension of this little
book was EXCELLENT, too.
He remembered everything
the characters did. He still
can’t figure out the name
Fran, which caused issues
with the name Fred, but he
probably has never heard
the name Fran before,
which makes it harder for
him to recognize in context.
When he reads the word
“will’ he is still saying “lil”
about half or more of the
time. He remembered “ate”
though!
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Identified Goals:
vocabulary
Word Activity: Lilypad Hop Recognition?
· Point out
Study phonetically regular ❏ G still picks

components of To go along with the theme of the reread book, I will print these words
Time: 15%
words sight words on lilypads for G to hop onto as I call them out.
15 minutes up very
· High frequency
This is very similar to the game we played last week, but I quickly and is
word activities
still want to have all the HF words in front of him to choose able to read
(word wall, word
bank, etc.) from to make sure he reads them correctly instead of them in
· Increase playing games that use the words in isolation. He seems to context most
complexity of do better with the words in isolation, which is much less of the time.
phonological
authentic practice. I’m very
awareness tasks
· Automaticity with pleased with
letter sounds Words: this!
· Spell short vowels She, has, will, with, all, have, said, jeans, robot, ate ✓ Sight words needing
words & high
1. Set a purpose review
frequency words
correctly a. We need to review some words we have ❏ Have vs. has
· Segmenting & been practicing and some words that will be ❏ All vs. will
blending at onset- in the book you are about to read.
rime or phoneme
2. Introduce Words, G Repeats
level
a. I’ll show you a word, tell you what it is, then
you say it back to me.
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Identified Goals:
· Teaching word 3. Review and Correct

a. Now I want you to say each word as I touch
blends, & medial
it. I will correct you if you make a mistake
short vowels
and show you how to remember the word.
4. Lilypad Hop
a. Now, I want to see how fast you can read
these words. But let’s get up and move
around a little bit. I’ve put all these words on
lilypads on the floor. When I say a word, I
want you to hop onto it like a frog as fast as
you can. But you have to pay attention and
make sure you are hopping to the right
word! Be sure to look at all the letters inside
the word and sound it out as much as you
can.
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Identified Goals:

Drip-rip-rib-crib-cred-red-ret-jet-jog-fog-frog-rog- blend/segment
rop-drop words (P & S It)
● There are LOTS of words here. I fully ● Confusions?

anticipate not being able to get through them
all. I will likely stop after the word “frog.” It
G still struggles to hear
was difficult to find a way to make all these
features connect using fewer words and blends as 2 separate sounds
manipulating only one word at a time. and needs guidance with
● Blend intro that. When it is pointed out
❏ There are certain letters, when we put them to him, he can make the
next to each other, get said really, really fast. corrections and recognize
So fast, that sometimes they can almost that the word he built does
sound like one single sound! Like /dr/ for not match the word I asked
example. /DR/ is just the /d/ sound and the for, but he doesn’t build
/r/ sound pushed together. /d/. /r/. /dr/. them correctly on his own
These are called blends. Another blend you every time. If he were
have heard before today is the /fr/ blend. working with either all 3-
phoneme words or all 4-
phoneme words, he would
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Identified Goals:
The /fr/ blend is really just the /f/ and the /r/ have no trouble at all. We
sound smushed together. actually went through
● 3 vs 4 instructions nearly all the words in the
❏ Remember how last week, we counted the push n say sequence I
number of phonemes, or sounds, in each planned, which was a lot,
word and then you had to decide if you and he was a trooper. He
needed 4 squares or 3 squares for push-n- did not get frustrated with
say? This time, you are going to have 4 himself.
squares EVERY TIME, but you might have
only 3 sounds in your words. What do you
think you would do with the last square if
you have only 3 phonemes in a word? Right,
you’d just leave it blank. Would it make
sense to put random letters in the box? No,
that would change the word into a whole
different word!
● Model
❏ Watch me. If I told you to make the word,
“red,” first you would count out the number
of phonemes, or sounds, on your fingers, like
this: r/ /e/ /d/. That’s 3 sounds. Then you
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Identified Goals:
know to find the letter cards you need to

spell the word you just segmented, or
sounded out: red. But you only need the
first 3 squares. You just leave the last one
alone. Once you spell it with the letter cards,
you must remember to push and say it, with
your finger, like this. /r/ /e/ /d/. Red.
● Listen for Nonsense Words
❏ You may be asked to spell words that aren’t
real. That’s okay! Just segment the sounds,
count them, and spell them the best you can!

Features for sorting: J vs. R vs. DR with CR review automatically?
Justification: I plan to include the CR column in this word ✓ Self-corrected
sort for a few reasons. For one thing, G is stronger with sorting errors?
word sorts than he is with most other aspects of these ✓ Other:
lessons, and I think he can handle four categories in one
sort, especially if one is review. I also think his speech may G is still struggling
make this sort difficult for him, so the CR column is significantly with B vs. D. He
intended to give him confidence. Finally, G had a little even mixes up the capital
85
Identified Goals:
trouble hearing 4 distinct sounds last week in words with versions of the letters. He
blends, so the more work he can get with four-phoneme mixes up sounds and letter
words, the better. names. Next week, I want to
1. Model First, then Guided Practice focus on that a bit.
❏ Picture/Word Sort
G did his speed sort 100%
cr j r dr
correctly in under a minute!
crib jumprope* river* drip
He is clearly grasping how
crab jog rainbow* drop sorting works, and he
cry* jet red dragon* doesn’t just sort based on
crown*
where the words are
jelly* rip drive*
“supposed” to go. He
5. Set a purpose
segments the sounds of the
a. Now we are going to work on sorting some
words as he sorts, and puts
words. Some of these words will have blends
effort into sorting based on
in them like we talked about during Push N
the actual sounds of the
Say. Some won’t. We are going to work with
words rather than just how
words that have the /dr/ sound at the
they look. He is learning to
beginning, words that have the /cr/ sound at
use more specific language
the beginning, and words that just have the
to explain his thought
/r/ or /j/ sound at the beginning. Some
process for sorting the way
he does. He catches his own
86
Identified Goals:
words like these will show up in the book we errors before I can even
will read in a few minutes. finish explaining them. I am
6. Introduce headings very pleased with how this
a. What two letters make the /dr/ sound? has been going.
/CR/? And what letter makes the /r/ sound?
/J/?
b. If I had a picture of something like a r-r-rope,
I would put it under the /r/ heading. Where
would you put these words? Why?
these words?

❏ Writing Sort
❏ Fast Read
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Identified Goals:
❏ Timed Sort
❏ G is competitive and likes to race himself. I
will ask him to sort his words twice. I will
time him both times and see if he can beat
his first time.
❏ Game
No. of words/cards?
_______ _____
88
Identified Goals:

Writing for knowledge 1. She has a jug with a drip. sounds correctly?
2. Drops will get on the jet.
Sounds ✓ Spacing, Beginning
Capital Letter,
Time 5%
Ending Punctuation?
5 minutes
G is forming letters mostly
correctly, and his spacing,
capitalization, and periods
are pretty good. He needs
to be reminded he is writing
a sentence sometimes
before he remembers the
capital letter and period.
But when he writes on his
own, capitals and periods
are almost always present.
G wrote HAZ for has and

WIF for with and “jiq” for
drip. I was really
89
Identified Goals:
disappointed that two

misspelled words were HF
words. Time permitting, I
want to have him write his
HF words next week.
I also need to revisit the DR

blend next week if he can
read it but not write using it.
· Apply decoding Phonics Connected Book: Jan Packs ❏ Was the book too
skills & word
identification
strategies in new Justification: I took some ideas from Dr. Blanchette and right?
Reading text modified this book a bit. I copied a page from the book and ❏ Missed words:
superimposed clipart images and new versions of the text.
monitoring ❏ Drums for
Time: 20% The structure of this book is, “‘I have my ______,’ said Jan.”
strategies drum
10 minutes
on each page. The original book has a word that begins with
❏ Says for said
J on each page. I paperclipped new versions of several
(only once,
pages overtop of what was originally there so Jan would be and this word
packing things beginning with R and DR as well.
was on every
page)
90
Identified Goals:
1. Set a purpose: ❏ Used information

a. We have been working on words beginning from book
with J, R, and DR today. Now let’s read a introduction: yes /
book with some of those words. The book no
also has some of our high frequency words! ❏ Other:
You are ready for this. I can tell by the good ❏ G is clearly paying
work you did during our word sort and push- attention to the
n-say! words he is
2. Book Walk reading! This book
a. Remember we talked about how the letter A might have been
can sometimes make a little bit of a different too easy for him!
sound when it comes right before the letter He was able to
M or N? Look at this name. What do you read every page
think this girl’s name is? and only make
b. Let’s look at some of the words in the book. minor errors, like
This is one of our high frequency words. adding an S to the
What is this word? end of the word
c. This word begins with DR. What sound is at “drum” and
the beginning of this word? What word is reading “says”
this? instead of “said”
3. Read only one time, and
91
Identified Goals:
a. Remember to go slow, sound out the words, that word was on

don’t just guess, and point to the words as every page! He
you read. made comments
4. Recap about how it
a. What was Jan doing in this book? wouldn’t be a good
b. Why would she be packing a bag? idea to pack a rat
c. Where do you think she might be going? in a backpack, and
he noticed Jan was
probably only
Other Book: Roll Out the Red Rug staying one night
Level: E wherever she was
Justification: This book will be much to hard for G. We going because she
would read this book together. There is lots of focus on r only packed one
blends, which would be a good talking point. I would help set of clothes!
him with words he could not be expected to know.
We did not get to the
✓ Select 2 instructional level texts, one must second book.
be a decodable.
92
Identified Goals:
✓ Do a book talk.
✓ Have students make a prediction and
discuss.
✓ Model and support decoding and word
93
Identified Goals:
· Develop oral Book: The Giant Meatball We did not get to this book. I
language had him write a prediction
· Increase about it so we could read it
Justification: next time.
Read vocabulary
· Model ✓ Interactive read-alouds (fiction & non-fiction)
Aloud comprehension
❏ Last week, G did a much better job making
realistic predictions when he was given a
Development & · Foster joy of
reading task and asked to interact with the text as I
Comprehension)
Time: 20% read. This book provides fewer opportunities
10 minutes for interaction, but I am still planning to give
him a task to keep his focus on what I’m
reading so he can continue to make better
predictions.
❏ The Giant Meatball has a surprise ending.
The meatball is not mean throughout the
book. He is not sad or angry throughout the
book either. Readers expect a happy ending
for the meatball. But in reality, the meatball
ends up being eaten. I am going to tell G that
the ending is something you would never
expect. His job will be to try to guess what
the surprise ending will be, but he has to tell
94
Identified Goals:
me what clues from the book are helping

him make his predictions.
❏ Questions I will ask G:
❏ Model first: I know that “bliss” means
the HAPPIEST you can imagine. So
that tells me that the meatball really
likes his life.
❏ What does “giddy” mean? How do
you think the meatball feels now?
❏ “They love me,” he sighed. Do you
think the meatball knows that what
he is doing is incredibly rude? Have
the townspeople tried to tell him?
Why doesn’t he know he is being
rude then?
❏ If the meatball doesn’t know he is
being rude, do you think that he is
being mean on purpose? So do we
think the meatball is a good guy or a
bad guy? Why?
95
Identified Goals:
❏ (I will play devil’s advocate depending

on what G says. Two options: Some
people might say he is a bad guy in
this story because he is destroying
the town. Some people might say he
is a good guy because he doesn’t
know he is making anyone upset.)
❏ What does scrumptious mean?
❏ The next page is the last page of our
book. This is where we find out how it
ends. What do you think is going to
happen? How do you think the book
will end? How do you think the
townspeople will deal with the
meatball?
❏ What did you think about the end of
this book?
✓ Think-alouds
❏ Language Play
❏ Other:
96
Identified Goals:
97
Identified Goals:
· Writing simple Activity: “If I was the mayor…” I had G do something

sentences, lists, different because we did not
Justification: I want to make sure that G is getting practice
have time to read the book. I
explanations writing high frequency words and not just reading them. I showed him the cover of the
Time: 20%
will give him the high frequency words as a word bank and book and asked him to
10 minutes
make a prediction about
tell him he has to use 2 or more high frequency words in his what would happen.
writing today.
He made several mistakes
confusing B and D in his
I want G to write about what he would have done as the writing sample.
mayor if he had to deal with the meatball crisis. Did the
He wrote “wol” for “where.”
mayor do the right thing? Did she do the wrong thing?
When he was sounding it
Would he do the same thing or something different? out, his R sounded very
much like an L.
❏ Journal writing He wrote LL for “will,” but

❏ Writing for sounds in teacher-dictated sentences independently followed it by
writing a space and WILL. I
✓ Pattern writing (based on familiar books) praised him extensively for
❏ Interactive writing modeled by teacher listening to the sounds in the
word because that was the
first time he has written the
word “will” correctly since we
first worked on that word
during week 1!
98
Identified Goals:
He also made appropriate

use of the TH digraph
several times.
99
Identified Goals:

& confidence

practice
❏ Read the Room ❏ Missed words:
Time: 20%
10 minutes ❏ Other: ___________________________
We got through both WRI
Remember
I am omitting this portion of the lesson plan in favor of and Alphabet Knowlege.
: Beginning Readers
doing the WRI assessment. If time remains, I will also assess Both improved!
will acquire new
his alphabet knowledge, since that’s something we worked
sight words through on a bit this semester.
rereading familiar
books
100
Identified Goals:
vocabulary
Word Activity: Football Game Recognition?
· Point out
We will review ALL HF words we have worked with this ✓ Sight words needing
components of semester with the football game we have done previously. review:
Time: 15%
words G will get to flick the paper football if he reads the word
15 minutes · High frequency
correctly. I would also like to have him write some of them G has mastered 20/30 of the
word activities
as we go. I will not have him write words that have only 2 HF words we worked on this
(word wall, word
bank, etc.) letters, or words that were specific to books we were semester! Of the 20 words
· Increase reading. that he did not master, he
complexity of was able to figure out most
phonological
Words: of them without help once
awareness tasks
With, here, will, not, is, my, to, all, has, of, ride, sled, in, on, he was told that he made a
letter sounds train, let’s, make, some, think, for, pond, see, ate, lunch, mistake.
have, good, for, she, said, jeans, robot
101
Identified Goals:
· Spell short vowels Segmenting & blending work (Push/Say):

words & high
❏ early LN: onset-rime (beginning sounds)
frequency words
correctly
❏ mid-late LN: phoneme level (b-m-e sounds)
· Segmenting & Sequence of P/S (reinforcing taught word features):
blending at onset-
rime or phoneme
level
I am omitting this section to allow more time for
· Teaching word
assessments and review.
blends, & medial
short vowels
Features for sorting: D vs. B (vs. DR) automatically?
Justification: ✓ Self-corrected
G significantly struggles with B and D. I cannot in good sorting errors?
conscience leave him without working with this, and our ✓ Other:
final day seems like a good opportunity. Time permitting, I We were a bit rushed on
will turn the sort into a double sort and have him create a this section because of the
third DR column using the words he already has in his B vs D assessments that needed to
sort. be completed. I think if we
had spent more time on it,
Word/ Picture Sort G would have been more
d (dog) b (box) dr (dragon*) successful with
102
Identified Goals:
distinguishing between Bb
dig boy drip
and Dd. However, I think his
desk ball drop
confusions about those two
dinosaur* bee* drinks* letters--both names and
duck* butterfly* drill* sounds--run so deep that he
is going to need fairly
Word/ Picture Sort extensive review of these
two letters to break his
d (dog) b (box)
habit of swapping them for
dig boy
each other. He had much
desk ball less issue with the DR
dinosaur* bee* column of the sort when we
duck* butterfly* resorted the words to add it

as the third column.
drip
drop
drinks*
drill*
9. Set a purpose
103
Identified Goals:
a. Now we are going to work on sorting some

words. Sometimes you have trouble telling
the difference between B and D, so this
might help.
10. Introduce headings
a. This is the letter D. It makes the /d/ sound.
The picture of a dog will help you remember
that.
b. This is the letter B. It makes the /b/ sound.
This picture of a box will help you remember
that.
c. One heading will have lots more cards than
the other. Can you find out which one?
b. If I had a picture of something like a d-d-
desk, I would put it under the /d/ heading.
Where would you put these words? Why?
104
Identified Goals:

these words?
13. Sort #2
a. Now, here is a new heading. DR, /dr/, with a
picture of a dragon to help you remember
the sound. Can you move some of your cards
to fit under the DR /dr/ dragon heading?
❏ Writing Sort
❏ Fast Read
✓ Timed Sort
❏ Game
No. of words/cards?
_______ _____
105
Identified Goals:

knowledge
Sounds We will skip this section for the spelling assessment. ✓ Spacing, Beginning
Capital Letter,
Time 5%
Ending Punctuation?
5 minutes
G’s spelling has improved!
He is now making use of,
and sometimes overusing,
the short E!
· Apply decoding
✓ We will skip this section and do our Words in I used the same texts from
skills & word
Guided the assessment kit to post-
identification Context assessment here.
strategies in new asses. G very clearly did not
Reading text remember any of them,
which was unsurprising to
monitoring
Time: 20% me. Even texts we had read
strategies
10 minutes
together more than once
(fluency work) over a span
of several weeks he needed
refreshers about. It was
common for him to act like
106
Identified Goals:
he had never seen them

before!
G’s reading very much so

improved! PPA is now his
independent level, PPC is his
instructional level, and PPC
is his frustration level.
I am not sure I agree with

his PPC score, though. He
made the same mistake
which included 3 errors 6
times. Every time he read,
“Is it a ____? Asked ___.” He
said “It is a _____ said
_____.” He also sometimes
said “a” instead of “an”
which added another error.
If I had only counted this
mistake once instead of all 6
107
Identified Goals:
times, PPC would have been

instructional for him.
I am classifying PPA as
independent for him even
though his score was
technically instructional. He
only missed one word. He
said “Bear” instead of
“Bears.” I feel that he flew
through this text with ease,
so he could definitely read
more PPA books
independently with high
accuracy.
108
Identified Goals:
· Develop oral Book: The Giant Meatball G was able to reasonably

language justify his answers to the
· Increase questions I asked about the
Justification: meatball’s moral character.
Read vocabulary
He used evidence from the
· Model This book will support the writing assignment I want G to
Aloud comprehension do. He will have a chance to think about what the meatball
book when I asked him
“why” questions. He had to
deserves and answer a question that does not have a clear be prompted to do so, but
Development & · Foster joy of when asked, he was
answer.
Comprehension) reading successful. This applies to
✓ Interactive read-alouds (fiction & non-fiction) when he even pointed to
Time: 20%
pictures as evidence, too.
10 minutes ❏ Halfway through, we will stop reading for G
to responded to the writing prompt in the
writing section below.
❏ Questions I will ask G:
❏ Model first: I know that “bliss” means
the HAPPIEST you can imagine. So
that tells me that the meatball really
likes his life.
❏ What does “giddy” mean? How do
you think the meatball feels now?
❏ “They love me,” he sighed. Do you
think the meatball knows that what
he is doing is incredibly rude? Have
109
Identified Goals:
the townspeople tried to tell him?

Why doesn’t he know he is being
rude then?
❏ If the meatball doesn’t know he is
being rude, do you think that he is
being mean on purpose? So do we
think the meatball is a good guy or a
bad guy? Why?
❏ (I will play devil’s advocate depending
on what G says. Two options: Some
people might say he is a bad guy in
this story because he is destroying
the town. Some people might say he
is a good guy because he doesn’t
know he is making anyone upset.)
❏ What does scrumptious mean?
❏ The next page is the last page of our
book. This is where we find out how it
ends. Let’s see if your prediction from
last week is supported!
110
Identified Goals:
❏ What did you think about the end of

this book?
✓ Think-alouds
❏ Language Play
❏ Other:
111
Identified Goals:
· Writing simple Activity: G’s answer to the prompt

sentences, lists, was a little wishy-washy
Justification:
considering that we talked
explanations This assignment will serve as a post-assessment writing about his answer and his
Time: 20%
sample. reasoning beforehand. He
10 minutes
also continued to make
Journal writing Bb/Dd reversals in this
G will be asked if he thinks the meatball is a good guy or a sample.
bad guy. Either answer will force him to write the letter B or
the letter D.
Next, G will be asked to tell why he thinks the meatball is

good or bad, and what he thinks should happen to the
meatball.
112
Identified Goals:
Post Growth Summary
See Canvas instructions for what to include here.

L1-Systematic Phonics Plan: Atvsap J, R, DR

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1

Beginning Reader Tutoring Plan

L1-Systematic Phonics Plan

Word Sort At cap

pat get lit not pet

Phonemic At-bat-cat- Net-set-sit-pit-pat- pot-pet-bet- mesh-mash-math-bath-bat- Crab-crib-rib-rob-rot-rog-frog- Drip-rip-rib-crib-cred-red-ret-jet-

L1-Word Study & Comprehension

Component Purpose Instructional Activities Outcomes & Reflections

frequency words as well as pronouncing short

Word Study Sorting: ✓ Sorted correctly &

pat get lit

2. Extend and Apply:

3. Overall Accuracy with Sorting:

*Apply phonics Writing for Sounds (2-3X/week): ✓ Represented taught

Sounds STILL PART OF

Next week I need to

spaces go BEFORE I begin

The only short E word he

Note the TIME your Word

Originally I chose Ben’s Pets

short E, so next week we

We did not have time to

the author’s writing helps you know that it

L2-Add Writing & Fluency

Component Purpose Activities Outcomes & Reflections

· Increase SW Rereading of texts: G and I spent longer on our

practice with the alphabet,

G did not know the name of

G also struggled with train,

again for a while, I may not

Segmenting & blending work (Push/Say): ● Able to blend /

have refrained from using

Word Study Sorting: ✓ Sorted correctly &

him to go back and read

✓ Speed Sort successful if I had thrown

3. Overall Accuracy with Sorting:

*Apply phonics Writing for Sounds (2-3X/week): ✓ Represented taught

Sounds Sentence 2: The pot has a lot of dots. ❏ G spelled

sections from the headers

✓ Have students make a prediction and incorrectly, he just didn’t

· Develop oral Book: Alpha Oops! See notes in fluency

alphabet and had to stand on stage, show it to

● I will choose which letters to focus on based on

● I will ask G to do his writing underneath my model

Component Purpose Activities Outcomes & Reflections

· Increase SW Rereading of texts: ❏ Were the books too

Practice through rereading ❏ Partner Reading right?

3. G reads word, and once he

Study phonetically regular 1. Introduce words ❏ There was some

Segmenting & blending work (Push/Say): ● Able to blend /

Word Study Sorting: ✓ Sorted correctly &

I was really proud of G for

dish* teeth* Chet the digraphs were located in

for me this week! I asked his

G’s writing sort was a bit of

between Push n Say and

*Apply phonics Writing for Sounds (2-3X/week): ✓ Represented taught

Sounds Sentence 2: Shop for a thin chop. ✓ Spacing, Beginning

We only had time to write

as the high frequency word

address short vowels that G needs practice with. We will

should to try sound out the

alphabet and had to stand on stage, show it to