Comprehensive Lesson

Component Time Activity Reflection

5 min Letter Activity: ✔ Track automatically?

Alphabet &
✔ Child’s Name
Beginning
✔Alphabet Tracking ( ✔Sing ☐Say ☐Read)
Sounds
☐Write)
✔ Alphabet Matching (upper/lower)
☐ Alphabetize Letters
☐ Font Sorts
☐ Materials Needed: alphabet chart, print out of
his name
1. Put name together to match puzzle.
2. Use Alphabet chart (with support as
needed) to sing to the letters in his name
(out of order). Try H, E, N, A, T.
3. Complete ABC matching with
upper-case/lower case eggs from PALs;
use letters E, T, H, N (from name) and B, C
from other letters he needs work with.
Repeat sound during activity to model, but
concentrate on Letter ID.
✔ Track letters accurately?
He tracks the letters well when doing the
song since he knows the ABC song so
well.
✔ Identify the letter/s/:
He knows the letters of his name most of
the time, still mixes up e and a names
sometimes. Out of context, he still had
trouble identifying many of the letters in
his name the last time we did a
quickcheck.
✔ Identify the sounds:
We didn’t cover sounds much, talked a
little about /t/. I could’ve repeted the
sounds when he made matches, but didn’t
think of it at the time.

Word ✔ Text was easy / hard to track

Awareness –
COW Activity (check below):

Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website Age:
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas:
Developing Materials Needed:
15 min ✔Text that lends itself to supporting alphabet
Concept of
Word knowledge goals (if possible)
✔ Picture supports for text (think COW
assessment, 1 pic/line)
✔Text on chart paper or pocket chart (one
sentence per line)
✔Pointer for tracking
Memory Work:
I am the shadow
On the moon at night
1. Teach the poem with picture from text to
support first (shadow on moon image).
2. To help with memorizing: model first,
Choral read together (second reading), Echo
read, repeating one line at a time after you
(third reading), Individual read, providing
support as needed (fourth reading).
3. Present matching sentences, cut into
individual words. Talk about cutting at the spaces
between the words. Have E match the words up
to the sentence.
4. Ask questions like- which word is the
biggest? How many words are in the
sentence? How many letters are in the
word?
1
Grade:
He tracks the words well. As normal, he
gets some words confused. He kept
confusing at/on.
✔No. of times read: Way more than 3:) It
takes him a long time to learn poems.
✔ Describe their finger-pointing:
He does a pretty good job of finger
pointing to the words. His trouble seems
to be in memorizing.
I wasn’t happy with my picture support this
time. I wish I had printed two separate
pictures instead of the one from the book.
It was easier for him to learn when we
moved to the words.
He had trouble answering the question
about the biggest word. I am not always
sure if he struggles due to the
developmental delay or if it’s my
questioning. So I quickly modeled what I
meant or changed the directions a little to
something that provided him some other
scaffold. For instance, when comparing
size of words, I changed to pulling out a

Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website Age:
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas:
5. Informally assess student’s ability to find
words in context of poem by asking about
certain words.
6. Ask if S can find letters from the previous
activity in these lines- a, t, n, h, e
Phonological awareness task:
(Check area of need)
Listening Rhyme Words/Sentences Syllable
Phonological
Initial/final Sounds Blending Segmenting*
Awareness 10 min Phoneme Manipulation*
Title of Book/s: Room on the Broom by
Julia Donaldson
Activity:
1. Introduce Book, showing title.
2. Start to read; talk about a few
Concepts of Print this time, like the
periods in sentences, the spaces
between words, etc.
3. Read the book, show some picture
cards to represent the rhyming words.
4. Using words from rhyming picture
cards from text: have E identify
whether spoke words rhyme (use
cat/hat, found/ground,jaws/paws,
blew/flew). Then try the odd one out
2
Grade:
card and saying “is this one bigger or is
this one?” and he started to follow along.
❏ Phonological awareness task was
easy / hard / just right?
❏ Other:
❏ Justification Statement:
I wanted to review rhyme this week because
I wanted to see if it was solidified. Since he
has gotten so much stronger with the skill, I
had wanted to talk about some other print
concepts. I forgot once we were reading, as
I was feeling rushed looking at the clock (we
do this before school). I could’ve done a
better job talking about words in the title or
in the early sentences.
If we were going to meet more, I may keep
working on him counting words in
sentences, but it’s hard to do that in our
alloted time.
He did a great job with the rhyming activity
afterwards though, even with the three

Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas:
activity with next few words
(pond/wand, cloak/croak, cloud/loud,
drool/fool, feast/beast). Ask student if
he knows other words that rhyme with
frog & dog? How about cone?
*By the time they are able to do the more complex tasks, they are
likely moving into the Beginning Reader Lesson Plan.
5 min Review Familiar Texts:
Revisiting
Familiar Texts
3
Age: Grade:
different types of questions I asked, even
the odd one out (which he used to have
trouble with). The only one he had trouble
with is another word to rhyme with frog &
dog. I think the -og family was hard for this.
He did a better job with cone. This was the
first time we’d tried brainstorming rhyming
words.
☐ Tracking?
✔ Ease with remembering texts?
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Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website Age: Grade:
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas:

✔ Reread 2-3 texts that were previously He needs a modeled reminder (of course,
2nd Day of Lesson memorized since he’s not a beginning reader yet), but
☐ Encourage talking about the books then seems to remember the poems pretty
☐ May need to choral read for support well.
☐ May use personal readers or posters, charts, ✔Other: He still has trouble finding words,
etc. even in context. I think this skill may take
✔Reinforce finger-pointing a lot more practice.
1. Reread “I have a little frog, he sits on a
log.”, review accurate pointing, ask
about word ID.
2. Reread “In this town we call home,
everyone hail to the pumpkin song,”
review accurate pointing, ask about
word ID.
3. Reread “I am the shadow on the moon
at night.” also, ask about some words,
letters in text.

Letter Recognition/ Letter Sounds: ✔Sorts correctly & automatically.

What letter and/or sounds will you
compare/contrast? (2 or 3)
5 min
Word Study
Working on Letter Sounds, but we will practice
writing the letters also.
Letter Recognition and Letter Sounds Rationale:
S (review) vs. B (new) vs. M (new)
He did a great job sorting by beginning
sound. He hears the sound and matches
the pictures well to the key letter & picture.
He even repeated the beginning sound
several times when I said the name of the
picture.
☐ Can write the letter/
Sound?
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Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website Age: Grade:
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas:

*Planning Note: S is a review from last week (he He wrote the letters well, but struggles with
says the sound a lot for this letter, but doesn’t holding the writing utensil properly. His
always remember the name). B and M both mom just told me recently they were
need lots more practice. conferring with the occupational therapist
1. Show each letter card and make the since he is having a hard time writing in
sound of each one; have Ethan repeat class.
sound. Model/Talk about mouth position of
sounds.
2. Model sorting a few pictures by sound.
3. Ask E to sort 6-8 pictures by beginning
sound on his own.
4. Practice writing these three letters on lined
dry erase board.

Read Aloud Book Title: The ✔ Engagement /Interest with the book:
Oral 15-20 He loves this story because his dad has
Nightmare Before Christmas by Tim Burton
Language min watched the movie with him many times.
(Can be a longer picture book used for the
Development He was a little distracted because lots of
development of vocabulary.)
people came into the room sharing their
costumes.
Activities:
✔Ease with activity:
❏ Concept Sort
Even though he was distracted, he was
✔ Drawing/Writing Activity
able to answer most questins and talk
❏ Dramatic Play
some about the story.
❏ Others:
I think it helped that I wrote his sentence
this time, then had him add the picture.
1. Show book again (used a little for COW
His picture matched up well for the first
lesson in part 1); explain that the writer of
time when we’ve practice writing.
❏ Notable behaviors:
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Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website Age: Grade:
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas:

the book also made the movie. (This

movie is a favorite of Ethan’s). ✔Justification Statement: If we were to
2. Read story. Ask questions as you read: keep meeting, I would love to continue
Why is Jack bored with Halloween? Ask working on him writing. Considering he only
what is behind each of the doors on the wrote a single line when we tried to write on
trees. What will the Christmas Town a pre-Assessment day, he is certainly
people think when all of their things are making progress.
gone? Why did Jack take Santa? Will
Jack be a good Santa? Why were the kids
scared?
3. Skim over the gift page and the one where
the town retaliates, as the language is a
little odd for his age. Then pick up where
Jack is grieving by the cross. Why is Jack
so sad? How does Santa bring some joy
back to Jack at the end?
4. Write an answer Ethan gives to one of
those last sentences. Then see if he will
draw a matching picture.
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Emergent Reader Tutoring Plan
Name: Your name Tutee Name: Use the identifier provided by PALS Website Age: Grade:
COW Level: (Developing, Rudimentary, Full)
Identified Focus Areas: