Lesson 1 | Phonological Awareness & Oral Language Play

PHONOLOGICAL AWARENESS
Highlight the
linguistic unit
Word Langston demonstrates a good understanding of rhyme and beginning sounds. He blends and
Syllable segments two phoneme words (4 out of 5), but is using and confusing 3 phoneme words (3 out of 5),
Onset-Rime and does not understand 4 phoneme words (0 out of 10). For these reasons, I will:
Phoneme ● Explicitly teach identification of sounds in words with three phonemes (“How many sounds do you
hear…”)
The student ● Segmenting and blending words with three phonemes (“/sh/ /i/ /p/….what word do you hear when you put
these sounds together?” and “sick”....what sounds do you hear in this word?”)
shows a great
If I need to bump up the challenge level, I may move on to:
understanding
● Deletion of a sound in 3 phoneme words (“What is cup without /c/?”)
of words with 3
phonemes.
The During my lesson, the student was able to complete 2, 3, and 4 phoneme identification without the use
differentiation of elkonin boxes and chips. I was able to move quickly through this section, which led us to discuss
of number of moving on to 4 phonemes in the next section.
sounds vs
letters was
helpful for him
as he
continued to
say 2
phoneme
words have 3
phonemes due
to the word
having three
letters. At the
“You Do”
section, he
 showed a
great
understanding
of the
difference.
Move onto
further work
with 4
phonemes. He
did not rely on
the Elkonin
boxes/colored
chips.

Planning for Phonological Awareness:

Time: Materials Linguistic Target: 1. Define PHONEME in student friendly terms.

10-15 Needed: Phonemes
min
Picture cards
Elknonin During this section, the student
Boxes colored was able to spell words as well as
chips count the phonemes. He was able
to respond quickly and would
often finish what I was asking
Google Slides before I could implement the “I
Do, We Do” sections of my
Likes to spell lesson. L did require correcting
the words when counting some 2 or 3
along with phoneme words when they were
counting mixed together. My lesson
phonemes and objective was to have L correctly
indicating count phonemes, which he was
sounds. able to do. In future lessons, he
needs more practice when
phoneme numbers are mixed.
a. A phoneme is a sound in a word. All words
are made of these sounds. The word “I” is
made with 1 sound (phoneme) and the word
“on” is made with 2 sounds (phonemes).
b. Sometimes words have more than 2 sounds
(phonemes) like bat: /b/ /a/ /t/. We are going
to listen very carefully to some words today to
see if we can hear how many sounds
(phonemes) are in each word.
c. We make different sounds with our mouth and
all parts of it. You have already been learning
about the sounds in words. We are going to
practice listening carefully for the sounds we
hear in each word.
I DO (Direct Instruction):
Quickly Let me show you what I mean. Say “bat” slowly (stretch it,
responds continous) and ask Langston to watch how many fingers I
hold up to count the sounds. Then, follow that up with the
use of Elkonin boxes and colored chips to show three
sounds - beginning /b/, middle /a/, and end /t/.

How many sounds did the word “bat” have? Did you see my
fingers go up each time I said a sound by stretching it?
What were the 3 sounds in the word “bat”?

Let’s try another one. Say “wag” and ask Langston to watch
how many fingers I hold up to count the sounds. The /w/
and /g/ can’t be stretched out like we can with /a/. Then,
follow that up with the use of Elkonin boxes and colored
chips to show three sounds - beginning /w/, middle /a/, and
end /g/.

How many sounds did the word “wag” have? Did you see my
fingers go up each time I said a sound by stretching it?
What were the 3 sounds in the word “wag”?

Nice job paying attention to the sounds in those words!

Let’s try some more words.

● Words by phoneme count (mixed up in presentation
to Langston)
2 - add, key (3 phonemes/
corrected with instruction
3 - red, yap
You were able to figure out all of the sounds in those words.
WE DO (Guided Practice):
Part 1.
Let’s practice listening for the sounds in words and counting
those sounds together using our fingers, the boxes, color
chips.

Teacher says “rug” while showing the picture.

“How many sounds? What are the sounds?”
Provide corrective feedback after each word.
Repeat for remaining items.
2 - egg 3 phonemes, corrected with
instructions of sounds vs letters
3 - boat (correct)
4 - crab (if needed) 3 phonemes, corrected
with instruction

Part 2. Ask Langston to repeat several words (of varying

phoneme count) after me--one at a time using his fingers to
count the phonemes and identify the phonemes.

“Say shin.”
“How many sounds? What are the sounds?” 2 phonemes,
corrected to 3 when asked “What do you hear?”
Provide corrective feedback after each word.
Repeat for remaining items.
2 - say 3 phonemes, correct with instruction
3 - fin (correct)
4 - band (if needed) (correct - harder time
indicating individual sounds)

*If Langston catches on quickly and this is too easy, consider moving to
 removing the visual of Elkonin boxes and only using fingers.
YOU DO (Independent Practice):
To scaffold Langston towards independence, provide a set
of picture cards (using words above). Have buckets with the
numbers 1-2-3-4 on them.

**Only complete the four phoneme word section if Langston has shown good understanding
of four phoneme words.

Now we are going to let you try some all by yourself. What
picture is on this first card? How many phonemes do you
hear? What are the phonemes you heard? Can you find the
bucket for that number of phonemes? Great--put the card in
that bucket.

Continue until all cards are sorted. Provide appropriate

corrective feedback as needed.

7/7 correct - segments words to count sounds

CLOSING STATEMENT: Ask “Langston, can you tell me what

a phoneme is?” Provide corrective feedback.
Student response: “A noise”

If needed: Blending Work: I DO:

Elkonin boxes Words with three “I’m going to say the sounds of words (phonemes), and then
and colored phonemes push those sounds together, or blend them, into a word.”
chips (digital)
I DO - WE DO - YOU DO. Say the sounds one at a time, and blend the sounds to make a
The students word
was able to
/r/ /i/ /p/
quickly blend “/r/ /i/ /p/ together makes…”
We Do words /b/ /e/ /d/ Repeat for each word.
together. He
/g/ /u/ /m/
was able to WE DO:
blend 4 out of /p/ /o/ /t/ “I’m going to say the sounds of a word to you, and after I say all
5 correctly the sounds I’m going to ask you to tell me what each new word is
independently. /h/ /e/ /m/ when you blend the sounds together. /g/ /u/ /m/ says gum.”
Student repeats after me.
/r/ /a/ /t/
Repeat for each word. Provide corrective feedback as needed.
/sh/ /u/ /t/
**Elkonin Boxes and colored chips can be used to support the student if
/ch/ /i/ /p/ needed.
**If this is going well, complete blending with 4 phoneme words (see word
/d/ /i/ /sh/ choices below)

YOU DO:
4/5 correct on “You Do” part - Gradually only give Langston the sounds, and he blends the
missed dish, but also showed a words.
good understanding through the “I
do” and “We do” pieces **Words with 4 phonemes if needed: slim, mist, drop, drum, hunt, sneak, club,
jump, bugs, bump

If needed: Segmenting Work: I DO:

Elkonin boxes Words with three “I’m going to say a word, and then separate the sounds
and colored phonemes (phonemes) of that word.”
chips (digital)
I DO - WE DO - YOU DO. Say the word one at a time, and segment the sounds of that
The student word.
was able to
dog
correctly “Dog separated into sounds is…”
segment three hit Repeat for each word.
and four
phoneme tag WE DO:
words except “I’m going to say a word to you, and after I say the word I’m going
for a bash to ask you to tell me the sounds you hear in the word. Tag
misunderstand sounds /t/ /a/ /g/” Student repeats after me.
ing of the word pot
“chip”. L was Repeat for each word. Provide corrective feedback as needed.
fed
able to
segment the mad **Elkonin Boxes and colored chips can be used to support the student if
word he heard needed.
(chin). **If this is going well, complete segmenting with 4 phoneme words (see word
shin choices below)
Future lessons
should chip YOU DO:
potentially mix Gradually only give Langston the words, and he segments the
the number of words into sounds.
phonemes to 4/5 - “You Do” understood shin as
ensure his skill chin, but got chin correct
**Words with 4 phonemes if needed: slim, mist, drop, drum, hunt, sneak, club,
mastery. jump, bugs, bump

If needed: Stretch Work: I DO:

Elkonin boxes Deletion of beginning “I’m going to say a word, and I am going to delete or take away a
and colored sound with words with 3 sound to make a new word.”
chips (digital) phonemes
Say the word one at a time, and delete the beginning sound to
The student I DO - WE DO - YOU DO. make a new word.
was able to
successfully “Bat without the /b/ is at”
bat without /b/
delete the Repeat for each word.
beginning fit without /f/
sounds of WE DO:
each word in Sat without /s/ “I’m going to say a word to you, and after I say the word I’m going
the You Do to tell you to take away or delete one of the sounds to tell me a
section of this Shin without /sh/ new word. Say sat. Say sat without the /s/ sound…at” Student
lesson. Future repeats after me.
lessons should mitt without /m/
begin ending Repeat for each word. Provide corrective feedback as needed.
sounds or tin without /t/
possibly **Elkonin Boxes and colored chips can be used to support the student if
changing mat without /m/ needed.
vowel sounds. ***If this is going well, complete beginning sound deletion in 3 phoneme words
fin without /f/ to create pseudowords.
 YOU DO:
Ship without /sh/***
Gradually only give Langston the word and sound to delete, and
he says the original word and the new word.
5/5 - on first try

ORAL LANGUAGE DEVELOPMENT

Title of Highlight the Rationale: Be ready to answer these questions:

Book: Type: ● Why did you pick the book you did? How does this support the learning goals of vocabulary
Shared Rdg development, comprehension, concept development, etc.?
Read Aloud ● Before you teach: Read through the text you plan to read in advance. Ask yourself WHY this
Concept text is the best one to use with your tutee. What makes this the best choice? Use this
Repetitive information to formulate an instructional rationale below:
Alphabet
Do You Know About Mammals? aligns with Science SOL 1.5: Animals will be classified based on a
variety of characteristics. The level of the book is 2.6 according to Epic School. This online book will
be easily displayed to Langston during the tutoring session. In lesson 1, the focus will be on one
aspect of classifying animals as mammals: Mammals have hair. Through this the student will learn
that all mammals have hair of some kind. Vocabulary will focus on repeated words in the text that
have real world application and will help with further animal classification (mammal, endotherm,
temperature, frozen, and desert).

Time: Materials: What manipulatives and/or other scaffolds do you anticipate using? Add the materials under the left
column for “materials” below.
● Puppets
● Drawing/Writing
● Dramatic Play
● Concept Sort Cards-Google Slide Presentation
● Others?

15-20 min Do You Know Writing the Instructional Plan:

Mammals? Pg. Start with the VOCABULARY section first.
4-11 Keep in mind the plan for vocabulary development instruction by following a gradual release model
 (WTW p. 11) of:
Google Slides 1. Expose and explain
Google Slide: Student friendly definition, pictures (in various context if applicable)
The student 2. Recognize and identify
was beginning Identify vocabulary in the text (words and illustration), discuss vocabulary while completing
to show the concept sort
fatigue at this 3. Produce or apply
point and the a. The key vocabulary from the text are:
noise level of ● Mammal (p4) - Thought it was a big animal, then suggested they have horns
the room was ● a and m-makes am/a and n - makes an
hard to combat ● Endotherm (p8)
at some ● Temperature (p8) - Part of student response: Desert - hot, antarctica - cold
points. ● Knew the sound of the first e with no extra assistance
L was able to ● Frozen (p9) - Part of student response: ice, cold
answer ● Desert (p11) - Part of student response: hot there
questions ● Knew the sound of the first e with no extra assistance
logically and to
relate the Then fill in the COMPREHENSION section next.
vocabulary Fill in your plan below according to the steps listed in WTW p. 19):
words to prior 1. Preview
knowledge Google Slide: Student friendly definition, pictures (in various context if applicable)
(desert-hot, 2. Introduce the Words
antarctica-cold Google Slide: Student friendly definition, pictures (in various context if applicable)
). 3. Anchor the Words in Memory
L was able to Point to the word while saying it slowly. Highlight vowel sounds in each word.
follow along 4. Read Aloud
with the text Stop at the vocabulary word, briefly review the meaning and letter-sound properties
while reading 5. Review Immediately
and answer The student will say the word, the definition, apply it (What does a mammal have on its body?
questions hair How does an endotherm stay warm? What is temperature? What does it mean to be
during and frozen? What kind of land is in a desert?) Deserts get no rain.
after reading. 6. Review Over Time
Future lessons Review: mammal (has fur)
could build on
the knowledge
from this text
 (hair/fur/warm-
blooded).

Concept Development Activity

Time: Materials: Use the book you read above for the basis of this concept sort. The book and the concept sort
should be connected so that they build off of each other.

See WTW pp. 24-32 for ideas for this portion of the lesson plan.

The student will sort mammal/not a mammal pictures. This sort and discussion will help the student
to classify the mammals while reviewing: mammals have hair.

10 min Concept Sort After sharing the book: (write in what you will do for the concept sort according to the steps provided)
(Digital-Google 1. Invite students to sort.
Slides) Mammal vs. Not a Mammal Student focus on animals being warm-blooded and having hair
Missed: flamingo (thought it had hair)
The student 10/11 correct
was able to 2. Check, reflect, and re-sort (if necessary)
sort our picture 3. Paste & label-Digital Sort
cards by Discuss any confusions about pictures based on fur/no fur.
mammal/not a 4. Extend…a great extension is writing!
mammal with Mammals have _________. Spells “fur” with fr with guidance of letter sounds in the word
10/11 (Mammals have fur to __________________.) - If Langston is showing signs of needing
accuracy, with even more extension. Stay - indicated u for t, warm - knows beginning and ending sound/the
some middle sound is given to him
confusion with
the birds
(understandabl During writing, the student was able to copy what was supplied and finish the sentence with
e). Clarification assistance. He had beginning and ending sound knowledge for fur (fr) and warm (wm) and
was given but would benefit from r-controlled instruction.
could be given
in future
lessons as
well. L focused
on animals
being warm
blooded as
well. He
remembered
that from the
endotherm
vocabulary
word. He is
capable of
much more
vocabulary
development.
 Lesson 2 | Phonological Awareness & Oral Language Play

PHONOLOGICAL AWARENESS
Highlight the
linguistic unit
Word Rationale:
Syllable Langston demonstrates a good understanding of rhyme and beginning sounds. He blends and
Onset-Rime segments two phoneme words (4 out of 5 on fall PALS) but is using and confusing 3 phoneme words
Phoneme (3 out of 5 on fall PALS) and does not understand 4 phoneme words (0 out of 10 on fall PALS).

During the first lesson, Langston demonstrated a good understanding of blending and segmenting 3
phoneme words (4 out of 5). By the end of the lesson, he was better able to identify the number of
phonemes and the sound of those phonemes up to 3 phonemes in a word with one 4 phoneme word
as a challenge (7 out of 7) but could still be using and confusing this concept with 4 phoneme words
(especially sounds vs. letters). For these reasons, I will:

● Explicitly teach identification of sounds in words up to four phonemes (“How many sounds do you
hear…”)
● Segmenting and blending words with four phonemes (“/f/ /r/ /o/ /g/….what word do you hear when you put
these sounds together?” and “black”....what sounds do you hear in this word?”)

If I need to bump up the challenge level, I may move on to:

● Deletion of the beginning sound in 4 phoneme words (“What is drain without /d/?”)

What manipulatives and/or other scaffolds do you anticipate using?

● Puppet
● Picture cards (digital)
● Elkonin boxes/sound boxes (digital)
● Colored chips (digital)

Langston struggled to identify the number of phonemes in a word and the sounds of those phonemes.
4 phoneme words with blends were consistently difficult for him. He was hesitant to use his fingers to
count phonemes independently, but he would use his fingers when told to count the phonemes after
 me. I would recommend that Langston receive more practice in determining the number of phonemes
in a word and identifying those sounds, especially with consonant blends and 4 phoneme words. He
may benefit from starting with words like fly or try where he needs to identify the consonant blend
sounds in a three phoneme word before adding on an additional phoneme. Also, phonics instruction of
consonant blends would add further insight into his understanding.

Due to time, Langston’s lack of focus, and the difficulty he had with identifying phonemes we were not
able to get to the blending, segmenting, and deletion of beginning sounds. I think Langston needs
practice with blending and segmenting before moving onto deletion of sounds.

Elkonin boxes and colored chips that Langston can manipulate may hold him more accountable to
using a strategy to help him. I recommend that the student be shown the same number of boxes and
chips no matter how many phonemes are in the word so that he does not lean on counting those to
say the number of phonemes.

Planning for Phonological Awareness:

Time: Materials Linguistic Target: 1. Define PHONEME in student friendly terms.

10-15 min Needed: Phonemes a. A phoneme is a sound in a word. All words
are made of these sounds. The word “I” is
Picture cards Langston was more successful made with 1 sound (phoneme), the word “it” is
Elkonin when using his fingers to count
made with 2 sounds (phonemes), and the
Boxes phonemes, but he was hesitant to
colored chips use this strategy. word “cat” is made with 3 sounds
Google (phonemes).
Slides Langston is struggling to b. Sometimes words have more than 3 sounds
determine sounds in consonant (phonemes) like clip: /f/ /a/ /s/ /t/. We are
Langston blends. going to listen very carefully to some words
understood today to see if we can hear how many sounds
initial
(phonemes) are in each word.
instructions
and was able c. The number of sounds in a word can be
to recognize different from the number of letters in a word.
fast has 4 “fast” has four sounds and four letters, but
phonemes/4 “black” has four sounds and five letters.
letters, black d. We make different sounds with our mouth and
has 4 all parts of it. You have already been learning
phonemes/5 about the sounds in words. We are going to
letters practice listening carefully for the sounds we
hear in each word.
After first
seeing
breakdown of I DO (Direct Instruction):
phoneme Let me show you what I mean. Say “sleep” slowly (stretch it,
sleep, continuous except /p/ which is a stop sound) and ask
including Langston to watch how many fingers I hold up to count the
visual with sounds. Then, follow that up with the use of Elkonin boxes
boxes, he
and colored chips to show four sounds - /s/ /l/ long /e/ /p/.
answered
that there
were 2 How many sounds did the word “sleep” have? Did you see
phonemes. my fingers go up each time I said a sound by stretching it?
After not What were the 4 sounds in the word “sleep”?
remembering
the second Let’s try another one. Say “soft” and ask Langston to watch
phoneme,
how many fingers I hold up to count the sounds. The /t/
teacher had
him copy can’t be stretched out because it is a stop sound unlike we
each sound, can with /s/ /o/ /f/. Then, follow that up with the use of
copying her Elkonin boxes and colored chips to show four sounds - /s/
hand /o/ /f/ /t/.
movements.
How many sounds did the word “soft” have? Did you see my
After walking fingers go up each time I said a sound? What were the 4
him through
soft, counting
sounds in the word “soft”?
phonemes
with fingers, Nice job paying attention to the sounds in those words!
student
answered “5” Let’s try some more words.
to how many Bee - corrected with a reminder to ● Words by phoneme count (mixed up in presentation
phonemes. count using his fingers
Got it on Snake - missing /n/ sound to Langston)
second try. Shoe - Was able to determine the 2 - bee, shoe
number of sounds when reminded 3 - cat, chip
T: “How many to use his fingers.
4 - frog, snake
phonemes Cat - correct
does bee Frog - missing the /r/ sound You were able to figure out all of the sounds in those words.
have?” S: “4” Chip - correct
WE DO (Guided Practice):
T walked Part 1.
student Let’s practice listening for the sounds in words and counting
through and those sounds together using our fingers, the boxes, and
got to 2.
colored chips.
S tried snake,
said “3”...then Teacher says “dogs” while showing the picture.
said “wait it’s “How many sounds? What are the sounds?”
4.” Provide corrective feedback after each word.
Tie - Forgot the word which led to Repeat for remaining items.
How many confusion 2 - tie
does shoe Sack - Needed a reminder to
3 - sack
have? S: 4. count the sounds using his
T: slow down fingers. 4 - lamp
and count it Lamp - missing the /m/ sound
S: 2! T Part 2. Ask Langston to repeat several words (of varying
encouraged phoneme count) after me--one at a time using his fingers to
student to count the phonemes and identify the phonemes.
slow down.
“Say toast.”
Cat: 3
Frog: 3,
“How many sounds? What are the sounds?”
teacher Provide corrective feedback after each word.
worked him Repeat for remaining items.
through it Toast - Correct 2 - eat
Flag - inconsistently missed /l/ 3 - bat
Chip - slowed 4 - flag
down, 3! The two and three phonemes
 words were left out due to time
Dogs: 4 and Langston showing better *If Langston catches on quickly and this is too easy, consider removing
Tie: 2 understanding of these. the visual of Elkonin boxes and only using fingers.
Sack:
(thought it YOU DO (Independent Practice):
was sap, got To scaffold Langston towards independence, provide a set
3) 2/10 correct
Lamp: 3 (T Correct: eat, cat
of picture cards (using words above). Have buckets with the
walked him He got some words wrong where numbers 1-2-3-4 on them.
through, 4) he had previously counted the
Toast: 4! phonemes correctly. Now we are going to let you try some all by yourself. What
Flag: 3 (said picture is on this first card? How many phonemes do you
/f/ /a/ /g/…T Langston was guessing and hear? What are the phonemes you heard? Can you find the
walked him losing attention most of the time bucket for that number of phonemes? Great--put the card in
through). during the “You Do” portion of the
that bucket.
lesson. He went to the bathroom
Cat: 3 for almost ten minutes in the
Eye: 3… I middle of the activity. I wondered Continue until all cards are sorted. Provide appropriate
mean 4. (got if he needed a break. His teacher corrective feedback as needed.
to 1) in the room also mentioned when
Eat: 2 he was gone that he may need a CLOSING STATEMENT: Ask “Langston, can you tell me now
Snake: 4, I break. While he was gone I what a phoneme is?” Provide corrective feedback.
mean 3 (/s/ removed some of the pictures
/a/ /k/) from the sort due to time.
Bee: 4 -
Once he came back from the
**bathroom bathroom break, he was very
break at 4:30 distracted with items and moving
- returned at around in his chair. His
4:38** ChromeBook also froze on him a
couple times.
Bee - 4, I
mean 3. T He realized with guidance he was
helped him to saying the /b/ sound as buh as if it
2. had two phonemes.
Frog: 3? T
helped him to At times, he went back to
4. counting the letters rather than
Lamp: 3. T the phonemes.
helped to 4.
Tie: 3, I mean I reminded him to keep using his
4. T helped to fingers to count phonemes. I
4 think he would benefit from
Chip: Is it 4? Elkonin boxes and colored chips
T: Show it to that he can manipulate.
me…he got 3
Flag: /f/ /a/ /g/ It would also be interesting to see
3! T helped if Langston is capable of correctly
him to 4. completing more than he did
Shoe: /sh/ /u/ when he is more focused on
4? I mean 5? learning. It also may be helpful
It has four for him to start with a sort of 3 vs
words in it. T 4 phonemes before moving onto a
helped him to sort of 2 vs 3 vs 4 phonemes. He
2. did not meet the objective of this
lesson.

If needed: Blending Work: I DO:

Words with four phonemes “I’m going to say the sounds of words (phonemes), and then
Elkonin push those sounds together, or blend them, into a word.”
boxes and I DO - WE DO - YOU DO.
colored chips Say the sounds one at a time, and blend the sounds to make a
Google word
/l/ /a/ /s/ /t/
Slides
/l/ /e/ /f/ /t/ “/l/ /a/ /s/ /t/ together makes…”
Skipped due Repeat for each word.
to time /r/ /e/ /s/ /t/
WE DO:
 “I’m going to say the sounds of a word to you, and after I say all
/s/ /t/ /i/ /k/
the sounds I’m going to ask you to tell me what each new word is
/b/ /e/ /n/ /ch/ when you blend the sounds together. /r/ /e/ /s/ /t/ says rest.”
Student repeats after me.
/f/ /r/ /e/ /sh/
Repeat for each word. Provide corrective feedback as needed.
/k/ /i/ /n/ /d/
**Elkonin Boxes and colored chips can be used to support the student if
/s/ /p/ /i/ /n/ needed.

/s/ /p/ /e/ /d/ YOU DO:

(long e) Gradually only give Langston the sounds, and he blends the
words.

We did not get to this portion of

the lesson due to time constraints
and Langston’s lack of focus. In
the future, I would continue to
work with him on blending words
with 4 phonemes.

If needed: Segmenting Work: I DO:

Words with four phonemes “I’m going to say a word, and then separate the sounds
Elkonin (phonemes) of that word.”
boxes and I DO - WE DO - YOU DO.
colored chips Say the word one at a time, and segment the sounds of that
Google word.
rats
Slides
step “rats separated into sounds is…”
Skipped due Repeat for each word.
to time. pots
WE DO:
just “I’m going to say a word to you, and after I say the word I’m going
to ask you to tell me the sounds you hear in the word. Pots
jump sounds /p/ /o/ /t/ /s/” Student repeats after me.
 Repeat for each word. Provide corrective feedback as needed.
slid

help **Elkonin Boxes and colored chips can be used to support the student if
needed.
pinch YOU DO:
Gradually only give Langston the words, and he segments the
last
words into sounds.

We did not get to this portion of

the lesson due to time constraints.
Langston’s lack of focus. In the
future, I would continue to work
with him on segmenting words
with 4 phonemes.

If needed: Stretch Work: I DO:

Deletion of beginning “I’m going to say a word, and I am going to delete or take away a
Elkonin sound with words with 4 sound to make a new word.”
boxes and phonemes
colored chips Say the word one at a time, and delete the beginning sound to
Google I DO - WE DO - YOU DO. make a new word.
Slides
“grows without the /s/ is rose”
Grows without /s/
Repeat for each word.
Skipped due Twig without /t/
to time. WE DO:
Slip without /s/ “I’m going to say a word to you, and after I say the word I’m going
to tell you to take away or delete one of the sounds to tell me a
Groom without /g/ new word. Say slip. Say slip without the /s/ sound…lip” Student
repeats after me.
Spill without /s/
Repeat for each word. Provide corrective feedback as needed.
Brush without /b/
**Elkonin Boxes and colored chips can be used to support the student if
Clog without /k/ needed.
 Pant without /p/ YOU DO:
Gradually only give Langston the word and beginning sound to
Train without /t/
delete, and he says the original word and the new word.

We did not get to this portion of

the lesson due to time constraints.
Langston’s lack of focus. In the
future, I would continue to work
with him on deletion of sound with
4 phoneme words.

ORAL LANGUAGE DEVELOPMENT

Title of Highlight the Rationale: Be ready to answer these questions:

Book: Type: ● Why did you pick the book you did? How does this support the learning goals of vocabulary
Shared Rdg development, comprehension, concept development, etc.?
Read Aloud ● Before you teach: Read through the text you plan to read in advance. Ask yourself WHY this
Concept text is the best one to use with your tutee. What makes this the best choice? Use this
Repetitive information to formulate an instructional rationale below:
Alphabet
Do You Know About Mammals? aligns with Science SOL 1.5: Animals will be classified based on a
variety of characteristics. The level of the book is 2.6 according to Epic School. This online book will
be easily displayed to Langston during the tutoring session. In lesson 2, the focus will be on one
aspect of classifying animals as mammals: Baby mammals drink their mother’s milk. Through this
the student will learn that adult mammals (mother) and baby mammals have different names such as
kangaroo and joey. Vocabulary will focus on these baby mammal names from the book as well as
high utility words and repeated words in the text that have real world application and will help with
further animal classification.

Time: Materials: What manipulatives and/or other scaffolds do you anticipate using? Add the materials under the left
column for “materials” below.
● Puppets
 ● Drawing/Writing
● Dramatic Play
● Concept Sort Cards - Google slide Presentation
● Others?

15-20 min Do You Know Writing the Instructional Plan:

About Start with the VOCABULARY section first.
Mammals? Keep in mind the plan for vocabulary development instruction by following a gradual release model
Section: Baby (WTW p. 11) of:
Mammals - 1. Expose and explain
Pg. 12-17 Google Slide: Student friendly definition, pictures (in various context if applicable)
2. Recognize and identify
Google Slides Identify vocabulary in the text (words and illustration), discuss vocabulary while completing
the concept sort
With only a 3. Produce or apply
little time left in a. The key vocabulary from the text are:
the lesson and ● Mammal (review from lesson 1) Has fur! (reminded of hair)
Langston ● Pup (p12)
having ● Piglet (p14)
difficulty with ● Pouch/pouches (p15/16)
focusing, this ● Joey (p15)
section was ● Hatch (p17) S: Wait, why are baby chickens yellow but adult chickens are
rushed and white?
scattered. If
Langston were Then fill in the COMPREHENSION section next.
in my class, I Fill in your plan below according to the steps listed in WTW p. 19):
would have 1. Preview
moved this Google Slide: Student friendly definition, pictures (in various context if applicable)
portion of the 2. Introduce the Words
lesson to a Google Slide: Student friendly definition, pictures (in various context if applicable)
different day. I 3. Anchor the Words in Memory
knew I could Point to the word while saying it slowly, highlight vowel sounds in each word.
not skip this 4. Read Aloud
section since it Stop at the vocabulary word, briefly review the meaning and letter-sound properties
was part of a 5. Review Immediately
book that my The student will say the word, the definition, apply it (What is a baby wolf called? Didn’t
whole group is remember What is a baby pig called? Piglet What is a baby kangaroo and koala called?
reading to him. Didn’t remember Where does the mother kangaroo and koala keep its baby? When have you
used a pouch before or how do people use pouches? What does a baby platypus hatch
When from? Remembered hatch
introducing the 6. Review Over Time
vocabulary, I Review lesson 1: mammal (has fur) and a calf is a baby giraffe (p4)
chose to focus
on word
features such
as the /p/ in
pup, piglet,
and pouch.
There was not
enough time to
focus on each
of the vowel
sounds, and
the student
was having a
difficult time
focusing.

One of the
reasons the
student was
having a hard
time focusing
was because
his peers were
finishing their
lesson, but he
was not. This
also affected
the sort
activity. Due
 to the lack of
time, I chose
mostly pictures
for Langston to
sort that were
part of the
vocabulary
lesson so that
we could
discuss that at
the same time.
A review of
these words
should be
done in the
future.

Concept Development Activity

Time: Materials: Use the book you read above for the basis of this concept sort. The book and the concept sort
should be connected so that they build off of each other.

See WTW pp. 24-32 for ideas for this portion of the lesson plan.

The student will sort mother vs baby mammal pictures. This sort and discussion will help the student
to classify the mammals while reviewing: baby mammals drink their mother’s milk and vocabulary
words.

10 min Google Slides After sharing the book: (write in what you will do for the concept sort according to the steps provided)
1. Invite students to sort.
Langston was Mother vs baby mammal
able to tell me 2. Check, reflect, and re-sort (if necessary)
that baby 3. Paste & label - Digital Sort
mammals Discuss the names of the mother and baby mammals and that all the babies drink their
drink their mother’s milk
mother’s milk, 4. Extend…a great extension is writing!
but there was Baby mammals drink their mother’s ____________.
no time for him
to write it. He
understood
this
characteristic
of mammals.