Transitional Reader Small Group Learning Plan (DRA 18-38)

Group Members: Text Level: N/30

Week of: March 30-April 2 Monday Tuesday Wednesday Thursday Friday

Orthographic Mapping 1.Phoneme-grapheme 1.Review 1.Review 1.Review

(8-10 minutes) mapping generalization generalization generalization
● clerk (/er/) 2. Phoneme push-its 2. Phoneme push-its 2.Phoneme push-its
Phonemic Phonics Application Tasks ● sleep (/ē/) with manipulations with manipulations with manipulations
Awareness ❏ Sound-spelling (phonemic awareness ● near (/ēa/) (additions) (deletions) (substitutions)
❏ Phoneme correspondence and/or phonics)
push its instruction ❏ Chunk chunk
● cheer (same
❏ One minute ❏ Phonics sort blend sound as in If the word is ___ and If the word is ___ and If the word is ___ and
activities (phoneme ❏ Sorts near, /ēa/, but you add the /__/ you took away the you changed the /__/
grapheme mapping) ❏ Look alikes spelled sound to the /__/ sound, what sound to the /__/
❏ Word building ❏ Oral decoding differently) beginning of the word, would the new word sound, what would
❏ Syllable rules ❏ Pseudoword ● learn (same what would the new be? the new word be?
instruction decoding
sound as in word be? ● peer-peep
clerk, /er/, but ● feel-steel
❏ Rereading text copies
spelled ● dear-tear
❏ High frequency word instruction (regular and irregular)
❏ Phrasing, expression and language structures differently) ● sweet-tweet
2. Sort 3. Students sort 3. Chunk-chunk blend 3. Decodable text
3. Decodable Text 4. Decodable text 4. Decodable text ● Review
● Review title and ● Review ● Review ● Read clean
topic ● Read ● Read text copy of text
● Predict highlighted with 4. Dictated sentences
● Highlight new words in highlighted ● A tear went
feature words isolation words down my
cheek and I
used my
N/A
sleeve to
smear it.
● I was on the
verge of
crying.
5. Word building
● tear
● cheek
● sleeve
● smear
● verge