Lesson 4 | Emergent Reader

PHONOLOGICAL AWARENESS
Highlight the
linguistic unit
Word Rationale:
Syllable According to PALS, Student B is able to blend 2 phonemes. He is able to blend some, but not all
Onset-Rime words with 3 or more phonemes. In Lesson 2, he worked on blending and segmenting 3 and 4
Phoneme phoneme words.

He was able to correctly segment and blend all of the 3 phoneme words.
Segment Correctly: Cup, Sheep, Teeth
Blend Correctly: Mad, Rag

He successfully segmented and blended some of the 4 phoneme words.

Segment Correctly: Crab, Sand
Blend Correctly: Tent
Segment Incorrectly: Clap, Dress, Spill, Lock
Blend Incorrectly: Yell, Trap, Smell, Swim

For these reasons, I will continue working with him on:

● Segmenting and blending 3 phoneme words
● Segmenting and blending 4 phoneme words

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

● Deletion of the first phoneme

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

● Elkonin boxes

Note- Student B consistently needs reminders to focus on the sounds he hears. He often wants to provide
 the letter names.

Planning for Phonological Awareness:

Time: Materials Segmenting Work: Phonemes I DO (Direct Instruction):

10-15 min Needed: (Mixed up 3 phoneme words, 4 "Student B, we have been working with you on saying the sounds we
phoneme words) hear in a word. You have been doing such a good job with that!
Elkonin
boxes
This is a picture of a mask. I'm thinking about how many sounds I hear
in the word "mask." /m/ /a/ /s/ /k/. I hear 4 sounds in mask. I am going
to drag a chip as I say each sound in the word, "mask." I'm going to
blend the sounds back together to make the word."
- Student B said 3 sounds for "mask" several times. I provided
corrective feedback and support.
Repeat with: Drill

WE DO (Guided Practice):
Let's do some together. I want you to point to each chip as we say each
sound.

Words:
Pig - Correct
Spot - Missed first sound, said P
Nest - Skipped /e/ and had difficulty with identifying the last sound

1/3 correct 33%

YOU DO (Independent Practice):

It's your turn! I'll say the word, and you tell me each sound you hear. I'll
move a chip for you each time you say a sound.
Words: Drum Skipped due to previous frustration level with four
phoneme words in WE DO, Bug Correct, Sun Correct, Stem - Skipped
Skipped due to previous frustration level with four phoneme words in
 WE DO

2/2 - 3 phonemes 100%

CLOSING STATEMENT: Ask “Student B, can you tell me the sounds you
hear in the word drop?" Skipped due to previous frustration level with
four phoneme words in WE DO

Materials- Blending Work: I DO:

Blank boxes 3 and 4 phonemes Now we are going to try something different. This time, I'll say the
at end of sounds first and then make a word. I will say a sound as I move each
previous chip into the box. Then, I'll say the sounds again faster, blending them
slideshow together to make a word. Watch me.
Words: Job, Pant

WE DO:
Let's do some together.

Words: Tip Correct, Flag Correct

YOU DO:
Now it's your turn. I'll say the sound, and you repeat them as I move
each chip. Then you will say the sounds again together quickly and tell
me what word they make!

Words: Man Correct, Jump Correct, Snug - Said "mug" and "sog" Not
sure if confusion was due to not being familiar with the word, provided
an example after word was given

2/3 Correct 67%

Stretch Work: If Student B does well with his independent blending and segmenting
Deletion of a phoneme at the 3 and 4 phoneme level, we will do a little bit of deletion work. I
will use the chips and elkonin boxes, removing the one that is being
 deleted.
● clap without the /c/
● dress without the /d/
● spill without the /s/

ORAL LANGUAGE DEVELOPMENT

Title of Highlight the Rationale:

Book: Type: ● Why did you pick the book you did? How does this support the learning goals of vocabulary
Little Shared Rdg development, comprehension, concept development, etc.? Read through the text you plan to read in
Penguins Read Aloud advance. Think of how this text is the best one to use with your tutee and why. Use this information
Concept to formulate an instructional rationale below:
Repetitive ○ I chose this book because in Lesson 3, Tutor 2’s book and vocabulary are about fall. So, to
Alphabet continue working with the seasons, my book is about winter. This will allow Student B to
continue to learn more words about seasons, as well as do a compare/contrast season
concept sort.

Time: Materials: What manipulatives and/or other scaffolds do you anticipate using? Add the materials under the left column
Vocabulary for “materials” below.
Slides ● Concept Sort
Concept sort on ● Drawing/writing
fall vs winter

15-20 min Vocabulary Writing the Instructional Plan:

Slides Start with the VOCABULARY section first.
Keep in mind the plan for vocabulary development instruction by following a gradual release model
(WTW p. 11) of:
1. Expose and explain
2. Recognize and identify
3. Produce or apply: The key vocabulary from the text are (list here along with page # from the
text):
○ Snowflakes (pg 4)
 ○ Winter (pg 6)
○ Mittens (pg 7)
○ Snow (pg 10)

Then fill in the COMPREHENSION section next.

Fill in your plan below according to the steps listed in WTW p. 19):
1. Preview- Prepare slides of the target words with corresponding pictures. Also prepare cards to hold
up during the read aloud. Snowflakes, winter, mittens, snow
2. Introduce the Words- Show Student B the prepared slides. Review each of the words with pictures
and make connections to what he may have seen.
3. Anchor the Words in Memory- Say each word slowly, highlighting the beginning sound, then ask
Student B to repeat.
○ “Snowflakes begins with s: /sssssss/ /nowflakes/."
4. Read Aloud- As I come to each word, I will hold up a card with the word and remind Student B of its
meaning and letter-sound properties. I will ask him to point to the word on the screen.
5. Review Immediately- After reading, I will review the powerpoint again and ask Student B to say the
word, define the word, and use a few in a sentence that also recalls a part from the book.
6. Review Over Time- Tutor 2 and I can review these words in subsequent lessons.

Concept Development Activity

Time: Materials: Frequently a concept sort is connected to a concept book or used as an extension from the book you just
Concept sort on read. You will have to decide how you want to handle this, and it may vary depending on the book you read
fall vs winter above. A concept book is often a quick read, so if you decide to do another quick read, then list the book
below as part of the materials.

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

10 min After sharing the book: (write in what you will do for the concept sort according to the steps provided)
1. Invite Student B to sort fall items and winter items. (pictures of: acorn, pumpkin, leaves, snow,
winter clothes, Halloween costumes, hot chocolate, playing outside, sled)
Student B was able to sort the fall and winter items with 100% accuracy.
2. Check, reflect, and re-sort (if necessary)
 3. Paste & label
4. Extend- Student B, can you think of your own item that would go in the fall category? What
about the winter category?

ALPHABET & BEGINNING SOUNDS

Letter Work (See Word Per Student B's PALS data, Student B already knows all of the letter names (except for one b/d reversal), and
Study) knows the majority of his letter sounds. If Student B is still an emergent reader, he is late Emergent and is
moving into being a Beginning Reader. In order to challenge him, we will use a hybrid model for word study
where we also include some Push and Say and dictation of CVC words. We will address his missing Letter
Sounds during Word Study.

WORD STUDY

10 Letter Recognition & Rationale:

min Letter Sounds: On PALS, Student B missed the sounds for:
● U (short and long)
L, B, D (familiar but ● A (long sound- not addressed at this time, may make changes depending on ease of L3)
sometimes reverses
● G (hard sound - gave the soft /j/ sound)
b/d)
U, G (using but ● I will address B/D since he reversed these in isolation
confusing)
Student B is familiar with the L name and sound. He is using but confusing U and G.
Materials Needed: Last week, Student B worked with these letters and sounds. We will work on building independence with the
letters and sounds this week.
● Alpha card Activity:
deck Student B will sort pictures by beginning sounds. He is familiar with /l/, and he will be contrasting it with
● Beginning other sounds that he is still using but confusing (/u/ and /g/). The sounds were taught last week, so this will
Sound build on those skills with different words.
Picture Sort
● Push and Say Explicit Phonics Teaching | Alphabetics:
Letter Board
I DO:
1. We will use the card deck introduced last week that includes letters and picture keywords.
a. “Do you remember this letter from last week? This letter is U. Do you remember what this
keyword was? Yes, it’s keyword is up. The sound is /u/. So it goes like this...U, up, /u/. When I
see this letter, I automatically think U, up, /u/.
2. Do you remember what I mean when I say ‘keyword’? A keyword starts with the same sound as the
letter. Can you hear the /u/ in up? Listen to me do it again: ‘U...up.../u/.”
3. Once he understands the task, I will say, “OK, let’s try some together.”

WE DO:
4. I will work with Student B to review the letters from the card deck as I have done in steps 1-3 until
we have covered all 5 letters. (L, B, D, U, G)

YOU DO:
5. Once I have worked my way through the cards, I will have Student B try them on his own in a mixed
up order.
a. If this is too hard, then I will have him repeat the same letter 3-4 times in a row before
moving on to the next one. If successful, then I will see if he can handle mixing up the cards
again.
L - Correct
B - Correct
D - Correct
U - Letter Name Correct, Sound: said "yuh"
G - Correct

3/4 Target Sounds 75%

Explicit Phonics Teaching | Beginning Sound Segmenting:

I DO:
1. I will place the headers down one at a time, asking Student B if he remembers the letter name and
sound using the same process as before, identifying the letter name, letter keyword, and letter
sound as I place it down. We’ll talk about the picture that is associated with each keyword in the
headers, reinforcing the onset/beginning sound connection.
2. I will tell Student B that we are going to identify pictures to determine if and when the beginning
sounds of these items match the headers.
a. My first card is a lip. /l/-ip. I hear /l/. /L/ sounds like lamp. I know that lamp.../l/ is connected
to the letter L. So I’m going to put this one under the L header.
b. Repeat this step for at least 1 sample picture for each of the remaining headers. Use this
opportunity to really model your thinking.

WE DO:
2. Let’s do some sorting together now. What is this picture (gum)? Let’s try this one together.
“/g/-um.../g/.../g/.../g/--um...g-um. Which of these headers makes the /g/ sound? That’s right. And
we know it is G because G...-game.../g/, and /g/ is the sound I hear in /g/ gum too!
3. If Student B struggles, I will go back to the card deck to review the letter/sounds again. I will have
him rehearse the letter name, keyword, and sound.

YOU DO:
4. Nice job, Student B. Now I want you to try to see where you think these remaining picture cards go.
Under which letter would you place these pictures?
 Ll Bb Dd Gg

lamp Correct ball Correct dog Correct game Correct

lip Correct bat Correct deer Correct gum Correct

lunch Correct banana Said D and L dance Correct grape Correct

11/12 Correct 92%

SORTING FOLLOW UP:

1. After Student B finishes sorting the cards, I will ask, “Can you read down the columns for me under
each letter to double check that we are hearing the beginning sounds? Let’s listen carefully to the
beginning of each word and make sure it matches the column header.
2. “When you start at the top, say ‘L... lamp.../l/’ and then say each word underneath like
this…’lip.../l/-ip, l.../l/-unch, lunch etc.’
3. I'll monitor as Student B works his way through the self-check and provide corrective feedback as
necessary.

PUSH AND SAY:

I am going to target the short /u/ sound during this activity because it is the only short vowel Student B
struggled to identify in isolation. The focus on short /u/ was introduced last week, so this week we are also
reviewing /b/ since this is a letter he sometimes misses. He is familiar with all of the other letter sounds
included in this Push and Say. If he has difficulty with this lesson, we will complete all of these as "WE DO"
and target independent practice in the subsequent lesson.

Letters Needed: t, a, u, b, g
● tab, tub, tug, tag, bag, bug
 I DO: Review all sounds, emphasize short /u/ by referring back to the keyword, U - up - /u/.
Student B we are going to spell some words using these letters. We are going to spell some words and then
change one letter at a time to make a new word. What is the first sound we hear in "tab"? (/t/, Letter T). I am
going to drag down the t. What is the second sound we hear in tab? (Model successive blending - /taaa/).
What is the last sound we hear in tab?
tab -> tub
WE DO: tab -> tub -> tug
YOU DO: tag Correct->
bag -> Missed - said to move the b to the end
bug Correct

2/3 Correct 67%

POST TUTORING REFLECTIONS:

Student B was not as distracted today due to an in-person teacher sitting with him. However, he still
struggled with listening to directions and wanting to guess. We feel that behavior may be impacting why his
school identified him as emergent, rather than because of his skill level.

Student B did very well (100%) with the phonological awareness work with three phoneme words. He was
not able to successfully segment four phoneme words, and would often skip over the first and/or middle
sound in these words. Due to this frustration, I omitted the four phoneme words in the I DO section. This
was early in the lesson, and I wanted to make sure Student B’s attention stayed with us, so I did not want to
frustrate him early on. He was able to blend three and four phoneme words, only missing one word he was
unfamiliar with. (67%)

Student B also did well with his word study work this week. He was able to identify all the letters easily, and
only made one sound error with the letter U. In the beginning sound sort, he was able to quickly identify all
beginning sounds and sort them, with the exception of the word banana. He repeatedly said banana
belonged in Dd and also said Ll at one point. We also saw this Bb Dd reversal in the push and say. He will
often guess Ll when unsure, we think because it’s the first letter of his name, so it’s one of his favorites.
 Student B was able to “read” several of the vocabulary words we had reviewed before the read aloud. He
identified winter and mittens as we read together. He was able to easily sort winter and fall pictures with
100% accuracy in the concept sort.

Student B was excited to write and correctly wrote big on his board when prompted. He spelled “wet” as
“wit.” He did show some confusion on the order of words, adding “wet” next to “The snow” on his board.

Overall, Student B appears to be a bright student who knows a good amount about letters and sounds when
he applies himself to a task. In the classroom, he would require frequent movement breaks and
manipulatives to hold his attention.

WRITING

10 Materials: Rationale:
min ● White Student B was able to spell all words on PALS either correctly or logically. In Lesson 2, he was able
to write a complete sentence using a sentence starter. We will continue to work on writing sentences
board/pencil
using a sentence starter.
& paper
This activity acts as a formative assessment on Student B’s sentence formation and his ability to
apply sound knowledge to write unfamiliar words.

Activity:
I will give Student B the sentence starter “The snow was…”
1. I will ask Student B to write the sentence starter on his paper and ask him to finish the
sentence on his own.
2. Words I can provide as extra practice: “The snow was wet.” “The snow was cold.” “The snow
was deep.”
a. Note- provided an easier word “big” in place of cold and deep due to losing stamina
at the end of the lesson.
"The snow is wet" - Student B wrote "wit"
"The snow is big" - Correct