Lesson Emergent Reader

PHONOLOGICAL AWARENESS
Highlight the
linguistic unit
Word Rationale:
Syllable Student is not able to consistently identify rhyming words and not able to explain why words rhyme.
Onset-Rime She also shows little knowledge of onset-rime or the ability to produce beginning sounds in isolation.
Phoneme (More information on blending and segmenting will be assessed prior to lesson and may require
adjustments.)
For these reasons, I will:
● Explicitly teach onset-rime.
● Blending onset-rime (CVC) to produce one syllable words, using compound words (/d/ + /og/ = dog

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

● Blending CCVC words with blends. (“/s/ /l/ /ip/ = slip”)
● Blending CCVC words with digraphs - sh and ch. (“/ch/ /ip/ = chip”)

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

● Picture cards
● Elkonin boxes/sound boxes
● Colored chips

***Prior to the this lesson, if time permits, I would like to conduct the sound to letter task in PALS. This
assessment will provide more information to narrow Students’s current phoneme understanding and
her ability to blend phonemes. ***

Planning for Phonological Awareness:

Time: Materials Linguistic Target: 1. Define ONSET in student friendly terms.
10-15 min Needed: Onset-Rhyme a. An ONSET is first sound in a word. The word
cat begins with the /k/ sound.
b. Provide familiar examples. Cape also begins
with the /k/ sound.
2. Define RIME in student friendly terms.
a. A RIME is the everything after the beginning
sound.

I DO (Direct Instruction):
I am going to say two words. Listen as I say the words. You
will say the words back to me and give me a thumbs up if
the words rhyme or have the same middle and ending
sound.

Sit, hit

Yes, no

WE DO (Guided Practice):
Let’s do some together. I will say the words, you will repeat
the words and we will decide together if they rhyme.

Coat, boat
Rip, bag

YOU DO (Independent Practice):

Now it’s your turn to try. I will say the words and I want you
to repeat them and give me a thumbs up if they rhyme or
have the same word family.
 Book, took
Fish, dish
Sit, seat
Map, mile
Pin, leap
Sad, mad

Provide support by segmenting the words to enable the

student to begin hearing the 2 parts of the words.

CLOSING STATEMENT: Ask the student to explain a word

family or rhyming words.

Blending Work: I DO:

ONSET-RIME “I’m going to say two word parts. The first sound (onset) and the
rest of the word (rime), after I say them, I will blend them together
I DO - WE DO - YOU DO. to make a word.

“m and op together makes…”mop”

sh ip
Repeat the next pair. Provide corrective feedback as needed.
c ut
WE DO:
sh ape “I’m going to say two word parts. The onset and rime. After I say
them, you will repeat the two sounds. Then we will blend them
b ig together to make a word.

r ip Repeat for each pair. Provide corrective feedback as needed.

j ig **A possible scaffold is to provide picture support for the word list. Initial
instruction does not include images but they be added should the support be
s at needed.)

sh in YOU DO:
Release to the student, teacher will provide the onset and rime.
The student will repeat the onset and rime and blend together to
 make a new word. Continue through the word list.
h am
Teacher will provide feedback and support during the activity.

Segmenting Work: ● The work you do in this section follows the same general
Onset-Rime Segmentation format as the previous section, but in taking apart.

Teacher: I will say a word. You will repeat the word and segment
or separate the beginning sound (onset) from the rest of the word
(rime).

Stretch Work: ● The work you do in this section follows the same general
Deletion of Initial Sound format as the previous section, but with scaffolding with
pictures first. Say rainbow. Now say rainbow without rain.
Then I’d take away the pictures altogether to see if he
could do it completely by sound.

Teacher: I will say the word. You will repeat the word and delete
the beginning sound of the word.

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
Shared Rdg development, comprehension, concept development, etc.? Read through the text you plan to
Read Aloud read in advance. Think of how this text is the best one to use with your tutee and why. Use
Concept this information to formulate an instructional rationale below:
Repetitive ● Do not say “I picked this book because Jon likes cars.” That is a motivational justification.
Alphabet This justification should be grounded in vocabulary and concept development.

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
● Others?

15-20 min Writing the Instructional Plan:

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
Produce or applyThe key vocabulary from the text are (list here along with page # from the text):
● Add words here...remember the best words are high utility, concrete, repetitive in text, and
thematic or related to what you are studying, perhaps in Sci or SS

Then fill in the COMPREHENSION section next.

Fill in your plan below according to the steps listed in WTW p. 19):
1. Preview
2. Introduce the Words
3. Anchor the Words in Memory
4. Read Aloud
5. Review Immediately
6. Review Over Time

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 read. You will have to decide how you want to handle this, and it may vary depending on the
2 Concept book you read above. A concept book is often a quick read, so if you decide to do another quick
Sorts are read, then list the book below as part of the materials.
included to
provide See WTW pp. 24-32 for ideas for this portion of the lesson plan.
 options after
lesson 1
formative
assessment.

10 min Fruit plant life After sharing the book: (write in what you will do for the concept sort according to the steps provided)
cycle sorting 1. Invite students to sort.
activity. 2. Check, reflect, and re-sort (if necessary)
3. Paste & label
4. Extend

After sharing the book:

Share the Plant LIfe Cycle Google Slides with the student
Show her the images and have her identify the key vocabulary in each image.
Ask her to think about the book we read and to sort the images in order to retell the story of a plants
life cycle. (Provide an alternative in the event that the student is not able to access the slides to
move the images. Ie number the images for identification. )

Introduce the life cycle organizer in the google slides with the first step identified. The student will
think aloud as she selects images and sorts them into the life cycle order. Teacher will provide
immediate feedback to correct misconceptions.

Extension:
Can you think of other plants that would follow this life cycle.

After sharing the book:

Alternate
Sorting activity Share the Plant LIfe Cycle Google Slides with the student
- Sorting a Show her the images and have her identify the key vocabulary in each image.
variety of Ask her to think about the book we read and to sort the images in order to retell the story of a plants
 images for life cycle. (Provide an alternative in the event that the student is not able to access the slides to
each life cycle. move the images. Ie number the images for identification. )

Introduce the life cycle organizer in the google slides with the first step identified. The student will
think aloud as she selects images and sorts them into the life cycle order. Teacher will provide
immediate feedback to correct misconceptions.

Extension:
Can you think of other plants that would follow this life cycle?

ALPHABET & BEGINNING SOUNDS

10 Letter Work Rationale:

min The student was unable to identify the /ch/ sound on PALs. For that reason I will explicitly teach the
Materials Needed: ch digraph.

● alphabet Activity:
chart ☐ Child’s Name
● print out of ☐ Alphabet Tracking ( ☐Sing ☐Say ☐Read ☐Write) (Sing while pointing; see if he can Say
his name in them)
upper/lower ☐ Sound production of CH
● Alpha card ☐ Font Sorts
deck
I plan to:
1. Show her the letters ch on a jamboard or slide
I DO 2. Point to the letters c and h with two fingers and say: When the letters ch are together they
stand for the /ch/ sound.
3. The letters ch stand for the first sound in chip. Ask: What sound do the letters ch stand for?
(/ch/)
4. Each time I point to the letters c and h I want you to say /ch/.
 5. Point to the letters c and h two more times as students respond by saying “/ch/”
YOU DO 6. Now I want you to write ch on your whiteboard
7. The letters ch stand for the /ch/ sound
8. The first sound in chick and chop is /ch/
9. I’m going to say some words. If the first sound in the word is /ch/, hold up your ch
whiteboard and say /ch/.
10. If the first sound in a word is not /ch/ put your whiteboard and don’t say anything.
11. Say: chin, cherry, cake, chief, coat, check
12. Do you know any other words that start with /ch/.

POST TUTORING REFLECTIONS:

☐ Recognized the /ch/ in words?

☐ Recognized another beginning sound in the words?

☐ Identify the letter/s/: ch

☐ Identify the sounds: /ch/

What’s Next:
In future lessons, I plan to review the h, sh, ch, sounds to solidify these sounds and ensure
overlearning of these concepts.

If This Activity Is Too Hard:

I will continue to use the Elkonin Boxes and only use words with the /ch/ sound until she can
tell me the first sound she hears, then I will add in very different sounds like /d/ /r/ beginning
sound.
 WORD STUDY

10 Letter Recognition & Rationale:

min Letter Sounds: The student is familiar with the S and H name and sound. She is using but confusing /ch/, while C
and H are known sounds to her. She also has the CH digraph in her name.
C, H (familiar)
CH (new) Activity:
The student will sort pictures by beginning sounds. She is familiar with /s/ and /h/, and she will be
Materials Needed: contrasting it with the /ch/ sound that she does not know.

● alphabet First, this activity will build upon our COW work and the skill focus of the prior activities. I picked
chart this sort because it has the beginning sounds we want to focus on and it is already familiar to the
● print out of student. We’ve been working on her identifying the onset and rime in her name and CVC words.
his name in
upper/lower
● Alpha card
Explicit Phonics Teaching | Alphabetics:
deck
I DO:
(Review last week’s skill and connect to this week.)
1. Since the student needs support in learning digraph sounds, I will use a sort that includes
sounds for h, sh, and ch. If your tutee is more solid on letters and sounds, using just letters
is probably fine. Share each letter and sound with the student, one at a time like in these
videos.
a. “These letters are /sh/ . Its keyword is ship. The sound is /sh/. So it goes like
this...sh, ip, /sh/. When I see this letter, I automatically think /sh/ aniya.../sh/.’ (For the
student, I will try to connect this to her name--I would change the keyword to be a
picture of her!).
b. “These letters are /ch/ . Its keyword is chip. The sound is /ch/. So it goes like
this...ch, ip, /ch/. I think of chocolate chip.
 Do you know what I mean when I say ‘keyword’? A keyword starts with the same sound as
the letter. Can you hear the /ch/ in chocolate chip? Listen to me do it again:
‘ch...ocolate.../ch/.”
2. If she needs more help, back up and scaffold in more onset-rime categorization. “Let’s try
another one. Which of my words (said auditorily) sounds like sh: chip or train? chain or pot?
Keep trying until the student starts to make the connection.
3. Once she understands the task, say, “OK, let’s try some together.”

WE DO:
4. Work with the student to rehearse the letters from the picture card deck as you have done in
steps 1-3 until you do all 4 letters. If she is struggling, cut back on the number of letters you
use. Don’t forget to provide corrective feedback right away as you go. You can include
tracing of the letter on a “bumpy” board (or otherwise) as he is repeating the verbal cues to
add a multisensory component to it.

YOU DO:
5. Once you have worked your way through the CH/H/SH new cards, bring out a stack of letter
cards--3 or 4 of each of just these 3 letters to rehearse. Go through them at a good pace.
a. If this is too hard, then (1) cut the stack down to fewer letters, or (2) don’t mix up the
letters: Have her repeat the same letter sound 3-4 times in a row before moving on to
the next one. If successful, then see if she can handle mixing up the cards again.

Explicit Phonics Teaching | Beginning Sound Segmenting /ch/:

I DO:
1. Move on to the Word Study cards used for this sort. Place the headers down one at a time,
restating the letter name and sound using the same process as before, identifying the letter
name, letter keyword, and letter sound as you place it down. Talk about the picture that is
associated with each keyword in the headers. Reinforce the onset/beginning sound
connection.
 2. Tell the student that you 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 sun. /ch/-eck. I hear /ch/. /Ch/ sounds like check. I know that
check.../ch/ is connected to the letter ch. So I’m going to put this one under the ch
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:
3. Let’s do some sorting together now. What is this picture (sheep)? Let’s try this one together.
“/sh/-eep.../sh/.../sh/.../sh/-eep...sheep. Which of these headers makes the SH sound?
That’s right. And we know it is SH because SH...ship.../sh/, and /sh/ is the sound I hear in
/sh/ sheep too!
4. If the student struggles, go back to the card deck to review letter/sounds again. Have her
rehearse the letter name, keyword, and sound.
a. If the issue is more related to segmenting, then consider backing up to sounds that
are more familiar and working with just those sounds today--keeping attention on
segmenting at the beginning sound level. OR if onset-rime was successful in the PA
section of the plan, reinforce the work he was able to do there, reminding him that
this is just like that.

YOU DO:
5. Nice job, the student. Now I want you to try to see where you think these remaining picture
cards go. Under which letter would you place these pictures?

SH H CH

sheep house che

shop hose cherry

 shark hat check

shoe chop

SORTING FOLLOW UP:

1. After the student finishes sorting the cards, 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 ‘Sh...aniya (or ship).../sh/’ and then say each word
underneath like this…’ship.../sh/-ip, letters.../sh/-ip, etc.’
3. Monitor as student works her way through the self-check and provide corrective feedback as
necessary.

IF TIME: WORD STUDY GAME

1. See if the student can feed the monster all the letters and sounds he knows. To feed the
monster, he needs to say all 3: the letter name, keyword, and sound. You can limit this to
several letters that he knew before today along with the new ones from today’s lesson. You
would want 4-5 of these letters in the pile for feeding the monster. Anything unknown the
monster doesn’t get to eat (the monster is a small shoebox decorated to look like a monster
with a slit in the top).

POST TUTORING REFLECTIONS:

Note here how the student did throughout the lesson.

WRITING

10 Materials: Rationale:
min The student needs to practice letter sounds as she writes them. Writing the letters will help the
● additional student to solidify the sounds to the letter name in memory. Due to remote administration, we have
pictures had limited opportunity to observe her writing and do not know if she needs support with letter
● Google formation.
slides
This activity acts as a formative assessment on the student’s encoding from the sorting activity
● Whiteboard above. I’m checking to see that she’s encoded the shapes of the letters and connected them to their
materials associated sounds he hears in words. I’m also informally assessing whether she is able to begin
transferring his growing phonological awareness into orthography, helping to “mind map” the letters
and sounds.

While I’m doing this, however, I’m also taking informal opportunities to provide some 1:1 instruction in
how to hold a pencil, how to orient the letters on the page, where to find the letters on the letter strip,
how to form the letter (including explicit instruction in how to form the strokes of the letters, etc.).

Activity:
I will have prepared a sheet in advance that looks like this:

c ch

1. I will give the student 3 pictures, one each for each beginning sound.
2. I will ask the student to tell me what sound she thinks she hears at the beginning of the word
in the picture.
3. Once the student identifies the letter, I’ll say “yes, that’s just like ‘ch...ip.../ch/! You got it!
4. The student will write the letters for the onset. She will be given the opportunity to attempt to
spell the rime or I will provide the rime if necessary.
5. Repeat for each letter.
 Reflection

The student has made progress over the last four weeks. We have been able to see her confidence grow as well as
her literacy knowledge.

The student learned the routines quickly and understood the concepts of blending and segmenting. She struggles with
the onset and rime concept however, she showed phoneme knowledge when segmenting CVC words. In future
lessons, I would focus on building short vowel knowledge of CVC and CCVC words and revisiting onset/rime to further
build this concept.

This lesson introduced the /ch/ sound. The student was able to match the sound to the letters c and h. I also
connected this lesson to the prior lesson of /sh/ to enable her to connect to 2 letters matching a new sound. During the
phonological awareness activities, she was able to demonstrate the ability to hear the /ch/ sound by blending,
segmenting and deleting. However, she was not not able to demonstrate understanding of the /ch/ in the word study
activity. The word study activity involved sorting pictures of /h/, /sh/ and /ch/ sounds. She would benefit from continued
practice with the /sh/ and /ch/ sounds before introducing a new digraph.

The student seems distracted during our lessons. I am not sure if this is due to the remote nature and others around or
if she is distracted in the classroom. I would like more information in this area if I were continuing instruction.

During the Alphabet and Beginning Sound activities, the student seemed to confuse the /c/ and /ch/. She had
demonstrated understanding during the explicit teaching but was not consistent during the activities. As noted in other
sections, further practice of the /sh/ and /ch/ digraphs is recommended to build mastery.
In writing, the student lacks confidence in her ability. In several cases, she was able to complete the task accurately
but was reluctant to share. I would like Shania to continue to increase her confidence in her ability and willingness to
share her thoughts.