1. First Steps Daily Lesson Plan 1. Re-Reading (Fluency) 2. Word-Study 3. Writing 4. New Read Transition Lesson Plan 1. Instructional Reading 2. Word-Study 3. Writing 4. Easy Reading (Fluency)

2. Re-reading Re-reading should last between 10-12 minutes of the 30 minute session. The tutor will be guiding the student to work on word units and beginning sounds. The key components are FINGER-POINTING (tracking print) and your random pointing to words after you read. Random pointing helps assess if a student reads a word at sight or uses context/picture support. This builds reading fluency.

3. Re-Reading Use appropriate leveled text. Use appropriate leveled text. Echo read sentences/pages. Echo read sentences/pages. Picture Cues ~ Use picture talk as a constant way to introduce a new book. Picture Cues ~ Use picture talk as a constant way to introduce a new book. Context ~ The word pattern of the book Context ~ The word pattern of the book Cue the Initial Consonant ~ Have the reader go to the beginning sound. Ask “How did you know that was a ___?” “Why couldn’t it be___?” Cue the Initial Consonant ~ Have the reader go to the beginning sound. Ask “How did you know that was a ___?” “Why couldn’t it be___?”

4. Re-Reading Rotate books down one slot on the plan sheet. Rotate books down one slot on the plan sheet. The bottom book will have been read 4 times and then placed back with the other books. The bottom book will have been read 4 times and then placed back with the other books. Let the student be in control and do the work. The student turns the pages. Let the student be in control and do the work. The student turns the pages.

5. New Read Picture Cues ~ Use picture walk as a constant way to introduce a new book. Picture Cues ~ Use picture walk as a constant way to introduce a new book. Echo read sentences/pages. Echo read sentences/pages.

6. Word Study This gives direct instruction at the student’s instructional level. This gives direct instruction at the student’s instructional level. Levels of sequence Levels of sequenceAlphabet Beginning Consonants Word Families Short Vowel Patterns Vowel Patterns

7. Word Study ~ Alphabet Select 3-4 alphabet letters that the child needs to learn. Have a mix of two familiar and two unknown. Select 3-4 alphabet letters that the child needs to learn. Have a mix of two familiar and two unknown. Flash Flash Match uppercase and lowercase Match uppercase and lowercase Random Point Random Point Concentration Concentration Flash Flash Write in journal (MODEL, TRACE, WRITE 3) Write in journal (MODEL, TRACE, WRITE 3)

8. Have the child say the name of the letter and match the lower case letter under the upper case letter. While letters are still out, randomly point to each letter. (note how quickly child can identify the letter.) Word Study ~Alphabet

9. Word Study Picture Sorts ~SOUNDS The picture sort activity is designed to help the child focus on beginning consonant sound in spoken words. The picture sort activity is designed to help the child focus on beginning consonant sound in spoken words. Day 1 Day 1 Flash picture cards to make sure the child knows them. If he doesn’t don’t use it. Flash picture cards to make sure the child knows them. If he doesn’t don’t use it. "We are going to be listening for words that begin alike.“ Tutor begins sort by placing a card from deck in the correct column and pronounces both words carefully. Takes turns with child. If the child misplaces a picture, the tutor says, "Listen, mouse- bike No, those two words do not have the same beginning sound." Then move the picture to the correct column. Continue in this manner always reading all the words in the column.

10. Word Study Picture Sorts ~SOUNDS Day 2 Day 2 Follow day 1 procedures but after sorting choose two cards with the same sound and 1 that is different. See if the child can find the card that begins with the same sound on top. Day 3 Day 3 Letter/Sound Relationship~ Bring in the letter Day 4 Day 4 Assessment – “What sound do you hear at the beginning of … (bear, mouse, etc)”

11. Word Study (word families, short vowels, vowels patterns) Day One Day One Flash the anchor words to see if the child knows them. In order to sort the child must be able to read the top card in the sort. If they can't, you must teach them the words. Flash the anchor words to see if the child knows them. In order to sort the child must be able to read the top card in the sort. If they can't, you must teach them the words. Tell the child you are going to sort some words. Tell the child you are going to sort some words. Tutor models the process first by saying the top card and then the word underneath. Tutor models the process first by saying the top card and then the word underneath. Begin with two columns at first then go to all four. (for sorts when introducing new concepts – short vowel, long vowel) Begin with two columns at first then go to all four. (for sorts when introducing new concepts – short vowel, long vowel) Ask: “How did you know to put it in that column? What is the same?” Ask: “How did you know to put it in that column? What is the same?”

12. Word Study Day 2 Place same key words at the top Place same key words at the top Sort the same as yesterday Sort the same as yesterday Randomly point to words in each sort to see how quickly the child can identify each word. Randomly point to words in each sort to see how quickly the child can identify each word. Day 3 Play a Game Play a Game Day 4 Quick Sort, then oral spelling game Quick Sort, then oral spelling game

13. Word Study Day 5 Day 5 Spelling Test – 10 words Spelling Test – 10 words If the child spells 80% of the words correctly, move to the next lesson of Word Sorts. If the child spells 80% of the words correctly, move to the next lesson of Word Sorts. *Remember any of the activities may take more than 1 day to complete - so each word sort may take longer than a week to finish. *Remember any of the activities may take more than 1 day to complete - so each word sort may take longer than a week to finish.

14. Sight Words Use word list Use word list Make connections while rereading Make connections while rereading Flash quickly Flash quickly No prompting No prompting This builds fluency This builds fluency

15. Sentence Writing Reading 3D Writing Component adds a sense of urgency with our writing instruction! Reading 3D Writing Component adds a sense of urgency with our writing instruction! Don’t SKIP this! Don’t SKIP this! A child writes a sentence every day. A child writes a sentence every day. Talk about what makes a sentence Talk about what makes a sentence (Who? Doing What? Where?) Help child sound out words Complete on a sentence strip with a cut up sentence.

16. DIAGNOSIS Do Once a week (Thursdays) Use the book in the #1 slot (your new book from yesterday) As the student reads, mark any errors in the evaluation area.

17. DIAGNOSIS What are considered ERRORS? Substitution Substitution Omission Omission Insertion Insertion Teacher Help Teacher Help Self correction is NOT an error (You are looking for ACCURATE reading!)

18. DIAGNOSIS How to calculate: If the words are not counted in your book: Count the total number of words read (100) Count the total number of words read (100) Minus the errors (-5) Minus the errors (-5) Total number of words read correctly (95) Total number of words read correctly (95) Then divide by the total to get a percentage. 95/100= 95% Then divide by the total to get a percentage. 95/100= 95% If the words are counted and the Error Quotient is already figured for you: (100 words / EQ = 1.0) Multiply number of errors by EQ (5 x 1.0 = 5) and subtract this number from 100 (100 - 5 = 95%)

19. DIAGNOSIS What do the numbers mean? 97-100% Move to the next level 97-100% Move to the next level 93-96% Consider moving to next level 93-96% Consider moving to next level 87-92% Remain at the level 87-92% Remain at the level 80-86% Move down if no improvement is noted 80-86% Move down if no improvement is noted Below 80% Move down a level Below 80% Move down a level Must use 2 diagnosis to get an average. That will give you an accurate score. Must use 2 diagnosis to get an average. That will give you an accurate score.

20. Nov. 7 th – 93% Nov. 14 th – 96% We need to consider moving up to the next level – ask yourself: What types of errors were made? If the errors were mainly proper nouns, letter reversal, etc. go ahead and move up to the next level If the errors were mainly the repeated vocabulary throughout the book, stay at this level for another week and re-check next Thursday. (get an average): 93 + 96 = 189 189 / 2 = 94.5% -- Let’s Practice:

21. Your turn: Dec. 5th – 96% Dec. 12th – 98% What should you do? Move up? Stay at the same level? Jan. 9 th – 93% Jan. 16 – 91% What should you do? Move up? Stay at the same level?

22. Questions?