First Steps Daily Lesson PlanFirst Steps Daily Lesson Plan1.1. Re-Reading (Fluency)Re-Reading (Fluency)

2.2. Word-StudyWord-Study

3.3. WritingWriting

4.4. New ReadNew Read

Transition Lesson PlanTransition Lesson Plan

1.1. Instructional ReadingInstructional Reading

2.2. Word-StudyWord-Study

3.3. WritingWriting

4.4. Easy Reading (Fluency)Easy Reading (Fluency)

Re-readingRe-readingRe-reading should last between 10-12 minutes of the Re-reading should last between 10-12 minutes of the

30 minute session. 30 minute session.

The tutor will be guiding the student to work on word The tutor will be guiding the student to work on word units and beginning sounds.units and beginning sounds.

The key components are FINGER-POINTING The key components are FINGER-POINTING (tracking print) and your random pointing to (tracking print) and your random pointing to words after you read. Random pointing helps words after you read. Random pointing helps assess if a student reads a word at sight or uses assess if a student reads a word at sight or uses context/picture support. context/picture support.

This builds reading fluency. This builds reading fluency.

Re-ReadingRe-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 Picture Cues ~ Use picture talk as a constant

way to introduce a new book. way to introduce a new book. Context ~ The word pattern of the bookContext ~ The word pattern of the book Cue the Initial Consonant ~ Have the reader go Cue the Initial Consonant ~ Have the reader go

to the beginning sound. Ask “How did you to the beginning sound. Ask “How did you know that was a ___?” “Why couldn’t it know that was a ___?” “Why couldn’t it be___?”be___?”

Re-ReadingRe-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 The bottom book will have been read 4 times

and then placed back with the other books. and then placed back with the other books. Let the student be in control and do the work. Let the student be in control and do the work.

The student turns the pages. The student turns the pages.

New ReadNew Read

Picture Cues ~ Use picture walk as a constant Picture Cues ~ Use picture walk as a constant way to introduce a new book.way to introduce a new book.

Echo read sentences/pages.Echo read sentences/pages.

Word StudyWord Study

This gives direct instruction at the student’s This gives direct instruction at the student’s instructional level. instructional level.

Levels of sequenceLevels of sequence

AlphabetAlphabet

Beginning ConsonantsBeginning Consonants

Word FamiliesWord Families

Short Vowel PatternsShort Vowel Patterns

Vowel Patterns Vowel Patterns

Word Study ~ AlphabetWord Study ~ Alphabet

Select 3-4 alphabet letters that the child needs to Select 3-4 alphabet letters that the child needs to learn. Have a mix of two familiar and two learn. Have a mix of two familiar and two unknown. unknown.

FlashFlash Match uppercase and lowercaseMatch uppercase and lowercase Random Point Random Point ConcentrationConcentration FlashFlash Write in journal (MODEL, TRACE, WRITE 3)Write in journal (MODEL, TRACE, WRITE 3)

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

Word Study Picture Sorts ~SOUNDSWord Study Picture Sorts ~SOUNDS The picture sort activity is designed to help the child focus on The picture sort activity is designed to help the child focus on

beginning consonant sound in spoken words.beginning consonant sound in spoken words. Day 1Day 1 Flash picture cards to make sure the child knows them. If he doesn’t Flash picture cards to make sure the child knows them. If he doesn’t

don’t use itdon’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.

Word Study Picture Sorts ~SOUNDSWord Study Picture Sorts ~SOUNDS Day 2Day 2

Follow day 1 procedures but after sorting choose Follow day 1 procedures but after sorting choose two cards with the same sound and 1 that is two cards with the same sound and 1 that is different. See if the child can find the card that different. See if the child can find the card that begins with the same sound on top.begins with the same sound on top.

Day 3Day 3

Letter/Sound Relationship~ Bring in the letterLetter/Sound Relationship~ Bring in the letter

Day 4Day 4

Assessment – “What sound do you hear at the Assessment – “What sound do you hear at the beginning of … (bear, mouse, etc)”beginning of … (bear, mouse, etc)”

Word StudyWord Study (word families, short vowels, vowels patterns)(word families, short vowels, vowels patterns)

Day OneDay One Flash the anchor words to see if the child knows them. Flash the anchor words to see if the child knows them.

In order to sort the child must be able to read the top 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 card in the sort. If they can't, you must teach them the words.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 Tutor models the process first by saying the top card and then the word underneath.and then the word underneath.

Begin with two columns at first then go to all four. (for sorts Begin with two columns at first then go to all four. (for sorts when introducing new concepts – short vowel, long vowel)when introducing new concepts – short vowel, long vowel)

Ask: Ask: “How did you know to put it in that column? What “How did you know to put it in that column? What is the same?”is the same?”

Word StudyWord Study

Day 2Day 2 Place same key words at the topPlace same key words at the top Sort the same as yesterdaySort the same as yesterday Randomly point to words in each sort to see Randomly point to words in each sort to see

how quickly the child can identify each word.how quickly the child can identify each word.

Day 3Day 3 Play a GamePlay a Game

Day 4Day 4 Quick Sort, then oral spelling gameQuick Sort, then oral spelling game

Word StudyWord Study

Day 5Day 5 Spelling Test – 10 wordsSpelling Test – 10 words If the child spells 80% of the words If the child spells 80% of the words

correctly, move to the next lesson of Word correctly, move to the next lesson of Word Sorts.Sorts.

*Remember any of the activities may take more *Remember any of the activities may take more than 1 day to complete - so each word sort may than 1 day to complete - so each word sort may take longer than a week to finish.take longer than a week to finish.

Sight WordsSight Words

Use word listUse word list Make connections while rereadingMake connections while rereading Flash quicklyFlash quickly No promptingNo prompting This builds fluencyThis builds fluency

Sentence WritingSentence Writing

Reading 3D Writing Component adds a sense of Reading 3D Writing Component adds a sense of urgency with our writing instruction!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 sentenceTalk about what makes a sentence

(Who? Doing What? Where?)(Who? Doing What? Where?)

Help child sound out wordsHelp child sound out words

Complete on a sentence strip with a cut up sentence.Complete on a sentence strip with a cut up sentence.

DIAGNOSISDIAGNOSIS Do Once a weekDo Once a week

(Thursdays)(Thursdays)

Use the book in the Use the book in the #1 slot#1 slot (your new book from yesterday)(your new book from yesterday)

As the student reads, mark any errors in As the student reads, mark any errors in the evaluation area.the evaluation area.

DIAGNOSISDIAGNOSIS What are considered ERRORS?What are considered ERRORS?

SubstitutionSubstitution OmissionOmission InsertionInsertion Teacher HelpTeacher Help

Self correction is Self correction is NOTNOT an error an error

(You are looking for ACCURATE reading!) (You are looking for ACCURATE reading!)

DIAGNOSISDIAGNOSISHow to calculate:How to calculate:

If the words are not counted in your book: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 If the words are counted and the Error Quotient is already figured for you: (100 words / EQ = 1.0)already figured for you: (100 words / EQ = 1.0)Multiply number of errors by EQ (5 x 1.0 = 5)Multiply number of errors by EQ (5 x 1.0 = 5)and subtract this number from 100 (100 - 5 = 95%)and subtract this number from 100 (100 - 5 = 95%)

DIAGNOSISDIAGNOSIS What do the numbers mean? What do the numbers mean?

97-100%97-100% Move to the next level Move to the next level 93-96%93-96% Consider moving to next level Consider moving to next level 87-92%87-92% Remain at the level Remain at the level 80-86%80-86% Move down Move down if no improvement is notedif no improvement is noted

Below 80%Below 80% Move down a level Move down a level

Must use Must use 22 diagnosis to get an average. That diagnosis to get an average. That will give you an accurate score.will give you an accurate score.

Nov. 7th – 93%

Nov. 14th – 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:

Your turn:

Dec. 5th – 96%Dec. 12th – 98%

What should you do?Move up? Stay at the same level?

Jan. 9th – 93%Jan. 16 – 91%

What should you do?Move up? Stay at the same level?

Questions?Questions?