1
Alphabet Recognition:
• Alphabet Sequence
• Matching Letters to Environmental Print
• Matching Uppercase and Lowercase Letters
2
Phonological Awareness
• Use Heggerty Program.
• Go over the different activities and movements.
3
Concepts of Print
• Count words in sentences: Give 3-5 word sentences... count words and spaces.
• Count letters in words: Count the letters in words around the room.
• Complete Sentences - A sentence is a complete thought.
• Give a sentence starter and have students complete it.
4
Sight Words:
• Write a word on a strip (sun)
• Cut the word- separating each letter (s-u-n)
• Give the cards to (3) students and instruct them to form the word (sun)
• Other students give thumbs up when they successfully put the word together.
• Model blending the sounds to read the word.
• You can additionally 'flip' change a sound to make a new word.
5
Read Decodable Text:
• Talk about the relationship between sounds, words, and reading.
• Display a decodable book
• Read together
• Check comprehension
• Develop Fluency (second read)- Read with a partner
6
Managing Materials and Transitions
Transitioning from one activity to the next.
• Introduce centers Routine
• Model how to transition- set a short timer and demonstrate how to quietly put away activity and move to the next.
•Practice- Give students the opportunity to practice.
7
Partner Work: How to Buddy Read
• Introduce the library and Book Bins
• Model how to sit with a partner (EEKK)
• Practice- Allow students some time to practice.
8
Independent Reading
• Introduce- What does it mean to work on our own? Review Book Baskets.
• Model how to tell if its too hard (3 fingers)
• Practice- Give students an opportunity to practice reading on their own.
9
Pacing & Spiral Review (of sight words/skills)
• Using sight word flashcards of the words you taught, model how to review these with a partner.
• Use the sight word routine.
• Give students an opportunity to practice.
10
We will blend sounds together to read words. We will use a routine when we blend words so that we always blend words in the same way.
• Model- Select letter cards/ magnets (a,s,t,m) create the word sat. Demonstrate how to blend one-two sounds at a time.
• Practice- Give students an opportunity to practice with a partner (using a,s,m,t,o,p)
11
Word Building: We can build and make new words by changing the letters and sounds in words that we know. This will help us when we read or write new words on our path.
• Model- spell sat and then switch the /s/ for /m/.
• Practice- Give students an opportunity to try a few examples.
12
Building Fluency from Mastery to Transfer: We can become fluent readers by learning to quickly recognize and read letters, words, and sentences. Reading fluently helps us comprehend texts.
Use one or more of the following fluency-building activities each week.
Sound-Spelling Fluency
Step 1 Display a set of Sound-Spelling Cards. Use the cards taught up to the current lesson.
Step 2 Show the cards one at a time as students say the spelling's sound. Repeat at varying speeds. Periodically mix the cards to avoid familiarity with the sequence. Keep this activity to one minute or less.
Word Fluency
Step 1 Display a set of word cards that contain the sound-spellings taught up to the current lesson. Write 2-3 words for each sound-spelling.
Step 2 Show the cards one at a time as students chorally read the words. Step 3 Shuffle the cards and repeat, varying your speed.
Sentence Fluency
Step 1 Have students do repeated readings of decodable and accountable texts to build fluency.
Step 2 Repeated readings can be done with a partner or independently. Circulate and listen as students read, providing support as needed.
Model Fluent Reading
Step 1 Select an aspect of fluency to model weekly (accuracy, rate/speed, expression/ intonation). Model with sentences from student texts. Model how you read sentences with different punctuation, and have students echo your reading.
Step 2 Have students repeat.
13
Sort Words
• Sort Words based on initial sound.
• Pace both letters on a t-chart.
• Give students a picture/word card.
• Have students sort their card based on their initial sound.
•Check and Discuss
14
Dictation and Spelling: Sometimes words will have the same spelling pattern. Learning to spell words that have the same pattern helps us read and write words more easily.
• Focus on Word Families