1. hobbies and interests
2. reading

40
Section 1: Tutoring Goals
Section 2: Assessment
Section 3: Emergent Reader Plan
Section 4: Alphabetic Reader Plan
Section 5: Early Reader Plan
Section 6: Appendix
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Recognizing the Emergent Reader
The Emergent stage is a time when students mimic good readers as they experiment
with the forms and functions of print. Emergent readers are busy learning about the
foundational elements of literacy, such as directionality, the distinctive features of print,
concept of word/spacing, and how all of these properties correlate with oral language to
produce meaning.
“Pretend reading,” memorization of texts, “pretend writing,” and
invented spelling are characteristic of Emergent readers.
Within this stage, young
readers are learning to recognize letters and form them correctly, as well as make
connections between letters and sounds.
Though their understanding of the
relationship between print and oral language is limited at this point, Emergent readers
are developing enormous insights into the world of language and literacy, and it has
been said that the Emergent stage lies at the threshold of a lifetime of learning about
written language.
Emergent writers may draw pictures to represent text, compose
strings of random letters, or represent a word with one letter corresponding to the initial
sound. Typically, the Emergent reader encountered by a Ravenswood Reads tutor is a
kindergarten student. Given the demographics of the schools and the communities in
which we work, it is likely that Emergent readers may also be English Language
Learners (ELL). The writing samples below show what a student’s writing might look
like at the beginning, middle, and end of the Emergent stage.
1.
2.
3.
4.
5.
Early Emergent
1
2.
3.
4.
5.
Middle Emergent
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2.
3.
4.
5.
Late Emergent
42
If your student’s spelling assessment looks similar to the samples above, he is in the
Emergent Stage of spelling. He did not spell any words correctly in Set One of the
spelling assessment. In the Early Emergent Stage, students still do not understand
what letters are. These students probably scored low on their Letter Identification and
did not score any points on their Letter Sounds assessment. Students in this stage
need to learn that print is written from left to right. They also need to know what letters
are and the names and sounds of the letters.
Middle Emergent spellers may know some letters and may be able to spell their names.
They understand that letters are written to form words that can be read, but they don’t
yet understand that letters in words correspond to the sounds of speech. They may or
may not know that letters represent sounds, and they may not know the difference
between a letter and a word. As a result, they did not spell any words correctly in Set
One of the spelling assessment. These students need to extend their knowledge of
letter names and sounds. They also need to learn that each word is made with a
specific, constant set of letters. Use the Letter Identification and Letter Sounds
assessments to guide you in choosing letters to learn.
Spellers in the Late Emergent Stage understand that letters make sounds, and that
writing words requires listening for the sounds in speech and writing down the
corresponding letters. These students may or may not know how to separate words with
spaces, but they are able to listen for sounds in words and write what they hear. Often,
they write the most salient sound in the word, usually the first or last sound. The letters
they choose are not always correct but may be “close” in the way they are made in the
mouth (i.e. “d” for “t” to spell pet, above). Use the Letter Identification and Letter Sounds
assessments to guide you in choosing letters to learn.
The Emergent reader period is a time of great changes, but they don’t happen quickly.
It is quite difficult to go from laboriously learning to print your own name, as Diane is
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doing in her otherwise pretend writing below, to starting to know how to write some
words and beginning to understand our alphabetic writing system, as Kevin is doing.
Diane’s writing
Kevin’s writing
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Emergent Reader Lesson Plan: An Overview
There are four parts to the Ravenswood Reads Emergent Reader Tutoring Plan:
Revisiting Familiar Texts, Word Study, New Reading/Sharing a Book, and
Communication. The sections that follow will provide you with information and
activities for planning each part of the lesson.
Part
Revisiting Familiar
Texts
Word Study
New Reading
Communication
•
Purpose
Feel like a reader
Time
5 minutes
•
•
Introduce letter/sound correspondences
5-10 minutes
Build familiarity with high frequency words
Develop decoding and comprehension
5-10 minutes
Develop oral language and comprehension
Lay the foundation for the development of
narrative
Provide a language model
Help students fall in love with books
•
•
•
•
•
Develop oral language skills
Make the reading-writing connection
Develop early writing skills
Develop comprehension
Provide a language model
•
•
•
•
•
5–10 minutes
Tutor Tip: If you find that you consistently avoid or
run out of time for the same lesson segment across
tutoring sessions, talk to a Ravenswood Reads staff
member for advice on time management and lesson
planning strategies. We’re here to help!
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Revisiting Familiar Texts
Each session will begin with revisiting 2–3 books from those in the “reading rotation”
developed during previous sessions with your student. Revisiting Familiar Texts should
comprise approximately 5 minutes of the tutoring session. During this portion of the
tutoring session, have your student tell why she likes the book(s) you are revisiting.
Share some reason you like the book(s) too. Be enthused ! Review the book as
needed and then read it together, letting your child read on her own when possible. As
an Emergent reader, your student may not be able to read the book alone and you will
"choral read," that is, read the book along with your student. As you read together,
remind your student to point to the words. Praise your student for her efforts! Make
note of any strengths and challenges she displays during the rereading activity. If your
student has difficulty with a portion of the text, model reading this section correctly while
pointing to the text.
Ask your student to repeat what you have modeled.
As
appropriate, draw the student’s attention to the picture, letter, etc. that created the
challenge. Keep a running list of all of the books your student has read. Show this list
to your student each time a new book is added and share your excitement about the
progress your student is making.
Although it may be appropriate to simply guide the student in reading the book, you may
also select specific objectives for your student during this section of the lesson plan.
For example, you may have him pay attention to:
•
Letters/letter sounds in the book
•
High-frequency words
•
If your student is at the very beginning stages of reading, your goal may be for
the student to practice pointing to words as you take the lead with reading.
Tutor Tip: The goal at this stage is for your student to
develop book knowledge and familiarity with concepts
of print, rather than to sound out individual words.
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When the student has read a book 2–3 times, you can remove it from your Revisiting
Familiar Texts rotation. You may also remove a book if a student does not like a
particular book, or if he finds the text too easy or too difficult.
As expected, the Revisiting Familiar Texts segment may not occur during the first few
sessions, as the child has not yet established a repertoire of texts read in previous
lessons.
Tutor Tips for Revisiting Familiar Texts
•
To involve your student in the process of revisiting familiar texts, give her
controlled choices. Rather than asking a “yes/no” question, present options. For
example, if you ask, “Do you want to read it now?” the student may respond,
“No.” A better approach is to ask, “Which book do you want to read, this one or
this one?” Your goal of revisiting a familiar book is met and the student has the
opportunity to be involved in her learning.
•
If your student struggles with a word, first check to see if it is a word he should
know. If so, hold him accountable – don’t jump in prematurely with the right
answer; provide him with enough time to figure out a word first. You can
scaffold your student by pointing out the initial sound of the word. “What is the
first letter? And what sound does it make?” If a student makes a mistake,
address the source of the discrepancy. For example, if the student reads “cat”
for “car,” you might suggest, “Look at that last letter…t. What sound does “t”
make? So what is that word?” If the source of difficulty is a word beyond your
student’s reading ability, simply read the word for him. Remember, emergent
readers are not yet sounding-out words! They are learning the role letters play.
•
Text memorization is a common occurrence among Emergent readers. Be sure
to have your student point to the words! We want them to start developing a
“concept of word”–connecting the word they say with a particular word on the
page. You may have to help your child do this. They become more accurate
over time when they can identify some letter-sounds. In the Emergent Stage
consonants are the most helpful. After reading a page, have the student return
to a word where the first letter is one that you are working on; prompt the student
to say the word slowly while underlining it with her finger, so that the sounds
match the letters over the finger.
Draw her attention to letter/sound
correspondences.
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Word Study
You should spend about 10 minutes per session on Word Study. Word Study helps
students learn new words, teaches letter-sound correspondences, improves students’
skills in figuring out unfamiliar words when they read, and helps them learn to spell
words. There are two parts to Word Study for Emergent Readers: Word Bank and
Phonics.
Word Bank
From the earliest text experiences, students encounter high frequency words. These
words are often not decodable or contain a more advanced phonics element that the
student is not ready to learn. However, they are important to learn early on because
they are seen so often in print. Some examples are: I, the, and me. This section is
designed to help students become familiar with an increasing body of high frequency
words. The goal is to achieve automaticity so that students can read these words
immediately when they encounter them in text. Word bank words are commonly seen
in students’ books and many are irregular words which don’t adhere to letter-sound
correspondence patterns. For Emergent Readers, you should add no more than two
words to their word banks each session. The primary source for selecting word bank
words is the “Can You Read These?” section that appears on the inside back cover of
the text you and your student are reading. Words chosen from this section will provide
students with the opportunity to practice known words in context. You may also choose
to use words that are personally relevant to the child, including his name, names of
friends and family members, color words, etc. You should write the words on note
cards in clear print as they would appear in a published book. Make sure the print, the
size of the card, and the ink color are consistent. This practice will help ensure that
your student is paying attention to the letters in the word as opposed to other
characteristics (For example, if the word “the” is written in purple ink while other words
are written in a different color, the student may only recognize the word by color, a
feature which would not be helpful in reading a standard text). The word bank activities
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depicted below consist of two genres, those designed to
introduce new words, and those designed to help the
student review words already in the word bank.
Word Bank Activities – Introducing New Words
The following activities focus on building automatic
recognition of new word bank words or old word bank
words that the student is struggling to recall.
If your
student has had sufficient practice with particular
word(s) during reading or writing and you do not feel that
more work is necessary, it is fine to add these word(s) to
the word bank and move into the review section.
Mix and Make
Mix and Make. Using letter tiles or magnetic letters,
have your student make the new word.
If needed,
display the word bank card so the sequence of letters
can be copied.
Next, ask the student to mix up the
letters and make the word again. Repeat this process
once more. You can make this activity into a game by
Word Puzzles
asking the student to make the word faster the next
time.
Word Puzzles. Write the new word on a sentence strip
and cut the word apart with the child, letter by letter. Mix
up the letters and encourage the child to reconstruct the
word in the correct order. Initially, you may choose to
provide the child with another copy of the target word as
a model, but then remove this model as the child
demonstrates greater facility with reconstructing the
word.
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Rainbow Writing. Use a highlighter or light-colored marker to write the new word on a
blank sheet of paper. Encourage your child to point and identify the letters in the word.
Invite your student to trace over the word multiple times, using a different colored
crayon each time. It is important to note that the child should write the entire word with
one color before switching to the next color.
Word Hunt. Have your student locate the new word in a reading book from a previous
session. Be sure the book is one that the student knows and remembers, as it is
important that books are read for meaning first and used for word hunts and other
activities later.
Word Bank Activities – Reviewing Word Bank Words
It is important to review the word bank words at every session. If your student has
many words in the word bank, it is not necessary to review all of the words every time.
The following activities suggest some ways to review.
Pick-Up. Lay out 6-10 word cards. Ask the student to find and pick up the word you
name. Once the student knows how to play, invite him to call out words for you to find
and pick up. You can vary this activity by providing the student with categories of words
to pick up (i.e. “Pick up all the names,” “Pick up all the words that begin with s,” “Pick
up all the words that have three letters”).
Bingo. Create a bingo card using 9-12 word bank
words. As you randomly pick up a word bank card
your child can put a penny or marker on the word.
You can each have bingo sheets and play together.
You can also take turns as the word caller and
player.
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Concentration. Make a duplicate set of 6-8 word bank
cards. Turn all the words face down and take turns turning
up two cards at a time. If the player turns up a matched pair,
she may keep the pair if she can read the words
independently.
Read the Cards. On days when you are short on time, you
can still review your word cards in about one minute. Have
the student read through some or all of the cards as quickly
as he can.
Tutor Tip: Emergent Readers generally develop a Word
Bank of no more than 20 words. If the list becomes too
cumbersome, retire words that the student no longer needs to
review. As students reach this point, more time can be spent
on Phonics.
Phonics
One of the first steps in learning to read is identifying the letters of the alphabet and
their sounds. If the student with whom you are working knows less than half of the
lower case letters, she will benefit from direct, systematic work with letters both while
reading and writing and in isolation using game-like activities.
As your Emergent reader gains knowledge of the letters of the alphabet, you can begin
to teach initial consonant sounds. You will be laying the foundation for the next stage of
reading, learning to decode whole words. You are setting the stage for your young child
to learn the underlying alphabetic principle of written English: Sounds in spoken words
are represented by letters. The first step in this process is to help children realize that
even one syllable spoken words have beginning, middle, and ending sounds. While you
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will not be teaching Emergent readers to actually decode, it is important to understand
how writing works and what we are getting children ready to do.
The first difficult task for children learning to decode is to acquire the insight that spoken
words can be broken down into smaller sound units (i.e., called phonemic awareness);
that is, they need to be able to break down “cup” into “kuh, uh, puh.” For the Emergent
reader, we are particularly interested in helping them attend to that initial consonant
sound (the “kuh”).
That is why you will be doing picture sorts where children sort
pictures, such as putting all the words that start with an /s/ sound like “sun” in one
column, and all the pictures that start with a /p/ like “pig” in another. It helps the child to
understand sounds in words if you do two things: 1) Connect the sound to a letter by
showing the letter as picture sorts happen (e.g., the letter “c” makes the /k/ sound); and
2) Help the child feel the sound in her mouth (e.g., by exaggerating the sound and
noticing how open their mouth is, where their tongue is, whether there is a burst of air –
whatever it is that is distinctive in making a particular consonant sound).
The insights a child needs to learn to read are not easy to acquire! This is why a tutor or
teacher needs to be patient and give children lots of repeated lessons.
Don’t get
frustrated if your child doesn’t catch onto the “puh” sound of the letter “p” after only one
lesson!
There are two powerful analytic processes that need to be working smoothly for children
to understand a statement like, “The first sound in “cup” is /k/.” First, they need to
perceive that there is a first sound in “cup.” If you ask a child who lacks phonemic
awareness the first sound in “cup,” she might say, “slurp, slurp.” As you work with
words, elongate and exaggerate the sounds to help children perceive them and feel
them in their mouth (e.g. “kkkkkkkkkuuuuuuuppppp”). You can then have children point
to or write which letter makes the “kuh” or “puh.” The child who writes “cup” as just “k”
reflects the fact that consonant letter-sounds are more easily perceived in spoken
English than vowel sounds. You can feel this for yourself: Say “cup” and feel the
sounds in your mouth as you say it. What are most distinctive are the /k/ sound and the
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/p/ sound because you are more aware of how your lips, breath, and tongue move
during these sounds. On /p/, for example, you can feel your lips purse, the slight holding
of breath, and the little burst of air. Children are often more aware of “feeling their
mouth positions” as they read and write words than are experienced readers. Helping
them feel the sounds in their mouth is good!
Of course, before we can have children learn too much about sounds they need to be
able to recognize and name the letters of the alphabet! Many of our Emergent readers
will just be learning the names of the letters of the alphabet at the beginning of
kindergarten.
An alphabet strip for identification and proper letter formation should
always be available for reference during phonics activities. Whenever possible, provide
an alphabet strip that matches the alphabet strip used by your student’s teacher.
Alphabet strips can be found in the appendix section of the manual.
Activities to
practice alphabet identification and letter/sound recognition are listed below.
Name Puzzles. A good starting place for students who do not know many letters is the
letters in their names. Put magnetic letters or letter cards in front of the student to
correctly spell the student’s name.
Only the letters in the
student’s name should be visible to the student. Have the
student practice saying the letters. Display a name card for
the student to reference. Next, mix up the letters and have
the student build his name again, referencing the name card
as needed. When the student is able to build his name fairly
easily, you can offer less support.
Start by removing the
name card. If the student is able to mix and rebuild his name,
give him the letters in his name and have him build the name
independently without reviewing the word card prior to
beginning the exercise. Invite the child to use the whiteboard to practice writing his
name after this activity.
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Kinesthetic Letters. Bring in a plate of salt or colored sand.
Model the correct
formation of the letter you are focusing on by writing it slowly in the sand for your
student.
Shake the tray until the letters disappear and encourage your student to
practice forming the letters in the sand.
Letter Sorts. Using a set of magnetic letters or letter tiles,
take all of one letter (p for example) and all of another letter (t
for example) and mix them together on a table or magnetic
board in front of the student. Create two circles or spaces
(you can use pieces of paper on a table or use a marker to
draw the circles on a white board). Using both hands, show
the student how to quickly manipulate all of the tiles for one
letter into one circle and all of the tiles for the other letter into
the other circle (for example, all the ts would go into one
circle and all the ps would go into the other). In this way, the
letters will be sorted into two separate groups. The student should point to each letter
and say its name. The student should also be reminded to turn all letters right side up.
Over time, encourage the student to complete this process independently.
As the
student becomes more skilled at this activity, add another
letter into the mix so that the student is sorting three letters.
A good way to choose focal letters is to start with the letters
from the student’s name.
Letters highlighted in the text
chosen for the current lesson also provide a good focus for
the sort. When planning a letter sort, always choose one
letter with which the student is fairly confident. When the
student has grown fairly secure with the majority of the letters
(upper and lower case), you can plan sorts that focus on
characteristics of the letters. For example, the student could
sort letters with circles (o, p, b) from letters without circles (h, l, y), letters with curved
lines (c, o, g) from letters with straight lines (l, v, w), or letters with tails (letters that go
under the base line of a handwriting sheet) from letters that don’t have tails.
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Tutor Tip: Be sure that your student is manipulating the
letter tiles or magnet letters independently, rather than you
moving the letters around for him.
ABC Song. Invite your child to practice singing the alphabet song while pointing to the
letters on the alphabet strip.
Rainbow Writing. Use a highlighter or light-colored marker to write
the capital and lower case forms of the focus letter on a blank sheet
of paper. Model the formation of each letter. Ask your student to
write each letter with 8-10 different colors. Encourage your child to
repeat the letter name after each colored letter. It is important to
note that the child should write both the capital and lower case letter
with one color before switching to the next color. Depending on
your student’s skill level, you may want to model how to trace the
letter with the first color.
Capital/Lower Case Match. When students have become
fairly secure with letter identification, take some time to focus
on the connection between capital and lower case letters. One
way to do this is to have the student match pairs of capital and
lower case letters. Focus on a few letters at a time. You might
choose to use letter tiles or you can make letter puzzles on
paper. Some of these puzzles are pre-made for use and can
be found in the cabinet in the tutoring room. Mix up several
capital and lower case letters and invite the child to match
them up correctly.
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White Boards. White boards can be used throughout the above activities as a way to
practice and solidify learning. Call out letters and have the student practice writing the
letters on the white board. Call out sounds and have the student practice writing the
corresponding letters on the white board. Have the student check his letter formation
on the alphabet strip. As a variation, you can write a capital letter on the white board
and invite your student to write the corresponding lower case letter (and vice versa).
Picture Sorts. Sorting pictures can help
students: 1) isolate the beginning sound of a
word and 2) hear the differences between
initial consonant sounds. As students begin
to notice patterns and engage in actively
sorting the words, they begin to think of these
words in terms of the groups to which they
belong.
For example, mouse, mat, and
mitten are in the /m/ group, while sun, sand, and sock are in the /s/ group. Ask a TC or
TA about our picture cards. The steps below illustrate one way to teach through sorting:
See picture
sort and book
sequences at
the end of this
section!
Sorts adapted from Words their Way: Letter and
Picture Sorts for Emergent Spellers (Bear, Johnston, Invernizzi, & Templeton, 2006)
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Steps for Picture Sorting
Planning
Preparing
Teaching
Decide on a sort based on your student’s assessment. The sort should compare
two initial sounds, such as s and b. At least one of the categories should be one
that the child already knows.
Create picture cards for your student to sort or use ours. Choose one picture for
each category to represent the “anchor picture.” This picture will contain the word
that you introduce as the example for that pattern. Be sure there is a letter on this
card or place a letter-card by it.
Introduce the picture cards. First name them! You can look at the same picture
card and label it differently. This can also be a time to build oral vocabulary. Next,
talk about the patterns in the sort. Building on what your child already knows, talk
about the sound of each pattern.
Model how to sort the words. Be sure to demonstrate your thinking.
Invite your student to sort several cards with you.
Assess your student; does she seem capable of continuing independently?
Allow your student to sort the remainder of the pictures.
Once all of the pictures have been sorted, name the pictures in each group
together.
Check to see if any need to be moved. If some words are sorted incorrectly and
your student doesn’t notice a misplaced picture after naming all pictures in the
group, provide a hint, such as, “I think there are two pictures in this column that
don’t belong.” You might need to model the act of looking at each picture and
checking the sound to be sure it is in the correct place.
Discuss the auditory similarities among the names of the pictures sorted into each
group.
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Tutor Tip: Always use one sound in the sort that the student
knows fairly well. This procedure will guarantee some
success for the student and motivate him to continue with
the activity. If the student doesn’t know the name of a
picture used in the sorting activity, tell him what it is. Don’t
make the activity into a game of guessing the pictures. Stay
focused on the letter sounds.
Labels. Labeling pictures is a great way to help your student begin to write. Bring in
pictures that you draw or download from the internet whose initial sound is a letter that
your student knows or is learning in word study. These pictures can be put into the
alphabet book, a concept book (e.g., “Animals”) or just collected on their own. Say the
picture’s name slowly for your student. Have your student say the word slowly with you.
Then repeat just the beginning sound of the word.
Have your student write the first
letter. Say the word slowly again. Ask your student if there are any other sounds he
hears. Ask him what letter makes the sound. Whatever he doesn’t know, do for him.
It’s a good idea to model this process for the student the first time you do this activity.
Alphabet Books. You can create an alphabet
book by stapling together blank sheets of paper
and assigning a letter to each page (There is an
alphabet/letter formation practice book in the
Appendix or you can create your own). The top
of each page is headed by the letter (in both
upper and lower case).
Within this book,
students can practice writing the letters, paste pictures of objects beginning with the
letters on each page, and add words they know beginning with the appropriate letter.
When asking a student to paste pictures into the alphabet book, be sure that pictures
are pre-cut. The emphasis for this task should be on developing familiarity with the
letter and corresponding sound, rather than gluing or drawing.
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Tutor Tip: Review the alphabet book often with your
student, but only add information to one letter page per session.
Making Words. As your child learns the alphabet you can slowly begin to help him
make words with letter tiles or magnetic letters. Many of the little books you use will
have words which differ only by the first consonant. These are called word families
(e.g., cat, bat, hat, mat, fat, pat, rat, sat). We do not expect the child to learn how to
read these word families as Emergent readers.
However, they can be useful in
highlighting initial consonants. You could place magnetic letters that spell the rime part
(e.g. “at”) on a white board and have the child push down the magnetic letter that makes
it into the word you call out. Only put a few letter candidates out for your child to select
from. Here’s how this might look for making words around the “at” spelling pattern.
Notice that the child is not expected to remember “at” but this activity gives the child
both practice with initial consonants and promotes the idea that these consonants can
be used to write words.
c m s b
Can you make it say ssssssat? Move the s down.
at
Push the s back up. Can you make it say bbbat?
If this is too hard, you can be more directive: Change the s to a b. What
word did you make? Bbbbbat. Now, move the b back up. Move the m
down. What word did you make? Mmmmmat.
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New Reading/Sharing a Book
Students learn a great deal of their vocabulary from listening to adults read to them and
from conversations they have with adults about books; vocabulary development is the
most significant predictor of reading comprehension. Moreover, when tutors read and
talk about stories with students, they serve as language models, which is especially
important for English Language Learners who have limited contact with fluent English
speakers. Sharing a book – “reading” the pictures or reading the text to the student,
and talking about the story – facilitates the development of vocabulary, comprehension,
and narrative skills. Shared book reading also facilitates active listening, an activity
critical to the development of comprehension skills.
When tutors share books with
students, they are able to communicate their passion and enthusiasm for reading. The
activity offers the student an important opportunity to fall in love with books and
understand reading as a meaning-making activity.
Selecting the Appropriate Book
A crucial consideration in New Reading is selecting an appropriate book. First decide on
your objective. If you are planning to focus on the concepts highlighted in Tutor Tips for
What to Reinforce During Reading (see below), then you should select books at levels
A or B. If you would like to focus on building enthusiasm about books, a special topic,
or narrative skills, you might choose a picture book to read aloud to the student.
Introducing a new book at level A or B will give your student the opportunity to apply
and practice beginning literacy skills with a new text.
Choose a book that introduces
one or two new high frequency words and has a predictable sentence pattern that your
student will remember. If there are 4-5 high frequency words, make sure your student
knows 2-3 of them. Make note of the high frequency words that are new for your
student, as these will be good additions to the Word Bank. It is helpful to keep a list of
words that your student knows to facilitate book choices that both review known words
and introduce new words.
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If you choose a more complex book to read aloud to your student, find a book that is
engaging for your student and supportive of vocabulary development. Ideally, your book
will have an uncomplicated storyline and rich illustrations from which the plot-outline can
be easily inferred. Books with repetitive parts such as The Three Little Pigs make great
stories for English Language Learners in the Emergent stage. Make sure you read
through the book on your own before reading it to the student. Generally, the story
should be short enough to be completed in 10 minutes.
Reading the Book
The introduction of a new text involves previewing a book with your student (Introducing
the Book), reading the book to and with your student several times (During Reading),
and discussing the book with your student (After Reading). Each step is described in
greater detail below. If you are reading aloud to your student, and the vocabulary or
sentence structure is too complex, you may want to paraphrase the text to make it more
accessible.
Read with expression, act out the story, or do whatever engages the
student and clarifies content. Read the text more than once! The benefits of language
learning accrue through repeated readings.
Introducing the Book
When you do a book preview with Emergent Readers, you should begin by reading the
title and explaining in one or two sentences what the book is about. Try to build the
student’s interest in the topic and make connections to his prior knowledge about the
subject.
Picture Walk. The picture walk is an opportunity to preview the story, identify key
vocabulary items and theme, and engage the student in the narrative.
During the
picture walk, look at each page in the book with your student. Remember, for your ELL
student, you are the language model. Begin with a running commentary about what is
happening on each page; this process engages the student in the narrative and
provides an effective scaffold for language and literacy development. Use the words
that your student will encounter in the text while talking about the pictures. Make sure
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your student understands the vocabulary you are using. If you are working with an ELL,
asking open-ended questions during the picture walk (What is this? What is happening
here?) may be too difficult for your student. She may understand the question and
know the answer, but may not have the English language skills to respond. Here are
some examples of how you might introduce a book:
Look at the cover and talk about it. For example,
Let’s look at this picture – there are three mice in this picture. And there are three
colors… red, yellow and orange. And the mice are holding paintbrushes. What do you
think this story will be about?
Don’t expect the student to make predictions straight away. You might have to model
this process the first few times. For example,
I think this is a story about…
Look through the book and talk about the pictures. Point out objects in the pictures,
name them, and talk about them. For example,
This is a mouse. It’s a white mouse. How many do you see here? Let’s count…one, two,
three…that’s three mice. When it’s one, we say mouse. When it is more than one, we say
mice. So there are three mice in the story. They are all white mice. In this story, the
mice fall into jars of paint. When the white mouse falls into the blue paint, it becomes
blue. After that, when it falls into the green paint, it turns yellow. Green and blue
together make yellow.
During Reading
This step is an opportunity for you to get into the heart of the book and read the text to
your student. Reading with and to the student offers an opportunity to reinforce the
vocabulary and language patterns that were planted during the picture walk. Allowing
the student to then read on his own provides an opportunity to practice print concepts,
such as one-to-one matching.
If you are reading aloud to your student, this is the time to model rich, story-telling
language and to introduce the student to the elements of a narrative. Although it is not
necessary to refer to these elements by name, your reading and talking about the story
must seek to reinforce understanding of the various aspects of the story such as plot,
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setting, character, problem, resolution, and so on (e.g., Where is this? What does that
mouse want? Why can’t he get it? Do you think someone will help him?).
First Read. If you are reading a leveled book, begin by reading at a slow, story-telling
pace, so that the student may follow along easily. Point to the words as you read and
have the student point to the words. Emphasize any letter-sounds that you are working
on. Keep in mind that it is hard for Emergent readers to know how to match the words
coming out of their mouths to those on the page. Don’t emphasize letter-sounds your
student does not know.
Pause wherever necessary in your reading to clarify and explain vocabulary or details in
the plot, and to check for comprehension. Once you have provided some commentary
and modeled the language for your student, questions help check comprehension and
provide an opportunity for the student to reproduce some of the language that she has
heard. Depending on the English language level of your student, you can wait until you
have finished going through the entire book or you can pause at the end of each page.
Choose the type of question that is most appropriate for your student:
•
Questions that require pointing and no verbal production:
Where is the mouse on this page? Can you show me?
•
Questions that can be answered yes or no:
Are there three mice?
Are they black?
Is the cat small?
•
Questions that offer a choice and can be responded to in one or two words:
Is this a mouse or a cat?
•
Questions that require a more substantive answer, of one or more words:
How many mice are there?
Where is this story happening?
What happens when we mix red and yellow?
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Note that the questions above reflect a progressive sequence and offer a scaffold for
emerging language production; a student who is only able to produce non-verbal
responses may, in course of time, be able to answer open-ended questions about the
book he has shared with his tutor.
If your student is an English Language Learner who is at the beginning stages of
language development, you may avoid reading the text altogether. Instead, it may be
more appropriate for you to “read the pictures” and talk about or tell the story. If this is
the case, then your story-telling segment is really a more expanded, detailed version of
the picture walk, where you are spending more time on each page, elaborating on how
the story progresses.
Tutor Tips for a First Read
•
Set an objective for your book work. This can be a
simple goal, like asking your student to pay attention to
a specific element of the plot.
•
Use the pictures as a point of connection. If you are
reading the text, make sure that you connect your reading with the illustrations. Point to the
pictures as you read, and stop often to expand upon the visual context. The use of
contextual cues to assist comprehension is a key reading strategy, and connecting the text
with the pictures allows tutors to reinforce this strategy with students from a very young age.
•
Ad-lib the story. Don’t feel compelled to stay faithful to the story. Stop your reading part-way
through the book, and you and the student can make up an alternate ending (This can be the
prompt for an interesting follow-up Communication activity).
•
Connect the story to real life as much as possible. Share your personal experiences while
telling the story (For example, “I don’t like mice. When I see a mouse, I stand up on a chair
and scream”). As appropriate, invite the student to connect his experiences to the story and
to share them with you (For example, “Have you ever seen a mouse? Do you have a
hamster in your class? Hamsters look a lot like a mice”).
•
Use lots of body language, gestures, and vocal cues.
•
Make a fool of yourself! Get into it! Have fun! Remember, the more fun you have, the more
fun your student is likely to have!
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Second Read. Have the student (re)read (if it is a simple predictable book) or retell the
book on her own as she looks at the pages. Encourage your student to point to the
words if she is reading. Praise your student for her efforts. Provide support as needed
but allow several seconds of wait time before giving an unknown word. Remember to
acknowledge the student’s specific strengths when reading or retelling (For example,
“Wow, you really read with a lot of expression!” or “There were some hard words in
there, but you remembered them” or “You remembered the names of those colors!”).
Don’t expect emergent readers to be able to sound out an entire word.
Tutor Tips for What to Reinforce During Reading
Though Emergent Readers are not yet decoding, or “sounding
out” words, there are many things to teach at this level. What
follows is a list of some things tutors can teach or
reinforce while sharing a book. The list is presented in an
approximate order of increasing complexity.
Book Handling
• Book orientation: Where is the front and the back of the book?
• The print, not the picture, carries the meaning.
• Book orientation: Where is the top and the bottom of the book?
• We read the left page first and then the right page.
Directional Behavior
• Where to start
• Which way to go (left to right)
• Return sweep to the left (at the end of a line)
• Word – by – word matching (pointing with finger)
• Beginning and ending of line, sentence and book
Print Conventions: Function and Terminology
• Question Mark
• Period
• Exclamation Point
• Capital – Lower Case letter correspondence
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Tutor Tips for What to Reinforce
During Reading (continued)
Words and Letters
• Word – by – word matching
• Isolate letters in a word (can point to a letter or two letters)
• Isolate words (can point to or show a word or two words)
• Isolate first and last letters in a word
High Frequency Words
• Locate known high frequency words in a text. In re-reading: “Point to
the word ‘and’ on this page.” In new reading preview: “Do you see
any words you know on this page?”
• Notice that words are always spelled the same. “T-h-e” is always
the—in the title, within the book, and in other books, too!
• Learn simple high frequency words by sight.
• Use high frequency words as “anchors” in reading longer sentences.
For instance, if the student knows “the,” but says “bunny” while
pointing to “the,” she can learn to self-correct, trying again and
keeping her pointing on track, using known words to guide her.
Phonics/Phonemic Awareness
• Notice that the first letter of the word matches the first sound we hear
when we say the word. For example, b is for b-b-bat.
• Notice rhyming words in speech. Identify and produce rhymes orally.
• Notice that the last letter of the word matches the last sound we hear
when we say the word. For example, bat-t-t ends with the letter t.
Strategies
• Point with your finger.
• Look at the first letter. What sound does it make?
• Get your mouth ready to make the first sound.
• Look at the picture to help you (No this is not cheating!).
• Think: What would make sense here?
• Cross-checking: Does your word match the first letter and the picture?
• Reread: Students should reread from the beginning of the sentence
when: they spend a while figuring out a word, when they read
something with the wrong intonation, when what they read does not
make sense to them, or when they make a correction.
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After Reading
After reading, talk about the story (For example, “Did you enjoy it?” or “Can you relate to
the story?”). If you were working on a specific skill or strategy, review and check for
understanding as needed. Use this step as an opportunity for the student to comment
further about the book.
understanding.
This practice allows the student to confirm and extend
Review any vocabulary items or sections of the text that were
particularly challenging for the student. You may also want to revisit the discussion
from the Book Introduction segment, as well as engage your child in a discussion about
their experiences with particular vocabulary items from the text.
See the following
section on Communication for more extensive information about post-reading activities.
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Communication
The final part of the Emergent Reader lesson plan is Communication, which should
comprise 5-10 minutes of the tutoring session.
The main objective of the
Communication section is to help students build confidence in their oral and written
abilities through the practice of multiple strategies.
Dramatic Reenactment. If you and your student have read a story-based text, dramatic
reenactment provides a great opportunity for oral language development. Your student
can choose to reenact the entire story or a favorite part. Your student may choose to
take the role of one or multiple characters. To add to the reenactment experience, you
may choose to bring in props such as stick puppets or masks to represent story
characters (*Note, if you choose to use props for this activity, plan to prepare them
ahead of time so that you can focus on language and communication). These props
can also be used to help your student sequence the events of the story. The emphasis
for this activity is on dialogue, expression, and vocabulary, rather than story
memorization and retelling. As a variation of this activity, you may have your student
create an alternate ending to the story.
Together, you can act out your student’s
creative ideas!
Language Experience/Dictation. The experience of talking about a familiar text with
story language and vocabulary provides significant benefits for your student’s language
development. Engage your child in a conversation about the text. Which part was his
favorite? Were there characters or events in the story that reminded him of his own
life? Together, you and your student can formulate a sentence or two based on this text
conversation. Write the sentence(s) for the student and practice reading it together.
Encourage your student to practice reading the sentence(s) while pointing to the words.
Patterned Book Pages. Make your own patterned book. For example, an “I can” book:
Write the first page for your student using something you know about him (e.g., “I can
run”). Have your student write the “I can” section of the sentence on the next page and
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tell you something else he can do. Say the word slowly and repeat the beginning
sound. If your student can tell you what the letter is, let him write it. Otherwise, write it
for him. Then write the rest of the word as you say it slowly, matching letters and
sounds. Make sure the student is watching you. You can write one page a day, or
more if you have time.
Sentence Puzzles. Invite your student to choose a favorite phrase or sentence from the
text or create a new sentence together. Write the sentence clearly on a sentence strip.
Ask your child to cut the sentence strip apart word by word, emphasizing that spaces
indicate a break between words. Once the words are cut apart, mix up the pieces and
ask your child to put them in order again.
Once your child has reconstructed the
sentence puzzle, he can read it in order while pointing to each word.
Keep the
sentence in an envelope to mix and make again in future sessions!
Text Writing. Ask the child to choose a favorite sentence from the book read during the
day’s session. On a blank sheet of paper, draw a line for each word of the sentence.
Explain to the child that each line represents one word. Encourage the child to write the
sentence using what he has learned about the target letters, sounds, and word bank
words. At this stage, the child’s attempts may consist of one letter for each word.
Encourage the child to reread his writing while pointing to the words.
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Tutor Tips for Communication
•
The student may have difficulty writing some of the
letters… that’s okay. The purpose of this activity is
for her to become familiar and comfortable with
writing.
•
As you talk, make sure you are using the vocabulary of writing (i.e. “letter,”
“word,” “sentence”) and are clearly differentiating between the meaning of
each.
•
If the student already knows the word, just have her spell it. Don’t stretch it
out sound by sound.
•
If the word is in the student’s Word Bank, he can copy the word from the note
card to reinforce the correct spelling.
•
When helping your student write a sentence, re-read the first word that the
student has written, pointing to it, then say the next word in the sentence. Reread words one and two, pointing to the words as you read. Say the third
word in the sentence and proceed as you did in steps two and three.
Continue reading and adding on until the sentence is complete. Ask the
student to read the sentence back to you.
•
We don’t want the process of writing to become too tedious for the student.
Keep the pace lively and your goals reasonable. If you find the sentence you
are doing is too long, you can break it up over two sessions or take turns
writing the words to move the activity along.
•
Emergent writers will need substantial support with writing activities. Early
Emergent writers may have limited or no knowledge of letters, letter sounds,
words, or how speech connects to print. Later Emergent writers may be
developing this letter/sound knowledge but are not yet able to stretch out all
the sounds in a word to write it phonetically. Your work in writing will help
develop these skills.
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Emergent Reader Lesson Plan
Student:
Overall
Objectives
Tutor:
Description of Activity
Book Titles:
Word Bank Activity:
Word Study
Phonics Activity:
Book Title:
Introducing the Book:
New Reading/
Sharing a Book
Session #:
Phonics:
Activity
Revisiting
Familiar Texts
Date:
Oral Language:
During Reading:
After Reading:
Key Vocabulary:
Communication
Notes (Success, Issues, Ideas)
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Emergent Reader Sample Lesson Plan
Student: Alex
Overall
Objectives
Tutor: Meredith
Date: 10/7/08
Session #: 2
Oral Language: Talking about books and how print works, vocabulary development
Phonics: Letter Recognition, Letter Formation, Letter/Sound Correspondence for Mm, /m/
Activity
Description of Activity
Book Title(s): Mm Muffins
Revisiting
Familiar Texts
Talk to Alex about what he remembers about Mm Muffins, and why he thought it was
interesting. Review and possibly reread Mm Muffins to Alex. Have Alex reread Mm Muffins
several times. Encourage Alex to point to the words while rereading. Review key vocabulary
(muffins, marshmallows, mug, milk), and ask Alex about personal experiences related to these
words. Add Mm Muffins to Alex’s reading list and talk to him about how this list will serve as a
record of all the books he reads during our tutoring sessions.
Word Bank – New Word(s): my
Word Bank – Review Word(s): Alex
Word Bank Activity:
Word Study
* Mix and Make my. Repeat multiple times; encourage Alex to increase speed each time.
* Name Puzzle – Review from previous session, ask Alex to point and say each letter in his
name. Encourage him to remake the puzzle without looking at his name card.
Time
5 min.
9:50 9:55
a.m.
10 min.
9:55 –
10:05
a.m.
Phonics Activity:
* Rainbow Writing Mm (Need: paper, highlighter, crayons)
* Alphabet Book (Need: lined paper alphabet book made ahead of time, pencil, glue, pre-cut
/m/ pictures)
Book Title: Monster Mop
Introducing the Book: Talk to Alex about what a monster is and share ideas. Show Alex
New Reading/
Sharing a Book
the front cover of Monster Mop and ask questions such as, “Does this look like a monster?”
“What color/size/shape is this monster?” “What is a mop?” “Are monsters real or makebelieve?” Ask Alex to predict what Monster Mop is about. Take a picture walk through
Monster Mop and talk to Alex about what is happening on each page. Emphasize the /m/
sound at the beginning of each picture’s name. Provide background information as needed.
During Reading: First Read: Read Monster Mop to Alex, while pointing to the words.
Discuss and model pointing one time for each word. Ask Alex to point to and repeat the text
on each page. Second Read: Ask Alex to point and read the text of Monster Mop
independently (at least once, additional readings as time permits). Talk to Alex about getting
his mouth ready to make the /m/ sound at the beginning of each word. Draw Alex’s attention
to the “m” at the beginning of each word. Ask Alex to circle the word bank word my with his
finger.
After Reading: Discuss the content of Monster Mop with Alex. Include questions such as
“Which page was your favorite? Why?” “Point to the mat (mug, mop monster, etc.).” “What
color is the mat (mug, mop, monster, etc.)?” “Have you ever spilled something at home? What
happened? What did you do? How did you feel?”
10 min.
10:05 –
10:15
a.m.
Key Vocabulary: monster, mop, mug, milk
Communication
Start a patterned book with Alex called “My…” The book will have four pages. Depending on
his skill with the word bank activity, Alex can write my on each page (or I will write it). Alex and
I will spend some time talking about things he can refer to with my (i.e. My mom, My dog, My
shirt, My shoes). I will write the object word for Alex as I say each word slowly. Once we have
finished writing the book, I will model how to read the book while pointing to the words. I will
ask Alex to practice reading his new book several times while pointing to the words. We will
put this new book into Alex’s reading rotation to revisit in our next session.
10 min.
10:15 –
10:25
a.m.
Notes (Success, Issues, Ideas)
Alex was highly successful in both revisiting the previous text and reading the current text after I modeled reading the book for him.
Alex struggled with responses to some of the questions I asked in both the book introduction and the after reading segment. He
appeared to respond well to questions that required a physical response (i.e. pointing) or a one-word response, such as in the
questions where I asked him about the color of an item in the text. I think he understands more than he is able to verbalize. In the
Revisiting Familiar Texts section of our next session, I think I will review the key vocabulary words from today’s session and perhaps try
giving Alex choices (i.e. “Is this a mug or a mat?”) to continue scaffolding his knowledge of vocabulary words we are learning. Alex
seemed to enjoy the word study activities. He was quite skillful at reconstructing his name puzzle quickly. He also exhibits strong fine
motor skills – he completed the Rainbow Writing activity with confidence and successfully wrote my on each page of the patterned
book. Alex is a pleasant student to work with and eagerly participates in our tutoring sessions.
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Emergent Reader Sequence
Unit
1
Skill Focus
Mm, /m/
2
Ss, /s/
3
Bb, /b/
4
Rr, /r/
5
Pp, /p/
6
Nn, /n/
7
Tt, /t/
8
Gg, /g/
9
Cc, /k/
10
Ff, /f/
11
Dd, /d/
12
Hh, /h/
13
Jj, /j/
Texts (with Level)
Mm Muffins – A
Monster Muffins - A
Monster Mop – A
My Mess – B
Ss Summer – A
Silly Seals – A
A Picnic in the Sand – A
Silly Soup – B
Bb Baby – A
Bumpity Bump – A
The Bath – A
Baseball – B
Two Boys – B
Rr Red – A
Runaway Robot – A
Red or Blue – A
My Red Room – B
Pp Pig – A
Purple Puppy –A
Pink Pig – A
My Pocket – B
A Pig in a Wig – B
Can a Pig Dig? B
Nn Necklace – A
No, No Noodles –A
Socks – A
Tt Toys – ABC
Tiny Turtle – ABC
Two Turtles – 0
Terrific Shoes – 1
Gg Garden – ABC
Gooey Gum – ABC
Good Girl! – 0
A Garden Grows – 0/1
Cc Cart – A
Crunchy Carrots – A
The Cat Came Back – A
We Can Ride – B
Cupcakes – B
Fat Cat – B
Ff Father – A
Furry Feet – A
Time for Lunch – A
Funny Faces – B
A Fin, A Grin, and a Pin – B
Dd Dog – A
Daring Dog – A
Story Time – A
Dig Down – B
My Dad – B
Who Made That – B
Hh Hungry – A
Huge Hamburger – A
Little House- A
The Hat - A
How to Make a Hen House – A
I Have a Hat – B
Jj Jack-in-the-Box – A
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Sort Picture Cards/Alphabet Book
Letter m, alphabet book
Sort m, s
Letter s, alphabet book
Sort m, s, b
Letter b, alphabet book
Sort b, r
Letter r, alphabet book
Sort r, p (and review any others)
Letter p, alphabet book
Sort p, n (and review any others)
Letter n, alphabet book
Sort n, t (and review any others)
Letter t, alphabet book
Sort t, g (and review any others)
Letter g, alphabet book
Sort c, p (and review any others)
Letter c, alphabet book
Sort c, f (and review any others)
Letter f, alphabet book
Sort d with any previous
Letter d, alphabet book
Sort h with any previous
Letter h, alphabet book
Sort j with any previous
73
14
Ll, /l/
15
Kk, /k/
16
Ww, /w/, /wh/
17
Xx, /ks/
18
Qq, /kw/
19
Vv, /v/
20
Yy, Zz, /y/, /z/
21
Vowels (for letter
recognition)
22
Mm, Ss, /m/, /s/
23
Bb, Rr, Ss, /b/, /r/, /s/
24
Bb, Nn, Pp, /b/, /n/, /p/
25
Gg, Nn, Tt, /g/, /n/, /t/
26
Cc, Ff, /k/, /f/
Juicy Jam – A
Jan Can Juggle – A
Jan Packs – B
Ll Lunch – A
Lemon Lollipops – A
Look Closer – A
Lots and Lots of Love – B
Kk Kittens – A
Ketchup Kisses – A
Keep Out! – A
A Kiss – B
Ww Wagon – A
Wiggly Worm – A
All Wet! – A
Whale Watch – A
Wiggle Worm Went Home – B
Humpback Whales – F
Wiggle Worm Went Home – B
Who has Whiskers? – B
Xx Box – A
X-Ray the Box – A
A Big, Big Box – A
The Toy Box - A
Fix It, Fox – E
Qq Queen – A
Quit Quacking – A
Queen on a Quilt – A
What can Quack? – B
Quack! – E
Vv Van – A
Vacation Video – A
Vicki’s Van – B
Very Big – D
Yy Yellow – A
Yellow Yarn – A
Zz Zoo – A
Zooming Zebras – A
Behind a Yellow Yak – B
Aa Animals – A
Ee Easel – A
Ii Ice Cream – A
Oo Orange – A
Uu Umbrella A
My Socks Are Missing – A
School Lunch – A
My Monster and Me – B
We Are Singing – B
Run, Bunny, Run – A
My Room – A
Six Go By – C
Who Is Ready? – C
Puppy at Night – A
Where Is It? – A
One Bee Got on the Bus – C
Pat’s Perfect Pizza – C
Going to Town – A
Where Do We Go? – A
Nanny Goat’s Nap – C
Goose Chase – D
Can Fox Fall – A
Can You Find It? – A
Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y
Letter j, alphabet book
Sort l with any previous
Letter l, alphabet book
Sort k with any previous
Letter k, alphabet book
Sort w with any previous
Letter w, alphabet book
Letter x, alphabet book
Letter q, alphabet book
Sort v with any previous
Letter v alphabet book
Sort y with any previous
Letters y and z. alphabet book
Practice writing letter in alphabet
book
Sort m, s
Sort, b, r, s
Sort b, n, p
Sort g, n, t
Sort c, f, k
74
27
Dd, Hh, /d/, /h/
28
Jj, Ll, /j/, /l/
29
Kk, Ww, /k/, /w/
30
Vv, Yy, Zz, /v/, /y/, z/
31
Introduction to Digraphs /sh/, /th/, /ch/ /hw/
32
Introduction to Alliteration
33
Consonant Review 1
34
Consonant Review 2
I Like to Count – C
As Fast as A Fox – D
Dinosaur Helps – A
Up They Go – A
Let’s Move – B
Where Can A Hippo Hide? – D
Junk for Lunch – A
Little Kittens – A
Where Do They Live? – C
Jump Right In – D
The Wet Kitten – A
Keys – A
Wilma’s Wagon – D
Kangaroo in the Kitchen – D
Zebra’s Yellow Van – A
Good-Bye Zoo – C
She Said – A
What Is This? – A
Chocolate Chip Cookies – A
Three White Sheep – A
A Mess – D
The Party – D
Vultures on Vacation – C
Oh the Farm – B
Where is my pet? – B
The Wet Pet – B
Jump on the Bed – B
Red Hen Gets a Ride – B
For Sale – B
Three Litte Bugs – B
Little Bug – B
What can go up?- B
At the zoo! – B
Spots – B
What is Hot? – B
Hop! Hop! Hop! – B
Popcorn – B
Yes, I can! – D
Baby Bear’s Ride – A (wordless)
By the Tree – D
Night Animals – Funny Faces and
Funny Places – D
Too Much Ketchup – D
Let’s Go Marching – E
Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y
Sort d, h
Sort j, l
Sort k, w
Sort v, y, z
Sort s and sh (Don’t do if too hard)
Sort c and ch
Sort w and wh
Sort t and th
Revised 9/09 Ⓒ C o n n i e J u e l , S t a n f o r d U n i v e r s i t y