Professional Documents
Culture Documents
Week 3: Comprehensive 1
Student: Hunter Tutor: Laurie Shapiro
Overall Developmental Level: middle emergent
Goal 1: The student will work on learning the letter names of all the letters of the alphabet.
Goal 2: The student will demonstrate understanding of the meaning of stories that are read
aloud.
***This week the Lesson Plan will only consist of the Alphabet portion and the Word
Knowledge/Word Study portions.
Component Comment
s
Time Activity
☐ Text was
10 min
Story, poem, OR song easy / hard to
Word track
title: What is the title of
Awareness the jingle you will do The text has
become
– here? ---Humpty
easier for
Developing Dumpty Hunter to
COW Activity (check track, as he
Concept of below): has the poem
Word Materials Needed: memorized at
🗹 Text that lends itself to this point.
supporting alphabet
knowledge goals
(if possible)
🗹 Picture supports for text ☐ No. of times
(think COW assessment, 1 read: 1 2 3st nd r
pic/line) d
___
🗹 Text on chart paper or This is our
pocket chart (one sentence third week of
per line) working with
🗹 Pointer for tracking this poem.
Memory Work: ☐ Describe
1. Teach the poem or song their
until the child has it fingerpointing:
memorized. Don’t go on until Hunter is
you are certain the poem is pointing to
committed to memory. If you each line as
need to, shorten the poem to he reads. He
only 2 or 3 lines. sometimes is
☐ Introduce the text able to point
on chart paper or to individual
pocket chart. words as he
☐ Model how to read recites the
text; touch every word poem. He
as you say it demonstrates
🗹 Discuss Concepts directionality
About Print (CAP) as when he
you go. reads.
2. To help with memorizing,
go from most to least For this
supportive: lesson, we
☐ You model first practice
(first reading above) matching the
☐ Choral read sentence
together (second strips to the
reading) words on the
🗹 Echo read, mentor text.
repeating one line at a He did a
time after you (third fantastic job
reading) with this! We
🗹 Individual read, moved on to
providing support as practice
needed (fourth matching the
reading) words of the
~~DON’T GO ON UNTIL first sentence.
MEMORIZED!!!~~ As we
Difficulty level, moving from completed this
whole to part (easiest to activity, I
hardest). Plan to do 2 “days” called
(maybe more) in 1 tutoring attention to
session due to our extended the beginning
time. letters of the
Day 1: Memorize the words. I asked
text (even if only 2 him to identify
lines). these letters,
Day 2: Sentences—
and he was
hand out sentence
able to do this
strips from the text and
by using his
have students match
them back to the alphabet strip!
original chart, one
sentence at a
time. Provide personal
copies of text for
personal readers.
Day 3: Words—pass
out individual word
cards for each
sentence. Tutee finds
word and places it on
top of its match in the
pocket chart. Practice
rebuilding cut-up
sentences, using one
sentence at a time.
Day
4: Letters/Sounds—
reread and track on
personal copies. Call
attention to specific
letters and/or sounds for
highlighting or
underlining. Harvest a
few high imagery sight
words for word cards.
Day 5: Review &
Assess—pass out word
card envelopes to see if
tutee can recognize any
of the words out of
context. If not, have
tutee match words in
personal reader text.
Give mini-COW
assessment, checking
for tracking and word
identification both in
context and in isolation.
development of the
phonological task 3
rd
highlighted above.
This poem was chosen as ☐ Other:
the student is familiar with it
from the concept of word
assessment. This familiarity
will allow him to focus on the
words said in the poem, and
allow him to concentrate on
separating each word. Last
week, the student
demonstrated mastery of
rhyme. Therefore, this week
we will move on to focusing
on words and sentences. He
seemed to begin to
understand the idea behind
separating each word in a
sentence. However, it took a
long time for him to focus on
the specific words. For this
reason, we will continue to
discuss the topic until he
demonstrates mastery of the
concept. Well, ok. You are
actually just doing more
extension work for
COW. Instead, we would like
you reading a book aloud to
him here. It differs than what
is below in Lang Dev because
of what you do with it. It
should have a game that goes
along with it or some activity
that gives him a break from
tracking/COW specific word,
BUT it supports COW by way
of addressing needs on the
TOPPA. If words is an issue,
I like to combine this with
Syllable work. You could read
a book like Brown Bear Brown
Bear aloud for fun...just let
him enjoy the book. Or An Old
Lady That Swallowed a Bat
(whatever that Halloween
version would be fun
now!). The
rhyme/meter/cadence of a
book like these makes these
great PA books. Then have
pictures that maybe come
from the story. What did the
old lady swallow? Have 3
pictures of her in her big ole
dress, each one with a diff
number on the skirt (1, 2, 3) in
front of him. He places the
picture on her mouth or belly
of how many beats is on her
dress. Bat = 1; horse = 1, tiger
= 2, etc. See how this
connects texts in a playful
way--a little more fun way that
just straight tracking COW
work--yet supports your
overall goals from TOPPA/ PA
work...which will get you to a
better place in COW, but it
isn’t quite the same as COW.
To complete this activity, we
will practice saying the poem
and take a breath in between
each word that is said. Then,
each line in the poem will be
said. Every time a line is said,
the student will draw a star for
each word. Then, we will
count all the words that are
said in each line.
Pictures:
Introduce each picture one at
a time. Have the student
identify the word associated
with each picture. This
includes a picture of a rat for
the letter r, a picture of a deer
for the letter d, and a picture
of a mouse for the letter m.
Then, have the student isolate
He was able to
the beginning sound that each
reproduce the
letter makes as he says the
letters by using
word. For example, “deer”
the ones on the
begins with the letter d, and
alphabet strip
makes a /d/ sound.” Have the
as an example.
child say the letter, letter
sound, and point to the letter
on the alphabet chart.
Continue with the rest of the
pictures. Then, have the
student glue them in his
journal and write the
uppercase and lowercase
letters next to them. Glueing
probably takes too much
time. You may just have him
glue 1 for each and write the
letter in upper/lower.
Writing Activity:
Have the student fill a page
with the letters, then put a star
next to his favorite one. In
other words, he will write as
many D’s as he can on one
page, then star his best one!
As he writes, prompt him to
repeat the letter names and
the letter sounds. He will do
so for the letter M and the
letter R. The purpose of this is
to give him time practicing
writing each letter and saying
its name. This will help him
remember and learn them in
isolation. This needs some
formal and explicit
instruction. Rather than
saying GO and just start
writing, I’d have lines and talk
about proper letter formation
first. You likely won’t have a
lot of time...this whole section
is about 5-10 minutes...so I
might prioritize just having him
write them above the glueing
above and tell him to make
that his very best and favorite
letter.