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Pre-A Lesson Plan Based on The Next Steps in Guided Reading (2009) by Jan RichardsonPhase 1Working with Letters (3-5 minutes)Purpose: develops visual discrimination, automaticity in letter naming, visual memory, letter/sound associations, letter formation, writing of name without a model.Procedures:Letter activity (choose one of 7 ways)1. Match the letters in the bag- place multiple sets of known letters in a bag and have the students to find the letters that are the same. “Find all the c’s and put them in a line on your board.” Have them say the name of the letter.2. Match letters to the alphabet chart – match the letters in your bag to the abc chart. Have them name the letter, picture, and sound.3. Match upper and lower case letters – Use letter cards and have students match the upper and lowercase letters. Have them name the letters and use the abc chart to help themselves.4. Name letters left to right across the top of their magnetic boards - Have them pull the letters from their bags one at a time and line them up and then name them quickly from left to right.5. Name a word that begins with that letter – Students pick a letter from their bags, say the letter, say a word that starts with that letter.6. Name a letter that begins that word –Teacher says a word and asks the students to find the letter on the abc chart that makes the sound at the beginning of that word. “Find the letter you hear at the beginning of book.” The students point to the b.”7. Find the letter that makes that sound - Students locate a letter on the abc chart that makes the sound. “Find the letter that says /t/.”Letter formation (finger tracing) – Select a letter or two from the same group. Stay in that group until the entire group is mastered. They should say the language for path of movement and the letter’s nameStudents form the letter 4 ways:Air Writing – big movement in airTable WritingFinger Tracing White board with Dry erase Group I – letters that begin over and aroundc- over, around, openo- over, around, close a- over, around, downd- over, around, u…p, down g- over, around, dow…n, curveq-over, around, dow…nGroup 2 – letters that start at top and pull downl – dow…nt – down, acrossh – dow…n, up, overk – dow…n, slant in, slant outb- dow…n, up, and aroundr- down, up, curven- down, up, overm- down, up, over, up, overi- down, dotj- down, curve, dotp- dow..n, up, aroundGroup 3 – Unique letterse- across, over, around, openf- over, dow…n, acrosss- over, around, curveu- down, curve up, downv- slant down, slant upw- slant down, slant up, slant down, slant upx- slant down, slant acrossy- slant down, slant dow…nz-across, slant down, acrossWorking with Names (3- 5minutes)Purpose: A child’s name is best place to start learning letters and sounds. It develops visual discrimination, visual memory, letter formation, writing of name without a model, left to right progression.Procedures: Students build or write their names with one of ways listed below.Name activity (choose one of 3 ways)Name puzzles – Write name on sentence strip and cut it apart then have students build it. They may use their written name on envelope as a guide or to check.Names with magnetic letters – Build name with magnetic letters on whiteboard.Rainbow writing names –Write each student’s name on paper and laminate or insert into a page protector. Teach them how to trace their names with a dry erase marker using proper formation. They can write it multiple times with different colors.Working with Sounds (3-5 minutes)Purpose: To develop the 3 aspects of phonological awareness (hearing syllables, hearing rhyming words, and hearing initial consonant sounds)Procedures: Select one: Clapping syllables, working with rhymes, or picture sortsClapping syllables – Use picture cards, alphabet chart, or just say a word that has one or two syllables. After they master one and two syllables, move on to three or more. I usually start with student names. Discontinue when the group has mastered 3 syllable words.Working with Rhymes – Say two words . The students put thumbs up if the rhyme and down if they don’t. “pig, wig” ~ “pig, table” When recognizing rhymes is mastered, ask students to generate rhymes. “What rhymes with pig?”Picture Sorts – Students sort pictures by the initial consonant sound. Begin with the letters that have the sound in their name (easiest to learn): b, d, f, j, k, l, m, n, p, r, s, t, v, z. Begin with consonants that are distinctly different like t and m. Later sorts can be more difficult like b and d, when each have been mastered in isolation from each other.Choose 2 consonants. Begin with letters they can nameGive each student 2 pictures. Tell them the name of the pictures.Tell them, “Listen to the sound at the beginning of each picture. If your picture starts with the /m/ sound put it under the m. If your picture starts with the /t/ sound, put it under the t. Have the students follow this procedure (reduces guessing):Say the pictureSay the beginning soundSay the name of the letterPut the picture under that letterPhase 2Working with Books (5 -7minutes)Purpose: develop print concepts and oral language. Procedures:Use individual Level A books Build background knowledgePicture walk and discussion Choral read the book togetherEncourage one to one matching as they point to wordsClose with teaching point about print concepts:Concept of a word “Put your fingers around a word in the sentence…How many words are on the page?”First/last word: “Point to the first word on the page…Point to the last word on the page.”Concepts of a letter: “Show me a letter in a word. Show me two letters.”First and last letter: “Point to the first letter of a word. Point to the last letter of a word.”Punctuation: “Show me the period. Show me a question mark.”Capital/lowercase letters: “Find a capital T. Find a lowercase a.”Interactive Writing and Cut-Up Sentence (5-7 minutes)Purpose: Interactive writing allows students to work alongside a more knowledgeable other to construct a text by sharing the pen. It builds oral language andProcedures:Create a simple sentence to add on to the bookStudents rehearse the sentenceDraw a line for each word on the sentence stripHave the students help you write the sentence interactivelyRead the sentenceCut the sentence apartBuild the sentence as a groupKeep and allow them to build it another time or have a system for sending it home with a childWhen to move to a Guided Reading Plus format? Writes own name without a modelIdentifies at least 40+ lettersDemonstrates left to right directionalityFollows simple directionsHears some consonant sounds ................
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