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Accelerating the Struggling Reader in Kindergarten “Next Step” Pre-A Reading Lesson – 20 min.(for students who identify less than 40 letters)ComponentTimePurposeWorking with Letters & Names5 min.Visual memory, visual scanning, letter/sound links, letter formationWorking with Sounds5 min.Phonological and phonemic awareness, hearing initial sounds, linking sounds to lettersWorking with Books5 min.Oral language, one-to-one matching, vocabulary, English language structure, concepts of print, use pictures to construct meaningInteractive Writing5 min.Hear sounds in words, letter formation, concepts of print, link sounds to letters “Next Step” Guided Reading Lesson Framework (for students reading at text levels A-I)Based on 20-minute lesson each dayDay 1Day 2Sight word review (1 min.)Students write three familiar wordsSight word review (1 min.)Students write three familiar wordsRead a new book w/prompting Students independently read while teacher confers and prompts(10-12 min.)Read familiar books w/promptingStudents independently read while teacher confers and prompts (5-8 min.)Discuss & Teach (2-3 min.)Teacher models a strategic action based on observations and students’ needsDiscuss & Teach (2-3 min.)Teacher models a strategic action based on observations and students’ needsWord Study (3-5 min.) Students use manipulatives to improve phonemic awareness and phonicsGuided Writing (8-10 min.)Students write about the book with teacher guidanceStrategies and Skills for Emergent Readers (text levels A-C)LevelReadingWord Study Guided Writing A1:1 matchingUse pictures and known words to search and predict Read and write about 10 sight words Hear and use initial consonant soundsWrite a dictated sentence Hear and record initial consonants and long vowels, letter formation, sight wordsB1:1 matching on two lines of printUse meaning, structure and known words to predict, monitor, and self-correctRead and write about 20 sight words Hear and use initial and final consonants, short a and oWrite one or two dictated sentences Hear and record initial & final consonants and short a and o, letter formation, sight words, reread to predict and monitorCUse meaning, structure, known words and initial consonants to search, predict, monitor, and self-correctRead and write about 30 sight wordsIdentify and use all letters/soundsHear and use CVC sounds in sequence Write two (or more) sentences Hear and record CVC sounds in sequenceletter formation, sight words, reread to predict and monitor, space w/o promptingTeach a New Sight WordProcedures: Select a sight word from the story that students don’t know how to write. Step 1: What’s Missing?Write the word on the dry-erase board. Ask students to look at each letter as you slide an index card, left to right.Turn the board toward you. Erase a letter. Show the board to the students. Ask, What’s missing? When students say the missing letter, write it back into the word. Repeat, erasing more letters until the whole word is erased.Then have students call out each of the word’s letters in order, as you write them on the board.Step 2: Mix and FixGive students magnetic letters to make the new word.After students make the word, have them slide their finger under the word and check it for accuracy. (Discourage them from segmenting each sound.) Next have the push the letters up one at a time.Then have students mix up the letters and remake the word, from left to right. Keep the word on the table and cover it with an index card.Step 3: Table WritingAsk students to “write” the word on the table with their index finger. Make sure they are looking at their finger while the write.Step 4: Write and RetrieveHave students write the new word on a dry-erase board as they say it softly. Do not allow students to spell or sound out the word. You want them to learn it as a complete unit. After they write the word, have them erase it.Now dictate a very familiar word they know how to write. Check and erase.Finally, dictate the new sight word for them to retrieve from memory and write.Word Study Activities for Emergent ReadersActivityPurposeMaterialsPicture SortingHear sounds and link to lettersPicture cards for consonants and short medial vowelsMaking WordsMonitor for visual-auditory matchMagnetic letters Sound BoxesHear and record sounds in sequenceSound box template in write-on plastic sleeve ................
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