Case Summary Sheet: Beginning Reader

BR Case Sum Sheet

Student Name: __ X ___________ Grade: __2nd __________ Age: _7_yrs _5_mos DATE OF TESTING:
_9/15/17_
Examiner/s/: ___ Alison Roberts ______________
Word Lists Passage Reading Reading Rate Comprehension

% questions answered
Difficulty correctly
Difficulty Level TIMED TOTAL WRC Oral vs.
Level WPM
↓ (%) (%) (%) Silent
↓ ORAL SILENT

Readiness

PrePrimer A 100
PrePrimer 95 95
PrePrimer B 89

PrePrimer C 89

Primer 75 90 P 79 Oral 38 100 n/a

1st 25 35 1st

2nd 2nd

You can round up the WPM too. May want to change some of the red to green for primer (all except WRC).
 Independent Reading Level _PPA_ Instructional Reading Level _PPB-PPC_
Frustration Level Begins at _Primer_For PP, 85% is considered instructional so you
do a great job of figuring this out! The tricky thing is that his accuracy isn’t where
it needs to be in WRC for primer, but everything else is ok. So he has quite a big
range there. I’ll be looking at WS to see if I can work this puzzle a bit more.

Word Study Writing Sample Other Notes

Examples of confusions: ● He describes himself ‘smart

Short vowels: PAT/pet, DEG/dig, SEG/stick Strengths: reader.’ He knows to try to
● Words match picture sound out words he doesn’t
Blends: SEG/stick, GREM/dream ● Capital at the beginning know or to ask for help. I
of sentences observed him asking for
● Period at the end of help frequently during his
Inventory: Begin instruction with: morning work.
sentences
WTW Primary ● If he does not understand
I will begin instruction with a mixed vowel word ● Used sight words ‘I,’
Spelling families. I chose this because X is consistently ‘and,’ ‘the’ what he has read, he thinks
Inventory representing initial and final consonants; he is ● Clear focus he should ask. I observed
also including a short vowel, but not always the this happening often in the
Score: 4 out of right one. I will use a word sort because he will classroom during morning
14[ACR1] be able to read all of the words (procedure from work.
Areas for improvement:
WTW p. 166-167). This sort modified from ● Spacing ● His favorite books are Pete
Spelling Stage: WTW (p. 355) to include short a, i, and u with ● Erasing mistakes instead the Cat books.
Mid Letter Name CVC words. ● He loves being outside and
of writing over them
Short a Short i Short u ● Spending more time being active.
trying to sound out ● He reads to his mom, and
man fun his mom reads to him at
unknown words
pin ● Adding more details home. He enjoys listening
● Capitals vs. lowercase to someone else read to
can win run letters him.
 fan fin sun ● He thinks reading is hard
because sometimes there
are hard words.
ran tin bun ● He says good readers are
able to read chapter books.
● He is very interested in
pan bin nun
animals and hunting.
● He was excited to do the
tan pun WRI word lists. He did not
get discouraged when he
Yep...this is where he needs support. This is why got wrong answers. He
Primer is not solid, nor is PP. tried to sound out
unfamiliar words, mostly
by relying on the first letter.
He also relied on other
consonants in the word. He
had trouble with the vowel
patterns and long vowels in
words. He did very well on
the Preprimer and Primer
word lists, but quickly had
trouble with the first grade
list. He did not attempt
many words during the
timed first grade list.
● He quickly lost his
enthusiasm for the tests
when I told him we were
going to be spelling. Right
away, he started asking if
he had to spell all the words
and if he could stop when
he had done x many words
or x many. He also kept on
asking if it was graded. He
was starting to get anxious
 around word 9, and I
stopped him after word 14.
He showed that he
understands initial and final
consonants in CVC words.
He struggled with short
vowels. He represented
each and sounded out each
CVC word, but only got 4/7
correct. He only attempted
2 words with digraphs, but
missed both. He spelled 3
out of the 5 blends
correctly. The long vowel
patterns are where he really
struggled. He did not get
any correct.
● He is right handed. He held
the pencil correctly. His
writing was very laborious.
He was not confident with
spelling, but he did attempt
to sound out each word. He
made some static reversals.
His spacing was
inconsistent. He used
capitals and periods, and he
went back to check that he
had both when he finished.
● After spelling and writing,
his confidence seemed
down, so I started him
reading where I thought he
would be independent. He
was instructional for PPB
and PPC. He was
 frustration for Primer. Even
though he struggled. He
looked at me frequently
when he got stuck, but
would then turn his
attention back to the story
and try to sound out the
word when. Even though he
was frustration at the
Primer level, he got all of
the questions right. On the
PPB reading, his errors
where meaning based. On
PPC, his errors were
visually based. On Primer,
his errors were a
combination or meaning
and visual errors. He self-
corrected 0 times for PPB,
3 times for PPC, and 3
times for Primer. His
fluency level for Primer
was Level 2.

Instructional Goals:
Fluency Word Knowledge Comprehension/Vocabulary Writing

X will increase his known We will begin by working towards He showed good comprehension X will be able to write 4
words in his word bank from mastery of short vowels. As he skills while reading. He went back sentences independently. He
approximately 90 words to progresses with short vowels and and said whether his predictions will use spacing in between
150+. He will also begin to use moves from mixed vowel word from the book walk were right or words. Capitals and
families to the study of short wrong without prompting. He lowercase letters will be used
vowels outside the support of word stopped reading to make
X is so excited to read. They families, I will begin to work on connections to his life. I would like in appropriate places. He will
way he reads the text, it sounds digraphs in short vowel words. I for him to be able to monitor, to include details in his writing.
like there is an exclamation hope to get to the mastery of stop reading and go back when
mark after each sentence. My several digraphs (sh, th, and ch). something does not make sense. I Activities will include:
goal is for him to work on also want to teach him retelling. ● Finger spaces
using appropriate expression Activities will include: ● Capital Fixer
when he reads. ● Push and Say Activities for comprehension: ● Capital/lowercase bingo
● Writing Sorts ● Story maps/graphic organizers ● Detail organizers
Activities will include: ● Speed sorts ● 5 Finger Retell
● Word Bank Concentration ● Slide-a-word (WTW p. 195) ● Monitoring checklist
● Word Bank Pick Up ● Making-words-with-cubes ● Using spelling features,
(WTW p. 185) game (WTW p. 194) pictures, and meaning to find
● Rereading ● Short vowel (or digraph) missing words
● Echo reading concentration
● Readers’ Theatre X will work with the meaning of
new words in our texts. We will
focus on Tier 2 words.

Activities for vocabulary:

● Acting Out Meanings (WTW p.
179)
● Concept sorts (WTW p. 178)
● Graphic organizers
 Wk 1: Word Knowledge Lesson Plan

GR Levels: C - G (LN through Early WWP)

2 Hour Lesson Plan

Component Purpose Activities Outcomes

Reading Practice · Increase SW Rereading of texts: q Were the books too easy /
Time: 20% vocabulary, fluency, &
confidence through q Independent Reading too hard / just right?
25 minutes rereading practice q Partner Reading
· Remember: Missed words:
Beginning Readers will
q Read the Room
acquire new sight words q Other: _________________________________________
through rereading familiar
books · Reminders:
q Did you complete the book
·
log?
· q RR check once/week?

· Book Acc %age

Level:
 · Build sight word High frequency word activities (word wall, word bank, etc.) q Automatic sight wd.
vocabulary
Recognition?
Word · Point out
Activity:_Assess high-frequency word knowledge_____
phonetically regular List 1: 26/26
Study components of words List 2: 21/27
Time: 15% · High frequency List 3: 16/25
20 minutes word activities (word wall,
List 4: 18/26
word bank, etc.)
· Increase
List 5: 11/24
complexity of
phonological awareness q Sight words needing review:
tasks Words: _Eed’s High-frequency Word Lists (All prepared)_
· Automaticity
List 2: with, her, look, mother,
with letter sounds
· Spell short
than, thing
vowels words & high
frequency words correctly List 3: want, little, if, boy,
· Segmenting & there, every, went, father,
blending at onset-rime or
time
phoneme level
·
List 4: walk, were, friend, Mr.,
The Word Study let, how, read, them
Sorting section
should be easy to List 5: any, right, nice, well,
complete if you old, night, about, think, new,
were thorough and
know, grand, body, morning,
specific on your
case summary after, never, or
sheet!
He never got discouraged
Teaching word families, when he got ones wrong. He
digraphs & blends, & relied on the first letter for
medial short vowels most of the words he did not
 know. He also used later
consonants and some vowels.

Segmenting & blending work (Push/Say): q Able to blend / segment

q early LN: onset-rime (beginning sounds) sounds in orally
He was able to break up the words and
ü mid-late LN: phoneme level (b-m-e sounds) blend them back together again.
Just be sure to list out the P/S sequence
Sequence of P/S (reinforcing taught word features):
q Able to blend/segment
words (P & S It)
He spelled not correctly. When I asked him
to change it to dot, he was confused. He
changed it to ‘nod.’ When I asked him to
sound that out and he realized it wasn’t the
right word, he was able to fix it and get the
rest of the words.

q Confusions?
Word Study Sorting: q Sorted correctly &
automatically?
Features for sorting: short a, i, and u in -un, -an, and -in His sorting was not
1. Model First, then Guided Practice automatic at first. He had
Picture/Word Sort: I will use a word sort. The focus of this trouble saying a few of the
sort is on mixed short vowel families. I chose a word sort words (than, tan, tin, pun).
because the words are all CVC words that he will be able to He was able to tell me what
sound out. The bold words at the top will be my headers. I the categories have that are
will follow the procedure for introducing mixed vowel the same. He was able to sort
word families with words on pages 166-167 of Words Their the cards correctly at the end.
Way. I will begin by introducing the headers. Then, I will
model the first word or two in each category, explaining
that it put it there because the letters are the same at the q Self-corrected sorting
end. Then, I will have the student start sorting the rest of errors?
words, providing assistance as needed. Once the words are He corrected any errors he
sorted, we will read the columns and talk about how the made by himself during the
words are similar with the letters and sounds. I will then guided practice and the final,
have him practice sorting the words on his own. independent sort.

Short a Short i Short u

man fun q Other:
pin I do not think he has
mastered these sounds. He
can win run can take the words and
segment/blend the sounds,
fan fin sun but he relies heavily on the
way the word is spelled. For
ran tin bun the extend and apply, I had
him write down the word. He
 pan bin nun kept on spelling –in words
with –en and –un words with
-on. He was also having
tan pun
trouble figuring out which
category each words went
than
even. He would separate the
sounds, but could not hear
the differences. I want him to
2. Extend and Apply: keep on working on the
ü Writing Sort – mixed short vowel families.
Next week, I want to use
pictures as well as words to
q Fast Read force him to look for sounds
q Timed Sort to sort instead of just letters.
q Game
3. Overall Accuracy with Sorting: I added in the ‘th’ digraph to
start having him look at ‘th’
Sort: short a, i, and u App. Percentage Correct: vs. ‘t,’ but he could not figure
an, in, un out which was which yet.

No. of words/cards?
__15___ ___100_____
 q Apply phonics Writing for Sounds (2-3X/week): q Represented taught sounds
knowledge correctly?
Writing Sentence 1: _The thin tan can is in the bin._
Sentence 1: Teu teN taN caN
for Sounds is in Teu BeN.
Sentence 2: I have fun in the sun.
Time 5%
5 minutes
Sentence 2: I Had FoN in The
SuN
Nice notations throughout!
Yes, definitely a UBC for him.
-In: 1/3
-Un: 1/2
-An: 2/2

q Spacing, Beginning Capital

Letter, Ending Punctuation?
He put a capital at the
beginning of the sentences.
Most of his ‘n’s are capital,
along with other randomly
placed letters (represented
above). He put a period at the
end of the first sentence. His
spacing is inconsistent.

q Letter Formation?
He reversed the ‘B’ and some ‘N’s
Guided Reading · Apply decoding Book: ____________________________Level: __________ q Was the book too easy / too
Instruction skills & word identification
strategies in new text
1. Select instructional level text. hard / just right?
Time: 20% Teach self- 2. Read title with students & discuss cover.
25 minutes
· q Missed words:
monitoring strategies 3. Have students make a prediction.
4. Discuss pictures, words, & patterns in the book.
5. Model and support decoding and word identification q Used information from
strategies. book introduction: yes / no
6. Students read the book independently.
q Other:
You may have time to introduce and read a second
instructional level text (good to have 2 on hand).
Teacher Read · Develop oral Book:
Aloud language
· Increase
Theme (if any):
Time: 20%
vocabulary
25 minutes q Interactive read-alouds (fiction & non-fiction)
· Model
comprehension strategies q Think-alouds
· Foster joy of
q KWLs
reading
q QAR (in my head or in the book)
q Language Play
q Other:

Writing · Writing simple Activity:

Time: 20% sentences, lists,
narratives, or explanations
25 minutes q Journal writing
q Writing for sounds in teacher-dictated sentences
q Pattern writing (based on familiar books)
q Interactive writing modeled by teacher
 Wk 2: WK, Comp, & Writing for Sounds Only (2nd Wk Sept)
Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

Component Purpose Activities Outcomes

Reading Practice · Increase SW Rereading of texts: q Were the books too easy / too
Time: 20% vocabulary, fluency, &
confidence through q Independent Reading hard / just right?
10 minutes rereading practice q Partner Reading
· Remember: Missed words:
Beginning Readers will
q Read the Room
acquire new sight words q Other:
through rereading familiar _________________________________________
books Reminders:
· q Did you complete the book
log?
·
q RR check once/week?
· Book Acc %age
· Level:
 · Build sight word High frequency word activities (word wall, word q Automatic sight wd.
vocabulary
bank, etc.) Recognition?
Word Study · Point out
phonetically regular mother, father
Time: 15% Activity: Word Bank Pick Up (WTW p. 185).
components of words q Sight words needing review:
15 minutes I will put the words on cards. I will say one of the
· High frequency friend, her, with, want
word activities (word wall, words and he has to identify the correct card.
word bank, etc.)
· Increase complexity Words: with, want, mother, father, friend, her *He was not very happy when
of phonological awareness we began. It took him a few
tasks minutes to get started and fully
· Automaticity with participate.
letter sounds
· Spell short vowels Segmenting & blending work (Push/Say): q Able to blend / segment
words & high frequency
q early LN: onset-rime (beginning sounds) sounds in orally
words correctly
q mid-late LN: phoneme level (b-m-e sounds) He did well with figuring out the
· Segmenting &
blending at onset-rime or sounds in the words. He does
phoneme level Sequence of P/S (reinforcing taught word features): not like to sound them out, but
· Teaching word he has shown proficiency in in
This week, we are continuing to focus on short a, i,
families, digraphs & blends,
and u, and I am adding in o. The words for the push when he does try. He is able to
& medial short vowels
n say involve some words from the short vowel make the -at, -it, -ut, and -ot
families from last week transforming into this sounds, as well as short a, i, o,
week’s short vowel families. and u in isolation.
Looking good!
q Able to blend/segment words
Man-mat-hat-pat-pit-pin-pun-bun-but-nut-not-hot-
(P & S It)
hit-hat-sat-sit
He was able to blend and
segment the words for the push
and say. He struggled with two
words (below), but he was able
to get the rest without
hesitation.
q Confusions?
For ‘pat’ to ‘pit,’ he changed the
word to pai, then pia. I sounded
out what he had spelled, and he
realized the mistake he had
made. When changing ‘but’ to
‘nut,’ he made the word ‘btn.’ I
sounded out what he had
spelled, and he realized his
error and was able to fix it.
Great! This is what we like to
see.
Word Study Sorting: q Sorted correctly &
automatically?
Features for sorting: Short a, i, o, and u in -at, -it, - At first, he struggled with the
ot, and -ut words picture sort. He could not figure
1. Model First, then Guided Practice out where to put ‘hot’ and ‘cot.’
He was just guessing every
I am continuing to work on mixed short vowel column. By the end of the
families. Last week, he was able to sort but not picture sort, he was able to
apply. I am continuing to work on short a, i, and u. I understand where the words
am adding on short o for more contrast. would go.

q Picture/Word Sort: I am using a picture sort and a When we got to the word sort,
word sort. The picture sort is so he is thinking about he did very well. I pointed out a
the sounds instead of looking for letters, like I few errors, but he did very well
believe he was doing last lesson. I am also doing a the first time. For the guided
word sort because I want him to see the spelling practice, he did not need any
features so he gets used to them and gains help.
experience. The headers will be the same for the
picture and the word sort. Starred words will be He did not like the game at first,
used in both sorts. but was very happy with it at
the end. He struggled with a
Picture Sort: I will start with the headers. I will few words, but when I told him
demonstrate with the first words. I will tell him what to think about the sounds he
each picture is. After he has finished, I will have him could figure it out.
read the words and tell me what sounds are the
same for each word in each column. Then, I will ask He scored 100% on the
him to tell me what letters he thinks make each of independent sort.
the sounds.
q Self-corrected sorting errors?
 He was able to self correct
Short a Short i Short o Short u
Cat* Sit* Dot* Cut* most of his errors.

Mat Pit Hot Mutt q Other: The whole time, he

Hat Hit Cot Hut kept asking if it was time to
read a book yet. He has little
Rat* Bit* Pot* patience for word work, and he
does not want to sound out the
Word Sort: I will follow the procedure for words. I believe he knows more
introducing mixed vowel word families with words than he shows on the first try,
on pages 166-167 of Words Their Way. I will begin but he believes he is going to
by introducing the headers. Then, I will model the get it wrong. I think the picture
first word or two in each category, explaining that it sort really helped him gain
put it there because the letters are the same at the confidence and listen to the
end. Then, I will have the student start sorting the sounds. Again, you do a
rest of words, providing assistance as needed. Once wonderful job reflecting on
the words are sorted, we will read the columns and what is working and why. Love
talk about how the words are similar with the letters the detail in the plans as well as
and sounds. I will then have him practice sorting the your reflections. It really helps
words on his own. to see what is happening here
as well as shaping your ideas for
where you will go next with
Short a Short i Short o Short u
Cat* Sit* Not* Cut* instruction. Good job!

Sat Kit Pot* Nut

Rat* Bit* Rot But

That Fit Got Shut

Quit
2. Extend and Apply:
q Writing Sort
q Fast Read
q Timed Sort
q Game: I am adapting a strategy I saw in WTW. In
this strategy, you tell the child the word and the
point to the correct category. My child is very active
and wants to play, so I am going to turn this into a
game. I am going to place cards with -at, -ot, -ut,
and -it on the ground. I will call out one of the words
from the picture or word sort. He will have to jump
on the card that has the correct word feature. I will
call out 2-3 words from each category. In addition to
letting him move around, this is another activity
that, like the picture sort, makes him think about
the sounds.You do a nice job justifying what you will
do and why. Looks like you are hitting on the right
elements with him.
3. Overall Accuracy with Sorting:

Sort: App. Percentage Correct:

No. of words/cards?
___14 (not counting __100%______
headers)____
 q Apply phonics knowledge Writing for Sounds (2-3X/week): q Represented taught sounds
Writing for correctly?
Sentence 1: The fat cat bit the hot nut.
Sounds Sentence 1: The fat cat Bet The
Sentence 2: The rat hit the pot but it quit.
Time 5% h(static reversal)ot not
5 minutes

Sentence 2: the rat het The pot

B(static reversal)ot it q(static
reversal)it

At: 3/3
It: 2/4
Ot: 2/2
Ut: 0/2
So smart to track this way. It
quickly becomes evident which
ones he is getting and which
ones still needing some work.
After he wrote it, we went over
the words. I pointed to each
word that was wrong and he
was immediately able to fix it.
When he writes, he is not
sounded out the words and
listening to the sounds.

q Spacing, Beginning Capital

Letter, Ending Punctuation?
Spacing was much better. There
is a clear space after each word.
He did not capitalize the
beginning of either sentence. 4
capitals at the beginning of
words in the sentence.

q Letter Formation?
Static reversals for h, B, and q.

**He does not like going back

over his work. When we started
to, he was very discouraged.
We used a ‘good luck pen’
which seemed to help. I’ll bring
more fun tools for corrections
in the future.
 · Apply decoding Book: X Marks the Spot by Libby Brereton Level: E q Was the book too easy / too
skills & word identification
Guided strategies in new text hard / just right?
· Teach self- *I looked through the guided readers at the library. I
Reading monitoring strategies couldn’t find any ones that focused on short vowels. I did a 100’s box running record.
Instruction I chose the one that had the most short vowels like His accuracy was about 75%.
Time: 20% we are working on. I also think he will find this book
10 minutes entertaining. PPC is equal to Guided Reading Level E, q Missed words: (a
so this text is instructional. representative sample of the
The tricky thing about E books is that they are full of missed words) Tuck, Trip, were,
blends/digraphs/complex consonant clusters. That pirates, Mac, parrot, was, a,
could be part of the issue with it being too hard. how, marks, spot, looked,
1. Select instructional level text. letter, like, the, it
2. Read title with students & discuss
cover. Some of these words I think
were complex for him (ex:
3. Have students make a prediction.
pirate, letter). Others I think he
4. Discuss pictures, words, & patterns in
knows (ex: it, were, was) but he
the book. was not paying attention to all
*Point out short vowel words. of the letters in the word so he
5. Model and support decoding and would guess a similar word.
word identification strategies.
*Talk about going back to the start of a q Used information from book
introduction: yes / no
sentence or looking at the pictures to help if
He went back to look at his
he does not know a word. predictions.
6. Students read the book independently.
q Other: Did not get to the
You may have time to introduce and read a second second book because he was
instructional level text (good to have 2 on hand). mentally exhausted. Will use a
*Extra Book: A Scarf for Jerry by Jephson Gibbs lower level book next time.
(Level E)
Teacher Read · Develop oral Book:
Aloud language
· Increase vocabulary
Theme (if any):
Time: 20%
· Model
10 minutes q Interactive read-alouds (fiction & non-fiction)
comprehension strategies
· Foster joy of q Think-alouds
reading
q KWLs
q QAR (in my head or in the book)
q Language Play
q Other:

Writing · Writing simple Activity:

Time: 20% sentences, lists, narratives,
or explanations
10 minutes q Journal writing
q Writing for sounds in teacher-dictated sentences
q Pattern writing (based on familiar books)
q Interactive writing modeled by teacher
 Wk 3: WK, Fluency, Comp, & Writing for Sounds Only (3rd Wk September)
Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

Component Purpose Activities Outcomes

 · Increase SW Rereading of texts: **X was having a
vocabulary, fluency, &
q Independent Reading rough morning. He
Reading confidence through rereading
had not been in
practice q Partner Reading
Practice · Remember: class before I came
Beginning Readers will
q Read the Room
Time: 20% because he was
10 minutes acquire new sight words q Other: upset and not doing
through rereading familiar _________________________________________ his work. He
books
remained unhappy
· The book we read last week was frustration, so it will
and frustrated
not be included in fluency practice. Instead, we will work throughout the
with a series of rhymes that he will be familiar with. I will session, and would
have text copies available of these for him to read. I will not try to answer
allow him to pick which ones we work on. unless he knew it
for sure most of the
· I will have Old MacDonald, 5 Little Monkeys, There
time.
Was An Old Lady Who Swallowed a Fly, The Ants Go
Marching, Hickory Dickory Dock, and Humpty Dumpty. q Were the books
· too easy / too hard /
just right?
·
5 Little Monkeys:
just right
Humpty Dumpty: too
hard
Hickory Dickory
Dock: too hard

Missed words:
5 Little Monkeys:
straight, 99%
accuracy
Humpty Dumpty:
great, fall, kings,
together, 85%
accurate
Hickory Dickory
Dock: needed help
with most words,
would not try them,
did not do a RR

Reminders:
q Did you complete
the book log?
q RR check
once/week?
Book Acc %age
Level:
 · Build sight word High frequency word activities (word wall, word bank, q Automatic sight
vocabulary
etc.) wd. Recognition?
Word Study · Point out
phonetically regular friend, her, with,
Time: 15% Activity: Concentration (I will create two cards for each
components of words thing, than
15 minutes word and put them spread out face down. He will need to
· High frequency word
activities (word wall, word pick up the words that match and correctly say what the He struggled with
bank, etc.) word is.)
· Increase complexity
her (saying here) for
of phonological awareness Words: friend, her, with, want, thing, than a bit, but then he
tasks
The first four are words he did not master last week and started recognizing
· Automaticity with
letter sounds
needs to review. The last two are words that start with th, it.
· Spell short vowels which we have talked about.
words & high frequency
q Sight words
words correctly needing review:
· Segmenting & want (says what)
blending at onset-rime or
phoneme level
He enjoyed the
· Teaching word
families, digraphs & blends, &
game and wanted
medial short vowels me to play with him.
I think it gave him
good practice saying
the words and
looking at the words
repeatedly.

Segmenting & blending work (Push/Say): q Able to blend /

q early LN: onset-rime (beginning sounds) segment sounds in
q mid-late LN: phoneme level (b-m-e sounds) orally
Yes, he could blend
and segment the
Sequence of P/S (reinforcing taught word features):
words orally.
This includes the feature for this week short vowel
families with -ck with a few words from the previous q Able to
families for review. ‘ck’ will be one sound tile, as will ‘th.’ blend/segment
words (P & S It)
bit-sit-sick-lick-lock-lot-dot-dock-duck-tuck-tack-tan-than- He was able to
thin- pin-pick-pack-peck-neck-deck-duck segment the words
with the push and say.

q Confusions?
‘Than’ caonfused
him (he thought it
should stay the same
as tan), but when I
had him segment the
word and see what
he heard at the
beginning, he was
able to fix it.Nice
contrast leading him
directly to confront
the differences. :)

He had trouble with

‘peck.’ He thought it
was every vowel
except ‘e.’
Word Study Sorting: q Sorted correctly &
automatically?
Features for sorting: Short vowel families with -ck He did not want to
1. Model First, then Guided Practice sort the words. He
q Picture/Word Sort would not try to read
I will follow the procedure for introducing mixed vowel them (he would just
word families with words on pages 166-167 of Words say a word that
Their Way. I will begin by introducing the headers. I will started with the first
see if he can read the headers. If he can, I will ask him letter and try to sort
what sound -ck makes. If he cannot, I will read the words them by the first
and have him tell me what sounds the same in all the letter). Whe he
headers. Then, I will model the first word or two in each would say them, he
category, explaining why I put it there. Then, I will have showed that he was
the student start sorting the rest of words, providing capable of doing it,
assistance as needed. Once the words are sorted, we will but he was bouncing
read the columns and talk about how the words are between being upset
similar with the letters and sounds. I will then have him about whatever
practice sorting the words on his own. He has done well happened before I
with short a and o. He is improving with short i and u, so I got there, being mad
am introducing short e in this sort all well. I think having that he had to sort
the vowels he is more comfortable with in the sort will before we could do
provide support as he works on mastering the other short the jumping game,
vowels. and being proud for
getting a word right.
-ack -ick -ock -uck -eck When he was happy,
back sick lock duck neck he was showing a
clear understanding
sack lick rock suck peck
of the words. When
tack pick sock truck deck he would segment
 the words, he was
jack tick dock tuck speck
able to say them all
pack kick clock with only a little
support. All good to
black chick block
note here. These are
important
antecedents to note
2. Extend and Apply:
for your mock child
q Writing Sort study...things that
q Fast Read likely will take a
q Timed Sort team approach to
q Game: I am going to do the same jumping game as I did remediate in
last week. He enjoyed it, was responsive, and it made him addition to lit
think about the sounds he heard in the words. I will put instruction.
cards with -ack, -uck, -ock, -ick, and -eck on the ground. I
will call out a word, and he will have to jump on the During the guided
correct card. I will call out 2-3 words for each category. practice, he only
Hopefully, this will make him start thinking about how he made 4 errors: chick,
can spell each of the words before he does the writing truck, speck, and
portion. lick.
3. Overall Accuracy with Sorting:
During the game, he
Sort: App. Percentage Correct: made 3 errors: neck,
peck, and pack. He
No. of words/cards? was confusing the
__21_____ ___85%_____ /e/ for /a/.

Final sort errors:

black (he read it as
block so put it with -
ock), speck (he was
not sure and kept on
moving it around),
and suck (under -eck
because there
weren’t many there).

q Self-corrected
sorting errors?
He self corrected a
few times, but he
was rushing and not
checking his work.

q Other: I knew this

would be a more
challenging sort for
him because it has
all of the vowels and
blends. He struggled
with some and did
not do as well as he
had previously. But
considering the
difficulty of this sort
and his mood, I am
pleased with how he
did. He is hearing
sounds so much
better than he was a
few weeks ago.
Yes, this is definitely
more of a Late mid-
LN to early LLN type
sort but you do a
nice job of gradually
going to harder
things by controlling
the families. You
could scaffold to
make it easier by
cutting back
categories and/or
removing LL and or
blends.
 q Apply phonics knowledge Writing for Sounds (2-3X/week): q Represented
Writing for taught sounds
Sentence 1: Jack has a sock on the deck.
correctly?
Sounds
Sentence 2: The sick chick met a duck with a big neck.
Time 5% Sentence 1: Jac has a
5 minutes
We will use special animal pens to go over his writing and sosl on Teu deck
try to correct errors. He was able to correct all of his Sentence 2: the sec
errors last time when I pointed to the word. If he has cek met a dock wiu a
errors this time, I will see if he can find them in the big nak
sentence by himself if I tell him how many.
ack: 0/1 (ac)
uck: 0/1
ock: 0/1 (osl)
ick: 0/2
eck: 1/2
I would probably
back this up a bit and
knock out the ck
words to more
digraphs/blends with
cvc patterns for a bit
to ensure that the
vowels are all solid
first.
I did not say how
many errors there
were and have him
look because he was
not in a mindset
where he was
capable. Instead, I
pointed to the word
and he would fix it.
He was able to fix
every error without
help when he
sounded out the
word.He knows how
to do it, but he does
not try to sound out
words when he
writes. If I ask him
to, he will, but he
won’t write what he
says.

q Spacing, Beginning
Capital Letter,
Ending Punctuation?

He only missed one

space. 1/2 capitals.
No periods.
q Letter Formation?
Reversals for ‘n.’
 · Apply decoding skills Book: Pete the Cat: The Bus Stop q Was the book too
& word identification
Level: There is no instructional level designated to this easy / too hard / just
Guided strategies in new text
· Teach self- book that I can find online. I have looked at it with online right?
Reading monitoring strategies book levelers we have used in other classes. It appears to q Missed words:
Instruction be a kindergarten/1st level book. It appears similar to the The Bus Stop: honks,
Time: 20% PPB books we used for testing. I have selected it because easy
10 minutes it is part of a series that focuses on short vowels. The
regular Pete the Cat series is one of his favorites, so Hungry for Lunch:
hopefully this will be a motivator for him. finds, wonders

1. Select instructional level text.

2. Read title with students & discuss cover. q Used information
3. Have students make a prediction. from book
4. Discuss pictures, words, & patterns in the introduction: yes /
no
book.
5. Model and support decoding and word
q Other: He liked
identification strategies. these books and
6. Students read the book independently. asked to read them
again. When he got
You may have time to introduce and read a second found a word he did
instructional level text (good to have 2 on hand). not know, he would
Extra Book: Pete the Cat: Hungry for Lunch look at me
immediately and not
try to sound it out,
when I prompted
him, he was able to
figure it out. For the
words I missed, I
helped him with the
harder sounds and
he was able to get
the word using what
I showed him.Nice
scaffolded support,
holding him
accountable for what
he knows.
Teacher Read Aloud · Develop oral Book:
Time: 20% language
· Increase vocabulary
Theme (if any):
10 minutes
· Model
comprehension strategies q Interactive read-alouds (fiction & non-fiction)
· Foster joy of reading q Think-alouds
q KWLs
q QAR (in my head or in the book)
q Language Play
q Other:

Writing · Writing simple Activity:

Time: 20% sentences, lists, narratives, or
explanations
10 minutes q Journal writing
q Writing for sounds in teacher-dictated sentences
q Pattern writing (based on familiar books)
q Interactive writing modeled by teacher
 Wk 4: All minus Read Aloud (4th wk Sept)
Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

Component Purpose Activities Outcomes

 · Increase SW Rereading of texts: q Were the books
vocabulary, fluency, &
q Independent Reading too easy / too hard /
Reading confidence through rereading
practice q Partner Reading just right?
Practice · Remember:
Beginning Readers will
q Read the Room
Time: 20% Missed words: easy,
10 minutes acquire new sight words q Other:
through rereading familiar cracker, make
_________________________________________
books
· He will reread Pete the Cat: Hungry for Lunch or Pete
the Cat: The Bus Stop (or both if time permits). I will allow Reminders:
him to chose whichever he would like. q Did you complete
the book log?
·
q RR check
· once/week?
Book Acc %age
·
Level:
Excellent to know! The first one is a little easier and in
the IND range that we want here. The second one is still
Pete the 98%
in the INSTR range, but getting to a place where he could
Cat: Bus
read it independently in a book basket.
Stop

Pete the 95%

Cat:
Hungry for
Lunch
 · Build sight word High frequency word activities (word wall, word bank, q Automatic sight
vocabulary
etc.) wd. Recognition?
Word Study · Point out
phonetically regular He confused ‘want’
Time: 15% Activity: Concentration (we did this last week and he
components of words for ‘what’ a few
15 minutes really enjoyed it and started noticing the word features)
· High frequency word times, but he was
activities (word wall, word
Words: want (repeat), look, little, boy, if getting it at the end.
bank, etc.)
· Increase complexity
He said ‘like’ for
of phonological awareness ‘look’ a few times,
tasks but mostly got it
· Automaticity with right.
letter sounds
· Spell short vowels
words & high frequency
words correctly q Sight words
· Segmenting & needing review:
blending at onset-rime or none
phoneme level
· Teaching word
families, digraphs & blends, &
medial short vowels Really enjoyed the
game. He was
looking at the
components of the
word.

Segmenting & blending work (Push/Say): q Able to blend /

q early LN: onset-rime (beginning sounds) segment sounds in
q mid-late LN: phoneme level (b-m-e sounds) orally: Yes

q Able to
Sequence of P/S (reinforcing taught word features):
blend/segment
I have a mix of last week’s features and this week. I used
words (P & S It): Yes
more of the previous week’s than usual because he did
struggle with it, so I want to review, before we move on. q Confusions?
Changed ‘beg’ to
block-black-back-bag-big-beg-bell-sell-well-will-wig-wag- ‘bllg’ instead of
flag-snag-tag-tack-tick-tuck-duck-deck ‘bell.’ Was able to
correct it.

Wrote ‘will’ as ‘well’

and ‘wall.’

Wrote ‘deck’ as
‘dack.’
Word Study Sorting: q Sorted correctly &
automatically?
Features for sorting: Short a, i, e -ag, -ig, -ill, -ell He did well with the
1. Model First, then Guided Practice sorts. He was more
q Picture/Word Sort: I will follow the procedure for motivated this week.
introducing mixed vowel word families with words on
pages 166-167 of Words Their Way. I will start by q Self-corrected
introducing the headers. Usually he wants to do the sort sorting errors?
from the start, but I will do the first ones if he is He would start to
struggling. After he has sorted the word, he will read the make an error and
words to me and we will talk about what letters/sounds fix it himself several
are the same in the words. Then, I will have him do the times.
sort again, and I will wait until he has finished to talk
about corrections. After the game, he will sort the words q Other:
a final time. During the game, he
got 10/11 right. He
-ag -ig -ill -ell thought tell was -ill.
bag wig pill bell He really is
motivated by this
rag big will sell
game! He really
wag wig hill tell thinks about the
sounds he is using.
flag pig spill well

snag jig drill shell On the final sort, he

was confused by sell
2. Extend and Apply: (thought it should be
-ill).
q Writing Sort
Maybe the game
q Fast Read
was enough to pull
q Timed Sort
q Game: I am going to do the same jumping game as I did him in and keep him
last week. He has been doing well with it, and it was the motivated with
only thing that motivated him to spell at all last week. I these harder words.
will put cards with -ag, -ig, -ill, and -ell on the ground. I Just keep an eye on
will call out a word, and he will have to jump on the them and see how
correct card. I will call out 2-3 words for each category. he does with them
3. Overall Accuracy with Sorting: independently when
sorting.
Sort: -ag, -ig, -ill, -ell App. Percentage Correct:

No. of words/cards?
___16____ ____15____
 q Apply phonics knowledge Writing for Sounds (2-3X/week): q Represented
Writing for taught sounds
Sentence 1: The bag with the blocks fell by the hill.
correctly?
Sounds Sentence 1: Teu dag
Sentence 2: The duck with the truck will dig a big well by
Time 5% wef the dlos fel dyu
5 minutes the flag.
yeu hel.So
I included words from last week because he had so much transferring things
trouble applying what he learned last time. Before into writing is a
writing, we will talk about how important it is to sound concern. Sight
out words and use careful spelling. We will use special words...THE, WITH,
animal pens to go over his writing and try to correct BY...these are words
errors. that you might want
to have him write a
couple times in the
sight word section
above. Maybe
something like this:

I don’t generally
recommend this
level of rote memory
work, but he may
need it. I still might
drop back on the LL
and blends and keep
is more simplistic
CVC OR incorporate
more blind/writing
sorts that explicitly
connect what he just
saw as a word card
to what you are
asking him to write.

Sentence 2: The doks

wet the tocl well big
a deis wel dou teu
flg.

ag: 1/2
ig: 1/2
ill: 0/2
ell: 0/2 (had e for
both but not 2 ‘l’s)
ck review: 0/3

He was able to
correct errors when I
showed him the
word most of the
time.

q Spacing, Beginning
Capital Letter,
Ending Punctuation?
Good spacing.
Capital letter at the
beginning of both
sentences. Periods
for both sentences.

q Letter Formation?
Lots of d/b
confusion.
 · Apply decoding skills Book: Pete the Cat: Get to Bed q Was the book too
& word identification
Level: There is no instructional level designated to this easy / too hard / just
Guided strategies in new text
· Teach self- book that I can find online. I have looked at it with online right?
Reading monitoring strategies book levelers we have used in other classes. It appears to q Missed words:
Instruction be a kindergarten/1st level book. It appears similar to the birthday, hands,
Time: 20% PPB books we used for testing. I have selected it because instead
10 minutes it is part of a series that focuses on short vowels. The
regular Pete the Cat series is one of his favorites, so q Used information
hopefully this will be a motivator for him, like it was last from book
week. introduction: yes /
no
1. Select instructional level text.
2. Read title with students & discuss cover. q Other: He
3. Have students make a prediction. immediately looks
4. Discuss pictures, words, & patterns in the for help when he
book. doesn’t know a
word. He struggles
We will talk about how important it is to use
when I sound out the
clues from other words, pictures, and word tricky parts and ask
features to try to figure out unknown words him to help with the
before asking for help. rest. He can sound
5. Model and support decoding and word out word in word
identification strategies. study and push and
say, but struggles to
6. Students read the book independently.
apply it when
reading.
You may have time to introduce and read a second
I’d place him in PPB-
instructional level text (good to have 2 on hand).
PPC, depending on
Second book: Pete the Cat: Fish are Fun
what you’ve covered
in Word Study. I’d
try to connect up
what I taught in WS
to what he is
reading. Shell
Shopping is a primer
level book that goes
with LL (if I am
remembering
correctly), which is
why I’m also thinking
the LL sort is more in
line with primer
reading and why
dropping back to
digraphs with mixed
vowel families might
be a better fit in WS
as well as in the
book selections.
We did not have
time for the next
book.
Teacher Read Aloud · Develop oral Book:
Time: 20% language
· Increase vocabulary
Theme (if any):
10 minutes
· Model
comprehension strategies q Interactive read-alouds (fiction & non-fiction)
· Foster joy of reading q Think-alouds
q KWLs
q QAR (in my head or in the book)
q Language Play
q Other:
 · Writing simple Activity: Writing dictated sentences and creating his own Sentence 1: the cat
sentences, lists, narratives, or
sentences but sounding out the words. wet The dlack weg
Writing explanations
fiu uon the deck.
Time: 20%
Sentences that use the features we have been working
10 minutes
on/sight words: Short vowels: 4/6
The cat with the black wig fell on the deck. ck/ll: 2/3
Tell Bill that the rock hit the shell. Sight words: 3/4
I shut the well with the smell. Other (bl): 1/1
The man will drill a dot on the truck with the speck.
These sentences tend to be pretty long and maybe
working memory is an issue. Try a sentence with 3 words.
Does that help him? You may need to build stamina for Sentence 2: tell bill
sentence length over time. Stick to 3 and 4 word tat the rock het the
sentences for now, giving him time to really focus on the siell
words. You can even draw lines for him if that helps.
Keep repeating the sentences to make sure working Short vowels: 5/6
memory isn’t the issue so that we can truly see spelling. ck/ll: 4/4
Sight words: 2/2
q Journal writing Other (sh, th): 0/2
q Writing for sounds in teacher-dictated sentences
I want to keep on practicing dictated sentences. He is not
showing what he knows when he writes. He can correct Sentence 3: I shot
all of his errors, so I want to practice applying this The will weu the
knowledge. He does not believe that he can spell, so I smell.
think writing practice will help him gain confidence and
learn to try showing what he knows. Short vowels: 1/3
q Pattern writing (based on familiar books) ck/ll: 2/2
q Interactive writing modeled by teacher Sight words: 3/4
Other (sh, sm):
Sentence 4: The man
well grel u dot apll
The ckuc wtu The
spuck.

Short vowels: 3/7

ck/ll: 3/4
Sight words: 3/6
Other (dr, sp): ½

He did not like

correcting the
sentences and would
not try to sound out
the words when
writing. He was able
to correct most with
some help.
 Wk 5: Comprehensive 1 (1st Wk Oct)
Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

Component Purpose Activities Outcomes

 · Increase SW Rereading of texts: **He had another
vocabulary, fluency, &
q Independent Reading hard day. I was with
Reading confidence through rereading
him for part of math
practice q Partner Reading
Practice · Remember: and resource; he was
Beginning Readers will
q Read the Room
Time: 20% very frustrated with
10 minutes acquire new sight words q Other: his abilities and
through rereading familiar _________________________________________ discouraged. This
books
continued throughout
· He will reread Pete the Cat: Hungry for Lunch, Pete the
our session.
Cat: The Bus Stop, or Pete the Cat: Get to Bed. He will
have the choice to read whichever book he would like. If
time permits, he will read a second book. q Were the books
too easy / too hard /
·
just right?
·
Missed words:
·
friend=father

Reminders:
q Did you complete
the book log?
q RR check
once/week?
Book Acc %age
Level:

Pete the 99%

Cat: Get to
Bed
 · Build sight word High frequency word activities (word wall, word bank, q Automatic sight
vocabulary
etc.) wd. Recognition?
Word Study · Point out
phonetically regular He did well with
Time: 15% Activity: Concentration (each word will have two cards
components of words there, every, with,
15 minutes which will be face down; he will need to find the pairs and than, best, and
· High frequency word
activities (word wall, word say each word as he turns it over). He has asked to place.
bank, etc.) continue doing concentration. The concentration makes
· Increase complexity
him think about the word features and motivates him, so I q Sight words
of phonological awareness
tasks
am doing this activity again. I am sticking with 5 new needing review:
· Automaticity with words because that seems to be his limit. I am adding went (says what)
letter sounds ‘with’ and ‘than’ as review. ‘Best’ and ‘place’ are from our
· Spell short vowels book this week.
words & high frequency
He LOVES this
words correctly Words: there, every, went, with, than, best, place concentration! It was
· Segmenting & the only thing he
blending at onset-rime or was looking forward
phoneme level
to and takes
· Teaching word
families, digraphs & blends, &
correction well from.
medial short vowels
Segmenting & blending work (Push/Say): q Able to blend /
q early LN: onset-rime (beginning sounds) segment sounds in
q mid-late LN: phoneme level (b-m-e sounds) orally
He was able to blend and
segment sounds, but he does
not like to.
Sequence of P/S (reinforcing taught word features):
A few are review words from last week, with the majority q Able to
following this week’s pattern. blend/segment
words (P & S It)
He was able to blend and
peck-pick-pill-bill-bell-bed-bid-bud-bad-rad-red-rod-sod- segment words, but continues
sad-mad-mud-thud to have trouble with vowel
sounds.

q Confusions?
Thought thought
‘peck’ was spelled
with an ‘a.’ He was
very confused by
‘pill’ and ‘bud.’ He is
very easily frustrated
if he gets it wrong. It
is hard to get him to
try again. He is still
struggling with
vowel sounds.
Word Study Sorting: q Sorted correctly &
automatically?
Features for sorting: Short a, e, i, o, u (-ad, -od, -ud, -ed, - He did well with
id) sorting.
1. Model First, then Guided Practice
q Picture/Word Sort On his final sort, he
was able to get them
I am choosing a word sort because I think he needs to all in the right place.
keep on seeing the letters and matching that to the
sounds in his head. I chose this sort because I want him to q Self-corrected
keep on practicing hearing the difference between vowel sorting errors?
sounds, especially short /e/. I chose to include -od even He was self
though it is not a common family to reinforce the correcting his errors
differences in sounds. I am also using the repetitive in sorting.
endings as support for the initial blends/digraphs.
q Other:
I will show him the headers. I will do the first one in each He did well with the
category if he needs help, but he usually likes to do them blends.
himself. As he sorts, I will help correct any confusions he He kept on saying
has. Then, I will have him read the categories and ask him /b/ instead of /d/.
what letters and sounds are the same in each word. I will
have him redo the sort, waiting until the end to help him. He had a lot of
Then, we will do a writing sort. Then, I will have him sort a trouble with the
final time. writing sort. He did
well with the blends,
-ad -id -od -ed -ud but had trouble with
had did rod red bud the vowels. Out of
14 words, he was
glad hid sod fled mud
able to spell half
 with the correct
bad slid plod shed stud
vowel. His errors did
dad skid sled thud not follow a specific
pattern. For some,
mad bid fed
he would say the
rad rid led letters correct but
write other letters.
2. Extend and Apply: See comments from
q Writing Sort: I will give him headers. I will call out 2-3 last week
headers for each category. I will have him write them
under the correct header. I will make sure to use some
words with blends/digraphs. To make this more
motivating for him, I will let him use a whiteboard with
different color markers. I hope doing this will help him
hear the sounds and think about the phoneme-grapheme
correspondence.
q Fast Read
q Timed Sort
q Game
3. Overall Accuracy with Sorting:

Sort: App. Percentage Correct:

No. of words/cards?
___20____ ___100%_____
 q Apply phonics knowledge Writing for Sounds (2-3X/week): q Represented
Writing for taught sounds
Sentence 1: Dad skid in the mud.
correctly?
Sounds Sentence 1: bab sked
Sentence 2: The rod in the shed slid with a thud.
Time 5% in The mod. i for e; o
5 minutes
for u...still
confusions here
across vowels.

B/D reversals are an

issue for him. See
the BED display and
try to help him use
this to keep them
straight.

I have them make a

b/d by making the
“okay” sign with
each hand, touching
together as though
making a bed for the
bear. If it is a b that
you want to right,
then put your left
hand down on the
paper in the shape of
the b. Copy that
when writing. IF a d,
then do the same.
Sentence 2: The rod
in The shed with a
thud.
draw lines maybe?
Repeat to say you
left out a word?
Either way, better
job here.
-ad: 1/1
-od: 1/1
-id: 0/2 (omitted 1
word)
-ed: 1/1
-ud: 1/2

He was able to get

more vowels correct
this week, but I was
helping him a lot as
we went. He could
not do it by himself.
q Spacing, Beginning
Capital Letter,
Ending Punctuation?
He capitalized the
beginning of one
sentence. He keeps
on capitalizing ‘The’
when he does not
need to.
q Letter Formation?
All letters were
formed correctly.
Reversals for ‘n’s and
2 ‘d’s.
 · Apply decoding skills Book: The Best Places Level: C q Was the book too
& word identification
Guided strategies in new text easy / too hard / just
· Teach self- This books focuses on short E, which has been a struggle right?
Reading monitoring strategies for him and is a newer sound. This book level is q Missed words:
Instruction independent level for him, but he struggles with higher place (said please
Time: 20% books, and needs one where he can sound out all the once), rest for
10 minutes words. resting
1. Select instructional level text.
2. Read title with students & discuss cover. q Used information
What is the girl pointing at? from book
3. Have students make a prediction. introduction: yes /
no
4. Discuss pictures, words, & patterns in the
q Other: Used
book.
pictures to support
What sound does the ‘e’ make? What is this word reading. Liked book a
(best, place)? What sound does ‘st’ make? lot. Glad you
5. Model and support decoding and word dropped back a
identification strategies. level. He seemed
6. Students read the book independently. happier too!

You may have time to introduce and read a second

instructional level text (good to have 2 on hand).
Second book: Pete the Cat: Fish are Fun
 · Develop oral Book: The Pout-Pout Fish by Deborah Diesen He was very
language
Theme (if any): Animals engaged with this
Teacher Read · Increase vocabulary
· Model book. He really
Aloud comprehension strategies He loves silly books, especially about animals. I think this enjoyed the
Time: 20% · Foster joy of reading book will be engaging and fun for him. onomatopoeia. He
10 minutes
was able to help me
q Interactive read-alouds (fiction & non-fiction) figure out what
We are going to talk about using picture clues to help find words were based
the meaning/what a word is, and practice sounding out on the letters and
words. I think he needs a model for decoding, so that will pictures.
be the main focus of our conversation. We will talk about
how we know what the words say and what can we do if
we are not sure.
q Think-alouds
q KWLs
q QAR (in my head or in the book)
q Language Play
q Other:
 · Writing simple Activity: Interactive writing He did very well
sentences, lists, narratives, or
with this! He was
Writing explanations
q Journal writing more focused on the
Time: 20% q Writing for sounds in teacher-dictated sentences spelling than he has
10 minutes
q Pattern writing (based on familiar books) been. I think being
q Interactive writing modeled by teacher able to say it but not
I am going to start writing a story about the best place to write it helped him a
do things (to follow along with our guided reading book). lot. He also enjoyed
As I write, I am going to have him help me sound out it, which I was happy
words. As we go, I am going to have him start writing about since any form
some and we will start sounding out the words together of writing usually
with gradually less support. Fantastic supports for him. frustrates him.
Sharing the pen is a great way to jointly write a story. He
might also like Ad Lib stuff where sentence frames are
already there for him and he just fills in the words to keep
the story going.
 Wk 6: Comprehensive 2 (2nd Wk Oct)
Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

Component Purpose Activities Outcomes

 · Increase SW Rereading of texts: q Were the books
vocabulary, fluency, &
q Independent Reading too easy / too hard /
Reading confidence through rereading
practice q Partner Reading just right?
Practice · Remember: He was able to read
Beginning Readers will
q Read the Room
Time: 20% all the words, but
10 minutes acquire new sight words q Other:
through rereading familiar needed to stop and
_________________________________________
books sound a few out.
· He will independently reread a book. I will allow him
to chose, but I will strongly encourage him to read The Missed words:
Best Places instead of one of the Pete the Cat books. I will none
also have him reread the writing we did together last
week to show him how well he did and increase his Reminders:
confidence and pride in his work. q Did you complete
the book log?
·
q RR check
· once/week?
Book Acc %age
·
Level:

The Best 100%

Places-C
 · Build sight word High frequency word activities (word wall, word bank, q Automatic sight
vocabulary
etc.) wd. Recognition?
Word Study · Point out
phonetically regular He recognizes the
Time: 15% Activity: Concentration
components of words words quickly. THe
15 minutes I will show him each word and we will talk about the
· High frequency word problem is that he is
activities (word wall, word features in it. Then, he will have to find the matching confusing them with
bank, etc.) words and say them correctly. Then, he will say each word other words.
· Increase complexity
again after the game. ‘Cannot’ is from our guided reading. Went=want, lit=let,
of phonological awareness
tasks
‘Went’ is a word that needed more practice from last and how=who. He
· Automaticity with week. ‘Father’ is a review word I noticed him confusing. I thinks it is the first
letter sounds am continuing to do concentration because he enjoys it word he thinks of,
· Spell short vowels and it lets him feel confident enough that he will try
words & high frequency
which ends up
words multiple times even if he is not sure. confusing him when
words correctly
· Segmenting &
Words: cannot (from book), went (repeat), walk, time, let, it is not.
blending at onset-rime or
phoneme level
how, father (review), when
q Sight words
· Teaching word
families, digraphs & blends, &
needing review:
medial short vowels went, lit, how

He enjoys the
concentration game
a lot.

Segmenting & blending work (Push/Say): q Able to blend /

q early LN: onset-rime (beginning sounds) segment sounds in
q mid-late LN: phoneme level (b-m-e sounds) orally
He does not like it,
Sequence of P/S (reinforcing taught word features): but he can. The only
P/S is a source of frustration for him, even though he trouble was with e/i.
usually gets the words correct. He becomes overwhelmed
once he gets something wrong and does not know what q Able to
to do to fix it or will move the wrong letter and get blend/segment
confused (ex: want to change the vowel but move the words (P & S It)
final consonant by accident). Once he gets confused, he He was able to blend
will often stop responding and will become discouraged. and segment the
This week, I wanted to try something different with the words.
P/S. I am going to give him the word on a paper with a
blank space for a vowel. I will then say the word and have q Confusions?
him move the vowel to the correct place. While this does He confused e and i
not have him manipulating the entire word, it will allow for pin, ten, and tin.
him to focus on the vowel sounds. I know he is capable to
beginning/ending consonants, but he really needs to work He responded better
on hearing the differences in vowel sounds. I think trying to the P/S this week.
the P/S this way might allow him to focus on the vowel He was not happy
sounds with less frustration. Nice alteration! Great idea about doing it, but it
and can’t wait to see how it goes. was less frustrating
for him because he
ten-tin-tan-ton could move the
men-man letters more easily.
pan-pen-pin-pun
than-thin-then
bell-bill-bull
Word Study Sorting: q Sorted correctly &
automatically?
Features for sorting: Short i and e (en, in, ent, int) His sorting was
1. Model First, then Guided Practice excellent. He hates
to do it, but he can
I’ve noticed that he has been struggling with e and i in when pushed. He
particular. I wanted to do a sort to contrast the two was having some
sounds this week and help him hear the differences. ‘-in’ trouble hearing the
will be a review for him, but it has been a source of difference between
confusion so comparing it will -en will hopefully help e and i.
solidify his understanding of the sounds. I will present the
headers for the sort. He will sort the words into the q Self-corrected
correct categories. Then, he will read the words in each sorting errors?
category and tell me what is the same with letters and He was self
sounds for each category. Then, he will complete the sort correcting during
by himself again. After talking about how he did on the guided practice and
sort, we will do a writing sort. Then, he will complete the the final sort.
sort a final time. I’d drop the nasals. They are really more
late LN to early WWP. If you want to make it harder, you q Other:
could do an, en, in (a review, 2 newer) OR 4 categories On the writing sort, I
with in, id, en, ed. I’d also be sure to include WHEN in wrote down the
the sight word work at the top since WH is tricky. Thank letters he said. He
you, that makes sense. I changed it to en, in, it, et since was able to tell me
we did ed/id last week, so he will have the contrast and a the correct letters
review. for 7/8 words. This is
a big improvement
q Picture/Word Sort for him. It made a
difference that he
en in et it did not have to write
 it. I do not know
men win get bit
whether it was just
den skin let spit that he was happier
with doing it this
hen thin wet wit
way or if he is just
when tin set lit able to better think
about the sounds
then grin vet hit
when he does not
have to write as well.
2. Extend and Apply: I think it is some of
q Writing Sort: I would like to do a writing sort to help him both.
think about the correlation between the sounds and the
letters. However, I have noticed that he will become
frustrated when writing the sounds but does better saying
the sounds. Because of this, I am going to try to adapt the
writing sort this week. I am going to tell him the word and
he will sound it out and tell me what the letters are. I will
write the letters down for him. then, he will move it to
the correct category. While this is not the traditional way
a writing sort is done, I believe it may help him. I know he
can write all of his letters, but he can sometimes get
overwhelmed with thinking/saying/writing everything. I
think doing the sort this way may provide him support
and help increase his confidence, which is one of his
biggest problems with writing. You could also play the
disappearing ink game with him. It might help him to get
things in his long term memory a little easier. Pick out the
words you will be checking for him in the Writing for
Sounds. Stick to those words for this extension activity. I
shared it with Catherine earlier and have copied the texts
on the left margins.

q Fast Read
q Timed Sort
q Game
3. Overall Accuracy with Sorting:

Sort: -en, -in, -int, -ent App. Percentage Correct:

No. of words/cards?
___16____ ____100____
 q Apply phonics knowledge Instead of writing dictated sentences, I am going to give q Represented
him PALS Quick Check Set B #5. We have been working a taught sounds
Writing for
lot on short vowel sounds, along with including consonant correctly?
Sounds blends and digraphs. I am already going to be assessing q Spacing, Beginning
Time 5% his writing for sounds through the writing sort, so I will Capital Letter,
5 minutes
use this time to progress monitor his spelling. We have Ending Punctuation?
worked on all of the features that are present in this word q Letter Formation?
set, and spelling has been a big focus for us. Good to sub
here if you feel you will get information that is different I thought about the
than what you have already collected in formative selection of #5 and
reflections in previous lessons. WIll be interesting to see thought it may be
where it goes from here. too hard, but I
wanted to see how
he would do with the
blends. I ended up
giving him checks #1
and #5. On check #1,
he scored 10/12 on
features, with 7/12
words correct. On
check #5, he scored
8/12 on features,
with 3/12 words
correct. This
confirmed what I
thought about
needed to do more
work on e/i. It
helped me see that
he is still having a
few consonant
confusions. It also
showed me that he
is applying some of
the blends that we
have mentioned and
that he has been
studying in class.
 · Apply decoding skills Book: 10 Pets by Susan Hartley Level: This is a decodable q Was the book too
& word identification
text with the features we have been working on, but it easy / too hard / just
Guided strategies in new text
· Teach self- does not list a level. However, he should be able to read right?
Reading monitoring strategies all of the words in it. q Missed words:
Instruction 1. Select instructional level text. then=ten
Time: 20% 2. Read title with students & discuss cover. pet=pen
10 minutes
3. Have students make a prediction. pan=pen
4. Discuss pictures, words, & patterns in the
q Used information
book.
from book
What sound does the ‘e’ make? What sound does introduction: yes /
‘en’ make? What does this say (cannot)? no
5. Model and support decoding and word q Other: He does not
identification strategies. like to slow down
If you don’t know the word, what can you do? and think about the
What sounds do these words make? words when he is
reading. When he
6. Students read the book independently.
did sound out words,
he did very well. The
This is a shorter book. After he has finished reading, I will
mistakes he are
conduct PALS pseudoword decoding list 6 for progress
making are ones I
monitoring. I feel that this is more important than reading
know he can fix if he
a second book because it will show me how much of what
slows down. We will
he have practiced with decoding he can apply when he
work on this more
does not have context/visuals as support. We have talked
next week.
a lot about how important it is to sound out words that he
does not know instead of just guessing, so I want to see
Like I did with the
how he applies it. Good idea! Be sure to take notes on
spelling quick
what he does in place of when providing an incorrect
checks, I decided to
answer. give him lists 1 and
6. On list 1, he
scored 12/20
correct. 5 of the
words he got wrong
were because he
used the incorrect
medial vowel (o=u,
short a=long a, o=or,
a=e, o=i). On fop, he
said frop. On lat, he
said latap. On vit, he
said vit. On list 6, he
scored 7/20 correct.
He kept on saying
very similar words
that were real words
(ex: jup=jump,
pash=push).
However, I could see
that he was trying to
apply the features;
he was just confused
and unsure.
I would like to try
this again now that
he is familiar with
what to expect. He is
very worried about
making mistakes,
and having fake
words threw him off.
I think trying it again
will let him focus on
the words instead of
on how he is doing.
 · Develop oral Book: Oh No! by Candace Fleming and Eric Rohmann He enjoyed this
language
Theme (if any): Animals book. He was
Teacher Read · Increase vocabulary
· Model actively making
Aloud comprehension strategies He loves silly books about animals, so I thought this book predictions without
Time: 20% · Foster joy of reading was a good choice. I have also noticed that onomatopoeia any assistance. He
10 minutes
really engages him, which this book is full of. I wanted a enjoyed the
book that would help him find joy in reading, which he onomatopoeia. He
has been struggling with. was able to help me
sound out words,
q Interactive read-alouds (fiction & non-fiction) though he did not
I will talk about the sounds and the words as I go. I want want to. We was
to model decoding strategies and what to do if you do not choral and echo
know a word. reading some
q Think-alouds without prompting.
As I read, I will do a think aloud about how to knew how
to decode words.
q KWLs
q QAR (in my head or in the book)
q Language Play
q Other:
 · Writing simple Activity: Interactive writing Normally, it is a
sentences, lists, narratives, or
I am choosing to do interactive writing because I want him struggle to get him
Writing explanations
to see me sounding out words. I want him to be able to to write. He really
Time: 20%
practice sounding out words in a low pressure way so he enjoys writing when
10 minutes
feels confident in what he is doing. he does it this way.
Like I noticed with
q Journal writing the writing sort, he
q Writing for sounds in teacher-dictated sentences does much better
q Pattern writing (based on familiar books) with spelling when
q Interactive writing modeled by teacher he tells it to me
We are going to write a story together. I will let him pick instead of writing it
what we write about. I will start with writing as we come himself. He is much
up with ideas together. Then, I will start having him help more confident in
me with spelling. Then, I will have him start to write as we telling me how to
both help with the spelling. spell it than in
writing it himself.

Wk 7: Comprehensive 3 (3rd Wk Oct)

Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

Component Purpose Activities Outcomes

 · Increase SW Rereading of texts: q Were the books
vocabulary, fluency, &
q Independent Reading too easy / too hard /
Reading confidence through rereading
practice q Partner Reading just right?
Practice · Remember:
Beginning Readers will
q Read the Room
Time: 20% Missed words:
10 minutes acquire new sight words q Other:
through rereading familiar pan
_________________________________________
books
· I will give him the choice to reread The Best Places or Reminders:
Ten Pets. I will also give him a chance to reread what we q Did you complete
wrote during writing last time; I think this will help give the book log?
him confidence in his writing. q RR check
once/week?
·
Book Acc %age
· Level:
·
99%
Decodable
 · Build sight word High frequency word activities (word wall, word bank, q Automatic sight
vocabulary
etc.) wd. Recognition?
Word Study · Point out
phonetically regular He did well with the
Time: 15% Activity: Play Doh Impressions
components of words sight words. He
15 minutes
· High frequency word confused read/road
activities (word wall, word We will go over each word. Then, he will spell the word by and how/who but
bank, etc.) tracing the letters in play doh. I will have him write as
· Increase complexity
was able to correct
much as he can without help, them provide assistance as himself and spell the
of phonological awareness
tasks
needed. He will read the words back to me after he has words correctly.
· Automaticity with written them. Then, he can smash the play doh to get rid q Sight words
letter sounds of the word as he reads it a final time. needing review:
· Spell short vowels
words & high frequency Words: went (repeat), how (repeat), let (repeat), none
words correctly them(new), read (new)
· Segmenting & He loved the activity.
blending at onset-rime or
phoneme level
· Teaching word Segmenting & blending work (Push/Say): q Able to blend /
families, digraphs & blends, &
q early LN: onset-rime (beginning sounds) segment sounds in
medial short vowels
q mid-late LN: phoneme level (b-m-e sounds) orally
He could segment
Sequence of P/S (reinforcing taught word features): the sound,s but he
The way I did P/S last week (providing the initial and final did not want to.
sounds and letting him change the middle) worked very
q Able to
well. I will continue to use this method as he gains
blend/segment
confidence in manipulating the letters.
words (P & S It)
He was able to blend/segment
ten-tin-tan (review) the words.

ham-him-hem-hum
q Confusions? None
dam-dim
gram-grim
Word Study Sorting: short a, e, and i q Sorted correctly &
automatically?
Features for sorting:-am, -im, -em He had some
1. Model First, then Guided Practice trouble with the
q Picture/Word Sort: Last week, he was having some picture sorts, but
trouble hearing the difference between short e and short i ended up doing well.
(and sometimes thinking it was short a). I am going to do He was able to do
a picture and word sort to address this. I am going to use the word sort. On
the same word for the picture and word sorts so he does the game 7 out of 8
not become overwhelmed. I am using fewer words words correctly.
because I will be doing picture and word sorts with them.
I want him to hear the sounds, but I also want him to q Self-corrected
become familiar with the spellings. First, I will show him sorting errors?
the header pictures. We will go over the word each He started to make
picture represents and unfamiliar meaning. I will tell him errors for words in
to listen to the sound in the middle of the word. I will sort all categories but
the first word in each category, stretching out the sounds would correct
of each word. Then, I will have him complete the rest of himself.
the sort. I will have him say all the words in a category
and tell me what sounds are the same. I will have him q Other:
guess what letter makes that sound. Then, I will give him He enjoyed writing
the words and have him complete the same sort with the the words in
words. We will discuss what letters and sounds are the playdoh. I had him
same for each category. After the game, he will complete tell me how to spell
the word sort a final time. the words before he
wrote them-for two
words he was able to
am im em tell me how to spell
jam him gem it but wrote it
 wrong.
ham dim them

dam rim hem

yam swim stem

2. Extend and Apply:

q Writing Sort: He did much better on the writing sort last
where where he told me what sounds/letters to write. I
am going to continue this. I would like him to write the
word as well. To make this more enticing for him, he will
tell me the letters to write and I will write it. Then, he will
trace the letters in playdoh. Hopefully, this combination
of oral dictation and writing will help him understand the
phoneme-grapheme correspondence.
q Fast Read
q Timed Sort
q Game
3. Overall Accuracy with Sorting:

Sort: -im, -am, -em App. Percentage Correct:

No. of words/cards?
___9____ ___88%_____
 q Apply phonics knowledge I would like to do another PALS quick check. Because I am q Represented
doing a writing sort, I do not feel like he will be missing taught sounds
Writing for
any instruction by doing this check. On the check last correctly?
Sounds week, he was confusing initial and final consonants, which q Spacing, Beginning
Time 5% is not normal for him. This makes me concerned that the Capital Letter,
5 minutes
scores do not truly reflect what he knows. I would like to Ending Punctuation?
try it again, with checks #2 and #6, to see if there is a q Letter Formation?
change from last week because his efforts last week do
not reflect how he has generally been spelling. Set A QC 2
Features: 11/12
Total correct: 8/12
Errors: a for i, o for
u, e for i, o for u
Consonants: all
correct
Comparison: able to
get all consonants
correct, no pattern
to vowel errors

Set B QC 6
Features: 8/12
Total correct: 5/12
Vowel errors:
nothing for i, e for i,
a for e, a for o, e for
a
Digraphs correct: th
S blends correct: sp,
sk, st
Comparison: He was
able to get more of
the short vowels
correct this time,
same number of
digraphs and blends
correct
 · Apply decoding skills Book: The Pin with a Tin Fin q Was the book too
& word identification
Level: Decodable reader with lots of short a, short e, and easy / too hard / just
Guided strategies in new text
· Teach self- short i words that we have been studying this week and right?
Reading monitoring strategies past weeks. I believe that this is a book that he will be q Missed words:
Instruction very successful with. After talking with Dr. Blanchette, I Nip, liked
Time: 20% think it is important to build up his confidence and give
10 minutes him tasks that he will excel at. I think this book will not be q Used information
too easy but will not have any frustrating words. from book
introduction: yes /
1. Select instructional level text. no
2. Read title with students & discuss cover. q Other:
3. Have students make a prediction. His errors were
4. Discuss pictures, words, & patterns in the because he was
book. ready to move on
the the next word
5. Model and support decoding and word
and reading too fast.
identification strategies.
6. Students read the book independently.

You may have time to introduce and read a second

instructional level text (good to have 2 on hand).
He was able to get
Instead of doing a second book, I will have him try 12/20 correct on
pseudoword decoding with PALS checkcheck 2. Now that check 2. 3 of the
he understands what he needs to do better, I would like words would have
to do it with him again and have him relax more and slow been correct except
down. Last week, he was nervous about making mistakes for b/d reversals,
and trying to finish it. I would like to see how he does if which would bring
presented with the list again. his total to 15/20.
On one word, he said
/e/ for /i/. On
another, he said, /a/
for /o/. For ‘pob’, he
said ‘pool.’ For ‘lan’
he said ‘lap.’ For
‘jup,’ he said ‘jump.’
This shows me that
he is applying short
vowels better in
reading than in
writing.
 · Develop oral Book: Muncha Muncha by Candace Fleming He enjoyed this
language
Theme (if any): Onomatopoeia, animals book. He was unsure
Teacher Read · Increase vocabulary
· Model about the 5 finger
Aloud comprehension strategies q Interactive read-alouds (fiction & non-fiction) retell but was able to
Time: 20% · Foster joy of reading I will have him read the repetative onomatopoeia with do it. He used the
10 minutes me. text as evidence. At
q Think-alouds one point, he
I want to continue to model fluent reading to him. I also decided to read
want to continue modeling what to do when a word is some of the book by
unknown. He has shown strong comprehension so far and himself.
will use comprehension strategies without prompting. I
want to focus on modeling for him because I want him to
enjoy the experience. He often does not enjoy literacy On the level D book,
activities because they are too hard for him; I want him to he reading accuracy
enjoy reading. was 89%, making
I will also do a 5 finger retell when I am done. I will explain this is an
what it is and have him help me think of the 5 things. instructional text
q KWLs since this correlates
q QAR (in my head or in the book) to PPB which allows
q Language Play a larger instructional
q Other: range.

If we have time, I will have him read a GRL D book to see

how he performs.
 · Writing simple Activity: Interactive writing He did better
sentences, lists, narratives, or
sounding out words.
Writing explanations
He will tell me what to write. As I go, I will hold him He does much better
Time: 20%
accountable for words he should know. I will also have sounding out words
10 minutes
him sound out parts in words that he knows while I supply if he says it than
the rest of the word. He has responded very well to this when he writes it. He
the past few weeks. He enjoys writing and wants to keep enjoys sharing the
on going. After I start, we will take turns writing the story. pen with me and
I think this will help him build up confidence in his writing creating stories
ability and allow him to work on spelling in context together.
without feeling overwhelmed.

q Journal writing
q Writing for sounds in teacher-dictated sentences
q Pattern writing (based on familiar books)
q Interactive writing modeled by teacher

Wk 8: Comprehensive 4 (4th Wk Oct)

 Beginning Reader Lesson Plan
GR Levels: C - G (LN through Early WWP)
1 Hour Lesson Plan

This week, I will post assess. I will give WRI. I will use this to inform where to start for WRC. I will find his independent,
instructional, and frustration levels. I will give him the primary spelling inventory again, as well as collect a writing sample. After we
have finished, I will let him pick a book for me to read to him. If we have extra time, I will give him letter dice and we will make
CVC words with them.