PRE-READING, Level A

PRE-READING, Level A Group / Members: ______Date: ______

LESSON OVERVIEW Word work focus:  letter names  letter sounds  name writing

Phonemic awareness focus:  rhyming words  matching first sounds  other: ______

Today’s book: ______Level: ______

Concepts about print (CAP) focus:  where to begin  left-right, top-bottom  1-to-1 matching  counting words  first and last letter  counting letters

BEFORE READING (5 min)

 Warm-up word work ______

 Phonemic awareness ______

 Connection & picture walk ______

 Intro & model CAP focus ______

 We will read to find out... ______?

DURING READING (10 min)

 Follow along and point to the words as I read the book.  Where do you start reading?  Which way do you go when you read?  When you get to the end of the line (point to last word in line), where do you go?  Where do you start reading on this page?  This is a letter / sound / word we know! What is it?  Go back to the beginning and read the book again on your own this time.

Notes: ______

AFTER READING (5 min)

 Return to comprehension question: ______?

 How many words do you see? Page: ______

 Can you point to the first / last letter in the word ______?

 How many letters do you see?

 Cool down word work: ______

NEXT STEPS STEP 1, Level A Group / Members: ______Date: ______

LESSON OVERVIEW Word work focus:  letter names/sounds  CVC spelling  CVC blending

Phonemic awareness focus:  matching first sounds  segmentation  other: ______

“Bottom line” focus:  1-to-1 matching  following pattern  other: ______

 Warm-up word work ______

 Connection & picture walk ______

 Intro & model “bottom line” ______

 Follow along and point to the words as I read the beginning of the book (so that you can see what the pattern is).  Now it’s your turn to read. Point to each word as you read it.  This is a letter / sound / word we know! What is it?  Word attack strategies: look at the pictures get your mouth ready  Go back to the beginning and read the book again on your own this time.

Notes: ______

 Return to comprehension question: ______?

 How many words do you see? Page: ______

 Can you point to the first / last letter in the word ______?

 How many letters do you see?

 Cool down word work: ______

NEXT STEPS STEP 2, Level B Group / Members: ______Date: ______

LESSON OVERVIEW Word work focus:  letter names/sounds  CVC spelling  CVC blending

Phonemic awareness focus:  segmentation other: ______

Re-read book: ______Level: ______

“Bottom line” focus:  cross-checking  1-to-1 matching  following pattern (and changes to pattern)  other: ______

 Book overview & connection ______

 Picture walk (vocab & sight words) ______

 Intro & model “bottom line” ______

 Follow along and point to the words as I read the first two pages (so you can see how I figure out the words).  Now it’s your turn to read. Point to each word as you read it.  This is a letter / sound / word we know! What is it?  Word attack strategies: look at the pictures get your mouth ready  Go back to the beginning and read the book again on your own this time.

Notes: ______

 Let’s go back to page ______. Read it again. Which word is ______? How do you know?

 Return to comprehension question: ______? o 1) [factual] ______o 2) [factual] ______o 3) [inferential] ______o 4) Did you like the book? Why?

 Cool down word work: ______NEXT STEPS STEP 3, Level C Group / Members: ______Date: ______

LESSON OVERVIEW Phonemic awareness focus (optional):  segmentation  other: ______

Re-read book: ______Level: ______

Word attack focus:  look at the pictures  get your mouth ready  stretch it out  find a word part  skip it and come back  re-read for meaning

Comprehension focus (what question Ss will answer): ______

Comprehension strategy (how Ss will find answer to question): ______

If they don’t get ***, they won’t get***: ______

 Phonemic awareness (optional) ______

 Picture walk (vocab & sight words) ______

 Intro & model word attack focus ______

 Intro & model comprehension focus ______

 Students will read through the whole book on their own, and if they get to the end, read it again.  Teachers will check in with students about word attack focus and comprehension focus.  Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning) “Does that look right?” (visual) “Does that sound right?” (structure) Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [factual] ______o 4) [factual] ______o 5) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work—sounds, blending, spelling: ______

NEXT STEPS STEP 3, Level C STEP 4, Levels D/E Group / Members: ______Date: ______

LESSON OVERVIEW Re-read book: ______Level: ______

Word attack or fluency focus:  stretch it out  find a word part  skip it and come back  re-read for meaning  sound pattern: ______ fluency: ______

 Vocabulary / sight words ______

 Intro word attack or fluency focus ______

 Students will read through the whole book on their own, and if they get to the end, read it again.  Teachers will check in with students about word attack/fluency focus and comprehension focus.  Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning) “Does that look right?” (visual) “Does that sound right?” (structure)

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [factual] ______o 4) [factual] ______o 5) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ short vowels ______ initial blends/digraphs ______ final blends/digraphs ______

NEXT STEPS STEP 4, Levels D/E STEP 5, Levels F/G Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 4) [factual] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ short vowels ______ initial blends/digraphs ______ final blends/digraphs ______STEP 5, Levels F/G NEXT STEPS STEP 6, Levels H/I Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ long vowels ______ r-controlled vowels ______ other ______ Independent work: ______STEP 6, Levels H/I NEXT STEPS STEP 7, Levels J/K Group / Members: ______Date: ______

Fluency focus (optional):  rate (50-100 WPM target)  phrasing  expression  other ______

 Vocabulary ______

 Intro fluency focus (optional) ______

 Students will read through the book on their own until they get to page ______(then re-read from beginning).  Teachers will check in with students about fluency focus (optional) and comprehension focus.  Prompts for word solving: “Try it again” (self-monitoring) “Does that make sense?” (meaning) “Does that look right?” (visual) “Does that sound right?” (structure)

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ long vowels ______ r-controlled vowels ______ other ______ Independent work: ______

NEXT STEPS STEP 7, Levels J/K STEP 8, Level L Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ long vowels ______ r-controlled vowels ______ digraphs/ diphthongs ______ complex consonant blends ______ other ______ Independent work: ______STEP 8, Level L NEXT STEPS STEP 9, Level M Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ long vowels ______ r-controlled vowels ______ digraphs/ diphthongs ______ complex consonant blends ______ other ______ Written comprehension work: ______STEP 9, Level M NEXT STEPS STEP 10, Level N Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ long vowels ______ r-controlled vowels ______ digraphs/ diphthongs ______ complex consonant blends ______ other ______ Written comprehension work: ______STEP 10, Level N NEXT STEPS STEP 11, Level O Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ -ed/-ing endings ______ doubling at syllable juncture ______ long-vowel 2-syllable words ______ r-controlled 2-syllable words ______ Written comprehension work: ______STEP 11, Level O NEXT STEPS STEP 12, Level P Group / Members: ______Date: ______

Notes: ______

 Comprehension conversation — questions to support specific comprehension focus (and related strategy): o 1) Ask students to identify comprehension focus question: Why were we reading this book? o 2) [inferential] ______o 3) [inferential] ______o 5) [critical thinking] ______o 6) [critical thinking] ______Note: Use prompts to clarify TMM WIS WI WTT RQ  Word work— sound patterns, blending, spelling: ______ -ed/-ing endings ______ doubling at syllable juncture ______ long-vowel 2-syllable words ______ r-controlled 2-syllable words ______ Written comprehension work: ______STEP 12, Level P NEXT STEPS