PRE-READING, Level A

PRE-READING, Level A Group / Members: ______Date: ______LESSON OVERVIEW Word work focus:  letter names  letter sounds  name writingPhonemic 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 lettersBEFORE 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 blendingPhonemic awareness focus:  matching first sounds  segmentation  other: ______Today’s book: ______Level: ______“Bottom line” focus:  1-to-1 matching  following pattern  other: ______BEFORE READING (5 min) Warm-up word work ______ Phonemic awareness ______ Connection & picture walk ______ Intro & model “bottom line” ______ We will read to find out... ______?DURING READING (10 min) 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: ______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 2, Level B Group / Members: ______Date: ______LESSON OVERVIEW Word work focus:  letter names/sounds  CVC spelling  CVC blendingPhonemic awareness focus:  segmentation other: ______Re-read book: ______Level: ______Today’s book: ______Level: ______“Bottom line” focus:  cross-checking  1-to-1 matching  following pattern (and changes to pattern)  other: ______BEFORE READING (5 min) Phonemic awareness ______ Book overview & connection ______ Picture walk (vocab & sight words) ______ Intro & model “bottom line” ______ We will read to find out... ______?DURING READING (10 min) 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: ______AFTER READING (5 min) 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: ______Today’s 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 meaningComprehension focus (what question Ss will answer): ______Comprehension strategy (how Ss will find answer to question): ______If they don’t get ***, they won’t get***: ______BEFORE READING (5 min) Phonemic awareness (optional) ______ Book overview & connection ______ Picture walk (vocab & sight words) ______ Intro & model word attack focus ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______Today’s 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: ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary / sight words ______ Intro word attack or fluency focus ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s 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: ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary / sight words ______ Intro word attack or fluency focus ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s 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: ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary / sight words ______ Intro word attack or fluency focus ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s book: ______Level: ______Fluency focus (optional):  rate (50-100 WPM target)  phrasing  expression  other ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary ______ Intro fluency focus (optional) ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s book: ______Level: ______Fluency focus (optional):  rate (50-100 WPM target)  phrasing  expression  other ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary ______ Intro fluency focus (optional) ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s book: ______Level: ______Fluency focus (optional):  rate (50-100 WPM target)  phrasing  expression  other ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary ______ Intro fluency focus (optional) ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s book: ______Level: ______Fluency focus (optional):  rate (75-125 WPM target)  phrasing  expression  other ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary ______ Intro fluency focus (optional) ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s book: ______Level: ______Fluency focus (optional):  rate (75-125 WPM target)  phrasing  expression  other ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary ______ Intro fluency focus (optional) ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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: ______LESSON OVERVIEW Re-read book: ______Level: ______Today’s book: ______Level: ______Fluency focus (optional):  rate (75-125 WPM target)  phrasing  expression  other ______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***: ______BEFORE READING (5 min) Book overview & connection ______ Vocabulary ______ Intro fluency focus (optional) ______ Intro & model comprehension focus ______DURING READING (10 min) 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: ______AFTER READING (5 min)  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

PRE-READING, Level A

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