pprox.

DRA A - 3

Emergent Reader Group Lesson Plan

Week Of: 10/1310/17/14
Phonological Awareness
(Rhyme, Alliteration,
Syllable Blending and
Segmenting, Onset and
Rime Blending and
Segmenting)
ORAL NOT PRINT

Students: Brennan, Talia, Alexandra,

Charles, Kuvon

Monday

Tuesday

Wednesday

Thursday

Friday

Rhyme Time Set 1:

Instruct students, to
listen as you name
each pictures in the
first row - ring, pin,
swing. Say, I want to
find the word that
rhymes or sound the
same at the end as
ring. ring/pin;
ring/swing. I will put
my chip on swing
because I think
ring/swing rhyme. They
sound the same at the
end. (The teacher may
need to model the rest
of the page for
students to understand
the concept of listening
for the same ending
sound.)

Day 2-5: Teachers

should be watching
student behaviors
and taking anecdotal
notes. Distribute the
next sheet in the set
and six chips. The
teacher names the
pictures, instructing
the students to
repeat the names.
Students put a chip
on the picture that
rhymes with the first
picture in each row.

Day 2-5: Teachers

should be watching
student behaviors
and taking anecdotal
notes. Distribute the
next sheet in the set
and six chips. The
teacher names the
pictures, instructing
the students to
repeat the names.
Students put a chip
on the picture that
rhymes with the first
picture in each row.

Day 2-5: Teachers

should be watching
student behaviors
and taking anecdotal
notes. Distribute the
next sheet in the set
and six chips. The
teacher names the
pictures, instructing
the students to
repeat the names.
Students put a chip
on the picture that
rhymes with the first
picture in each row.

Day 2-5: Teachers

should be watching
student behaviors and
taking anecdotal notes.
Distribute the next
sheet in the set and six
chips. The teacher
names the pictures,
instructing the students
to repeat the names.
Students put a chip on
the picture that rhymes
with the first picture in
each row.

Distribute a Rhyme
Time board and six
chips to each student.
Ask them to name each
picture with you in the
row you are working
on. Have them put
their chip on the
picture of the word that
rhymes with the first
picture. Continue until
you finish one card.
This is the end of day

Students who are

able to recognize a
rhyming word are
now ready to
identify a word that
does not rhyme.
To increase the level
of difficulty, use
Odd One Out.
Directions for Odd
One Out: Instruct
students, to listen as
you name each
pictures in the first
row - tree, flower,
bee Model for
students that flower
is the Odd One Out

If using Odd One Out:

Day 2-5: Teachers
should be watching
student behaviors
and taking anecdotal
notes. Distribute the
next sheet in the set
and five chips. The
teacher names the
pictures, instructing
the students to
repeat the names.
Students select which
pictures do not
rhyme by placing a
chip on a picture in
each row.

Students who are

able to identify words

If using Odd One Out:

Day 2-5: Teachers
should be watching
student behaviors and
taking anecdotal notes.
Distribute the next
sheet in the set and five
chips. The teacher
names the pictures,
instructing the students
to repeat the names.
Students select which
pictures do not rhyme
by placing a chip on a
picture in each row.
Students who are able
to identify words that do
not rhyme are ready to
supply a rhyming word.

one.

because it has a
different sound at
the end. Place a chip
on the picture of the
flower. (The teacher
may need to model
the rest of the page
for students to
understand the
concept of listening
for the same ending
sound.)

that do not rhyme are

ready to supply a
rhyming word.

To increase the level of

difficulty, use Supply
the Rhyme.

To increase the level

of difficulty, use
Supply the Rhyme.

Distribute an Odd
One Out board and 5
chips to each
student. Ask them to
name each picture
with you in the row
you are working on.
Have them put their
chip on the picture
of the word that
does not rhyme.
Continue until you
finish one card. This
is the end of day
one.

Word Study

B1: s/h/sh

Alphabet Instruction

NEW READ

Title: The Baby Needs a

Bottle

Title: The Baby Needs

a Bottle

Title: The Baby

Needs a Bottle

Title: The Baby Needs

a Bottle

Title: The Baby Needs a

Bottle

Concepts of Print

K.5.a Hold Print

Materials in the Correct
Position
I model how to hold a
book. Can children
hold a book correctly
on their own?

Concept of Word

1. Use a picture
representation
of the text to
model how to
recite the text
by pointing to
each picture
several times
while reciting
the lines.
2. Say the first
line. Instruct
students to
echo the line
while pointing
to the picture.
Continue with
each line of
text. Repeat.
3. Next, instruct
the students to
chorally say
each line with
you several
times.
4. Finally, ask the
students to
state the lines
independently
while pointing
to the picture
prompts.

K.5.b - Identify the

K.5.c - Distinguish

K.5.d - Follow words

K.6.a - Identify common

front cover, back cover,

and title page of a book.

between print and

pictures.

from left to right and

from top to bottom on a
printed page.

signs and logos.

3-period lesson on the

front cover, back cover,
and title page of a book.
See if students can
identify the front cover,
back cover, and title
page of a book when I
ask.

3-period lesson on print

and pictures. Can
students distinguish
between the two?

1. Review the
lines from the
previous day.
2. Distribute the
actual text to
each student.
Read the lines
of text to
students while
pointing to
each word.
3. Instruct
students to
echo read and
point to each
word.
4. Then, instruct
students to
choral read
the lines of
text and point
to each word.
Prompt
students:
Now lets
read it
together. Eyes
on the page.
Read it with
me as we
point to each

1. Distribute the
text from the
previous day
to the
students.
Instruct
students to
chorally
read the
text while
pointing to
each word.
2. After
repeated
readings ask
the students
to identify 12 words in
the text.
3. Distribute a
paper copy of
line one to
each student.
Demonstrate
how to cut
the line
apart, and
then instruct
students to
cut their line
apart.
4. Ask students
to push and
say each
word in the
line several

Model with The Baby

Needs a Bottle. Observe
whether students follow
words from left to right
and from top to bottom
on a printed page.
1. Redistribute
the cut up
lines to the
students. Ask
students to
match each
word card to
its counterpart
in the text.
2. Distribute
several word
cards from the
text and give
to the
students.
3. Ask students
to identify the
word based on
matching
them to the
word in the
line of text.
4. Practice with
2-3 lines of
text.

Show signs (stop, yield,

exit). Can students identify
them? If not, teach a 3period lesson, and then reassess.

1. Distribute
several words
from the text.
Ask students to
identify the
words out of
context. Some
students may
need support
from the
sentences to
accomplish this.

5. Repeat as often
as necessary
until the text is
known by heart.
6. Instruct
students to
watch while you
model tapping a
box for each
word while
saying the
memorized line.
Identify the
number of
words in each
line
7. Instruct
students to say
the line and tap
a box for each
word. Monitor to
ensure the
students are
tapping one box
per word.
8. If the students
demonstrate an
understanding
of the number
of the words in
each line, then
go to day 2 on
the next day. If
students
struggle,
continue to
work on
memorizing the
text on day 2.

word.
5. Invite the
students to
recite the lines
of text while
pointing to the
words. This
time I want
you to do
what I did.
Point to each
word as you
say it. Be sure
to touch each
word as you
say it.
6. Repeat with
the second
through fourth
lines.
7. If the students
experience
difficulty,
repeat day 2
on day 3, if
not follow the
directions
below for day
3.

times.
5. Instruct
students to
scramble the
words and
then attempt
to put them
back into the
right order. If
a student
struggles,
provide the
student with
the original
copy of the
text to
match.
Students may
practice 2-3
lines of text.

Observations