Ashley Little

CT Hannah Smith

Small Group Reading Stations

Title: Small group reading groups, the letter T

What students do:

Students will review the letters, letter sounds, and vowels and be introduced to the letter T.
There will be 4 stations that will last 15 minutes each, and each student will come to my station
one time, so I will conduct my lesson 4 times.

Content Learning Objective:

Students will develop oral language skills, phonological awareness, print awareness, vocabulary,
and comprehension.

Language Learning Objective:

Students will speak, listen, read, and write using pictures, graphic organizers, and instructional
level texts and poems.

SOLs:
K.1 The student will demonstrate growth in the use of oral language.
a) Listen to a variety of literary forms, including stories and poems.

K.2 The student will expand understanding and use of word meanings.
c) Use words to describe/name people, places, and things.

K.3 The student will build oral communication skills.

a) Express ideas in complete sentences and express needs through direct requests.
e) Participate in group and partner discussions about various texts and topics.
g) Follow one- and two-step directions.

Materials Needed:
-Alphabet page
-Vowel strips
-Finger pointers
-Wooden sticks
-Blue pages
-Expo markers
-Felt erasers
-Letter game “Boom”

Procedure:
-Students will come to my station and sit in at the round kidney table in a chair.
-I will distribute the alphabet letter page to each student and ask if they want a finger pointer.
-Students who want a pointer will be given one.
Ashley Little
CT Hannah Smith

-We will say the alphabet together twice, using our fingers to point to each letter of the
alphabet while saying them. During this I will be checking children’s one-to-one accuracy with
pointing to letters.
-Students will then return their alphabet lists and I will give them a vowel strip.
-Students will say each vowel and the word associated with it, then we will sing our vowel
rhyme “a, e, i, o, u sabes tu.”
-Students will return their vowel sheets and I will show them different pages that have the
vowels on them with a consonant preceding them. The consonants will be m, l, s, and p. We will
run through the sounds of the vowels with the consonants in the front of them. We will also say
our rhyme to remember these sounds, such as “ma me mi mo mu sabes tu.”
-Students will be given a blue sheet and wooden sticks to use to create the letter T.
-Students will then get a worksheet that has a series of tasks relating to the letter T. They will
write their names, numbers, and then find the letter T among other letters to ensure that they
know what the letter T looks like.
-Students will be told to clear off their pages and return them to me and prepare to switch
stations.

Closure:
-To close off this lesson students will be told to clear off their pages and return them to me, and
I will reiterate that we learned about T today in our groups.

Differentiation:
-Groups will be differentiated based on student needs. Some of the groups are at a higher level
than other groups, so the lessons will run a little differently. Students in higher level groups will
be pushed a further than those students that are in lower level groups. Support will be given at
my discretion for students in need, but I will try my best to see that they have tried to answer
my question before assisting them. For instance, when reviewing the vowels, I may ask the
higher-level groups “What does A say?” and wait for them to respond: “a a abeja.” However,
with the lower groups I might say “The letter A says a a…” and they will finish the sentence
“abeja” because they may need the extra help. Depending on the speed that groups complete
the activities, some groups may be able to play the letter game “Boom” before we switch
rotations.

Assessment:
Students will be assessed the following week. During small group rotations while Ms. Smith is
primary teaching I will be monitoring individual stations. Students will each have a chance to go
to the puzzle station one time during the week. During that time, I will sit with them and assess
them on their letters using the same letter sheet that I used during the small group lesson. I will
also ask them to draw the capital letter T on a white board for me, so I can see how they
construct it. These assessments will be recorded on a sheet and used to draw conclusions about
student learning.