A Typical Lesson
READ FAMILIAR BOOKS
The student reads 1-2 familiar books. These should be easy for him or her so that he or she can practice reading it like a story and making it sound like talking.
TAKING A RUNNING RECORD
A behaviour record is taken of yesterday's new book, now being read for a second time without teacher input.
LETTER IDENTIFICATION
Students sort magnet letters while working towards letter feature discrimination and develops fast recognition.
WRITING A STORY
Every day the student gets to think up a story to write in his or her writing book. He or she says the words slowly so that he or she can hear the sounds; then, works towards recording what they hear. The teacher and student work together to create the story. We use the page above as our practice page. He reads the story by him/herself, and the teacher records it on a long strip of paper. The teacher cuts the story up so that s/he can put it back together.
NEW BOOK INTRODUCTION
The teacher picks out a new book for the student. They look at all the pictures and think about what the people and animals would say and what the pictures could be telling us about the story. The teacher also helps the child with some new, important words in the story. It is fun for the child to look at the book before reading it, and it helps them read the story too.
STUDENT ATTEMPTS NEW BOOK
Now, it's the the child's turn to work hard, but is well prepared to attempt the reading of the new book. When he or she comes to a hard part, the teacher will ask questions to guide him or her towards a strategy. The teacher is trying to teach the child to learn to do the things that good readers do and to do so independently. Sometimes if needed, the child has time to read the book again. Now my lesson for today is over.
The student reads 1-2 familiar books. These should be easy for him or her so that he or she can practice reading it like a story and making it sound like talking.
TAKING A RUNNING RECORD
A behaviour record is taken of yesterday's new book, now being read for a second time without teacher input.
LETTER IDENTIFICATION
Students sort magnet letters while working towards letter feature discrimination and develops fast recognition.
WRITING A STORY
Every day the student gets to think up a story to write in his or her writing book. He or she says the words slowly so that he or she can hear the sounds; then, works towards recording what they hear. The teacher and student work together to create the story. We use the page above as our practice page. He reads the story by him/herself, and the teacher records it on a long strip of paper. The teacher cuts the story up so that s/he can put it back together.
NEW BOOK INTRODUCTION
The teacher picks out a new book for the student. They look at all the pictures and think about what the people and animals would say and what the pictures could be telling us about the story. The teacher also helps the child with some new, important words in the story. It is fun for the child to look at the book before reading it, and it helps them read the story too.
STUDENT ATTEMPTS NEW BOOK
Now, it's the the child's turn to work hard, but is well prepared to attempt the reading of the new book. When he or she comes to a hard part, the teacher will ask questions to guide him or her towards a strategy. The teacher is trying to teach the child to learn to do the things that good readers do and to do so independently. Sometimes if needed, the child has time to read the book again. Now my lesson for today is over.