Running Head: Tutoring Lesson Plan 4

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Tutoring Lesson Plan 4

Words Their Way
Joanna Alexander
RDLG 537 Language Arts & Literacy
Professor Varadarajan
Graduate School of Education
The College of New Jersey

Tutoring Lesson Plan 4

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Student Name: Andre

Age: 5
Grade: Kindergarten
School: Grant Elementary School
Teacher: Ms. Landgraf
Tutor: Joanna Alexander
Date of Lesson: Wednesday, October 14, 2015
Developmental Stage: Emergent
Tutoring Lesson Plan 4 Draw and Label Word Sort Activity
Common Core State Standards
Phonics and Word Recognition: CCSS.ELA-LITERACY.RF.K.3.A
Demonstrate basic knowledge of one-to-one letter-sound correspondences by producing the primary
sound or many of the most frequent sounds for each consonant.
Print Concepts: CCSS.ELA-LITERACY.RF.K.1.D
Recognize and name all upper- and lowercase letters of the alphabet.
Objectives
Student will develop the understanding that there is a
correspondence between letters, specifically B, D, G, Student will be able to produce words with the
and H, and the sounds they represent in words as the initial consonant sound B, D, G, and H.
initial letter.
Student will be able to recognize and name the uppercase and lowercase forms of the letters B, D, G, and H.
Rationale
This lesson will give the student more exposure and practice with using, seeing, and hearing the
letters B, D, G, and H. These letters were chosen in particular, as they were the letters that the student
had difficulty recognizing in the Lesson One Letter ID Assessment. The student switched the lowercase
letters b and d. He also misidentified the letter G for the letter H. Getting to see these four letters in the
same space can aid the student to compare them therefore more aptly recognize them when they are
isolated. Moreover, this student excelled in the Lesson Two Word Sort Activity for the letters B, M, R,
and S. Based on his proficient performance in that word sort, he is ready to practice recognizing the finer
distinctions between letters such as B and D in an activity that has some experience with.
This lesson will also actively engage the student in the learning process throughout the activity.
The student will get to exercise his creativity and innovation. He will have choice in the words he
chooses and pictures he draws. This choice and creative expression through brainstorming and drawing
will motivate him to think about letter-sound correspondences and meaningfully engage with the task.
Lastly, the student gets the opportunity to practice invented spelling. The student can then feel
more comfortable with attempting to spell words (Bear, Invernizzi, Templeton, and Johnston p. 31,

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2012). This practice will spur confidence in the student towards their capability to recognize letter-sound
correspondences. Since the student cannot read yet, invented spelling gives the student the opportunity
to participate in a written language task. Plus, according to Bear, et. al, getting to see the students
invented spelling provides diagnostic information about what the student knows and what they need to
learn (p. 86-87, 2012).
Introduction
Materials (Appendix Page 5)
v Draw and Label Sheet
v Sheet of lined paper for sentence writing
v Pencil
Remember how the last time we met we did that word search game where you found pictures that
started with the letters B, M, R, and S and then you put those pictures under the letter they started
with? Well this time you are going to think of words that start with the letters B, D, G, and H. Then
you are going to draw pictures of those words and spell them out the best you can.
We are going to do this activity to practice recognizing the letters B, D, G, and H. Were going to
see how they look similar and how they look different so we can recognize them as lowercase and
uppercase letters. For instance, the letter B and letter D look similar in lowercase format (show
student), but they are different (show student direction of loop).
We are also going to practice recognizing the sounds that these letters make when they are the first
letter in a word. This is like that song you sing with Ms. Landgraf with the picture book. Lets say
what sound each of these letters makes.
Lastly, this game will be fun because we get to think of our own words, draw pictures of them, and
then try our best spelling. This will help us practice hearing the sounds that letters make in the
beginning of a word, and we will also be able to recognize letter-sounds.
o Plus, you already know so many words that start with these letters. Im excited to see which
words you think of when you think of these letters.
o Im here to help as well, if you need a hint for brainstorming.
o So, if I said your name, Andre, and asked you what letter does your name start with, you
would say.(have student say A). How did you know it started with the letter A? What
sound does the letter A make?
Show the student the Draw and Label Sheet and explain how were going to write the uppercase and
lowercase forms of the letters in the boxes in the top row. Then explain that the student will think of,
draw, and spell 2-3 words that start with those letters in the columns below.
Check for understanding. Any questions?
Procedure
Say each letter, B, M, R, and S at a time and have the student write the uppercase and lowercase
forms of each letter in a box each.
Have the student say the sound each letter makes.
Have the student choose which letter they would like to start with first to think of words for.
Have the student tell you a word.

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If the word starts with the appropriate letter, have the student draw a picture of that word in a box
below the appropriate letter.
o If the word is not accurate, practice saying the word with the student and guide them towards
thinking of what letter it actually starts with (isolating the sound while both the teacher and
the student say the sound. Have the student recognize the letter of that sound).
After the student draws a picture, explain to the student that you would like them to spell out the
word the best they can underneath his picture in the same box. First encourage and explain as best
you can spelling:
o Strategy - you can listen for the sounds Write down all the sounds you hear when you say
the word and spell it the best you can (Bear, p. 31, 2012).
o Lets practice (phonemic awareness): Im going to say the sounds of the word and you point
to the picture. Sound out each letter.
Repeat the steps for each word the student chooses until the sheet is completed.

Closure & Assessment of Student Learning

Review the completed worksheet with the student, each word at a time. Go down each column.
Have the student choose a word they wrote, discuss what the word is, and have the student write it in
a sentence with invented spelling. Time permitting, have the student choose a few more words to
write sentences out for.
Have the student recognize and write out the letters B, D, G, and H in uppercase and lowercase
format. Discuss the difference between the lowercase b and d. What do you notice about the
lowercase b, lowercase d?
Have the student also recognize and write out the letters G and H in lowercase and uppercase format.
Ask the student what we learned today. (B and D difference, what sound the letters B, D, G, and H
make and how we can use our knowledge of these letter-sound correspondences to think of and
recognize words that start with these letters).
The student will have completed the sheet and therefore has brainstormed and recognized words that
start with the letters B, D, G, and H. Throughout the activity, the students letter-sound
correspondence and sounding out skills are reinforced through discussion, review, comparison, and
implementation.
Table 4.1 Characteristics of Emergent Spelling - Page 98 (Bear, 2012)
Figure 4.12 Voice-to-Print Match in Relation to Spelling Development - Page 117 (Bear, 2012)
Extended Learning
Repeat the activity for other initial consonant sounds.
Have the student recognize the initial consonant sound in rhyming words for the words produced in
the activity (e.g. the student writes boy and the teacher can ask if they can think of a rhyming word,
if not the teacher can provide one, toy, and have the student say and write the initial consonant letter,
t, and recognize that they both rhyme and end with the same last two letters, oy. Have the student
draw a toy. Have the student write boy and toy and connect how having the same last two letters
makes words rhyme with one another.
Resources
Bear, D. R., Invernizzi, M., Templeton, S., & Johnston, F. (2012). Words Their Way Fifth Edition: Word
Study For Phonics, Vocabulary, and Spelling Instruction, Boston, MA: Pearson.
o Draw & Label Word Sort Activity Figure 3.11, page 68

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Appendix