Teachers name: BEGOA LECEA

CLIP TITLE : One to One reading

TIMING: A week period

GRADE/CLASS:

DATE: December 2014

year 1 / year 2

SCHOOL: C.P. Jos M de Huarte

OVERVIEW & PURPOSE
What will be learned and why it is useful.

In our school, children in their kindergarten stage have been exposed to the English sounds of all the letters as well as
the sounds of some letter combinations. A few children will enter first grade able to read but some will benefit from
one to one reading instruction. With this type of instruction children will learn to read at word and sentence level.
Reading strategies will help children to acquire fluency and convey meaning while reading.
One-to-one reading is an effective approach because it provides the ideal academic environment: individual attention
customized to the needs of the student. Because of the intimate environment, the teacher can accurately monitor how
well the child is mastering the lessons, and can adapt the pace and targeting of skills accordingly.
With one to one instruction, the child retains each new desired skill and, perhaps more importantly, understands that
they have mastered these skills. It is this realization that helps boost self-esteem and self-confidence in young learners.
The teacher assistant or profesorado de apoyo can be the ideal candidate to perform this type of instruction.
Content Objective(s):

One to one reading strategies:

Through reading strategies help the child to:
- read at word and sentence level.
- learn different strategies to tackle reading

Language Objective(s):

Students will read aloud using their basic phonetic

knowledge.
Students will read short texts containing target
sound/vocabulary with prosody.
Students will listen to the teachers correction and reread the word or phrase.
Students will talk about characters emotions using
precise adjectives.
Students will make predictions using a future tense. (eg.:
he/she is going to..)

RESOURCES REQUIRED: A-Z books. Usborne Phonic readers.

METHODOLOGY LEARNING STRATEGIES

Reading strategies

ACTIVITY SEQUENCE: Year 1 students with different abilities and capabilities.

Groupings (whole group,

small group)

1. Introduction.
2. Emergent reader.
Eliciting digraph sound, using action prompt from jolly phonics.
Identifying middle sound in a word.
Decoding.
Blending sounds.
Reading strategy, the use of the finger.
Reading sentences.
Praise, encouragement.
Checking vocabulary learnt at the end of the session.
Reading strategy, going back to check or remember a word.
3. Emergent reader with Speech Language Impairment
Eliciting digraph sound, using action prompt from jolly phonics.

One to one

Identifying sound in a word.

Decoding.
Blending sounds.
Modelling sounds.
Helping out with blending.
Praise, encouragement.
Engaging the child in conversation about new words.
4. Fluent reader
Book of her choice.
Pre and post reading questioning
5. Fluent reader
Book of choice.
Working with intonation.
6. Capable reader
Helping with blending.
Conveying meaning.
Looking in the book for clues, names....
Discuss how different this activity would be if you did it in castellano/euskera.
I believe reading strategies can be applied to most of the languages. At least those languages that share the
same semantics and syntax system.
The only difference I see with the English language it would be pronunciation and spelling patterns. But children
learn these patterns and therefore learn to read fluently.