A_My Hair_Packet.pdf

© Learning A–Z, Inc. All rights reserved. www.reading-tutors.com

Lesson Plan

My Hair (A)

1Part 1: Phonics 10–15 minutesMaterials: Phonics Word Cards, Phonics Picture Cards, Letter Page

æ STEP 1Show the student the following Phonics Word Cards: soap, saw, sink. Read the words. Ask how each word is alike. (All begin with the /s/ sound.)

Use the Letter Page to introduce the letter s.

Ask:

What is this letter? What sound does it make? (/s/)

Practice saying the sound of the letter. Have the student trace the letter with his or her finger then have him or her write the letter several times on a sheet of paper.

æ STEP 2Say these words. Tell the student to clap when he or she hears the /s/ sound: seal, long, six, black, break, rock, sew, sail

If the student is successful, use the following list as a challenge: soup, summer, long, miss, tall, soap, Sam

Show the student the Phonics Picture Cards. Have him or her sort the cards into a pile of cards that have the /s/ sound and a pile that does not.

Encourage the student to say the name of the picture aloud. six, seal, girl, ear, soap, comb

If student is successful add the following: sock, bus, glass, sail, lips, sail, sandwich

Have student sort the cards into three piles: initial consonant sound /s/, final consonant sound /s/, no /s/ sound.

Part 2: Comprehension 15–20 minutesMaterials: Book My Hair, Vocabulary Cards, Phonics Word Cards

æ STEP 1Give the student a copy of the book. Read the title. Look at the pictures on the front and back covers.

Ask:

What do you see on the front cover?

What kind of hair does the girl have?

æ STEP 2Go through the book page by page talking about the pictures. After going through the book ask the student to tell you what he or she thinks the story is about. Tell the student that both of you will be reading the book together over the next few days.

æ STEP 3Using the Phonics Word Cards and Vocabulary Cards, take time to go over the words the student will read in the book. Pay special attention to the words that were not introduced in the phonics lesson: hair, curly, blond, braided, short, long, straight, black, your, and high frequency words my, like, what and is. Read each word, then ask the student to read it. Next, ask the student to read a word that you point to. Continue until all words are reviewed.

æ GAME (optional)If time allows, play a game with the Vocabulary Cards and the Phonics Word Cards. Spread the cards word side up on the table. Then take turns using the cards to make sentences. Provide the student with an example, such as: My hair is black. Players get one point for each card used successfully. The player with the most points wins.

To the Tutor:Each student will move at a different pace through these lessons. Some may complete a lesson during one tutoring session, while others may need two or more sessions. The amount of time you have for a tutoring session will determine how much you can do. Keep track of student progress by placing a check in the box next to the part of the lesson you complete each day and write the date next to the box. The tutor coordinator may also want you to complete a Progress Report Form on your tutoring sessions; if so, complete the form found in the packet.

Cards can be cut apart and used in card games, such as Concentration.


Lesson Plan

My Hair (A)

2Part 1: Phonics 5–10 minutes Materials: Phonics Picture Cards, Phonics Word Cards

æ STEP 1Use the following Phonics Picture Cards and Phonics Word Cards: salt, soap, bus, girl, sock, ear, seven, sail, comb, sink. Have the student match the words to the correct picture. Next, have the student identify all the pictures that start with the /s/ sound.

æ STEP 2Choral read (read together with the student) the Phonics Word Cards. Then, have the student independently read the cards. Have the student write the words that begin with /s/.

Part 2: Comprehension 15–20 minutesMaterials: Book My Hair, Vocabulary Cards, Phonics Word Cards, Phonics Picture Game Board

æ STEP 1Reintroduce the book, My Hair. Model fluency by reading pages 3 and 4 with proper pauses and expression. After you read, stop and ask the following questions:

What did you notice about my voice as I read?

Did my voice go up or down at the end of the sentence?

æ STEP 2Now have the student read pages 3 and 4. Encourage him or her to read with expression.

Continue to read the rest of the book with you reading one page and then the student reading the page. If the student struggles, you may try choral reading, reading the text at the same time. Make a note of words missed and go over these words after the reading. Have the student answer the following questions after the page indicated:

Is the boy’s hair curly or straight?

How is the girl’s hair different from the boy’s hair on page 4?

æ STEP 3Using the Vocabulary Cards and Phonics Word Cards, take time to go over the vocabulary words the student will read in the rest of the book. Pay special attention to the words that were not introduced in the phonics lesson: short, long, hair, blond, braided, and high frequency words like, what, my, and is. Read each word then ask the student to read it. Next, ask the student to read a word that you point to. Continue until all words are reviewed.

æ GAME (optional)If time allows, use the Phonics Word Cards to play a matching game. Read each card with the student and review the initial sounds in each word. Place the cards face up in a stack. Ask the student to take a card and place it, word side down, over the picture on the Phonics Picture Game Board with the same initial sound.

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Lesson Plan

My Hair (A)

3Part 1: Phonics 5–10 minutesMaterials: Phonics Word Cards

æ STEP 1Choral read the Phonics Word Cards seal, rock, bus, girl, six, sandwich, black, sink, and glass. Next have the student separate the cards into three piles: initial consonant sound /s/, final consonant sound /s/, no /s/ sound

Give positive feedback and encouragement. If any cards are misplaced, have the student read the card after you and then determine in which stack the card belongs.

Part 2: Comprehension 10–20 minutesMaterials: Book My Hair, Vocabulary Cards, Phonics Word Cards, Phonics Picture Game Board

æ STEP 1

Say: I am going to read pages 6–7 twice, but each time I read I am going to read the words a different way. Tell me which way sounds best. Read the sentences in two totally different ways—one at a moderate speed with expression, and one very slowly and with no expression. Discuss which way sounded best and why.

æ STEP 2Have the student read the book, asking the student to match your best read. If the student struggles, you can echo or choral read with him or her.

Ask the following questions to check for comprehension:

What covers the boy’s eyes?

How is the girl’s hair styled?

What length is the boy’s hair?

Who has long hair?

Ask the student to share his/her favorite part of the story.

æ GAME (optional)Repeat the Lesson 1 or 2 game.

3


Lesson Plan

My Hair (A)

4

4Part 1: Phonics 5–10 minutesMaterials: Phonics Word Cards

æ STEP 1Have the student read only the Phonics Word Cards that begin with the /s/ sound.

æ STEP 2Check the student’s understanding by having him or her identify items in the room or from memory that begin with the /s/ sound. Some students may enjoy being challenged to name as many as they can within a minute. If the student struggles, prompt him or her by playing “I am thinking of ...” by saying “I am thinking of another word for the part of the chair on which you sit.” (seat). Continue naming other things that begin with the /s/ sound as time allows.

Part 2: Comprehension 15–20 minutesMaterials: Book My Hair, crayon or highlighter, Question Cards, Walk to the Beach Game Board

æ STEP 1

Read pages 8–10. Model fluent reading with proper pauses and expression.

æ STEP 2Have student reread the book. Encourage him or her to read with proper pauses and expression. Praise good reading. Make a note of words missed and go over these words after the reading.

Ask:

What are all the boys and girls holding?

Why do they do this?

æ STEP 3Have the student, under your guidance, use a crayon or a highlighter to identify the words in the book that begin with the /s/ sound. Give help as needed.

æ GAME (optional)Spread the Question Cards face down on the table and have the student select a card. Read the card to the student. If he or she answers it correctly, the marker is moved the number of spaces indicated on the card. If the answer is wrong, place the card back onto the table and mix the cards up. Continue drawing cards until the student reaches the end of the game board.


Lesson Plan

My Hair (A)

5Part 1: Phonics 5–10 minutesMaterials: Phonics Word Cards, paper, crayons

æ STEP 1Have the student read the phonics word cards independently 1–2 times. Then have the student tell you first a word that begins with the /s/ sound and then a word that does not begin with the /s/ sound. If the student has trouble, give hints, such as: What do you call hair that has no waves or curls? Repeat as many as 6 times using different examples.

æ STEP 2Have the student draw and label a picture of a person with a hair style that begins with /s/.

Part 2: Comprehension 10–20 minutesMaterials: Book My Hair, Main Idea and Details Ladder Graphic Organizer, paper, crayons, Question Cards and Walk to the Beach Game Board name (optional)

æ STEP 1Hand out the Graphic Organizer. Help the student identify the main idea of the story and provide two supporting details. Explain how to complete the Graphic Organizer. When finished, have the student use the graphic organizer to tell about the book.

æ STEP 2If time allows, have the student draw a picture of what his or her hair is like. The picture should be similar to the pictures in the story. Have the student complete the sentence frame to tell about his or her drawing: My hair is ______________ .

æ GAME (optional)

Repeat the Question Card game from Lesson 4.

TUTOR NOTE:Unless otherwise directed by the coordinator, allow the student to keep the book. Encourage him or her to practice reading at home.

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Letter Page

Letter Ss

sock

S s


My Hair (A) My Hair (A) My Hair (A) My Hair (A)

My Hair (A)My Hair (A)My Hair (A)My Hair (A)



Vocabulary Cards

curlyhair blond braided

whatlike your my

shortis black straight

long

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sealsalt sandwich saw

eargirl comb sink

bussock glass six

sailsoap lips seven

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✄

Phonics Word Cards






Phonics Picture Cards

✄

Phonics Picture Cards






Phonics Picture Game Board

My Hair (A)

Main Idea: ___________________________________________________

Graphic Organizer

Name_______________________________________________

INSTRUCTIONS: Have students write the main idea at the top of the ladder. Then have them record supporting details about the main idea on the rungs of the ladder.


My Hair (A) My Hair (A)

My Hair (A)My Hair (A)

My Hair (A) My Hair (A)

My Hair (A)My Hair (A)

© Learning A–Z, Inc. All rights reserved. www.reading-tutors.comQuestion Cards

✄

What do we comb each day?

Possible answer: hair.

What color is hair that is very dark?

Possible answers: black, brown

What do you call hair that is flat with

no waves? Possible answer: straight

5 7

6When a person’s hair

looks yellow, it is really what color? Possible answer: blond

4

If your hair is not straight, it is probably what?

Possible answers: curly, wavy

5What length is your hair if it stops at your chin?

Possible answer: short

3


Walk to the Beach Game Board

Documents

A_My Hair_Packet.pdf