Cleta

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English
Reading

Pre-K - 2nd Grade Reading, Letters, Sounds, Sight words. Technology. M.Ed. educational technology B.S. Early Childhood Education ESOL Endorsement

English
Reading

Lesson location

- At Cleta's house: Stonecrest

About Cleta

I am a Retired teacher of 31 years, currently teaching part time.
• To obtain a position in schools to bridge communication between school and home by helping parents get the information, support, and assistance they need to ensure their child's academic and social success in school.
• To focus on continuous learning, developing key skills, building my network, and exploring career paths that align with my interests.

About the lesson

1) SPELL SOUNDS visual/auditory/tactile
Review Sound Cards 1-24.
Student reads the sound of each card aloud.
Go through the cards rapidly. The goal is to have automatic responses.

2) SPELL SOUNDS (visual/auditory/tactile)
2 min
Dictate the following sounds, one at a time.
Students REPEAT each sound.
Students WRITE each sound.
o b a i g m u f
QUESTIONS TO ASK THE STUDENT:
How do you spell long e in the middle of a word? (Answer: ee)
How do you spell long a at the end of a word? (Answer: ay)
R: Say the sound when slashes appear on both sides of a letter. Example: /k/

BALL TOSS GAME
For in-person students:
Say a word from the word list below and toss or roll a Nerf Ball to the student.
Student returns it while repeating just the middle or vowel sound of the word.
Example: Throw the ball and say, mop.
Student returns it and says, /o/.

For remote students:
Say a word from the word list below, then name the student you want to respond.
The named student repeats just the middle or vowel sound of the word.
Example: Say a student’s name and then say, mop.
Named student replies, /o/.

deep jam keep
jog it gas
pup jay box
say sum fig
pit beef six
need jot cut
tax zap ram
ham hip dug
not mud seed
reed pin hub
fun feel day
meet if tub
fox cup gum
rap bog kid
pig peel lug
seem bat Rob
boss hay lot

3) READ WORDS (visual/auditory/tactile)
5 min
Student reads aloud from the following sources. Material is provided for several sessions.
Word Book, p. 15, ee
Word Book, p. 17, Review a, i, o, u, ee, ay

Word Cards, Short a, i, o, and u (pink, blue, green, and yellow, mixed)
Word Book, p. 14, Review a, i, o, u
Sight Word Cards 1-8
Word Cards, ay, ee (orange)
Word Book, p. 131, Automaticity Practice, Level 9

4) SPELL WORDS (visual/auditory/tactile/phonemic segmentation)
7 min
Dictate each word aloud, reading down the columns.
Student repeats each word, Touch Spells each word, and says each sound out loud while writing the word.
Guide the student through error self-correction. Student rewrites the corrected word twice, saying each sound aloud.
R: Column at the far left below indicates which sound is being practiced in each row of words.
R: Dictate words and sentences for 7 minutes, correcting errors when they occur. Material is provided for additional sessions.
R: After dictating a word, phrase, or sentence, allow quiet time for student to process and write.
ee deep seed meet* seem*
i pit six sit dim
ay say ray may pay
a fat map hat rap*
u run cut bug rub
o hop lot cob not*
sight I* of to*
* After dictating a homophone, use it in a sentence to identify meaning and guide spelling.

Student reads aloud the list of words just written.
At each session, dictate two of the following sentences.
Student reads the sentence and writes it on paper.
I need to feed the dog.
The seed is in the pot.
Dan had a cup.
Tex got a big hug.
Jan can hop and run.
Don cut his lip.

5) TEACH NEW MATERIAL (visual/auditory/tactile)
5 min
1. Teach Sound
Show the card and say the sound.

Student repeats the sound while tracing it on a desk or table and again while writing it on paper.
Sound Card 25 e as in edge
RULE: Short e is found at the beginning or in the middle of a word.
Student reads words from the Word Book, p.18.
Dictate the following words.
Student repeats each word, Touch Spells each word, and says each sound out loud while writing the word.
P
et ten red men fed set
Student reads aloud the list of words just written.
Correcting Spelling Errors Use questions to help the student self-correct spelling errors.
If ten is spelled tin, ask,
What is the vowel sound in that word?
How do you spell that sound in the middle of a word?
Student rewrites the misspelled word so it is correctly spelled twice.

NOTE: Be sure the student is pronouncing the short e correctly. See the Level 9 Instructional Video in the Media Kit for a demonstration.

6) READ ALOUD (visual/auditory/tactile)
10 min
Choose one of the following activities at each session:
Have the student read aloud Reading Strip 9.
Have the student read aloud sentences from Word Book, p. 19.
Have the student read aloud sentences from Word Book, p. 19 (use when short e has been introduced).
Have the student reread Reading Strips 6-8 aloud.
Read a book. Reader Level 9a - Can I Feed the Dog?
Read a book. Reader Level 9b - The Seed
Read a book. Reader Level 9c - Mud in the Hut
7)

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5h: $125
10h: $250

Pre-K - 2nd Grade Reading, Letters, Sounds, Sight words. Technology. M.Ed. educational technology B.S. Early Childhood Education ESOL Endorsement

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About Cleta

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Pre-K - 2nd Grade Reading, Letters, Sounds, Sight words. Technology. M.Ed. educational technology B.S. Early Childhood Education ESOL Endorsement

Lesson location

About Cleta

About the lesson

Rates

Rate

Pack rates

Other tutors in English

Tacheryl

Millionaire

Brianna

La'Tese

Annetta

Myaa

Nia

Julie

Antoinette

Atania

Taki'a

Denise

Sarah

Noria

Emily

Messiah

Marissa

Mohammad

Patricia

Courtney

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