Elementary Level: Introduction to Letters and Sounds (A–Z)

Mid Level: Review basic grammar, reading fluency, and writing sentences
High Level: Set expectations, review foundational skills, and explore goals for the year, diagnostic writing assessment.

Elementary Level (Kinder to Grade 2)

National Standards:

– Common Core State Standards: CCSS.ELA-LITERACY.RF.1.1.A: Recognize the distinguishing features of a sentence (e.g., first word, capitalization, ending punctuation).

– Common Core State Standards: CCSS.ELA-LITERACY.RF.1.2.D: Segment spoken single-syllable words into their complete sequence of individual sounds (phonemes).

Materials:

– Alphabet flashcards

– Whiteboard and dry erase markers

– Letter tracing worksheets

– Phonics songs videos

Warm-up:

Open-ended question: “Can you tell me the names of some letters of the alphabet?”

The parent will lead a brief discussion about the alphabet and review the names of letters A-M with the children.

Direct Instruction:

The parent will introduce the letters A-Z, including their names and sounds. The parent will use alphabet flashcards to show each letter and model the correct pronunciation. The parent will also demonstrate the correct way to write each letter on the whiteboard.

Practice:

For independent practice, children will work on a project-based activity where they will create a small booklet with pictures of objects that start with the letters A-Z. Children can cut out pictures from magazines or draw their own pictures to represent each letter. This activity will reinforce letter sounds and vocabulary.

Closure:

Closure activity: The parent will lead a quick review of the letters A-Z by asking children to name a word that starts with each letter. This will help reinforce the letter sounds and vocabulary learned during the lesson.

Assessment:

The parent will assess child understanding by observing their participation in the guided practice and independent practice activities. The parent can also assess child learning by reviewing the children’ completed letter tracing worksheets and project-based booklets.

Differentiation for children with special needs:

– For children with visual impairments, provide tactile materials such as raised alphabet cards or textured letter tracing sheets.

– For children with auditory processing disorders, provide visual aids and written instructions to support their learning.

– For children with fine motor skill challenges, offer alternatives to traditional handwriting activities, such as using magnetic letters or letter stamps to practice letter formation.

Mid Level (Grade 3 to 5)

National Standards:

Common Core State Standards for English Language Arts

Materials:

Whiteboard and markers, short story, paper, pencils

Warm-up:

What is your favorite book and why? (This question will get children thinking about their reading preferences and engage them in the topic of English.)

Direct Instruction:

Begin by reviewing basic grammar concepts such as nouns, verbs, adjectives, and punctuation. Provide examples and definitions for each. Then introduce the concept of reading fluency by reading a short story aloud to the class. Discuss the importance of reading with expression and proper intonation.

Practice:

For independent practice, assign children to write a short paragraph about their favorite book. Have them include details about the plot, characters, and why they enjoyed reading it. This project-based activity will allow children to practice their writing skills independently.

Closure:

To close the lesson, have children share their paragraphs about their favorite books with the class. This closure activity will reinforce the concepts covered in the lesson and allow children to reflect on their reading preferences.

Assessment:

To assess children’ understanding of the lesson objectives, have them complete a short quiz that includes questions on basic grammar, reading fluency, and writing sentences.

Differentiation for children with special needs:

For children with special needs, provide additional support during the guided practice and independent practice activities. Offer supplemental resources such as visual aids, graphic organizers, or sentence starters to help children who may struggle with writing. Additionally, provide individualized feedback and encouragement to children who may need extra support. Encourage children to work at their own pace and provide additional time for assignments if needed.

High Level (Grade 6 to 8)

National Standards:

– Common Core State Standards for English Language Arts (CCSS.ELA-LITERACY)

– National Council of Parents of English (NCTE) Standards

Materials:

– Whiteboard and markers

– Icebreaker game materials

– Writing prompts for diagnostic assessment

Warm-up:

Ask children: “What are some of your favorite books or authors, and why do you enjoy them?” This question will encourage children to think about their reading habits and preferences, as well as introduce the theme of the lesson.

Direct Instruction:

– Review the syllabus and course expectations with children, highlighting key areas of focus and assessments throughout the year.

– Discuss the importance of foundational English skills, such as grammar, vocabulary, and reading comprehension.

– Introduce children to the goals and learning objectives for the year, explaining how these will help them grow as readers and writers.

Practice:

Diagnostic writing assessment: Have children complete a short writing prompt that assesses their writing skills. This will help you gauge their current abilities and tailor instruction to meet their needs.

Closure:

Closure activity: Ask children to reflect on what they have learned during the lesson and share one goal they have for the year. This will help them set personal targets and engage with the lesson content.

Assessment:

Assess children based on their participation in the icebreaker game, completion of the writing prompt, and engagement in class discussions. Use this information to inform future instruction and support child growth.

Differentiation for children with special needs:

– Provide additional support and scaffolding for children with learning disabilities by breaking down tasks into smaller steps and offering visual aids.

– Offer alternative ways for children to demonstrate their understanding, such as verbal responses or multimedia presentations.

– Provide extra time and resources for children who need additional support, and offer frequent check-ins to ensure understanding and progress.