Tutoring Lesson Plan 5 Concept of Word: Dictation & Writing

Running Head: Tutoring Lesson Plan 5
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Tutoring Lesson Plan 5

Concept of Word: Dictation & Writing
Joanna Alexander
RDLG 537 Language Arts & Literacy
Professor Varadarajan
Graduate School of Education
The College of New Jersey
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Name: Andre
Grade: Kindergarten
School: Grant Elementary School
Teacher: Ms. Landgraf
Tutor: Joanna Alexander
Date of Lesson: October 15, 2015
Tutoring Lesson Plan 5 Concept of Word (COW): Dictation & Writing
Common Core State Standards
Conventions of Standard English:
CCSS.ELA-LITERACY.L.K.1.A
Print many upper- and lowercase letters.
CCSS.ELA-LITERACY.L.K1.F
Produce and expand complete sentences in shared language activities.
CCSS.ELA-LITERACY.L.K.2.B
Recognize and name end punctuation.
Text Types and Purposes:
CCSS.ELA-LITERACY.W.K.2
Use a combination of drawing, dictating, and writing to compose informative/explanatory texts in
which they name what they are writing about and supply some information about the topic.
Objectives
Student will develop the understanding that Student will be able to demonstrate their understanding
periods end sentences and act as a marker for of punctuation, specifically periods, by pointing to them
pausing during reading.
in context and through discussion of their purpose.
Student will develop the understanding that print represents speech in written form.
Student will be able to fingerpoint or track accurately to printed in text while reading from memory (Concept
of word in print, COW)
Rationale
This dictation activity is a Language Experience Approach (LEA) to reading, which is based
on the premise that what one says can be written and what one writes can be read (Bear, p. 119, 2012).
The student is asked to generate their own language to describe or explain something they have drawn.
This personal, literacy expression activates the students motivation to engage in the activity and
learning opportunities it presents. Additionally, the student will develop their understanding of
concepts about print (Bear, p. 114, 2012).
Having the student use invented spelling to write out a sentence that explains a picture he drew
acts as a source for diagnostically assessing what stage in Concept of Word (COW) the student is in.
Plus it will also serve as a source for diagnostically assessing what stage of writing the student is in.
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Equally important, this task can help the students make deeper connections between speech-to-print
concepts such as that we can use print to represent speech and that there are multiple uses for print.
The student develops their concept of word in text by actively participating in the process of writing
down their thoughts and speech for the purpose of explaining and describing a personal illustration.
Introduction
Materials
v Pencil
v Crayons
v Blank Paper
We are going to do a fun activity where youre going to draw a picture, tell me something about the
picture, and then Im going to write down what you say to me underneath your picture. Have you
ever done something like this before? Ask student questions about something similar theyve done.
The purpose of this activity is for you to see how what you say can be written and what you write
can be said. You can match the written words with the words you say. Plus we will explore what
makes a sentence.
Check for understanding.
Procedures
Explain to the student the steps of the activity (what the activity is going to look like).
Explain the purpose of this activity (the principles of COW).
The student draws a picture of their choice. If the student needs inspiration, some suggestions
could be their favorite Halloween costume or toy. Prompt the student to include as much detail as
possible in his picture.
Then ask the student to tell you something about his picture.
Choose a simple sentence from the students explanation and write it verbatim below the picture.
Say each word as you write it, drawing attention to the sounds and letters.
Ask the student what sound they hear first.
Read the caption by pointing to each word.
Then reread the caption with the student reading along and pointing to each word as it is spoken.
Lastly, have the student to read it alone while pointing.
Closure
Have the student practice writing the words and the word letters beneath the sentence you wrote.
o Or for more of a challenge, depending on how the student is doing, have the student write
another sentence or phrase to describe or explain their picture.
Assessments
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)
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 Procedure section adapted from Dictations section on Page 117.
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Tutoring Lesson Plan 5

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