LESSON PLANS FOR grade 2 and above
Ready Reading
Recommended Grade 2 and Above Lesson Plan
Beginning of the school year:
Follow the same procedure given for Grade 1 Testing. The difference shown in test results will be the basis for the starting point and implementation of the lessons. Special consideration should be given to students new to the school who have not had instruction with phonics and blending.
Test all students for knowledge/retention of individual letter sounds and word blending. Select and dictate words that include all Lesson 1-66 letters for students to write by themselves. Allow time for three testing sessions.
Example from Lessons 1-30: Sam, can sack, yam, that; sled, peck, vet, hen, them; lip, fig, win, quit, whiz; fox, top, job, dot, shop; rub, chum, lump, hug, duck.
Example from Lessons 31-49: apex, cane, gray, air; secret, feet, near; mind, tried, shine, right; most, toes, those, coat, row; music, glue; cute
Example from Lessons 50-66: town, mouth, food, hook, enjoy, point, face, change, try, quickly, part, draw, small, auto, whirl, burn, germ
Mark the incorrect (or missing) letters in each word.
It is most helpful if you chart the letter sounds missed (or known) by each student. Do this in the order of lessons in Ready Reading so it is easy to use the chart to determine a starting point for class review and/or small group instruction. Students can be called to work with the small group on an “as needs” basis instead of establishing permanent groups. Begin instruction with the first lesson that several students need to review. Using the chart, then move to the next lesson where there is a need by several students and call them to a group for instruction. If single students need review of other lessons in between, make a note to help them with those letters as you progress.
Additional words for word blending practice can be found in Ready Reading PLUS.
Students who have any type of achievement problem, as well as students who had little or no previous instruction with Ready Reading, should go through all the lessons to master the letter sounds and word blending before moving to the next level of instruction. Continuing whole-class instruction for some components of the lesson (Review, Extended Activities, or Expressive Language, for example) is the most efficient use of time and can work for all levels of students.
However, if there are a number of students who are already proficient with independent blending and reading above grade level, you could group for the next level of basal readers and advanced phonics/spelling lessons. Ready Reading PLUS contains extensive word lists from which you can select those appropriate for the academic or maturity levels of the students. It also has generic activity pages to combine word identification and comprehension.
Continuing Ready Reading PLUS Lessons 67-98
Ready Reading PLUS has been used through all levels of education when secondary students, adults, and non-English speakers need help to read and write. The basic process for Word Blending is the same as in Ready Reading but the vocabulary can be more advanced. These students will do more writing and should not need picture reinforcement unless the word meaning needs clarification.
In addition to refining the independent word identification skills, recognizing letter sounds and blending, the primary goal continues to concentrate on emphasis of precise spellings (ai, ay, a-e; oi, oy) and meanings of specific words. Words from the lessons are frequently designated for a spelling list to be tested for a spelling grade.
Along with continuing instruction with Ready Reading, the school district’s basal readers can be continued or started according to progress from their previous level for development of non-phonetic sight vocabulary and fluency.