Early Steps^SM

COMPONENTS OF AN EARLY STEPS^SM TUTORING SESSION

Recommended 5 days per week - 30 minutes per session

1. Rereading Familiar Books on Instructional Level (8-10 mins)
   
   • GOALS:
     • initially, to develop concept of word
     • to build fluency

   • The student reads three books from previous lesson; the last book is the one introduced the previous day.

   • The tutor coaches the child to identify words independently and allows time for the child to correct errors.

2. Word Study (8-10 mins)
   
   • GOALS:
     • to develop phonological awareness and alphabet knowledge
     • to develop strategies for identifying unfamiliar words when reading
     • to increase sight vocabulary

   • Word study systematically moves from consonant sounds --> letter knowledge --> most common word family patterns --> most common vowel patterns

   • Picture/Letter/Word cards are used for sorts and games

   • Word Study is briskly paced and highly motivating.

3. Writing (5-8 mins)
   
   • GOALS:
     • to develop phonemic awareness (ability to hear and segment individual sounds in speech)
     • to become familiar with sentence writing conventions (e.g., capitalization, spaces between words, punctuation)

   • The student writes a sentence from his/her own experience; the child says each word aloud while writing.

   • The tutor encourages the child to write down a letter/s for each sound heard.

   • The child rereads the sentence aloud, pointing to each word as it is said.

   • The tutor rewrites the sentence on a sentence strip, cuts it apart, and mixes the words up. The chid then arranges the words in proper order and rereads the sentence one more time. (This component discontinues after level 5).

4. Guided Reading of New Book on Instructional Level (5-7 mins)
   
   • GOALS:
     • to build a framework of meaning prior to reading text
     • to engage in comprehension strategies while reading (e.g., prediction, retelling, problem/solution)

   • The tutor and child preview the book together (pictures, difficult vocabulary) to build a framework of meaning.

   • The tutor reads a line/page aloud and the child “echo” reads it. As the child gains proficiency at a particular text level, this support diminishes, indicating readiness for a more challenging level.

   • Comprehension is emphasized through discussion about important events in the text.