On page 66 you will find explicit letter formation language (I have included this language in a chart in my letter/sound charts product listed below). Students will also spend 1-2 minutes working on the letter formation of one to two letters per day. The Pre-A lesson was designed to improve visual memory, phonemic awareness, oral language and concepts about print. however, in a Pre-A lesson, students are grouped according to their letter and letter sound knowledge. A traditional GR group is formed according to text reading level and skills needed. A traditional GR lesson has 3-6 students in them however, in a Pre-A lesson you do not want to have more than 4 students at the GR table. Jan Richardson states that The Pre-A GR Lesson is for children that are not yet ready for a traditional GR lesson because they know fewer than 40 upper and lowercase letters and hear few, if any sounds. You can grab the lesson forms for both of these lessons by clicking here. I will focus on the Pre-A Guided Reading Lesson and Julie will focus on the Emergent Guided Reading Lesson. This chapter explains two lesson formats. Emergent readers are typically in Kindergarten and first grade but may also be in upper grades if they are ELL students or students that have special learning needs. Chapter THREE is all about emergent readers (level A through level C).
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