MODULAR READING

TUTORIAL MANUAL
Module 1

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 Compiled by:

Ainna Aurellano – Cheng

Aissa Aurellano
Ofel Jayme

Edited by:

Tina Aligada
Meldred Reyes

TEACH Core 2016

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Introduction

We believe that a huge part of the success of any reading program is the type
of lessons one gives and the way these lessons are taught. The truth is, a program
is only as good as its implementer. We believe that all of our volunteers are capable
of being good teachers, provided they understand Cornerstone’s objectives and are
handed clear instructions. This manual was created to aide our tutors in preparing
their lessons and managing their sessions. Our ultimate goal is to ensure that our
tutees get the best out of the Cornerstone Program—that time and efforts are not
wasted, that talents (theirs and yours!) are drawn out, and that learning is
maximized.

To appreciate this manual, one must first understand how the new
Cornerstone Modular Reading Program works. The concept is simple: we are going
for mastery of skills; therefore no child will be asked to learn topics he/she is simply
not ready for.

The new reading program is divided into three modules. Module 1 is

composed of ten sessions and focuses on individual letter sounds. By the end of the
tenth session, students must be able to both recognize and demonstrate the sounds
for each letter of the alphabet. Module 2, which also has ten sessions, targets
phonetic reading skills. Here, tutees will be taught to combine letter sounds so that
they are able to read entire words and phrases with automaticity. Sight words are
introduced in this module, as well. The practice of recognizing sight words and
phonetic reading are then pursued in the four sessions of Module 3. Here, fluency,
speed, and comprehension are emphasized. By the end of all 24 sessions, it is
expected that we have developed our students into becoming better readers.

Each lesson plan is structured and organized into tables. The first column
indicates the date that particular session is suggested to be implemented. The
second column summarizes what tutors must be able to teach by the end of the
session. The third column tells tutors how to teach the lessons. Finally, the fourth
column is meant for tutors to take note of how the student performed for the day.

This manual provides activities for group and individual sessions. This
guarantees that tutors will actually teach the students and not just make them
answer worksheets. At the end of each lesson plan, templates for instructional
materials, in addition to worksheets, are provided. Because this compilation of
instructions, worksheets, templates and lesson plans also function as a journal, each
tutee must then be provided with his/her own manual.

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Reminders

1. The Cornerstone Modular Reading Program emphasizes mastery of skills.

Tutors must then be mindful of evaluation procedures. If a child fails to meet
the minimum grade needed to move on to the next module, then he/she must
not be allowed to work on the succeeding modules.

2. The Cornerstone Modular Reading Program also acknowledges that children

learn at different paces. It is then expected that students may work on lessons
and modules different from the others. Tutors may follow the activities
suggested for general sessions as the weeks progress. However, tutors are
also expected to review what the child learned in the previous session and
implement the activities for individual sessions from there.

3. Tutors are expected to write feedback for each student every session. This
will ensure continuity of implementation despite changes in the implementer.
It will also remind tutors of what to expect from each student. Bullet entries
will do.

4. Tutors are to make sure they summarize the student’s performance for the
day by checking whether the child has mastered the lesson or not.

5. Tutors are reminded to read the previous session’s Feedback column when
preparing for the coming session.

6. The manuals should be brought to the session weekly.

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Table of Contents

Instructions 3
Reminders 4
Module 1 6
Session 1 6-15
Lesson Plan 6
Worksheets 8
Session 2 16-21
Lesson Plan 16
Worksheets 18
Session 3 22-33
Lesson Plan 22
Templates 25
Worksheets 28
Session 4 34-42
Lesson Plan 34
Templates 36
Worksheets 37
Session 5 43-50
Lesson Plan 43
Worksheets 45
Session 6 51-58
Lesson Plan 51
Worksheets 53
Session 7 59-66
Lesson Plan 59
Worksheets 61
Session 8 67-73
Lesson Plan 67
Worksheets 70
Session 9 74-82
Lesson Plan 74
Worksheets 77
Session 10 83-88
Lesson Plan 83
Worksheets 85
References 89

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 MODULE 1: LETTER SOUNDS
Objectives:
 Pupils will learn to pronounce the correct vowel/consonant sound when seeing the letter associated with that sound.
 Pupils will learn to identify the correct vowel/consonant letter when hearing the sound associated with that letter.

SESSION 1

Date Lesson Suggested Activities Feedback

Group Activities:
Introduction:  Sing the Alphabet song
The Alphabet  Introduce the sound of each letter in the
alphabet. Say, “A reads ah, B reads
Vowels: bbb,…” –Refer to mp3 for the proper way to
Aa Ee Ii sound each letter.
 Recite the sounds of each letter. Make sure
to use short vowel sounds: A as in Ant, E
as in Egg, I as in Ink.

 Game:
Materials: A ball with letters
Preparation: Write letters all over the ball:
Aa, Ee, Ii
Variation: Instead of writing letters, tape
pieces of paper all over the ball instead.
Make sure one letter is written on each
piece of paper.
Mechanics: Form a circle and play music.
While the music is playing, have students
pass the ball with the letters Aa, Ee, & Ii.
When the music stops, the child who is
holding the ball then needs to say the
sound of each letter.
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Individual Instruction:
 Sandpaper writing
Materials: sandpaper
Mechanics: Have the students write the
letters Aa, Ee, & Ii on sandpaper using their
fingers. Make sure they can identify each
letter, distinguish big letters from small
letters, and say the sounds of each letter
correctly.
Variation: Students may also write the
letters on sandpaper using chalk or pencil.

 Mystery Box or Bag

Materials: objects that start with the short
sounds of Aa , Ee, & Ii; opaque box or bag
Preparation: Place all the objects inside
the box/bag
Mechanics: Ask the students to feel each
object without peeking inside the box/bag.
Make them guess the objects. SUMMARY: (Please check one)
○ Mastered the skill, can move on to next
 Answer worksheets for this lesson. session
 The volunteer may add more activities that ○ Needs reinforcement next week
will help his/her tutee/s.

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Module 1: Session No. 1 Lesson: The Alphabet

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Module 1: Session No. 1 Lesson: The Alphabet

Trace and copy the letters.

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 .

Module 1: Session No. 1 Lesson: Letter A

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Module 1: Session No. 1 Lesson: Letter A - Sound

Color the item that starts with the letter A.

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Module 1: Session No. 1 Lesson: Letter E - Sound.

Connect the envelopes to the pictures beginning with letter E.

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Module 1: Session No.1 Lesson: Letter I – Sound.

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Module 1: Session No. 1 Lesson: Letter I – Sound.

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SESSION 2

Date Lesson Suggested Activities Feedback

Vowels: Group Activities:

Oo Uu  Sing the Alphabet song.
 Recite the letter sounds from A-Z.
 Recite the sounds of the letters from last
session. Say “A reads ah, E reads eh, I
reads ih”
 Introduce the vowel sounds for Oo (as in
Octopus) & Uu (as in Umbrella). Say “O
reads aww, U reads uh”

 Game:
Materials: 5 paper plates
Preparation: Write one vowel for each
plate: Aa, Ee, Ii, Oo, Uu
 Mechanics: Show the paper plates that
have A, E, I, O & U written on them to the
class. Ask students to say the sound of the
letters as each plate is shown to them or
handed to them.
 Variation: Tutors may ask students to form
a circle and have students from different
points of the circle hold one plate. Have
them pass the circles to the person beside
them and when the lead tutors stay “Stop!”
the students holding paper plates each
have to shout out the sound of the letter
they are holding and give an example of a
word that starts with the said letter.

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Individual Instruction:
 Squirt the letters
Materials: squirt/spray bottle
Preparation: Fill the bottle with water
Mechanics: Write the following letters on
the chalkboard: Aa, Ee, Ii, Oo, Uu. Ask the
tutee to squirt the letters then identify and
say the sounds.
Variation: Have the student think of a word
that starts with each letter.

 Answer worksheets for this lesson.

 The volunteer may add more activities that
will help his/her tutee/s.
SUMMARY: (Please check one)
 Make sure to help build the child’s
○ Mastered the skill, can move on to next
vocabulary by introducing him to words that
session
start with the letter O and U.
○ Needs reinforcement next week

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Name: Date:

In the boxes, draw pictures of objects that start with Oo.

Oo
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SESSION 3

Date Lesson Suggested Activities Feedback

Consonants: Group Activities:

Mm Ss Tt  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “M reads mmm,…”
 Show and Tell
Materials: pictures or actual objects with
the beginning sounds Mm, Ss, & Tt.
Mechanics: Show each picture/object to the
class. Say the name of each picture/ object
and ask them about the letter and letter
sound it begins with.
Example:
“This is a Mask. Mask starts with the
letter…? <M> M reads…?
<demonstrate the sound of M>

 Musical Letters
Materials: colored paper, scissors
Preparation: Cut out M, S, & T letters from
colored paper. The more letter cut-outs, the
better. These may be laminated for future
use.
Mechanics: Place the letters on the floor.
Play music and have the children walk
around the room. When the music stops,
each child needs to find a letter to stand on.
Have them say the sound of the letter they
are standing on.
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Individual Instruction:
 Review lessons from the last session
 Letter Search
Materials: foam puzzle letters, box, rice or
sand
Preparation: Pour the sand/rice inside the
box. Bury the letters inside.
Mechanics: Ask the student to look for a
letter. The student must be able to identify
the letter and demonstrate the sound. For
reinforcement of lessons, the tutor then
starts saying words that start with the letter
picked. Have the student put back the letter
in the correct puzzle hole.
Variation: Use plastic or magnetic letters
instead

SUMMARY: (Please check one)

 Alphabet Cup Hunt ○ Mastered the skill, can move on to next
Materials: 5 cups, marker, something to session
hide (e.g., marble or small ball) ○ Needs reinforcement next week
Preparation: Write letters Mm, Ss, & Tt on
the cups (one letter per cup)
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 Mechanics: Show the tutee that you’re
going to hide an object underneath one of
the cups. Ask the tutee to close his/her
eyes as you hide the treasure underneath
one of the cups. The tutee will guess where
the object is hidden. Ask the tutee to say
the sound of the letter of the cup where the
object is hidden.

 Art Activity.
Materials: paper, glue, monggo seeds
Preparation: Write letters Mm, Ss, & Tt on
bond paper.
Mechanics: Have students glue monggo
seeds inside or along the sides of each
letter.

 Answer the worksheets.

 The volunteer may add more activities that
will help his/her tutee/s.

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M 25

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Encircle all the letter M’s .

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Color the pictures which start with the letter M.

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Color the pictures that begin with letter S.

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Color the big letter S’s with blue and the small letter s’s with

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Fill in the missing letter.

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SESSION 4

Date Lesson Suggested Activities Feedback

Consonants: Group Activities:

Bb Pp Dd  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “B reads bbb,…”
 Show pictures or actual objects with the
beginning sounds Bb, Pp, Dd
 Dancing Animals
Mechanics: Say the name of an animal that
starts with the letter <Bb <bird>, Pp <pig>,
Dd <Dog>. Put on some dance music.
Have your students pretend they are the
animals mentioned and try to dance the
way each animal might.
 Train Game
Materials: colored paper, scissors
Preparation: Cut out the paper tickets from
different colors of paper with letters Bb, Pp,
& Dd. Distribute these to students so that
they have at least 2 tickets of different
letters each.
Mechanics: Pass out the tickets to
students. Chug around the room; pretend
to be a train. When you stop, call out “All
Aboard the pupils with the letter Bb.” Pupils
must hand a letter Bb ticket to get on the
train. Continue chugging around the room,
stopping to call out the name of different
letters from time to time.
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Individual Instruction:
 I spy sensory bag
Materials: bigas or colored sand, ziplock
bag, pieces of paper
Preparation: Write letters Bb, Pp, & Dd on
the pieces of paper. One letter per piece.
Also put the bigas/sand inside the ziplock
bag. Tutor may add other letters, preferably
letters that have been discussed in
previous sessions.
Mechanics: Ask the student to look for a
particular letter, saying “I spy with my little
eye letter Bb/Pp/Dd’

 Jar of letters
Materials: Empty jar, magnetic/plastic
letters/scrabble tiles
Preparation: Place the letters inside the jar
Mechanics: The student gets one letter
from the jar, sounds out the letter and gives SUMMARY: (Please check one)
a word that starts with that letter. ○ Mastered the skill, can move on to next
session
 Answer the worksheets. ○ Needs reinforcement next week
 The volunteer may add more activities that
will help his/her tutee/s.

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Bb Pp Dd

Bb Pp Dd

Bb Pp Dd
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Write the correct first letter of the words and connect them to the right

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Color the small letter b yellow and the big letter B color blue.

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Fill in the missing letter.

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Write the correct first letter of the words and connect them to the right picture.

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Circle the items which begin with letter D.

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SESSION 5

Date Lesson Suggested Activities Feedback

Consonants: Group activities:

Hh Ff Gg  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “H reads hhh,…”
 Letter Sound Relay
Materials: 2 balls, 2 boxes each with letters
Hh, Ff, and Gg inside
Mechanics: Divide the class into two
groups. Each member races to the other
side of the room where their box is, with a
ball in between their legs. As the students
reach the box, they get one letter, show it
to the group and sound the letter out loud.
They then go back to the starting line, still
with the ball between their knees. As they
reach the starting line, they say a word that
starts with the letter they just sounded. The
student next in line does the same until
every person is done. The group that
finishes first wins.
 Letter Sound Activity
Preparation: Write the letters Rr, Gg & Bb
on the board. Emphasize each letter sound.
Mechanics: Lead tutor asks class to form
three lines. Each line represents one letter:
H, F, & G. Ask each group to sit down as
soon they form their lines. Lead tutor then
instructs each group to listen as words are
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 read out loud. Groups are to raise their
hands and say the sound of their word out
loud every time they hear a word that starts
with the letter assigned to them. Words to
be read: House, Fan, Green, Father, Four,
Girls, Heaven, Family, Healthy,
Grandmother, Garden, Hand, Help,
Feather, God.

Individual Instruction:
 Basketball game
Materials: laundry basket, ball
Mechanics: Tell the students to throw the
ball into the basket. Masking tape may be
placed on the floor to mark a free throw
line. Students say the sound of Hh, Ff, &
Gg (tutor may randomize the sequence)
after they shoot the ball in the basket.
Variation: Students give words that start
with Hh, Ff, & Gg.
 Letter Hop
Materials: Colored paper, pentel pen
Preparation:
Write Hh, Ff, & Gg on colored paper; one
letter per sheet.
Mechanics: Place the letters on the floor
and ask the children to hop from one letter
to another based on a series of letters or
letter sounds the tutor makes. The tutor SUMMARY: (Please check one)
must check for correct letter identification ○ Mastered the skill, can move on to next
and sequence. session
○ Needs reinforcement next week
 Answer the worksheets.
 The volunteer may add more activities.
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Color the fish with small letter f with yellow
and the fish with big F with brown.

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Color the objects which start with the letter F.

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 Color the gorilla with big letter G with green
And color the gorilla with small letter g with brown.

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Draw a circle around the item that begin with letter G.

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SESSION 6

Date Lesson Suggested Activities Feedback

Consonants: Group activities:

Nn Ll Rr  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “N reads nnn,…”
 Show pictures or actual objects with the
beginning sounds Nn, Ll, & Rr
 Race and Write
Mechanics: Divide the class into two groups.
The lead tutor says a word out loud. Students
race to the front and write the letter that the
word begins with. The words to be given are:
Leg, Neck, Ring, Rat, Nail, Land, Nest,
Rainbow, Log, Noodles, Lock, Left, Radio,
Right, Night

 Who’s Going With Me?

Mechanics: The lead tutor tells the class that
he/she is going somewhere. Depending on
the first word of the place he/she is going to,
the students must think of “items to take
along with them.” These “items” must be
things that start with the same letter of the
place the lead tutor says he/she will be going
to. Example: Lead tutor says, “I am going to
Navotas. What will you bring?” If student
says “needle” or any item that starts with N
(as in Navotas), then that student “gets to
come along.”
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Individual Instruction:
 Form a Letter
Materials: clay/play dough or yarn
Mechanics: Tutor says the sound of letters
Nn, Ll, & Rr. Students must guess what
these letters are by forming them using clay
or yarn.
 Look for the Letter
Materials: Plastic letters/scrabble tiles/Boggle
or Word Factory letter blocks for Nn, Ll, & Rr
Mechanics: Have the student look for letters
Nn, Ll, & Rr from among a pile/bucket of
magnetic letters/Scrabble tiles/Boggle or
Word Factory letter blocks.
SUMMARY: (Please check one)
 Answer the worksheets. ○ Mastered the skill, can move on to
 The volunteer may add more activities that next session
will help his/her tutee/s. ○ Needs reinforcement next week

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Fill in the missing letter.

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Fill in the missing letter.

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Color the big letter R with pink and small letter r with green.

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SESSION 7

Date Lesson Suggested Activities Feedback

Consonants: Group activities:

Cc Jj Kk  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “C reads kkk,…”
 Show pictures or actual objects with the
beginning sounds Cc, Jj, & Kk
 Charades
Mechanics: Divide the class into two
groups. Have students act and guess
words that start with letters Cc, Jj, or Kk.
Words that may be guessed are either
objects or actions: Cat, Kite, Jump, Color,
Jog, Key, Kiss
 Guess What I’m Thinking
Mechanics: Students come to the front of
the class one at a time and ask their
classmates to guess what they are
thinking. To have the class guess, the
student in front must describe the word—
he/she is not allowed to act or point it out.
Objects that may be guessed are the ff:
crown, jar, cookie, king, kitten, cup, jeep

Individual Instruction:
 Writing Activity
Materials: Grade 1 pad, pencil
Mechanics: Have the student practice

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 writing Cc, Jj, & Kk on pad paper. Make
sure blue-red-blue lines are followed.
Have the student say the sound of each
letter.
 Letter Hopscotch
Materials: chalk, stone
Preparation:
Draw hopscotch pattern on the floor using
chalk. If the school does not allow drawing
on the floor, have a manila paper ready.
Make sure the hopscotch pattern is drawn
there. Draw letters Cc, Jj, and Kk on each
hopscotch square, one letter per square.
Mechanics: Lead tutor says a word that
starts with either Cc, Jj, or Kk. The student
aims to throw the stone on the hopscotch
square that has that letter. The child is
then allowed to play hopscotch. SUMMARY: (Please check one)
○ Mastered the skill, can move on to next
 Answer the worksheets. session
 The volunteer may add more activities that ○ Needs reinforcement next week
will help his/her tutee/s.

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Color the objects which start with the letter C.

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Color the objects which start with the letter J.

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Color the objects which start with the letter J.

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Help the King find his kangaroo.

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SESSION 8

Date Lesson Suggested Activities Feedback

Consonants: Group activities:

Vv Qq  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “V reads vvv,…”
 Show pictures or actual objects with the
beginning sounds Vv & Qq
 Emphasize that Qq is often seen with Uu.
Letters Q and U are “partners.”
 Disappearing Chalk Letters
Materials: cup with water, paintbrush
Mechanics: Write letters Vv and Qu on a
chalk board. Give students water and a
paint brush and have them get the letters to
disappear by tracing them.

 Letter Find
Preparation: Write letters Uu, Vv, Ww, Qq,
Pp, Oo randomly on the board.
Mechanics: Students are to find only the
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 letters Vv and Qq and encircle them.

V W v U v u w V

q p Q O P q P Q

QvWoqPV q

Individual Instruction:
 Straw Letters
Materials: straws, scissors, pipe cleaners
Preparation: Cut the straws and pipe
cleaners into small and long pieces of
different lengths.
Mechanics: Have students form letters Vv,
Qq, and Uu using the straws and pipe
cleaners. Tutors must check for proper
letter orientation and formation. Students
should also be asked to demonstrate the
letter sounds and give words that start with
Vv, Qq, and Uu.
 Trash Can Review
Materials: Paper scraps, marker, trash can
Preparation: Write letters Vv, Qq, Ww, Uu,
Oo, and Pp on scraps of paper. You can
include capital, lowercase, or both.
Mechanics: Ask student to find Vv, Qq, and
Uu from among the pile of paper scraps.
When the student finds the correct letter,
have him/her crumple the paper and
throw/shoot it into the trash can.

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 SUMMARY: (Please check one)
○ Mastered the skill, can move on to next
 Answer the worksheets.
session
 The volunteer may add more activities that
will help his/her tutee/s. ○ Needs reinforcement next week

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SESSION 9

Date Lesson Suggested Activities Feedback

Consonants: Group activities:

Xx Yy Zz  Sing the Alphabet song
 Review previously learned letter sounds.
 Recite the sounds of the letters to be
introduced today. Say “X reads ksss,…”
 Show pictures or actual objects with the
beginning sounds Yy & Zz
 Teach X as an ending sound as in box
 Letter Ladder
Materials: chalk or masking tape, letter
cards of Xx, Yy, and Zz
Preparation: Form a ladder on the floor
using chalk or masking tape. Place letter
cards in between the spaces of the ladder’s
“rails”
Mechanics: Demonstrate the sounds for
letters X, Y, & Z. Have students “climb” from
the bottom “rail” up tp the correct letter.

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  Letter Sorting
Materials: tray/container with three divisions
or three containers in the absence of a tray,
plastic letters or letter cards of Xx, Yy, Zz,
Ww, Ss
Mechanics: Have students sort only letters
Xx, Yy, and Zz.

Individual Instruction:
 Throw and Catch
Materials: ball
Mechanics: Have student shout out words
that start with the letter Y and Z or end with
an X as tutor plays catch and throw with
him/her
 Guess the object
Mechanics: Have students guess objects
that start with Y or Z or end in X:
a. Which object that ends with an X is
shaped like a square or rectangle and
can carry objects? <box>
b. Which object that starts with a Y is the
opposite of No? <yes>
c. Which place that starts with a Z is where
we can find different animals? <zoo>
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 d. Tutors may ask additional questions
using the same concept as the ones
above.
SUMMARY: (Please check one)
 Answer the worksheets. ○ Mastered the skill, can move on to next
 The volunteer may add more activities that session
will help his/her tutee/s. ○ Needs reinforcement next week

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SESSION 10

Date Lesson Suggested Activities Feedback

Review: Group activities:

Aa – Zz  Sing the Alphabet song
 Review all the letter sounds. Lead tutor may
jumble the sequence to check for genuine
learning and see if there are students who
just rely on patterns/sequences.

 Human Letters
Mechanics: Instruct students to think of
ways they can form letters using just their
bodies. They may use partners for some of
the letters. Tutors are to check if students
are forming the letters correctly. Ask the
students to form different letters.

 What’s the next letter?

Mechanics: Have the class form one big
circle. Make them take turns reciting the
letters in correct sequence (one letter per
child). Once they are able to complete the
recitation of letters from A-Z, have the
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 students recite the alphabet by sounding out
just the letter sounds. Then have students
take turns giving words that start with letters
A-Z.

Individual Instruction:
 Sequence Review
Materials: pad paper, pencil
Mechanics: Have students write the
alphabet from Aa – Zz. Make sure not to
prompt the child or give clues.
 Letter Stack Game
Materials: Scrabble tiles A-Z
Mechanics: Have the student get a tile and
recite the correct letter sound. Every time
he/she sounds a letter correctly, he/she can
place the tile down to form a tower. The
child stacks as many tiles to form the tallest
tower possible. If the child misreads a letter,
the child misses a turn and the tutor places
the tile on the tower instead.

SUMMARY: (Please check one)

○ Mastered the skill, can move on to next
session
 Answer the worksheets.
○ Needs reinforcement next week
 The volunteer may add more activities that
will help his/her tutee/s.
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 REFERENCES

http://www.bogglesworldesl.com/bigletters.htm

http://www.greatschools.org

http://kidsactivitiesblog.com/

http://www.kidzone.ws

http://lemonlimeadventures.com/

http://meaningfulmama.com/

http://www.motherhoodonadime.com/

http://www.prekinders.com/

http://www.stayathomeeducator.com/

http://www.worksheet fun.com

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