Lesson Plan: My Hair (A)

Lesson Plan
My Hair (A)
To the Tutor:
Each student will move at a different pace through these lessons. Some may complete a lesson during one tutoring
session, while others may need two or more sessions. The amount of time you have for a tutoring session will
determine how much you can do. Keep track of student progress by placing a check in the box next to the part of
the lesson you complete each day and write the date next to the box. The tutor coordinator may also want you to
complete a Progress Report Form on your tutoring sessions; if so, complete the form found in the packet.
Part 1: Phonics 1015 minutes

Materials: Phonics Word Cards, Phonics Picture Cards,
Letter Page
STEP 1
Part 2: Comprehension 1520 minutes

Materials: Book My Hair, Vocabulary Cards, Phonics
Word Cards
STEP 1
Give the student a copy of the book. Read the title.

Look at the pictures on the front and back covers.
Ask:
What do you see on the front cover?
Show the student the following Phonics Word Cards:

soap, saw, sink. Read the words. Ask how each word is
alike. (All begin with the /s/ sound.)
Use the Letter Page to introduce the letter s.
Ask:
What is this letter? What sound does it make? (/s/)
Practice saying the sound of the letter. Have the
student trace the letter with his or her nger then
have him or her write the letter several times on a
sheet of paper.
STEP 2
Say these words. Tell the student to clap when

he or she hears the /s/ sound:
seal, long, six, black, break, rock, sew, sail
If the student is successful, use the following list
as a challenge: soup, summer, long, miss, tall, soap, Sam
Show the student the Phonics
Picture Cards. Have him or her
sort the cards into a pile of
cards that have the /s/ sound
and a pile that does not.
What kind of hair does the girl have?
STEP 2
Go through the book page by page talking about the

pictures. After going through the book ask the student
to tell you what he or she thinks the story is about. Tell
the student that both of you will be reading the book
together over the next few days.
STEP 3
Using the Phonics Word Cards and Vocabulary Cards,

take time to go over the words the student will read in
the book. Pay special attention to the words that were
not introduced in the phonics lesson: hair, curly, blond,
braided, short, long, straight, black, your, and high
frequency words my, like, what and is. Read each word,
then ask the student to read it. Next, ask the student
to read a word that you point to. Continue until all
words are reviewed.
GAME (optional)
If time allows, play a game with the Vocabulary Cards

and the Phonics Word Cards. Spread the cards word
side up on the table. Then take turns using the cards to
make sentences. Provide the student with an example,
such as: My hair is black. Players get one point for each
card used successfully. The player with the most points
wins.
Encourage the student to say

the name of the picture aloud.
six, seal, girl, ear, soap, comb
If student is successful add the
following: sock, bus, glass, sail,
lips, sail, sandwich
Have student sort the cards into
three piles: initial consonant
sound /s/, nal consonant
sound /s/, no /s/ sound.
Learning AZ, Inc. All rights reserved.
Cards can be cut apart and

used in card games, such as
Concentration.
www.reading-tutors.com
Lesson Plan
My Hair (A)

Word Cards, Phonics Picture Game Board
STEP 1
Reintroduce the book, My Hair. Model uency

by reading pages 3 and 4 with proper pauses and
expression. After you read, stop and ask the
following questions:
Materials: Phonics Picture Cards, Phonics Word Cards
STEP 1
Use the following Phonics Picture Cards and Phonics

Word Cards: salt, soap, bus, girl, sock, ear, seven, sail,
comb, sink. Have the student match the words to the
correct picture. Next, have the student identify all the
pictures that start with the /s/ sound.
What did you notice about my voice as I read?

Did my voice go up or down at the end of
the sentence?
STEP 2
STEP 2
Now have the student read pages 3 and 4.

Encourage him or her to read with expression.
Choral read (read together with the student)

the Phonics Word Cards. Then, have the student
independently read the cards. Have the student write
the words that begin with /s/.
Continue to read the rest of the book with you

reading one page and then the student reading the
page. If the student struggles, you may try choral
reading, reading the text at the same time. Make a
note of words missed and go over these words after
the reading. Have the student answer the following
questions after the page indicated:
Is the boys hair curly or straight?
How is the girls hair different from the boys hair
on page 4?
STEP 3
Using the Vocabulary Cards and Phonics Word Cards,

take time to go over the vocabulary words the student
will read in the rest of the book. Pay special attention
to the words that were not introduced in the phonics
lesson: short, long, hair, blond, braided, and high
frequency words like, what, my, and is. Read each
word then ask the student to read it. Next, ask the
student to read a word that you point to. Continue
until all words are reviewed.
GAME (optional)
If time allows, use the Phonics Word Cards to play

a matching game. Read each card with the student
and review the initial sounds in each word. Place
the cards face up in a stack. Ask the student to take
a card and place it, word side down, over the picture
on the Phonics Picture Game Board with the same
initial sound.
2
Lesson Plan
My Hair (A)

Word Cards, Phonics Picture Game Board
STEP 1
Say: I am going to read pages 67 twice, but each time

I read I am going to read the words a different way.
Tell me which way sounds best. Read the sentences in
two totally different waysone at a moderate speed
with expression, and one very slowly and with no
expression. Discuss which way sounded best and why.
Materials: Phonics Word Cards
STEP 1
Choral read the Phonics Word Cards seal, rock, bus,

girl, six, sandwich, black, sink, and glass. Next have
the student separate the cards into three piles: initial
consonant sound /s/, nal consonant sound /s/, no /s/
sound
STEP 2
Have the student read the book, asking the student to

match your best read. If the student struggles, you can
echo or choral read with him or her.
Give positive feedback and encouragement. If any

cards are misplaced, have the student read the card
after you and then determine in which stack the
card belongs.
Ask the following questions to check for

comprehension:
What covers the boys eyes?
How is the girls hair styled?
What length is the boys hair?
Who has long hair?
Ask the student to share his/her favorite part of
the story.
GAME (optional)
Repeat the Lesson 1 or 2 game.
3
Lesson Plan
My Hair (A)

Materials: Book My Hair, crayon or highlighter,
Question Cards, Walk to the Beach Game Board
STEP 1

Materials: Phonics Word Cards
Read pages 810. Model uent reading with proper

pauses and expression.
STEP 1
STEP 2
Have the student read only the Phonics Word Cards

that begin with the /s/ sound.
Have student reread the book. Encourage him or her

to read with proper pauses and expression. Praise good
reading. Make a note of words missed and go over
these words after the reading.
STEP 2
Check the students understanding by having him or

her identify items in the room or from memory that
begin with the /s/ sound. Some students may enjoy
being challenged to name as many as they can within
a minute. If the student struggles, prompt him or
her by playing I am thinking of ... by saying I am
thinking of another word for the part of the chair
on which you sit. (seat). Continue naming other
things that begin with the /s/ sound as time allows.
Ask:
What are all the boys and girls holding?
Why do they do this?
STEP 3
Have the student, under your guidance, use a crayon

or a highlighter to identify the words in the book that
begin with the /s/ sound. Give help as needed.
GAME (optional)
Spread the Question Cards face down on the table

and have the student select a card. Read the card
to the student. If he or she answers it correctly,
the marker is moved the number of spaces indicated
on the card. If the answer is wrong, place the card
back onto the table and mix the cards up. Continue
drawing cards until the student reaches the end of
the game board.
4
Lesson Plan
My Hair (A)

Materials: Book My Hair, Main Idea and Details Ladder
Graphic Organizer, paper, crayons, Question Cards and
Walk to the Beach Game Board name (optional)
STEP 1
Hand out the Graphic Organizer. Help the student

identify the main idea of the story and provide two
supporting details. Explain how to complete the
Graphic Organizer. When nished, have the student
use the graphic organizer to tell about the book.
Materials: Phonics Word Cards, paper, crayons
STEP 1
Have the student read the phonics word cards

independently 12 times. Then have the student tell
you rst a word that begins with the /s/ sound and
then a word that does not begin with the /s/ sound.
If the student has trouble, give hints, such as:
What do you call hair that has no waves or curls?
Repeat as many as 6 times using different examples.
STEP 2
If time allows, have the student draw a picture of what

his or her hair is like. The picture should be similar to
the pictures in the story. Have the student complete
the sentence frame to tell about his or her drawing:
My hair is ______________ .
STEP 2
Have the student draw and label a picture of a person

with a hair style that begins with /s/.
GAME (optional)
Repeat the Question Card game from Lesson 4.
TUTOR NOTE:
Unless otherwise directed by the coordinator, allow
the student to keep the book. Encourage him or her
to practice reading at home.
5
Letter Page
Letter Ss
S s
sock
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
hair
curly
blond
braided
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
like
what
your
my
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
is
short
black
straight
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
long
Vocabulary Cards
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
salt
seal
sandwich
saw
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
girl
ear
comb
sink
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
sock
bus
glass
six
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
soap
sail
lips
seven
Phonics Word Cards
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
Phonics Picture Cards
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
My Hair (A)
Phonics Picture Game Board
Graphic Organizer
Name_______________________________________________
Main Idea:
My Hair (A)
___________________________________________________
INSTRUCTIONS: Have students write the main idea at the top of the ladder. Then have them record supporting
details about the main idea on the rungs of the ladder.
My Hair (A)
My Hair (A)
What do we comb
each day?
What color is hair

that is very dark?
Possible answer: hair.
Possible answers: black, brown
My Hair (A)
What do you call

hair that is flat with
no waves?
When a persons hair

looks yellow, it is really
what color?
Possible answer: straight
My Hair (A)
My Hair (A)
Possible answer: blond
My Hair (A)
If your hair is not straight,

it is probably what?
What length is your hair

if it stops at your chin?
Possible answers: curly, wavy
Possible answer: short
My Hair (A)
My Hair (A)
Question Cards
Walk to the Beach Game Board

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Lesson Plan

Part 1: Phonics 1015 minutes

Part 2: Comprehension 1520 minutes

Give the student a copy of the book. Read the title.

Show the student the following Phonics Word Cards:

Say these words. Tell the student to clap when

What kind of hair does the girl have?

Go through the book page by page talking about the

Using the Phonics Word Cards and Vocabulary Cards,

If time allows, play a game with the Vocabulary Cards

Encourage the student to say

Cards can be cut apart and

Part 2: Comprehension 1520 minutes

Part 1: Phonics 510 minutes

Reintroduce the book, My Hair. Model uency

Materials: Phonics Picture Cards, Phonics Word Cards

Use the following Phonics Picture Cards and Phonics

What did you notice about my voice as I read?

Now have the student read pages 3 and 4.

Choral read (read together with the student)

Continue to read the rest of the book with you

Using the Vocabulary Cards and Phonics Word Cards,

If time allows, use the Phonics Word Cards to play

Part 2: Comprehension 1020 minutes

Part 1: Phonics 510 minutes

Say: I am going to read pages 67 twice, but each time

Materials: Phonics Word Cards

Choral read the Phonics Word Cards seal, rock, bus,

Have the student read the book, asking the student to

Give positive feedback and encouragement. If any

Ask the following questions to check for

Repeat the Lesson 1 or 2 game.

Part 2: Comprehension 1520 minutes

Part 1: Phonics 510 minutes

Read pages 810. Model uent reading with proper

Have the student read only the Phonics Word Cards

Have student reread the book. Encourage him or her

Check the students understanding by having him or

Have the student, under your guidance, use a crayon

Spread the Question Cards face down on the table

Part 2: Comprehension 1020 minutes

Part 1: Phonics 510 minutes

Hand out the Graphic Organizer. Help the student

Materials: Phonics Word Cards, paper, crayons

Have the student read the phonics word cards

If time allows, have the student draw a picture of what

Have the student draw and label a picture of a person

Learning AZ, Inc. All rights reserved.

Learning AZ, Inc. All rights reserved.

Learning AZ, Inc. All rights reserved.

Phonics Word Cards

Learning AZ, Inc. All rights reserved.

Phonics Picture Cards

Learning AZ, Inc. All rights reserved.

Phonics Picture Game Board

What color is hair

Possible answer: hair.

Possible answers: black, brown

What do you call