The document describes the six components of a 30-minute daily literacy intervention lesson: 1) reading familiar books, 2) taking a running record of yesterday's new book, 3) letter identification and word breaking, 4) composing a story, 5) assembling a cut-up story, and 6) reading a new book. It provides details on what to record for each component, including the child's behaviors and strategic activities as well as the teacher's prompts and support. The daily lesson record helps plan effective instruction, monitors progress, and reflects on teaching effectiveness.

1. Daily Lesson Record for
Literacy Intervention

2. What are the Six (6)Components
in a 30-minute Daily Lesson?

3. 1. Text reading: Reading familiar books
• The reading of two or more familiar books in a phrased and fluent manner at
the beginning of the lesson provides opportunities for the student to practice
good reading behaviours.
2. Text reading: Taking a running record of yesterday's new book
• The student reads the new book from the previous lesson. The teacher takes a running
record (a shorthand record of the student’s reading) without intervening. After the running
record,
the most powerful teaching points are selected from the book for the student to gain the
quickest progress possible.
3. Letter identification and word breaking
• After the running record, a short time is spent using magnetic letters to help the student
extend his or her letter knowledge and understandings of how
words work.

4. 4. Text writing: composing a story
• The student writes one or two sentences about a known book, personal
experience and/or subject of interest. The teacher supports the writing process
while teaching for flexible writing strategies that will encourage progress towards
independence.
5. Assembling cut-up stories
• After the story is written, the teacher writes it on a strip of cardboard. It is
then cut up so that the student can search and check for information to help in
reassembling the story.
6. Text reading: Reading a new book
• The teacher introduces a new book providing information about the content, how the
language is structured in that particular book and perhaps some help with words to assist
the student to successfully use his or her reading strategies. The student, while faced with
some challenges, reads the book with appropriate support from the teacher. A culmination
of the lesson’s reading and writing work is linked to the new book.

5. What is a Daily Lesson Record?
• A record of a child’s behavior in his/her daily 30-
minute lesson which consists of reading familiar
books, reading yesterday’s new book, working with
letters and/or words using magnetic letters, writing a
story, assembling a cut-up story, and reading a new
book.
• It also consists of teacher’s created opportunities for
the child to problem solve and his/her support to
help the child develop strategic behaviors
• to use on texts in both reading and writing.

6. Important PURPOSES of Daily Lesson Record:
helps plan for effective Instruction
documents observations of students’ literacy behaviors
monitors students’ progress
reflects on the effectiveness of the instruction
 adjusts the instruction for more accelerated learning on a
moment-by-moment basis and across each child’s program
Maintain a record of change over time in each child’s literacy
development

7. FRONT PAGE

8. BACK PAGE

9. FAMILIAR READING
What to Record:
A. Recent books
How the child is orchestrating oral reading &
processing information effectively
• how the reading sounds
• Teaching for phrasing, intonation, expression
etc…
B. Yesterday’s new book (running record)
Teaching for processing after the text reading
Title & text level
Accuracy rate & self-correction Ratio
Analysis of processing of information, and
how the reading sounds
example
FAMILIAR READING
A.
 The Pop-Corn Shop
-reads slowly, word by word
-don’t let him point with his finger
B. Running record
 Where is Miss Pool? (Level 6)
- 85% / 1:2
- using the visual cueing and neglecting
meaning and in essence structure as well.
- Choppy reading

10. NEW TEXT
What to Record:
A. Title & Level of new book
Prior to teaching, plan & record aspects to
attend to orally in the introduction, (how you
will introduce the book)
• plot (if applicable)
• novel concepts & ideas
• language structures
• Vocabulary as appropriate
• previous experience a child brings to text
B. child’s comments & questions during
introduction
example
NEW TEXT
Look for Me (level 5)
Plot David was lost and so his Mom looked
for him in lots of different places.
Language structure to practice.
No, he’s not here, she said.
-the child needed several repetitions, with
strong teacher emphasis on the words
“he’s not” before she could repeat this
pattern independently.

11. Strategic Activities on Text
(Strategic Processing & Teaching on the
new book)
What to Record:
A. Strategic Activities used by the child
(Observed)
-when reading accurately
-when problem solving e.g .
Monitoring, searching for and using
information, cross checking or integration
B. Strategic Activities prompted by the teacher
to: (Prompted)
-improve processing
-affect shifts
-improve how the reading sounds
example
Strategic Activities on Text
(Strategic Processing & Teaching on the
new book)
Child’s Strategies Teacher's Prompts
-blended all the - prompted him not to
sounds to form use a finger 3
the word times & pulled his
finger away
- Word by word - Were you right? Try
reading that again and think
what would make
sense .

12. Letter Work, Breaking, Word Work &
Analysis
What to Record:
A. Letter Work
-any work done on letter
identification, discrimination, formation
 letter grouping, sorting & matching
 learning a new letter
 Confusions note/worked on
 possibly some attention to formation of letters
 attention to speed
B. Breaking, word work (if any)
 Known words used
 Principle(s) attended to
Capture child insights & teacher observations
example
Letter Work, Breaking, Word Work &
Analysis
A. Breaking, word work
-prompts: “We’re going to start with words
you know, and then change the first letter
to make a new word”.
-You know cat. if I change the first letter , I
can make a new word.
 Known word cat;
-the teacher changed the c to form mat. The
child then read the new word easily &
accurately.
-The teacher changed cat to rat . The child
read the word easily & accurately
-the child completes the task easily with
minimal teacher support

13. Writing
(Message Composed)
What to Record:
A. Composing a Story
-how the teacher will initiate & develop idea for
composing & writing
B. Child’s Story
-record of the child’s story during writing
-identification in some way of words written
independently (i.e known) (fits with ways of
solving)
example
Writing
(Message Composed)
(The underline words or parts of words
show where the child wrote
independently )
A. Ask the child what is her favorite food.
“I like to eat fried eggs every day with
my dad.”

14. Writing
(Constructing Words, Gaining Fluency)
What to Record:
A. Strategic processing in writing
- Work done independently by the child & teacher
prompting & teaching for shifts
- Words taken to fluency
- Hearing & recording sounds in words-changes
taught for
- Using what is known to solve new words
- Other aspects of writing words
- Comment on speed of production
DURING WRITING
-teaching for use of page,space bet.words,
spacing & size of child’s letters within words
example
Writing
(Constructing Words, Gaining Fluency)
-the child solved the word in sequence, quickly &
confidently. She needed the teacher’s articulation
for the /r/ sound. The child pronounces fried as
“fied” eggs in her own speech.
da - the child wrote “da” quickly &
day independently. The teacher
commented, “Yes, like you would do it in the
boxes. And there’s a quiet…” the child quickly
responded , “E” the teacher replied: “ Yes, but this
time it’s “Y”
- the child wrote this word 5 times on the
practice page, quickly & independently.
- the child wrote “my” as mY the first 3
times & formed the word slowly. After 6
repetition, she began to write with more
automaticity
day
my

15. CUT-UP
STORY, SPACE, CONCEPTS, SEQUENCE,
AND PHRASING
What to Record:
A. How the child is using space
B. How the teacher is prompting & teaching for
shifts
- How the story is cut-up by the teacher
- How the child is searching for and using
visual information with meaning & structure
to sequence the sentence
- Self-monitoring & self –correcting behaviour
example
CUT-UP STORY, SPACE, CONCEPTS,
SEQUENCE, AND PHRASING
I like to eat fried
eggs every day with
my dad .

16. Comments on Any Part of the Lesson
What to Record:
A. Evaluation & reflection on teaching
decisions
-effective teaching decisions
-ineffective teaching decisions
-other aspects
B. What to think about for teaching when
planning over the next period
example
Comments on Any Part of the Lesson
1. Too much talking is ineffective let the child
generate her own ideas
2. It may be helpful to briefly go back to the
making and breaking of known words: Look at
the word. Say it slowly and run your finger
under it.
3. Find a book in the next session that talks
about stars because she has interest on it.

17. Observe carefully the following videos presented and
write your comments in the daily lesson record sheet
regarding the child’s behavior and the teacher’s strategies in
helping the child to read & write.

18. This video shows the activity in Familiar
Reading which consist of 3 books. Record what
are the strategic activities used by the child and
the teacher and the child’s behavior towards
reading.

20. The next video shows the Letter
Work, Breaking, Word Work & Analysis.
Observe carefully the child, how he
complete the task & the teacher’s prompts.
Write your comments in the Daily Lesson
Record Sheet.

22. The video demonstrates the writing part. The
child is composing his own story. Record
how the teacher motivates the child to write
his message, the difficult and easy words
encountered by the child and the teacher’s
support in helping the child to write his story
and others…

24. Cut-Up Story, Space, Concepts, Sequence &
Phrasing is shown in this video. Notice how
the teacher cuts the story & how the child
arranges it.

26. Reading a New Book.
Notice how the teacher introduces the book
and the child’s comments or suggestions

28. Comments :
What are your
evaluation and reflection
on the teacher’s teaching
decisions?

29. Thank You!