The Customized Solutions in Education (CSED) Comprehension Kit is an interactive and multi-sensory reading kit comprising of sixty (60) reading comprehension passages that spread across twelve reading levels. The twelve levels are categorized by four stages of reading; the Emergent, Developing, Instructional and Independent. This reading kit integrates the facilitation of reading skills across the literacy domains; phonics, decoding, vocabulary, fluency and comprehension and the Caribbean curriculum grades one to six content themes and topics. The aim of this kit is to aid with facilitating filling reading skills gaps, while simultaneously filling gaps in content and concepts that would have been learnt at the same period students would have been expected to acquire literacy skills; in the respective domains. Mini lesson plans are structured to explicitly teach skills in each literacy domain. Activity booklets, power points, audio and visual aids are prepared to make lessons interactive and FUN!

1. Sam and Pat
LOW EMERGENT
CSED COMPREHENSION KIT Explicitly Teaching Literacy Skills
By Monique Jackson Reynolds (M.Ed) Technology Integration Literacy Specialist

2. Day 2
amCircle the words that have the same beginning sound
and boy at apple girl as happy
Pat an Sam sad ram little Pam
Circle the words that have the same ending sound

3. Day 3
c + at =___
m + at =___
s + at =___
r + at =___
h + at =___
P ta
Pa + m =___
Pa + l =___
Pa + n =___
Pa + ck =___
Pa + tch=___

4. Day 4
_ + am =___
_ + am =___
_ + am =___
_ + am =___
_ + am =___
S ma
sa + _ =___
sa + _ =___
sa + _ =___
sa + _ =___
sa + _=___

5. I am Sam.

6. I am Pat.

7. I am a boy.

8. I am a girl.

9. I am
big.

10. I am
little.

11. I
am
happy.
I
am
sad.

12. Think Time
Read the questions then circle the letter beside the
correct answer.
1. Who is little?
A. Sam
B. Dan
C. Pat
2. Who is big?
A. Sam
B. Pat
C. Dan
3. Why is Sam happy?
A. He has a hat.
B. He has a pet.
C. He has a toy.
4. Why is Pat sad?
She has no _____________.
Day 5 Assessment

13. Mini Lesson: Low Emergent (Passage A)
Date:
Domain: Decoding Text type: Narrative
Theme: Who am I Time: 30 minutes
Focus Skill/Concept: Manipulating initial and ending sounds
Statement of Intention: Students will heighten vocal emphasis on the sounds at the
beginning and ending of words they repeat, identify beginning and ending sounds in
words they read and practice changing initial and ending sounds to change words.
Connection: Look at this picture, who do you see? Who do you think they are? How
are the two persons different?
Teaching Point: The sounds you here at the beginning of each word is called the
initial sound. If we can figure out what letter makes the initial sounds and the ending
sounds in words. It will help us to spell words when we are writing and know words
when we are reading.

14. Teaching Component: Student will watch and listen while the teacher shows pictures from
fudge stick letters cards. They will tell what they see and guess which letter is at the beginning
and which letter is at the end. (The teacher will assist and clarify where there are any
mistakes) students will then view words in a story entitled “Pat and Sam”. The will listen to a
sound the teacher makes and point at any word they see beginning or ending with the letter
that makes that sound. They will then listen to the story read by the teacher.
Active Involvement: Students will listen to the teacher as he/she gives the initial and ending
sound of a special word in the story. Volunteers will find the word in the story and raise their
hands to tell the class. If the student found the correct word he she will be asked to read the
sentence with that word. (Teacher will use; Pat, Sam, big, girl, and boy)
Link: Students will then read the entire passage along with the teacher. Then point to the
questions as the teacher reads them. They will then circle the letter beside the answer they
think is right after the teacher reads all the options.
Evaluation: