Four newly identified early elementary students have just started their dyslexia intervention for the day. They are in a small classroom setting and seated at a horseshoe-shaped table. The teacher is seated across from them with access to a laptop, and each student has their own device.
The teacher is speaking to them in their first language. The teacher goes over the daily schedule and begins with reviewing what they learned in class the previous day. The students follow along with the teacher as she provides the instruction. The students move on to the different activities that were selected as part of the lesson cycle. The reading and spelling card decks remain organized throughout the lesson. After the day’s new learning, the students get the opportunity to practice what they have learned in reading and spelling activities as the teacher monitors their understanding and provides corrective feedback as needed. Adjustments are made as needed and transitions are seamless, with no time loss organizing and distributing materials.
At the end of the lesson, the students enjoy a read aloud based on the theme for the week. Before closing the session, the teacher adds pertinent observations for each of the students.
