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Literacy Lesson Plan

Jessica Chitwood
4/21/14
Literacy Lesson Plan for Beginning Readers:
From the assessment it can be concluded that Cecelia fits in the Beginner stage of literacy development.
She demonstrates that she understands concept of word which is a key indicator of the Beginner stage. As she
read the Sam story she followed along with her finger, pointing to each word she read. Cecelia also
demonstrates that she is developing recognition of sight words through the Words in Isolation Task in which
she recognized a total of sixteen without having to sound the words out. She demonstrated her ability to use
story language, another beginner skill, when she retold the Three Billy Goats Gruff story using phrases like,
once upon a time. She displays knowledge of left to right as she writes in the Spelling Assessment. Cecelia is
not yet capable of reading with much fluency and is reading word by word. Her writing is legible, but she
makes a few reversals such as the backwards g in the spelling assessment. She is familiar with some blends
and digraphs as well as short vowels, but needs more work with these skills. Cecelia fits into the Beginner stage
and her literacy instruction diet should consist of 40% fluency, 20% word study, 20% writing, and 20%
comprehension.
Diet:
Fluency
Learning Objectives:
Objective
The students will read a Level B
book individually and then read
their book to a partner to warm
up for guided reading.

Standard of Learning
1.6 The student will apply
phonetic principles to read and
spell.

Assessment
Anecdotal observation: Take
note of words students read
incorrectly to identify areas for
reinforcement.

Materials needed: List all materials needed


o Level B books: At the Beach by: Brenda Parkes and Going to the Beach by Jo S. Kittinger
o Note taking materials
Time for this part of lesson: 6 minutes or 20% of instruction
Procedure:
At the beginning of the week the students are placed with a buddy for guided reading. Each
buddy reads a different book during the second half of guided reading each day (details for this aspect of
guided reading are explained with the next objective). For warm up the following day, students read
their book from the day before to themselves and then to their buddy. This sharing takes place during the
first half of guided reading. Today, one student will read The Beach individually and the other student
will read Going to the Beach individually to warm up. After both students complete their book, one
student will read their warm up book to their buddy. Then, the roles switch and the student that read first
listens to their buddy read.

Learning Objectives:
Objective
The students will read a Level B

Standard of Learning
1.6 The student will apply

Assessment
Anecdotal observation: Take

book with scaffolding provided


by the teacher if necessary.

The students will write a


sentence about the treasures
Fergus and Dink found while at
the beach.

note of words students read


incorrectly to identify areas for
reinforcement.

Materials needed:
o Level B books: Flip, The Funny Fish by Claire Daniel and How many fish? by Rachel Gosset &
Margaret Ballinger
o Note taking materials
Time for this part of lesson: 6 minutes or 20% of instruction
Procedure:
This activity will take place during the second half of guided reading time. After the students
have warmed up with a buddy (details in the previous objective), the teacher will give each student
either, Flip, The Funny Fish or How Many Fish. Since both books focus on fish, the teacher will talk
about the word fish and the letters that spell fish before asking the students to read the books. This
could help students recognize the word fish in the books and add the word to their sight word
vocabulary. The students will read their book aloud and the teacher will guide students as they read or
have difficulty with certain words. After students finish reading the book the first time, they will read
the book again. The students will use these books the next day to warm up and then share with a buddy.

Comprehension
Learning Objectives:
Objective
The students will participate in
an interactive read-aloud: Pig
Kahuna.

phonetic principles to read and


spell.

Standard of Learning
1.9 The student will read and
demonstrate comprehension of a
variety of fictional texts.

Assessment
The writing activity will serve as
the assessment for this activity.
The students will respond to the
prompt: What treasures did
Fergus and Dink find while they
were at the beach?

Materials needed:
o Pig Kahuna by: Jennifer Sattler
Time for this part of lesson: This book will take about twenty minutes to read, but contributes to
comprehension, writing, and fluency sections. Fluency is addressed through modeling prosody.
Procedure:
The teacher will read Pig Kahuna to the students in the rug area. Before beginning, the class will
discuss what the title might mean and predict how it will relate to the story. (Kahuna is a Hawaiian word
for expert and it is often connected with surfing. So in Hawaii, a surfing expert is a big kahuna. Our title
is Pig Kahuna, what do you predict will happen in this story?) While reading, careful attention will be
taken to discuss key topics to promote comprehension. Areas of discussion will include why the boys
named the surfboard and why Dink thought it was a good idea to put Dave back in the ocean. The last
pages say, Fergus and Dink kept their eyes peeled for more treasures. And, boy, did they find one. The
teacher will ask the students what this last treasure is. Answers to this question may include a shell,

learning to surf, or the more abstract idea of having a fun day together. Following completion of the
read-aloud, the writing prompt will be completed to assess comprehension.

Writing
Learning Objectives:
Objective
The students will write to
demonstrate comprehension of
Pig Kahuna by responding to the
prompt: What treasures did
Fergus and Dink find while they
were at the beach?

Assessment
Student writing will be collected
and assessed by the teacher to
determine if appropriate
comprehension is reflected in the
writing sample.

Materials needed:
o Lined writing paper or writing journals
o Pencils
o White board, large chart paper, or smart board (for displaying prompt)
Time for this part of lesson: approximately 6 minutes or 20% of instruction (some students may need
more or less time)
Procedure:
After finishing Pig Kahuna, the teacher will display the writing prompt on a white board, large
chart paper, or smart board. The students will write a sentence describing what treasures Fergus and
Dink found while at the beach. Answers to this question can range from very concrete responses like a
rock and a shell to more abstract responses like having a fun day together and conquering fear. This
requires students to recall information from the book and the class discussion of the book and translate
that understanding into a sentence. The teacher will facilitate writing if some students need help getting
started. If some students finish before their peers, they may make an illustration for their sentence or
read one of their leveled books.

Word Study
Learning Objectives:
Objective
The students will match blend or
digraph beginnings with the
correct ending letters needed to
make given word.

Standard of Learning
1.13 The student will write to
communicate ideas for a variety
of purposes.

Standard of Learning
1.6 The student will apply
phonetic principles to read and
spell.

Materials needed:
o Clothes pins
o Craft sticks
o Marker to write letters or printed letters
o Plastic zip bags
o Note taking materials
Time for this part of lesson: 3-6 minutes or 10-20% of instruction

Assessment
Anecdotal observation: Take
note of words students spell
incorrectly to identify areas for
reinforcement.

Procedure:
Earlier in the week a mini-lesson and introduction to the words for this week will be completed.
Patterns and similarities will be discussed to help students identify the words. The focus this week is on
the blend ch- and the digraph tr-. Since tr- and ch- are often pronounced similarly, focusing on the
unique sounds these two letter combinations make is important for students. Now that the students have
been introduced to the words, they will participate in a hands on activity to practice creating the words.
Students will match beginning blends and digraphs with endings to create words. On each of the craft
sticks a blend or digraph letter combination will be written (tr-, ch-). Each clothespin will have an
ending part of a word written on it. The teacher will call out a word and the student will match a craft
stick and a clothespin to create the word. For example, tr- will be written on a craft stick and students
will match the clothespin with the ending ip to make the word trip. After each student has made a
match the students and the teacher will spell the word together. Each student will have their own set of
letter sticks to work with and the completed words will be used for reference in the next part of the
activity.
Word list will include:
Tree, trip, trim, trot, trump
Chip, chart, chat, chop, chum

Learning Objectives:
Objective
The students will identify the
word needed to complete a
sentence from the list of words
for that week.

Standard of Learning
1.8 The student will expand
vocabulary.

Assessment
Anecdotal observation: Take
note of words students have
trouble using in context to
reinforce later in the week.

Materials needed:
o Sentence strip or chart paper
o Marker
o Note taking materials
Time for this part of lesson: 3 minutes or 10% of instruction
Procedure:
After the students have completed the clothespin activity, they will keep their words in front of
them as a word bank for this activity. The teacher will display and read a sentence with a missing word.
The missing word will be one of the words focused on for word study this week (tr- or ch- words). The
students will raise their hands to identify which word is missing from the sentence. This will give the
students the opportunity to expand their vocabulary by thinking about which of their words works best
in a given context. After the correct word is identified, one student will help the teacher spell the word
as she writes it in the blank. After the word is filled in, the teacher and the students will read the
completed sentence together. If the sentence makes sense and the word is spelled correctly students give
a thumbs up. The group will complete this process three times using these sentences that relate to the
read-aloud, Fergus and Dink went on a trip to the beach. Fergus and Dink like chocolate chip ice
cream. Fergus and Dink hid behind a tree.

References
Daniel, C. (2013). Flip, the funny fish. USA: Houghton Mifflin Harcourt.
Gosset, R. & Ballinger, M. (1996). How many fish? Sydney, Australia: Scholastic.
Kittinger, J.S. (2011). Going to the beach. USA: Scholastic.
Parkes, B. (1998). At the beach. Marlborough, MA: Sundance Newbridge Educational Publishing.
Sattler, J. (2011). Pig kahuna. New York, NY: Bloomsbury.

At the Beach Brenda Parkes

Flip, the Funny Fish Claire Daniel

Going to the Beach Jo S. Kittinger

How Many Fish? Rachel Gosset & Margaret Ballinger

Word List: Tr- and ChTr-

Ch-

Tree

Chip

Trip

Chart

Trim

Chat

Trot

Chop

Trump

Chum