Literacy Lesson Plan

Samantha Lane
Gabby, 1st Grade, Peak View Elementary School
November 14, 2016

Literacy Lesson Plan for Emergent Reader:

My students name is Gabby, and she is a girl in first grade. She is typically more quiet, and enunciating words
is difficult for her because her speech isnt as clear when she talks. She has a very positive disposition and
smiles a lot. She is eager to work on assessments with me, but does grow tired after working for a while. She is
receiving extra help with literacy from helpers outside the classroom. She was also identified by my teacher as
someone who needs additional reading help outside the classroom, so there is a possibility she is being
identified for Title I instruction.
I identified Gabby in my literacy assessment as an Emergent reader. She does have concept of word and can
write sentences with spaces between her words. However, she has not mastered all of the alphabet and what
sounds the letters make. She does not fully grasp the difference between the sound and a letter, and is not able to
blend consonants together. It appears that a lot of her reading knowledge is based on recognition or memory,
since she was better able to sound out real words she recognized than nonsense words that relied on sound to
read.
For my lesson, I am using the book, The Very Hungry Caterpillar by Eric Carle as the overarching text for all
parts of the lesson. These activities will be done as small group centers, with COW and concept about print
being the first station, alphabet and language play being the second station, and writing being the final station.

Diet:
Concept of Word
Learning Objectives:
Objective
The student will finger-point
read each page of the book out
loud following the teacher
finger-point reading each page to
demonstrate (done in a similar
fashion to echo reading).

Standard of Learning
SOL 1.5: The student will
apply knowledge of how print
is organized and read.
a) Read from left to right and
from top to bottom.
b) Match spoken words with
print.
c) Identify letters, words,
sentences, and ending
punctuation.

Assessment
Assessment can be done as the
echo reading is going on. The
teacher can observe the student
as they read and check to see if:
-

The students are pointing to

the correct words as they
read them out loud.
The students are
recognizing sight words
and reading them out loud
correctly.
The students are able to
sound out words they dont
know phonetically.

Materials needed: The book, The Very Hungry Caterpillar; mini paper copies of The Very Hungry
Caterpillar

Time for this part of lesson: About 6 minutes

Procedure: The teacher will have a small group during centers to read the book with. The teacher will
have a hard copy of the book and each student will have a simple paper version of the book to follow
along with. The teacher will read the book page by page with the group. The teacher will point to each

word as they read it and enunciate the words clearly so all the children can hear the words properly.
After the teacher finishes reading a page, the students will use their paper copies to repeat the fingerpoint reading the teacher did on that same page. This can be repeated if some children are still
struggling. The teacher will monitor the students to make sure their fingers are pointing to the right word
as they read it and that they are pronouncing the words correctly. This part of the center will basically be
done like an echo-read, but with finger-point reading modeled by the teacher.
Concept about Print
Learning Objectives:
Objective
The student will retell the
beginning, middle, and end of the
story of The Very Hungry
Caterpillar and what important
events happened in the story. They
will recount some of the foods the
hungry caterpillar ate, and how
many of each food it ate.

Standard of Learning
SOL 1.9: The student will read
and demonstrate comprehension
of a variety of fictional texts.
f) Identify characters, setting, and
important events.
g) Retell stories and events, using
beginning, middle, and end.

Assessment
There will not be a paper and
pencil formal assessment of the
retelling. The teacher will use
prompting questions such as,
What happened at the beginning
of the story? to see what the
children remember from the
reading. It will be done orally, and
the students will need to tell the
main character(s), the beginning,
middle, and end of the story, and
what foods the caterpillar ate.

Materials needed: The book, The Very Hungry Caterpillar; mini paper copies of The Very Hungry
Caterpillar

Time for this part of lesson: About 6 minutes

Procedure: After finishing the book, the teacher will have the students retell what happened in the
story to check for comprehension. The teacher will set up the ground rule beforehand that students must
raise their hand to be called on, and that even if they dont know they can give their best guess to try to
figure it out. The teacher will first ask who the main character in the story is. The teacher will then ask
what happened in the beginning of the story, then the middle of the story, then the end. The teacher will
finally ask the students if they remember what foods the caterpillar ate on his journey, and how much of
each food he ate. The students can go back into the book if they want, but they should try to do it alone
first to check how much they remember from reading the story one time.

Alphabet
Learning Objectives:
Objective
The student will match two cards
showing words with the same
beginning letter to demonstrate
understanding of the alphabet. They
will read the letters in the word out
loud to the teacher.

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

Assessment
The student will show the teacher
the cards they matched up. If they
are incorrect, the teacher will ask
them to try again. If they are
correct, the teacher will ask them
what the beginning letter is, and

then ask them to spell the word out

loud.

Materials needed: 15 cards with words from the book such as apple, caterpillar, and moon, and
15 cards with words that match the beginning letters of those words

Time for this part of lesson: About 6 minutes

Procedure: The students will be on the carpet in a circle with the word cards scattered on the floor.
They will all be face up. The students will be asked to think about some of the words they saw in the
book, such as the names of the food the caterpillar ate. They will be asked to match words together that
have the same beginning letter. For example, they would match apple and ant together. It wont be a
competition, they will just get as many as they can and then the group will go over all of them together.
This way, the children who didnt find as many will still get the same instruction as everyone else.

Language Play/Phonological Awareness

Learning Objectives:
Objective
The students will match together
cards showing words from the story
with cards showing the
corresponding broken up phonemes
to that words to demonstrate
phonological awareness.

Standard of Learning
SOL 1.6: The student will apply
phonetic principles to read and
spell.
e) Blend beginning, middle, and
ending sounds to recognize and
read words.

Assessment
The students will bring the cards
they found as matches to the
teacher to check. If they are
incorrect, the teacher will tell them
put them back and try again. If they
are correct, the teacher will ask the
student to read the phonemes
individually (for example, buh-ahtuh for bat) and then blend them
together to form the word.

Materials needed: 15 cards with words from the book such as apple, caterpillar, and moon, and
15 cards with their broken up phonemes

Time for this part of lesson: About 6 minutes

Procedure: The students will be on the carpet in a circle with the word cards scattered on the floor. They
will all be face up. The students will be asked to think about some of the words they saw in the book,
such as the names of the food the caterpillar ate. They will be asked to match cards showing words from
the book with cards showing their broken up phonemes (ex. m-oo-n would match with moon). The
student will then try to find as many matches as they can. When they find a match, they will take it to
the teacher to check. If it is correct, they will read the phonemes out loud to the teacher broken up, and
then blend them together to make the word. If it is incorrect, they will put them back and try again. It
wont be a competition, they will just get as many as they can and then the group will go over all of
them together. This way, the children who didnt find as many will still get the same instruction as
everyone else.

Writing
Learning Objectives:

Objective
The student will draw themselves
as a caterpillar and portray what
they would eat and where they
would live. They will write 2-3
sentences about their picture and
what it means to them.
The student will phonetically spell
words they dont know, and will
demonstrate concept of word by
putting spaces between words and
using proper punctuation.

Standard of Learning
SOL 1.12: The student will print
legibly.
a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write
unknown words phonetically.
SOL 1.13: The student will write
to communicate ideas for a
variety of purposes.

Assessment
When the student is done, they will
raise their hand to have the teacher
check their work. They are allowed
to be as creative as they want, but
in their picture they must show
themselves as a caterpillar, and
what they eat and where they live.
They must also have at least 2-3
sentences written with a capital
letter at the beginning and a period
at the end.

Materials needed: Writing paper with half white space for a picture and half lines for writing

Time for this part of lesson: About 6 minutes

Procedure: The students will finish up the lesson by doing a writing activity. They will try to imagine
themselves as a caterpillar like the one talked about in the book. We will talk about questions like,
Where would you live if you were a caterpillar?, What would you look like?, What would you eat
if you were a caterpillar?. The students will then draw themselves at a caterpillar and what they would
eat as a caterpillar. They will use color and label parts of the picture, such as what food they are eating
and parts of their body. They will write 2-3 sentences about their picture, making sure to use punctuation
and spacing and spell words phonetically. They will talk about their creation with a partner, and anyone
who wants to share with the whole class can do so as well.