Literacy Lesson Plan

Kaitlyn Fowler
Gigi, Preschool
April 11, 2017

Literacy Lesson Plan for Emergent Reader:

Gigi is four years and 11 months old. Her first language is Spanish and she moved to the United States from
Puerto Rico. She is classified as an early emergent reader. She often brings a book to class that she has
memorized or will repeat what I say after each page of the book during a read aloud. She is able to frame a word
with her fingers, listen to stories, and predict information. However, she is unable to write her name and while
she can say general facts during a retelling, she forgets to include the conflict in the story and does not use
proper story telling language. Overall, Gigi has some concept about print. She is able to show the front of the
book, identify the picture, point to a word, show the back of the book, knows where to begin reading, show a
letter and show how to read directionality. She cannot identify eighteen letters, as a later emergent reader
should. As of right now, she is able to identify three letters of the alphabet.

Diet:
Concept of Word
Learning Objectives:
Objective
The students will be able to
practice tracking the text as they
repeat what I said after each page.
Foundation Blocks
Virginia Literacy Foundation Block
3: Phonological Awareness
a.) Identify words that rhyme and
generate simple rhymes
Virginia Literacy Foundation Block
5: Print and Book Awareness
d.) Follow text with a finger,
pointing to each words as it is read
from left to right and top to bottom
with assistance
e.) Turn pages one at a time from
the front to the back of a book
Assessment
I will use a recording device, which
I will use to create an anecdotal
observation.
Additionally, there will be a large
chart with the repeated words on it,
so each time the words like Chicka
Chicka Boom Boom are read, a
student came come up and point to
those words with a marker as they
are read aloud.

Materials needed: List all materials needed

o Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault
Time for this part of lesson: What part of 30-minute lesson will be used for this part?
o Since Concept of Word is 20% of the diet, I will spend six minutes of the total 30 minutes on this
activity.
Procedure: Explain how this part of lesson will be carried out
o Introduce the book, Chicka Chicka Boom Boom.
o Read the book, Chicka Chicka Boom Boom.
o On each page, I will use my finger and point to what I am reading. I will then have the student
repeat what I said while also pointing to the accurate words. They will only repeat the words that
are repeated on each page, such as, on their way up on the coconut tree and Chicka Chicka
Boom Boom. As a result, she will be tracking the memorized rhyming words.
 o Also have the students identify the words that rhyme
o Have the student flip the page

Concept about Print

Learning Objectives:
Objective
The student will be able to progress Virginia Literacy Foundation Block
in their concept about print.
Foundation Blocks Assessment
I will use a recording device and
5: Print and Book Awareness have pencil and paper to take notes
a.)Identify the front and back as she completes each task, such as
covers of a book pointing to the title or the first word
b.) Identify the location of the title on the page.
of a book
c.) Identify where reading begins
on a page (first word)
f.) Turn pages one at a time from
the front to the back of a book

Materials needed: List all materials needed

o Chicka Chicka Boom Boom by Bill Martin Jr. and John Archambault
Time for this part of lesson: What part of 30 minute lesson will be used for this part?
o Since Concept about Print is recommended for 20% of the diet, I will spend approximately six
minutes on this section of the lesson plan.
Procedure: Explain how this part of lesson will be carried out
o I will start by reading Chicka Chicka Boom Boom. I will start by reading the book upside down
and backwards. I have done this previously and Gigi laughs, corrects me, and then I have her full
attention. I will point to the title and identify it was the title and then I will identify the author of
the book.
o Following this, I will ask Gigi to identify the title and author.
o I will also have Gigi turn the pages for me as I read.
o I will point to the first words on the page that are supposed to be read and explain that this is
where we will begin reading. If I see she feels confident with knowing this, I will ask her to point
to where we should begin reading throughout the book.

Alphabet
Learning Objectives:
Objective
The student will be able to identify
letters in the magazine using a
paper with the alphabet on it for
additional assistance.
Foundation Blocks Assessment
Virginia Literacy Foundation Block I will observe and have Gigi notify
4: Letter Knowledge and Early me every time she is able to find a
Word Recognition letter in the magazine that matches
a) Identify and name uppercase and with the correct letter.
lowercase letters in random order
d) Begin to match uppercase and
lowercase letters
f) Notice letters in familiar
everyday context
 Materials needed: List all materials needed
o Magazine
o Paper with all letters of the alphabet that display uppercase and lowercase letters
Time for this part of lesson: What part of 30 minute lesson will be used for this part?
o Since the Alphabet portion is 20% of the diet, I will spend six minutes of the total 30 minutes on
this activity.
Procedure: Explain how this part of lesson will be carried out
o I will first show Gigi the alphabet sheet with the uppercase and lowercase letters
o I w ill then present the magazine article to Gigi
o Following this, I will ask her to find a specific letter on the page and show her what that letter
looks like using the alphabet sheet
o She will find as many of the letters as possible, uppercase and lowercase
o Gigi can use the alphabet sheet to reference if she needs further assistance
Language Play/Phonological Awareness
Learning Objectives:
Objective Foundation Blocks Assessment
The student will improve her Virginia Literacy Foundation Block I will use a recording device to
phonological awareness through 3: Phonological Awareness capture the conversation between
understanding rhymes and a.) Identify words that rhyme Gigi and me. I will then use this to
detecting begging consonant c.) Begin to produce consonantly create an anecdotal record.
sounds of words letter sounds in isolation
d.) Successfully detect beginning Gigi is not advanced enough to be
sounds in words able to point to the rhyming words
on the poem board. However, I can
point to them and Gigi is able to
copy me.

Materials needed: List all materials needed

o Mary Mary Quite Contrary Nursery Rhyme (already in the classroom that I am placed for
practicum)
Time for this part of lesson: What part of 30 minute lesson will be used for this part?
o Since Language Play/Phonological Awareness is 20% of the diet, I will spend six minutes of the
total 30 minutes on this activity.
Procedure: Explain how this part of lesson will be carried out
o For this lesson, I will read the poem, Mary Mary Quite Contrary while pointing to each word
on the poem board (the poem board is a wall with the poem written on it in the classroom)
o I will then help explain to Gigi what rhyming is
o I will then help Gigi identify the rhyming words by asking guided questions, such as, Do the
words Mary and Contrary rhyme?
o I will also have Gigi sound out the first letters, and consonant sounds of words

Writing
Learning Objectives:
Objective Foundation Blocks Assessment
The student will prove her ability Virginia Literacy Foundation Block I will take a photo of how Gigi
 to sort images from illustrations as
well as advance her ability to copy
letters using the magnetic letters.
6: Writing separates the letters from the
Distinguish print from images or illustrations. This will serve as the
illustrations assessment for this foundation
Distinguish print from images or block.
illustrations
c.) Copy or write letters and
numbers using various materials

Materials needed: List all materials needed

o Magnetic Letters
o Laminated Images
Time for this part of lesson: What part of 30 minute lesson will be used for this part?
o Since the Writing portion is 20% of the diet, I will spend six minutes of the total 30 minutes on
this activity.
Procedure: Explain how this part of lesson will be carried out
o For this activity, I will have a basket filled with magnetic letters and laminated illustrations. I
will first ask Gigi to separate the letters from the illustrations.
o Once this is completed, I will help Gigi form words, like her name, or other words that she uses
every day and as a result are relatable to her life. Once we spell each word, I will have her copy
them with a pencil on a piece of paper.