Literacy Lesson Plan

Emily Shelleman
Tina, Pre-K, Young Childrens Program
12/5/17

Literacy Lesson Plan for Emergent Reader:

Based on the assessments completed with Tina and the data collected from the results,
she appears to be in the emergent stage for literacy. First, from the phonological awareness
assessment it seems as though she is leaning towards a beginner reader but from observation I
know that she is still emergent. Also, this is seen in the retelling assessment. Tina is still pretend
reading and memory reading. She is still not constant with concept of word because she can not
point to each word as it is read. She also can not point out a word that is in a sentence when
asked unless it is her name. Another sign that she is an emergent reader is that she can
recognize and name almost all upper and lower case letters but she is just beginning to match
these with their sounds.
Based off of her assessments that connect with being an emergent reader, I would still
go over many of the concepts but especially focus and work on a few. With more practice, I
believe Tina will have the alphabet mastered so I think next we should keep practicing them but
also work on the letter sounds. She only scored an 18 out of 26 so this could definitely be
worked on and improved. To work on this skill, we could use flashcards with letters labeled on
them and go through them to work on the sounds of each letter. Also, instead of spelling a
word out for her, we could sound it out instead so she is hearing the sound of the letters and
associating them. I believe the best way to work on this skill would be making word sorts for
her to do. She loves playing education games so I believe she would be very involved in these
and they would aid her in learning the sounds. I would start with the constant sounds and then
move onto the vowel ones. I would also start with pictures and then gradually include words.
Once she has these sounds down, I would then move onto identifying ending sounds since she
scored very low in this category. I would also use word sorts to work on this but I would first
focus on knowing the sounds of the letters. From this we could also start to work on concept of
word.
To work on concept of word, the first thing I would focus on is finger pointing. To teach
this I would first demonstrate it. We could get a book she is familiar with and while reading it I
would point to each word. After, I would read it a second time and help move her finger to
point to each word. I would then move on to see if she could do this on her own.
For concept of print, Tina knew how to hold a book, read from left to right and go to the
next line, and flipping the page correctly. She struggled with picking a word from the text and
identifying the author and illustrator. If I ask her to find a certain word she was not able to. To
work on this, I would start to teach sight words that are seen and used a lot. This way she is
able to point these words out.
Based off of Tinas writing sample and others, it is evident that she is still an emergent
writer. She knows how to hold pencils and crayons correctly. When asked to write a sentence
she scribbles but on her own she will write the letters randomly for fun without any meaning
behind them. She is also able to write words down if they are spelled for her.
Since Tina already knows how to write many letters, we could next work on being able
to write all of them. I have noticed that she only likes to use the ones in her name but I would
like to expand from that. Once she has gotten most of the letters, I would have her start to
work on trying to write some words she knows. This would most likely start out as only writing
the initial constant sound but then develop over time.

Diet:
Concept about Print
Learning Objectives:
Objective
Tina will be able to identify
the author of a book.
Standard of Learning
Virginia Literacy Foundation
Block 5: Print and Book
Awareness- The child will
demonstrate knowledge of
print concepts and
understand the connection
between the spoken and
written word.
Assessment
To assess this, I will see if
Tina can accurately point to
the name of the author on
the book when asked to do
so.

Materials needed: The books- Pete the Cat and the Lost Tooth by James Dean and The
Pigeon Finds a Hotdog by Mo Willems

Time for this part of lesson: 7 minutes

Procedure: I will start the whole lesson by first doing a read aloud of the book Pete the
Cat and the Lost Tooth by James Dean. Before I start reading the book, I will explain
again that the author is the person who writes the book and that their name is usually
presented at the bottom of the cover page. I will then say that the author of Pete the
Cat and the Lost Tooth is James Dean and point to his name on the cover page. I will
then go on and read the book. After I have read it, I will hand Tina the book The Pigeon
Finds a Hotdog and ask her to point to the name of the author. Before choosing this
book, I made sure the authors name was in the same spot as it is on Pete the Cat and
the Lost Tooth.

Concept of Word
Learning Objectives:
Objective Standard of Learning Assessment
 Tina will go back to the
book and be able to finger
point a familiar sentence.
Virginia Literacy Foundation
Block 5: Print and Book
Awareness- The child will
demonstrate knowledge of
print concepts and
understand the connection
between the spoken and
written word.
I will assess this by seeing if
Tina can accurately finger
point the words to the
sentence Pete takes the
tooth.

Materials needed: The book- Pete the Cat and the Lost Tooth by James Dean

Time for this part of lesson: 6 minutes

Procedure: After reading the book, I will go back to one of the pages that has the
sentence Pete takes the tooth on it. I will then say this sentences again to Tina and ask
her to repeat it back to me, which I know she can do from my assessment. Then, I will
show her in the text where this sentence is and read it again, this time pointing to each
word as I say it. After I have done this and she has watched, I will guide her finger to
each word as we say the sentence together. I will do this multiple times until she gets
the hang of it. Then I will have her do this on her own.

Alphabet
Learning Objectives:
Objective Standard of Learning
Tina will look at the key Virginia Literacy Foundation
word Tooth and be able Block 4: Letter Knowledge
to point out the letters in and early Word
the word. She will be able Recognition- The child will
to match the letters to demonstrate basic
their sounds. knowledge of the alphabetic
principle and understand
that the letters in written
words represent the sounds
in spoken words.
Assessment
I will give Tina the paper
with the word tooth on it
and ask her to tell me each
letter in the word. I will see
if she can accurately name
each letter. Then she will be
able to match the sounds
and letter names to the
correct card as they are
spoken to her.

Materials needed: -Cards with Pete the Cat holding O, H, and T.

-Tooth Fairy Wand
- Paper with the word TOOTH printed on it

Time for this part of lesson: 4 minutes

 Procedure: At this point in the lesson, Tina will have read the book Pete the Cat and the
Lost Tooth. A key word in this book it tooth. To work on her alphabet skills and
identifying letters in an actual word, I will have her identify each letter in the word
tooth. Then, I will have cards with Pete the Cat holding the letters T, O, and H on
them. Tina knows all the letters so we will review that. Next, we will move onto the
sounds these make. She knows the sound T makes but not O and H. We will go over
these sounds and letters multiple times. After we will play a game with these cards. I
will give her a tooth fairy wand and place the three cards out in front of her. I will either
say the name of a letter or the sound it makes and she has to point with the wand to the
card that matches.

Language Play/Phonological Awareness

Learning Objectives:
Objective Standard of Learning Assessment
Tina will be able to match Virginia Literacy Foundation I will asses this by giving
pictures of words in the Block 3: Phonological Tina a word sort and seeing
story with their initial Awareness- The child will if she can accurately match
sound. manipulate the various the pictures to the letter
units of speech sounds in that matches the beginning
words. sound.

Materials needed: -Word sort: This will have boxes with pictures of a tooth, pillow,
fairy, alligator, wings, and coin. There will also be boxes with the letter T, P, F, A, W, and
C.

Time for this part of lesson: 5 minutes

Procedure: For this activity, I will have a word sort based off of the book. I will have a
sheet with 12 boxes on it. One box will have a picture of a tooth on it and then there will
be a box with the letter T. There will also be a box with a picture of a pillow and a box
with the letter p, a box with a picture of a fairy and a box with the letter F, a box with a
picture of an alligator and a box with the letter A, a box with a picture of wings and a
box with the letter W. Finally, there will be a box with a picture of a coin in it and a box
with the letter C. I will ask her to cut out each box first. Then I will have her identify each
picture to me. After, I will have her match the first sound of the object pictured with the
correct letter that goes with the sound.
Writing
Learning Objectives:
Objective
Tina will be able to draw a
picture of what she thinks
it will be like when she
loses her first tooth and
caption it using the letter
forms she knows.
Standard of Learning
Virginia Literacy Foundation
Block 6: Writing- The child
will write using a variety of
materials and technology to
convey thoughts, ideas, and
experiences.
Assessment
I will look at Tinas writing
and see if she used the
letter forms she knows
instead of scribbling.

Materials needed: Paper, markers, pencil

Time for this part of lesson: 8 minutes

Procedure: I will have a piece of paper, markers and pencils laid out in front of Tina. I
will ask her to think about what it will be like to lose her first tooth and draw a picture
depicting it. Once she is done drawing, I will ask her to explain to me what she drew.
Then I will ask her to use the letters she knows to try and caption her drawing.