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Literacy Lesson Plan

Mary-Kate Kelleher
Felix, Kindergarten, Bessie Weller Elementary School
5 December 2017

Literacy Lesson Plan for Emergent Reader:


After assessing my chosen students literacy skills, I came to the conclusion that my
student is a late-emergent reader. I am able to identify Felix as a late emergent reader for
multiple reasons. One being that Felixs drawing and writing for the writing sample assessment
was considered to be partial phonetic. This is true because Felix was able to pick out particular
letter sounds while sounding out his sentence and write those letters on his paper. Felixs
drawing also was detailed and contained a full body, arms, hands, legs, feet, and a face. Another
way in which I can tell Felix is a late emergent reader is because he is able to proficiently blend
words together, isolate letters, and segment words. For instance, when I told him to blend the two
words foot and ball he told me the blended word was football. Additionally, when I asked
Felix what the beginning sound was for the word fish was he responded with the correct letter
sound for /f/. The only category in which I would recommend to work on with Felix is
identifying final letters sounds in words. He received a 7/10 on this portion of the assessment,
which is still great but there is always room for improvement.
That being said, the literacy diet for Felix would be as followed: 1) Writing: 20% of
instructional time 2) Phonological Awareness: 30% of instructional time 3) Alphabet
Knowledge: 10% of instructional time 4) Concepts About Print (CAP): 30% of instructional
time 5) Concept of Word (COW): 10% of instructional time. In order for Felix to continue to
grow and improve upon his literacy skills, I would definitely recommend for Felix to work on his
final letter sounds as stated above, as well as work on his look-a-like lowercase letters such as
q, g, m, n, b, and d. Additionally, I would work on concept of print with Felix as
well because while assessing Felixs concept of print, the only skill in which Felix struggled with
was pointing to the correct word as he was reading a sentence in a book.

Diet:

Concept of Word
Learning Objectives:
Objective Standard of Learning Assessment

The student will identify K.2) The student will The student will circle
at least three words in the expand understanding and three words that he
morning message and use of word meanings recognizes, say what the
give meaning to them K.6) The student will words are, and then say
demonstrate an what the words mean
understanding that print
conveys meaning
Materials needed:
I will need:
-a large whiteboard set on an easel for the students to easily see
-Expo marker

Time for this part of lesson: 3 minutes will be used for this part of the lesson.

Procedure: For this particular lesson, if I were the teacher, I would construct a four sentence
morning message displayed on a whiteboard for all of the students in the classroom to see. While
I read the morning message, I will point to each word as Im reading as well as read at a medium
pace for the students to understand every word that I am saying. After I read the morning
message two times through, I will call on Felix to come up and circle three words that he
recognizes in the morning message.
After he circles these three words, I will ask what words he circled and what those words
mean to him. By instructing this lesson, I am able to assess Felixs concept of word and if he
needs additional assistance or not with finding particular words in the morning message. I am
additionally able to asses Felixs ability to expand his understanding and use of word meanings
(K.2) as well as his ability to demonstrate an understanding that print conveys meaning (K.6).

Concept about Print


Learning Objectives:
Objective Standard of Learning Assessment

The student will be able K.5) The student will I will observe the student
to read text from left to understand how print is pointing to each word on
right while pointing at organized and read. the whiteboard while
each word that is being reading and recognizing if
read. he is pointing to the correct
word.

Materials needed:
I will need:
-a large whiteboard set on an easel for the students to easily see
-Expo marker

Time for this part of lesson: 9 minutes will be used for this part of the lesson.

Procedure:
In this particular lesson, I will have the student come up to the whiteboard and pick a
sentence out of the passage that he would like to read. I will first read the sentence that he picks
out while pointing to each word reading the sentence from left to right. I will repeat this action
twice in order for the student to understand how print is organized and read. After I do this, I will
tell the student to repeat/read the sentence that I just read in the morning message while pointing
to the correct words that he is reading.
As he is reading and pointing to the text in the sentence, I will assess him by observing if
his finger is under the correct word and if that word matches the word that he is speaking. This
lesson mainly focuses on the student following words from left to right and from top to bottom
on a printed page. I will spend more time on this lesson than the others because in my literacy
assessment that I did with Felix this past semester, I noticed that Felix struggled with this
concept. For instance, while reading the chosen sentence in the book that I read to him, he would
read faster than the words that he was pointing to on the page. By implementing this lesson,
Felix gain a greater understanding of how he is supposed to read as well as sentence structure.

Alphabet
Learning Objectives:
Objective Standard of Learning Assessment

The student will be able K.7) The student will I will observe the student
to recognize the upper and develop an understanding underlining these given
lowercase letters, Q/q of basic phonetic letters on the whiteboard in
and G/g in a given principles. the morning message and
passage. a. Identify and name assess if the student is
the uppercase and underlining the correct
lowercase letters letter or not.

Materials needed:
I will need:
-a large whiteboard set on an easel for the students to easily see
-Expo marker

Time for this part of lesson: 3 minutes will be used for this part of the lesson.

Procedure:
During this lesson, I will bring the student up to the whiteboard from the carpet and ask
him to circle all the upper and lowercase letters, Q/q and G/g, in the morning message. I will
assess the students knowledge by observing if the student correctly circles the write letters in the
message. After Felix circles each letter, I will ask what letter he circled and if the letter
represented an uppercase or lowercase letter. I will assess the students knowledge again by
recording his answer in my notebook.
By implementing this lesson, Felix is developing a greater understanding of basic
phonetic principles, such as identifying and naming certain uppercase and lowercase letters in a
passage. Since Felix struggled with the letters above, hopefully this lesson will allow Felix to
distinguish the difference between two alike letters, such as G and Q, as well as g and q.

Language Play/Phonological Awareness


Learning Objectives:
Objective Standard of Learning Assessment

The student will be able K.4) The student will I will observe if the
to identify the final sound identify, say, segment, student says the correct
of two words in a given and blend various units of final sound of the two
passage. speech sounds. words that I give to him in
the morning message on
the whiteboard.

Materials needed:
I will need:
-a large whiteboard set on an easel for the students to easily see
-Expo marker

Time for this part of lesson: 9 minutes will be used for this part of the lesson.

Procedure:
I decided to make this portion of the lesson slightly longer than most of the other
sections, because Felix seemed to have a harder time comprehending the concepts within this
portion of the literacy assessment. For instance, Felix scored a 7/10 pm the identifying Final
Sounds in Words portion of the Phonological Awareness Assessment. Although this score is not
a failing score, there is definitely some room for improvement. In order for Felix to improve
upon his identification of final sounds in words, I have constructed this lesson for him.
In this lesson, I will have Felix come up to the whiteboard and identify the three words in
which he previously identified in the beginning of the lesson when he was working on his
concept of word skills. I will then have Felix tell me the final sound of each of the three words,
and I will assess Felixs knowledge of this skill by hearing if Felix says the correct final sound in
each of the three words or not. By implementing this lesson, Felix is able to gain a better
understanding of identifying final sounds in words, as well as improving more open his concept
of word skills by identifying the three words that he previously identified in the morning
message.

Writing
Learning Objectives:
Objective Standard of Learning Assessment

The student will be able K.12) The student will I will observe if the
to write the correct word write to communicate student correctly writes in
in the missing blank ideas for a variety of the correct word in the
within a given passage purposes. blank that fits in with and
makes sense with the rest
of the morning message.

Materials needed:
I will need:
-a large whiteboard set on an easel for the students to easily see
-Expo marker

Time for this part of lesson: 6 minutes will be used for this part of the lesson.

Procedure:
Lastly, for this particular portion of the 30 minute lesson, I will have Felix come up to the
white board again and fill in the missing word in the blank space given within the morning
message. While reading the full morning message, I will fill in the missing word while reading.
However, I will not actually write in the word. I will leave that part of the lesson up to the
student to complete.
Before the student writes in the word, I will ask the student to tell me what word he
thinks goes in the blank, what particular letter sounds he hears in the word, and then identify
those letters. After identifying these three concepts, Felix will write the word as best as he can in
the blank. Finally, I will read the sentence out loud in which the word is placed in, while pointing
to each word. Then, I will tell Felix to do the same. By implementing this lesson, Felix is not
only able to work on his writing and communicating skills, but he is also able to incorporate all
of the categories of the literacy diet that he worked on throughout the other portions of the thirty
minute lesson into this specific part of the lesson.