Indiana Wesleyan University

Elementary Education Lesson Plan Template

CAEP 2018 K-6 Elementary Teacher Preparation Standards
Reading Lesson
Billy Harness
UNIT BIG IDEA
“More Than What Meets the Eye”

LESSON RATIONALE
This lesson will serve as an introduction to reading for kindergarteners. The concepts that will be taught in this
lesson will be important for the development of my students because they will learn the basic features of text that will
impact their reading for the rest of their lives. By identifying and reading the main features of a nonfiction text, students
will then be able to identify features on other genres of texts. This will translate to real-life scenarios in which they will
need to identify and read specific text features of all kind, such as signs, posters, and job applications. (CAEP K-6 1.a)

READINESS
I.Goals/Objectives/Standard(s)
A. Goal(s)—Unit (broad terms)
B. Objective(s):
-Students will be able to identify and locate the title, author, and illustrations on the cover of a
nonfiction piece of literature.
-Students will be able to read the titles and authors of selected nonfiction book covers.
C. Standard(s): K.RN.3.1- Identify text features of a nonfiction text (e.g., title, author, illustrations) and describe
the relationship between those features and the text in which they appear. (CAEP K-6 3.c)
II. Management Plan-
- Total time: 1 hour
o Anticipatory set: 8 minutes
o Instruction: 13-15 minutes
o Stations: 32 minutes
 4 stations, 8 minutes at each station
o Closure/Review: 5 minutes
- Materials:
o Index cards (with various nonfiction titles, authors, and illustrations)
o Various nonfiction books
o “What’s Missing?” worksheets
o Word Bank sheet with various names of titles, authors, and illustrations (for Station #4)
- Space:
o The stations will be spread out across the entire classroom to give students space for their
reading. They will also be visible at all times (no hidden reading nooks)
 Station #1 (Guided reading station): At bean-shaped table in the front corner of the room
by the door
 Station #2 (word sort): at the table at the side of the room
 Station #3 (reading station): on the carpet by the whiteboard
 Station #4 (“What’s Missing?”): at the table in the back of the room
- Students:
o I will be able to see students at all times from the station I am located at. This will help supervise,
monitor student behavior, and keep students focused and on-task.

III. Anticipatory Set- “I Spy”

a. “Good morning class! Before we start today’s lesson, we are going to play we are going to play the game I
Spy. Has everyone played this game before? If you have not played this game before, I will give you the
rules. I will say the phrase ‘I spy with my little eye, something…’ and then I will say a key feature about the
object that I am describing. It is then your task to try and locate the item in the classroom that I am
describing and say it out loud once you think you know what it is. After three or four minutes of the whole
class doing it, I will split you guys into groups to do it with your peers that are seated around you. When in
groups, whoever guesses the item is then the person that says ‘I spy with my little eye…’ Does everybody
understand the rules?”
b. Give time for students to play “I Spy”
c. This will introduce them to the lesson of recognizing key features on the cover of a nonfiction text

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IV.Purpose: “The purpose of this lesson is to teach you how to find the title, author, and key points of the illustrations on the
cover of a nonfiction text so that you are able to effectively read the title of any piece of nonfiction literature.
Understanding where the key features are on the cover of a nonfiction text is important for you students as you get
older and begin reading more and looking at more nonfiction literature. You will need to know this for the rest of
your lives as us adults are constantly reading nonfiction text in our everyday lives.”

PLAN FOR INSTRUCTION

V. Adaptation to Individual Differences and Diverse Learners—For a student who gets distracted easily while reading, I
will make sure to place him or her in a group with students that will positively encourage him or her to stay on task.
This will help support the student’s learning without excluding them or singling them out in front of the entire class.
- If a student has never read before coming to kindergarten, they will need extra support from me during the
lesson. I will make sure this student stays with me at my station so that he or she gets the individual
support they need to learn how to read. (CAEP K-6 1.b)

VI.Lesson Presentation (Input/Output)

 “Alright class, today we are going to learn how to identify and read the title cover of a text. There a few main
features of a nonfiction title cover, such as the title, the author, and the illustrations on the cover. Take this cover
for example…”
 Continue to instruct about the key features of a nonfiction text and where to locate them.
 Use examples of nonfiction texts for visual support.
 Then divide students into groups and introduce stations.
 Stations:
Station #1: Guided Reading Lesson
- Teacher will be at this station
- 2 different guided reading groups: Green and Orange groups
- Both the blue and red reading groups will be divided in half to help fill the four stations
- Green group: higher-level readers
- Orange group: lower-level readers
- Green group will be reading the covers of higher-level texts (Green groups 1 and 2)
- Orange group will be reading the covers of lower-level texts (Orange groups 1 and 2)
- At this station, since kindergarteners might not be fluent in reading yet, it will be a lot of modeling and
teacher support to help the students locate different features on a title cover and read the text
-
Station #2: Word Sort
- Word sort that separates index cards into three categories: Title, Author, Illustrations
- Students will work with their group to separate the index cards into the three columns
- Students will collaborate with each other to see where they think each card fits into each category
(Example: “The Origins of Fossils” would go under the Title column, and a name like “David Young” would
go under the Author column)
Station #3: Reading Station
- Nonfiction children’s books will be spread out across the carpet
- Students will use this time to explore various nonfiction texts on their own, examining the different features
of the title covers
- Students may also wish to read the inside of the book, though most of them may not be able to yet
- Books will vary in nonfiction categories, such as sports, cooking, historical figures, and animal science, to
catch the interest of different students
- Students may interact and discuss what they notice in their books with their group peers, as long as they
are at a low noise level
Station #4: “What’s Missing?”
- Print-out sheets of the covers of nonfiction texts will be available at this station
- A key feature of the cover will be missing, such as the title, author, or illustration on the cover
- Students within each group will collaborate within their group to determine what is missing and use the
word bank provided to see if they can determine what should go in each missing space
(CAEP K-6 3.d)
Guided Reading Lessons (for 2 separate groups of learners) should include all 5 stages in the reading process.

Guided Reading Lessons:

Green Group: Higher-level readers
- Prereading stage: introduce the text- “Grand Canyon” by Jason Chin
- Reading stage: have students read two sentences, making anecdotal notes of their progress while they do so

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 - Responding stage: ask students how the title of the book relates to the text that they read. This will connect
what they learned about the features of a nonfiction text to what they read.
- Exploring stage: reread certain sections to emphasize the meaning of the text
- Applying stage: have students take home their individual copy of the book and give them an assigned
reading to complete by the next guided reading day.

Orange Group: Lower-level readers

- Prereading stage: introduce the text- “Hippos are Huge!” by Jonathan London
- Reading stage: have students read two sentences, making anecdotal notes of their progress while they do so
- Responding stage: ask students how the title of the book relates to the text that they read. This will connect
what they learned about the features of a nonfiction text to what they read.
- Exploring stage: reread certain sections to emphasize the meaning of the text
- Applying stage: have students take home their individual copy of the book and give them an assigned
reading to complete by the next guided reading day.

VII. Check for understanding. How do you know students have learned? What strategies will you implement if all
students have not met lesson outcomes? Employ one or more strategies to determine student learning.
- The strategy that I will implement to students who have not met lesson outcomes will be the reteach
strategy. I will examine how well they are reading and comprehending the nonfiction title cover features at
the guided reading station, and if I determine that a student is not quite grasping the concept, I will keep
them at that station for another round (within their reading group color) to help reteach the concept to
them.

VIII. Review learning outcomes / Closure

- Bring class together after last station
- Ask students what they learned today
- Discuss what we learned today about identifying key features of a text, including the title, author, and
illustrations
- Ask students to why this is important for reading
- Closing remarks

PLAN FOR ASSESSMENT

Develop a plan for assessing the degree to which your students have mastered the learning outcomes from this lesson.
Your plan should include formal and informal assessment strategies to evaluate and strengthen instruction that will
promote continuous intellectual, social, emotional, and physical development of each student.
- Formative Assessment- assessing each student’s individual reading in the guided reading portion. This
assessment will determine whether or not the student should stay in their particular reading group or be
moved to a more appropriate group.
- Summative Assessment- no summative assessment in this particular lesson. (CAEP K-6 3.a)

REFLECTION AND POST-LESSON ANALYSIS (CAEP K-6 3.b)

Include unique self-answer questions that specifically address unique lesson content, methodology, and assessment.
1. Did the guided reading stations affectively engage all students in the five reading stages?
2. Was the text provided for both guided reading groups appropriate for their reading level?
3. How could I have made the “I Spy” anticipatory set more exciting for my learners?
4. Did the stations I provided include enough reading?
5. What can I do to better assess my students’ reading next lesson?