Reading Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Pre-K Date/Time you plan to teach the lesson: Oct 3

Lesson Type: READ ALOUD

Title, Author & Summary of the Text Used in this Lesson:

 Dog's Colorful Day: A Messy Story About Colors and Counting by Emma Dodd (Author and Illustrator)
 Dog starts off the day with one black spot on his ear. But it seems that wherever he goes, he runs, rolls, and trots
right into colors. As he wanders around town, Dog collects spots made of red jam, blue paint, pink ice cream, and
more. When he finally arrives back home, Dog has ten different colored spots. And then it's bath time for this
colorful canine, who makes learning colors and numbers easy, messy, and fun!

Describe how and provide a rationale for the way you have grouped students for this lesson:
 Whole class read aloud on the carpet while my cooperating teacher is out of town to help the class substitute
during the day.

Standard(s) Addressed:
 Literacy 1. Oral Language: a) Listen with increasing attention to spoken language, conversations, and texts read
aloud.
 Literacy 5. Print and Book Awareness: c) Identify where reading begins on a page (first word).
 Mathematics 1. Number and Number Sense. c) Count the items in a collection of one to ten items and know the
last counting word tells “how many.”

Objectives:
The students will learn the importance of keeping things clean so that they don’t look messy like Dog.
The students will learn how to actively respond to questions when asked about the book and story line.

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 Reading Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Pre-K Date/Time you plan to teach the lesson: Oct 3

Tier Two Vocabulary Words and Student Friendly Definitions:

 Squish- something that is sticky and gets stuck to you
 Splatter- the act of something getting spilled on you not on purpose

Materials needed/preparation of the learning environment:

 Dog's Colorful Day: A Messy Story About Colors and Counting by Emma Dodd (Author and Illustrator)

Plans for differentiation:

 For students with more advanced levels of comprehension, ask them harder questions about the sequencing of
events within the story.
 For students that are confused with the story, ask them more personal questions then make connections to the
book.
 To keep all levels of learners engaged, I will actively read the book, point at the exact words I am saying and act
out small versions of the dog’s activities.

Before Reading
Engage: Describe how Introduce the book by reading the title and the author’s name. Time
you will:  What kind of animal is on the cover/front? Call on a student whose hand 3-5 min
is in the air.
● capture students’

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JMU Student Name: Erica Blaine
interest and
introduce the text;
● activate students’
background
knowledge; and
● set the purpose for
listening
Explore: Describe I will talk about what could happen in the book, but I will not open the book to
how you will: show them the pictures before reading.
● preview the text
Explain: Describe how
you will:
● model/explain your
thinking (list page
numbers and what
you will say/do)
● invite students to
model/explain their
thinking about the
words? (list page
numbers and what
you will say/do)
Reading Lesson Plan Format
Grade Level: Pre-K Date/Time you plan to teach the lesson: Oct 3
 Does anyone have a dog? Let students answer freely.
 Call on one student who answered the last question and ask them if their
dog ever is silly or gets dirty.
 Ask the class if anyone knows what “colorful” means. Wait until someone
raises their hand to call on them.
 Have them make predictions on why Dog’s day is colorful.
Time
2 min
During Reading
● First page: ask the students what color Dog is. Have students point to Time
their own left ear (model if needed by turning my body so that I face the
same way as them). 5-7 min
● Second page: After reading this page, ask students what they ate for
breakfast or if they have had jam/jelly before.
● Third page: ask students if they have ever painted anything before like
the man.
● Fourth page: take a break from reading and have the students count how
many spots Dog has.
● Fifth page: Ask who has eaten chocolate, ask who likes chocolate. Point
to the dog’s mouth, ask what his sticking out of his mouth.
● Sixth page: before reading, ask what kind of animal is on the page.
● Seventh page: after reading, have students point to their ears
● Eighth page: after reading, review what colors are on Dog, and ask a few
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 Reading Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Pre-K Date/Time you plan to teach the lesson: Oct 3

students what their favorite colors are.

● Ninth page: ask who likes orange juice.
● Tenth page: Have students say with me “Silly Dog!”
● Eleventh page: During reading, have the kids count with me at the
bottom of the page.
● Twelfth page: point to each color while I read.
● Last page: have the children repeat “Good night, Dog”

After Reading
Elaborate: Describe ● Ask students to try and remember a time when they got really dirty from Time
how you will: playing (call on students randomly to share their experiences) 3
● engage students in ● Ask students to try and remember some of the different ways Dog got spots
developing a more on him (call on students based on who is raising their hand, if nobody
sophisticated remembers, open the book to the eighth page to look at the colors again to
understanding of prompt them)
the purpose for ● Ask students if they remember how many total spots Dog had on him at the
listening end of the story (see if any of the students remember, if not, go back to the
last page and have recount the spots)

Evaluate: Describe ● Have students try and draw a dog with spots Time
how you will: ● Have students play with the interactive white dog station and ask them
● encourage students questions about what they remembered about the story. 1-2min
to assess their
understanding and
abilities
● evaluate (formally)
student progress
toward achieving

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 Reading Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Pre-K Date/Time you plan to teach the lesson: Oct 3

the educational
objectives

Closure: Describe how ● Ask students to think about what can leave a mark/spot on you Time
you will: 1 min
● remind students of
the lesson objective
● link the new
learning to future
learning

What could go wrong with this lesson and what will you do about it?
● Behavioral issues with sitting still on the carpet-I will make sure to ask the specific student direct questions about
the story to keep them engaged
● Yelling out what color spot the dog got on the page before I read it aloud- first time remind the student that I will
call on them later for them to answer, or after I read I come back to the student and ask what they say on the page
and if they would like to share it
● If students are having a hard time answering my questions or making predictions- make the questions easier or
think of different ways to prompt them in answering.

Read Aloud Reflection

My process for preparing this read aloud lesson plan was to first talk to my cooperating teacher. My CT and I planned out when to do
the read aloud and what theme the book should be based upon what week the lesson would be given. She handed me a stack of books
that she was planning to read that week and let me choose which one I’d like to do. When I was reading through the books, I looked
for an easier level of book (one with few words and bigger pictures) so that I could focus on generating interactive questions and

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 Reading Lesson Plan Format

JMU Student Name: Erica Blaine Grade Level: Pre-K Date/Time you plan to teach the lesson: Oct 3

activities for the students to participate in while I read. My main focus for this lesson was to engage the whole class while I was
reading, and I picked a simple book to do this with so that I can focus solely on interactions. Next time I teach a read aloud lesson I
would similarly think of my main goal for the lesson, like class engagement through interactive questions. I might teach this kind of
lesson different by changing the questions I asked to fit the current theme of the week and touching more upon children’s own
experiences.
I engaged student learning through observation and class interaction. While I was reading the book, I would ask many whole class
questions (have students respond at once), as well as, individual questions (called on by name to answer) to gauge student
engagement and comprehension. I also measured student learning by asking questions about the story after finishing the book to
some of the quieter children. No matter if the child answered correctly or not, I would go back to the page with the answer and
explain it. I was also able to see how impactful my read aloud lesson was to the class during free play. In the classroom there is a big
blank white dog with Velcro spots on it so that students could manipulate/imitate the main character of the story. Whenever I would
see a student playing at this station, I would go up to them and ask them more questions about the book and what they remembered
from it.
My CT helped me pick the book and told me about the play station that would be set up in the classroom. From knowing that she was
planning for this book to be incorporated in the classroom, I knew that I had to make this book extremely interactive. She helped me
formulate my ideas for assessment by interacting with students at the play station. I also used my prior knowledge about what the
students had been learning in the year to create the many questions I asked the students. For example, I knew that earlier in the year
they were learning about body parts so I would ask the class to point to their ear or their leg to recall their previous knowledge.