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Kathryn Manning
Stephanie, Kindergarten, Stone Spring Elementary
12/04/2017
Literacy Lesson Plan for Emergent Reader:
This student is a female student of about five-years-old. Her native language is Arabic. She is fairly confident
in her oral speech, and enjoys talking with other students in addition to teachers. Overall she can be
described as bright, cheerful, and well mannered.
Based on the results of her literacy assessment, which included phonemic awareness, concept of word,
concept of print, writing, and comprehension skills, this student is at the Emergent Stage for literacy. As such,
she has mastered the majority of letter names, most letter sounds, and initial phonemes, but still needs work
with identifying final sounds in addition to extending her growing knowledge of phonemes to her writing
(currently she is relying heavily on letter names to guide her writing). Her Concept of Word in Text is a little
shaky, as she has yet to consistently fingerprint or track words accurately. As such, this lesson will target
areas that will not only increase her phonemic awareness, but help enable her to develop a more solid concept
of print and word as it relates to text. In regards to phonemic awareness, she most needs support in final
phonemes, rhyming, and syllable recognition. As she develops phonemic awareness, writing should also be
incorporated through labeling and authentic writing activities.
Diet:
Materials needed: I cant, said the ant book, small picture cards:
o hat, mat, cap
o hot, pot, mop
o lip, rip, pit
o face, race, cage
Time for this part of lesson: 10 minutes (7 minutes for reading, 3 minutes for sorting)
Procedure:
Before beginning the reading, I will introduce the book by telling my student that the book is
full of wonderful rhymes, so lets try to find as many as we can! While reading through the book, I
will pause as we encounter rhyming pairs and model how to identify them. For example, for the text, I
cant, said the ant, I would stop before reading ant and ask my student if she knows what word might
come next. I would then tell her how I can go back to see if there are any clues in the sentence. I could
then say, Cant. Lets see. C-ANT. Do we know any words that sound like the word cant and fit with
our story? If she needs more support, I could ask her to look at the picture of the ant and ask her what
insect that is, and if it rhymes with cant. If she still has difficulty, I can continue modeling the next few
pages before supporting her in identifying rhyming words. I will aim for one rhyming word for page to
avoid fatigue. Ideally, shed be able to come up with rhyming words that match the text on her own,
but I realize that she may need more scaffolding before she can reach that point.
Using the picture card sets listed in the materials above, the student will be asked to take out
the word that doesnt rhyme. I will model an example using hat, mat, cap. I will explain that cap
doesnt belong because it doesnt rhyme with hat and mat and instead ends with a different sound
(/p/). I will then talk about how both hat and mat have the same ending sound (/at/). Next, I will
show her the next set of cards (hot, pot, and mop), reviewing each word in the picture before asking her
to take out the card that doesnt rhyme. If necessary, I will separate the onset and rime of each word
(e.g. h-ot, p-ot, m-op). I will then ask her to do the same for the remaining two sets to assess whether
or not she can identify the final sounds in words.
Alphabet
Learning Objectives:
Objective Standard of Learning Assessment
Correctly identify letters in a text K.7 (After Reading)
(focus on q, p, b, and x). a) Identify and name the Letter Hunt
uppercase and lowercase letters The student will be given the
of the alphabet. following text (one line at a
time):
Procedure: Using the above text, I will create four sentence strips. For the first strip (Relax, said the
ax.), I will read the sentence once before asking my student to find and circle the letter x with her red
marker (if necessary I will tell her there is more than one). Next, I will ask her what sound the letter x
makes. We will practice saying the x words together. Then, I will move on to the next sentence, this
time focusing on the upper and lowercase p (Push her up, said the cup.). Similar to the first
sentence, I will give my student a blue marker and ask her to underline the letter p (if necessary I will
tell her there are both uppercase and lowercase ps in the sentence). We will then practice the p
sound in addition to saying the words with the letter in them. We will then move on the the next
sentence (Dont break her, said the shaker.), where I will ask her to find the letter b and highlight it
with a yellow marker. Like the previous sentences, we will review the /b/ sound and say the word
together. Finally, we will move on to the last sentence (Oh gosh, said the squash.), where she will be
asked to highlight the letter q with the pink marker. We will then practice the sound and say the word
together.
Concept of Word
Learning Objectives:
Objective Standard of Learning Assessment
Follow along using finger to K.7 (After Letter Hunt)
track both single and c) Demonstrate a speech-to-print match Using sentence strips from the I cant,
multisyllabic words in a through accurate finger-point reading in said the ant text, the student will be
familiar sentence. familiar text that includes words with asked to point and read each word in the
more than one syllable. following sentences:
Materials needed: index cards, pointing stick, pocket chart, picture cards
Procedure: Utilizing the text under assessment, I will read through the text once (making sure to point
at each word as I read) before checking to make sure my student understands all the words using
picture cards (pan, exhausting, frosting, ax, etc.) to help her make connections to meaning. I will then
clap out the syllables for can, relax, and exhausting with my student, while asking her which word
she thinks is the longest. Next, I will ask my student to repeat each line with me while continuing to
model how to track with the pointer stick. Finally, I will ask her to read each line on her own while using
the pointer stick to point out each individual word as she reads.
Writing
Learning Objectives:
Objective Standard of Learning Assessment
Write using knowledge of K.12 (After Odd-One-Out Sort)
initial and final b) Draw pictures and/or use The student will write a thank you letter
phonemes. letters and phonetically spelled to the ant in the story or someone else
words to write about she would like to thank.
experiences.
Materials needed: thank you note (see attached), pencil, crayons, whiteboard, markers