Sei sulla pagina 1di 5

Literacy Lesson Plan

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:

Language Play/Phonological Awareness


Learning Objectives:
Objective Standard of Learning Assessment
Predict the rhyming K.4 (During Reading)
words in a story. b) Identify and produce I will read the book, I cant, said the ant and
words that rhyme. ask my student to fill in the word she thinks will
rhyme.
For example:
I cant, said the ______(ant).
Relax, said the ______(ax).

Select words that e) Identify words according (After COW Activity)


have the same to shared beginning and/or The student will participate in an Odd-One-Out
ending sounds ending sounds. sort and will be asked to take out the word that
doesnt have the same ending sound.

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.

Concept about Print


Learning Objectives:
Objective Standard of Learning Assessment
Successfully track text with a K.5 (During Reading)
finger on a printed page from d) Follow words from left to The student will be asked to
left to right and top to bottom right and from top to bottom on follow along with her finger on a
a printed page. new page while I read the
following text:

"Don't break her," said the


shaker.
"Don't choke her," said the
poker.
"She'll crash!" said the trash.
"I can't look," said the book.
"I can't bear it," said the carrot.

Materials needed: I cant, said the ant. book

Time for this part of lesson: 5 minutes


Procedure: Using the previous two pages in the book, I will model following along with the text on the
first page using my finger, making sure to draw her attention to how I use my finger to help guide my
reading from left to right and then top to bottom. On the next page, I will ask her to track with me
while I continue reading. After demonstrating (with and without my student) how to read a text using
my finger and moving from left to right and top to bottom with the previous two pages, I will then turn
to the next page and ask my student to follow along with her finger on her own while I read the text
(see above under assessment).

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):

Relax, said the ax.


Push her up, said the cup.
Dont break her, said the
shaker.
Oh gosh, said the squash.

and asked to find the bolded


uppercase and lowercase letters.

Materials needed: sentence strip cards, markers

Time for this part of lesson: 5 minutes

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:

You can, said the pan.


How exhausting, said the frosting.
Relax, said the ax.

Materials needed: index cards, pointing stick, pocket chart, picture cards

Time for this part of lesson: 5 minutes

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

Time for this part of lesson: 5 minutes


Procedure: I will write Thank you on the board and ask if the student knows the word. I will then read
and ask the student to repeat the word. Next, I will ask the student if she can remember a time she
said, Thank you. Then I will ask her to think about the ant in our story and how he helped the teapot.
Finally, I will tell the student to write a thank you note (using the sentence frame provided in the note)
to either the ant or someone else she would like to thank for their hard work. I will ask her to first write
either the ant or the name of a person (depending on her choice). After she addresses her thank you
note, I will then ask her to write one thing she would like to thank them for (e.g. helping, being nice,
etc.). Next, I will ask her to draw the person or thing she wants to thank, and then label her picture
(e.g. the ant saves the teapot) before ending by writing her name at the bottom. If necessary, I may
dictate.

Potrebbero piacerti anche