Shared Reading Plan

Book Information:
Book: “Llama Llama Mad at Mama”
Author: Anna Dewdney
Illustrated by Anna Dewdney
Level: Kindergarten/1st Grade

Introduction:
“Llama Llama Mad at Mama” by Anna Dewdney is a part of my balanced literacy unit
collection because it will support the focus of identifying characters, setting, and theme in a fantasy
fiction/fiction book. This book is also helpful because it also addresses behavior which is a good
support for this age level. The narrative is about a child llama who has to put away his toys to go
to “Shop-O-Rama” with his mom. He throws temper tantrum while in the store. His mother takes
quick control of the situation. She gets him to stop throwing items out of the cart, speaks to him
nicely, and then has him clean up the mess he made. Llama Llama and Mama get ice-cream after
finishing up shopping.
“Llama Llama Mad at Mama” is a letter L guided reading level book. The focus for this
book will be explored over a five-day focus plan shared reading plan. The students will be able to
practice their alphabet knowledge, phonological awareness, sight words, analogizing words and
phonic skills through reading “Llama Llama Mad at Mama” and completing activities. The
practice will help new readers grow and become more confident in their abilities.
 Focus 1 - Alphabet Knowledge

Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.1.D:

Recognize and name all upper- and lowercase letters of the alphabet.

Activity to Teach Alphabet Knowledge:

Alphabet knowledge is critical to a student’s success of beginning how to read. Student

must be able to recognize the name of all uppercase and lowercase letters in order to read. Shaving
Cream Letters is an activity that will support the identification and practice of letter formation in
a hands-on and multi-sensory way. A small portion of shaving cream will be on a tray for each
student. The students will be instructed to spread the shaving cream to cover the entire tray. The
students will then have verbal instructions of a letter that they will spell in the shaving cream with
their finger (ex: lowercase b). The students will then be asked to recall some words that begin with
the letter b (ex: boat, baby, blue, ball, etc.) The shaving cream is easy to erase if the student makes
a mistake or when it’s time to transition to the next letter. This practice will be fun and engaging
for students while they practice alphabet knowledge to become better readers.
 Focus 2: Phonological or Phonemic Awareness

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.2.A

Recognize and produce rhyming words.

Activity to Teach Phonological Awareness:

Phonological Awareness is the awareness of what sounds are and how they make words.
Skills of Phonological Awareness include rhyme, identifying syllables, and recognizing sounds
within the position of a word. The awareness of rhyme develops sound awareness. The recognition
of rhyme will aid a student by making the connection of patterns when reading or writing in the
future. “Llama Llama Mad at Mama” includes many rhyming words (ex: fun/sun, treat/seat,
llama/Mama, sweet/feet, etc.) The Feely Bag activity can be hands on way to engage the students
in practice with rhymes. Students will get into pairs and will be handed a bag of words. Inside of
the bag would be matching sets of rhyming words from the shared reading book “Llama Llama
Mad at Mama”. The students will mix around the bag of words and reach in to select a word. The
same student will select a second word and decided if the two words are a rhyming match. If they
are, the student will keep the set. If they are not, the words will be placed back into the “feely bag”
and the next student will go. The winner is the student with the most pairs at the end.
 Focus 3: Sight Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3.C

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Activity to Teach Sight Words:

“Llama Llama Mad at Mama” contains many high frequency sight words for the
kindergarten level. The book includes and, to, the, are, with, is, at, this, go, and what. These are
the words the students will be working with during the sight word activity. First, the sight words
will be identified as the shared reading book is being read aloud. Those same sight words will be
written on the bottom of paper cups. Underneath one of the paper cups will be a pom pom (for this
example it will be a picture of a llama instead of a pom pom). Students will take turns to guess
which cup the llama is underneath, but the student must be able to read the word in order to lift up
the cup. If the student finds the llama, the student must locate that sight word in “Llama Llama
Mad at Mama” and read the sentence.
 Day 4: Analogizing Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3.D

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

Activity to Teach Analogizing Words:

Analogizing is the ability to use known words or parts of words to identify unknown words.
The students read the words “seat” and “treat” in the shared reading book. Now that the students
understand how to read “seat” and “treat”, they can use the knowledge of rime “-eat” to understand
new words. Instruction would include examples of words that use the same rime “-eat” (ex: -eat,
treat, seat, cheat, beat). Instruction will then include the students coming up with examples of
words of the following rimes -at, -ay, -it. Students will Each student will receive two circle pieces
of paper: one piece of blue paper and one piece of yellow paper. The blue circle will have a cut
out to the left. The student will write one of the examples of rime (-at, -ay, -it) on the blue circle
next to the left cut out. The focus will then be on the yellow piece of paper. The students will write
the first letter of each example (provided by the class examples) on the perimeter of the yellow
circle. The teacher will then attach the blue circle on top of the yellow circle with a bracket. The
students now have an interactive visible to understand the concept of analogizing words.

-at: sat, cat, pat, hat, mat

-ay: day, hay, play, say, lay

-it: lit, sit, fit, pit, kit

 Focus 5: Phonics

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

Activity to Teach Phonics:

The focus of the activity will be the short a vowel sound. The title of “Llama Llama Mad
at Mama” contains all short a vowel sound. The class will be focusing on CVC short a word,
therefore “mad” will be emphasized during instruction. The students will be practicing this phonic
focus by doing an activity called “Sand Writing”. The students will be provided with cards with
CVC short a vowel words and a picture with it. Pencil boxes with craft sand inside will be passed
out. The cards will be placed on top and the students will trace the word in the sand while saying
the sounds in the word out loud.

Conclusion: “Llama Llama Mad at Mama” is a gateway to practicing reading focuses. Alphabet
knowledge, phonological awareness, sight words, analogizing words and phonic skills are
practiced through reading “Llama Llama Mad at Mama” and completing activities. Each activity’s
purpose is critical in a student’s success in reading. These focuses create the balance necessary in
new readers. Practice of these abilities will help students grow and become more confident in their
abilities to read independently.