Literacy Lesson Plan

Lindsey Amos Daisy, Kindergarten, and Westwood Hills Elementary School 4/22/14

Literacy Lesson Plan for Beginning Reader: Through assessing Daisys literacy, she can be identified as a beginner reader. In her assessment she was identified as being able to recognize letter names and sounds. She can recognize greater than 20 high frequency words; use beginning, middle, and end sounds in spelling practice; and when reading she would selfcorrect, read slowly going word-by-word, and point to words when reading.

Diet:
Fluency Learning Objectives: Objective Student is able to read with speed and accuracy.

Standard of Learning K.1 b) Participate in a variety of oral language activities including choral and echo speaking and recitation of short poems, rhymes, songs, and stories with repeated word order patterns.

Assessment I will listen to students and do a running record of how fast and accurately they read The Chick and the Duckling.

Materials needed: The Chick and the Duckling Time for this part of lesson: Last 9 minutes of 30 minutes will be devoted to lesson. Procedure: Students will be given three minutes to read independently aloud and then six minutes will be allowed for student to pair up and take turns reading The Chick and the Duckling. A running record will be used to take note of how many words can be read per minute and whether the students were able to get them correct.

Word Study Learning Objectives: Objective Student can correctly match speech to print and identify beginning consonant sounds.

Standard of Learning K.7 c) Demonstrate a speech-toprint match through accurate finger-point reading in familiar text that includes words with more than one syllable. d) Identify beginning consonant sounds in single-syllable words.

Assessment Students will have word sorts spread out on the table and each student will take turns with a pointer finger wand to match a spoken word to a print word on the table. After identifying the word the student will identify the beginning sound.

Materials needed: word sorts, pointer finger wand Time for this part of lesson: The middle 6 minutes of the 30 minute lesson will be allotted to word study. Procedure: I will have words spread out on the table and the students will take turns with the pointer finger wand identifying the correct spoken word I say aloud to the print word on the table. Then after matching the spoken word to the correct print word the student will then be asked what letter does the word start with. Then the wand will be passed on to the next student.

Comprehension and Writing Learning Objectives: Objective Student can make predictions from the illustrations about the story.

Standard of Learning K.9 The student will demonstrate comprehension of fictional texts. c) Use pictures to make predictions. g) Discuss characters, setting, and events. K.12 c) Use letters and beginning consonant sounds to spell phonetically words to describe pictures or write about experiences.

Assessment Student will be asked questions about how the story will end as the book is read to them. They will make predictions in their journals with sentences and drawings.

Materials needed: The Chick and the Duckling, journal Time for this part of lesson: The first 15 minutes of the 30 minute lesson will be used for comprehension and writing. Procedure: I will take about 3 minutes to read the book, The Chick and the Duckling, to a small group of students stopping at the illustration where the chick and the duckling are both swimming under water. Students will be given the opportunity to ask questions as a group and make predictions about how the story will end. After 3 minutes of them making predictions aloud, I will give the students 6 minutes to write a sentence about what will happen at the end of the story and draw a picture. From the students statements, sentences, and illustrations I will assess whether they can comprehend the story and make predictions about how it will end and assess their writing skills. Then I will take the remaining 3 minutes finish the book with the students and allow them to talk about their predictions.