Literacy Lesson Plan

Ashley Lennon

Gavin, Kindergarten, Verona Elementary School

April 10, 2014

Literacy Lesson Plan for Emergent Reader:
Gavin is a mid- to late- emergent reader. He is confident and optimistic during every
activity, and thoroughly enjoys achievement. The following are the characteristics that Gavin is
currently showing at this stage. Gavin lacks concept of word. He is dependent upon pictures to
assist him in reading and retellings. He is able to make plot predictions. He is capable of
responding to simple questions considering what he has read. He understands that print carries
a message with it. He is able to read some environmental print. He has a strong recognition of
alphabet letters and their respective sounds. His ability to write upper-case and lower-case
letters is rather sophisticated for this stage. He is able to independently write his first and last
name. He recognizes the difference between drawings and writing. While writing, he sounds out
the words. He enjoys playing with rhyme.
Diet:
Concept of Word (20%)

Learning Objectives:
Objective Standard of Learning Assessment
The student will point to at
least eighty percent of the
words that are read, and will
match at least eighty percent
of the words they verbalize
with the words they point to.
K.5 The student will
understand how print is
organized and read.
d) Follow words from left
to right and from top
to bottom on a printed
page.
e) Match voice with
print. (concept of
word).
The student pointed to
______ (number) words out
of 63 words read, or _____%.
The student pointed to
______ (number)
respectively read words out
of ______ (number) words
read, or _____%.

Materials needed: small group copies of The Easter Egg Hunt by Keith and Sarah
Kortemartin and illustrated by Erin Bellingham, retrieved from www.readinga-z.com, one
finger puppet or monster finger tip for each student.

Time for this part of lesson: 6 minutes

Procedure: The teacher will do an introductory book walk with the students. Each
student within a group will take turns reading The Easter Egg Hunt by Keith and Sarah
Kortemartin and illustrated by Erin Bellingham. The students are to put one finger puppet
or monster finger tip on their pointer finger and touch each word read aloud, regardless of
whether they are reading or listening. While the students read aloud, the teacher will keep
a running record of each students ability to demonstrate concept of word.
Concept about Print (20%)

Learning Objectives:
Objective Standard of Learning Assessment
The student will utilize their
memory and the book to
search for Easter eggs under
the same places as described
in the book.
K.2 The student will expand
understanding and use of
word meanings.
c) Use words to describe/
name people, places,
and things.
K.6 The student will
demonstrate an
understanding that print
conveys meaning.
b) Explain that printed
materials provide
information.
The student correctly
retrieved eggs from _______
(number) places as noted in
the story.
The student incorrectly
retrieved _______ eggs from
under objects not mentioned
in the story.
The student utilized their
book during the search.
______yes ______no
The student relied on pictures
from the story to locate eggs.
______yes ______no
The student relied on the text
from the story to locate eggs.
______yes ______no

Materials needed: small group copies of The Easter Egg Hunt by Keith and Sarah
Kortemartin and illustrated by Erin Bellingham, retrieved from www.readinga-z.com,
plastic Easter eggs, a make-shift tree (can be a folded printed picture of a tree), make-
shift grass (can be Easter basket grass, real grass, green construction paper cut to look
like grass), a toy truck, a toy tire swing (could be a toy, could be a make-shift swing made
of string and an inner-tube, could be a childs seat as a substitute), small flower pot, small
gardeners rake, dog stuffed animal, and three other random objects (such as a toy house,
a small blanket, in the sink, and/or under a book), Dead Egg-Try Again written on the
same number of strips as the number of random objects you have.

Time for this part of lesson: 6 minutes

Procedure: The students will reenact the easter egg hunt within the classroom, using the
book as a map. They must correctly remember where eggs were hidden in the story,
because there will be a few random objects with Dead Eggs hidden underneath. Within
these eggs are a piece of paper that says Dead Egg-Try Again.
Alphabet (20%)

Learning Objectives:
Objective Standard of Learning Assessment
The student will utilize their
knowledge about phonemes
to determine whether two
different words rhyme during
a memory card game.
K.4 The student will identify,
say, segment, and blend
various units of speech
sound.
b) Identify and produce
words that rhyme.
e) Identify words
according to shared
beginning and/or
ending sounds.
The student correctly
identified the following
rhyming matches:
_________ and __________
_________ and __________
_________ and __________
The student incorrectly
identified the following
words as sounding similar:
_________ and __________
_________ and __________
_________ and __________

Materials needed: sharpie; at least 14 large and laminated, printed images of Easter eggs;
7 of the Easter eggs should already have the hidden words printed on them (truck, rake,
day, sun, dog, tree, grass).

Time for this part of lesson: 6 minutes

Procedure: When students share a respective rhyming word with the teacher, the student
will write the rhyming word onto one of the blank, large, laminated image of an Easter
egg. Once all of the hidden words have a respective rhyming word, the group will play
memory. (Memory is played by turning all of the cards over so the words are face-down.
A student will pick a card to turn over. Another student will choose a different card to
turn over. If the two cards rhyme, then they have a match. If the cards do not rhyme, both
cards must be turned over. The object of the game is to remember where a word and its
match are located. The game is played until all of the matches have been uncovered.)
Language Play/Phonological Awareness (20%)

Learning Objectives:
Objective Standard of Learning Assessment
The student will generate at
least one word that rhymes
with the Easter egg word.
K.4 The student will identify,
say, segment, and blend
various units of speech
sound.
b) Identify and produce
words that rhyme.
e) Identify words
according to shared
beginning and/or
ending sounds.
The student rhymed
________________________
with the found word,
_______________________.
Additional rhyming words:
________________________
________________________
________________________
________________________

Materials needed: plastic Easter eggs; and the following words can be written out on
small pieces of paper to be placed in eggs for students to rhyme: truck, rake, day, sun,
dog, tree, grass.

Time for this part of lesson: 6 minutes

Procedure: As part of the Easter egg hunt, when students find an easter egg, they will
open the egg to find a word inside. They must tell the teacher at least one word that
rhymes with the word in the egg if it is not a Dead Egg.
Writing (20%)

Learning Objectives:
Objective Standard of Learning Assessment
The student will write the
correct letters, correctly spell
the rhyming word, and write
one sentence using the
rhyming word.
K.11 The student will print in
manuscript.
a) Print in uppercase and
lowercase letters of the
alphabet independently.
K.12 The student will write
to communicate ideas for a
variety of purposes.
b) Use letters and
beginning consonant
sounds to spell
phonetically words
to describe pictures
about experiences.
d) Write left to right and
top to bottom.
The student wrote the
following word
________________________
The student spelled the
rhyming word correctly or
incorrectly as
________________________
The student wrote the
following sentence using the
rhyming word
________________________
________________________
_______________________.

Materials needed: sharpie; at least 7 large and laminated, printed images of Easter eggs;
pencil; paper.

Time for this part of lesson: 6 minutes

Procedure: Once the students share a respective rhyming word with the teacher, the
student will write the rhyming word onto one of the blank, large, laminated image of an
Easter egg. After they write the rhyming word on the egg, the students will use a pencil to
construct a sentence featuring the rhyming word onto a piece of paper.