Lindsey Lash

Shared Reading Plan

11 November 13
Monday: Focus on Critical Thinking and Comprehension
Introduce the book by having students guess the title of the
book.
The cover title should be covered so the students can make
predictions. Then teacher will then read the story to the students
so they can think about what the title is after the story was read
to see if they were correct.
Standard: 1.2.5: Inferences
- Make predictions about story content using prior
knowledge, title, illustrations and story sequence
Read the first page of the book, while having students recognize
the llamas as the animals in the story. Teacher will ask students
what they believe is happening on the page before reading the
text.
First page text: Llama Llama holidays. Jingle Music. Lights
ablaze.
Teacher will read pages the next four pages, then stop asking
what the students believe llama is waiting for.
Text: Sparkly candles. Yummy bread. Dress-up clothes in
green and red. How long til that special date? Llama llama
has to wait. Llama llama holidays. Ads and signs and store
displays. Fluffy snow and funny elves. Goodies piled high on
shelves. Just how many days to go? Llama llama wants to
know.
Teacher will continue the reading asking predictive questions
where it will not interrupt the flow of the story.
Teacher reads the next two pages and asks students what they
believe is happening in the pictures before reading the text.
Text: Time to buy and search and shop. Mama carries.
Llama drops. Buy a friend a rubber duck? Pirate ships or
tractor truck? Wooden blocks or building set? What will
Llama Llama get?
Teacher will continue the story by reading the next four pages,
and then ask the students if they bake with their parents or
family members. Teacher can also ask students, What is your
favorite holiday cookie?
Text: Llama Llama holidays. Hustle bustle. Cooking crase.
Measure sugar. Roll the dough. Ten more batches left to
go. How many more days, again? The special day is coming
when? Take the cookies out to cool. Frost a great big batch
for school! Add some sprinkles. Almost doneTeacher gets

the fancy one. No more cookies left to bake! Llama Llama

tummy-ache.
Teacher will read the next eight pages and then ask students
what traditions their family does during the holidays, or what
they like to do during the holiday season.
Text: School has dreidels, songs, and bells. Big red ribbons,
woodsy smells. Draw a snowman. Make a star. Decorate a
candle jar. Are there many days to go? Llama time is going
slow. Mama needs a present, too! Get some sparkles,
sticks, and glue. Roll it up and wrap it how? Llama wants to
give it now! Llama Llama holidays. Unpack stockings.
Unwrap trays. Shiny silver. Fancy plates. Llama Llama waits,
waits, waits. Cut out snowflakes. Tape them up. Pour some
eggnog in a cup. Oops! Its yucky on the floow. Llama Llama
waits some more. Stringing lights is not much fun. How
come Mama isnt done? Is the big day coming soon? Llama
Llama starts to swoon.
Teacher will read the next eight pages, but stop half way through
the eighth pages text after reading, Gifts are nice but theres
another and ask students what they think the other gift of the
holiday season is.
Text: All this waiting for one day? Time for presents RIGHT
AWAY! Too much music, too much fluff! Too much making,
too much stuff! Too much everything for Llama Llama
Llama, HOLIDRAMA! Come and listen, little Llama. Have a
cuddle with your mama. Sometimes we should take a rest
and hold the ones we love the best. Wishing, waiting,
wanting thingswe forget what this time brings. Gifts are
nice, but theres anotherthe true gift is we have each
other.
Teacher will finish the book by reading the final two pages. Then
students will be asked what they believe the title of the book is.
Text: Llama Llama, warm and snug, gives a kiss and gets a
hug, snuggles close with Mama LlamaHappy holidays for
Llama.
Teacher will reveal the title of the book after students have made
their guesses to see if they were correct or not.
Throughout the story, teacher will have students repeat Llama
after he or she says the first Llama.
Standard: 1.1.4 Comprehension and Interpretation
- Retell and summarize a story
- Restate main ideas and important details from a story
- Draw connections between story events, personal
experiences, and other books

 Once the teacher is done reading, ask students to describe what

happened in the story out loud as a group.
Tuesday: Focus on Vocabulary Development
Teacher will revisit the same book by reading it aloud and
encouraging students to join in again by saying the second
Llama as well as guessing the rhyming word that comes next.
Teacher will also instruct students to describe what they believe
is happening throughout the text, stopping at similar spots used
the day before.
Standard: 1.1.3 Vocabulary Development
- Discuss unknown words and word meanings
- Describe pictures in detail using sentences
- Recognize vocabulary words in print
- Use new vocabulary in spoken and written language
Teacher will have laminated flash cards to introduce new words
to students, and to go over definitions. Teacher will have
students find the vocabulary words in the text by matching the
flashcard word to the corresponding word in the story.
Vocab words focused on:
Ablaze
Fluffy
Displays
Hustle
Craze
Batches
Dreidel
Eggnog
Swoon
Teacher will then cover words in sentences used in the book and
see if the students can figure out what they are by describing
their definitions
Wednesday: Focus on Phonological Patterns
Teacher will revisit the same book by reading it again aloud to
the students.
Standard: 1.3.4 Literary Devices
- Recognize rhyming patterns and alliterations when
text is read aloud

 During the reading the teacher will have the students focus on
the words throughout the book that rhyme, stopping and asking
approximately every other page asking students which words
rhyme.
Examples:
- Holidaysablaze
- Breadred
- Datewait
- Elvesshelves
- Goknow
- Againwhen
- Coolschool
- Doneone
Thursday: Focus on Concepts of Print
Teacher will revisit the same book by reading it again aloud to
the class.
Standard: Word Recognition Skills
- Identify upper and lower case letters
- Associate the names of letters with their shapes and
sound
Teacher will stop on pages that have colored text and ask
students questions regarding the concepts of print:
Examples:
-Page 3:
Llama Llama has to wait.
-Page 5:
Just how many days to go? Llama Llama wants to know.
Questions to ask:
- What letter does the colored text start with/end with?
- Can you find a letter on this page that your name
begins with/ends with?
- Can you find me the letter that sounds like t (tah)?
- Can you find a question mark?
- Can you find a period?
Teacher will have the whole class respond together when finding
capitalize and identifying lowercase words.
Friday: Focus on Processing Information

 Teacher will revisit the same book by reading it again to the class
aloud.
During the reading teacher will test fluency of students by having
the students repeat selected sentences after the teacher.
Fluffy snow and funny elves.
Standard: 1.1.5 Fluency
- Repeat modeled sentences after teacher
Teacher will have prepped materials for students to create a
Holiday Tree by using two different rhyming words from the
story, and incorporating the vocabulary words that were
discussed on Tuesday.
Teacher will have clips of paper with rhyming words on them;
however each student will receive 8 different words, where only
two words in the selection rhyme.
Students will have to select the appropriate words, and place
glue them onto their Llama Llama Holiday Tree.
Standard: 1.5.6 Convention
- Use a variety of writing tools and surfaces
When students have selected their words, and are checked by
the teacher for correctness, they then can glue their words onto
their tree, and then decorate their tree with markers, crayons,
glitter, stickers, etc.