Reading Lesson Plans

ENGLISH STANDARDS OF LEARNING
ENHANCED SCOPE and SEQUENCE
KINDERGARTEN Reading SAMPLE LESSON PLANS
Department of Education 2004
Introduction
The amp!e !e on p!an inc!uded in thi document are e"pan ion of the #ir$inia Department of Education% Enhanced Scope and Se&uence readin$ !e on p!an ' The( inc!ude TTAC u$$e tion for differentiation' Thi re ource i intended to he!p teacher a!i$n their c!a room in truction )ith the content found in En$!i h Standard of *earnin$' The amp!e !e on are +a ed on ound re earch and pro,ide a ,ariet( of )a( to acti,e!( in,o!,e chi!dren in their !earnin$' The !e on er,e to upp!ement the in tructiona! u$$e tion in the Hou$hton -iff!in Teacher% Edition' .n fact/ man( of the !e on u e readin$ a a too! for under tandin$ nonfiction te"t that cou!d reinforce the cience or ocia! tudie curricu!a' The $rade0 pecific p!an ha,e +een inc!uded for each $rade !e,e!' 1hi!e the amp!e !e on are e"emp!ar(/ the( +( no mean repre ent the cope of in truction that -CPS teacher are imp!ementin$ in their c!a room ' Teacher are in,ited to fo!!o) the !e on format in thi document and )rite additiona! !e on to inc!ude in ne"t (ear% Curricu!um 2uide update' To u+mit an additiona! !e on/ cop( a pa$e from thi )ord document to (our hard dri,e' U e the format to $uide (ou a (ou t(pe o,er it the appropriate information for (our !e on' Su+mit the !e on +( endin$ it a an attachment to +)o3o4mai!'mcp 'or$' P!ea e u+mit (our !e on throu$hout the (ear o that the Office of Curricu!um can compi!e them for re,ie) +( $roup of teacher ne"t ummer'
READING Lesson Plan What Sounds Do I Hear

Organi!ing To"ic Related Standard#s$ o% Learning O&'ecti(e#s$
The student will demonstrate that words can be segmented into sounds and that sounds can be blended into words.
Phonological Awareness K.4
Prere)uisite *nderstandings+Kno,ledge+S-ills
The students are expected to have practice with discrimination of letter sounds. The student must have an awareness of beginning, middle and end.
Materials needed
None
Lesson "rocedure
1. Tell the students that the are going to pla a sound game. Their !ob when pla ing the game is to listen to a word ou sa and tell ou the beginning, middle and ending sounds of the word. After the do this correctl , the will chant the word together. ". As the game begins, sa a word three times (bat, bat ,bat), then as#, $%hat&s the beginning sound'( The students should respond with /b/. )f the are confused and respond with a combination of the initial consonant and the vowel */ba/+, help them hear that the /b/ is a separate sound from the /a/. ,. Then, as#, $%hat&s the middle sound'( The students respond with /a/. -inall , as# $%hat&s the end sound'( The students should respond with /t/. 1. .epeat the individual sounds/ /b/, /a/, /t/. 0ead the students in chanting these three sounds and then the word bat. ". .epeat the procedure for man words, including sun, tree, tie, back, rip, rag, and take.
S"eci%ic o"tions %or di%%erentiating this lesson Technolog.

Provide a communication device with recorded and segmented letter sounds for student manipulation. Provide aided language stimulation *picture cards+ for students who need support in oral communication.
Multisensor.
1odel b pulling a large rubber band to stretch the sounds of simple words. %ith students, use hand puppets to participate in segmenting sounds.
/o00unit. /onnections
)nvite a speech language pathologist to model oral and facial expression of oral language and segmented words. Place a large mirror at the language center so students can explore facial movements while ma#ing sounds.
S0all Grou" Learning

Pla the game in small groups to provide additional support to all students.
1oca&ular.
Department of Education 2004 5
Provide man opportunities for reading aloud literature involving beginning sound discrimination.
Student Organi!ation o% /ontent

%ith students, practice simple phonemic awareness through songs and familiar chants. 2ave students use 3l#onian boxes containing picture cues to practice segmenting.
READING Lesson Plan S.lla&les

The student will identif the number of s llables in a word.
Phonological Awareness K.1, K.4
The students are expected to demonstrate an understanding that oral language and words are made up of sounds.
Materials needed
A stor boo# that features one of the letters of the alphabet 1odels, and4or pictures of some of the ob!ects in the stor . -or example, if ou read a stor featuring the letter f, ou might use a model or a picture of a fishing pole, fish, frog, fox, fence, flower, farmer, and4or fireman. A small box
Lesson "rocedure
1. .ead the title of the boo# and the name of the author and illustrator. 2ave the students predict the main idea of the stor . ". .ead the stor , and as ob!ects beginning with the feature letter are introduced, put the ob!ects into the box. As the box is filled, as# the students to thin# of wa s that the items in the box are similar. ,. After all of the ob!ects are in the box, tell the students that the are going to pla a s llable game with the ob!ects. As# one child to pull an ob!ect from the box and sa its name. 2ave all the students repeat the name of the ob!ect and clap out the s llables of the name of the ob!ect. As# the students how man s llables the hear in the ob!ect&s name. 1. .epeat the process for the remaining ob!ects in the box.
S"eci%ic o"tions %or di%%erentiating this lesson Technolog.2

Provide aided language stimulation using picture cards of assorted ob!ects. 2ave students practice identif ing picture cards with one and two s llable sounds. -or example, $frog and fox( have one s llable, whereas $farmer and fireman( have two s llables.
Multisensor.
At the language center, provide ob!ects of assorted textures *foam, metal, plastic, tile, and rubber+. 2ave students practice sorting these items into ob!ects of one and two s llables. 2ave students use musical instruments *drums, tambourines, rh thm stic#s+ to tap out the s llables for words of familiar ob!ects.
5uring small group instruction, have students practice identif ing and clapping their hands to the s llables in their names. As a school6to6home connection, have the children practice clapping the s llables of famil names and pet names. As# the students to bring in pictures from maga7ines and photographs to use with small6group s llabication practice.

As# the students to bring two favorite ob!ects from an classroom center. Practice identif ing the s llables for the word or words that identif each ob!ect.
1oca&ular.
8uild vocabular with large6 and small6group read6aloud time. 5uring large6group reading time, invite the children to sa selected words and practice clapping the s llables for those words. Provide models, ob!ects, and pictures of selected words from the read6aloud experience. 2ave students ta#e turns holding an item and clapping out the s llable of the word for each item.

2ave students wor# on individual graph charts to sort familiar pictures into one and two s llable words. 2ave students develop a classroom picture graph of $favorite to s.( 2ave each student place a picture of their favorite to on the graph chart under the number of corresponding s llables.
READING Lesson Plan Sorting /onsonants

The student will distinguish between /b/ and /s/ sounds and will accuratel associate the letters B and b with /b/ and the letters S and s with /s/.
0etter and 9ounds K.:
The students are expected to #now the letters of the alphabet. The students are expected to have practice with identif ing the beginning sounds of some alphabetic letters.
Materials needed
Picture cards with pictures of ob!ects whose names start with the initial consonant /b/ sound or the initial consonant /s/ sound Two large $letter cards,( one with B ; b written on it and one with S ; s written on it to serve as headers for the picture sort 9mall individual white boards, chal# boards, pieces of paper, or an material on which students can write
Lesson "rocedure
1. <ather the students in a small circle. 3xplain to the students that the are going to sort a set of pictures into two groups = one with pictures of ob!ects whose names start with the initial sound /b/ and another with pictures of ob!ects whose names start with the initial sound /s/. ". Place the B b and S s letter cards as the headers for the groups, and model the sort b placing a /b/ picture under the B b card, sa ing the name, and stretching out the word in order to isolate the /b/ sound. .epeat the procedure for an /s/ picture. ,. 2ave the students help sort the remainder of the picture cards b having students sa the name of the ob!ect pictured on each card, deciding in which group it belongs, and placing the card in the appropriate group. ". )n subse>uent lessons, ou ma add other consonants to this sort for a total of four letters.

?sing an enc clopedia software program, conduct a search for animals with the beginning sound 4b4 for 8b and 4s4 for 9s. 3xplore the school librar and choose boo#s, audio tapes, video tapes, and games that have the beginning sound 4b4 in 8b and 4s4 in 9s. 2ave students use highlighting tape or stic# notes to mar# identified words in classroom librar boo#s with the beginning sound 4s4 for 9s and 4b4 for 8b.
Multisensor.
Provide a variet of writing materials and tools *pencils, mar#ers, chal#, paint and paint brushes, glitter glue, etc.+. 2ave students practice writing simple words that begin with the beginning sound 4s4 9s and 4b4 8b. 2ave students practice ma#ing words from pipe cleaners and coo#ed spaghetti noodles. 2ave students create simple words from the classroom word wall for the letter sounds 4s4 for 9s and 4b4 for 8b.
)nvite the students to bring in $show and tell( ob!ects that have the beginning sound 4s4 for 9s and 4b4 for 8b. As# classroom volunteers to wor# at reading centers. @olunteers ma wor# with students on sorting picture cards and word cards into $letter6sound( charts with labels indicating the beginning sound for 4s4 in 9s and 4b4 in 8b.

2ave students wor# in small groups to develop a class chart4graph b gluing word cards and picture cards that can be sorted under the headings 4s4 for 9sA 4b4 for 8b and 4f4 for -f. 2ave students wor# with partners to support peer tutoring with additional practice in sorting picture cards and word tiles for beginning sounds for 4s4 in 9s and 4b4 in 8b.
1oca&ular.
5evelop a classroom word wall. 3ncourage students to refer to the word wall throughout small groups, large groups, and during independent seat wor#. Attach new words for the classroom word wall with @elcro for eas removal b students during writing experiences. Provide additional librar boo#s, children&s maga7ines, posters, and catalogs to use with ta#e6home activit bags as a school6to6home connection.

Provide a classroom schedule with pictures and written words to support the dail routine. Breate mini6schedules using pictures and words to gain additional practice with letter6sound relationships
READING Lesson Plan The Sounds o% R and S

The student will distinguish between /r/ and /s/ sounds and will accuratel ma#e the /r/ and /s/ sounds. The student will identif a set of pictures of ob!ects whose names begin with /r/ or /s/.
0etters and 9ounds K.:
The students are expected to #now the letters of the alphabet. The students are expected to have had practice and experience with oral language involving participation with singing, poetr , nurser rh mes, and chants.
Materials needed
Plastic r and s letters 8oo# with /r/ words 8oo# with /s4 words Cne letter die for each pair of students Cne set of 1" pictures of ob!ects whose names begin with the /r/ or /s/ sounds for each pair of students Cne game board for each pair of students
Lesson "rocedure
1. 8efore the lesson, ma#e game board grids from cardstoc#, as shown below. The spaces on the game boards should be large enough to hold the picture cards that will be used. Also, ma#e letter dice from wooden cubes. ?se a mar#er to write R, r, S or s on each face of the cube.
". 2ave the students sit in a small circle. 2old up the plastic letter R, and as# the name of the letter. Then, do the same for the plastic letter S. 0a the letters on the floor or on the table. ,. Tell the students that toda the are going to learn the sounds that these two letters ma#e. 5emonstrate how to ma#e the 4r4 sound, and describe how to ma#e that sound *teeth and lips slightl openA tongue curved up at the front+. 2ave the students practice ma#ing the sound. 4. .ead a boo# with words that begin with /r/. 2ave the students chime in with the /r/ words, exaggerating the beginning /r/ sound.
Department of Education 2004 :
D. .ead the boo# again, and have the students clap their hands or snap their fingers when the hear a word that begins with the /r/ sound. E. 9how the students how to ma#e the /s/ sound, and describe how to ma#e that sound *teeth and lips slightl apartA air forced between tongue and top teeth+. 2ave the students practice ma#ing the sound. :. .ead a boo# with words that begin with /s/. 2ave the students chime in with the /s/ words, exaggerating the beginning /s/ sound. F. .ead the boo# again, and have the students clap their hands or snap their fingers when the hear a word beginning with the /s/ sound. G. As# the students if the can thin# of an more /r/ and /s/ words. Tell the students that ou are going to teach them a game so that the can learn more about the /r/ and /s/ sounds. ?sing the die, the picture cards, and the game board, have a volunteer help demonstrate the game. 0a the /r/ and /s/ picture cards face up on the game board *one picture card per s>uare+. .oll the die, sa the name of the letter that comes up, and ma#e the sound of that letter. Then, pic# up a picture card that has the same beginning sound as the letter that was rolled. 9a the name of the ob!ect in the picture, and la the card on the floor near ou. Then have the volunteer do the same. Bontinue in this fashion until all of the cards are ta#en from the game board. )f ou get to a point where there are onl /r/ pictures or onl /s/ pictures left, ou ma have the students either roll again or s#ip a turn until the correct letter is rolled. 1H. Pair the students, and distribute materials. As the students pla the game b themselves, circulate around the classroom, and tal# to them about the letters the have rolled. 1. ?se the game in a learning center for additional reinforcement.

.esearch $animals( using librar software programs and )nternet sites. 2ave students wor# together to form a simple classroom stor boo# from the animals the find with the beginning letter sounds associated with 4r4 and 4s4. Adapt classroom boo#s using @elcro and $removable word cards.( $.emovable word cards( are attached with @elcro and positioned on top of the written word in the text. Bhildren can activel participate in the reading process using aided language stimulation b removing or attaching the $word card( on each page as the teacher reads the stor aloud.
Multisensor.
2ave students practice sorting picture cards and word cards with the beginning sounds for 4r4 and 4s4. 2ave students use pla dough or cla to create letters for words that represent the beginning sound for 4r4 and 4s4. 2ave students use finger paint to practice writing words with the beginning sound for 4r4 and 4s4.
/o00unit. /onnection2
)nvite an author or illustrator into the classroom. )nvite grandparents and communit leaders to become classroom volunteers. 2ave volunteers wor# with language centers and boo#6ma#ing centers.
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2ave students wor# in small groups to develop a classroom alphabet boo#. 9tudents can write words and draw pictures for each page of the alphabet boo#. -or those students with fine6motor challenges, provide magnetic and foam letters to use in developing words that support each page of the alphabet boo#. These words ma be glued or taped onto the alphabet pages.
1oca&ular.
?se large6group reading time to introduce boo#s that include repetitive phrases and sentences. Provide simple sentences and displa them on classroom visuals, including poc#et charts, bulletin boards, chal#boards or posters. 2ave students participate in a large6group reading exercise. As# individual students to identif the beginning letter sound and underline the letter with highlighting tape. 9tudents ma need to wor# in pairs. 2ave students begin developing a picture dictionar that includes pictures and written words for each letter of the alphabet. 9tudents ma develop individual dictionaries as well as a classroom dictionar .

Provide maga7ines, catalogs, and boo#s for use as a $cut and paste activit .( 9tudents ma use these materials when searching for words that begin with the letter of the wee#, such as 4r4 or 4s4. 2ave #indergarten students wor# with $student buddies( from an older classroom. 9tudents can wor# with their partners to create a picture boo#. 9tudents become author4illustrators and share their boo# with other children and teachers.
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READING Lesson Plan Toda. Is 3 3 3

The student will be able to match voice to print.
Boncept of Print K.D
The students are expected to have practiced language participation during large6group activities. The students are expected to have practiced listening s#ills, and emergent reading s#ills in a large6group setting.
Materials needed
0ined chart paper 1ar#ers
Lesson "rocedure
1. 2ave the students sit on the carpet in front of the lined chart paper. 8egin the lesson b writing the words $Toda is( and reading them to the students. ". As# the students, $%ho can tell me the da of the wee#'( Bontinue re>uesting information and writing it on the chart = the name of the month, the da &s date *the number+, and the ear. The first sentence should finall loo# li#e this/ $Toda is -rida , November :, "HH4.( ,. Point to each word, reading the sentence aloud with the students. Then, have a volunteer attempt to read the sentence, pointing to each word as he or she reads aloud. 4. Bontinue with the weather/ $)t is a IIIIII da .( As# volunteers to contribute the weather words. The second sentence should loo# something li#e this/ $)t is a sunn and cool da .( Again, point to each word as ou read the sentence aloud with the students. Then, have a volunteer attempt to read the sentence, pointing to each word as he4she reads aloud. D. Next, write about the resource of the da / $%e go to IIIIIIII.( -ollow the above procedures until ou have the sentence completed and read. E. 2ave the students ta#e turns reading the three sentences. :. Cnce letter sounds and sight words have been introduced, this lesson can be used to show beginning and ending sounds in words.

2ave students locate different calendars within the classroom, school building, and librar . Pose open6ended >uestions about the characteristics of a calendar where all students ma participate in reading aloud the months of the ear and the da s of the wee#. )ncorporate a communication board and4or switch6activated communication device for students who need additional support with language activities. ?se the classroom computer and a word processing program to create simple calendar sentences to place on chart paper. Allow students to have the words written in different colors. -or example, all weather words could be the color blue and the da s of the wee# could be green. ?se information from the dail calendar to write a morning message. Practice reading the morning message in a large group setting. The students ma cop the morning message into their dail !ournals. As an alternative to traditional !ournal writing, students ma use a tape recorder, or portable word processor to demonstrate and practice writing and reading the dail morning message.
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Multisensor.
5evelop sentence starters on sentence strips and invite students to pair up and practice reading the sentence starter and adding words to complete the sentence. -or example, a sentence ma beginJ $Toda isJ( The weather is J( 2ave available an assortment of highlighters for the students to use in underlining or circling the words as the read them to their partner. Also, have available an assortment of writing tools *mar#ers, pencils, chal#, pens, and cra ons+ for students to use when adding words to complete the sentence starter. ?sing music and movement, have the students sing a familiar tune that includes naming the da s of the wee# or the months of the ear. )nclude ph sical movement and encourage active participation.
8egin a class discussion about weather6related activities such as summer sports, winter sports, and wee#end activities. As# students to draw a picture to represent an activit for each weather t pe. -or example, the students ma draw a scene of the beach, par#, a snowman, or a person snow sledding. 3ncourage students to share their drawing and give a short language experience to tal# about the illustration. )nvite a meteorologist into the classroom as a guest spea#er to share a short stor and weather6related activit . Ta#e a wal#ing fieldtrip during the different seasons. ?se an audio recorder, video camera, and digital camera to record and document the environment. 2ave students wor# on a classroom boo# of seasons and use the recorded sounds and pictures to prompt language and sentence starters.

Assign students to wor# in pairs to develop a picture calendar identical to the large classroom calendar. Provide mini6schedules and calendars for each student to use with reading and writing practice.
1oca&ular.
.ead a variet of fiction and nonfiction boo#s related to monthl themes and weather6related topics. %or# on a student6developed boo# about the weather observed during the season. Add weather6related descriptive words to the word wall. -or example, add the words windy, cool, sunny, rainy, and hot.

Provide an interactive calendar and weather chart for students to practice manipulating the calendar as well as reading the class6developed sentences. 1a#e interactive charts available at the reading and librar centers. ?sing the school6to6home connection, invite students to wor# on a famil calendar that includes filling in the da s of the wee#, dates, month and ear on a blan# calendar. 3ncourage the students to write simple sentences about their evening and wee#end activities, as well as illustrations.
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READING Lesson Plan Poe0 Pu!!le

Organi!ing To"ic Related Standard#s$ o% Learning O&'ecti(e#s$ The tudent )i!! match ,oice to print' Prere)uisite *nderstandings+Kno,ledge+S-ills
The students are expected to have practiced listening and participating s#ills in large6group reading experiences. The students are expected to have practiced choral reading experiences in large6 and small6group settings.
Boncept of Print K.D
Materials needed
-amiliar short poem written on chart paper Pointer 1ar#er 3ach line of the poem written on a separate sentence strip Poc#et chart 9cissors *one per child+ <lue *one per child+ 8lan# paper *one per child+ %ord cards showing each word from the poem *one set per child+
Lesson "rocedure ;efore the !e on/ )rite the poem on chart paper/ and prepare )ord card <one et per chi!d= ho)in$ each )ord from the poem on a card'
1. 9how the poem on the chart paper. Point to each word with the pointer as ou read it to the students. 5iscuss vocabular as needed. ". Point to each word with the pointer, and have the students choral read the poem with ou. .epeat this several times. ,. Ball on volunteers to use the pointer and read the words of the poem. 4. Put the sentence strips into the poc#et chart, and draw the students& attention to them. As# a volunteer to come up to the poc#et chart and to point to each word as all the students choral read the poem. D. .emove the strips from the poc#et chart, and pass them to a few of the students. 2ave the volunteers use the scissors to cut the strips into word cards. E. 0a the sentence strip word cards on the floor. As# a child to find the first word of the poem and to put it into the poc#et chart. Point to the word on the charted poem as the child searches for the word. )f the child has difficult finding the word, as# volunteers to help b naming the first letter and then pulling those cards aside. .epeat for the remainder of the word cards. :. 2ave the students use their individual word cards to practice putting the poem $pu77le( together. After the students have placed the word cards correctl on a sheet of paper, the should glue them on the paper. Allow students to use the chart poem as a resource. F. %hen the are finished, the students should find a partner and read the poem.

?sing a word processing program, print one cop of the poem for each student. 2ave students use scissors to cut the poem into individual words. ?sing glue or tape, the students ma develop individual mini boo#s to use with reading practice. Provide boo#s on tape, recorded nurser rh mes, and poetr to add to the listening and librar center. @ideotape small groups of children reciting and acting out the poem.
Multisensor.
?se bubble paint for added texture when writing the poem onto chart paper. Providing textured writing adds a sensor experience for students to explore during individual and small group reading practice. Provide dr 6erase boards and mar#ers to be used during large 6group time. 3ncourage students to practice writing and reading individual words from the poem. 9tudents practice writing words and reading them to other students.
)nvite an author or stor teller into the classroom to share poems with the students. 3ncourage students to ta#e their mini6boo#s home and read to their families and neighbors.

At small groups use a poc#et chart to displa all the words that ma#e up the familiar poem. 1odel b removing the words and then sorting them into the familiar poem. )nvite students to choose words from the poc#et chart. 9tudents wor# with partners and rebuild the poc#et chart to create the familiar poem. ?sing the librar center, have students record their voices with an audio recorder as the practice reading familiar poems and nurser rh mes.
1oca&ular.
Bhoose words from the poem to add to the classroom word wall. 2ave students practice writing the poem on lined paper. 3ncourage students to illustrate the poem and read it to other teachers and classrooms in the building. )nvite guest readers to share nurser rh mes and poems during large and small group settings.

2ave students practice writing the familiar poem onto large poster board. 3ncourage students to cop the poem from the large visual displa ed in the classroom. 9tudents who have difficult with the writing process, provide sentence strips or index cards that contain words to the familiar poem. 9tudents ma glue these words onto their poster board to create the familiar poem. 1a#e classroom volunteers available to assist oung learners b encouraging all students to participate at their developmental level with reading, writing, language and organi7ational s#ills.
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READING Lesson Plan Telling and Retelling

The student will be able to identif and describe characters in a stor . The student will be able to retell a stor in correct se>uence.
@ocabular and Bomprehension K.E, K.F
The students are expected to #now what a character in a stor is. The students are expected to be able to sit >uietl during the reading of a stor .
Materials needed
8ig boo# formatted text that lends itself to prediction and includes pictures that have a close correlation with the text
Lesson "rocedure
1. 8efore the lesson begins select an appropriate text, and collect manipulatives representing #e characters. The manipulative ma be a representation of the character, or to provide more support, it ma be the character engaged in a #e action from the stor . ". )ntroduce the stor b as#ing students to tal# about what the see on the boo#&s cover and on the title page. The students should predict what the stor will be about. Provide positive feedbac#, reinforcing logical responses that draw on both students& prior #nowledge and information from the picture and title. ,. .ead the stor and stop at pre6planned points to prompt students to consider what will happen next and to !ustif their predictions based on text, pictures, and #nowledge of the reason an event might occur. 4. 0ead discussion b prompting students to give their personal responses to the stor . *-or example/ 5id ou li#e the stor ' %hat did ou li#e about the stor '+ D. .eread the stor without interruption. E. 9how the manipulatives for #e characters one at a time, identif ing each character and retelling what each did in the stor . :. .andoml place the manipulatives in clear sight of the students and lead the students to use the characters to retell the stor in se>uence. This activit ma be repeated b the class several times across several da s. The character manipulatives ma also be placed in the classroom where students can use them to retell the stor .

?se a tal#ing word processor program *e.g., )ntellital# ))+ to create an overla on an alternative #e board that includes phrases that represent the se>uence of events of a stor and4or characters. @ideotape the students acting out the characters of the stor or retelling the stor . ?se computer6generated graphics that represent characters and events for some students as the interact with the stor . ?se %i##i 9tix or stic# notes for students to ph sicall interact with the stor . *3xample/ students ma come up and place a stic# note on a character name or face.+ )f a boo# is available on B5, have the students manipulate the characters and events in the stor .
17
Multisensor.
2ave students create puppets to portra the characters in the stor as well as re6enact the se>uence of events. 2ave students clap or ma#e a sound at certain points of stor , such as when a character&s name is mentioned. 5iscuss and decide on this prior to reading. As# students to turn to a neighbor to discuss during different points in the stor . This will help build the oral language for some students.
)nvite a parent reader or guest reader to read a stor to the class. Plan a fieldtrip to a local theatre to watch a pla A as# the students to later identif the characters and describe events in se>uential order. )nvite another classroom in to observe the students retelling the stor using puppets.

2ave students pair up or wor# in small groups to perform a retelling of the stor . 2ave students dress up during learning centers to retell the stor . 2ave students practice placing pictures of familiar stor lines into se>uential order. 9et up learning centers or literac centers to involve matching characters to the appropriate setting of a stor . 2ave students create a simple stor with illustrations of characters including the favorite part of the stor .
1oca&ular.
9hare a variet of fiction and nonfiction stories of various characters and settings to help build vocabular and reading readiness. )nclude character words from familiar stories onto the class word wall.

Practice retelling stories with a beginning, middle, and end.
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READING Lesson Plan M.ster. 4ag

Organi!ing To"ic #oca+u!ar( and Comprehen ion Related Standard#s$ o% Learning K.E, K.F O&'ecti(e#s$
The student will as# >uestions and will develop a h pothesis about a m ster item based on >uestion responses. The student will use inventive spelling to write a sentence about his or her h pothesis.
9tudents are expected to follow one6 and two6step directions. 9tudents are expected to use words to describe4name people, places, things, location, si7e, color, shape, and actions. 9tudents are expected to begin to follow rules for conversation. 9tudents are expected to be able to print the uppercase and lowercase letters of the alphabet
Materials needed
8ag, box, or some other opa>ue container 9mall model of something that is related to a topic being studied in the classroom *)f stud ing maps and globes, for example, use a tin model of a globe.+ Bhart paper or presentation s stem 1ar#er *if using chart paper+ Bra ons Pencils D614"K b 46144K boo# pages with room for an illustration and for words at the bottom *one per child plus a few extras+
Lesson "rocedure
1. At the conclusion of an in6depth unit, put the model into the bag or other container. )ntroduce the 1 ster 8ag to the class b showing the bag and telling them that it contains an item the have been learning about. ". 3xplain the 1 ster 8ag game rules to the students. Tell them the ma onl as# >uestions about the m ster item that can be answered with yes, no, or sometimes. <ive an example and a non6example of these #inds of >uestions. Tell the students that the ma not guess the contents of the bag out loud and that the must #eep their guesses a secret. ,. )n order to help students focus their vocabular , remind them that the item in the bag is something the have been stud ing about. 4. 2ave the students as# >uestions. )f a child as#s a >uestion that cannot be answered with yes, no, or sometimes, redirect the student. %rite the >uestions and answers on the chart paper, or t pe them on the computer, using a presentation s stem. D. After 1H >uestions have been as#ed, have the class read the answers when ou read the >uestions. <ive the class a few minutes to thin# about the >uestions and develop a h pothesis about the item&s name. E. 5emonstrate how to formulate and write a sentence that identifies a guess *e.g., $)s it a rabbit'(+. 9how the page for the boo#. Tell the students that the should draw a picture of their guess at the top of the paper and write their >uestion at the bottom. :. As the students finish their wor#, gather the boo# pages. %hen all students have finished, let each child share his or her guess and explain what led them to their decision. F. .eveal the m ster item. As# some of the students who guessed correctl how the determined the name of the item. F. Cn an extra boo# page, illustrate the item that was in the bag and add a sentence stating the name of the item *e.g., $)t is a rabbitL(+. Add a cover, bind the boo#, and add it to the classroom librar .

Provide access to a picture6s mbol word processing program or a tal#ing word processing program to write and edit. Provide access to pencils with adaptive grips to assist with writing. Provide access to modified paper for the independent writing. Allow students to use a slant board during independent writing.
Multisensor.
?se interactive writing b inviting students to come to the board to write letters that the #now when creating the chart with the student >uestions and answers. 9elect an item that allows students to use multiple senses before ma#ing their guess *touch, smell, hear+. Bolor6code the chart so that ever other >uestion is written in a different color and the es and no responses are written in green and red.
)nvite a member of the school communit to come to school as a m ster person who is standing outside the classroom. 2ave students ma#e guesses and h potheses about ob!ects the might see on a fieldtrip. After going on the trip, have them determine whether their h pothesis was correct. Assign students to bring in their own m ster ob!ects from home to share with the class.

Place the m ster bag or box with new items in a learning center so students can continue to practice this s#ill. Place the boo# in the classroom librar or reading center for repeated readings. 2ave students wor# in pairs to create their pages.
1oca&ular.
.eview the terms h pothesis, m ster , secret, and guess.

Provide a sound4letter correspondence chart for student to refer to while the write their boo# pages. %rite out the examples and non6examples of proper es4no >uestions using a T chart. 1odel a page of the boo# and create a large visual representation of the page for students to refer to while the are creating their own pages.
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Reading Lesson Plans

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ENGLISH STANDARDS OF LEARNING

ENHANCED SCOPE and SEQUENCE

KINDERGARTEN Reading SAMPLE LESSON PLANS

Department of Education 2004

Department of Education 2004

READING Lesson Plan What Sounds Do I Hear

Phonological Awareness K.4

S"eci%ic o"tions %or di%%erentiating this lesson Technolog.

S0all Grou" Learning

Student Organi!ation o% /ontent

Department of Education 2004