Jessica Henry

READ 366
Professor Horst
14 November, 2016

Literacy Lesson Plan

Jessica Henry
K, 1st Grade, River Bend Elementary School
November 14, 2016

Literacy Lesson Plan for Emergent Reader:

K is a young six-year old female who contains a vibrant personality. She is very funny and gets along
well with her classmates and all educators involved in her learning experience. She displays a motivation for
learning and works hard in all aspects of her education. K regularly works with the TLC resource teacher at the
elementary school to develop her literacy skills five days a week for thirty minutes each session. K appears to
be in the emergent stage of literacy development based on the analysis and interpretation of various assessment
results. K appears to be in the emergent stage of literacy because she displays a developing concept of word. K
tends to lose her place while reading sentences in a book or sentences that she wrote herself. However, she is
beginning to self-correct herself, which shows me she is slowly moving into the beginner stage. Another
indicator of emergent reading and writing is that she often spells words using the clear sounds she hears. For
example, she may spell birthday as brda. While K is developing phonological awareness, she is also still
developing phonemic awareness and phonics skills as well because she continues to struggle specifically with
medial sounds and consonant blends and diagraphs. Under these circumstances, I have created a lesson plan for
K to work on developing stronger skills in the specific areas listed.

Diet:
Concept of Word
Learning Objectives:
Objective
Students will
verbally express
The Perfect
Snowman poem
they were
introduced to
yesterday using
the motions that
go along.
Students will
state words
found in The
Perfect
Snowman by

Standard of Learning
1.1 The student will continue to

demonstrate growth in the use of oral

language.
c) Participate in a variety of oral language
activities, including choral speaking and
reciting short poems, rhymes, songs, and
stories with repeated patterns.
1.2 The student will expand understanding
and use of word meanings.
a) Increase listening and speaking
vocabularies.
b) Use common singular and plural nouns.
1.5 The student will apply knowledge of
how print is organized and read.
c) Match spoken words with print.

Assessment
I will audio
record the
students
retelling the
poem.
I will audio
record the
students playing
the snowflake
game.
I will take note
of each
students ability
while finger
reading the

playing the
snowflake game.
Students will
read sentences
from the poem
through finger
reading.

1.6 The student will apply phonetic

principles to read and spell.
e) Blend beginning, middle, and ending
sounds to recognize and read words. f) Use
word patterns to decode unfamiliar words.

sentences using
a checklist with a
section for extra
comments and
notes.

Materials needed: *SEE EXAMPLES AT END OF DOCUMENT*

1. Small bucket
2. Laminated words from poem
3. Large paper with poem written on it
4. Laminated sentences/phrases from poems with large dots underneath each word

Time for this part of lesson: This part of the lesson will take 6 minutes during literacy center time. The
literacy centers will occur after the read aloud.

Procedure:
1.
2.
3.
4.

Choral read the poem together in the small group modeling proper concept of word.
Then, the students will choral read the poem together with no teacher assistance.
The students will play the snowflake game.
The first student picks a word out of the bucket and reads it. If they get it right, they
keep the word in their correct pile. If they get it wrong, they attempt to self-correct, but
if they are unable to they put the word back in the bucket.
5. The bucket passes to the next student in the circle and the pattern continues. If the
student picks a card that says snowflake, they have to put all the cards back in the
bucket.
6. To finish the lesson, the students will now use their knowledge of the words to finger
read sentences from the poem. The sentences will be passed around in order so the
poem follows the correct order. Under the sentences will be large dots to show where
the students should be pointing at while matching their speech.

Concept about Print

Learning Objectives:
Objective
Students will
listen to the
story The First
Day of Winter.
Students will
actively
engage in the
story by filling

Standard of Learning
1.9 The student will read and demonstrate

comprehension of a variety of fictional

texts.
f) Identify characters, setting, and
important events.
g) Retell stories and events, using
beginning, middle, and end.
1.2 The student will expand understanding
and use of word meanings.

Assessment
I will audio record
the read-aloud so I
can listen back to
determine if the
students
understood the
repetition in the
story by verbally

in blanks and
answering
questions.

a) Increase listening and speaking

vocabularies.
1.1 The student will continue to
demonstrate growth in the use of oral
language.
c) Participate in a variety of oral language
activities, including choral speaking and
reciting short poems, rhymes, songs, and
stories with repeated patterns.

filling in blanks
that I will create
during the reading
as the story
continues to
develop.

Materials needed:
1. The First Day of Winter

Time for this part of lesson: The read aloud will be the first 6 minutes of the entire lesson with the
literacy centers following it.

Procedure:
1. Begin to read the story. Introduce author, title, and illustrator. What does the author do?
What does the illustrator do?
2. Throughout the story, ask the students what they think the friend will give them next?
3. Once the story has developed and the repetition has occurred at least 3 times. Start letting
the students choral read with you and then fill in the blanks on their own.

Alphabet
Learning Objectives:
Objective
Students will
determine the
correct word
based on the
pictures
provided on
the word cups
and verbally
express the
correct word.
Students will
determine
what medial
sound cup
needs to be
placed onto
the word cup
in order to fill
in the blank

Standard of Learning
1.4 The student will orally identify,

Assessment
I will assess this by
produce, and manipulate various units
completing a checklist
of speech sounds within words.
for each student by
d) Blend sounds to make oneusing checks, xs, and
syllable words.
Cs to tally the number
e) Add or delete phonemes (sounds)
of words the students
to make new words.
complete correctly.
1.6 The student will apply phonetic
Checks will represent if
principles to read and spell.
a student gets the word
a) Use beginning and ending
correct. Cs represent
consonants to decode and spell
the student selfsingle-syllable words.
correcting his or her
d) Use short vowel sounds to decode
self. Xs represent
and spell single-syllable words.
e) Blend beginning, middle, and
when a student gets
ending sounds to recognize and read
the answer wrong.
words.
1.8 The student will expand
vocabulary.

and complete
the word.

d) Use text clues such as words or

pictures to discern meanings of
unknown words.
1.13 The student will write to
communicate ideas for a variety of
purposes.
f) Use correct spelling for commonly
used sight words and phonetically
regular words in final copies.

Materials needed: *SEE EXAMPLES AT END OF DOCUMENT*

1. Wintery paper cups with one syllable word wall words (already learned words) that contain
one vowel medial sound (sit, sat, play, will, etc.) displayed as a picture placed at the bottom
of the cup. Right above the picture in the middle of the cup will be the word written out,
but with a blank space for the medial sound, leaving only the beginning and ending sounds.
2. Larger clear plastic cups with medial sounds written in the middle of the cup
3. Bucket to stack the cups in

Time for this part of lesson: This part of the lesson will take 6 minutes during literacy center time. The
literacy centers will occur after the read aloud.

Procedure:
1. Place all the clear medial sound cups on the table
2. Stack the word cups in a bucket so that the students can randomly pick a word from the bucket
3. Students will take turns picking a word cup from the bucket. The student with the word cup will
look at the picture given and the beginning and ending letters and determine what word they
are supposed to be spelling. After doing so, they will pick the medial sound cup they think is
supposed to fill in the blank and place the cup on top of the paper word cup to fill in the blank.
The students will then read the word aloud again. If the student is correct, they get to keep the
cup in their stack of correct words.
4. The students take turns until six minutes has passed.

Language Play/Phonological Awareness

Learning Objectives:
Objective
Standard of Learning
Students will
1.4 The student will orally identify, produce,
and manipulate various units of speech
demonstrate
sounds within words.
rhyming skills
a) Create rhyming words.
by physically
1.1 The student will continue to demonstrate
displaying
growth in the use of oral language.
their
c) Participate in a variety of oral language
knowledge of
activities, including choral speaking and
rhyming
reciting short poems, rhymes, songs, and
words
stories with repeated patterns.

Assessment
Make note of any
students who
seem to be
struggling with
identifying
rhyming words.

Materials needed: *SEE EXAMPLES AT END OF DOCUMENT*

1. Twister board with rhyming words placed throughout the board, but close enough to each
other that the kids will be able to reach.
2. One set of laminated purple cards that determine the body part to be used. There are four
body parts: left foot, right foot, left hand, right hand. So, the body part cards should be
continuously shuffled.
3. A set of 6 cards for each color (red, yellow, blue, green). Each card in the set for the color will
contain one of the words written on the twister board dots of that color.

Time for this part of lesson: This part of the lesson will take 6 minutes during literacy center time. The
literacy centers will occur after the read aloud.

Procedure: This should be done on carpeted area away from literacy centers. Clear rules must be
defined as to speaking volumes and proper behavior.
1. Lay the twister placemat out on the floor and place the stack of purple cards and shuffled
different colored word cards next to the mat.
2. The student will first pick a purple card indicating the body part they will need to use (left hand,
right hand, left foot, right foot). Then, the student will pick a card from the word cards which
will determine what color and what word they need to put their body part on.
3. After finding the first word, a classmate or teacher will pick another purple card to indicate
which body part they will need to use for the next part, which is to find a nearby rhyming word
of the word their one body part is already on and place the new body part on that word. At this
point, the student should have one or two body parts on the board depending on what body
part card gets picked the second time.
4. Then, the next student does the same thing and the student after that and so forth until the six
minute time period is finished.

Writing
Learning Objectives:
Objective
Students will write new
word wall words neatly
and correctly.

Standard of Learning
1.12 The student will print

legibly.
a) Form letters
accurately.
1.13 The student will write
to communicate ideas for a
variety of purposes.
f) Use correct spelling for
commonly used sight
words and phonetically
regular words in final
copies.

Assessment
The students turn in
their work into the bin.
Their work will be
checked before the end
of the day allowing me
to take note of any
issues before sending it
home to their parents.

Materials needed:
1. Christmas light worksheet
2. White crayon
3. Markers
4. Colored crayons

Time for this part of lesson: This will be completed as seat work during the 6 minute period when the
students are not participating in a literacy center because their group has not been called yet.

Procedure: * SEE EXAMPLES AT END OF DOCUMENT*

1. The students will write their name at the top of the worksheet.
2. The students will neatly write their new word wall words in the lightbulbs on the worksheet
(one word per bulb) using white crayon.
3. After doing so, they will use markers to color in the lightbulbs and make their word magically
appear.
4. The students will turn their work into the bin.
EXAMPLES

Except snowflake version