Literacy Lesson Plan

Jenna Clark
Kate, Kindergarten, Deerfield Elementary School
15 November 2016

Literacy Lesson Plan for Emergent Reader:

Kate is five years, old and is in Kindergarten classroom at Deerfield Elementary School.
She is in a class with seventeen other students. Kate is a very curious student and always is
eager to learn. She currently is in the middle reading group, but her teacher think she will be
moved up to the high reading group after the next set of evaluations. She struggles with
following direction, but tends to stay on task throughout the day.
Based on the phonological awareness assessment, writing samples, and a retelling
assessment completed by Kate, the data collected from the results shows that Kate appears to
be in the emergent stage for literacy. We should consider Kate to be in the emergent stage,
because she demonstrates alphabet knowledge, concept of word, a sense of the beginning,
middle, and end of a story, retelling abilities, and phonemic awareness. She still struggles with
reading multi-line text and focuses a lot on pictures that connect to the words.

Diet:
Concept of Word
Learning Objectives:
Objective
Children will be introduced
to a rhyme, practice the
rhyme, and then be able to
say the rhyme to the
teacher (Itsy Bitsy Spider).

Standard of Learning
OralLanguage
K.1 The student will
demonstrate growth in the
use of oral language.
b) Participate in a variety of
oral language activities
including choral and echo
speaking and recitation of
short poem, rhymes, songs,
and stories with repeated
work order patterns.

Assessment
Children will lead the group
by pointing and saying the
words to the rhyme. We will
do one rhyme over the
course of a week, and four
different children will lead
the group at large each day.
The teacher will check off
that each child has
completed the task.

Materials needed:
- Large lined paper to write rhyme on.
- Sharpe or marker to write the words.
- Something to stand or hang the paper on, so the children can see.
- A pointer to point at the words and model left to right reading progression

Time for this part of lesson:

- The activity will take place during the second six minutes (a follow up activity that
is related to the read aloud).

Procedure:
The teacher will prepare the rhyme in advance. The teacher will read the
children the rhyme and use the pointer to indicate left to right reading progression.
The teacher and students will then say this rhyme 3-5 more times. Then the
teacher will call on a child to come up and lead the group in saying the rhyme. The
previous step will be repeated with 3 other children to make up one day. The next
day of the week another 4 children will say the same rhyme until the whole class
has lead the group.

Concept about Print

Learning Objectives:
Objective
The students will be able to
identify different characters
that are speaking in the
book.

Standard of Learning
Reading
K.5 The student will
understand how print is
organized and read.

Assessment
Children will answer
questions about who is
talking throughout the book.

e) Match voice with print.

Materials needed:
- The Very Busy Spider by Eric Carle

Time for this part of lesson:

The activity will take place during the first 6 minutes.

Procedure:
The teacher will read aloud The Very Busy Spider by Eric Carle. The teacher will
introduce the author and the illustrator. The teacher will then go onto read the
book. There are many different characters that speak in this book, so the teacher
can ask who is speaking, while reading the book. The children will raise their hands
to answer with the different names of the animals or that the spider is speaking.

Alphabet
Learning Objectives:
Objective
Children will be able to
match uppercase and
lowercase letters.

Standard of Learning
Assessment
K.7 The student will
The children will play Match
develop an understanding of it! Alphabet memory with 4
basic phonetic principles.
people total and match the
uppercase and lowercase

a) Identify and name the

uppercase and lowercase
letters of the alphabet.

letters. The goal is to find

and match as many
matches as possible while
taking turns.

Materials needed:
- Match it! Alphabet Memory Game (2
sets, one group of 4 children and one
group of 5 children)
- Table to play on

Time for this part of lesson:

- This activity will be paired up with the
Language play/Phonological
awareness activity. Nine children will
be at one station and nine will be at
the other. This will take place during
the third or fourth set of six minutes
(depends on the group).

Procedure:
This activity is paired with the Language play/ Phonological awareness
activity, so there will be two stations. Half of the children (9 children) will be at one
station and the other nine will be at the other station. There will be 52 cards in
each set. The point of the game is to match the uppercase and lowercase letters of
the alphabet. This works on the recognition of uppercase and lowercase letters.
The children will play till all the uppercase and lowercase letters have been
matched. Clean up, so the next group could us it or game could be put away.

Language Play/Phonological Awareness

Learning Objectives:
Objective
Standard of Learning
Students will be able to put
Oral Language
together groups of words
that rhyme

Assessment
Children will be given a
baggy full of words with a
picture on one card. They
K.4 The student will identify, will use these words to put
say, segment, and blend
together groups that rhyme.
various units of speech
The teacher will check
sounds.
words when students are
finished.
b) Identify and produce
words that rhyme.

Materials needed:
- Bags with words and pictures that rhyme ( 5 sets, because children will work in
pairs and the teacher or assistant will play to make an even number of groups).
- Carpet to play on

Time for this part of lesson:

- This activity will be paired up with the Alphabet activity. Eight children will be at
one station and eight will be at the other. This will take place during the third or
fourth set of six minutes.

Procedure:
This activity is paired with the alphabet activity, so there will be two stations.
Half of the children (9 children) will be at one station and nine will be at the other
station. The children will take out all of their cards and make groups of which ones
rhyme. The children will say the words to each other and then agree or disagree if
they rhyme or not. Then will make piles of which ones do and do not rhyme. The
teacher will check the words when students are finished. Put all words back in bag
for the next group to use.

Writing

Learning Objectives:
Objective
Children will attempt to
write what there favorite
activity was so far today in
their journals. This includes
reciting a rhyme, a read
aloud, alphabet matching
game, or matching words
that rhyme.

Standard of Learning
Writing
K.12 The student will write to
communicate ideas for a
variety of purposes.
b) Draw pictures and/or use
letters and phonetically
spelled words to write about
experiences.
c) Use letters and beginning
consonant sounds to spell
phonetically words to
describe pictures or write
about experiences.

Assessment
Children will be asked to
practice writing and drawing
a picture of their favorite
activity they have done so
far. The teacher (or
teachers) will go around and
ask the children what they
wrote about in their journal.
The teacher will then
correct their sentences and
the children will practice
writing the correct
sentence.

Materials needed:
- Journals (binder with printer paper that has half the sheet open to draw on and
half the sheet with lines, so the children can write).
- Pencils for the children.
- Crayons
- Pen for the teacher to correct work.

Time for this part of lesson: What part of 30 minute lesson will be used for this
part?
- This activity will take place during the last 6 minutes.

Procedure:
Children will sit at the desks or tables they have in their classroom. They will
pull out their journals and flip to a clean page. Children will be instructed to write
and draw about their favorite of the four previous activities. The teacher will
remind them of the three activities. Child will use pencils to practice writing their
sentence. Children will use crayons to draw their picture. The teacher or teachers
will go around and ask the children what their sentence says. The teacher will then
correct their sentence in pen, and student will practice writing the corrected
sentence.