Literacy Lesson Plan

Sarah Burleson
Rachel, Kindergarten, Elkton Elementary School
November 15th 2016

Literacy Lesson Plan for Beginning Reader:

Rachel* is a five-year-old, white, female kindergartener at Elkton Elementary school. She
previously attended preschool so this is not her first year of formal classroom instruction. Rachel
is a very active student in class in that she participates by answering questions asked by the
teachers and completes assigned work with little or no teacher assistance. She is in the highestleveled reading small group that works directly with myself and my Cooperating Teacher every
day during group time. She often talks about how much she likes reading and likes to read books;
she was very willing and excited to complete these literacy assessments for me, especially when
I told her that she was helping me with my school work. She performed well on many of the
assessment that I gave her, which placed her into the literacy developmental stage of a Beginner
Reader. The characteristics of a beginning reader that Rachel is exhibiting include reading a little
longer books, but still not being able to read silently, using developmental spelling with
beginnings, endings, and some vowels, utilizing decoding strategies to read, having between 10
to 100 sight words, and taking part in interactive writing.
Diet:
Fluency
Learning Objectives:
Objective
The student will
demonstrate fluency by
reading words on sight with
accuracy, they recognize
words and sentences on
sight, and use good diction

Standard of Learning
Assessment
K.1 The student will
The teacher will
demonstrate growth in the
assess student
use of oral language.
learning by The
a) Listen to a variety of
teacher will assess
literary forms.
the student's fluency
b) Participate in a variety of
as they are reading
oral language activities
by seeing if they
including choral and echo
student is reading the
speaking and recitation of
assigned sentence
short poems, rhymes,
correctly in terms of
songs, and stories with
using correct words,
repeated word order
diction, punctuation ,
patterns.
in the assigned voice,
c) Participate in oral
with automatic word
generation of language
recognition and good
experience narratives.
reading aloud skills.
d) Participate in creative
dramatics.

e) Use complete sentences

that include subject, verb,
and object.

Materials needed: A copy of the book Tam and Sam in the Orange Grove for each
student, a container to place the cards of voice commands into, and a copy of each of the
cards.

Time for this part of lesson: 12 minutes will be used to complete this fluency lesson

Procedure: To prepare for the activity, the teacher will cut up the cards of the voice
commands and place them into the container that the students will select when reading.
To begin the lesson, the teacher will give a copy of the book Tam and Sam in the Orange
Grove, a book the students have read before, to each student. Next, the teacher will
engage the students in a guided echo reading of the book. The teacher will then explain to
the students that they will each be taking turns in reading a line from the book aloud but
they must first select a voice command from container. The teacher will help the student
to read the voice command card and then the student must demonstrate fluency in reading
by reading the line they are assigned in the voice command they selected from the
container. The teacher will assess the student's fluency as they are reading by seeing if
they student is reading the assigned sentence correctly, in the assigned voice, with
automatic word recognition and good reading aloud skills.

Word Study
Learning Objectives:
Objective
The student will correctly
identify the sight words
spoken by the teacher in
the context of the game of
BINGO.

Standard of Learning
K.6 The student will
demonstrate an
understanding that print
conveys meaning
d) Read his/her name and
read fifteen meaningful,
concrete words.

Assessment
When a student wins a
game of BINGO, the
student must correctly read
the sight word under each
winning token.

Materials needed: List of sight words on BINGO board for teacher to read aloud, a copy
of the BINGO board for each student participating in the game, tokens to signify a
covered spot on the BINGO board for each student, and small prizes to reward each
student.
Time for this part of lesson: 6 minutes will be used to complete this lesson
Procedure: The teacher will ask students to sit and give a copy of the BINGO board to
each student. Next, the teacher will give a large handful of the tokens to each student so
that they may cover the sight word read aloud by the teacher. The teacher will then tell
the students that they may cover up the free space with a token, and that at each sight
word read by the teacher, they must cover only one spot on the BINGO board even if
they see the sight word in another space. The teacher will also remind the students that
when they get BINGO, they must call out "BINGO!" and then will be asked to correctly
read each sight word under the winning line of tokens. If they cannot correctly read the
sight word, they cannot win. The teacher will then begin reading sight words from the list
of words they have until a student gets BINGO, correctly identifies all five sight words
under their winning tokens, and obtains a prize for winning the game.

Comprehension
Learning Objectives:
Objective
The student will correctly
match the sentence to the
picture that it describes
using comprehension skills
of descriptive words.

Standard of Learning
K.2 The student will expand
understanding and use of
word meanings.
c) Use words to
describe/name people,
places, and things.
d) Use words to
describe/name location,
size, color, and shape.

Assessment
After the student has
matched all pictures to a
sentence, the teacher will
assess the student on
accuracy of relevant and
correct matches.

Materials needed: A cut printout of all the sentences and matching pictures for each
student

Time for this part of lesson: 6 minutes will be used to complete this comprehension
lesson

Procedure: The student will read all of the sentences given to them by the teacher and
will attempt to find the matching picture based upon the vocabulary and concept clues
given in each sentence. For example, the student could match the sentence to the picture
by use of the animal name (vocabulary) or by the color (concept) listed. After the student
has matched each picture to a sentence, the teacher will ask the student to read the
sentence aloud and will assess the correctness of the student's reading of the sentence and
of the picture they matched to the sentence.

Writing
Learning Objectives:
Objective
The student will write at
least one sentence
following along with a
prompt given by the teacher
with their best spelling and
handwriting possible.

Standard of Learning
K.11 The student will print
in manuscript.
a) Print uppercase and
lowercase letters of the
alphabet independently.
K.12 The student will write
to communicate ideas for a
variety of purposes.
a)Differentiate pictures from
writing.
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
The teacher will assess the
students by seeing if they 1)
wrote at least one sentence
with words spelled out
phonetically
2) if their sentence followed
along with the given
prompt

Materials needed: A sheet with the writing prompt, lines for writing, and a box for the
picture for each student, pencils for each student, and coloring/drawing materials for each
student

Time for this part of lesson: 6 minutes will be used to complete this writing lesson

Procedure: To prepare for the lesson, the teacher will make copies of the prompted
writing sheet for the correct number of students and make sure all the other needed
materials are accessible. To begin the lesson, the teacher will give each student a paper
and pencil. Next, the teacher will read the prompt for the writing lesson to the students.
For this lesson, it can having students recall something taught in an earlier part of the
lesson, such as describing an event in the book Tam and Sam in the Orange Grove or
something that is important to the class instruction following this literacy lesson. The
student will be tasked with writing at least one sentence that follows along with the
prompt given on the sheet. (Example: Q: What did Tam and Sam do in the Orange
Grove? A: They picked oranges from orange trees.) They will not be given any teacher
assistance but will be tasked with spelling by sound. After they have written their
sentence, the student may then draw a picture to represent their sentence.