Shared Reading Plan

Book Information:
Book: The Berenstain Bears: We Love Baseball
Author: Mike Berenstain
Illustrated by: Stan and Jan Berenstain

Level: Kindergarten/1st Grade

Introduction:

“The Berenstain Bears: We Love Baseball” written by Mike Berenstain is a book that
I chose to add to my literacy e-unit. My theme is Patriotism and this book relates to my
theme because baseball is the most popular sport in America. The game was first played in
America in the year 1862. This book is about a family of bears who go to watch the Bear
Town Badgers versus Grizzly Growlers. The book explains all the exciting things that
happen at baseball games. It explains what they wear to the game, the parts of the game,
and the family sings the national anthem.
This book is a good choice for shared reading because it uses words like love and
game which are good site words for the students to learn. My students will learn about
baseball and its relationship with America. By using this book for shared reading, the
students will learn the alphabet knowledge, phonological awareness, site words,
analogizing words, and phonics. Patriotism comes off as a boring topic for younger
students, but it can be taught in fun and engaging ways. I have chosen a variety of books to
teach students about patriotism and America. There are books about different historical
characters, baking, baseball and eagles. The variety was chosen in hopes of engaging each
learner in the topic.

Focus 1 - Alphabet Knowledge

Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.1.D:

Recognize and name all upper- and lowercase letters of the alphabet.

Activity to Teach Alphabet Knowledge: Say and Spray

To teach the alphabet to my students I will use design a lesson called Say and Spray.
For the first part of the lesson I will ask the students to help me write each letter of the
alphabet, capital and lowercase on the concrete outside using chalk. I will write each letter
several times so there are enough for each student. Once the letters are written on the
concrete. I will give each student a water squirter. When I say a letter of the alphabet, the
students will soak the letter until it disappears. This will help them learn the letters of the
alphabet and pick them out in a crowd of different letters. It is important for students to
learn the letters of the alphabet so that they can read and begin writing.

Focus 2: Phonological or Phonemic Awareness

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.K.2.E

Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
words.

Activity to Teach Phonemic Awareness: Sound It Out Parking Lot

Phonological and Phonemic Awareness is the next important step for learning how
to read. Phonological Awareness involves awareness of the sounds of oral language.
Phonemic Awareness is the awareness that words are composed of individual sounds. This
is important for children to learn how to sound out words, spell and read words. For Sound
It Out Parking lot, I will create a parking lot with tape. I will decide how many parking spots
they get and how many cars they get. For each word I say the student will park the same
number of cars as sounds in the word. For example, the word “game” I would use tape to
make the parking spots and then I would have each student fill 3 parking spots with cars
because there are three sounds in the word /g/a/me/. If students are not ready for this
step, then I could change it to sentence segmentation. So, if I said, “Bears love baseball”, the
students would park three cars showing that there are three words in the sentence. This
activity can be differentiated for my students. Depending on how far along they are with
Phonological awareness I could give them smaller or larger words. I could also have
students work together if I think they need a little extra help. The hands-on part of the
activity will really help engage students and keep them moving as opposed to completing a
worksheet.
 Focus 3: Sight Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3.C

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Activity to Teach Sight Words: Build A Sight Word

Site words or high frequency sight words are used for young children who are
learning how to read. These words appear very often, and students are taught to memorize
them instead of sounding them out or using other strategies to read these words. These
sight words help children improve their reading skills. Build A Sight Word is a hands-on
activity to teach students their sight words in a fun and engaging way. I will use building
blocks and write on them in sharpie. The base block will have the sight word written on it
and the small connecting blocks will have individual letters written on each. The students
will build the sight word with the connecting blocks and then connect those to the
corresponding, larger base block. For my book I could use words such as, the, bear, ball, all,
like, they, are, get, and look. This activity could be done individually or in groups.
Depending on how well the class seems to be doing with the site words I will assign groups
or have them complete the activity individually. If there are students who are struggling, I
could create groups of students to assist each other.
 Day 4: Analogizing Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3.D

Distinguish between similarly spelled words by identifying the sounds of the letters that
differ.

Activity to Teach Analogizing Words: Lets Have a Catch

This activity will help the students distinguish between similar sounding and/or
looking words. When students see words that look similar it is sometimes hard for them to
know the difference. This activity will have students create different words. Sometimes
they will use the same two letters and add on a different letter to create a new word. There
will be baseball gloves on the wall and each glove will have a different set of two letters.
Then I will have baseballs with a single letter on each. For example, if the glove has “at” the
students can add baseballs with letters such as “m”, “b”, “c”, etc.

m b c
at

Focus 5: Phonics

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3

Know and apply grade-level phonics and word analysis skills in decoding words.

Activity to Teach Phonics: Phonics Basket

This activity will teach the students the sounds that vowels, a, e, i, o, u, can make in a
word. This is an important skill for students to learn in order to decode words and read at a
higher level. The students will learn the sounds that vowels can make depending on where
they are in a word and the letters that are next to the vowel. This can be a confusing task
for students, so I will make sure to base the activity off their reading level at that time. I will
have baskets that are labeled with different vowel sounds, long and short vowel sounds.
Then I will have different objects or words to place in the corresponding basket. The image
below shows the idea clearly.

I will focus on the following words: love, town, team, say, all, down, ball, park, his, full,
crowd,
get, doll, big, play

/o/ /i/ /e/

/a/

Conclusion:

There are many important steps to take for children to learn how to read. These
steps build one on top of another. If the child misses a step or does not understand one of
the steps it will be hard for them to move on to the next step. This shared reading plan
begins with alphabet knowledge then moves onto Phonological and Phonemic Awareness.
After these activities the students will learn site words. After they have successfully
completed these activities, the students will learn analogizing words and phonics. The
combination of these activities and lessons will create successful and strong readers.