CHD 119: Introduction to Reading Methods Reading Project Lesson Plan Format Follow the exact format listed

below. No other format will be accepted!

Age Level or Grade Level of the students: The grade level of the students is Pre-K Title of the Book: (Include the author and illustrator) Muddypaws and the Birthday Party Written by Deborah Chancellor Illustrated by Simon Mendez Title of the Poem: (Include author and illustrator) Thunder Written by Bobbi Katz Illustrated by Susan Estelle Kwas Phonics Element or Word Study Activity: (Name of activity only. No details necessary! For example: Identify M words) Identify digraphs and blends Picture Walk Vocabulary Words: (List the 3-5 vocabulary words) Scampered- to run or go quickly; to run playfully about Pounced- to spring, dash, or come suddenly Scolded- to find fault with; reprimand Twinkling- to sparkle in the light

Predicting Questions: (2 questions to ask before reading) 1. What sorts of things do you normally see at a birthday party? 2. What kinds of things do you think Muddypaws will get into at this birthday party?

Comprehension Questions: (3-5 questions to ask during and after reading) 1. Why were the children running into the house? 2. Why did Bens mother make Muddypaws go outside? 3. Why did Muddypaws not want to come back inside the house? Writing Journal Activity: (Written follow-up activity that relates to phonics, comprehension, or personal connection) What kinds of activities do you do when you go to birthday parties? Draw a picture of your favorite memory from a birthday party you went to or from one of your birthday parties. The teachers should go around to each child and help with kid writing and write what each child dictates to the teacher. VA Foundation of Learning Standards: (Include the learning standard and an explanation of how it correlates to specific lesson plan activities) Block #1- Oral Expression Listen with increasing attention to spoken stories read aloud. The children sit and listen to the story being read aloud to them. Correctly identify characters, objects, and actions in a picture book, as well as stories read aloud, and begin to comment about each. The children answer comprehension questions about what happens in the story. Make predictions about what might happen in a story. The children answer the prediction questions. Listen attentively to stories in a whole class setting. The children listen as a group the story being read aloud. Block #2- Vocabulary Use new vocabulary with increasing frequency to express and describe feelings and ideas. Children can talk about what they think will happen in the story. Expose children to a wide-variety of experiences to build vocabulary. This is done through the different vocabulary words presented during the picture walk.

Block #3- Phonological Awareness Discriminate similarities and differences in sound. The poem offers the opportunity to tell the difference between digraphs and blends. Successfully detect beginning sounds in words. In order to tell whether or not a word has a digraph or blend, the child needs to understand the beginning sounds of the word.