Literacy Lesson Plan

Amanda Shouse
A.J. (Pseudonym), grade: Kindergarten, Hugh K. Cassell Elementary
Date: December 4, 2015

Literacy Lesson Plan for Beginning Reader:

A.J. is a beginning level reader. She has concept of word and is reading D leveled books.
When spelling words, A.J. grasps beginning, ending, and most vowel sounds. However,
reading is not as advanced as spelling. Her current word sorts are only pictures sorted
by beginning sounds. She needs to be advanced in her word sorts to help improve
decoding skills.

Diet:
Fluency 40%
Learning Objectives:
Objective
Build fluency in reading, using
a rhyming book.
Identify rhyming words

Standard of Learning
K.1bParticipate in a variety
of oral language activities
including choral and echo
speaking and recitation of
short poems, rhymes, songs,
and stories with repeated word
order patterns.

Assessment
Listen to child read the book
Moonlight by Marcia Vaughan.
Use running record to track
students reading.
After reading through once ask
child to go back and point out
rhyming words.

Materials needed: Moonlight by Marcia Vaughan and running

record sheet

Time for this part of lesson: 5-7 minutes

Procedure: Pull student individually or in small guided reading group. Introduce the
new book to the student doing an echo read. Then have child read book out loud
by herself. Finally have child go back and point out rhyming words.

Word Study 20%

Learning Objectives:
Objective
Identify words sharing ending
sound and sort them.
Read words and understand
meaning of the word

Standard of Learning
K.4eIdentify words
according to shared beginning
and/or ending sounds.

Assessment
Watch child sort the words into
categories -ap, -op, -up.

Materials needed: List of words cut out (cap, flap, trap, flop, hop, stop, drop, cup,
pup, syrup)

Time for this part of lesson: 3-5 minutes

Procedure: Do activity individually or in the small reading group as previous

activity. Give child the words. Look at them together, read each one, and explain
meaning of each word. Give child the categories (-ap, -op, -up) and have them sort
the words. Fix any ones misplaced together.

Comprehension 20%
Learning Objectives:
Objective
Begin to have children practice
questioning while reading

Standard of Learning

Assessment

K.9 D Begin to ask and

answer questions about what
is read.

Listen to students talk to their

neighbor about certain
questions. Pose questions for
certain groups to consider and
give depth to their discussion.

Materials needed: Papa Please Get the Moon for Me by Eric

Time for this part of lesson: 10 minutes

Procedure: Read the book with entire class as a read aloud.

While
reading the book ask some questions from below to model how the children should
be questioning while reading. Then ask some questions from list below that
children should discuss in pairs or small groups.

Potential questions:
Why did Monica want the moon?
Could Monica reach the moon why or why not?
What object did Papa use first to try to get the moon?
How did Papa reach the moon?
Why couldnt Papa carry the moon to Monica?
What did the moon say to Papa?
How did Papa finally get the moon for Monica?
What did Monica do with the moon?
What happened to the moon and why?
Was the moon gone forever?
How big was the moon when Papa first climbed up to it?
Was the moon bigger or smaller when Papa took it home?
Was the moon bigger or smaller when it reappeared in the sky?

Writing 20%

Carle

Learning Objectives:
Objective
Label phases of the moon

Standard of Learning
K.12bDraw pictures and/or
use letters and phonetically
spelled words to write about
experiences.

Assessment
Paper students create with
moon phases, pictures and
words labeled correctly.

Materials needed: cutouts of phases of the moon large enough to stand on, paper,
crayons/markers

Time for this part of lesson: 10 minutes

Procedure: Do activity after read aloud with whole class, but pull students
individually or with guided reading groups once the portion of the activity where
students are moving around is done. Prepare large cut-outs of a full moon, halfmoon, quarter-moon, and stars, and make them large enough for a child to stand
upon.
Scatter the shapes across the classroom floor.
The kids form a single-file line, and then follow the teacher's directions for specific
motions while moving from shape to shape. For example, say something like: Lets
all hop to the first star. I like the way you follow directions. Now, lets all take baby
steps to the full moon. This large muscle exercise develops gross motor skills and
let the kids exert some energy. When this activity is finished, have the kids sit at
their tables and give them some paper and crayons or markers. Review the
shapes. Have them to draw and label the phases of the moon.