Lesson plan - information processing model

Grade Level: K-5, Reading

Objectives:
As a result of this lesson, students will be able to:
Recognize their name when they see it.
Recognize other words that start with the same letter as their name and sound them out.

Materials:
Index card- one per child
Two books per child
Pencils or markers- one per child
Small poster board- one per child
Small sticky notes- one pad per child

Suggested Time: 25-30 minutes a day over one week

Procedures:
1.

Get the childrens attention by calling the class to order then group them into small groups of 3

to 4 children.
2. Explain the objective of this activity.
3. Explain that the children will be on a quest to look for words that begin with the first letter in
each childs name.
4. And ask if anyone has any questions about what they are supposed to do.
5. Give each child the materials required for this activity.
6. Demonstrate how the activity works by using teachers favorite book Library Lion to show the
children how to look for words using your own name.
7. Demonstrate how to write the word on the poster board.
8. Tell children my name is Lisa and the first letter in my name is L.
9. Review the sound the letter makes.
10. Show the children that you found the word lion on the page and sound out the word.
11. Tell children now Im going to write the word Lion on my paper.
12. Ask the children what is the first letter in your name and praise them for their responses.
13. Ask if they can sound out their name and praise them again.
14. Encourage the children to use their books to look for their words that start with their own first
letters of their name.
15. Tell them to mark the page where they find their words with one of their sticky notes.
16. Tell them to write the word on their poster board.
Check for Understanding:
Ask the children to raise their hand if they would like to share the book they chose and their list with the class.
Pick a child one at a time to bring their paper and their book to the head of the table to share their words with
the class. Have them say their name and what letter it starts with sounding out the letter. Then have them say the
name of their book. Then have them place their poster board on an easel and point to each word and sound them
out. Talk about the sound that their letter makes. Then create flash cards by writing the word on the index cards
and tell them to draw a picture of the thing that the word represents on the card also. At the end of the week tell
the children to take their cards home and practice saying the words. And encourage them to add to their list by

finding other words that start with their letter then bring them back on the last day of the week to share the new
words they have found with their classmates.

References:
Dehaene, S. [WISEQatar]. (2013, October 25). How the brain learns to read [Video File]. Retrieved from
http://www.youtube.com/watch?v=25GI3-kiLdo
Huitt, W. (2003). The information processing approach to cognition. Educational Psychology Interactive.
Valdosta, GA: Valdosta State University. Retrieved from
http://www.edpsycinteractive.org/topics/cognition/infoproc.html
Schraw, G. & McCrudden, M (2013), Information Processing Theory, retrieved from:
http://www.education.com/reference/article/information-processing-theory/
Wolfe, P. (2010). Brain matters: Translating research into classroom practice. (2nd ed.). Alexandria,VA:
Association for Supervision & Curriculum Development.