Literacy Lesson Plan

Amy Ramirez
Sally Gomez, 2nd grade, Melody Elementary School
4/27/2016

Literacy Lesson Plan for Transitional Reader:

The child is an ELL transitional reader student and is currently reading at a J level. As a transitional
reader, she is able to demonstrate comprehension through story retelling and summarizing, as seen in the story
retelling of the Three Billy Goats Gruff story. When re-telling, she is able to provide details about characters,
such as names, as well as plot and resolution. In addition, the student is capable of connecting the stories she
has read to her actual experiences. She is also able to read silently and has a large sight vocabulary. When faced
with a word she is unfamiliar with, Sally is able to use different strategies she has learned in order to self-correct
and figure out the word.
Fluency
Learning Objectives:
Objective
Standard of Learning
Assessment
SOL 2.5 The student will use
The teacher will follow the student
The student will use
phonetic strategies when reading
as she reads, using his or her own
strategies in order to
and spelling.
physical copy to make any marks
increase reading fluency
SOL 2.6 The student will use
or corrections. The teacher will
semantic clues and syntax to
record the number of words
expand vocabulary when reading.
incorrect, as well as keeping time
during the reading, to see how long
it takes the student to complete
reading the poem. Afterwards, the
teacher will repeat this action
during the second reading. The
both results should be recorded by
the teacher (written down).

Materials needed:
o Physical copy of poem by Kenn Nesbitt (My Dog Ate My Homework)
My dog ate my homework.
That mischievous pup
got hold of my homework
and gobbled it up.
My dog ate my homework.
It's gonna be late.
I guess that the teacher
will just have to wait.
My dog ate my homework.
He swallowed it whole.
I shouldn't have mixed it
with food in his bowl.

From: http://www.poetry4kids.com/poem-332.html#.VyCyFqgrLIU

o Timer
Time for this part of lesson:
9 minutes of this lesson will be used to address this part of the lesson (30%)
Procedure:
The teacher will get together with the student. Both the student and the teacher will have a physical
copy. The teacher will have the student read the poem once. After the student finishes reading, the
teacher will have the student identify the periods and ask them what they signify (an end of a thought).
Afterwards, the teacher will have the student re-read the poem a second time, this time asking the
student to be aware of the periods and to stop after every line and period. Before the student begins to
read, the teacher should model the desired behavior. The teacher will time student and record any
mistakes (this will be part of the assessment).

Word Study
Learning Objectives:
Objective
The student will differentiate
between words and their
contractions
Student will apply
knowledge of contractions
by using them to create
sentences.

Standard of Learning
SOL 2.13.e. Use apostrophes in
contractions and possessives.
SOL 2.13.f. Use contractions and
singular possessives.

Assessment
The teacher will take two (more if
theres time) of the contractions in
the card deck and will ask the
student to create a simple sentence
using the contraction on the card.
(ex: I havent seen her). This
will show the teacher if the student
knows how to apply the
contractions, in addition to
knowing what words form the
contraction.

Materials needed:
o Notecards written with word pairs (will not, cannot, etc.)
o Notecards written with contractions (wont, cant, etc.)
Time for this part of lesson:
6 minutes of this lesson will be used to address this part of the lesson (20%)
Procedure:
The student and the teacher will get together to play a game of word study concentration. The teacher will
shuffle the notecards and lay all the cards flat on the floor or table with the blank side up and the written side
facing down. (Depending on the length of the lesson, the number of card pairs can vary)- for the sake of time,
this student will receive five pairs of cards). The teacher will tell the student to pick up one card and see what
the word(s) is (are). If the student picks up a contraction, then ask the student what the word is a contraction for.
If the word are the word pairs (will not, could not, etc.), ask the student what the contraction for the word pair
is. Once the student figures out the pair to the card they picked up, have them pick up another card. If the card
matches the card the student has in their hand, have the student set it aside. If the card does not match, have the
student identify that cards pair and have them set it back down. Repeat until the student has made every match.

Comprehension
Learning Objectives:
Objective
The student will demonstrate
comprehension of story through
retelling and summarizing

Standard of Learning
SOL 2.8 The student will read and
demonstrate comprehension of
fictional texts.
SOL 2.8. c. Ask and answer
questions about what is read.
SOL 2.8. e. Describe characters,
setting, and important events in
fiction and poetry.
SOL 2.8.f. Identify the problem and
solution.
SOL 2.8.h. Summarize stories and
events with beginning, middle, and
end in the correct sequence.

Assessment
After the game, the teacher will
have the student use the responses
that she made during the game and
have her provide a brief summary
about the story (doesnt have to be
more than 4 to 5 statements).

Materials needed:
o Short Story: George Washington and His Dogs
From: http://worksheetsplus.com/POTUS/presDayGWdogs.html
o Six-face Dice
Time for this part of lesson:
9 minutes of the lesson will be used for the comprehension part of the lesson plan (30%).
Procedure:
o The teacher will have the student read the story out loud. Afterwards, the teacher will have the
student roll the dice. Each side of the dice will represent a question that the student has to
answer. The sides of the dice and the questions that coincide are as follows:
1= What is the plot of the story (What is the story about?)
2= Who are the characters in the story (names)?
3= What is the setting of the story (Where does the story take place)?
4= When does the story take place?
5= What happened at the beginning, middle, and end of the story?
6= What are some questions that you have about the story?
Questions from: http://applefortheteach.blogspot.com/2014/03/roll-and-retellbuilding-summarizing.html
o If the student rolls the dice and gets a number that has already been repeated, have the student
roll again until the dice lands on number/side that has not been landed on yet.
Writing
Learning Objectives:
Objective
Standard of Learning
Assessment
The student will apply vocabulary
SOL 2.12 The student will write
The teacher will have the student
and knowledge of syntax and
stories, letters, and simple
make two columns on their paper
grammar in order to develop and
explanations.
(draw a line dividing the paper in
improve writing skills by writing a SOL 2.12. a Generate ideas before
half). The teacher will then ask the
story.
writing.
student to write down their main

The student will apply knowledge

of details and main ideas to
organize the story.

SOL 2.12 .c Expand writing to

include descriptive detail.

idea (ex: Cat drives a car) in the

left column and the details on the
right column (ex: Cat is brave).

Materials needed:
o Paper
o Pencil

Time for this part of lesson:

6 minutes will be used to address the writing part of this lesson (20%).
Procedure
The teacher will remind the student of the poem read (My Dog Ate My Homework). The
teacher will then ask the student to write a story about a crazy thing their pet would do or has
done. If the student does not have a pet, have the write about an imaginary pet that they would
have. This particular student does not have a pet, so the student will be asked to write about a
crazy thing that their imaginary pet would do (ex: If you had a pet, what is a crazy thing that
your pet would do?). The teacher will remind the student the concept of a main idea and the
concept of details. The teacher will then tell the student to make sure that she includes both
aspects in the story. The story does not have to be more than 3 sentences, due to time constraints.

Sources
An Apple For The Teacher: Roll and Retell - Building Summarizing, Communication, and Writing Skills.
(2014, March 18). Retrieved April 27, 2016, from http://applefortheteach.blogspot.com/2014/03/rolland-retell-building-summarizing.html
Nesbitt, K. (2005). My Dog Ate My Homework. Retrieved April 26, 2016, from
http://www.poetry4kids.com/poem-332.html#.VyCyFqgrLIU
Presidents Day Reading Comprehension. (n.d.). Retrieved April 26, 2016, from
http://worksheetsplus.com/POTUS/presDayGWdogs.html