Literacy Lesson Plan

Justin Ball
TJ - Kindergarten

Literacy Lesson Plan for Beginning Reader:

Through a skillfully thought out literacy assessment and retelling assignment, TJs
literacy level has been determined to be equivalent to that of a beginner reader. A
beginner reader typically shows a concept of word, can identify letter names and
sounds, builds sight words, uses story language when retelling, sounds out simple worse,
and is aware of beginning and ending sounds. His diet consists of a 40, 20, 20, 20
percent ratio between fluency, comprehension, word study, and writing respectively.

Diet:
Fluency
Learning Objectives:
Objective
The student will read along
with the story, using the
pictures to associate with
what the picture of the
animal is to the written
word of the animal. He or
she will also find and sound
out the animal name.
Standard of Learning
Reading K.8.b: The student
will develop vocabulary by
listening to a variety of
texts read aloud.
Assessment
The student is successful if
he or she can identify the
animal, and read the
animals name on the page.
A tally sheet will be kept for
each page of the book to
mark off if they are able to
identify the animal, find the
animals name in the book
and then pronounce it all
together (or sound by
sound).

Materials needed:
o Animal Homes by Margie Burton, Cathy French, and Tammy Jones
Time for this part of lesson:
o This part of the lesson will be for ten minutes.
o The fluency component is 40% of the beginner reader diet, which is why Im
giving it ten minutes. The book is fairly simple and should be quick to read,
but the word fluency and connection is the most important part that will take
the longest time.
Procedure:
o The fluency portion of the lesson will take place as a read aloud. I will read
aloud the book titled Animal Homes, which has a total word count 48, and it
has four high-frequency words. The high-frequency words are, a, in, is,
and the, all of which are sight words for the kindergarten reading level. The
book is also a level B on the Fountas & Pinnell scale, because he wasnt quite
at a C level, but is still considered a beginner reader. As we read, I would
 have him tell me the animal in the picture, find the animals name on the
page, tell me the letters in the name, then sound it all. Putting this picture
identification with spelling makes the connection and buildings the pathway
in comprehension. The pictures also show the animals in their different
habitats but the book calls them, homes. Because the book is in the
science category, it makes the connections of animals to their habitats and
establishes the idea that different animals live in different types of places.

Word Study
Learning Objectives:
Objective
The student will use their
vocabulary skills to match
words to pictures.
Standard of Learning
Reading K.8.a: The student
will expand vocabulary by
discussing the meanings of
words.
Assessment
The student will be
successful if they can match
the word of the animal to
the correct picture of that
animal. A tally will be
checked off for each animal
that is correctly matched
with its name.

Materials needed:
o A set of flash cards that have the word of the animals written out on them
o A set of flash cards that have the different pictures of each animal on them
Time for this part of lesson:
o This part of the lesson will be for 7 minutes.
o The word study component is 20% of the beginner reader diet.
Procedure:
o The student will be given a pile of animal flash cards and a pile of animal
name flash cards. I can either lay them all out in their respective rows, or I
can let him sort them out himself. From then, I will tell him to match the
animal to the animals name watching carefully for what he titles each
animal and how he breaks down the words. I will also observe any sight
recognition from reading just reading the book with the animal names in it.

Comprehension
Learning Objectives:
Objective
The student will orally tell a
story about seeing or
owning an animal,
describing the animal, and
then putting the animal in
its home while describing
the home.
Standard of Learning
Oral Language K.2.c: The
student will use words to
describe/name people,
places, and things.
Assessment
The student will be
successful with their story
telling if they can use their
past memories to think of
an animal theyve seen and
put it in the correct home.
This part of the assessment
can be recorded and then
 listened to later, while
writing down the story that
he tells. It can also be
written down as he goes
along.

Materials needed:
o No materials are needed for this portion
o Maybe the rug or his table
Time for this part of lesson:
o This part of the lesson plan will be for 5 minutes.
o The comprehension component is 20% of the beginner reader diet.
Procedure:
o We can sit at his table or on the rug where we have circle time. I will ask him
to tell me story about an animal hes observed in his past, and what type of
home that animal lived in. I will remind him that every animal has a home,
just like the animals that we read about in the book. It is a good precursor to
the writing activity where I will get him to draw and write about it.

Writing
Learning Objectives:
Objective
The student will use their
experiences to draw an
animal and then correctly
put that animal in its
habitat. After that, the
student will write about
what type of animal it is and
what habitat it is in.
Standard of Learning
Writing K.12.b: The student
will draw pictures and/or
use letters and phonetically
spelled words to write about
experiences.
Assessment
The student will be
successful if they can draw
the animal in the correct
habitat, correctly identify
the animal using their
phonetic spelling, and
correctly identify the habitat
using their phonetic
spelling.

Materials needed:
o Paper
o Markers or Crayons
o Pencil
Time for this part of lesson:
o This part of the lesson will be for nine minutes.
o Writing is only 20% of the beginner reader diet, but Im giving it 8 minutes
because of the creative element.
Procedure:
o After the first three components of this lesson, I will give the student his
journal or a piece of paper and ask him to draw an animal in its home
(preferably one that isnt mentioned in the book). After, I will tell him to write
about the picture (meaning what is the animal and what home is it in).
Lastly, I will go through the words with him and get him to read his writing
back to me out loud, either leaving his idea or correcting it if he puts the
animal in the wrong home. The writing, drawing, and vocalization of words
ties together all the components of his diet, the comprehension, fluency,
word study, and writing into one culminate.