Tara Krajicek

Shared Reading Lesson Plan

Introduction

The book that will be used for this shared reading lesson sequence is “Sailing the Windy

Waves”. The book follows a young boy and his grandpa and the steps they take in order to build

a wooden sailboat. It is a level 2 book appropriate for Kindergarten and 1st grade emergent

readers. The book is a part of a thematic unit centered around the theme “weather”. The shared

reading sequence is taught over 5 days. Skills and strategies that will emerge from this book

include alphabet knowledge, sight word recognition, phonological awareness, phonics skills, and

ability to analogize words.

All words and activities done throughout this lesson will be added to a word wall that will

be posted in the room through the entire weather unit. This allows students to look back and

remember not only the words but the strategies used to read and understand those words. The

goal of the shared reading lesson is to have students use the strategies and skills learned from

reading “Sailing the Windy Waves” and apply them to any self-selected or assigned reading in

the future.
 Day One: Concepts of Print/Alphabet Knowledge

Standard: CCSS.ELA-literacy.L.K.1.A Print many upper and lowercase letters

Lesson: The lesson will begin with an introduction of the objective and reading the book as a

group. After reading the book “Sailing the Windy Waves,” students will engage in an activity to

teach printing uppercase and lowercase letters. The technique is called Sandy Letters. Students

will look at a letter on a card and write that letter in a small sandbox (see picture). The letters that

will be focused on in this lesson are S, W, Y, V, and G because they appear frequently in the

book and are in the title words. Once students finish writing each letter (upper and lower case)

they will check that letter off on their checklist. The teacher will check each letter for accuracy

before the student may move on to the next card.

This strategy is beneficial because it involves visuals along with body/kinesthetic

learning. Rather than printing the letters on paper, students create the letters with their fingers

and the body movement will help with deeper understanding for some students.
 Day Two: Sight Word Recognition

Standard: K.1.C. Form regular plural nouns orally by adding /s/ or /es/ (example: dog/dogs,

wish/wishes)

Lesson: The lesson will begin with an introduction of the objective and reading the book as a

group. This lesson will be focused on recognizing the sight words water, boat, step, help, lunch,

and door through the strategy Sight Word Fishing. Scattered on a table will be fish with sight

words printed on them. Also on the table are two fish bowls, one marked “s” and the other

marked “es”. Using a magnet on a fishing pole, students will fish for the word, say it aloud, then

place it in either the “s” or “es” bowl. Then, the student will say the new, plural word using the

correct ending. For example, if a student fishes for “lunch”, they would say “lunch”, place the

fish in the /es/ bowl and say “lunches”. Once the activity is completed the sight word fish will be

added to the word wall.

This strategy is beneficial for learning plural nouns because it involves physically sorting

words into the correct ending group. Students do not have to write anything down, the whole

activity is done orally and bodily. Adding the fish to the word wall will help students remember

that words have different endings to make them plural, and it will spark their memory of the

activity rather than just seeing a printed word.

 Day Three: Phonological Awareness

Standard: CCSS.ELA-LITERACY.RF.K.2.A Recognize and produce rhyming words.

Lesson: The lesson will begin with an introduction of the objective and reading the book as a

group. This lesson will be focused on pairing words that rhyme using a word found in the book

and a word that may not be found in the book using visual representations of the words. The

strategy is called “Rhyming Rainbow”. Scattered on the table will be puzzle pieces that are half

of a rainbow and a cloud, with a picture on the cloud (see picture below). Students will have to

connect two rainbow-halves that contain pictures of rhyming words. Word pairings include wave

and cave, cat and hat, sail and pail, and boat and goat.

This strategy is beneficial because students are able to match words that rhyme based

solely on their sound; no letters or written words are involved in this activity. Today’s lesson will

also be good preparation for the next lesson, Phonics, which involves visual and written

representations of words.
 Day Four: Phonics

Standard: CCSS.ELA-LITERACY.RF.1.2.C Isolate and pronounce initial, medial vowel, and

final sounds (phonemes) in spoken single-syllable words.

Lesson: The lesson will begin with an introduction of the objective and reading the book as a

group. This lesson will focus on isolating beginning, middle, and end parts of a word (sounds

and letters) and then putting them together to understand how the entire word looks and sounds.

The strategy is called “Drive-Thru”. Using white boards and toy cars, students will write parts

of a word on the white board. Then they will drive the car across the word parts and say the

sounds associated with each chunk. They will repeat the drive a few times, increasing the reading

speed with each drive. On the last drive, the student will read and say aloud the entire word.

Words will include single-syllable words from “Sailing the Windy Waves”; an example would

be the word wind, written as w, in, d and the student would drive the car across and say each

sound eventually reading the whole word. Once the whole word is pronounced, the student will

write “wind” at the top of the white board. See the video below for an example of this strategy.

https://www.youtube.com/watch?time_continue=188&v=0cHVWMPuBYY
 Day Five: Decoding by Analogizing Words

Standard: CCSS.ELA-LITERACY.RF.1.3.E Decode two-syllable words following basic

patterns by breaking the words into syllables.

Lesson: The lesson will begin with an introduction of the objective and reading the book as a

group. This lesson will be focused on reading two-syllable words and identifying each syllable.

The strategy is called “Clip It!” Students receive note cards with two-syllable words from the

book including Grandpa, model, windy, sailboat, finished, and inside. The cards (pictured below)

will include an image and the written word, with numbers at the bottom to represent syllables.

The students will read and say the word aloud, and use a clothespin to “clip” the number of

syllables that are in the word. Some of the sight words from Day Two will be mixed in to

reinforce recognition of those words. Once the activity is completed the notecards with the clip

will be pinned to the word wall.

This activity is beneficial because it allows students to see the written word, a visual for

that word, and a visualization of the syllables. Adding the entire card to the word wall, including

the clothes pin, will help students remember that every word is composed of syllables and they

can decode any word by breaking into chunks.