Lesson Plan: Shared Reading

The Emperors New Clothes

Name: Andrea Davis
Subject: Reading

Grade: K
Topic: Shared Reading

Date: 1/22/15
Time: 30 minutes

Common Core:
I.KeyIdeasandDetails
CCSS.ELALITERACY.RL.K.1
Withpromptingandsupport,askandanswerquestionsaboutkeydetailsinatext.
CCSS.ELALITERACY.RL.K.2
Withpromptingandsupport,retellfamiliarstories,includingkeydetails.
CCSS.ELALITERACY.RL.K.3
Withpromptingandsupport,identifycharacters,settings,andmajoreventsinastory.
II.CraftandStructure
CCSS.ELALITERACY.RL.K.4
Askandanswerquestionsaboutunknownwordsinatext.
III.IntegrationofKnowledgeandIdeas
CCSS.ELALITERACY.RL.K.7
Withpromptingandsupport,describetherelationshipbetweenillustrationsandthestory
inwhichtheyappear(e.g.,whatmomentinastoryanillustrationdepicts).
IV.RangeofReadingandLevelofTextComplexity
CCSS.ELALITERACY.RL.K.10
Activelyengageingroupreadingactivitieswithpurposeandunderstanding.
V.PrintConcepts
CCSS.ELALITERACY.RF.K.1
Demonstrateunderstandingoftheorganizationandbasicfeaturesofprint.
CCSS.ELALITERACY.RF.K.1.A
Followwordsfromlefttoright,toptobottom,andpagebypage.
CCSS.ELALITERACY.RF.K.1.B
Recognizethatspokenwordsarerepresentedinwrittenlanguagebyspecificsequences
ofletters.
CCSS.ELALITERACY.RF.K.1.C

Understandthatwordsareseparatedbyspacesinprint.
VI.PhonologicalAwareness
CCSS.ELALITERACY.RF.K.2
Demonstrateunderstandingofspokenwords,syllables,andsounds(phonemes).
CCSS.ELALITERACY.RF.K.2.A
Recognizeandproducerhymingwords.
CCSS.ELALITERACY.RF.K.2.E
Addorsubstituteindividualsounds(phonemes)insimple,onesyllablewordstomake
newwords.
VII.PhonicsandWordRecognition
CCSS.ELALITERACY.RF.K.3
Knowandapplygradelevelphonicsandwordanalysisskillsindecodingwords.
CCSS.ELALITERACY.RF.K.3.A
Demonstratebasicknowledgeofonetoonelettersoundcorrespondencesbyproducing
theprimarysoundormanyofthemostfrequentsoundsforeachconsonant.
CCSS.ELALITERACY.RF.K.3.C
Readcommonhighfrequencywordsbysight(e.g.,the,of,to,you,she,my,is,are,do,
does).
VIII.Fluency
CCSS.ELALITERACY.RF.K.4
Reademergentreadertextswithpurposeandunderstanding.
Objective:
Students will learn about story elements and valuable concepts of print by reading
as a class and actively participating in decoding skills and reading strategies. Through the
elevation of student talk and response, students receive the opportunity for heightened
intellectual struggle and problem solving strategies.
Summary: Students will practice class-devised reading strategies throughout the entire
lesson: 1) Look at the picture 2) Look at the words 3) Think about what makes sense.
Students will be encouraged to predict and comprehend the text. As they participate in
discussion before, during, and after the lesson, students are encouraged to struggle
intellectually, to challenge themselves, and explain their thinking.
Academic Language Objective:
Students will exchange information and ideas while collaborating with partners
during and after the reading of the story. Active listening of the English language

throughout the lesson promotes internalization of the academic vocabulary that will assist
with justification of ideas and observations.
Materials:
Big Book, Pointer, Post-It Notes, Book Stand, *Optional: a stuffed animal and
robe to use as an introduction to the lesson
Vocabulary:
Emperor, vain, sly, fool
I.

ANTICIPATORY SET

Motivation/ Purpose
Have students internalize the reading strategies
Allow for greater understanding of story elements and their importance
Providing students time to adequately think through problems as well as
challenging them with higher level open-ended questions
Increase confidence in reading and internalize concepts of print
Increase awareness of comprehension and prediction skills
Activate Prior Knowledge
Ask students about the story elements we have already discussed: character,
setting, beginning/middle/end for retelling, problem/solution
Openly discuss examples of stories we have read and their story elements
Explicit instruction on the parts of the book (cover, turning the page, where
we read)
II.

INSTRUCTION

List Procedure
Review the How to Read Chart
o Look at the picture
o Look at the words
o Think about what makes sense
Put on the robe and act out a little skit that involves the premise of The
Emperors New Clothes
Use the pointer to read through the text (concepts of print)
Reinforce how we read (What tool will we use?): When we read we look at
the letters
As the story is read, uncover post-it notes using prediction skills and
phonemic skills
Ask students questions such as: What characters have we met so far in the
story? Is this character good or bad? Where is the story taking place?

Finish reading the story

Ask students questions to prompt student-driven talk. Allow students to have
ample wait time for responses and encourage engagement in discussions
through partner talk and random calling for answers.

III.

GUIDED PRACTICE
To encourage the subconscious implementation of reading strategies, the
students will be guided through the text with the use of the pointer, and intonation
of words will be encouraged. Copying sounds from the previous instruction will
assist with reading fluency. Encourage low readers to fully participate, and ask
individual students to help read or predict to keep them engaged. Partner talk
allows all students to answer the questions and hear from peers more examples.

IV.

CLOSURE
Students will discuss details from the story. What do you remember from our
story?/ What was one thing you learned from our story?/ Tell me what your
partner said about the characters. Have students then come to the front of the
room to organize the order of the story.

V.

INDEPENDENT PRACTICE/ SUMMATIVE ASSESSMENT

Students will practice their independent reading with their reading tubs. These
tubs are filled with books at their correct reading level, determined by DRA
assessments. Using the clues and methods discussed in this lesson, students will
be more confident in their reading ability and will internalize these strategies.
Students will demonstrate improvement in these skills through independent
reading. Informal observations will serve as the immediate summative assessment
for this lesson. Shared reading allows for proper scaffolding for beginning readers
by providing explicit teaching for how to read.
Extension: After this story has been discussed, students will complete a sheet
to retell the story in their own words. Students will write and illustrate their
interpretation of the story. The teacher will dictate students retelling of the story
as a means of assessment and to gauge class understanding and mastery of certain
story elements.