Literacy Lesson Plan

Dana Wolinski
Zoey, Preschool, Young Childrens Program
Due: April 25th

Literacy Lesson Plan for Emergent Reader:

Zoey is a preschooler who is an all around eager student. When asked to
participate, she shows enthusiasm and is excited to read and learn about new things.
She seems to learn best when working on her own, and when she does work with others,
she wants tasks done her way. Zoey shows strong signs for being rather advanced
compared to many of her peers, but of course still has a lot ahead of her to learn. After
assessment, it is clear that Zoey is in the late emergent stage, meaning she still does not
have concept of word but can match beginning sounds, retell stories, point out the parts
of a book, and recognize the majority of the letters in the alphabet. Going forward, Zoey
needs more challenge as she moves into the beginner stage and gains concept of word.

Diet: 20% of time in each of the following categories: concept of

word, concept about print, alphabet, language play/phonological
awareness, and writing
Concept of Word
Learning Objectives:
Objective
The student will work to
be able to read from a
memorized text.

Standard of Learning
Virginia Literacy
Foundation Block 4:
Read simple/familiar
high frequency words,
including childs name.

Assessment
Observer will mark words
the student does not
read correctly/recognize
(running record).

Materials needed: Dressing Up by Jillian Cutting and illustrated by Jan van

der Voo (memorized/familiar text)

Time for this part of lesson: What part of 30 minute lesson will be used for this
part? 6 minutes (20%)

Procedure: Explain how this part of lesson will be carried out. The observer will
explain that she is expected to read through the book. Zoey will be given
Dressing Up, with which she is familiar. As she reads through, the
observer will mark down the words she reads incorrectly or does not
recognize.

Concept about Print

Learning Objectives:
Objective
The student will work
toward retelling a story
they have heard twice
before.

Standard of Learning
Virginia Literacy
Foundation Block 1:
Correctly identify
characters, objects, and
actions in a text with or
without pictures and
begin to comment about
each.

Assessment
Observer will write down
the story they retell,
noting details they
include and exclude.

Materials needed: If You Give a Pig a Pancake by Laura Numeroff and

illustrated by Felicia Bond; cut out characters from the story

Time for this part of lesson: What part of 30 minute lesson will be used for this
part? 6 minutes (20%)

Procedure: Explain how this part of lesson will be carried out. The observer will
read If You Give a Pig a Pancake. Then after reading the story, the
observer will retell it with cut out characters. Next Zoey will be asked to
retell the story on her own, using the cut out characters and her memory.
Her story will be recorded and she will be assessed on the level of detail
she includes.

Alphabet
Learning Objectives:
Objective
The student will work to
try and identify
matching upper and
lower case letters.

Standard of Learning
Virginia Literacy
Foundation Block 4:
Begin to match
uppercase and lowercase
letters.

Assessment
The observer will assess
her ability to match
upper and lower case
letters on a cookie sheet.

Materials needed: Cookie sheet; magnetic letters (upper and lower case)

Time for this part of lesson: What part of 30 minute lesson will be used for this
part? 6 minutes (20%)

Procedure: Explain how this part of lesson will be carried out. The observer will
give Zoey a cookie sheet with 20 magnetic letters randomly scattered
around. The letters should include 10 matches of upper and lower case
letters. Zoey will be asked to match the pairs together, and the observer
will take note of how well she does this task.

Language Play/Phonological Awareness

Learning Objectives:
Objective
Standard of Learning
The student will begin to Virginia Literacy
recognize rhyming
Foundation Block 3:
words.
Identify words that
rhyme and generate
simple rhymes.

Assessment
The observer will listen
to hear if the child is
able to produce a
rhyming word to pair
with his or her example.

Materials needed: none (have list of rhyming words memorized, or written

down)

Time for this part of lesson: What part of 30 minute lesson will be used for this
part? 6 minutes (20%)

Procedure: Explain how this part of lesson will be carried out. Zoey will be asked
to produce one rhyming word after the observer says each word. The
observer should say or read the word and wait for her to come up with
one that rhymes. If she is unable to think of a word or says one that does
not rhyme, she should be asked to try again or come back to it later. Her
results should be recorded.

Writing
Learning Objectives:
Objective
The student will work
toward being able to
copy words they
recognize or can
associate with.

Standard of Learning
Virginia Literacy
Foundation Block 6: Copy
various words associated
with people or objects
within the childs
environment.

Assessment
The observer will assess
the legibility and
spelling of copied words.

Materials needed: paper; writing materials; list of words they associate

with

Time for this part of lesson: What part of 30 minute lesson will be used for this
part? 6 minutes (20%)

Procedure: Explain how this part of lesson will be carried out. Zoey will be given
a piece of paper with her name, mom, dad, her sisters name, and her
cats name spelled out. She will be asked to copy these familiar words
that she sees regularly in her environment. The observer will support her
while she writes, and record the results of her copying skills.