Literacy Lesson Plan

Lindsey Bolger
Gary, Pre-Kindergarten, The YCP
November 15, 2016

Literacy Lesson Plan for Emergent Reader:

The student that I assessed, Gary, is 3 years old and enrolled in Pre-K. Gary exhibits characteristics,
behaviors, and abilities of an emergent reader. I would categorize him as pre-alphabetic, meaning he is still
working on recognizing and learning all of the letters of the alphabet. Based on the assessments completed
and the data collected, I believe that Gary is in the emergent reader stage of literacy, so that is why I
recommend that he have an emergent literacy diet. The emergent literacy diet suggests that 20% of
instructional time be placed on each instructional goal, so I would allocate an equal amount of time to be
spent on each.
Specifically, I would recommend focusing on the alphabet recognition. Garys assessments reveal that
he is only familiar with some letters contained in his name. This further suggests that he is an emergent
reader. When completing the retelling assessment, I observed that the skill Gary did not display was pointing
to the text. When retelling the story, he used the images in the book and the information he could recall to
retell and comprehend it. That being said, I would suggest putting great emphasis on encouraging Gary to use
his finger to track the words as he reads. In terms of phonological awareness, I noticed that Gary had a lot of
trouble with identifying the initial sound in a word. I believe that this could be the case due to his lack of
knowledge about the alphabet. Nonetheless, I would recommend also putting emphasis on recognizing the
initial sound of a word in order to then develop more advanced skills such as blending words and identifying
consonant letter sounds.

Diet:
Concept of Word
Learning Objectives:
Objective
Students will demonstrate
correct word tracking skills as
they read a poem aloud

Standard of Learning
VA Literacy Foundation Block 5:
Print and Book Awareness
d) Follow text with a finger,
pointing to each word as it is
read from left to right and top to
bottom with assistance

Assessment
Students will correctly point to
each word of the poem Hickory
Dickory Dock as they read it
aloud

Materials needed:
The only materials needed for this part of the lesson are several printed handouts of the poem
Hickory Dickory Dock.
Time for this part of lesson:
This part of the lesson will account for 6 minutes, being 20% of the total instructional time is
spent on this section.
Procedure:

This activity will be administered during center time. The students will be split into groups of 3
that they will then rotate through the centers with. When introducing this lesson, I will give each
student a copy of the poem Hickory Dickory Dock. I chose this poem because it involves a mouse,
which connects to the character in the read aloud story. I will then instruct the children that they will
each take a turn at reading the poem, and while doing so they must follow along with their finger
tracking each of the words as they are spoken. By allowing each student to read aloud individually, this
gives an opportunity for the students to learn from one another. The students will have successfully
met this activitys objective if they follow the print with their finger throughout the entire poem.
Concept about Print
Learning Objectives:
Objective
Students will identify the picture
that corresponds to a specific
word

Assessment
Students will correctly recognize
the picture that is representative
of the specified word

Materials needed:
For this portion of the lesson, the only material that I will need is the book If You Give a Mouse
a Cookie by Laura Joffe Numeroff.
Time for this part of lesson:
This part of the lesson will account for 6 minutes, being 20% of the total instructional time is
spent on this section.
Procedure:
This part of the lesson will be conducted in a whole-group setting. I will ask the class to join me
on the purple rug for a read aloud. Then, I will instruct them that I am going to read the book If You
Give a Mouse a Cookie. As I read the book, I will pause periodically and ask the children to identify
where on the page they see an image that corresponds to the word I last read. For example, on page 3
the book states When you give him the milk I will pause after reading this sentence and ask the
children to point out where the milk is. Once they correctly identify it, I will continue to read. I will do
this throughout the entire read aloud, giving all the students a chance to correctly distinguish pictures
form print.

Alphabet
Learning Objectives:
Objective
Students will distinguish
between uppercase and
lowercase forms of letters.

Standard of Learning
VA Literacy Foundation Block 5:
Print and Book Awareness
e) Distinguish print from
pictures

Materials needed:

Standard of Learning
VA Literacy Foundation Block 4:
Letter Knowledge and Early
Word Recognition
d) Begin to match uppercase and
lowercase letters

Assessment
Students will correctly match the
uppercase and lowercase forms
of the letters m, o, u, s, and e.

For this portion of the lesson, I will need paper cut-outs of the letters m, o, u, s and e in both
uppercase and lowercase form, construction paper, and glue sticks.
Time for this part of lesson:
This part of the lesson will account for 6 minutes, being 20% of the total instructional time is
spent on this section.
Procedure:
This activity will be carried out during center time, following the read aloud and phonological
awareness activity that are both done in whole-group setting. Children will engage in this activity in
groups of 3 and rotate so that all students have a chance to participate and complete it. Each student
will be handed a glue stick, 1 piece of construction paper, and paper cut-outs of the uppercase and
lowercase forms of the letters m, o, u, s and e. For this activity, I will instruct students that they are
going to be spelling the word mouse, as a connection to the read aloud story. They will each have
their own paper cut-outs of the letters m, o, u, s and e. In addition to working on spelling, the students
will also be instructed that they are to also match the uppercase and lowercase forms of the letters.
They will demonstrate their alphabetic and word recognition by successfully gluing all of the letter
pairs side-by-side on the piece of construction paper theyre given.

Language Play/Phonological Awareness

Learning Objectives:
Objective
Students will identify words that
begin with and have the initial
/m/ sound.

Standard of Learning
VA Literacy Foundation Block 3:
Phonological Awareness
d) Successfully detect beginning
sounds in words

Assessment
Students will state at least 1
item to give the mouse that has
the initial /m/ sound.

Materials needed:
The necessary materials for this part of the lesson are chart paper and a writing utensil.
Time for this part of lesson:
This part of the lesson will account for 6 minutes, being 20% of the total instructional time is
spent on this section.
Procedure:
I will conduct this part of the lesson immediately following the read aloud, while the students
are still in one group. After I finish reading If You Give a Mouse a Cookie, I will explain to the children
that they are now going to decide what to give the mouse and once they have an idea they must raise
their hand and wait to be called on. Then, I will instruct them that the items we give the mouse must
begin with the letter m, or the /m/ sound, because that is the first letter in mouse. To generate
student responses, I will suggest milk as an item that we give the mouse. As the students give
responses, I will record them on the chart paper for all students to see. Displaying the list of ideas this
way will encourage students thinking.

Writing
Learning Objectives:
Objective

Standard of Learning

Assessment

Students will write the word

mouse correctly and then
create an illustration of mouse

VA Literacy Foundation Block 6:

Writing
a) Distinguish print from images
or illustrations
c) Copy or write letters and
numbers using various materials
e) Begin to use correct
manuscript letter and number
formation

Students will use a marker to

copy the word mouse by
tracing over each of the letters,
and then drawing an image of a
mouse

Materials needed:
The materials needed for this part of the lesson are construction paper and markers.
Time for this part of lesson:
This part of the lesson will account for 6 minutes, being 20% of the total instructional time is
spent on this section.
Procedure:
For this activity, some preparation is required. Before the activity is conducted, I will write the
word mouse on several pieces of construction paper, ensuring there is one piece for every student in
the class. This activity will be administered during center time and in the rotation with the activities for
both concept of word and alphabet recognition. The students will participate in this activity in groups
of 3. Each student will receive a piece of construction paper with the word mouse written in large
font at the top of the paper. I will instruct the children that they are to trace over the word mouse,
practicing their manuscript. They will then draw an illustration of a mouse. The mouses
characteristics and appearance are up to the individual student. By tracing over the word and then
creating an image of it, the students are both practicing their writing skills and distinguishing print from
illustrations.