Jennifer Frazier

Shared Reading Plan

Commotion in the Ocean

Book Information:

Book: Commotion in the Ocean

Author: Giles Andreaea

Illustrator: Dave Wojtowycz

Introduction:

Commotion in the Ocean by Giles Andreaea is a theme related book to my sea

creatures emergent literacy unit. This is a valuable book to use in my unit because it incorporates

bright appealing colors, beautiful illustrations, and a rhyming scheme to capture students into the

reading. This book also provides introductions of marine vocabulary to students, along with

different animals and their habitats. The author includes many simple educational facts for the

different animals that students encounter throughout the book. The entire book is set up as mini

poems for each animal. The author introduces the animal with a title then has a short poem about

the animal below. The different rhyming schemes vary thought out the book.

This book is great for shared reading because it demonstrates the importance of alphabet

knowledge, phonological awareness through rhyming, sight words, and phonics. This story uses

sight words such as: there, that, but, can, walk, ect. Along with learning about sea creatures

through this book, students will also learn a great deal about rhyming. By the book focusing on
many different sea creatures students will be engaged and have the opportunity to learn about

their favorite creature.

Day One: Concepts of Print/ Alphabet Knowledge

Standard:

CCSS.ELA-Literacy.RF.1.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-Literacy.RF.K.1.a

Follow words from left to right, top to bottom, and page by page.

Can you do what I can do?

Before beginning the activity the teacher will give a lesson of the flow of text and teach students

that you read left to right, up and down, and page by page. After the lesson the teacher will begin

this activity by writing two sentences that go together on the board, one on the top one on the

bottom.

I love horses.

They are my favorite animal.

After writing the sentence on the board the teacher will then ask the class Can you do what I

do? The class will respond with We can do what you do! The teacher will then give

something they can do, for instance I can read left to right the students will repeat by saying

We can read left to right! the teacher will then use a pointer to read one of the example

sentences left to right. The students will then repeat the sentence. The teacher can then do the

same and add in the second sentence. The game may be altered many ways to get students to

individually try or students can even work in small groups to complete the game.
 Day Two: Phonological Awareness

Standard:

CCSS.ELA-Literacy.RF.K.2.a

Recognize and produce rhyming words

Rhyming memory game

Students will be broken up into pairs and given a set of cards that will have one word on each

card. There will be pairs of cards that rhyme throughout the deck. Students will place the cards

face down on the desk in rows and columns. Each student will flip over two cards. If the cards

match the student keeps the pair. If they do not match they flip the cards back over and the other

students gets a turn. At the end of the game the student with the most rhyming cards wins.

Day Three: Sight Words

Standard:

CCSS.ELA-Literacy.RF.K.3.c

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

Break an Egg

In this game the teacher will hide 20 eggs around the classroom that contain letter tiles in each

egg. The students will have a worksheet labeled 1-20. The students will then go around the

classroom and find the eggs which will be labeled 1-20. After they find an egg they will have to
open the egg and arrange the tiles in order to make one of their sight words. After they figure out

the sight word they will write it in the numbered spot that matches the number on the egg.

Day Four: Analogizing Words

Standard:

CCSS.ELA-Literacy.RF.K.3.d

Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

The Fish Strategy

F- Find the rime. (The first vowel and the rest of the word)

I- Identify the rime of a word you know ends like that.

S- Say the rime. (The word you know without the first sound)

H- Hook the new onset (beginning sound) to the rime.

After learning about this strategy the students will be given a list of words by the teacher that

look similar but sound different. The students will then be asked to identify the different sounds

in each pair of words and have to state which sound is different.

 Day Five: Phonics

Standard:

CCSS.ELA-Literacy.RF.K.3.b

Associate the long and short sounds with the common spellings (graphemes) for the five major

vowels.

4 Corners

This lesson will focus on long and short A sound and E sounds. The teacher will label each

corner of the room. One corner will be long A, one corner will be short A, another corner will be

long e and the last corner short e. The students will stand in the middle of the classroom and the

teacher will say a word. The students have 30 seconds to go to the corresponding corner of the

room. If students go to the incorrect corner they will sit down until the game is over.