Literacy Lesson Plan

Danielle Knopp
Dixie, Kindergarten, Hugh K. Cassell Elementary School
12/5/17

Literacy Lesson Plan for Emergent Reader:

The child who will be completing this specific literacy lesson plan, Dixie, is an emergent reader and

writer in her kindergarten class at Hugh K. Cassell Elementary School. Her eagerness and excitement towards

learning have contributed to the literary advancements she has made so far this year, and her persistence

allows for even further progress. Based off of the series of literacy assessments she completed earlier this

year, her strengths primarily lay within the realm of phonological awareness. She is proficient in letter and

sound recognition, identifying rhyming words, and has relatively sound concept of print. Additionally, her

handwriting is fairly legible and she uses inventive spelling in order to convey her thoughts.

Although she has many strengths in terms of literacy, this plan is specifically geared towards her areas

of weakness in order to steer her in the right direction of becoming a beginning reader/writer. One of her

major areas of weakness in phonological awareness is her ability to blend together compound words, which is

targeted in the following lesson plan. Other topics covered in the plan that address her weaknesses include

identifying final sounds in words, retelling stories, and including spaces in between words when writing. Since

the least pressing area of concern is her alphabetic awareness, this portion of the plan is slightly separate than

the rest. The remainder of the activities will correspond to the same book and will be completed all at once,

incorporating the various components of literacy that need to be addressed. Despite these topics that she can

work on throughout the remainder of the year and continue to practice, Dixie is a very fast learner who will

almost certainly be a beginning reader by the time she enters first grade.
Diet:

Alphabet

Even though she is able to identify almost all the letters of the alphabet, this activity will be a Font Sort
since she has some inconsistencies with the letters she gets incorrect when assessed.

Learning Objectives:
Objective
The student will be able to
recognize and identify various
letters of the alphabet in both
upper- and lowercases by
looking at these letters in
various fonts
Standard of Learning Assessment
English Observe whether or not the
K.7 The student will develop an student is able to correctly sort
understanding of basic phonetic and identify the different letters
principles.
a) Identify and name the uppercase
and lowercase letters of the
alphabet.

Materials needed:
o Pre-cut laminated letters of the alphabet in both upper- and lowercase letters shown in
different fonts provided by teacher
Not all letters of the alphabet, but groups of 3-4 per day/activity
Time for this part of lesson:
o 20% (6 minutes)
1 minute to explain the activity
3 minutes for the child to sort the letters
2 minutes for the child to explain the sort and identify the letters
Procedure:
o Lay out all of the letters on a table or clear surface for the child
o Ask the child to categorize each image based on the letter, both upper- and lowercase
o When the child is done, have them name each of the letters they have sorted
Concept about Print

The following activities regarding concept about print, concept of word, and phonological awareness
will all be completed simultaneously using the same book. As we read the book together, these various
parts will be incorporated and will all be integrated into the overall read-aloud.

Learning Objectives:
Objective
The student will be able to
locate various specific print
aspects of a short reading by
pointing to them when asked.
Standard of Learning Assessment
English Observe if the student is able to
K.5 The student will understand correctly answer each question
how print is organized and read when asked to identify various
a) Hold print materials in the components of the book
correct position
b) Identify the front cover, back
cover, and title page of a book
c) Distinguish between print and
pictures
d) Follow words from left to right
and from top to bottom on a
printed page

Materials needed:
o Short book that the student is familiar with provided by the teacher
EX: I Can See
Time for this part of lesson:
o 20% (6 minutes)
This specific component will be completed within the read aloud of the book, which will
take approximately 20 minutes and encompass the other activities (concept of word and
phonological awareness)
Procedure:
o Read a short story that the student is familiar with aloud to them while pointing to each word
as it is read
o On the cover, ask them if they can point to the title
o After reading each page, ask them various questions regarding the printed material
Can you point to the period?
Can you point to the last word in the sentence?
Can you point to this word? (name a specific word found on the page)
Concept of Word

This activity will assess Dixies ability to show spaces between words, an area that she struggled with
during the literacy assessments and will also be included within the read-aloud.

Learning Objectives:
Objective
The student will be able to
recognize the necessity of
spaces between words
Standard of Learning Assessment
English Observe if the student is able to
K.5 The student will understand rearrange the individual words
how print is organized and read in a sentence in the correct
a) Hold print materials in the order and identify the spaces
correct position
between each word
b) Identify the front cover, back
cover, and title page of a book
c) Distinguish between print and
pictures
d) Follow words from left to right
and from top to bottom on a
printed page
e) Match voice with print. (concept
of word)

Materials needed:
o Laminated sentence strips from a short book the student is familiar with provided by the
teacher
EX: I Can Read
o Laminated copy of each sentence strip provided by the teacher
o Scissors provided by the student
Time for this part of lesson: What part of 30 minute lesson will be used for this part?
o 20% (6 minutes)
This specific component will be completed within the read aloud of the book, which will
take approximately 20 minutes and encompass the other activities (concept of word and
phonological awareness)
Procedure:
o Begin by reading a short story from a book that the student is familiar with aloud to them using
the complete sentence strips and having them point along to the words as you read them
The student may read the book aloud depending on how comfortable they are it
o After reading the entire set of strips, read each sentence one by one
o Upon reading each sentence, have the student cut it up into words, snipping off each word as it
is read aloud
o Ask the child to put the words back together to form the full sentence
o Reread each sentence together while pointing to the words as they are being read
Language Play/Phonological Awareness

One area of phonological awareness that Dixie struggled with the most in her literacy assessments was
her ability to isolate ending sounds in words, which this particular activity targets.

Learning Objectives:
Objective
The student will be able to
identify the ending sounds in
words when asked
Standard of Learning Assessment
English Observe whether the child can
K.4 The student will identify, say, accurately identify the ending
segment, and blend various units of sounds in the words asked
speech sounds
a) Begin to discriminate between
spoken sentences, words, and
syllables
e) Identify words according to
shared beginning and/or ending
sounds

Materials needed:
o Short book that the student is familiar with provided by the teacher
EX: I Can See
Time for this part of lesson:
o 20% (6 minutes)
This specific component will be completed within the read aloud of the book, which will
take approximately 20 minutes and encompass the other activities (concept of word and
phonological awareness)
This particular section especially coincides with the Concept of Print portion of
the lesson plan
Procedure:
o Read a short story that the student is familiar with aloud to them while pointing to each word
as it is read
o Single out specific words from each page after it is read
o Ask the student to find the word on the page by pointing
o Ask the student to say the ending sound of the word
Writing

Aside from the actual writing piece of this journal, this part of the literacy lesson plan focuses on Dixies
ability to summarize a story. During the literacy assessments administered, she lacked in her ability to
retell the Billy Goats Gruff, so this is an additional form of evaluation.

Learning Objectives:
Objective
The student will be able to
dictate and write a sentence
about a book that we have read
Standard of Learning Assessment
English Observe if the students
K.11 The student will print in sentence accurately describes
manuscript one or more parts of the book
a) Print uppercase and lowercase
letters of the alphabet
independently
b) Print his/her first and last names

K.12 The student will write to

communicate ideas for a variety of
purposes
a) Differentiate pictures from
writing
b) Draw pictures and/or use letters
and phonetically spelled words to
write about experiences
c) Use letters and beginning
consonant sounds to spell
phonetically words to describe
pictures or write about experiences
d) Write left to right and top to
bottom

Materials needed:
o Journal provided by the student
o Pencil provided by the student
Time for this part of lesson:
o 20 % (6 minutes)
Procedure:
o Ask the student if they can summarize the book
What was this book about?
o Have them write a sentence in their journal about it to the best of their ability
Remind them to use finger spaces between each word
o Have the student dictate their sentence aloud