Literacy Lesson Plan

Deanna Epley
Alison, 1st Grade, Plains Elementary
May 2, 2014
Literacy Lesson Plan for Beginning Reader:
Alison is the lowest reader in her first grade class and began the school year in August
reading on a Level 4 Running Record. Alisons current Running Record reading level is a
12, and she needs to be reading on a Level 18 in order to advance to the second grade.
The Literacy Assessment was used to determine whether she was a beginning level
reader or an emergent level reader. The assessment concluded that she is in the
Beginner stage of reading because she is reading books that are longer but cannot read
silently yet; has concept of word; is working to develop fluency; is using developmental
spelling, writing beginnings, endings, and some vowels correctly; can retell stories with
prompting; and has some comprehension from books read but also a large part from
read-alouds. This lesson plan is designed to support her development and help her
continue to progress as a reader.

Diet:
Fluency
Learning Objectives:
Objective
Students will demonstrate
automatic word recognition.

Standard of Learning
Reading 1.8
Writing 1.13

Students will reread and selfcorrect as they read a familiar

text aloud.

Reading 1.7
Writing 1.14

Students will listen and

respond to a variety of
electronic media.

Oral Language 1.1

Assessment
Students will demonstrate
their familiarity with new
vocabulary by recognition
and correct pronunciation of
words in the story they
listened to.
Students will reread the
story that was read to them
in the audio recording out
loud on their own and selfcorrect any misread or
mispronounced words.
Students will correctly use
an audio recording device to
listen to an unfamiliar story
to practice fluency by
having it correctly
demonstrated for them.

Materials needed: tape player/audio recording device, headphones, audio

recording and paper copy of the book, Noisy Nora by Rosemary Wells

Time for this part of lesson: 12 minutes (40% of instructional time)

Procedure:
1. Select book that is slightly above students independent reading level (this book
is a level 16 and Alisons independent reading level is 14).
2. Ask student to listen to the tape of a fluent reader reading the book while
following along with their finger (tracking).
3. Ask student to read book out loud without the audio recording.
4. Have student read and reread with and without the audio recording for a weeks
time to increase familiarity with the text.
5. Provide another book that is the same reading level to take home and practice
with, like Benny Bakes a Cake by Eve Rice.

Word Study
Learning Objectives:
Objective
Students will sort known
words by short vowel
families.

Students will read and

spell commonly used
sight words.

Standard of Learning
Reading 1.6

Reading 1.6
Reading 1.11
Writing 1.12

Assessment
Students will demonstrate
their ability to sort the
given words into their
correct short vowel word
family.
Students will select and
identify sight words as
they are chosen from the
sight word can. They will
demonstrate their
knowledge of the alphabet
by then placing the
chosen sight words in
alphabetical order.

Materials needed: sight word worksheet, sight word words, sight word can, short
vowel word sort words, scissors

Time for this part of lesson: 6 minutes (20% of instructional time)

Procedure:
1. The student will begin with the sight word worksheet and will choose 8 words
out of the sight word can and place them in the blanks on the worksheet.
2. The student will list the sight words chosen in alphabetical order to help review
familiarity/identification and spelling.
3. The student will place the words back in the can.
4. Next, the student will cut out and sort their words by short vowel word families.

Comprehension
Learning Objectives:
Objective
Students will relate
previous experiences to
what is read.
Students will make and
confirm predictions about
what is read.

Standard of Learning

Reading 1.9
Oral Language 1.1

Students will be able to

set the purpose for
reading.

Assessment
Students will be asked if
they have any experience
riding a bicycle.
Students will be led in a
discussion before, during,
and after what is read to
formulate and confirm
predictions and answer
questions.
Students will demonstrate
their knowledge of why
the text is important to
have read and the lessons
learned from it.

Materials needed: Read-aloud book: The Bears Bicycle by Emilie Warren McLeod

Time for this part of lesson: 6 minutes (20% of instructional time)

Procedure:
1. Read book aloud to the student (or entire class/group of students).
2. Lead a BEFORE, DURING, and AFTER discussion using the following questions:
BEFORE reading discussion questions:
1. What might this book, The Bears Bicycle, be about?
2. Can anyone in here ride a bicycle?
3. Can riding a bicycle be dangerous? Why?
DURING reading discussion questions:
1. Does anybody know the hand signals to use when riding your bike?
2. Whats the bear doing in these pictures?
3. Why might it be a good idea to not go too fast down a hill?
4. Why is it important to put away your bike at night?
AFTER reading discussion questions:
1. What were some of the bike safety tips we learned about?
2. What was the bear showing us?
3. Did you notice anything that might have been missing that the boy should
have had on while riding his bike? Why do you think that was missing?

Writing
Learning Objectives:
Objective
Students will print legibly.

Standard of Learning
Writing 1.12

Assessment
Students will demonstrate
their ability to print letters
correctly and legibly in the

Students will write using

sounds/phonetic spelling.

Reading 1.6

Students will write to

communicate ideas for a
variety of purposes.

Writing 1.13

Students will read their own

writing.

Reading 1.5

journal.
Students will use inventive
spelling to spell words they
do not yet know.
Students will write in their
journals to remind them of
the importance of bicycle
safety.
Students will be able to read
their own writing out of
knowledge and effort put
into the journal writing.

Materials needed: journal paper, pencil, crayons/colored pencils

Time for this part of lesson: 6 minutes (20% of instructional time)

Procedure:
1. Provide student with journal paper and instruct them to write three bike safety
tips they learned about during the read-aloud.
2. Ask student to draw a picture of at least one of the bike safety tips they wrote
down.