Literacy Lesson Plan Notebook
Shannon Kelly
Dr. Crickmer
Education 310
December 6, 2011
Table of Contents
Introduction…………………………………………………………………………3-7
Websites & Reviews……………………………………………………………….8-10
Classroom 1……………………………………………………………………….11-24
Kindergarten………………………………………………………………12-15
First Grade ………………………………………………………………..16-19
Second Grade……………………………………………………………..20-23
Workstations………………………………………………………………25-35
Word Study
Emergent Speller Stage………………………………………………..…36-40
Classroom 2…………………………………………………………………..….41-56
Third Grade…………………………………………………………..….42-46
Fourth Grade…………………………………………………………….47-50
Fifth Grade………………………………………………………….…...51-54
Classroom 3………………………………………………………………….….57-68
Sixth Grade………………………………………………………….….58-60
Seventh Grade…………………………………………………….….…61-63
Eighth Grade……………………………………………………….…...64-66
Appendix
SOLs
Strategy Posters
Class Notes
Previous Assignments
*Note: Handouts for students and extra assistance for ELLs with be placed with the coinciding grade and classroom.
Introduction
I believe that since students are at different stages of development teachers must learn how to plan instruction in a variety of ways in order to reach each student. Children can be taught in two ways, direct or explicit instruction, in which a teacher models the strategy or lesson for the students or student-centered instruction, where the students learn through participating in different activities. A mixture of both, student-centered instruction and explicit instruction, is critical for the classroom, especially when attempting to reach each child at their own unique developmental level. Students need to be given adequate time to practice a new skill or strategy on their own after being given the necessary tools.
Literacy development is a continuous, ongoing process. The first stage of literacy development is oral language and involves more listening and speaking, and then slowly builds up to reading and writing. In order for a student to begin reading they must be able to decode, or figure out the pronunciation of words and determine their meaning, then they can begin to construct meaning behind the text and comprehend the author’s meaning. It is very important that we begin reading to children at an early age so that they can begin to develop an understanding of literacy and develop phonemic awareness in order to become fluent readers. Teachers must first draw on students’ prior knowledge because students can only learn new information by relating it to that which they already know. There are five stages of literacy development. The first stage is Early Emergent Literacy which includes oral language and writing by scribbling or drawing. The second stage is Emergent Literacy this is when the child begins to develop language patterns and recognize letters or words. Stage three is Beginning Reading and Writing, during this stage writing can be understood and oral language is expanded. The fourth stage consists of Almost Fluent Reading and writing this is when the child begins to read silently and vocabulary expands. Lastly, Fluent Reading and Writing consists of all areas of literacy being intact and the student being able to recognize words automatically and rapidly. There is no definite start and finish of a stage, these stages overlap as students’ progress.
In order to be an effective literacy teacher there are numerous instruction strategies that can be used. Some of these effective literacy instructions are: phonemic awareness, fluency instruction, vocabulary, comprehension, clarity of purpose and timing, constant use of data, grouping and independent activities, alignment of standards, time spent on reading, and making an intellectual challenge for all. These strategies will be implemented into each of my lesson plans in order to ensure each topic is covered at appropriate times giving each student an opportunity to succeed.
It is important that students are allowed time to read and write independently so that they can develop and improve their skills and help spark their creativity and individuality. Core instruction involves six blocks: Daily Independent Reading, Daily Independent Writing, Reading: Learning Skills and Strategies, Reading: Application of Skills and Strategies, Writing: Learning to Write, and Writing: Developmentally Appropriate Writing. Teachers should implement all areas of literacy instruction to reach students at each developmental level, and also leave a block open for intervention allowing specialized help for struggling students. This is the model that was followed throughout my lesson plans.
There are three main structures when developing a standards-based literacy lesson. First, the literacy lesson involves both reading and writing. I will start the lesson by introducing a text to activate students’ prior knowledge and develop their purposes for reading. Next, students read and respond to the text; this can be done by making predictions and answering questions to make sure students understand what they have read. Finally, I will extend the text by relating it to other content areas and real-life experiences (Cooper, p. 28-29). The second standards-based literacy lesson is the minilesson. Minilessons are used after observing students reactions to a text and are typically planned out thoroughly. I will introduce the text and mode while incorporating think-alouds (explain how to use a skill/strategy), then student’s model with some guided practice and conclude by summarizing and reflecting (Cooper, p. 31). Small groups are also good ideas for minilessons because it helps to differentiate students and provide an opportunity for one-on-one assistance for struggling readers. The final literacy lesson is the guided listening lesson. It is important to read-aloud to students every day because it not only demonstrates the teachers love for reading, but it also provides motivation, enjoyment, helps to develop vocabulary, models fluent reading, and teaches strategies and skills of comprehension for the students (Cooper, p. 44-45). In guided listening lessons every student can participate regardless of their reading level because the teacher models for the students and asks open-ended questions where students get an opportunity to express their feelings or thoughts about the book without being graded.
There are five modes of reading: independent reading, cooperative reading, guided reading, shared reading, and read-aloud. During independent reading students read a selected reading and receive as little support from the teacher as possible. Cooperative reading involves small groups of students reading aloud to one another or reading silently to a point then stopping to make predictions or discuss what they have read. Guided reading helps students to develop fluency. As the teacher, I will introduce the text and coach the students through questioning them and leaving the floor open for discussion. Shared reading is a time when I read aloud and the students can either reread the text or respond through writing. Lastly, during the read-aloud I will read a text and follow up with a discussion (Cooper, p. 32-29). A combination of all five modes is an effective tool in providing a scaffold and releasing gradual responsibility to the students so they are not overwhelmed by literacy.
There are also five modes for writing which include: independent writing, collaborative/cooperative writing, guided writing, shared writing, and write-aloud. These modes closely parallel the modes for reading and apply the same concepts. In independent writing the students receives as little help from the teacher as possible. Students, at all developmental levels, need experience in this mode in order to develop writing skills. Collaborative/cooperative writing involves partners or small groups taking turns writing and sharing ideas; this process helps struggling writers who are oftentimes unmotivated about writing. Guided writing gives the students an opportunity to write on their own with the teacher being available for assistance. Shared or interactive writing involves the teacher and the whole class composing a story together. This mode gives me an opportunity to model certain problem areas without pointing out individual problems (41). Finally, during the write-aloud I will write a story on the board and shares with the students his/her thought process (Cooper, p. 40-41).
In order to ensure an effective literacy program teacher must use a variety of texts. Wordless texts contain a vast amount of detail and can be used for developing oral language and self-expression. Predictable texts have repeated patterns that boost children’s confidence levels and make them think of themselves as readers. These types of texts are good for beginning readers because it allows them to be excited about reading; however, it should not be overused because students will become too reliant on illustrations. Created texts can be used for students in all reading levels because students are required to use their skills but the book is easy to read. There are two types of created texts: decodable and easy-to-read. Decodable texts have a limited number of high frequency words but a high percentage of words with sound-letter relationships (Cooper, p. 51). Once students have mastered the beginning stages of reading, they can move on to easy-to-read texts. These texts help build fluency and allow the students to practice their skills using a text that is easy to decode. Lastly, authentic literature consists of a narrative (fiction/story) and expository (nonfiction/informational) books that are motivating for students and capture their attention. Authentic literature must be chosen carefully with aspects taken into consideration, such as; developmental appropriateness, literary quality, cultural and social authenticity, and most importantly student appeal.
Website Reviews
Sites for Teachers
This site provides a list of several useful websites that are beneficial for teachers. It includes lesson plans, worksheets, activities, and many more resources for teachers. This site contains any website or resources that teachers may need to ensure success in their classroom.
Abc Teach: The Educator’s Online Resource
This website has materials for core subjects, reading comprehension, holidays and seasonal, ABC activities, interactives, audio and video, activities for PreK/ Early Childhood and Middle School, homeschoolers and parents, clip art, special needs, theme units, fun activities, and accommodations for ELLs. This site also includes sample lesson plans and many printable graphic organizers. It is useful in all areas of the curriculum—including math, science, and language arts. On this site teachers can collaborate with one another and interact to discuss what is working best for their students.
Random House’s Teachers’ Resource Center
This website has a resource center that provides information and lists in association with programs such as Accelerated Reader. This site also comes with teachers’ guides, reading clubs, planning calendar, and many other resources. It also offers a list of books for preschool through the twelfth grade with a summary or story line for each book listed.
Reading Online
Reading Online is ran and manipulated by the International Reading Association. The website offers peer review research articles and reviews written about literacy education for ages 5-18. The site provides recent information as well as a keyword search or a search of indexes listed under title, subject, or author.
Kidzone
This website contains coloring pages, crafts, printables, and many other activities and lessons for children. Kidzone provides teachers with lesson plans, photos, and thematic units for every area of study. The materials are organized by both grade level and activity topic. This site also includes online jigsaw puzzles for children to work; this can be used during computer time at a workstation.
RealeBooks.com
This was one of my favorite sites. I liked the idea that students work got published for everyone to see, this will encourage them to want to write and do their best. This website offers teachers a program, RealeWriters, to use in the classroom to publish student’s work-books, class made books, etc. This site encourages students to read and write because it allows for their work to be published and displayed. This site also offers the RealeLibraries which provides a place for teachers to share students work.
Teaching World-Identification Skills and Strategies: A Balanced Approach
http://www.eduplace.com/rdg/res/teach
This site is not only for teachers but also students, and parents. The educators section offers links to teacher resources and has a section to search for support materials that correspond with the text. The student section offers activities such as review games. The family section has links for activities, homework help, libraries, and much more.
Reading Rockets
This program is funded by a grant from the U.S. Department of Education. This website offers strategies to help children who struggle with reading, techniques for teaching reading, and links for children’s authors. The Reading Rockets program consists of multiple activities, similar to the PBS television programs and several other programs designed to help children read. This is a great program for ELLs or other struggling readers.
ABC Kid Genius
ABC Kid Genius is free software for learning the Alphabet, ABC's, Numbers, Counting, Reading and Spelling using Sound, Pictures and Video Fun. This can be used by parents at home with early learning. Babies and Toddlers learn by watching auto- rotating Lessons and Flash Words. Kids, as young as 18 months, can learn to use the Keyboard, progress to typing the Alphabet and Numbers, Count, Read and learn to spell with Created Words or Free Words. ABC Kid Genius is fully functional, free-to-use educational software that is suitable for all ages. Teach Babies, Toddlers, Kindergarten Preschoolers, School Children and those wanting to learn English. This site has many tools for teaching the early stages of literacy development.
Read Write Think
This site provides lesson plans, standard student materials, and web resources. The web resources provide other helpful websites to encourage and support learning. This website is created and maintained by the International Reading Association, and the National Council of Teachers of English, and the Verizon Foundation.
Gamequarium
This site provides numerous interactive games for students that are fun for students of all ages. These games will keep students active and engaged in their learning. Every child likes to play games and this site allows them to play while also providing educational opportunities. This site also provides teachers with printables, lesson plans, and a library. This would be a good site to use during a computer workstation.
ABC123Kindergarten
This site provides resources and examples for classrooms that teachers can take and use when developing a floor plan for their classroom. This site provides daily schedules for classrooms, pictures of classroom setups, and other great ideas for Kindergarten classrooms. There are also resources for centers, classroom management and much more.
Free Printables for Teachers
This site provides many printables and worksheets for teachers to use. It contains resources for teachers to obtain new ideas for instruction. This site has comments and posts from other teachers to assist in planning and fresh lesson plan ideas.
Virginia Center for Children’s Books (VCCB)
This site provides classroom strategies, with explicit strategy instruction which is at the core of good comprehension instruction. There is a link that provides information for Adolescent Literacy Research. It also provides a link for a glossary in English and Spanish as well as links for books, videos, and web casts. This helps accommodate for Spanish speaking ELLs.
Commonwealth of Knowledge
This is a site set up by James Madison University—College of Education, Virginia Board of Education, The Virginia Department of Education, and Virginia Information Providers Network. It provides links to SOLs, lesson plans, success stories, and resource links.
Classroom 1—9:00 am-12:00 am
Group 1-Kindergarten-Red
Group 2-First Grade-Purple
Group 3-Second Grade-Blue
Time / Daily Independent Reading / Daily Independent Writing / Reading: Learning Strategies and Skills / Reading: Application of Strategies and Skills / Writing: Learning to Write / Writing: Developmentally Appropriate Writing9:00 / Purple Group 2 / Blue Group 3 / Red Group 1
9:20 / Blue Group 3 / Purple Group 2 / Red Group 1
9:40 / Red Group 1 / Blue Group 3 / Purple Group 2
10:00 / Red Group 1 / Purple Group 2 / Blue Group 3
10:20 / Whole Group
10:40 / Whole Group
10:55 / Sharing Time
11:00 / Red Group 1: ABC/Word Study Work Station (Bear)
Purple Group 2: Listening Work Station
Blue Group 3: Drama Work Station
11:20 / Red Group 1: Drama Work Station
Purple Group 2: ABC/Word Study Work Station
Blue Group 3: Classroom Library Work Station
11:40 / Red Group 1: Listening Work Station
Purple Group 2: Drama Work Station
Blue Group 3: ABC/Word Study Work Station
11:55 / Sharing Time
Classroom 1—First Grade