LESSON PLAN OUTLINE

JMU Elementary Education Program

The following information should be included in the header of the lesson plan:
Holly Blais, Pre K, John C Myers Elementary School

I. TITLE OF LESSON Shared Reading on: There Was An Old Lady Who Swallowed A Fly by
Simms Taback
II. CONTEXT OF LESSON
Shared reading is very important for Pre K students because it helps them put a word to the print.
Also using a big book with large texts can help students learn to track print. They may not be able to
read but they can point to each word as we read them aloud together. This also allows the students to
become more comfortable with the different parts of a book and learning reading techniques.
III. LEARNING OBJECTIVES
1. The students will be able to use a pointer to track print in a book.
2. The students will recognize and identify words that rhyme in the text.

IV. COLLECTION OF ASSESSMENT DATA

To assess the objectives I will observe how well each student demonstrates them and take notes.
For objective 1, I will observe and make note of which students successfully point to each word on the
page as we read them a loud. If a student struggles to follow the correct left to right pattern I will make
note.
For objective 2, I will also make note of how well each student identifies the rhyming words
throughout the text. There are rhyming words on each page that should be relatively easy to identify. I
will make note of the students who struggle to recognize these words.
V. RELATED VIRGINIA STANDARDS OF LEARNING (K & 1) OR FOUNDATION BLOCKS
(Preschool)
Virginia Literacy Foundation Blocks
Phonological Awareness Block 3
a) Identify words that rhyme and generate simple rhymes.
PrintandBookAwarenessBlock5

c) Identify where reading begins on a page (first word).

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d) Follow text with a finger, pointing to each word as it is read from left to right and top to
bottom with assistance.
e) Distinguish print from pictures.
f) Turn pages one at a time from the front to the back of a book.

VI. MATERIALS NEEDED

There Was An Old Lady Who Swallowed A Fly by Simms Taback
Finger pointer
Easel to prop the book on
VII. PROCEDURE
A. PREPARATION OF THE LEARNING ENVIRONMENT
I will have the book set up on the easel with the pointer before the students come to the station. The
easel will be set up in an easy location where the students can easily get up from their seats and stand
next to it for the rest of the students to see.
B. INTRODUCTION AND ORGANIZATION
C. IMPLEMENTATION
First I will introduce the book by stating the title and the author.
Then I will read the book aloud to the students so they can hear the story once before they help
me read it.
Once I am finished reading the book, I will call one student up to read the title and flip to the first
page. The student will then begin by pointing to the first word on the page. As the student points
to each word the rest of the students and me will follow along reading the text.
Once the student has gotten through the first two pages they will pass the pointer to the next
student and they will point and track the words on the next to pages.
This pattern will continue until we have read the entire book.
After each student is finished reading his or hers two pages, I will ask questions pertaining to the
rhyming words. Which words rhymed while (students name) was reading? Can anyone tell me
which two words had the same ending sounds? What are some other words that you can think
of that rhyme with the word (word from text)?
D. CLOSURE
Once we have read the book for the second time we will have a discussion that surrounds the
rhyming words. The students will discuss that most of the words throughout the book rhymed
with fly. For instance fly and die. Since the stations are not very lengthy, if time permits, I would
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like to discuss how we track print. For instance we started with the word on the far left and read
left to right.
E. CLEAN-UP
For this particular activity there is not much of a clean up. I will flip the book back to the
beginning for the next group of students.
VIII. DIFFERENTIATION
By focusing on tracking print and rhyming words, I am catering to the students who are
struggling with concept of print or rhyming words as well as the students who are doing well in these
areas. The students who are struggling get the opportunity to watch and participate in the activity to get
a better understanding of how we read through using the pointer and actually pointing to each word as
we say it aloud. Also this activity gives the students who are not struggling with this concept, get more
practice and help their classmates. As for rhyming words the students who need some extra help are
able to hear the different words read a loud by their classmates and the students who excel with
rhyming words get the opportunity to help identify and point to the words that rhyme and come up with
other words that rhyme with some in the text. This challenges them to think and come up with their
own words.
IX. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT
IT?
Lesson:
While reading the text the students may struggle to point to the words and say them at the same time.
Since the students cannot read I do not expect them to be able to go through the text fluently. This is
why I will be reading the text aloud to them first so they can hear the words in the text. Also if the
students are struggling and not sure what the words are I will go back and reread the text to them to
help them with each word on the page. The book itself contains simple words and very little text, so I
believe the students wont have trouble recalling the simple words.
Behavior:
During the lesson I will need to pay close attention to each students behavior and participating. I will
be monitoring them and taking notes on how well they do with each of the concepts for instance,
pointing to each word as well at their overall participation during the lesson. I will try to avoid behavior
issues by keeping the students engaged in the reading and by asking questions that pertain to the text.
X. REFLECTION
Overall this lesson reflects the course context because I focused on tracking print and rhyming
words. We have gone over the skills of emergent readers in class. Since my students are still so young, I
would categorize them as early emergent readers. Therefor I focused on some simple literacy and
reading skills such as learning to track print. We have also discussed shared reading and the positives of
using it with early readers. Using big books exposes the students to print as well as putting spoken
words to print.
For this particular lesson, I had to first find a good book for the lesson. The book was great
because it contained relatively simple words. I used a pointer to aid the students in tracking each word
as we read it aloud. I included choice by allowing each student an opportunity to use the pointer and
read through two pages. Using the pointer allowed every child to be fully engaged in the text we were
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reading. Also I reinforced the purpose of the lesson by asking questions to get the students involved and
thinking about rhyming words.
I assessed the students progress towards my objectives by taking notes on each student on how
well they participated and used the pointer to track the print. I would take these notes as the students
switched stations to avoid them noticing the notes. The students were actively engaged in the text
because since the book was repetitive, they began to help me finish the sentences. They also came up
with other rhyming words that were not in the text. For instance one of the students pointed out that
dog and hog also rhymed with fog.
This lesson was different from my first lesson because it was done in small groups rather than a
whole group activity. Also because of a time restraint, there was not craft or follow up activity. I read
the students a book in each lesson but one was just simple a read aloud and the other consisted of
shared reading with a big book. I read the book aloud to the students first so they would have a general
understanding of what the book was about before we read it together.
For future lessons, I would love to use a big book for shared reading again because they
students thoroughly enjoyed helping me read the story. I would change the length of the text, if the
lesson were set up during stations because this particular book was a little too long to be able to get
through the entire lesson. Since the book was so long, we were not able to full read it a second time
with the students pointing to the text. If I had more time for the lesson I would have an activity that
followed along with it to assess the students learning. From my first lesson on pumpkins, the students
really enjoyed the craft and I believe it helped create a better learning outcome. I think a fun craft with
gluing the different animals on the womans belly would be a great craft to follow the book.
Assessment Notes
Group
Group 1

Group 2

Group 3

Notes
Student #1: did very well, pointed to each word as we said them but at a faster pace
Student #2: struggled to find first word and follow along
Student #3: did extremely well, followed along and pointed to each word at the same
pace we were reading it.
Student #4: did not point to each word
Student #5: did not point to each word, slid pointer along the sentence
Student #1: could not find the first word of the sentence, needed a lot of assistance
Student #2: skimmed over the sentences very fast, did not point to each word
Student #3: followed along with pointer nicely, did not need much assistance
Student #4: struggled to keep up with the pace we were reading
Student #5: went too fast and did not point to each word, just slid pointer along pages
Student #6: did very well tracking at the correct pace and did extremely well with
rhyming words, she came up new rhyming words.
Student #1: struggled with tacking the words on each page but participated a lot in
discussion about rhyming words
Student #2: did not follow words left to right
Student #3: followed along pointing to each word at a slow pace
Student #4: struggled with tracking but followed along while reading the book and
finished my sentences
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Student #5: did not participate much during lesson, needed a lot of assistance with
pointer
Student #6: did not point to first word or follow left to right, pointed to random words

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