Five Day Shared Reading Plan

The Deep Blue Sea

Book Information:

Book: The Deep Blue Sea

Author: Audrey Wood

Illustrated by: Bruce Wood

Level: 1st-2nd Grade

Introduction: The Deep Blue Sea by Audrey Wood is a narrative childrens book that relates

to the Ocean E-Unit that the students will be immersing themselves in to learn reading and ocean

themed aspects. The book teaches young readers colors as well as relating to the ocean theme.

The author focuses on realistic objects that can be found within the deep blue sea while using

colors as descriptive language. The author uses actions using weather and animals.

The Deep Blue Sea is placed at a guided reading level of letter G. The focus for this

book will be for it to be used in a five-day shared reading plan for first graders. The students will

focus on learning concepts of print, phonological awareness, sight words, analogizing words, and

phonics through reading and a variety of authentic tasks.

 Day One: Concepts of Print/Alphabet Knowledge

Alphabet Knowledge

Standard/Indicator:

RF.1.1. Demonstrate mastery of the organization and basic features of print including

those listed under Kindergarten foundation skills. A. Recognize the distinguishing

features of a sentence (e.g., first word, capitalization, ending punctuation).

Activity to Teach Alphabet Knowledge: Magazine Search

The teacher will begin the lesson by introducing the book, The Deep Blue Sea, to the

class. The teacher will then preview the book with the class by showing the front cover, telling

the students the author and illustrator, and then showing a few pictures in the book. Next, the

teacher will read the story to the class. The teacher will follow the words with their finger as

they are reading. By following the words as they are being read it can be beneficial to the

students watching and listening to the class read aloud. Having a finger following the words

while they are being read can place more of an emphasis on the capital letters starting the

sentence and the ending punctuation marks.

After reading, the teacher will then tell the students that they are focusing on capital

letters and ending punctuation. The students will search through magazines to find capital letters

and ending punctuation. The teacher will have a collection of magazines, brochures, and food

menus for the students to work with. The teacher will have capital letter manipulatives for the

students to use to help guide the students in finding capital letters within their resources. The

teacher will also have punctuation ending print outs for students to use as a resource in finding

ending punctuation in magazines, brochures, and food menus. While the students are searching

through their resources they can hold their manipulative letters or punctuation cards up to the
letters that they are finding in their resources. By doing this, it can allow students to use the

manipulatives as an aid in matching capital and punctuation end marks for their final product.

The students will have a piece of blank paper, glue, and scissors to cut out their examples and

glue them on their paper. The students should be instructed to place capital letters on one half of

the paper and punctuation marks on the other half of the paper. If there are any mistakes the

teacher should find the letter or punctuation manipulative to show to the student the difference in

capital and lowercase letters. After the students have completed their individual examples, the

teacher can hang the examples around the classroom to remind the students of capital letters and

punctuation marks. This activity will help students recognize distinguishing factors in sentences.

By understanding punctuation factors, it will also help the students with the following activity

which focuses on print concepts.

Concepts of Print

Standard/Indicator:

RI.1.5. Know and use various text features (e.g., headings, tables of contents, glossaries,

electronic menus, icons) to locate key facts or information in a text.

RI.1.6. Distinguish between information provided by pictures or other illustrations and

information provided by the words in a text.

Activity to Teach Concepts of Print: Color and Picture Matching

While reading, the teacher will focus on aspects of the book that the students should

recognize. To begin, the teacher will begin reading the title, The Deep Blue Sea and the

author, Audrey Wood, followed by the illustrator, Bruce Wood. The teacher will follow the print

as she reads it to the class. By following the print with a finger, the students will be able to see

the location of the title, author, and illustrator. The teacher can also place emphasis on the

beginning of sentences. After the lesson, the students should also have an understanding to locate

the title, author, and illustrator.

After the lesson, the students should understand that the illustrations and coloring of the

words will help them read and understand the print. The Deep Blue Sea displays words such a

red, purple, and yellow written in their actual color. The teacher will display a color or a picture

to the class. There will also be colors written in print and story events written on sentence strips

that matches the color or the picture presented. The teacher will read to the class aloud the

sentence strips. After the sentence strip containing the written colors and events are read the

teacher will display to pictures and sentence strips on the board. The students will be asked to

match the corresponding sentence strip with the picture. The students will match the pictures to

the sentence strips provided. After the students have matched every picture to a sentence strip

the teacher will reread the book to the students. The teacher will hold up a picture and sentence

strip when the class reaches the matching sentence strip and picture in the book. There should be

an understanding of the difference in printed words versus pictures. The students should also

have an understanding that the color words within the story (red, purple, yellow) are being

displayed in their true color which can aid them in their reading and comprehension.
 Day 2: Phonological Awareness & Phonemic Awareness

Phonological Awareness

Standard/Indicator:

RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds (phonemes) by

using knowledge that every syllable must have a vowel sound to determine the number of

syllables in a printed word.

o A. Distinguish long from short vowel sounds in spoken single-syllable words

Activity to Teach Phonological Awareness: Vowel Word Sort

The teacher will next re-read The Deep Blue Sea to the class to begin the day two

lesson. The teacher should pause and re-read words that are going to be used in the word sorting

activity. After reading the story, the students will return to their seats and the teacher will pass

out the word sorting pictures. The students will cut out the headings and the pictures from each

box. The cutting aspect can also benefit students who need further practice with their fine motor

skills. The students should be instructed to place each header at the top of their desk. The

teacher will read a word fluently and then again accentuating the vowel aspects. The students

will place the word underneath the Long Vowel or the Short Vowel heading that is placed on

their desk based on what the student hear when the teacher reads the word. The teacher will

walk around and monitor the student placement of the words to ensure the students are

understanding phonological awareness. Students who are having difficulty can receive further

practice.
 Long Vowel Short Vowel

Tree Orange

Deep Red

Shine Nut

Rock

Phonological Awareness Activity The Deep Blue Sea.docx

This Photo by Unknown Author is

Day 3: Sight Words

Sight Words
Sight Words (Dolch & Frye): The Deep In

Blue Sea

Then Makes

There A

An On

Them Up

To Of
 High Frequency Words

Blue Sea

Middle Deep

Standard/Indicator:

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical

inferences and relevant connections from it; cite specific textual evidence when writing

or speaking to support conclusions drawn from the text.

Activity to Teach Sight Words: Table Writing

To begin the lesson, the teacher will re-read The Deep Blue Sea to allow the students to

become more acclimated to the sight words present within the story. After reading the story, the

students will return to their desks with white boards and markers already placed in front of the

students. The students will be presented a card by the teacher which will have a Dolch, Frye, or

high frequency word that was read in The Deep Blue Sea printed on the card. When the

teacher presents the card, they should also read the card aloud to allow the students to become

familiar with the word auditorily as well. After every student saw the word on the card, the

teacher will put the card down. The students will then be asked to write the word displayed on

the card. After the students write the word they will be asked to raise their white boards. The

teacher will check student progress and understanding with the use of a checklist with the

students names. Students who seem to have difficulty on the sight words presented may need

further individual or small group instruction. By having the students write the sight words, it

will aid in the writing portion of the emergent literacy approach as well as have a strong benefit
to learning the sight words in the book. All the words presented should be added to the

classroom word wall.

Day 4: Analogizing Words

Analogizing Words

Standard/Indicator:

RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.

A. Know the spelling-sound correspondences for common consonant digraphs

(two letters that represent one sound).

Activity to Teach Analogizing Words:

The teacher will re-read The Deep Blue Sea to the class. Next, the teacher will present

to the students a bucket filled with consonant blends written on index cards. The teacher will

have each student pick two consonant blends from the bucket. The students will next find an

object in the room that can be labeled with the consonant blend. If there are not multiple objects

for the consonant blends already in the classroom the teacher may have to bring in more to be

placed around the room. The students should then place or tape their card onto the object that

matches their consonant blend index card. The teacher will then tell the students to return to
their seats once all the index cards have been placed on objects in the room. Next, the teacher

will go around the room and read the newly labeled objects. The index cards should be left on

the objects within the classroom to remind the students of blended words. The teacher will then

create a chart focusing on SH, CH, BL sound chunks and ask the students if they can create other

words from the onset phonograms (other blends can be chosen for this activity). The students

will raise their hands and suggest other words that contain the same beginning sound. The

teacher can also suggest words by writing them on the chart and have the students try to decode

the word based on the beginning phonogram that they already know. The words can be decoded

as a class or the teacher can call on students individually to read the word aloud. When a new

word is suggested, the teacher will clap out the syllables of the word with the students to further

demonstrate that words can be chunked together, and that SH, CH, and BL are common

beginning sounds for words. The teacher should also ask the class to say the beginning blends to

ensure that the students understand the beginning blend sounds.

Blended Consonant Examples

SH Shoe

CH Chair

BL Anything blue
 Day 5: Phonics

Phonemic Awareness

Standard/Indicator:

RF.1.3. Know and apply grade-level phonics and word analysis skills in decoding words.

o E. Decode two-syllable words following basic patterns by breaking the words into

syllables using knowledge that every syllable must have a vowel sound.

Activity to Teach Phonics: Sentence Strip Word Awareness

The teacher should read sentences or words that are going to be used within the activity

twice. The teacher should already have pre-made sentence strips with words and phrases from

the story. Begin the phonics activity by having the students turn to a partner and introduce

themselves by saying their name. The students should then clap out the syllables in their names

to their partner. The teacher should monitor the students clapping out their names to ensure they

are clapping at the correct syllable breaks in their names. Allow the students to clap out their

partners name as well. Next, the teacher should first present the word on the sentence strip

reading the word with fluency. Next, the teacher will have the students repeat the word with

fluency. Next, the class will segment the word together with the teacher clapping out the
syllables. Next, the teacher should hold up a sentence strip with a word from the story and the

students can raise their hand and volunteer a name that most resembles the syllables in the

printed word. When the students volunteer a name, they should clap out syllables of the printed

word as well as the name that they are offering that most closely matches the word on the

sentence strip. For example, the name Ben would most likely resemble the words red, rock or

tree because the name and all three words contain one syllable. The name Adam would resemble

words such as parrot, middle, and purple. The name Ka-trin-a would resemble the word but-ter-

fly because both share three syllables. The teacher should make emphasize that the students are

connecting syllables to the words presented on the sentence strips and the names of classmates.

The teacher should also make an emphasis that all the printed words and names include vowels.

Conclusion:

The five-day shared reading plan incorporates many aspects of an emergent literacy unit.

The multiple day lesson incorporates print concepts, phonological and phonemic awareness,

sight words, analogizing words, and phonics lessons to match the first-grade New Jersey Student

Learning Standards. The shared reading plan uses authentic activities for the students to

participate in to learn common fundamentals important to a young reader. The reading of The

Deep Blue Sea relates to the ocean themed e-unit.

 Work Cited

https://blackboard.stockton.edu/webapps/blackboard/execute/content/file?cmd=view&content_id

=_1215035_1&course_id=_57974_1

https://www.education.com/activity/article/Blend_Scavenger_Hunt/

http://www.sightwords.com/sight-words/lessons/table-writing/

https://newcastleearlycareerteachers.files.wordpress.com/2012/10/teaching-ideas-concepts-

about-print.pdf