Old Dominion University College of Education

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Early Reading Lesson Plan

Overview__________________________________________________________
Lesson Plan Overview
1. Date: November 7, 2017
2. Lesson Title/Theme: Emotions of Underwater Animals with “Pout Pout the Fish”
3. Authors: Keyochia Majors, Emily Bunting, Madison Burchette, Alyana Lara
4. Grade: 1st Grade
5. Short Description of Lesson: In this lesson, students will read the story “Pout Pout the
Fish.” The goals of this lesson are to get students to demonstrate oral language, look at
print knowledge and organization, and how to communicate ideas for various purposes.

SOL & Instructional Objectives_______________________________________

6. Lesson Plan Standards of Learning

SOLs that align with Shared Reading activities:
● 1.1 The student will continue to demonstrate growth in the use of oral language.
a) Listen and respond to a variety of electronic media and other age-appropriate
materials.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including choral speaking and
reciting short poems, rhymes, songs, and stories with repeated patterns.
d) Participate in creative dramatics.
e) Express ideas orally in complete sentences.

SOLs that align with Vocabulary Learning activities

● 1.2 The student will expand understanding and use of word meanings.
a) Increase listening and speaking vocabularies.
b) Begin to ask for clarification and explanation of words and ideas.
c) Use common singular and plural nouns.
d) Use vocabulary from other content areas.

SOLs that align with Guided Reading activities:

● The student will adapt or change oral language to fit the situation.
a) Initiate conversation with peers and adults.
c) Ask and respond to questions.
 ● 1.9 The student will read and demonstrate comprehension of a variety of fictional texts.
a) Preview the selection.
b) Set a purpose for reading.
c) Relate previous experiences to what is read.
d) Make and confirm predictions.
e) Ask and answer who, what, when, where, why, and how questions about what is read.
f) Identify characters, setting, and important events.
g) Retell stories and events, using beginning, middle, and end.
h) Identify the main idea or theme.
i) Read and reread familiar stories, poems, and passages with fluency, accuracy, and
meaningful expression.

SOLs that aligns with Writing activities:

● 1.12 The student will print legibly.
a) Form letters accurately.
b) Space words within sentences.
c) Use the alphabetic code to write unknown words phonetically.
● 1.13 The student will write to communicate ideas for a variety of purposes.
a) Generate ideas.
b) Focus on one topic.
c) Revise by adding descriptive words when writing about people, places, things, and
events.
d) Use complete sentences in final copies.
e) Begin each sentence with a capital letter and use ending punctuation in final copies.
f) Use correct spelling for commonly used sight words and phonetically regular words in
final copies.
g) Share writing with others.

SOLs that align with Word Study/Spelling activities:

● 1.8 The student will expand vocabulary.
a) Discuss meanings of words in context.
b) Develop vocabulary by listening to and reading a variety of texts.
c) Ask for the meaning of unknown words and make connections to familiar words.
d) Use text clues such as words or pictures to discern meanings of unknown words.
e) Use vocabulary from other content areas.

SOLs that align Read Aloud & Independent Reading:

● 1.1 The student will continue to demonstrate growth in the use of oral language.
b) Tell and retell stories and events in logical order.
c) Participate in a variety of oral language activities, including reciting stories with
 repeated patterns.
e) Express ideas orally in complete sentences.
● 1.5 The student will apply knowledge of how print is organized and read.
a) Read from left to right and from top to bottom.
b) Match spoken words with print.
c) Identify letters, words, sentences, and ending punctuation.
● 1.13 The student will write to communicate ideas for a variety of purposes.
a) Generate ideas.
b) Focus on one topic.
c) Revise by adding descriptive words when writing about people, places, things, and
events.

7. Instructional Objectives

● Shared Reading: By the end of the lesson, students will be able to use various reading
strategies that they have learned with their teacher while reading the text. They will be
able to make inferences, predictions, summaries, etc. about the story.

● Vocabulary Learning: By the end of the lesson, students will be able to master picked
out vocabulary words from the story Pout Pout the Fish.

● Guided Reading Students will first make predictions on the story they are about to read
and discuss these predictions openly in the classroom. Then they will read the story on
their own. After reading, they will be able to answer a variety of questions relating to the
story.

● Writing: By the end of the lesson, students will be able to accurately model letters when
writing comment bubbles for the characters in Pout Pout the Fish as well as demonstrate
the proper use of spaces between words when writing in their comment bubbles.

● Word Study/Spelling :By the end of the lesson, students will be able to recognize word
patterns and decode unknown words while doing activities about the story Pout Pout the
Fish.

● Read Aloud & Independent Reading Students will know how to pick out various word
classes as well as be able to apply their knowledge of how print is organized and read.
Students will also be able to apply to brainstorm, focus on one main topic, and add
descriptive words in order to communicate through writing.
Procedures_________________________________________________________
8. Rationale

Shared Reading: (20-30 min.) Shared reading can help students better understand the story by
hearing it from their peers. With their classmates, they can dramatize the text and act out parts of
the story themselves to better comprehend the book’s plot and the perspective of the characters
within it. To better understand the text, the teacher will ask the students questions throughout the
story to get them to articulate answers for questions on comprehension.

Guided Reading: (45-55 min.) Guided reading allows students to dig deeper into the passage
after reading. They have the opportunity to show comprehension of what was read, display
knowledge of vocabulary words, and compare personal experiences to the story. This shows that
not only did they read the story, but they understand the story and its components as well.

Writing: (25-30 min) Writing is a way of learning as well as a method of communication.

Different kinds of writing lead students to think in different kinds of ways. Writing that involves
comparing, contrasting, concluding, and evaluating has a greater impact than writing that
requires only restating. Students will be able to organize their writing skills to communicate to
others what important details the book discussed.

Word Study/Spelling: (15-20 min) Word study prepares students for the text they will be
reading, and writing reinforces and extends the reading and the word study. Word building and
sorting can help struggling readers focus their attention on consistencies within the spelling
system. Students are also able to learn word knowledge that they can apply to other writing and
reading activities.

Vocabulary Learning: (15-20 min) Vocabulary learning helps students with the understanding
of words. Once learned, students are able to understand others or express their own ideas. It is
important to encourage children’s vocabulary development so that they develop the language and
literacy skills necessary to succeed. Knowing additional information regarding the word such as
what’s the opposite meaning, can help students remember what classifications align with the
word.

Read Aloud & Independent Reading: (20-30 min.) Reading books aloud with children
stimulates their imagination and expands their understanding of the world. It strengthens their
listening skills, language development, and prepares them to understand the written text.

Independent reading gives children the opportunity to read selected texts with minimal to no
assistance from adults. Independent reading plays an important role in the development of
reading fluency, vocabulary, and background knowledge. Children interested and motivated to
read tend to do more independent reading.

9. Techniques and Activities

Shared Reading: (20-30 min.) As the teacher reads the story, the class will utilize a set of
puppets that will get students to use various reading strategies.
1) The teacher will begin by introducing the story to students along with the puppets they
will use to help out with utilizing reading strategies (A predicting puppet, an inferring
puppet, a questioning puppet, etc.). They will also be given a copy of the book to finger-
point read along with the teacher.
2) As the teacher reads through the story, the teacher will ask students to utilize their
reading strategies (ex: predict what will happen on the next page) with the puppets and
additional props that the teacher has.
3) During the duration of the story, the teacher will ask the students to come to the front of
the class and use their reading strategies.
Some of the questions the teacher may ask the
students can be:
- What do you think will happen on the next
page? (Prediction Puppet)
- Is there a word on this page that you would
like to know more about? (Clarification
Puppet)
- Do you have questions based on what we
have read so far? (Clarification Puppet)
- What can you infer about the main character
(Pout Pout)? (Inferencing Puppet)
- Have you felt the same way as Pout Pout and
the other underwater animals before?
- Can you identify the emotions Pout Pout experiences throughout the story?

Guided Reading: (45-55 min.) Students will answer guided reading questions before and after
reading the story.
Questions:
1) Before reading: What do you think the story is going to be about? Make a prediction.
2) After reading: What is the main idea or theme?
3) What marks the beginning of the story? The middle? The end?
4) Who is the main character and what problems does he face in the story?
5) What types of emotions are felt in the story?
 6) Have you ever felt any of the emotions we just talked about?
7) How does the main character change by the end of the story? What happened that created
this change?
8) Was your prediction before reading the story accurate? Why or why not?

Writing: (25-30 min)

Read the story to the students first without showing them the pictures.
1. After reading the book, hand out papers with different illustrations from the book.
2. By looking at the image on the papers, have the students write in their own words what is
happening from that scene in the story.
(Modification: You could put students into groups and have each student have a different
image, and at the end they can staple it together and have their own version of the book)

Word Study/Spelling: (15-20 min):

1. Before reading the book, the teacher will pick out words from the story.
2. Create a word sort on the board for the entire class to see. The columns can be decided
by the teacher. For example, 3 columns that consist of “R” sounds, “L” sounds, and “S”
sounds.
3. Do a few words for each column to demonstrate to the class what is expected of them.
4. The students will then independently work on the word sort that was written on the board.

Vocabulary Learning: (15-20 min):

1. After reading the story, go over the
desired vocabulary words from the
story. For example: sulking,
tentacles, and scowl.
2. The students will fill in a word chart
that requires them to fill in the
vocabulary word, its definition, an
antonym & synonym, and a sentence
with the word in it.
3. Time permitting, the student could
further their understanding by
drawing a picture of the vocabulary
word.
Read Aloud & Independent Reading: (20-30 min.)

Prior to reading the book, I will have this template on

the board. We will discuss all the characters listed in the
book and have students begin to think about a character
they would like to describe after reading. I will give
them sample descriptive words such as happy, friendly,
and thoughtful. Then we will echo read the story
together as I point to each word. After we’re finished,
students will be given this sheet to the left. They must
choose a character from the book and pick four words
to describe them. Children are encouraged to color
when finished.

Students will be given a Tic-Tac-Toe menu with

different independent reading activities on it. Students
can then choose 3 or more activities to complete using
story elements. The picture to the left is a sample of
what the menu will look like.
Modifications: Instead of children highlighting in the
book. They will write the nouns down and then
highlight them on their given paper. Also reading the
story to 3 different people won’t be listed.

10. Assessment/Evaluation
Shared Reading: (20-30 min.) Assessment during shared reading will be based on the
participation of the students during the reading activity. The teacher will not look at the amount
of times that a student participates, but more of the articulation of their answers when they utilize
their reading strategies through the puppets.

Guided Reading: (45-55 min.): After all questions are answered, the teacher should hold a
discussion to go over the questions students completed. She should re-ask the questions and
engage in conversation with the students. This way she is able to assess whether or not they were
able to get details and understanding out of the story.

Writing: (25-30 min): As the students are filling in their comment bubbles, walk around the
classroom to make sure that they are forming letters correctly and leaving the proper spacing
between words.

Word Study/Spelling: (15-20 min): The teacher can administer a spelling quiz that will test the
students on their spelling and being able to figure out which word is missing from a sentence.
This can be done in quiz style or as casual as using white boards.

Vocabulary Learning: (15-20 min): The teacher will be able to see which students are grasping
understanding by simply reading the definitions out loud and having the students write the word
down on a white board.

Read Aloud & Independent Reading: (20-30 min.) Students will be expected to take a
summative assessment to evaluate their learning at the end of this instructional unit and have it
compared against a benchmark. Once the templates are completed, students will be graded based
on how well they followed directions, included the right information by staying on task, and
listed the appropriate word classes such as nouns and adjectives, and the accuracy of their
spelling.

11. Adaptations for Diverse Special Learners

Shared Reading: (20-30 min.) Students are are in ESL or have special needs may need help to
comprehend the story. Both of these groups of students will have the same puppet activity to do,
but instead it can be done with a resource teacher who can interpret the story or assist in
comprehension of the text. For gifted learners, they can join the same activity with the rest of the
class with the teacher giving them extra questions to answer and share with the class. The gifted
learners can also act as assistants to their classmates when they need help answering a question
or help utilizing a strategy.

Guided Reading: (45-55 min.) Some students may need to work with a teacher in order to read
and understand the questions. An ESL and Special education teacher should be available to help
students who have difficulty reading passages or writing out answers to comprehension
questions. Gifted learners could work in a group together to discuss their answers after reading
and answering the comprehension questions. This group would allow them to collaborate and
expand their answers and comprehension to the guided reading.
Writing: (25-30 min): Children with ADHD, ADD, and ASD have a difficult time paying
attention for long periods of time. To avoid distraction and frustration, conduct a series of small
lessons rather than one long lesson/activity.

Word Study/Spelling: (15-20 min): Partner work would be most beneficial to the students.
Offer the ESL student with a word sort in their native language and provide the non-ESL student
with a translator. This will let the teacher know that ,although the language barrier is still there,
the understanding is visible.

Vocabulary Learning: (15-20 min): Vocabulary should be kept in small amounts. Instead of
overloading them with words, make sure to keep the quantity low. Each week, the students can
add 3-5 more vocab words to the previous weeks words so that their vocab bank progressively
gets bigger over time. For each word they can make a flash card that contains the word,
definition, and an image.

Read Aloud & Independent Reading: (20-30 min.) Gifted learners will need to complete the
entire template of Tic-Tac-Toe and then describe which activity they enjoyed during the most
and explain why. In addition to listing 8 character description words instead of four. Then they
will need to explain which characteristic they think is the most important to have and why. Some
children may have the option to think-pair-share with the teacher or teacher’s assistant and
discuss the answers to each of the activities on the templates and then pick one to illustrate.
Sample Examples will also be given to them to better guide their thinking when completed the
task on their own.

12. Differentiated Instruction

Shared Reading: (20-30 min.) Since the students are reading this story as a whole class, students
who frequently answer questions about the story through their reading strategies can help other
students in the class while the activity is in duration.

Guided Reading: (45-55 min.) Instead of working individually to answer the guided reading
questions, students with a lower reading level could work in pairs or groups. They could read the
story together, and work together to answer the questions. This gives them the opportunity to
collaborate, which would help them understand.

Writing: (25-30 min): Provide the students with templates that can help form their letters in their
spare time. The template can have them trace a letter, write the letter on their own, and write a
word using the letter.
Word Study/Spelling: (15-20 min): For those who are having a hard time, allow the students to
work in larger groups so that the struggling student can see others perform. This method might
help them understand the concept.

Vocabulary Learning: (15-20 min): The teacher can create laminated flashcards for the
classroom community so that when they have finished an assignment early they can revisit those
words to better their knowledge. This could be done individually or in pairs.

Read Aloud & Independent Reading: (20-30 min.) Some students will be given the option to
complete their activity with a peer. I will also use classroom clickers to display the questions and
a series of answers on the screen and children will use their clicker to record their answer and as
a class we will view the poll and discuss the thinking process of each possible answer. Another
option would be for students to cut and paste the correct answers under the listed categories for
example under nouns students can paste words such as fish, water, and smile.

Resources________________________________________________

13. Materials and Additional Resources

Shared Reading: (20-30 min.) Students will have their own copy of “Pout Pout the Fish” and
will be using the hand puppets and other props provided by the teacher. Additional worksheets
such as graphic organizers may also be used.

Guided Reading: (45-55 min.) Students will need the list of questions to answer that coordinate
with the story and pencils to write their answers on the paper. Students will also need their own
copy of the story to read.

Writing: (25-30 min): The students will need a pencil, paper, and templates provided by the
teacher

Word Study/Spelling: (15-20 min): The students will need books/stories to retrieve words,
pencils, paper, white boards, flash cards.

Vocabulary Learning: (15-20 min): The students will need books/stories to retrieve words,
pencils, paper, white boards, flash cards.

Read Aloud & Independent Reading: (20-30 min.) Students will be given a Character template,
Tic-Tac-Toe template, highlighter, crayons/ colored pencils, one sheet of paper with lines on one
side to write and blank on the other side to illustrate.
14. Credits

Item Expectation Group

Member

Group One member should be responsible for organizing group. Keyochia

Organizer This individual will download the Blueprint and the Early
Reading Group Lesson Plan template to assist the group
with getting started and with collaboration on the project.

Overview Lesson plan overview identifies theme, title, grade level, Alyana
authors, date, and description of lesson.

SOL Standards of Learning and instructional objectives are ALL

identified for each component of the lesson plan. The SOLs
align with the instructional activities described in the
procedures section of the lesson plan. Each group member
should choose at least one of the instructional segments
addressed in the procedures section.

Procedures A rationale is provided for the instructional choices. Keyochia

Activities should be appropriate for the learning outcomes
and expectations of the literacy category such as Read to,
Read With, etc. .

Techniques and procedures for implementation of the ALL

strategy/activity include the “how to” steps to deliver. The
plan requires that students are actively involved in the
lesson. Each group member should choose at least one
of the following segments.

Shared Reading Alyana

Vocabulary Learning Emily

Guided Reading Madison

Writing & Word Study/Spelling Emily

Independent Reading & Read Aloud Keyochia

 Assessments The lesson includes a variety of formative and summative ALL
assessments to inform instructional decisions. Each group
member should address the assessments aligned with
the segment (s)he planned in the procedures section. .

Adaptations The lesson plan demonstrates adaptations for special ALL

populations. (You may have to speculate about special
populations that may be in the hypothesized class.) Each
group member should address the adaptations planned
for with the segment (s)he planned in the procedures
section. .

Differentiated Are there any provisions for differentiation? Each group ALL
member should address the differentiation necessary
for the segment (s)he planned in the procedures
section. .

Materials The two text choices are identified under the Materials. The ALL
group should develop the text choices in conjunction with
theme describe in the overview. Each member should
identify the materials necessary to implement his/her
lesson segment

Credits & The Blueprint should be attached in this section. One Madison
Collaboration group member should embed this item prior to submission.

Submission One group member should submit this item on the Keyochia
Discussion Board link titled Early Reading Group Lesson
Plan in Blackboard prior to due date.

References:
Independent reading and Read aloud- https://www.teacherspayteachers.com/Product/Reading-
Tic-Tac-Toe-Menu-Story-Elements-Edition-2089254