Alaire Thomas

Five Day Shared Reading Plan

“Good-Night, Owl!”
Book Information:
Book: “Good-Night, Owl!”
Author: Pat Hutchins
Illustrated by: Pat Hutchins
Level: 1st Grade/2nd Grade

Introduction:

“Good-Night, Owl!” by Pat Hutchins is a theme related book to my Owl/Bird lesson plan.
This book is very beneficial to use because it integrates knowledge about owls and other animals
that live in trees, as well as color vocabular and constituents and vowel blends in irregular words.
This narrative is about an owl who lives in a tree but unfortunately has some noisy neighbors.
The owl is trying to sleep during the day due to their nocturnal instincts. The story talks about all
the other animals in the tree and the sounds they are making. When all the other animals go to
sleep at night the Owl is wide awake. He decides to make noise to wake them all up like they had
done during the day to him.

This book is great for shared reading because it helps demonstrate the importance of
concepts of print, alphabet knowledge, phonological awareness through rhyming, phonemic
awareness, sight word, analogy words, and phonics. This story has great use of the sight words
such as: sleep and tried. The students will also learn about sleep pattern of the owl, the sounds
animals make and the names of common bird of their local environment. In addition to using this
book as a creative tool for content for learning about owls, the students will read this book and
learn how to blend letters to form uncommon words and how to read fluently with meaning.

Day One- Concepts of Print/Alphabet Knowledge

Standard/Indicator:
CCSS.ELA-LITERACY.RF.1.1
Demonstrate understanding of the organization and basic features of print.

Activity to Teach Concepts of Print/Alphabet Knowledge: “Poetry Pauses”

This would be an activity for the student to learn more about fluency while reading but to also
understand the basic features of print. In previous grades the students learned when and how to
end or start sentences but often commas are forgotten about. Students had difficulty making
correct pauses in their reading. The “Good-Night Owl” has many commas, this activity would
help the student read the book properly and given themselves a chance to take a breath in
between. I found a poem about owls that had many commas or breaks in it. As a class we will
read it together and then again in small groups practicing the proper pauses. Afterwards the
students will be asked to write a short poem about anything they want but must include five
proper breaks in the poem. The student will draw a picture to go with their poems and share them
with the class if they wish to do so.

Day 2: Phonological Awareness

Standard/Indicator:

CCSS.ELA-LITERACY.RF.1.2
Demonstrate understanding of spoken words, syllables, and sounds (phonemes).
CCSS.ELA-LITERACY.RF.1.2.B
Orally produce single-syllable words by blending sounds (phonemes), including consonant
blends.

Activity to Teach Phonological Awareness: “Rolling Blends”

This activity is a game for the students to play to help them master their skills as blending letters
together to make different sounds. Below I have tow examples of some of the board games but
there are many more like these with different blends and different pictures. Instead of having the
students write a bunch of words over and over again to make new words this is a more fun and
interactive way to learn. This game promotes Phonological Awareness by engaging the students
in a phoneme blends with vowels and consonants. This teaches the to sound out words and piece
together how that would be spelled using the proper phonic rules.

Day 2: Phonemic Awareness

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.1.2.D

Segment spoken single-syllable words into their complete sequence of individual sounds
(phonemes).

Activity to Teach Phonemic Awareness: “Grab and Sort”

This activity is to help practice phoneme sounds and combining them to make words. One side
of the chart is for real words while the other side is for made-up words. This game provides the
students with the opportunity to build but also think. The way it works is that the student grabs a
letter chip from each bag “CVC” the “C’s” are constants and the “V” is a vowel. The students
will lay the letters down in the order they come out of the bags. The student will be physically
and mentally forming words. Some words will make sense but some wont. This game will help
build their vocabulary as well as help them sound out unfamiliar words for their future.

Day 3: Sight Words

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.3

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

CCSS.ELA-LITERACY.RF.K.3.C

Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).
Activity to Teach Sight Words:

This activity is to help with being able to know and apply phonics and word analysis skills by
decoding words. The common high-frequency sight words such as black, they, the, of, to you,
she, etc. This activity will involve the student to use sign language to learn their sight words.
Sight words are generally words that are commonly seen everywhere. These words are firmiliar
to the students which makes them relatively easy to remember and spell. I will guide the students
in repetitive word spelling which signing the letters. For example: I will hold you the flash card
“the” to the class, well all say “the” together then spell it out. “T” along with the sign language
letter for “T”, same for “H” and “E”. We repeat the word as a whole as the end and move on to
the next word. This is a way of building on their prior knowledge as well as learning a new form
of communication.

Day 4: Phonics

Standard/Indicator:

CCSS.ELA-LITERACY.RF.1.3

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

CCSS.ELA-LITERACY.RF.1.3.E

Decode two-syllable words following basic patterns by breaking the words into syllables.
Activity to Teach Phonics: “Egg Match”

With is activity the students are working with two-syllable. I picked one very common pattern in
the last syllable of two-syllable words is the consonant plus -le (c + le) like in the word table,
candle, or giggle. The students get to use Easter eggs to read two-syllable words and create a
chart. I would prepare 4 eggs by writing two-syllable words with c+le on each side of the eggs.
Using words with -gle, -dle, -ble, and -tle. The first, the students will simply twist the left side of
the egg around to match up and read the words before we did some reading. Then, I would make
them keep a running record sheet of all the words they create. This activity is fun as well as goes
long with the book for shared reading. The book is about bird, and birds lay eggs this could have
us go off into a less in science about eggs and such. But overall this is a good phonic lesson for
the students to physically play as well as learn.

Day 5: Analogizing Words

Standard/Indicator:
CCSS.ELA-LITERACY.RF.1.4

Read with sufficient accuracy and fluency to support comprehension.

CCSS.ELA-LITERACY.RF.1.4.C

Use context to confirm or self-correct word recognition and understanding, rereading as

necessary.

Activity to Teach Analogizing Words: “Close Reading Oreo”

First, I pass out one cookie to each student quickly. I would tell them told them to eat it as soon
as you get it! Next, I would them all take out a Post-It note and a pencil and write down what
they just ate. The common answer will be Oreo Cookie, Oreo, Cookie and that’s about it. Next, I
pass out another Oreo, but I tell them this time they cannot eat the Oreo! All the students would
take their cook with them to the carpet. All together I would instruct them to “Look at the cookie
carefully, Smell the cookie, think about the cookie, eat the cookie very slowly with your eyes
closed, thinking about every bite you take. When they finish, we will do our "second read" of the
Oreo. I will have categories in red written on the anchor chart. I will ask them to describe all the
parts listed. The lesson that we all learn will be that: It's okay to read through something fast the
first time (like their first Oreo cookie), but if you do, you can only recall minimal information
about it. If you reread it a second time and think while you are reading, you can recall a lot more.
To conclude all these activities are important for this shared reading activity. Without these
different topics for reading the students would not have the balance needed to be successful in
reading. By breaking down words, creating poetry, rereading, and phonic blending it helps them
understand the importance of reading and how to read better. Not all the activities had to do with
owls or birds but overall the activities were fun and helped tie the important learning concepts
needed to understand the book better. The students will grow as readers and become more
confident in their abilities to read a text.