Five Day Shared Reading Plan

“The Little Mermaid: The Story of Ariel”

Book Information:
Book: “The Little Mermaid: The Story of Ariel”
Author: Disney Book Group
Illustrated by: Disney Storybook Art Team
Level: Kindergarten to Second Grade

Introduction:

“The Little Mermaid: The Story of Ariel” is a theme related book to my magic lesson
plan. This book integrates vocabulary, pictures, capital and lower case letters, simple
sentences and more. This story explores Ariel’s changing world and how she wants to go
from a fish in the sea to the lady of the land. Within this story, students get to venture into
the magical world of mermaids, sea witches, spells, and magic.

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: sea and magic. The students will also learn about sea creatures and
magic. In addition to using this book as a creative tool for content for learning about magic,
the students will read this book and learn a great deal about how certain phonemes create
certain words and how each word plays a part in the story. The topic of magic helps to
engage the student and benefit the readers to want to learn more without even realizing
they are learning.

Day 1: Concepts of Print/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 Concepts of Print: Capitalize This!

This activity will help students improve their concepts of print skills with regards to
capitalization. Students will be given various sentences from the story. The students will be
asked to work as a class, then in small groups, and then eventually on their own. In this,
scaffolding will be an important aspect of student learning in this activity. Students will go from
complete help from the teacher, to help from other classmates and a little from the teacher, to
being able to do the task completely on their own. To start out, the teacher will provide students
with various examples not from the story that teaches students which words are supposed to be
capitalized and which are not. The teacher will then break the students up into groups of 4-5
students in which they will be given 10-15 sentences from the story in which they are to identify
which words are to be capitalized and which are not. After the students have finished, the teacher
will go over the answers to make sure that the students are on the right track. If the students still
need a little more help she will provide them with more clarification and examples. After this,
the students will be guided to work on the task on their own. Each student will be given 5
sentences from the story in which they are to identify the words that are supposed to be
capitalized. Once all students have completed their task they will share one of their sentences and
how they know it is supposed to be capitalized.

Day 1: 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: Vocabulary Scrabble

This activity will allow students to work on their alphabet knowledge skills. For this activity
students will be given printable scrabble letters. Students will use these letters to spell their
vocabulary words for this story. In doing this, students will be able to learn how to spell, how
certain letters create certain sounds, and how when those letters are put together they make
certain words. They will take their scrabble letters to spell their vocabulary words and then will
add up all their points if they spell the word correctly. The student to accumulate the most points
will win a prize. This makes the activity exciting for students and a fun way to learn how to
spell.
 Day 2: 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.
A. Distinguish long from short vowel sounds in spoken single-syllable words.
B. Orally produce single-syllable words by blending sounds (phonemes),
including consonant blends.

Activity to Teach Phonological Awareness: Consonant Blend Scavenger Hunt

This activity works to improve students’ skills when it comes to identifying consonant blends.
For this activity, the teacher will write one consonant blend per card: tr, sw, st, sp, sn, sm, sl, sc,
pl, gr, fl, dr, cr, cl, br, and bl making sure there is enough for each student. Give each student
one card and have him or her make the sound the blend makes. Inform the student that blends are
two letters that make one sound, such as the "cr" in cry. Sound out the blend with the students.
It's scavenger hunt time! Hand your child a bag, and give the students 5 minutes to find objects
that start with the blend that you just gave them. Offer them suggestions of words if they need
help. After 5 minutes, go through the objects. Help the students find the remaining blend objects
throughout the classroom or outside, including the objects that were too big to put in the bag.
Give students a point for each item they name! Play another round! For a beginner, just play a
few rounds. For a challenge, have the students take two cards at a time per round, or have them
compete with a friend.
 Day 2: Phonemic 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.
C. Isolate and pronounce initial, medial vowel, and final sounds (phonemes) in
spoken single-syllable words.

D. Segment spoken single-syllable words into their complete sequence of

individual sounds (phonemes).

Activity to Teach Phonemic Awareness: Phoneme Bracelets

This activity will help students practice their phoneme identifying skills. Students will pick 1-2
words from the shared reading to make their phoneme bracelets. With that word(s) the student
will identify the different phonemes in the word(s). Students will be provided with various
colored letter beads and will assign each phoneme to a certain color. Students will then start to
assemble their bracelets using the colored letter beads and various other types of beads. Once
finished the students will be able to share their phoneme bracelets with their classmates.

C A T
 Day 3: Sight Words

Standard/Indicator:

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

Activity to Teach Sight Words: Zap the Sight Word! (trident and poster)

This activity will encourage students to expand their vocabulary by teaching them sight words
that will pop up often in their story. The teacher will create an under the sea poster/banner which
has a bunch of sight words scattered around. The students, in pairs, will come up to the line
marked about 2 feet from the poster/banner. Each student that comes up to the line will be given
a trident to help them zap the sight words. On the teachers mark the students will run to the
poster/banner to zap the sight word. The student who reaches the correct word first receives the
point. Once all students have competed the round will be complete. The teacher can play as
many rounds as they want. After the game has finished completely the students will add up their
points. The student with the most points wins. In case there is a tie for first place, the teacher will
prepare a bonus round in which a separate banner/poster will be presented. The student with the
most points after the bonus round wins.

Student Trident Words will be posted on this banner

Day 4: Analogizing Words

Standard/Indicator:

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

Activity to Teach Analogizing Words: Roll-A-Word

This activity will encourage students to use their phonics and word analysis skills to see how
similarly spelled words are different. For this activity, students will be given a laminated onset
rime roll and write card, two die, and dry erase markers. On the one die, students will find
various onsets and on the other die they will find various rimes. For each word, students will roll
both die, write them down, then say the word they created. Students will continue to roll the die,
write them down, and say their words so that they could work on improving their skills. The
student who can create the most words in a certain amount of time picked out by the teacher will
win. The teacher can continue this activity until the run out of words. The teacher can also have
various difficulty levels of die for students who want more of a challenge.

Day 5: Phonics

Standard/Indicator:

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

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: Syllable Word Work

This activity encourages students to use their knowledge of syllables to decode various words.
For this activity, students will be given laminated “bang it/ tap it” cards. The students will also
be given a toy mallet which they will use to either bang or tap out the syllables. They will also be
given a dry-erase marker which they will use to write out either between the nails or in the
circles. Once every student has received their supplies the teacher will give the first word. With
the first word the teacher will demonstrate how to tap out the syllables and how to bang out the
syllables. After practice with the first word, the teacher will continue to give the students various
vocabulary words from the story to have them tap out and bang out.