Developing Literacy Lesson Plans

EDC423

Dr. Julie Coiro

Today’s Objectives

1. Examine components of literacy lesson plan in relation to The Reading Process outlined in Tompkins Chapter 22. See an example of a literacy lesson plan3. Explore books at each developmental reading level and link to word study

The Reading Process

Successful readers use five essential skill sets: – Phonemic Awareness and Phonics; Automatic Word

Identification; Fluency; Vocabulary; and Comprehension

Effective reading instruction involves students in activities that TEACH, PRACTICE, and APPLY these skill sets. – Stage 1: Pre-reading – prepare readers – Stage 2: During reading - reading, thinking, discussing – Stage 3: Responding - writing, discussing– Stage 4: Exploring – focus on words/teach mini-lessons– Stage 5: Applying – extend & reflect

Pre-Reading Instruction

Activates background knowledge – introduce new words or experiences they might

encounter and connects with their knowledge

Sets an explicit purpose (teacher or student)– Motivates and helps students monitor their

understanding in relation to goals

Sets a plan for reading – Depends on structure (fiction or nonfiction) &

purpose (e.g. preview, anticipate, predict)

During Reading Instruction

Shared reading: Read-aloud appropriate for interest, but too hard for decoding

Interactive read-aloud: Read-aloud with developmentally appropriate texts as students actively participate

Guided reading: Work with small group at same level – students can read books with 90-94% accuracy = instructional level – new or revisit texts – every child has a copy of the book

Buddy reading: Read or reread with scaffolding from their peers – need instruction on how this works

Independent reading: Read silently at own pace

Responding

Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing) – think back to comprehension instruction in EDC423

Participating in discussions – grand conversations – Share personal responses, ask questions

Exploring

Reread the selection (with partners or independently) to focus on big ideas, reflect on story elements (characters, problem/solution, plot sequence or theme) – again 423!

Teach mini-lessons (connecting concepts, visualizing, reflecting, etc)

Focus on Words and Sentences (WORD STUDY!)

Applying

Extend, reflect, and apply in open-ended projects, reader’s theatre, internet activities, drawing, adapt text in their own version, etc., etc., (think EDC 423)

The Writing Process

1. Prewriting

2. Drafting

3. Revising

4. Editing

5. Publishing

(Note the parallels between the reading and writing process – Tompkins p. 66)

Your Lesson Plan

Pre-Reading: activate PK and set purpose & plan

During (Guided reading): Work with small group at same instructional level –every child has copy of book (links to open ended questions, vocab, & discussion)

Responding: Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing, graphic organizer)

Exploring & Applying: Word Study Instruction and Practice

Engaging All Reader: differentiating instruction with scaffolding to achieve the same learning objectives (given X, child will be able to do the same thing)

Evaluation: (part of each stage – as we’ve been learning – match up to stated learning objectives)

LET’S SEE HOW IT PLAYS OUT IN IRA SLEEPS OVER

Lesson Plan Book Choices

Exploring books

Linking to developmentally appropriate word study (Which words? Which phonics/spelling lesson?)

Lesson Plan Thinking Sheet

Lesson Plan Thinking Sheet

Small Steps to the Lesson Plan

March 11: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want)

March 18: Text Talk Element Due (Guided Reading Query Sets) get feedback

April 6 or April 8: Word Study Demonstration Due (practice and get feedback from peers)

April 15: Lesson Plan Due

April 22: Literacy Center Due