Developing Literacy Lesson Plans

EDC424

Dr. Julie Coiro

Today’s Objectives

1. Review key elements for your literacy photo journal2. Examine components of literacy lesson plan in relation to The Reading Process outlined in Tompkins Chapter 23. See an example of a literacy lesson plan4. If time, try designing a word sort activity

Reading Instruction

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

Identification; Fluency; Vocabulary; and Comprehension

Effective reading instruction gradually releases responsibility from teacher modeling to student independence– Modeled reading (teacher does all work to explicitly model)– Shared reading (teacher does most work but students tiny

pieces)– Interactive reading (teacher and students do together) – Guided reading (student does most work and teacher guides

with prompts and scaffolds – think queries and follow-ups) – Independent reading (student does all work)

The Reading Process

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

These will be the main parts of your lesson plan.

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)

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)

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.,– center, partner, small group activities

For your lesson, this will be applying the Word Study Activity

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 and reads themselves (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 Readers: 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 AND SPIDER, SPIDER

The Reading Process

– Your lesson plan activities…– Pre-reading: prepare readers – Activity 1– During reading: engage with text (Activity 2 with teacher;

Activity 3 with peer partners)– Responding: writing, discussing - Activity 6– Exploring: focus on words/teach mini-lessons- Activity 4– Applying: extend & reflect - Activity 5

Refer to the visual organizer to see how it all fits together.

Lesson Plan Book Choices

Locate a book in the library

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

Selecting grade levels??

Lesson Plan Thinking Sheet

Lesson Plan Thinking Sheet

HOMEWORK• Wed-Thursday:

• Read Beck & McKeown: Text Talk Article (Storybook Reading and Discussion)

• Read WTW, Chapter 6 (Within Word Patterns – the phonics patterns from last week)

• Finish Photo Journal Descriptions• Friday-Monday:

• Fluency: Read Griffith and Rasinski: A focus on fluency and Reader’s Theatre

• Work on Photo Journal Reflection • Nov. 1 (Spelling Inventory Due – p. 319)

Small Steps to the Lesson Plan

Nov. 8: Word Study Demonstration Due (practice and get feedback from peers and Thinking Sheet Due for Class Check (add to syllabus; meet with me if want) – can include Text Talk portion if you’d like for early feedback

Nov. 22: Lesson Plan Due

Nov. 29: Outline for Literacy Center Due

Dec. 6: Literacy Center Due