Rebecca Goff
Shared Reading Lesson Plan
Book:
To Market, To Market
Author: Anne Miranda
Illustrator: Janet Stevens
Summary of the Book:
During the course of the book, a woman is going to the market to get a variety of animals. After she gets an
animal she returns to the store to get another one, just to come home and find the previous animal has
escaped or gotten into trouble. Finally at the end of the book, she has had enough, so instead she takes all her
animals to the store to buy some produce and grains to make soup.
Purpose of the Book:
To teach students about the concepts of spoken words, syllables, and sounds.
Materials: 
 big-book version of the text
 student version of the text
 big-book stand
 pointer or reading wand
 box worksheet, used to separate syllables
Day 1
Standard
Before
During
Monday
CCSS.ELA-LITERACY.RF.K.2
Demonstrate understanding of spoken words, syllables, and sounds
(phonemes).
The teacher introduces the book by giving a very short summary of it,
and discusses the title to the book by saying it putting emphasis on the
syllables in the word (i.e. Mar-Ket) Ask students why the teacher
pronounced it that way.
Using the big book, the teacher reads aloud, encouraging the students
to join in on the reading, once they notice the pattern, “To Market, To
Market” stop saying those words and encourage the students to pick up
the reading in those places.
This day is used to introduce the book, give them a general idea what it
is about, and the grammar used.
After
The teacher leads students in a brief discussion of their reactions to the
book and what they enjoyed about the book.
Day 2
Standard
Before
Tuesday
During
The teacher uses her book as the students read along. When coming
up to certain words, stop, and allow the students to think of a rhyming
word. (i.e. Cow rhymes with ….) Students can use their vocabulary and
think of a rhyming word.
After
The teacher goes over a few of the rhymes the students made. Asking
the students if they can think of any more rhyming words.
CCSS.ELA-LITERACY.RF.K.2.A
Recognize and produce rhyming words.
The teacher re-introduces the book to the students. Go over the
different types of animals featured in the story. ) Saying, “Cow, that kind
of sounds like how or now…”)
Day 3
Standard
Before
Wednesday
During
Begin the story by clapping for each segment syllable, while the students read
along. After they get the concept, allow them to join in reading aloud and
clapping for each syllable. Pointing out the bigger words in the story and
having them count out loud how many syllables in the specific word.
The teacher hands out a worksheet containing boxes. The students will
pick three words form the book to break into syllables. Each syllable will
go into its own box. (i.e. dishwasher = “dish” in box one, “wash” in box
two, “er” in box three)
After
CCSS.ELA-LITERACY.RF.K.2.B
Count, pronounce, blend, and segment syllables in spoken words.
Hand out the student books; allow them to look through the book on
their own. Remind the students about the rhyming we went over the day
before. Reading the title and putting emphasis on the segment syllables
in each word by clapping as you say them. (i.e. Clap once for To, Clap
once for Mar, clap once for Ket.)
Day 4
Standard
Before
During
After
Thursday
CCSS.ELA-LITERACY.RF.K.2.C
Blend and segment onsets and rimes of single-syllable spoken words.
Remind the students of what they learned with syllables the previous
day. Have them read the title of the book out loud by themselves and
clap to count the syllables. Mention the word bat, and have students
name all the words that rhyme with bat. (i.e. rat, cat, hat, pat, and sat.)
Read aloud with the students, assist them with picking out the singlesyllable spoken words that rhyme with each other. Explain what the
onset is and what the rhyming part is. For example, on the page where
the goose is on the loose. They are both single-syllable rhyming words,
so point that out and then explain that the onset is g and l, and that the
rhyming part is “oose.”
Let the students read through the text collaboratively in their groups.
Point out the other one-syllable rhyming words and underline the part
they hear that is the rhyme (the rimes), and circle the part that is
different in each word (the onset). For example, When she goes to buy
a Hen and the pig leaves the pen. The children would underline “en” in
each word and circle the H and the P.
Day 5
Standard
Before
During
Friday
CCSS.ELA-LITERACY.RF.K.2.E
Add or substitute individual sounds (phonemes) in simple, one-syllable
words to make new words.
Present the book once again to the class. Use a pointer to point to the
word as students read the words aloud to the class and clap to count
their syllables. Go over the rhymes that we remember from our previous
times reading the story.
The teacher will not read as much, and let the students take charge of
the reading. As they read, she will use her pointer to keep them at the
same pace as each other. They will raise their hands when they hear or
recognize a rhyming word. (i.e. students will raise their hand for “trout”
and “out.”)
After
Using a word wall, the students will think about all the rhyming parts we
went over the previous day. Start the students off by using an example
of “ot,” showing them they can make the words pot, cot, dot, and hot, all
with the same rhyming part, just changing the onset. Also show them
that they can use the same onset and change the rhyming parts such
as, pan, can, and Dan. Have the students find an onset and rhyme in
the story and change either the onset or rhyming part to create new
words. Students may work collaboratively on making new words and
getting creative.