Developing Literacy
Lesson Plans
EDC424
Dr. Julie Coiro
Today’s Objectives
1. Review key elements for your literacy photo
journal
2. Examine components of literacy lesson plan
in relation to The Reading Process outlined in
Tompkins Chapter 2
3. See an example of a literacy lesson plan
4. 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 openended 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