Shared Reading Lesson Plan
Shared Reading Lesson Plan
Shared Reading Lesson Plan
Overview of Wishy-Washy follows muddy animal tracks throughout her home to find her
text farm animals.
Context For this shared reading three-day lesson, I will be focusing on three of the six
elements of reading: Oral language, vocabulary, and Phonics. “The cow, the
pig, and the duck went into the house” is an example text from this story that
shows story simple sentence structures full of sight words for reading
practice and sight word identification. The book is effective for readers
because it can build on their vocabulary by helping them identify sight words
when reading. This book can also help them with teaching skills such as Echo
reading, Choral reading, and Fill in the Gap reading.
The focus of this three-day lesson is to model reading so the students can
become confident and fluent readers and to build a strong vocabulary with
recall skills of sight words.
Purpose To teach students reading skills and sight word identification.
Standard for Shared reading lesson
Standard 4: Read with sufficient accuracy and fluency to support
comprehension
4.2 Read emergent-reader texts orally with accuracy, appropriate
rate, and expression.
Assessment The assessment opportunities that will be used are anecdotal record keeping
opportunities and a self-assessment. I will use anecdotal records during day two and three
during the reading practice days. I will be writing down information based on
what I observe in a box with each student’s name on it. I will be looking for
both strengths and weakness. I will also be including a self-assessment on day
three by asking how the students feel about themselves as a reader and how
comfortable they feel with sight words. To incorporate the sight words, I will
be doing small groups based on previous observations to look for
improvement after the three-day lesson had concluded.
Reflections Students:
for students What sight words did the author use that are also on the Word Wall?
and teachers Did the reading strategies help me be a better reader?
What do I still need to work on?
Teachers:
Was this lesson easy or difficult for the class?
Did I see improvement over the three days?
Should I separate sight words and oral reading next time?
Were students engaged?
Did the students reading benefit from echo and fill in the gap reading
strategies?
*I will be recording my responses in with the assessments.
Day Procedure
Day Task: Phonics and Vocabulary- The teacher Reads text, and the students identify
One sight words with pages 1-8.
Before: The instruction will begin by establishing the rules for the lesson and the
hand gestures. I will tell the students “Today I am going to read to you Wishy-Washy
House and I want you to be looking for the sight/ word wall words while I am
reading. This story is about Mrs. Wishy-washy and her farm animals. The author Joe
Crowley uses a lot of familiar words you may know. You will know them from our
word wall. I want us to hold a thumbs up when we here one while I am reading. Let’s
practice on using page 5.” At this time, I will flip to page five and begin reading. I will
hold a thumbs up on the words the, and, went, and into. “The cow… We will hold our
thumbs up for which word?” Wait for whole group response with the. “Alright I am
going to read the rest of the page and lest practice holding our thumbs up when you
hear the words the, and, went, and into. The pig, and the duck went into the house.
Great job my friends now let’s flip back to the beginning of the book and try from the
beginning”
During: Using the big book, I will go page by page and read aloud to the whole group.
I will be looking for thumbs up on sight words and will reference the word wall when
we find a word that is new like “went, what, or into” since this is new material for
them. I will also pause on page 3,5,7, and 9 to practicing the phonics. We will read
the sight words by breaking down the letter sounds and then blending them
together.
After: I will lead the students in a brief review of the sight words in the book and a
short discussion of the text. I will review my observations from the lesson and note
those.
Day Task: Oral Language and Vocabulary- Read with echo text and use hand signals when
Two reading a sight word with pages 1-8.
Before: For this lesson I will be modeling echo Reading. I will be focused more on
oral language building for this task. I will read the sentence 1 st and the second time I
read it everyone will read with me.
During: “Today I am going to read to you Wishy-Washy House again and I want you
to be looking for the sight/ word wall words while we are reading. Today is going to
be a little different than yesterday. It will not just be me reading. I will read the page
first and then the second time we will all be reading it together. The first time I read I
want you to be giving me a thumbs up on the sight words from yesterday. The
second time when we all read together, I want you to focus on how you are
pronouncing your words. Let’s practice with page one the cow had four muddy feet.”
While I am reading the first time, I will be observing hand signals to see if we need to
review. “Great job my friends now I am going to read it a second time and I want you
to join in. Do not read ahead of me let’s all stay together. The cow had four muddy
feet. Let’s go back to muddy. Even though muddy has two d’s in it we do not
pronounce both so let’s say that word one more time and really pay attention to how
we pronounce it. Great job” During the lesson I will read through the big, each page
twice demonstrating the echo reading strategies to build oral language and sight
word identification. I will be taking anecdotal records during the reading for
strengths and weakness pertaining to oral reading skills.
After: I will lead the students in a brief discussion about how they feel as readers and
the importance of reading and language.
Day Task: Oral Language and Phonics- Read with fill in the gap reading and using hand
Three signals when reading a sight word with pages 1-8.
Before: I will be using the fill in the gap reading strategy today. This is advanced for
kindergarten to do on their own so we will all share the reading. I will particularly
level the “gap” for sight words throughout the text, so I know how well they are
doing with identifying them on their own.
After: I will lead the students in a brief practice of the phonics with some of the sight
words from the text that may include the, went, where, and into. This will help with
sight word phonics and build their vocabulary by practicing them. I will conclude the
three-day lesson with a verbal self-assessment with asking how the students feel
about themselves as a reader and how comfortable they feel with sight words.
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