Jolie Williams CHD 119: Introduction to Reading Methods 15 December 13 Reading Project Lesson Plan Age Level or Grade

Level: Kindergarten- 1st grade Title of the Book: Sea of Dreams Author: Dennis Nolan Illustrator: Dennis Nolan Poem: Author: Sand Meish Goldish

Phonics Element or Word Study Activity: Understanding word pattern levels such as, onset and rime by using rhyming poetry, so students will hear the flow and fluidity of poetry and learn new words and vocabulary.

Picture Walk Talk: Vocabulary Words & Talk Sandcastle- these items are made into many different forms from sand and water Tide- Is when water rises and falls because the moons gravitational pull. When you go to the beach, sometimes the water is far up on the beach and you see a little sand and other times, when the water is low, you will see more. Mermaids- are fictional characters that live in the sea that are half human and half fish, like the Little Mermaid Sunset-When the sun disappears below the horizon.

Predicting Questions: 1. What is the little girl doing (pg. 1)? 2. What might happen to the sandcastle (pg.4)? Why? 3. What is going to happen with the boy (pg. 18)? 4. Where is the boat going (pg. 24)? 5. Why is the little girl looking out upon the water (pg. 33)?

Comprehension Questions: #1. Why did the sandcastle get destroyed, and what caused this? #2. Who saved the little boy? #3. What do we call it when the sun looks like it is going into the ocean? Writing Journal Activity: If you knew that your sandcastle would house a family, what kind of sandcastle would you make? Draw a picture of the sandcastle you would make and write a sentence about who would live in it.

I would show examples of other sandcastles that were made in sandcastle contests and then, I would show them an example of my sandcastle and who would live in it. I would then say our poem, Sand by Meish Goldish and ask the children to write down a word that rhymes with sand.

VA Foundation Blocks of Early Learning Standards: Block #1 Oral Expression Listen with increasing attention to spoken stories read aloud Correctly identify characters, objects, and actions in a picture book, as well as stories read aloud, and begin to comment about each Make predictions about what might happen in a story Listen attentively to stories in a whole class setting By supplying and teaching the students a poem, go on a picture walk and do an activity and having the children expound on their thoughts in a journal, will help to accomplish the above standards. In specific, they will be listening to a poem and book and asked predicting questions regarding the book. Block #2 Vocabulary Use single words to label objects Listen with increasing understanding to conversations and directions Follow simple, one-step oral directions Engage in turn taking exchanges with adults and peers Use new vocabulary with increasing frequency to express and describe feelings and ideas Expose children to a wide-variety of experiences to build vocabulary In my poem activity, we are using a poem board with pictures and matching them with their words. As I ask questions, the dialogue is happening between student and teacher. And by having a poem board and using pictures on Popsicle sticks that students have to present, exposes children to a wide-variety of experiences to build vocabulary.

Block #3 Phonological Awareness Discriminate similarities and differences in sounds (environmental, letter) Identify words that rhyme, generate simple rhymes Because we are studying items that they might see on vacation, this fits in with the environmental sounds and letters. Also, our poem focuses on onset and rime and will cover indentifying words that rhyme and in their journal they are asked to find a word that rhymes with Sand. By doing this, they will be able to generate some simple rhymes. Block #4 Letter Knowledge & Early Word Recognition Read simple/familiar high-frequency words, including his or her name Notice letters around him/her in familiar, everyday life, and ask how to spell words, names or titles By having the students write in journals, they are demonstrating their knowledge in letter knowledge, and we are also talking about items that they might experience on vacation and such, so that would qualify under, Notice letters around him/her in familiar, everyday life... Block #5 Print and Book Awareness Identify the front of a book Identify the location of the title of a book Identify where reading begins on a page(first word or group of words) Demonstrate directionality of reading left to right on a page Identify part of the book that tells the story (print as opposed to pictures) Turn pages one at a time from the front to the back of a book All of these standards will be covered with this lesson, especially our emphasis on a book with no words. Block #6 Written Expression Distinguish print from pictures Print first name independently Print 5 - 8 letters with a writing tool Copy 3 - 5 letter words Use inventive spellings to convey messages or tell story I will emphasize the use of a picture book and how we will determine, through the pictures, what the words might be to the story. I will put the vocabulary words on the board to help with journal writing and will make sure that letters and names are properly written.