1. Developing Literacy Lesson Plans
EDC423
Dr. Julie Coiro

2. Today’s Objectives
1. Examine components of literacy lesson plan in relation to The Reading Process outlined in Tompkins Chapter 2
2. See an example of a literacy lesson plan
3. Explore books at each developmental reading level and link to word study

3. The Reading Process Successful readers use five essential skill sets:
Phonemic Awareness and Phonics; Automatic Word Identification; Fluency; Vocabulary; and Comprehension
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

4. 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)

5. 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

6. Responding
Writing in reading logs or learning logs (revisiting, reflecting, elaborating, drawing) – think back to comprehension instruction in EDC423
Participating in discussions – grand conversations
Share personal responses, ask questions

7. Exploring
Reread the selection (with partners or independently) to focus on big ideas, reflect on story elements (characters, problem/solution, plot sequence or theme) – again 423!
Teach mini-lessons (connecting concepts, visualizing, reflecting, etc)
Focus on Words and Sentences (WORD STUDY!)

8. Applying
Extend, reflect, and apply in open-ended projects, reader’s theatre, internet activities, drawing, adapt text in their own version, etc., etc., (think EDC 423)

9. The Writing Process 1. Prewriting 2. Drafting 3. Revising 4. Editing
5. Publishing
(Note the parallels between the reading and writing process – Tompkins p. 66)

10. 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 (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 Reader: 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

11. Lesson Plan Book Choices
Exploring books
Linking to developmentally appropriate word study (Which words? Which phonics/spelling lesson?)

12. Lesson Plan Thinking Sheet

13. Lesson Plan Thinking Sheet

14. Small Steps to the Lesson Plan
March 11: Thinking Sheet Due for Class Check (add to syllabus; meet with me if want)
March 18: Text Talk Element Due (Guided Reading Query Sets) get feedback
April 6 or April 8: Word Study Demonstration Due (practice and get feedback from peers)
April 15: Lesson Plan Due
April 22: Literacy Center Due