Shared

Reading/ Emergent Writing Lesson

Name: Desiree Aviles



Date Taught: 9/30/15
Time Needed: 15- 20 minutes
Grade: 3rd




Number of Students: 4

Lesson Rationale


Shared reading allows for an interactive read aloud that helps support
childrens understanding of print concepts and strengthens comprehension
(Templeton and Gehsmann, 2014). This type of reading simulates interactive
reading, but with a larger group of students. This lesson is intended for emergent
readers in a third grade level. In this emergent stage of reading, students learn the
letters of the alphabet in addition to their corresponding sounds, CVC words, site
words, repetitive patterns, and the significance of illustrations in a book. Word work
is also an important aspect because it recognizes specific words in a text, which
allows the student to indulge more deeply with the vocabulary in the story. This
model of shared reading allows the students to discover these concepts and skills.
The state standards also show the importance of describing the relationship of
illustrations, text, and word work.

State Content Standards
Reading Benchmark:
0.1.7.7 - With prompting and support, describe the relationship
between illustrations and the story in which they appear (e.g. what
moment in a story an illustration depicts).

Language Arts Benchmark:

1.3.1.2 Demonstrate understanding of spoken words, syllables, and

sounds (phonemes).
c. Blend and segment onsets and rimes of single-syllable spoken
words.

Content Information

Shared reading is an important practice for students so they can develop
their reading skills. Shared reading exposes them to new vocabulary, techniques,
and concepts. They also enhance their listening skills. This book was chosen for
these students based upon the repetitive patterns in the text and pictures that will
enhance students memory. This also allows students to make a connection between
the illustrations to the text.

The illustrations in the text are simple but colorful pictures that explain the
text in the story. It is important for students to make a connection between the two
because it allows the student to make predictions and sequence the story. As they
connect pictures with the text, it enhances their understanding of the story.


Having students work with a word that relates to the story makes it easier
for students to understand why they are doing the word work. Colors and the
subject of birthdays are important for students to understand and using context
from the story allows the lesson to become a full circle.

Previous Learning

Students have prior knowledge in seeing books that display a pattern as well
as relating the illustrations to the text. Most of the students have a prior knowledge
of letter sounds and their role of constructing words.

Content Objectives (Established Goals)
Reading:
C1: Students will be able to describe how the illustrations relate to the text in
the story.
C2: Students will be able to look at illustrations to make connections.
Language:
C3: Student will be able to spell a word from the text using their prior
knowledge of sound letters.

Academic Language Objectives

Students will be able to demonstrate a recognition of patterns in the text as
well as construct a word to finish a sentence frame.

Formative Assessment
Reading:
After demonstrating the relation of the pictures to the text, I will be asking
students what patterns they see in the illustrations that relate to the text. In order to
assess students on their own, I will be calling on students individually. I will also
allow them to make connections relating to the text based upon their prior
knowledge or experience.
Language
I will be monitoring students as they construct their word and observe how
they identify their letter sounds. I will continue to assess their understanding by
asking them how they know what letter goes where. This explanation includes
voicing the letter sounds out loud or pointing to what letter makes a specific sound.

Provisions for Individual differences


The group I will be working with all are emergent readers who have similar
academic level. However, there are differences among the group.

In order to provide for those students who may not understand what a
birthday cake or candles are and what it is used for, I will provide a picture of a child
blowing out candles on a cake and explain that usually children in America celebrate
their birthday by blowing out candles.

For students who may not understand the pattern or the repetitive sequence
of the text in the book, I will model the text out loud and point out the relation of the
text to the picture.

For the word work activity, I will assist students who may not know all of
their letter sounds and give them prompts along the way. I will write the word on a
post it and model for them the sounds of each letter so they can easily write the
word on their worksheet.
Resources

The Birthday Cake Book

Pointer

Birthday Cake picture

Popsicle stick letters candles

Color cards

Worksheet

Crayons

Management and Safety Issues

Our lesson will be taking place either in the hallway or at a table in the
hallway. I will explain my expectations to the students and that they are all very
good at focusing so they should not be tempted to be distracted to those who come
through the hallway. I will make my expectations of the directions clearly and
apparent by clarifying questions when needed and by demonstrating certain tasks
to the students before they have to do it themselves. I will have all of my needed
materials prepared for each student beforehand to reduce chaos and confusion
during the lesson. Students will not be transitioning throughout the lesson so
therefore seating transitions are not needed.

Co-Teaching Model
This lesson will be taught in a small group so co-teaching will not be taking place.


Time

Obje Learning Activities (What and How)

ctive
Code

3 min

C2

C1

2 min

Purpose (Why)

Introduction/Connection/Motivation:

The book, The

Birthday Cake is
Today, we are going to be reading a story
a good book for
together. The story we are going to read is
emergent
called, The Birthday Cake. From looking at
the cover, and by looking at the title (points to readers because
it incorporates
title) what is this book going to be about?
repetitive
What does this word, Birthday mean? What patterns, as well
song is usually sung when someone has a
as colors.
birthday?
The students are
Birthday is the day you were born. My
also ELL
birthday is on August 9. What day is your
students and
birthday?
some may not be
Now looking at the word after Birthday we familiar with
see the word cake. Have you ever eaten a cake how Americans
before? If you have, where were you and what celebrate
birthdays. It is a
kind did you eat?
good
What do you see in this picture?
introduction to
them because
Show picture of a child blowing out candles.
they will see it in
A birthday cake is a cake people usually eat on
the classroom
their birthday. So if someone had family or
when students
friends over people usually would sing the
have birthdays.
song Happy Birthday and they would blow

their birthday candles.

Presentation/Instruction:

Now we are going to read about a Birthday

Cake. If we look at the front cover we see the
title in big letters, and we see a picture of two
people making something. What do you think
they are making? How do you know?

On the bottom of the cover we see that the

book was written by Joy Cowley, and
illustrated by Jenni Webb. What do you think
illustrated means? Why do books have
illustrations?

With emergent
readers it is
always
important to
emphasize the
structure of the
book and the
features of print.

Structured Practice:

Read book for the first time.

Are we ready to read? If you can, read along

with me. We will be reading this book
together. Follow my pointer from left to right.
Lets begin!

3 min

C1

3 min

Independent Practice/ Application:

C3

Now we are going to get more practice with

spelling colors. I have a piece of paper. What
is on my paper? A Birthday Cake

After the fourth page, ask students what they

notice about the illustrations.

-Having a
pointer allows
students to
easily follow
along.

-Allowing them
What is the connection with this word to see the
connections
and the color of the cake?
between the
At the end of the reading, ask the students
pictures and text
what they noticed in the story?
increasing their
comprehension.
Why was this cake made?
-Asking follow

up question so
Guided Practice
that they
understand the
Read the book a second time.
purpose of the
Now we are going to read the book again, but
story.
this time we are going to pay attention to the

words that state a color. We will read the
sentence and spell the color out loud. I am
Reading the
going to demonstrate. The pink cake. P- I- N- book a second
K pink.
time increases
comprehension
Go through the whole book practicing each
color. While discussing with them what their and fluency.
favorite color may be.
Emphasizing

What are they adding?

I also have these candles (popsicle sticks)

that have letters on them. Remember that
picture I showed you earlier of a cake with
candles on it? Normally, people blow the
candles when it is on a cake, but today we are
going to use the candles to spell!
You are going to get a colored card. You are
going to try to spell that word with the

colors is a good
for emergent
readers because
colors are all
around us.

Having the
students spell
out words using
the candles
makes a
connection to the
story. It also
makes the lesson

8 min

C3

C3

candles I give you. If you are stuck I will help

you through it!

I am going to do an example and then you will

do your own.
Having them
I have a brown card and these are the candles write out the
I have. I have the letters R O B W and N. I have word they
to use what I know about letter sounds to
spelled with the
spell the word. Saying to self: Brown, B. I
candles helps
know that the start of the word is a B sound.
them with their
Go through the whole word emphasizing the
writing skills.
letter sounds. Place the candles on top of the
Making the same
cake on the paper. Then write brown in the
sentence
blank of the worksheet. A ________ cake.
structure with
the text in the
Have students work independently while
book allows the
guiding and prompting them with letter
student to
sounds. Have other colors for students who
connect to the
may need to be more challenged -Purple,
story.
Yellow etc.
Allow students to decorate their cake with
crayons when they are finished.

Closure

After all students have finished their cake

worksheet gather the attention of the
students and have them read their sentence
to the group out loud. Make sure to
emphasize for them to point to each word on
their sheet. After the student reads their sheet
have the other students choral read the
students sentence. Now lets read Blanks
sentence all together. Now lets spell the
word red all together.

1 min

Thinking back at the story, what did we learn

what this cake was for? What patterns did we
see in the illustrations?
Great job today!

interactive for
the students.

Reflection:
Going into this lesson I was excited and felt well prepared. This was the first
lesson I have taught formally to my students and I got to work with my emergent readers
in my 3rd grade class. I think working with my students in my class allowed me to gain a
better connection with them as well as evaluate their needs in literacy. I came to the
lesson prepared with my supplies and set up the table before bringing my students in the
hallway. This allowed for less shuffling while the students were at the table. By having a
detailed lesson, I was able to remember everything I planned to do. From our class prior,
someone suggested not having a lesson plan with you and just writing an outline as a
guide. I wrote down an outline with a few questions I wanted to ask the students and I
thought it was great because I did not always look down on my paper.
When starting the lesson I was a little worried about the location of the lesson,
because I know a lot of classes go in and out of the stairwell and the sound echoes. When
we first sat down we had to rearrange some of the seating because the sun was going in to
some of the students eyes. Other than that, this location was decent and there was a table
for us to sit. There were only a few distractions in the hallways, but nothing too big that
caused the group to be disengaged. Once we got our seats settled, we started the lesson.
I have two students who were both very quiet and very shy, and two who were
more social. I introduced the topic of birthdays and only two students knew when their
birthday was and only two knew what a birthday was. I think the hardest part was trying
not to call the other two who kept answering the questions, but instead give the others an
opportunity to answer or share their input. The two who were more social answered more
questions than the two who were shy, but I tried to ask questions just toward those two so
they had an opportunity to state their input. In the beginning of the lesson I made sure to
show a picture of a child blowing candles so that if they didnt have background
knowledge in the topic, they were able to understand the word work part of the lesson.
As we were reading the story, I got to hear the two quiet ones read very faintly. I was
happy they were reading out loud. I think this is the beauty of shared reading and choral
reading. These two shy students are able to read out loud with their peers because they
felt safe in the environment to do so. Having students read page by page or popcorn read
out loud puts anxiety on shy students like these. This is why I am a firm believer of

choral or echo reaching with emergent students. As I was reading, I asked students along
the way what colors they see or what patterns connect to the text. Most of the students
were able to see the connection except for one student who did not. I asked a partner to
show her the connection of the illustrations to the text. The one student then was able to
make the connection. I think instead of having myself show the student, it is nice to have
a peer do so for a change.
After we read the story and talked about all the different colors, we then went to
the word work. I was happy I made myself a worksheet because I got to model the lesson
for them. I had the students do it with me all together as I was practicing the model. I
think this helped students see what they were supposed to do, and allows for fewer
questions later on for what the directions were. When the students got their worksheet
and their candles, I then had the students try to spell their color. I gave the two shy
students the same word so that they could work together. Those students also did not
know a majority of their letter sounds so it was good to have them work together. At first,
they were just placing the letters wherever on the cake, but after I worked with them and I
emphasized that the r sound is at the beginning of the word red they were able to
spell the word. The other two students had slightly harder color words, like yellow and
green. They both spelled their colors wrong at first but then I asked them to read the word
back to me and emphasize the sounds. They both caught themselves and switched up
some letters. After they were done creating their word and writing it down on the
sentence frame, I allowed them to color the cake that color for a couple minutes. After the
students were done, I had them read their sentence out loud. I had the other students echo
what the students read. This turned out being great because they got to read more and the
students felt as if they were teachers. After we shared, the one student who was very shy
and who did not know what a birthday was or what candles were blew on her candles
as if she were blowing on a birthday cake. I was so amazed of the connection she made
between the cake and candles that I told the other students that after they read their
sentence out loud they could also blow on their candles.
I believe this lesson went well overall. Even though all four students were
emergent learners, they were all on different levels. I was glad that this lesson allowed
me to differentiate the instruction but also have them work together. I felt I was well
prepared with the lesson and that I was able to do the lesson in a great environment.

Pictures that were shown:

The worksheet:

A _______ cake.

Pictures of the lesson:

A

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