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    Lola Plants A Garden-Shared Reading Plan

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    This document provides a shared reading plan for the book "Lola Plants a Garden" that is aimed at kindergarten and first grade students. It outlines six focuses on early reading skills: 1) concept of print, 2) alphabet knowledge, 3) phonological awareness, 4) sight words, 5) analogizing words, and 6) phonics. For each focus, it describes the relevant learning standard and provides an activity to help teach that standard, such as identifying parts of a book, finding capital letters, syllable clapping, online sight word games, onset-rime word building, and phonics bingo. The conclusion emphasizes that developing these foundational literacy skills at a young age through engaged shared activities will benefit

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    Lola Plants A Garden-Shared Reading Plan

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    api-302553488
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    This document provides a shared reading plan for the book "Lola Plants a Garden" that is aimed at kindergarten and first grade students. It outlines six focuses on early reading skills: 1) concept of print, 2) alphabet knowledge, 3) phonological awareness, 4) sight words, 5) analogizing words, and 6) phonics. For each focus, it describes the relevant learning standard and provides an activity to help teach that standard, such as identifying parts of a book, finding capital letters, syllable clapping, online sight word games, onset-rime word building, and phonics bingo. The conclusion emphasizes that developing these foundational literacy skills at a young age through engaged shared activities will benefit

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    This document provides a shared reading plan for the book "Lola Plants a Garden" that is aimed at kindergarten and first grade students. It outlines six focuses on early reading skills: 1) concept of print, 2) alphabet knowledge, 3) phonological awareness, 4) sight words, 5) analogizing words, and 6) phonics. For each focus, it describes the relevant learning standard and provides an activity to help teach that standard, such as identifying parts of a book, finding capital letters, syllable clapping, online sight word games, onset-rime word building, and phonics bingo. The conclusion emphasizes that developing these foundational literacy skills at a young age through engaged shared activities will benefit

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
    656 views6 pages

    Lola Plants A Garden-Shared Reading Plan

    Uploaded by

    api-302553488
    This document provides a shared reading plan for the book "Lola Plants a Garden" that is aimed at kindergarten and first grade students. It outlines six focuses on early reading skills: 1) concept of print, 2) alphabet knowledge, 3) phonological awareness, 4) sight words, 5) analogizing words, and 6) phonics. For each focus, it describes the relevant learning standard and provides an activity to help teach that standard, such as identifying parts of a book, finding capital letters, syllable clapping, online sight word games, onset-rime word building, and phonics bingo. The conclusion emphasizes that developing these foundational literacy skills at a young age through engaged shared activities will benefit

    Copyright:

    © All Rights Reserved
    Download as DOCX, PDF, TXT or read online from Scribd
    Download as docx, pdf, or txt
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    The passage provides an overview and lesson plans for teaching literacy skills using the book 'Lola Plants a Garden'. It discusses teaching concepts of print, alphabet knowledge, phonological awareness, sight words, analogizing words, phonics, and concludes that developing these foundational skills at a young age is important for becoming fluent readers.

    The main theme of the book 'Lola Plants a Garden' is nature and the process of planting and growing a garden.

    The passage discusses teaching concepts of print, alphabet knowledge, phonological awareness, sight words, analogizing words, and phonics.

    Shared Reading Plan

    Book Information:
    Book: Lola Plants a Garden
    Author: Anna McQuinn
    Illustrated by: Rosalind Beardshaw
    Level: Kindergarten/1st Grade

    Introduction:
    Lola Plants a Garden is a book written by Anna McQuinn. The story focuses on a little girl
    named Lola. With the help of her parents, Lola plants a beautiful garden and invites her friends
    to enjoy it. Themes throughout the book include family, friendship, poetry, and nature.

    This book is good for shared reading because it supports emergent readers with
    rhyming, repeated text, relatable concepts, and sequencing. The book begins and ends with
    poems that rhyme, it is a poem that inspires Lola to plant a garden. On many of the pages
    throughout the book, the first sentence begins with “Lola”. The major concept of this book is
    nature which many students can relate to depending on the type of environment they leave in.
    If not, Lola is very hands-on with her goal to plant a garden, the idea of creating something with
    yourself can be appreciated by a child. The story follows a sequence starting with the process of
    buying and planting seeds and ending with a full grown garden, this helps students understand
    the life-cycle of a plant.

    Focus 1- Concept of Print


    Standard/Indicator:
    CCSS.ELA- RF.K.1.

    Demonstrate understanding of the organization and basic features of print. Follow


    words from left to right, top to bottom, and page by page.

    Activity to Teach Concept of Print- Identify Parts of the Book

    Before reading the story, present the book to class. Ask students to identify the following: the
    front of the book, title of the book, where to begin reading, a letter, a word, the first word of a
    sentence, the last word of a sentence, first and last word on a page, punctuation marks, a
    capital letter, a lowercase letter, and the back of the book.

    http://www.readingrockets.org/article/print-awareness-guidelines-instruction
    Focus 2 - Alphabet Knowledge

    Standard/Indicator:
    CCSS.ELA-LITERACY.RF.K.1.D

    Recognize and name all upper- and lowercase letters of the alphabet.

    Activity to Teach Alphabet Knowledge: Identify Capital Letters

    After reading the story go back through the story and pick a few sentences to read to
    the class. For example, the sentences on page 2 of the story read “Lola wants to plant a garden.
    Mommy says there is room near the vegetables”. Read the first sentence, ask students how
    they know that it is the beginning of the sentence. Explain that a capital letter shows the
    beginning of the sentence. As you move through each sentence, have students help you point
    out all the capital letters.

    https://www.oise.utoronto.ca/balancedliteracydiet/Writing_Conventions.html

    Focus 3: Phonological or Phonemic Awareness


    Standard/Indicator:

    CCSS.ELA-LITERACY.RF.K.2

    Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

    CCSS.ELA-LITERACY.RF.K.2.E

    Add or substitute individual sounds (phonemes) in simple, one-syllable words to make new
    words.

    Activity to Teach Phonemic Awareness: Photo Cards

    This activity is used to help students understand syllable sounds. Items will need to be prepared
    ahead of time. For this activity, use a digital camera to take a head shot of each student, print
    the pictures on cardstock, and laminate the photo cards. Set numbers at the top of a pocket
    chart to represent the number of syllables in each name. To begin, show a photo card to the
    class. As a class, have students clap the syllables in the name of the student in the photo. Have
    the student from the photo come up to the board and place the card in the correct column on
    the pocket chart.

    https://www.prekinders.com/teach-syllables/

    Example:
    Focus 4: Sight Words

    Standard/Indicator:

    CCSS.ELA-LITERACY.RF.K.3.C

    Read common high-frequency words by sight (e.g., the, of, to, you, she, my, is, are, do, does).

    Activity to Teach Sight Words: Sight Word Hopper (Online Game)

    This activity is used for students to identify high-frequency words. Pick 4-5 sight words found in
    the story. List sight words on the board, have students repeat each word as you read them. For
    example, read words such as “the”, “is”, and “to” and have students repeat each word together
    after you read them one at a time. For the second part of the activity, point to each word and
    have students read them aloud with out assistance. Notice how many students can recognize
    the words. Follow up with this online activity:

    https://www.education.com/game/jump-in-sight-word-mud/

    Play as a class on a projected screen or smart board.


    Day 5: Analogizing Words

    Standard/Indicator: Rime Slides

    CCSS.ELA-LITERACY.RF.K.3.D

    Distinguish between similarly spelled words by identifying the sounds of the letters that differ.

    Activity to Teach Analogizing Words: Rime Slide

    All words can be broken down into onsets and rimes, example: /m/-onset; /ark/-rimes.
    Choose words directly from the story and guide students in breaking them apart and sounding
    them out. Provide students with Onset and Rime Slides and a student worksheet .The student
    selects an Onset and Rime Slide. Reads the rime and slides it until the first onset can be seen
    through the opening. Have students read the onset and rime, blend them, and says the word.
    Students determine if the word is a real or nonsense word and writes it down in the correct
    column on the student worksheet.

    http://www.readingrockets.org/content/pdfs/P_026a.pdf

    Example:
    Focus 6: Phonics

    Standard/Indicator:

    CCSS.ELA-LITERACY.RF.K.3

    Know and apply grade-level phonics and word analysis skills in decoding words.

    Activity to Teach Phonics: Phonics Bingo

    This activity is to help students make connections between letters and the sounds they
    represent. Write several sounds on the board ( pha, ma, la, ga) and have students read each
    one aloud. Provide students with a clear bingo chart. The students choose a selected number of
    sounds written on the board and write them in the empty squares. Play this like bingo and read
    out the sounds one by one. The students get bingo when they have three sounds chosen in a
    row.

    http://iteslj.org/Techniques/Wilson-PhonicsActivities.html

    Example:
    Conclusion:

    Each of these activities will help emergent readers develop their literacy skills. Using
    shared activities such as these will keep children focused and engaged. These separate
    strategies used together will help students to become fluent in reading. These skills should be
    developed at a young age, but development depends on the individual. Children need a strong
    foundation to build from as they are introduced to more advanced literature. Reflect on which
    activities are most effective and adjust instruction to meet students’ needs.

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