Reading Lesson Plan Format

JMU Student Name: Paige Collins

Grade Level: Preschool

Date/Time you plan to teach the lesson: February 10, 2016

Lesson Type: READ ALOUD

Title, Author & Summary of the Text Used in this Lesson:

Chicka Chicka Boom Boom, by Bill Martin Jr. and John Archambault, illustrated by Lois Ehlert. This book goes through
all the letters of the alphabet as they try to get to the top of a coconut tree. The book has rhyming elements that go along
with the alphabet chant.
Describe how and provide a rationale for the way you have grouped students for this lesson:
This book will be used during the week that the children are taking their PALS literacy assessment. The book will help
review the letters of the alphabet with the preschool children as well as what letter sounds are associated with each
letter.

Standard(s) Addressed:
Virginia Literacy Foundation Block 3, Phonological Awareness: The child will manipulate the various units of speech
sounds in words.
Virginia Literacy Foundation Block 4, Letter Knowledge and Early Word Recognition: The child will demonstrate basic
knowledge of the alphabetic principle and understand that the letters in written words represent the sounds in spoken
words.
Virginia Literacy Foundation Block 5, Print and Book Awareness: The child will demonstrate knowledge of print
concepts and understand the connection between the spoken and written word.
Objectives:
The students will
Students will be able to recognize letters
Students will be able to make letter sounds

Reading Lesson Plan Format

JMU Student Name: Paige Collins

Grade Level: Preschool

Date/Time you plan to teach the lesson: February 10, 2016

Students will be able to point to where the title of the book is, as well as be able to point out where the beginning of the
sentence is

Tier Two Vocabulary Words and Student Friendly Definitions:

Tangled- Twisted together and messy
Patched- To put together

Materials needed/preparation of the learning environment:

Chicka Chicka Boom Boom, by Bill Martin Jr. and John Archambault and illustrated by Lois Ehlert, Alphabet cards,
pointer (to be able to point to each letter as I read them in the book).

Plans for differentiation:

Due to the large variation of learning levels the preschoolers are at, I will include a variety of questions that range from
easy to difficult. For an easy question, I can ask a student to come point out the title of the book or where we start our
sentences. For a more complex question, I can ask the children to name other items that might begin with a specific
letter or make a certain sound. To make sure that every child is engaged in the reading, I will alternate my easy and my
more complex questions.

Before Reading

Reading Lesson Plan Format

JMU Student Name: Paige Collins

Grade Level: Preschool

Date/Time you plan to teach the lesson: February 10, 2016

Engage: Describe how

you will:
capture students
interest and
introduce the text;
activate students
background
knowledge; and
set the purpose for
listening

Introduce the book by picking a student to come to the front of the

classroom.
Say: Can you point to the title of the book? Can you point to the author of
the book?
Say: Who can tell me what the author of the book does?
Have the students predict what the book might be like by looking at the
cover picture and title.
Say: There is a coconut tree on the cover of the book, what might that
mean?
Set the stage for reading the book by asking students to listen to the story
to discover more about the coconut tree.
Say: Lets read the book to find out why there is a coconut tree on the
cover.

Explore: Describe
how you will:
preview the text

I will tell the students that there will be a lot of letters to keep an eye out
for.

Time
5 min

Time
2 min

During Reading
Explain: Describe how
you will:
model/explain your
thinking (list page
numbers and what
you will say/do)
invite students to
model/explain their
thinking about the

The first page of the book is a colorful representation of all the letters of
the alphabet.
Say: Can we read all the letters of the alphabet together as a class?
After the first page that goes through letters a, b, and c: Can you repeat
after me? (make the sounds that the letters make)
After the page that has letters d, e, f, g, and h: Can you make these letter
sounds with me?
After the page that has letters i through p: Can you make these letter
sounds with me?

Time
15 min

Reading Lesson Plan Format

JMU Student Name: Paige Collins

words? (list page

numbers and what
you will say/do)

Grade Level: Preschool

Date/Time you plan to teach the lesson: February 10, 2016

After page that has letters q through v: Can you make these letter sounds
with me?
After page w through z: Can you make these letter sounds with me?
On this page, the coconut tree falls over because so many letters are in it:
Ask, why do you think that the coconut tree fell over? Predict what might
happen after all the letters have fallen over.
After the page that shows letters a, b, and c getting up: What other words
can you think of that might have these letters? Who in the class has a
name with one of these letters in it? (Repeat these two questions for all
the pages afterwards that go over all the other letters of the alphabet).

After Reading
Elaborate: Describe
how you will:
engage students in
developing a more
sophisticated
understanding of
the purpose for
listening

At the end of reading the book, I will ask the students to sing the abc song
with me one more time, without looking at the book. I will then place the
book in one of the learning centers for the children to look at during learning
center time. I can use alphabet cards with the students individually during
the learning center time, with the book at hand too, and have them pronounce
the letters to me.

Time
3 min
(time to
explain
what we
will be
doing in
centers)

Reading Lesson Plan Format

JMU Student Name: Paige Collins

Grade Level: Preschool

Date/Time you plan to teach the lesson: February 10, 2016

Evaluate: Describe
how you will:
encourage students
to assess their
understanding and
abilities
evaluate (formally)
student progress
toward achieving
the educational
objectives

I will assess understanding of what the children went over during the read
aloud during my time with them in the learning centers. As described before,
I will use alphabet cards and use them to get the students to sound out the
letters. I can even make a game out of it by flipping the letters face down and
having students go and select random letters to practice with. The students
will be evaluated formally during the literacy assessment that they will be
given this week. I will evaluate formally myself by having a list of students in
the class and checking off/recording their progress with the letters during my
time with them in learning centers.

Time
1 hour
(amount
they have
for centers)

Closure: Describe how

you will:
remind students of
the lesson objective
link the new
learning to future
learning

I will wrap the lesson up at the end of the day when the students are being
called from the carpet to line up to go home. As each student is lining up to go
home, I will draw a carp out from the stack of alphabet cards. Whatever letter
is on the card, I will ask the student to sound out the letter to me. Once the
child has correctly sounded out the letter, then I will move onto the next kid
and so on.

Time
3 min

What could go wrong with this lesson and what will you do about it?

Reading Lesson Plan Format

JMU Student Name: Paige Collins

Grade Level: Preschool

Date/Time you plan to teach the lesson: February 10, 2016

Opening of the lesson:

A student may not get a chance to share their ideas with the rest of the class because other students may be too loud or
too eager to answer. To make sure that does not happen, I will call on the student by name to give their thoughts. If
there are students who are hesitant to participate, I can ask them to do tasks such as point out where the sentence begins
or where there might be upper case letters on the page.
Closing of lesson:
If students are still having trouble with giving the sounds to letters when I am one on one with them during center time,
then I can ask them to sound out the letters in their name first. Students tend to know the letters in their name a lot
better than other letters. Having them correctly sound out the letters in their name will motivate them to give another
chance sounding out the other letters.