| ||||||||||||
|
Lesson Plan Index
Sort ReadWriteThink Lessons by Title, Grade, or Date by clicking on the appropriate header. You may also use the Lesson Plan Selector above.
|
| TITLE | ABSTRACT | GRADE | DATE |
All About Alliteration: Responding to Literature Through a Poetry Link |
This lesson for third and fourth grade students uses a read-aloud to teach about alliteration. It then has students brainstorm alliterative word lists using a variety or print and online resources. Students create and illustrate a poem using the poetry they have read as a framework for their writing. | 3-5 | 9/17/09 |
Between the Lions: Exploring Short-Vowel Sounds |
Not only is "Between the Lions" an exciting, educational television program by PBS, it also has a captivating website with a variety of activities that students will enjoy. This lesson provides examples of how the "Between the Lions" website can be used by a first-grade class studying short-vowel sounds. | K-2 | 6/26/07 |
Bingo! Using Environmental Print to Practice Reading |
This lesson assumes that students have some practice reading and writing environmental print and encourages them to use the things they have learned to create Bingo cards and play environmental print Bingo. | K-2 | 2/25/09 |
Dr. Seuss’s Sound Words: Playing with Phonics and Spelling |
Boom! Br-r-ring! Cluck! Moo!—you are bound to find exciting sounds everywhere. Whether you visit online sites that play sounds or take a sound hike, ask your students to notice the sounds they hear then write their own poems, using sound words, based on Dr. Seuss's Mr. Brown Can MOO! Can You? | K-2 | 2/19/09 |
Generating Rhymes: Developing Phonemic Awareness |
Phonemic awareness instruction is an integral part of any early reading program. This lesson incorporates song and poetry to help students recognize and generate simple rhymes. | K-2 | 4/25/08 |
Getting the ig in Pig: Helping Children Discover Onset and Rime |
This phonics lesson offers a clear instructional format for teaching onset and rime. The ig rime is demonstrated through the use of literature, independent and cooperative learning, critical thinking, and hands-on activities. Instruction is conducted in both an explicit and implicit manner. | K-2 | 4/25/08 |
Growing Readers and Writers with Help from Mother Goose |
Children can learn rhythm and rhyme from nursery rhymes. But those same poems can be used to help young students make connections to letters, sounds, and word chunks. Let Mother Goose help children grow as readers and writers! | K-2 | 7/13/07 |
Hey Diddle, Diddle! Generating Rhymes for Analogy-Based Phonics Instruction |
First-grade teachers can use analogy-based phonics (i.e., learning words based on word families) before other phonological skills, such as rhyme, are in place. This lesson focuses on an informal assessment of students' identification of rhyme in the context of a poem and manipulation of online picture cards. | K-2 | 4/25/08 |
I Know That Word! Teaching Reading With Environmental Print |
Signs and labels provide even the youngest students with reading opportunities. In this lesson, students practice reading various types of print, starting with contextualized logos and moving on to words with no color or graphics. Students are encouraged to move from whole-word identification to alphabetic decoding. | K-2 | 2/25/09 |
Learning Centers: From Shared to Independent Practice |
In this lesson, a number of literacy learning centers are developed within the context of a shared reading experience, allowing students to practice skills at their own level (both in interest and ability), within the authentic context of a rich literacy experience. | K-2 | 11/18/08 |
Name Talk: Exploring Letter-Sound Knowledge in the Primary Classroom |
Invites primary students to share their letter/sound knowledge in a small group and gives teachers an opportunity to assess knowledge in a meaningful context. Working with name cards, students share observations about their names and the names of their classmates. Extensions are appropriate for a range of primary-aged students. | K-2 | 3/16/07 |
Phoneme Isolation: Building Phonemic Awareness |
Phoneme isolation is an important aspect of phonemic awareness and an essential early reading skill. This lesson helps students isolate beginning and ending sounds and connect them with their written symbol (grapheme) through games and chants. | K-2 | 3/6/09 |
Phonic Generalizations in Chrysanthemum |
Using the book Chrysanthemum, this lesson teaches first- and second-graders the phonic generalizations for ow, aw, and ew. Based on the strategy "Letterbox Lessons" by Murray and Lesniak, students manipulate letters to construct words. Students then apply the strategy by spelling the words, reading the words in selected nursery rhymes, and playing an online, interactive game. | K-2 | 12/18/08 |
Phonics Through Literature: Learning About the Letter M |
With a balance of teacher-directed, student-initiated, and home activities, kindergarten students learn about phonics and the letter m. This lesson uses children's literature, learning centers, and activities that emphasize interactive learning across the curriculum to encourage students to "monkey around" with their knowledge of letters and sounds in a fun, whole-language environment. | K-2 | 4/14/08 |
Playing Name Bingo with Chrysanthemum |
The Name Bingo Game is sure to be popular with your students, whether it's early in year and you're still learning each other's names or you've had a new student join the class. After listening to Kevin Henkes' Chrysanthemum, or a similar book, each child develops a Bingo card and the whole class plays the game, learning one another's names and getting to know on another better. An added plus is this activity can become a reading center for your classroom. | K-2 | 10/8/03 |
Poetry Portfolios: Using Poetry to Teach Reading and Writing |
Teach your students about sentence structure, rhyming words, sight words, vocabulary, and print concepts using a weekly poem. These important skills for reading and writing are demonstrated in a whole-to-parts approach using engaging poems, shared reading, and independent activities. | K-2 | 3/6/09 |
Shared Spelling Strategies |
Students increase their spelling accuracy (i.e., standard) and their retention by "constructing" spelling using sound, sight recall, and analyzing strategies, among others, instead of memorizing lists of words. The aim is to deal with spelling during drafting while preserving fluency. | 6-8 | 3/20/07 |
Stop Signs, McDonald’s, and Cheerios: Writing With Environmental Print |
Purposeful instruction with high-profile text can serve as a springboard for literacy instruction. This lesson encourages early readers to look beyond the color and context clues of environmental print to identify individual letters, to read words, and to write them. | K-2 | 2/25/09 |
Student of the Day: Create Sound/Letter Understanding With Names |
This lesson uses students' names and other concrete words to teach the conventions and terminology of print. Kindergarten and first-grade students explore each other's names, making comparisons between initial sounds, ending sounds, syllabication, and letter shape. | K-2 | 3/21/07 |
Teaching Short-Vowel Discrimination Using Dr. Seuss Rhymes |
Students develop phonemic and phonetic awareness through word study of common short-vowel word families. Students will use Dr. Seuss rhymes to discover and explore the sounds and spellings of different short vowel word families. | K-2 | 12/16/08 |
Using Children’s Natural Curiosity to Lead to Descriptive Writing |
Inspired by the book It Starts with an A, kindergarten students are invited to turn their curiosity and guesswork into a class book, complete with illustrated objects and descriptive language. Students can share this book with family members and peers before adding it to their classroom library. | K-2 | 12/4/05 |
Using Folk Tales: Vowel Influences on the Letter G |
Using the folk tale genre, students are introduced to the irregular spelling pattern of hard and soft g at the beginning of words. Students use the Internet to find and categorize animal names that begin with the letter g, and they also read a story about a giant. | K-2 | 12/16/08 |
Using Repetition and Picture Cues to Foster Independent Young Readers |
This lesson invites kindergartners to share their knowledge of letters and sounds in a large group setting and gives teachers an opportunity to assess student’s knowledge in this area. Each student contributes a page to make a classroom book that is repetitive in nature. | K-2 | 9/11/03 |
Using Songwriting to Build Awareness of Beginning Letter Sounds |
This musical lesson, focusing on beginning letter sounds, is an engaging way for students to practice using selected letters by creating verses to a song. Students think creatively to develop and sing song verses and then illustrate the verses to be included in a class songbook. | K-2 | 12/16/08 |
What’s in a Name? Teaching Concepts of Letter and Word |
The purpose of this lesson is to help kindergarten children understand the concepts of letter and word by using their names as a starting point. Ideas will also be given to help assess student progress in becoming readers and writers. What can you do with names? Just see! | K-2 | 12/4/05 |
Whole-to-Parts Phonics Instruction: Teaching Letter-Sound Correspondences |
In this lesson, students are exposed to whole-to-parts phonics instruction. After a story has been read to, with, and by children, the teacher assists them in analyzing spoken words by focusing on onset and rime. Students use onset-rime analogies to identify words that belong to the same word family. | K-2 | 12/18/08 |
Word Sorts for Beginning and Struggling Readers |
This lesson uses a hands-on word sort to introduce beginning and struggling readers to short-vowel word families. In addition to learning onset and rime, students practice fluent reading and spelling of the words. | K-2 | 2/12/09 |
Writing Poetry with Rebus and Rhyme |
This lesson encourages young students to use their developing knowledge of rhyming words to write rebus poetry modeled on rebus books, which substitute pictures for the harder words that young students cannot yet identify or decode. | K-2 | 5/9/06 |
 |
Home | Lessons | Standards | Web Resources | Student Materials | Literacy Engagements | Calendar About Us | Contact Us | Search | Legal Notices | FAQs | Technical Support International Reading Association | National Council of Teachers of English 
   Copyright 2002–2009, IRA/NCTE. All rights reserved. |
