Shared Reading Lesson Plan

Pat the Cat’s Big Book

Kelly BrownMarch 11, 2011

EDTE 521, Section 1Early Reading and Literacy Development

Dr. Paula Selvester

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Shared Reading with Skills Mini Lesson

Grade Level: Emergent Readers (Kindergarten)

Curricular Area: Reading/Language Arts

Rationale: Children must learn phonics rules, such as alphabetic principle, if they are to become true readers. The alphabetic principle gives children a system of predictable relationships between sounds and symbols. Learning word families can help students to recognize predictable patterns in texts. When children recognize word patterns it makes it easier to sound out words. By using a word wheel, students will be able to visualize that if you change the first letter of a word, the sound changes, which in turn creates a new word.

Standard: 1. Decoding and Word Recognition1.16-- Understand that as letters of words change, so do the sounds (i.e., the alphabetic principle).

Objectives: 1. Students will be able to understand that as letters of words change, so do the

sounds by manipulating a word wheel and orating the words aloud.

Strategy: Shared Reading with Skills Mini Lesson

Materials:Pat the Cat’s Big Book by Colin and Jacqui HawkinsWord Wheel print outs (attached)CrayonsBrads

Procedures: 1. Introduction:

• Have the children gather around on the carpet. As they gather sing the song: Apples and Bananas by Raffi. Point to the words as you sing, model-ing directionality, one-to-one correspondence, and return sweep.

• Refer to the work we have been doing with word families. Remind students that words are made up of parts. When you change a letter or letters of a word, the sound changes. Explain how the song they just sang started with the words “apples” and “bananas.” When we changed a letter in the word, the sound also changed. For example, “apples and bananas” changed to “ooples and banoonoos.” Let students know that we will be continuing our discussion on how words can change and will be reading a book called, Pat the Cat’s Big Book by Colin and Jacqui Hawkins.

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2. Reading: (Using a Big Book)• Picture Walk- Ask the children to look at the cover of the book. Ask the stu-

dents what they think the book is about based on the cover and allow for stu-dent response. Flip through the pages of the book, telling students that the book is about a cat named Pat and what happens to him when he wears a hat. After you are done flipping through the pages, ask students if they notice some-thing special about the way the pages flip?

• First Read-Turn to the title page and read the title, author, and illustrator, pointing to each. Explain to students that the author is the person who writes the book and that this book has two authors. Also explain that the illustrator is the person who draws the pictures for the book. In this book the authors are also the illustrators. Flip the page and ask the children where you should start reading. Begin reading the story, being sure to point to each word as you read to model directionality, one-to-one correspondence and return sweep. Be sure to point out that “-at” remains the same, but as the onset of the word changes, the sound and meaning changes.

• Discuss- Ask the children what kind of animal Pat is? Is Pat the cat skinny or fat? What does Pat the cat sit on? Have them share what other characters were in the story (Nat the rat and Tat the bat). Where were Nat the rat and Tat the bat? Ask the children if they noticed if anything happened to the words in the story as you flipped through the pages. Reiterate that when you change a letter in a word, the sound and meaning of a word changes. Explain that these words belong to a word family of words that end in -at. These words also rhyme.

• Second Read- Ask the children to chorally read with you as you read through the book a second time. Remember to touch the words as you read the book to model concepts about print. Exaggerate the large, bold words as they change onsets.

3. Mini-Lesson:• Orientation- “That was a funny book about Pat the cat and his hat. Did any-

one notice that these words rhymed? This book was full of words from the -at word family.”

• Presentation- Show students the word wheel that you have made. Point to and read where it says “at words.” Rotate the wheel and read the words aloud. Model for children the thinking and behavior they will need to do when they work independently on their own word wheel. “When I spin the wheel, I notice that the first letter changes but the -at stays the same. When I change the first letter of the word, by spinning the wheel, I am creating a new word. These words all belong to the -at word family. Word families rhyme. If I do not know the word, I can look at the picture to give me a clue.”

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• Guided Practice- Tell students that we are going to practice doing this as a class. Rotate the word wheel and ask students to repeat the word after you, modeling the proper blending of the onset with -at. Now ask children to volun-teer to come up, rotate the word wheel, and read one of the words for you. Praise students for blending the sounds correctly.

4. Closure: • Ask students what they learned about today and allow for responses. Ask them

what song that we sang? What book did we read? What was the book about? Was there something special about the words in the book? Remind students what a word family is and that today we worked with the -at word family. When you change a letter in a word, the sound changes.

5. Evaluation/Assessment:• Explain that now we have practiced the word wheel as a class, students will

now be making their own. Give children the top and bottom of the word wheel and crayons. Explain that students will first color their word wheel. When stu-dents are done they can raise their hand so that the teacher can attach the top and bottom of the word wheel using a brad. Have students first practice spin-ning the word wheel and reading the words to themselves. Students can then practice reading the words to their seat partner. When they have each practiced three times, have students raise their hands so that they can read the words to the teacher.

6. Differentiation:• Advanced Learners: These students can go further by writing the six word

wheel words and coming up with more words that belong to the -at family (worksheet attached). If students need even more of a challenge they can come up with another word family and examples of words that belong to this family.• English Language Learners: The use of visuals and doing a picture walk will

allow for English Language Learners to make connections within the text. Each word on the word wheel is accompanied by a picture, which can serve as a clue as to which word it is. Pairing more fluent students with less fluent students can help English Language Learners to hear the words modeled correctly.• Reading Difficulties: Doing a picture walk will allow for students with reading

difficulties to get an idea of what the story is going to be about before you read it. By modeling one-to-one word correspondence, directionality, and return sweep, students will be able to follow along and practice their own concepts of print. Also, the use of pictures on the word wheel will allow students to guess what the word might be, and still reinforce the fact that the words are changing as the wheel spins.

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Apples and Bananas

I like to eat, eat, eat apples and bananas.

I like to eat, eat, eat apples and bananas.

I like to ate, ate, ate ay-ples and ba-nay-nays.

I like to ate, ate, ate ay-ples and ba-nay-nays.

I like to eat, eat, eat ee-ples and bee-nee-nees.

I like to eat, eat, eat ee-ples and bee-nee-nees.

I like to ite, ite, ite i-ples and by-ny-nys.

I like to ite, ite, ite i-ples and by-ny-nys.

I like to ote, ote, ote oh-ples and bo-no-nos.

I like to ote, ote, ote oh-ples and bo-no-nos.

I like to oot, oot, oot oo-ples and boo-noo-noos.

I like to oot, oot, oot oo-ples and boo-noo-noos.

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Finish Early? Extra Practice!

Write the six word-wheel words ending in -at

1.___________________

2.___________________

3.___________________

4.___________________

5.___________________

6.___________________

Can you think of more -at words?

1.____________________

2.____________________

3.____________________

4.____________________

5.____________________

6.____________________

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