R.

Matheson
Revised Shared Reading Lesson Plan
Theory to Practice Task
Elementary Language Arts Methods (S4)
Dr. M. Ingersoll
St. Thomas University
February 2016

Unit: Resource-Based
Author: Laura Numeroff
(Kindergarten)
Brief Summary of Unit
This unit will be devoted to shared reading, student understanding and communicating, emergent
reading and writing, and making connections between self and text.
Lesson Title: If You Give A Pig A Pancake
(Day 2 of a 5 day mini-unit)
NB Curriculum Outcomes
GCO:
2. Students will be able to communicate information and ideas effectively and clearly,
and to respond personally and critically
4. Students will be expected to select, read, and view with understanding a range of
literature, information, media, and visual texts
6. Students will be expected to respond personally to a range of texts.
7. Students will be expected to respond critically to a range of texts, applying their
knowledge of language, form, and genre.
SCO:

2. participate in conversation and in small- and whole-group discussion

4. regard reading/viewing as sources of interest, enjoyment, and information
6. express opinions about texts and the work of authors and illustrators
7. recognize some basic components of texts such as author, illustrator, and title

Lesson Objective
Students will engage in conversation, respond personally and critically to text, and reflect on
text. Students will be able to recognize title and author, ask questions, and make predictions
about the text.
Classroom Setup
This lesson will take place in the Story Corner of the classroom. Students will get up from
their desks and move to the story corner (as practiced at the beginning of the year) and sit on the
Reading Rug. The activities after the book has been read will take place at their desks or as a
group in the activity corner of the classroom.
Targeted Language Arts Strategies

Predicting
Organizing ideas
Figuring out unknown words
Making connections

Targeted Language Arts Skills

Decoding & Spelling Skills
Sound out words using knowledge and phonics
Language Skills
Notice compound words
Contractions
Recognize parts of speech (nouns, pronouns, verbs)
Materials

If You Give a Pig a Pancake (Numeroff, 1998)

Construction paper
Marker, pencils, crayons, pencil crayons
Alphabet cutouts
Photos cutouts with corresponding label cutouts
Smartboard/Whiteboard & projector

LESSON OUTLINE
Introduction (10 minutes)
Introduction to the story.
Observe title and title page to guide and make
predictions; children follow along and gain
interest and discuss the story.
Before reading the story:

Curriculum Outcome targeted:

SCO 2. Participate in conversation and

in small- and whole-group discussion

SCO 4. Regard reading/viewing as

sources of interest, enjoyment, and
information

SCO 6. Express opinions about texts

and the work of authors and illustrators

SCO 7. Recognize some basic

components of texts such as author,
illustrator, and title

Talk about the author and the illustrator. Ask

students: what do these mean? What is an
author? What is an illustrator?
Pre-story discussion. Ask students:
Where do pigs usually live?
Have you ever seen a real pig?
What part of the day would we eat pancakes?
Do you like pancakes?
Do you think pigs like pancakes?
While reading the story:
Shared reading. Teacher reads story as
students follow along. Teacher will stop after
each page for students to make connections
between text and pictures. Is there something
the story tells you by the pictures that wasnt
written down?

L.A. Strategies & Skills Targeted:

Predicting
Organizing ideas
Making connections
Recognize parts of speech

After reading the story:

Review key points and sequence of the story.
Teacher will prompt students to make
connections between what they predicted
would happen in the story, and what actually
happened.
Mini-Lesson 1 (15 minutes)
SCO. Participate in conversation and in smallLearning new words
and whole-group discussion
Define wow words from the story and
practice spelling these words as a class, with an L.A. Strategies & Skills Targeted:
emphasis on phonics.
Sound out words using knowledge and
At table groups, use alphabet cutouts to spell
phonics
the wow words from the story.
Figuring our unknown words
i.e.) bubbles, shoes, piano, camera
Notice compound words

Brain Break (5 minutes)

Gonoodle activity: guided dancing (students choice)
*Gonoodle.com classroom login is bookmarked
Mini-Lesson 2 (15 minutes)
Reread story.
Re-read focusing on key events and the order
in which they occur.
After rereading:
Create a story map that maps the pigs journey
in the story: What did the pig do at the
beginning of the story? In the middle? At the
end?
Have a story map prepared with designated
areas to insert an event from the story. Have
students move story events from one side of the
board to where they occur on the story map
(using smartboard software)

GCO 2. Students will be able to

communicate information and ideas
effectively and clearly, and to respond
personally and critically

GCO 7. Students will be expected to

respond critically to a range of texts,
applying their knowledge of language,
form, and genre.

L.A. Strategies & Skills Targeted:

Organizing ideas
Making connections
Recognize parts of speech (nouns,
pronouns, verbs)

After story map is completed, students will

draw a picture of their favourite part of the
story.
Wrap-Up (10 minutes)
Students will present their drawing to their
table one at a time (teacher will designate who
goes when). After 5-7 minutes of discussion,
teacher will ask students to volunteer to share
what they drew. Student will share what part
of the story they illustrated, and the teacher
will write that students name next to the
activity on the story map. Repeat as many
times as desired.

GCO 2. Students will be able to communicate

information and ideas effectively and clearly,
and to respond personally and critically
SCO. Participate in conversation and in
small- and whole-group discussion
L.A. Strategies & Skills Targeted:
Organizing ideas
Making connections

Assessment
Formative:
Observe how students respond to conversation, non-verbal communication, and
following directions
Check to see if student illustration relates to elements from the story, more specifically,
an event that occurs in the story. Use checklist provided in appendix A.
Differentiation

PLPs: accommodate lesson according to PLP requirements and goals.

Hearing or visually impaired: Big Book copy of the story
Learning disability: white font on a black background (to help focus)
Behavioural concerns/ADD/ADHD: maintain high level of structure; provide brain
break; limit distractions;
English language learners: elaborated explanations; precise pronunciation;
Assessment: oral, rather than written
Enrichment: write their own version of the story

Reflection
Questions for the teacher to consider:
Were students engaged in both readings of the story? Were they interested in what was
happening in the story?
How did students respond to making predictions and reading prompts by the teacher? Are
there other questions that should be asked? Questions to alter?
Was re-reading the story useful?
How can I change the way I differentiated to meet the needs of every student.
Are there special cues in the story that worked well for helping the students remember the
sequence of the story?
How can I adjust my instruction of the two mini-lessons to help students gain a better
understanding of desired concepts.
Resources

Tompkins, G., Bright, R., & Winsor, P. (2015) Language Arts: Content
and Teaching Strategies. (6th ed.). Upper Saddle River, New Jersey, USA: Pearson
Education, Inc.
NB Curriculum Document (English Language Arts K-3)
http://www2.gnb.ca/content/dam/gnb/Departments/ed/pdf/K12/curric/EnglishLanguageA
rts-GradeK-3.pdf
If You Give a Pig a Pancake (Numeroff, 1998)

Appendix A
Checklist for If You Give a Pig a Pancake

Student Name
1.
2.
3.
4.
5.
6.
7.
8.
9.
10.
11.

Participated in
discussion

Understood
sequence
(beginning,
middle, and end)

Illustration was
based on an
event in the story

Additional
comments