Five Day Shared Reading Plan

Click Clack Moo: Cows That Type

By: Ashley DuBois
Book Information:
Book: Click Clack Moo: Cows That Type
Author: Doreen Cronin
Illustrated by: Betsy Lewin
Level: Kindergarten/1st Grade

Introduction:
Click Clack Moo: Cows That Type is a great book for shared reading because not only is

it a fun and funny book but it has a lot of benefits for students. This book demonstrate the

importance of concept of print, alphabet knowledge, sight words, phonemic awareness,

phonological awareness, and analogy words. This story is known for its rhyming and great use of

sight words such as click, clack, moo, them, and he. The students will be able to make

connection from our guided reading story to this story. This will encourage students to try and

read because it will have a similar pattern to what we have read before. This topic about the farm

and farm animals helps to engage the students and benefit the readers to want to learn more

without even realizing they are learning. That is why I chose to use a similar book with a similar

patter because the students will be reading and not even realizing due to reading a similar book

prior.

Day 1- Concepts of Print/Alphabet Knowledge

Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.1
Demonstrate understanding of the organization and basic features of print.
CCSS.ELA-LITERACY.RF.K.1.A
Follow words from left to right, top to bottom, and page by page.

Activity to teach Concepts of Print: Follow the Tractor (Train)

This activity will be done as a whole group to prepare the students to begin reading the

shared reading story. The teacher should construct a tractor in a pocket chart that has multiple

carts attached to it. Each cart will be a different word that can be switched out. The teacher

will great simple sentences in the pocket chart and allow the students to come up to the pocket

chart. The student sat the pocket chart will be given a pointer and will be asked to point to each

word while reading it allowed to the rest of the class. Each student in the class should get a

chance to read a whole sentence or part. The teacher should start with simple sentences and then

incorporate short sentences from the shared reading story. In addition, the teacher should provide

an example prior to the students coming up to the board. The teacher should explain that the

tractor is always first (Title) and then the rest of the Cart follow the tractor. This activity will

help the student connect to the story about Farmer Brown but also make the connection of how

to read. This will allow students to see that we read from left to right going from one cart to the

next. (Pages)
 (Will be done with a tractor and on a pocket chart)

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 the Alphabet: Alphabet Maze

Alphabet knowledge is very important for beginning how to read. Without recognizing

the name of all upper and lowercase letter of the alphabet the student will have a hard time

reading. The activity to help to the students recognize these letters is called the Alphabet maze.

This activity is a fun activity that requires the students to get out of their seats and work together.

The teacher will use masking tape and create a maze around the room. The maze will require the

students to follow all of the capital letters through the maze. Throughout the maze the students

will face obstacles and have to find their way to the correct letter. There will purposely be wrong

turns with the wrong letters. This will encourage the students to sing the alphabet song to fix

their mistake. The first student to start will work his way through until they get stuck. Once they

get stuck another student will go to their spot and try and continue where they left off. The

students will work together to make it through the maze. If a student makes it through the maze

with no help another student will begin the maze. Once the students reach the end they are

expected to be able to come back to the beginning following the lower case letters back. Once

again the students should work together to make it through the maze. Depending on how many

students two mazes may be required in the room. This activity will help the students work their

way through the alphabet and recognizing letters. As mention before, students will begin to sing
the alphabet song to help them which shows they are making connections and beginning to

understand.

Day 2: Sight Words

Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
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: I Spy Sensory Bag

This activity is to help with being able to know and apply phonics and word analysis

skills by decoding words. The common high-frequency sight words such as; click, clack, moo,
type, cows, clickety, the, to, they, he, etc. The I Spy Sensory Bag game us a lot of fun for

students. Inside of a gallon freezer bag is a piece of construction paper with different sight words

written in permanent marker all over. The words can be written in different ways to make it more

fun for the students. Also inside the bag is white rice. The bag is filled just enough so when the

student lays the bag on the desk one cannot see the words written on the construction paper. The

students are then instructed to try and find a specific word given by the teacher. The students do

this by moving the rice around from the outside of the bag with their finger to find the word.

Once the students find the word they are instructed to stand up at their desk with the word

uncovered. Once all students have found the sight word the students are instructed to sit back

down at their seat and write the sight word on their worksheet. This is repeated until all sight

words are found.

Day 3: 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: Old MacDonald Redo

The teacher begins by telling the students they are going to learn a new game its a

different version of Old MacDonald, and its kind of a silly version. The teacher begins singing,

Old MacDonald had a farm, E-I-E-I-O. And on that farm he had a /ti/ /ger/, E-I-E-I-O. The

kids think the introduction of the tiger is extremely funny, but notice what they have actually

done. Without being told, they have mentally combined the syllables /ti/ and /ger/ to realize what

the animal was. Then I show the children a picture of a tiger and they feel proud that they figured

out the animal. Continue doing this with different animals from the story and be sure to provide

pictures. This activity helps the students listen to syllables and then putting them together to

make words. Have the students pick their own animals and break up the word into syllables for

the other students to guess what the animal is.

Day 4: Phonics

Standard/Indicator:
CCSS.ELA-LITERACY.RF.K.3
Know and apply grade-level phonics and word analysis skills in decoding words.
CCSS.ELA-LITERACY.RF.K.3.B
Associate the long and short sounds with the common spellings (graphemes) for the five major
vowels.
Activity to teach Phonics: Toss and Blend

Using a thick marker, write one of the following beginning blends on the inside lip of

each paper cup: BL-TW-QU-CH-SH-CL-. Next, tape the cups to the floor so they are touching,

and visible when viewed from a standing position by you and your child. On chart paper or a

pad, create a beginning letter blends chart. The teacher will write the same blends that

correspond with the ones on the cups across the top of the paper. These blends form the headings

for the columns of the chart. Underneath them, the teacher will list the words the students

brainstorms, in the appropriate individual column. To start the game, have the students work in

pairs taking turns tossing a chip into the cup of their choice. When the chip lands in a cup, the

player must come up with a word that starts with its beginning blend. For example, if the

students chip lands in the BL- cup, they needs to come up a word with that beginning, such as

blue or black. Each time the students come up with a word, have them record it on the letter

blend chart. (Teacher may need to assist) Have the students try to come up with sight words from

the story; Clack, Click, etc. Allow each student to come up with three blend words.

Day 5: Analogizing Words

Standard/Indicator:
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: Word Scavenger Hunt

This activity allows the students to work in pairs and move around the classroom. The

each pair of students will be given the words Farmer. The objective the activity is to create as

many words as they can from the word farmer. The students will move around the room to

different stations. Station one will prompt them to construct two letter words using cut out

letters. The students will be required to place the cut out letters on a sentence strip to keep them

organized. Once they construct a word they are to write it in the corresponding part of their

worksheet. Station two will prompt the students to create three letter words using magnetic

letters. Once they have constructed a word they will once again record it on their worksheet.

Station three will instruct the students to create four letter words using markers and small white

boards. Words should be recorded on their worksheet. The last station will be the challenge

station. This station will instruct students to create a five letter word. This station will be a harder

station and there is only one word students should recognize. This station will be prompted by

the use of different pictures. The pictures should be of a farmer, a picture frame, a farm, a car

bumper (rear), and other pictures that can be formed from the word farmer. In this station they

should select the picture of a frame. The students are encouraged than to think of other five letter

words and record on worksheet. This activity is made up of small activities that will engage the

student and are fun. The purpose of the different task are so that when they move to the next

station it is something new. The students will have ten minutes at each station. Once all groups

have been to each station (more than one group at each) the students will work together to create

a word wall with the words they created.

2 letter Words made out of farmer: are am re me

3 letter Words made out of farmer: mar, ram, arm, are, era, far, ear
4 letter Words made out of farmer: fare, farm, fame, fear, mare, rear, rare

5 letter Words made out of farmer: frame