Five Day Shared Reading Plan

“Digger the Dinosaur”

Book Information:
Book: “Digger the Dinosaur”
Author: Rebecca Kai Dotlich
Illustrated by: Gynux
Guided Reading Level: F, Kindergarten/First Grade

Introduction:

“Digger the Dinosaur” by Rebecca Kai Dotlich is a theme related book related to my
dinosaur book talk and lesson plan. This book is a perfect first read due to the
incorporation of rhyming words, back and forth conversation, sight word usage, grammar,
and colorful imagery. This book is about a dinosaur named Digger who wants to go outside
in play, however Momasuar says that he must clean his room first. Digger and his friend
clean his room, however they run into some issues in the process.

This book is great for shared reading because it helps demonstrate the importance
of concepts of print, alphabet knowledge, phonemic awareness, sight word, analogy words,
and phonics. This story has great use of the sight words such as put, said, and you. This
book also demonstrates rhyming words. In addition to using this book as a creative tool for
learning conversation patterns, the students will read this book and learn a great deal
about how to substitute letters to create different words as well as practice rhyming. The
topic of dinosaurs helps to engage students, as well as the character’s silly conversations.

Day One - 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: “Commercial”

For students to understand the concepts of print as to the front and back of the book and
reading from left to right and up to down, they will teach the teacher how to do this through a
“commercial.” Students will be advertising a book, much like how they see commercials
advertising their toys. Each student will take a book and physically demonstrate how to use it.
During the commercial, students have components they must explain: where the front of the
book is, where the back of the book is, where to start the reading, and where to stop reading.
Students will be shown a commercial say, for tape. In this commercial, students will see
how the actor demonstrates thoroughly all different kinds of ways to use the tape; on paper, on
plastic, how it’s water resistant, etc. The students will be encouraged to be as lively and creative
as they please, as long as they are fulfilling the requirements in the commercial.
The teacher will assess the students’ concepts of print in an informal way. The teacher
will take not on if the student has contained all requirements in their little commercial, as well as
their knowledge on it.
This is the
front of the This is how you
book! read from left to
right!

Day One - 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 Alphabet Knowledge: Letter Pockets

To warm students up for practicing upper and lower case letters, the teacher will read the
book again. Whenever the students see an uppercase letter they will put their finger “up”,
indicating that that letter is uppercase.

After students have their brains focused on capitalization, they will start an activity called
“Letter Pockets.” The teacher will have created two pockets to display up on the board, one
“Uppercase Pocket” and one “Lowercase Pocket.” The teacher would have print outs of a diverse
list of words and will start off by handing one word per students, some words with a capital at
the beginning, some with a lowercase at the beginning. Each student will come up and if they
have a word with an uppercase, such as America, they will put it in the uppercase pocket and if
the student has a word with a lowercase, such as dog, they will put it in the lowercase pocket.
The teacher will give each student multiple turns with multiple words for practice.

Moving up a level, each student will now receive a card with a sentence on it with one
underlined word. The student must determine if the underlined word goes in the uppercase or
lowercase pocket. For example, the sentence would be “The dog chases his tail.”, the word
underlined is lowercase, so it would go in that pocket. If the sentence was “The dog named Max
chases his tail.”, the card would go in the uppercase pocket.

Uppercase and Lowercase

Upper Lower
-case -case

Day Two - Phonological Awareness

Standard/Indicator:

CCSS.ELA-LITERACY.RF.K.2

Demonstrate understanding of spoken words, syllables, and sounds (phonemes).

CCSS.ELA-LITERACY.RF.K.2.A

Recognize and produce rhyming words.

Activity to Teach Phonological Awareness: Rhyming Buddies

The teacher will print out words on cards. Each card has a different card with its rhyming
word on it. Each student gets one card. The students are on a mission to find their “rhyming
buddy”, the student with the other card with the word that rhymes with theirs. For example, one
student may have the word “dig” on their card. This student’s mission is to go around the room
and ask students what their words are and to try to find a word that rhymes with “dig.” As soon
as the students finds the student with the card “big”, they become buddies.

Next, students will sit down with their buddy to come up with a two line “poem” using
their words. The poem must include at least two lines and the word on their card must appear at
the end of the sentence. For example, with the two words “dig” and “big”, the poem may be, “I
use my sandbox to dig, I found a rock that was big!” After the students come up with a poem,
they will say their poem in front of their class.

Big

Day Two - 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: The Wheel of Phonemes!

 This activity is to help practice phoneme segmentation. This is a great activity because
students love to get up in front of the classroom to spin the wheel and show off their knowledge
on phonemes.

This activity is also very beneficial in the sense that the wheel has a diverse realm of
phonemic awareness practice. The wheel would contain four sections: “tell me a rhyming word”,
“tell me a word with the same beginning sound”, “clap the syllables”, and “what is the ending
sound?”. The teacher will provide words from the “Digger the Dinosaur” story for students to
practice their phonemic awareness with.

Day Three - 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: Sight Word Ball

 This activity is to practice the use of sight words. During this activity students will
practice saying the sight words out loud and using them in sentences.

To start the activity, the teacher will through the Sight Word Ball to each student. Where
the student’s hand touches where they catch the ball with their right hand is the word that the
student will read out loud. They will go around the room a few times ensuring that each student
gets enough practice. After evaluating that the students have mastered reading the words out
loud, the teacher will then ask the student for a sentence. Where ever the student’s right hand
lands, they have to use that word in a sentence. For example, if the student’s hand lands on the
word does the student could say a sentence such as “My dog does not like to go out in the rain.”

This is a good activity for kinesthetic learners as well. This activity gets students up and
out of their seats and excited to participate in the lesson without realizing how much they are
learning.

Day Four - 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 Cups

This activity will have the students identify the sounds of letters that differ. This is useful
through rhyming words so students can practice the different sounds of letters and how that can
completely change the word.
 In this activity, students will be adding letters to the beginning and end of the word and
read the new word out loud. To do this, students will each have a cup with a letter on it. The
teacher will set up the first word using cups and each student will be individually asked to come
up and add their cup on top of another to change the word. The teacher will have to strategically
call on students with letters that will make sense, or have an option for students to say that the
word will not make sense by substituting any of the letters with their cup.

This activity will make students think critically about the word and how the letter on their
cup will affect the word. This method of substitution will help with practice with letter and sound
correlation along with how letters will change the word and its meaning.

Day Five - 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: Flower Drop Off

Before beginning the activity, the teacher will present the “Two Vowels Together” poem.
The poem states: “I see two vowels, I see two vowels. I hear one, I hear one. First one does the
talking, the second keeps on walking. Yes, indeed! Yes, indeed!” Students will practice this song
so they will be able to recite it in their heads when they need it, for an extra tool in their mental
tool box.
For this activity, the teacher will go over each of the five major vowels in terms of long
and short sounds. The teacher will divide the white board in two sections, one as the long sound
side and one as the short sound side. Students will be given cards with different words on them
according to the vowel they are practicing. Students will have to go up to the board and put their
word on the side they think the word correlates to. The students will be encouraged to say their
word out loud to practice. Once the word is on the correct side, the students will repeat the word
and go over why the word belongs on the long or short sound side.
For example, if a student was given a card that says rain, the student will read the word
out loud and decipher if it has a long or short a sound. When the student is confident with their
answer, they will put the word on the board on the long sound side. Then the class will repeat the
word out loud and the teacher will go over why the word has a long a for reinforcement.