Early Literacy Lesson Plans & Worksheets

Running Head: EARLY LITERACY LESSON PLAN 1
EARLY LITERACY LESSON PLAN
Student Name:
Student Number:

EARLY LITERACY LESSON PLAN 2
Section 4
Lesson Plan 1 - Voice
Elementary Education Lesson Plan
Name
Student
Grad e
2nd
School:
Elementary
School
Methods
Instructor:
TAP Coach
Title of Lesson
Author Voice Mini Lesson
Date
Content
Area(s)
Language
Arts
Student Standards (2nd grade)
Strand:
Writing
Sub boxed Heading:
Types of Text
Anchor Standard:
W.3: Writing down of narratives
where well descriptive events
experienced in the past for the
purpose of describing thoughts,
actions and feelings is used for
providing a sense of closure.
Content Objective(s)
The lesson aims at
demonstrating TSWBAT
and make use of
descriptive words in order
to depict feelings and
thoughts in writing.
SWBAT writing a
paragraph letter of an
important event reflects
the voice of the writer to
gain a score of 4 or above
in the Traits Rubric for
K-2
Language Objective(s)
The focus of TSW is to
view and discuss a
writer’s voice by way of
reading and
comprehending varied
types of texts and
listening and
comprehending to
instruction provided by
the teacher. The teacher’s
role is to explain by
means of books, and
coupling with variety of

EARLY LITERACY LESSON PLAN 3
text ways in which each
text is different and
conveys meanings that
are separate. TSW also
enables the teacher to
explore varied literatures.
This assists in analyzing,
assessing and explanation
of where they can find
writer’s voice prior to
completing their work.
Key Vocabulary
Feelings: reactions, state of mind,
emotional state
Interesting: simulating, exciting
Recreation: pass-time, fun activity
Academic Vocabulary
Voice: the style an individual
student adopts while writing, the
student’s thought can be heard, it
reflects a particular personality
while writing
Teacher Materials
Dinosaurs Before Dark
(book)
Gooney Bird Greene
(book)
Magic Tree House (book)
Student Materials
None
Engaging the Learner Focus
(ELF):
Give the students “Dinosaurs
Before Dark”, “Gooney Bird
Greene” and “Magic Tree House”.
Then students will be asked if any
of these books have similar sounds.
Then the students are taken deep to
ask them if they feel the author’s
voice will be the same in each
book. Then students are asked if
two books are written by the same
author, then will they have similar
voice. Then students are asked to
think aloud regarding voice a book
has when it cannot talk by itself.
Hence they are asked to draw upon
the real meaning implied from
voice. By student interaction,
students are made to discuss what
In what way(s) will
students understand the
purpose and relevancy of
the lesson? What will you
say to them?
It is important to make
what we write interesting.
Good writers are able to
put their own voice into
their writing. It means
people want to keep
reading the work, they
become e=involved and
engaged in what they are
reading. As good writers
you want people to enjoy
what you write.

EARLY LITERACY LESSON PLAN 4
voice is. Students will be told to
read the texts to understand their
voices. Then after reading a
particular book, students are
engaged by telling them that the
book is funny and bits from the
book regarding adventure with the
dinosaur is told. This helps raise
curiosity. Students are told that as a
child, I wanted to know what
people are writing in their stories or
paragraphs.
Reading through “Dinosaurs
Before Dark” it is told to students
that the book is rather funny. Then
students are encouraged to take up
their own writing and I will tell that
that I will search for their voice in
writing. As their voice reflected in
their writing makes it special and
different from others.
Instructional Sequence-
1. STATE BEHAVIORAL
EXPECTATIONS
Conversation: Level 0 while
listening, and level 1 or 2 when
playing the game
Help: In case students need help
then they can raise their hands
Activity: The focus of this activity
is on the student’s voice. Students
will engage in learning game
before their teacher shows a good
example of various work.
Movement: Students are expected
to perform their activity from their
desk itself.
Participation: Students will be
expected to actively participate and
listen during the group discussion
and activity. Equal proportion of
time will be allotted to each
Instruction includes:
X Differentiation for
diverse needs?
X Higher level thinking
(Bloom):
-highest level Analysis
X Problem
solving/inquiry?
__ Parental involvement?
__ Safety issues
addressed as needed?
X State Assessment
Indicators:
Strand: Writing
Sub boxed Heading:
Types of Text

EARLY LITERACY LESSON PLAN 5
student.
Success: Students are expected to
meet the CHAMPS expectations.
2. ENGAGING CONTENT
OBJECTIVE
Students will be shown the books
and told regarding the different
voices that they reflect. These
voices in the books conveyed
different meanings and students
will be reminded that every book is
different by their very nature of
different voice in which they
communicate. We will be able to
hear this while reading a book.
3. STATE PURPOSE
“Today, we are going to first play a
game trying to identify the voice of
our classmates. Each one of us has
a special voice, and as we are
starting to see people who write
also have a special voice. We are
then going to relisten to the books I
have just read to you, but we are
going to play a game when I read
it. You are going to be detectives
and if you hear anything that could
make you laugh, cry, feel is silly
etc. then raise your hand. You
don’t need to keep your hands up
just raise it on the bit you hear.
Finally we are going to look at
some examples of writing you have
made and we will see if we can
find the writers voice in them,
before we continue on our letters.”
4. EXPLAIN / CONTENT
KNOWLEDGE
Students are explained regarding
the concept of writer’s voice and
Anchor Standard:
W.3: Students are asked
to write down narratives
where they will be able to
describe events or
experiences. The action,
feelings and thoughts will
be described by use of
temporal words for
expressing events and to
close sentences.

EARLY LITERACY LESSON PLAN 6
the component that makes it
special. The writer’s voice depicts
feelings and shows interesting
component of one’s personality.
Feelings: reactions, state of mind,
emotional state
Interesting: simulating, exciting
Recreation: pass-time, fun activity
5. STUDENT
INTERACTION
Students will be told regarding the
listening game that they will play.
Students will be asked to close
their eyes, then one student from
each corner will be asked to make a
sound and others will be left to
guess, who made such sound.
Student will be asked to guess who
made that sound and then students
can be told that writing have voice
too and it is very special in nature.
6. MODEL THINK ALOUD
Students are asked to think if they
consider everyone having different
voice. Students will be told to think
regarding different voices when
one is happy or scare or excited
and so on. Hence every voice is
special and different to one
another.
7. STUDENT
INTERACTION
Students will be given another
listening game. Teacher will read
out books with different stories and
students will be asked if they can
listen to the voice expressed by
their authors. Students will be

EARLY LITERACY LESSON PLAN 7
asked in turn to raise their hands
when they recognize what they
have heard what the author is
trying to express, such as fun,
happiness, sadness and so on.
8. MODEL THINK ALOUD
When students were asked if they
felt each of those books were
different or not, then a lot of
student responded by way of
raising their hands. Next question
asked to student was that if they
noticed any difference in each of
the voices in the different stories
read out to them.
9. GUIDED PRACTICE
Guided practice is a crucial
component of this lesson plan and
in this student are made to look at
some pieces of work. They need to
select some stories and then write
down in a narrative tone as to what
the author’s voices are in this
writing pieces. Students will be
given ample time to underline and
write-down pieces and read them in
the class. Students will be grouped
thereafter and they will be asked to
underline the words that helped the
other student express their voice.
10. ASSESSMENT
Students will be provided with
ample practice of grammar and
narrative writing piece which is an
important trait in K-2. These rough
drafts will be checked and
corrected on a regular basis.

EARLY LITERACY LESSON PLAN 8
Students will be then assisted to
produce a neat and fair draft to be
able to score on their rubric.
Differentiation Tools/Strategies
(list tools or strategies for
scaffolding, modifying, and/ or
extending instruction)
P, K and A have LD: Questions
will be asked to each students to
ensure that they understand what
student voice is. Teacher will also
assist in paragraph writing and
check for grammar as well as
spellings.
DC has LD, autism and behavioral
exceptionalities: Teacher will
ensure these students sits close to
them and have limited distractions.
They will frequently given
assistance and direction as needed.
Reflection (What comes next?
What would you do differently?
What worked best?)
Lesson is yet to be taught.

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