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LESSON PLA1.language and Numeracy

This lesson plan outlines a 30 minute lesson on reading and writing for young children. It discusses approaches to teaching reading such as balanced literacy and basal approaches. It also covers the stages of reading including pre-emergent, emergent, developing, and fluent stages. Additionally, it discusses the developmental stages of writing including random scribbling, controlled scribbling, mock writing, and writing letters and words. The lesson involves student participation and discussion of the topics. For assessment, students are asked to identify the stages of reading and categories used to assess phonemic awareness.

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Joahna Bulaong Sacdalan
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91 views

LESSON PLA1.language and Numeracy

This lesson plan outlines a 30 minute lesson on reading and writing for young children. It discusses approaches to teaching reading such as balanced literacy and basal approaches. It also covers the stages of reading including pre-emergent, emergent, developing, and fluent stages. Additionally, it discusses the developmental stages of writing including random scribbling, controlled scribbling, mock writing, and writing letters and words. The lesson involves student participation and discussion of the topics. For assessment, students are asked to identify the stages of reading and categories used to assess phonemic awareness.

Uploaded by

Joahna Bulaong Sacdalan
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd
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LESSON PLAN

I. Lesson Title: Reading and Writing for Young Children


Time Frame: 30 minutes

Objectives
At the end of the lessons the students should be able to:
1. Know and understand the different approaches to teaching reading for young
children.
2. Know and understand the stages of reading and writing.
3. Give examples on how to encourage young children to read and write.

II. Contents
Topics: Approaches to Teaching Reading
A Continuum of Literacy in Instruction
Stages of Reading
Writing

References: Language and Numeracy for Young Children, Remelie R. Robles, pages 38-
48, www.ywcanb.org, www. mamaot.com

Materials: Visual Aids

Motivation: The students will be divided into four; each group will be given pieces of
paper with words written on them. They will be asked to arrange the words in order to
make a sentence.

III. Presentation

Teacher’s Activity Student’s Activity


A. Preparatory Work
a. Prayer One student will lead the prayer
b. Checking of attendance
c. Greetings. Introduction of the
presentors
d. Motivation Students will divide themselves into four
“Very nice! I am pleased you and do the activity.
were able to finish the task given
to you. Now let’s proceed to our
discussion.

B. Discussion Balanced literacy is about balancing


Our first topic is all about Balanced explicit language instruction with
Literacy Approach. So, What is balanced independent learning and language
literacy approach? exploration.

Very good!

Give me atleast two Components of a balanced


approach. They are Phonemic Awareness and
Phonics.
EXCELLENT!!!

The phonemic awareness is a subset of


phonological awareness in which listeners are
able to hear. And phonics is recognizing the
connection between letters and the sounds they
make.

What is Basal Approach? The basal reading approach is a method of


teaching children to read that employs
books, workbooks and activities in a
sequence in which each book or activity is
designed to build on the skills learned
previously.

AWESOME!!!

The word “basal” means “basis” or


“fundamental.” This approach is often termed
programmed instruction because it is organized
along a continuum from simple to complex.

What are the three instructions should follow The reading to students, reading with
the approach? students and reading by students.

VERY GOOD!
Reading to students, should occur at various
times of the day, not just during read aloud
time. Reading with students, can also give the
teacher an idea of what students already know.
And last, reading by students it also gives
students the opportunity to build fluency, as
well as practice comprehension and word level
strategies.
Our next topic is all about Stages of Reading.
It is important that teachers have a sound
knowledge of these stages and what they
entail.

a. The Pre-Emergent Stage In this stage the children can indentify


What is the pre-emergent stage? some letters and a make some letter-sound
Very good! matches.
In Pre-emergent stage the children are
getting ready to learn how to read and
they understand concepts of print.

b. The Emergent Stage

What is emergent stage? In the emergent stages the children can


identifies letter names and sounds fluently
Awesome! and can segment and blend simple words.
In emergent stage the children learn
about what they can do with written
language and they can identify 20-100
sight words.

c. The Developing Stage


Who knows what is the definition of Developing stages means the children are
developing stage? still learning how to read.

Good!
In developing stage, the children are
still learning how to read, but are
improving at applying what they
learned about reading, they can
recognize 100-300 high frequency
words.

d. The Fluent Stage


What is Fluent stage? In fluent stage they identifies most words
automatically and they can prefers to read
Keep up the good work! silently.
The fluent stage they possess
automatic control over decoding and
strategy use. they can read with
expression and intonation at a rate of
100 words per minute or more.

Writing
Writing is a medium of human
What is writing? communication that represents language
Great! and emotion with signs and symbols.

The writing is usually occurs before


reading is a complement speech or
spoken language.
a. Writing Simple Sentence

The teacher begins the


sentence and has young
children finish it.

b. Descriptive sentences

Encourage your students to add a little word


after they mastered the writing simple
sentences Journal writing is all about a skill that
requires daily practice to the children.
c. Journal Writing
What is journal writing?
Fabulous!

Journal encourage students to


retell or create their own
stories as well as to practice
fine motor skills and letter
formation.
After we have discussed about reading, its
different approaches and stages, we are now
going to discuss the developmental stages of
writing.

Handwriting is an integral part of the oral and


written language program.
It has different stages:
1. Random scribbling 2 years old
“What do you think is the age of a
child where he starts to scribble?
“Yes. This stage is from 2-3 years”
Discussion about the stage 1

2. Controlled scribbling
“Please read the second stage” Pretend writing is produced as child
scribbles across paper in a linear fashion.
“Thank you!” Patterns may be repeated over and over.
Shows increased muscular control.
3. Mock Writing
Writing includes letter-like forms,
often arranged in groups or word-like
strings. Mock letters may include
characteristics of familiar letters but
may be misshapen, combined,
reversed, or inverted.

4. Writing letters

“What do children do during this Children name and write recognizable


stage?” letters, although letters are frequently
reversed. They write their names and
other words that have personal meaning.
These writers show an awareness that
letters match sounds.

Excellent!

5. Writing words
This is the last where children group
letters to write many words.
Small-muscle development
“According to Lamme there are six Eye-hand coordination
skills areas that are prerequisites for
handwriting. Could you please state Holding a writing tool
those six?” Basic strokes
Letter perception
Orientation to printed language
“Thank you!”

“There are also some fun games that


will help children master their names.”
“Please give the three”
Puzzle practice
Sand writing
“Good” Trace the name

Elaboration of those three examples.

IV. Assignment
1. What are the stages of reading?
2. What are the categories used to instruct and assess children in phonemic awareness?

Prepared by:
Group 4 – BEED 2B
Joahna Marie B. Sacdalan Renzell Kim Bustamante
Ellen Jane DC. Mendoza Carlotamae R. Reyes

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