Reading Resource Kit

This kit includes all of the information gathered in the Theory and Principles of Reading Instruction course of Baker College’s Elementary Teacher Preparation Language Arts Program.  Navigate through the tabs to view documents within each category.

Personal Reading Philosophy

Reading is the foundation of all learning.  Therefore, I deem reading instruction the most important task of an elementary school teacher.  I believe in the concept of universal grammar by Noam Chomsky: that we are born with a set of language rules that are innate to humans; it is our experiences thereafter that shape our linguistic abilities and, subsequently, our reading abilities.  I also believe that all children have the ability to read through the provision of effective literacy instruction.  In order to provide effective literacy instruction, I intend to incorporate reading, writing, and word work in a Reading Workshop literacy block.

Reading Workshop begins with a 20 minute teacher-led read aloud.  The subject matter for this read aloud may shift from fiction to nonfiction, alternate genres, or include poetry.  I will discuss and demonstrate relevant reading strategies during the read aloud that students will take note of and later apply in their own reading.  Strategies include rereading text, activating prior knowledge, using context clues, think aloud, summarizing, locating key words, using graphic organizers, and much more.

The next 20 minutes will be spent on guided reading and independent reading.  Independent readers will read their selected texts chosen from a selective offering of materials, dependent on the theme for the week (i.e. fiction, non-fiction, and etc.).  This is the time for application of the strategies learned from the teacher-led read aloud session.  Students will journal in their Reflection Journals as they read and use sticky notes to track their observations and reflections in their texts.  Throughout the week, students will alternate meeting with me to show me their reflections so that I may assess and document their understanding.

Meanwhile, guided reading will be conducted with rotating small groups.  Students are grouped by instructional needs and/or by level.  Students will alternate reading their texts aloud within the small group, concluding with a discussion or Q and A of the text.

In the final 10 minutes of Reading Workshop, we will meet as a class to share what we have read and what we have learned during independent reading.  We will revisit the reading strategies discussed earlier and students will share how they were able to apply the strategy, what they discovered, and any other relevant connections that can be drawn.

Daily Word Work is used to supplement Reading Workshop.  Spelling lists and sight words are studied weekly and tested on Fridays.  Word Work consists of a variety of activities and worksheets such as games, personal dictionary, word tracing worksheets, word sorts, word banks, and worksheets.

Content area reading will extend from the reading strategies discussed each day.  These strategies will be applied as we approach other subjects and drawn upon as applicable.  This method will help students to quickly memorize strategies as they consistently revisit them throughout the day.  We will discuss as a class how to best tackle subject learning (for example, a social studies lesson on branches of government) and which strategies to use (for example, a graphic organizer).

To continue learning, I will utilize the Raz-Kids website and application.  Raz-Kids is an interactive tool for literacy instruction which includes thousands of books for every reading level.  Each book can be read via the website, app, or can be printed.  Students must complete three levels in order to earn points for each book read: first, the book is read aloud to the student; then, the student reads the book to themselves; last, the student completes a reflective quiz on the book.  Points accumulate as students complete their quizzes in order to advance to the next reading level.  Teachers, students, and parents each have their own gateway to monitor progress and provide feedback.

Reading Workshop requires several imperative materials:

  • A large “meeting carpet” for students to sit upon when we meet as a class.
  • An extensive library of books varying in levels and genre.
  • A Raz-Kids subscription.
  • Devices and/or netbooks/laptops to access Raz-Kids.
  • A printer to print worksheets and Raz-Kids books.

These materials, combined with the methods elaborated above, will provide a comprehensive literacy block to foster reading and reading strategies that can be applied to all learning.

Reading Approaches


Approach Description Advantages Disadvantages
Basal Teaches reading by employing books, workbooks, and activities in a sequence that progresses by building upon previously learned skills. Books coordinate with grade-level standards

Sequential program

Assessment materials included

Lack of variety

Lack of differentiation

Typical, repetitive assignments

Literature-Based Teaches reading through exposure to literature and the analyzation of text. Higher level thinking skills

Authentic literature

Improves and increases vocabulary due to variety and range of literature

Less structure

Takes more effort on teacher’s part to plan/develop

Method varies depending on literature used; inconsistent across schools

Reading Workshop Teaches reading through teacher-led mini lessons in which students learn a skill or strategy through demonstration and direct instruction, then proceed with work time to apply the lesson. Students develop independence in reading


Differentiated instruction

Challenge with sustaining silent reading

Does not teach foundational skills

May be a struggle keeping students on task

Language-Experience Promotes reading through the use of personal experiences and oral language by combining all four language skills: listening, speaking, reading, and writing. Individualized instruction

Easily integrated into other subjects

Time consuming

Lacks structure and vocabulary control

Requires leaving the classroom


Reading Program

My reading program would incorporate a combination of the each of the four following reading instruction approaches: reading workshop, literature-based, basal, and language-experience. I believe there are advantages that can be pulled from each of these approaches and, when combined, produce a high quality and enriching reading program.  Therefore, my program would pull qualities from each.

A facet that I find beneficial from the reading workshop approach is the opportunity for independent reading and scaffolding.  Students are given time to read for themselves on their own, followed by peer-to-peer opportunities in which students share what they have read, thus fortifying their analytical and presentation skills.

I think it’s important to primarily focus on leveled reading materials from the reading workshop approach.  However, whenever possible, literature should be introduced alongside corresponding levels.  This is so students may learn and practice their text analyzation skills as well as read for fun rather than just for sake of progress.  I believe this crucial factor will encourage a love for reading.

The basal approach inspires the sequential aspect of my reading program.  Reading materials should proceed sequentially as it pertains to grade and skill level.  Students can proceed as they need, at their own pace, building upon the skills they obtain from previous, completed levels.

Lastly, my reading program would also incorporate the language-experience approach by including all four language skills in the instruction and implementation.  Just like with the reading workshop approach, students will read their selected materials, speak of what they’ve read with their peers/reading buddy, listen to their peers/reading buddy’s retelling, and integrate a coordinating writer’s workshop.  Whenever possible, personal experiences from multiple sources would be incorporated in effort to support and celebrate diversity on top of the existing reading instruction.

My dream classroom would be warm and inviting, with plenty of space for learning and creativity.  Flexible seating like couches, stools, carpets, and wobble chairs will give my students freedom and autonomy.  Designated areas such as a technology and device center, reading nook, small group center, and whole group carpet and whiteboard area will guide my students in all areas of learning.  Bulletin boards will house all necessary reference materials such as goals and objectives, schedules, word walls and alphabet, behavioral charts, student job designation, and displays of student work.

Daily Schedule

While a designated daily schedule will depend upon grade level, a typical elementary routine would proceed as follows:

Time Task
8:50 – 9:00 Morning Meeting
Morning meeting is an engaging  way to start the day in which students and teacher greet each other, share important events about their lives, read and interact with a short message for the day, and participate in a group activity that fosters group cohesion as well as helps students practice social and academic skills.
9:00 – 11:30 Daily 5
Daily 5 is a structured literacy block that fosters a lifetime love of reading and writing.  This block of time allows students to rotate through five core activities including  read to self, writing work, computer work, listening to a story, and reading a story to a peer.  Reading and Writing Workshop is also part of this block.  Other activities may be included or omitted.
11:30 – 12:00 Extra: Music / PE
Special classes such as music and physical education are part of our year-long curriculum.
12:00 – 12:45 Lunch / Recess
12:45 – 1:00 Afternoon Meeting
Much like with morning meeting, the afternoon meeting is a time to regroup and prepare for the second half of the day.  This time may also be used for a read-aloud or other calm activity following the fun and excitement of lunch and recess.
1:00 – 1:30 Science
I believe in including STEM subjects for all grade levels.  Science is a part of our every day lives, and thus, is an integral part of our curriculum.  Science work is an excellent time to provide hands-on activities, create projects, and simply explore.  When necessary, this time slot may be used for other subjects.
1:30 – 2:00 Social Studies
Social studies is all about making real-life connections and discovering the world around us – from culture to geography, history to economics, and everything in between.  When necessary, this time slot may be used for other subjects.
2:00 – 2:15 Recess / Brain Break
2:15 – 3:15 Math
Our math block begins with a focus lesson via whole group instruction.  We use hands-on materials to support understanding of math concepts.  I endeavor to include as many fun activities and math games as possible to make math less daunting and fun!
3:15 – 3:30 Miscellaneous Activity
The end of the day is left open to accommodate the day’s activities.  We may  use this time to complete any unfinished work, elaborate on earlier topics, or as time to reflect  upon the day.  I also like to throw in some games and extra recess now and then!

Movement breaks, brain breaks, and snack times will also be inserted throughout the day.  Some minor subjects may rotate or be omitted for further instruction.

Double Journal Entry assignments required a full reading and comprehension of assigned texts, outline of key points from those texts, and accompanying personal reflections of those key points.  Entries are derived from the following textbooks:

Creating Literacy Instruction For All Students, by Thomas G. Gunning
Phonics They Use: Words for Reading and Writing, by Patricia M. Cunningham

Entry 1
Chapter 1: The Nature of Literacy (Gunning)
Chapter 15: The Theory and Research (Cunningham)
Chapter 16: Phonics Terminology for Teachers (Cunningham)

Entry 2
Chapter 4: Fostering Emergent/Early Literacy (Gunning)
Chapter 2: Phonological and Phonemic Awareness (Cunningham)

Entry 3
Chapter 5: Teaching Phonics, High-Frequency Words, and Syllabic Analysis (Gunning)
Chapter 3: Concrete Words, Letter Names, and Sounds (Cunningham)
Chapter 10: Rhyme-Based Decoding and Spelling Activities (Cunningham)

Entry 4
Chapter 7: Comprehension (Gunning)
Chapter 4: Making Words in Kindergarten (Cunningham)
Chapter 9: Making Words to Learn Spelling patterns (Cunningham)
Chapter 12: Decoding and Spelling Big Words (Cunningham)

Entry 5
Chapter 2: Teaching All Students (Gunning)
Chapter 11: Approaches to Teaching Reading (Gunning)
Chapter 5: Fluency Activities (Cunningham)
Chapter 6: High-Frequency Words (Cunningham)

Entry 6
Chapter 12: Writing and Reading (Gunning)

Entry 7
Chapter 3: Assessing for Learning (Gunning)
Chapter 11: Assessment (Cunningham)

Entry 8
Chapter 13: Creating and Managing a Literacy Program (Gunning)

The Implications of Emergent Literacy Research for Children with Developmental Disabilities.

David A. Koppenhaver
Patsy P. Coleman
Sophia L. Kalman
David E. Yoder
The Carolina Literacy Center, Department of Medical Allied Health Professions
University of North Carolina at Chapel Hill


Summary and Response:

This article discusses research in emergent literacy as a continuous process that begins at birth.  Thus, there are critical implications for children with developmental disabilities as it suggests that the potential for written language learning is inherent in everyone.  This parallels Chomsky’s theory on language acquisition in which language is innate and language acquisition occurs during critical development stages.  The authors’ research in emergent literacy draws four conclusions:

  1. The process of learning to read and write is a continuum that begins at birth, and perhaps before.
  2. Reading, writing, speaking, and listening abilities develop concurrently and interrelatedly, rather than sequentially.
  3. The functions of literacy are as integral to literacy learning as the forms.
  4. Children learn written language through active engagement with their world.

The article also suggests several activities that parents and practitioners can perform with children to integrate print and opportunities to write or draw to support emergent literacy.

Some ideas for parents included:

  • Making out a shopping list with the child and then pointing out names of items on signs and labels in the store.
  • Reading labels of cereal boxes, juice bottles, or canned foods to a child while preparing the meal or feeding the child.
  • Pointing out and reading road signs or billboards to the child while driving in the car.

Some ideas for practitioners include:

  • Using thematic experiences such as storybook reading with related art, drama, and cooking activities to help the child understand and integrate concepts.
  • Reading a variety of types of children’s literature and nonfiction to increase the child’s exposure to different types of language and experiences.
  • Providing opportunities for children with developmental disabilities to interact with nondisabled peers, especially during story reading, so that they may have models for asking questions, providing answers, commenting, and story retelling.

Emergent Literacy Intervention for Vulnerable Preschoolers: Relative Effects of Two Approaches

Laura M. Justice
Sy-Miin Chow
Cara Capellini
Kevin Flanigan
Sarah Colton
University of Virginia, Charlottesville


Summary and Response:

This article details a summary conducted to determine the relative efficacy of an experimental explicit emergent literacy intervention program for preschoolers experiencing multiple risk factors.  The program entailed two 6-week waves of intervention in small groups.  The first wave featured the experimental program, whereas the second wave featured a comparison program.

The experimental program consisted of twelve 30-minute small-group sessions that engaged children in activities that promoted their attention to orthographic features of written language and the phonologic features of oral language.  Each session included name writing, alphabet recitation, and phonological awareness games.   Some examples of games were:

  • Sharing names and asking students to point out whose names start with specific letters;
  • Singing the alphabet song while pointing to the letters depicted on laminated cards;
  • Rhyme detection, rhyme production, sentence or syllable segmentation, and etc.

The comparison program also consisted of twelve 30-minute small-group sessions that actively engaged children in literature-based activities featuring an implicit focus on oral and written language.  Each session included adult-to-child shared storybook reading and a story retelling activity.  A variety of storybooks were used in several different genres and formats.  Children were asked to predict what might happen in the story, were asked open-ended questions about the story, and were led through a retelling activity.

The results of the study showed significant widespread gains in emergent literacy knowledge over the entire 12-week intervention program.  Growth was significantly greater during the experimental program (or first wave) compared to the comparison program (the second wave).

An Investigation of Teacher Training and Perceptions Regarding Reading Assessment with Elementary Student

Jessica L. Barrand, M.Ed.
Michael Rettig
Washburn University Department of Education


Summary and Response:

This article discusses an investigation that was conducted to examine the level of training and perceptions regarding reading assessment by elementary teachers in the spring of 2011.  The investigation was directed toward teachers in a suburban school district via an online survey.  The survey posed the following questions:

  • What is teachers’ degree of importance about using current reading assessment materials?
  • What kinds of training, courses or in-services regarding reading assessment have teachers had and do they consider this to be enough?
  • What are teachers‟ present practices regarding current reading assessments?
  • What is the degree of importance teachers place on “Big 5” Vocabulary, Fluency, Comprehension, Phonemic Awareness, and Alphabetic Principle?

The results were as follows:

  • 70% of the teachers received training in reading assessment in their teacher preparation programs.
  • 81% of the teachers felt that reading assessments provided them with the information needed to guide reading instruction for their students.

Reading is important to all academic areas.  Subsequently, as one of the most frequently measured areas in schools, reading instruction should begin with appropriate training for educators.  The results showed that the surveyed teachers not only agree with the above statement, but have also received some training to support the stance.  I believe that the ongoing emphasis on reading assessment and corresponding educator training should and will continue to grow.

Accessibility Principles for Reading Assessments

Martha L. Thurlow
Cara C. Laitusis
Deborah R. Dillon
Linda L. Cook
Ross E. Moen
Jamal Abedi
David G. O’Brien
National Accessible Reading Assignments Projects


Summary and Response:

This article pertains to the large scale reading assessments used by states to ensure that all children are entitled to learn essential knowledge and skills.  The focus is on the diversity of these children and the provision of appropriate means and accessibility for all students.  There are five principles that provide the frame for accessibility for reading assessments, which are:

  • Reading assessments are accessible to all students in the testing populating, including students with disabilities.
  • Reading assessments are grounded in a definition of reading that is composed of clearly specified constructs, informed by scholarship, supported by empirical evidence, and attuned to accessibility concerns.
  • Reading assessments are developed with accessibility as a goal through rigorous and well-documented test design, development, and implementation procedures.
  • Reading assessments reduce the need for accommodations, yet are amenable to accommodations that are needed to make valid inferences about a student’s proficiencies.
  • Reporting of reading assessment results is designed to be transparent to relevant audiences and to encourage valid interpretation and use of these results.

It is important to recognize that it is difficult for some students with disabilities to adequately show their skills and aptitude on reading assessments, especially when disabilities affect reading.  Thus, ensuring that these assessments are made accessible to all students, by any means, is of the utmost importance.  These means are not meant to hold students with disabilities to  different performance standards; rather, they are in place to create an equality among students as it pertains to acquiring the same knowledge and skills as their non-disabled peers.

Tale of Two Schools

  1. Jill Todd had just completed a degree in elementary education, yet she didn’t know how to teach reading. Who is responsible for making sure teachers are ready to teach?

The teacher him- or herself, as well as the administration for supplying the teacher with any required program training and materials they may need.

  1. Even though Bearden had purchased a comprehensive, research-based reading curriculum, the children there weren’t reading well. What are other elements that go into creating a successful reading program? What could your school do to improve its reading program?

A successful reading program should address phonemic awareness, letter distinction, print concepts, decoding, comprehension, spelling, written expression, and more.  Currently my children’s school has a reading intervention program that focuses mostly on comprehension, as that is the area in which most students that enter the intervention program struggle.  I think more attention should be spent on comprehension during regular reading instruction.

  1. Todd experienced great improvement in her teaching skills over the course of the year, but she felt bad about not being better trained for the first part of the school year. What yardsticks can teachers use to gauge their own success?

Ways to gauge success as a teacher would include following the progress of your students.  Test students in the beginning of the year and then, frequently test them as they progress throughout the year so that their skills can be regularly compared.  Student progress is often a direct reflection of a teacher’s success, barring any unaided learning disabilities or roadblocks a student may possess/encounter.

  1. Jill Todd seems to struggle with teaching reading until she receives training from the Project Read team. Louisa Moats, former National Institutes of Health reading researcher, tells us that teaching reading is rocket science. What makes teaching reading such a challenge?

Teaching reading is a challenge because there are so many different ways students learn, and so many different levels students may be.  Also, reading is not a natural, innate ability.  While language is an innate skill we as humans are born with, it is the spoken form and not written language.  Therefore, written language is a learned ability, and the speed and ease of learning reading varies greatly from student to student.

I conducted a 3rd Grade Case Study in which I designed a series of lesson plans in order to implement and demonstrate learned content from the Theory and Principles of Reading Instruction course.

I created a custom parental permission letter to be used for student inclusion in a reading intervention program.

I created a custom reading interest inventory to be used with students at the beginning of the school year.  This inventory assesses how a student feels about reading, what their reading environment and routines are, and what their interests are.

reading interest inventory

Lesson: Michigan Cities

Focus: Technology

Assignment Criteria: Create an extension activity at your student’s level that requires the use of technology.  It should involve the use of current technologies and should be highly engaging.  Turn in a lesson plan detailing your activity and a reflection explaining why you chose the activity.  Provide evidence demonstrating the appropriateness of your activity for your student’s level.

Lesson: Making Words

Focus: Phonics

Assignment Criteria: Practice a making words lesson or a word sort with your student (Ch. 5 in Gunning p.197-198 and p.212-213). Include words and phonics skills that are appropriate to the child’s abilities. Younger children may match words with picture cards for example, whereas older children may be sorting words with certain similarities.

Lesson: Diagnostic Spelling Scale

Focus: Spelling

Assignment Criteria: Complete a spelling assessment with your student.  Analyze the spelling sample to determine the spelling stage the child is in. Turn in the spelling sample with an explanation of the stage(s) you think the child is in.  

Lesson: Before/During/After KWL Chart

Focus: Guided Reading

Assignment Criteria: Prepare to read a story with your student using Guided Reading techniques. Create before, during, and after questions and activities. After reading the story together aloud, have the student identify the story elements by using a story map or web (Ch. 8 Gunning).

Lesson: Expository Writing – My Favorite Holiday

Focus: The Writing Process

Assignment Criteria: Go through the writing process stages with your student (Ch. 12 Gunning, p. 512-522). Help the child brainstorm an idea, write a first draft, revise, edit and publish their story. Turn in a summary of how the writing stages went with the student as well as samples of the different stages

Lesson: The Olympic Games

Focus: Running Record Assessment

Assignment Criteria: Practice doing 1 running record and 2 other authentic assessments with your student.  Use the running record forms passed out in class. Students may want to start at grade level and work up or down from there depending on difficulty level. Try to work up to the child’s instructional level if possible. Analyze each miscue by choosing MSV for each error and self-correction. The remaining two assessments should be age appropriate. (Instructor may need to be guide you into choosing appropriate assessments for your student.) Students should practice scoring the assessments after meeting with the child. Turn in a summary of the results as well as the actual assessments given to the child. Assessments may include retellings, observation checklists, questionnaires, interviews, ratings, or any assessments from the Michigan Literacy Progress Profile (MLPP) or DIBELS.

For my case study, I worked with Eden, a third grade student who is advanced in all subjects.  I chose Eden in order to challenge myself in differentiating lessons for advanced students while remaining within curriculum standards and guidelines.

One of the most interesting things I noticed about my advanced student is that her intelligence did not prevent her from encountering frustration and discouragement.  I believe it is a common misconception that smart students are always confident and willing to try new things.  Despite her aptitude, Eden still worried about “getting things wrong,” as she would say, or simply not knowing things.  While challenging her in these lessons, she admitted to feeling more confident with the content that was proposed without differentiation; meaning, she was afraid to try things that may have appeared more difficult, or of which she did not already master the concepts.  This was a minor road block, because plenty of support was enough encouragement to convince Eden to try.  Otherwise, Eden was always excited to showcase her abilities and knowledge.  Eden enjoys reading and writing, does so for fun, and hopes to become a writer one day.

The Making Words lesson incorporated a premade lesson from our textbooks.  This entailed forming words out of given letters.  The lesson provided words that were too simple for Eden’s level, so I utilized the third grade Dolch sight word list.  I chose the word “together” and Eden was able to form several words of varying lengths using the letters.  She was also able to determine what the word was that used all of the letters.  She was able to do this by deducing the word from three separate words she was able to form: to, get, and her.

The Spelling lesson incorporated the Diagnostic Spelling Scale.  I conducted the spelling test with Eden, who was able to achieve a spelling level of S which is the equivalent to grade level 5.8.  I chose to use this particular spelling assessment due to the high number of advanced words and my confidence that Eden would be able to spell beyond what was expected for her current grade level.

The Guided Reading lesson entailed reading a story and conducting corresponding “before,” “during,” and “after” activities.  Eden read aloud a short story about Martin Luther King Kr.  I created a KWL chart, which stands for “What you know, what you want to know, and what you’ve learned” for this lesson.  Before Eden began reading, she wrote about what she already knew about the topic (Martin Luther King Jr.).  During the story, Eden would pause frequently to write down what she wanted to know or questions she had about the story.  Once Eden was finished reading the story, she reviewed the “What you want to know” list and answered those questions in the “What you’ve learned” portion of the KWL chart.  She also added some facts that she found interesting.  Finally, Eden reflected upon the story by creating a story map.  I chose this assignment for Eden due to her ability to think beyond the story, as well as her ability to be imaginative and wonder about the story’s contents.

The Technology lesson was a reading and social studies integrated lesson.  For this lesson, Eden was given a fact sheet about the city of Detroit.  Using various materials – maps from our family road trip through Michigan and the Internet – Eden was able to fill out the fact sheet.  I chose this lesson because of the independence it allowed Eden to research and explore about a topic, as well as the incorporation of technology that would push Eden to investigate a topic.  I also chose to integrate another subject into this reading lesson in order to differentiate the assignment on a more advanced level.

The Writing lesson incorporated an expository writing piece in which Eden followed the writing process.  Eden brainstormed her topic by using a “topic sandwich” handout, drafted her writing, revised and edited, and published her writing digitally.  I chose this topic to allow Eden the ability to write freely and without too much of a boundary (aside from theme selection).  I wanted to see how creative Eden could be with her writing.

The Assessment lesson involved an appropriate reading passage and conducting a running record.  Eden completed passages that were on par with her reading level without any error, so, she progressed to the next level.  There, I was able to conduct the running record due to a few mistakes she made.  I assessed her ability to self-correct and my own ability to mark a running record as Eden read aloud.

This case study showed me how much I enjoy instructing both reading and writing.  As an instructor, I like to find ways to make the basic subjects fun and creative, while offering various outlets for students to perform.  For example, a simple writing piece should offer a sense of freedom and openness while still operating under a sense of guidance; I believe this helps the students feel confident in their abilities and subsequent writing.  I also believe that the aforementioned varied outlets is necessary for student confidence: whether they prefer reading their writing aloud, writing a draft by hand, or publishing their story electronically, gives students a sense of control and a sense of pride over their success.  For my future, personal development, I will continue to find ways to make common core content exciting and enjoyable for my students.

This case study also showed me that differentiation is just as essential for the advanced learner as it is for the struggling learner.  As the case study progressed, Eden’s confidence in trying new, more difficult lessons increased as opposed to her insecurity in the beginning of the study.  She proved that she was able to complete more difficult work, and thus is being challenged in the same way as her peers are challenged with their regular, grade-level work.  This is very important, because advanced learners need to be challenged as well; their academic needs must be met, and they themselves should not be ignored in the classroom.

The “Baker School” assignment entailed designing lesson plans to accommodate various reading levels and literacy needs across the elementary grade levels.  I collaborated with two fellow aspiring teachers to create the below lesson plans.

Kindergarten Lesson Plan
Lesson Title: Building Phonemic Awareness with Phonemes
Unit: Phonemic Awareness

First Grade Lesson Plan
Lesson Title:
Name and Letter Awareness
Production and Distribution of Writing

Second Grade Lesson Plan
Lesson Title:
Chunk Spelling
Phonemic Awareness

Third Grade Lesson Plan
Lesson Title:
Question or Exclamation

Fourth Grade Lesson Plan
Lesson Title:
Rhyme and Writing

Fifth Grade Lesson Plan
Lesson Title:
Spelling Pattern Go Fish
Spelling Patterns