1. Shared reading (reading to, with)
2. Read alouds (reading to)
3. Buddy reading (reading to and with)
4. Independent reading (reading by)

Lesson Plans:

Active Reading Using The Enormous Watermelon
Using nursery rhymes and The Enormous Watermelon, students participate in an active reading lesson.

Improving Fluency through Group Literary Performance
In this lesson, the repetition, rhythm, and rhyme of Martin’s works provide opportunities for students to hear fluent reading modeled.  Then they join in the readings through literary performance.

Combining Read-Alouds With Economics in the Primary Grades
 This lesson uses two books, Charlie Needs a Cloak by Tomie dePaola and A Symphony for the Sheep by C.M. Millen, to provide early exposure to economic concepts while encouraging reading comprehension. Prereading and postreading discussions and activities promote vocabulary building and analytical thinking. Students gain knowledge of the economic terms natural resource and producer as they make text-to-world connections. Teachers can assess students’ understanding of the economic concepts by having students use simple graphic organizers.
 

Poetry Portfolios: Using Poetry to Teach Reading and Writing

Teach your students about sentence structure, rhyming words, sight words, vocabulary, and print concepts using a weekly poem. These important skills for reading and writing are demonstrated in a whole-to-parts approach using engaging poems, shared reading, and independent activities.

Catching the Bug for Reading Through Interactive Read-Alouds
This lesson uses an interactive read-aloud of Miss Bindergarten Stays Home From Kindergarten to help students learn reading strategies.

The Big Green Monster Teachers Phonics in Reading and Writing
This lesson uses shared reading and partner reading to build fluency and word recognition skills.

Poetry Portfolios: Using Poetry to Teach Reading and Writing

Teach your students about sentence structure, rhyming words, sight words, vocabulary, and print concepts using a weekly poem. These important skills for reading and writing are demonstrated in a whole-to-parts approach using engaging poems, shared reading, and independent activities.

Whole-to-Parts Phonics Instruction: Teaching Letter-Sound Correspondences

In this lesson, students are exposed to whole-to-parts phonics instruction. After a story has been read to, with, and by children, the teacher assists them in analyzing spoken words by focusing on onset and rime. Students use onset-rime analogies to identify words that belong to the same word family.

Resources:

Lil' Fingers Storybook:  A good selection of simple stories for reading in the classroom

Peter Rabbit:  Five Beatrix Potter stories to read and listen to online.

Carol Hurst's Children's Literature Site: Looking critically at picture books: This site offers techniques for making encounters with picture books more meaningful and enjoyable.

StoryPlace Pre-school Library:
Many online stories that are animated and have sound.

Story Pals

Books read by actors

Tumble Books

Animated online stories read with words showing.

Shared Reading

Article explaining what it is.

Suggestions for English Language Learners (ELLs):
(E/B=Entering/Beginning, D=Developing, E=Expanding)

E/B: Identify and restate format elements of book (i.e. front cover, title, back cover).
E/B: Identify and restate symbols and signs within classroom and community environment; D: Identify and restate symbols and signs within classroom and community environment; E: Describe symbols and signs within classroom and community environment.
E/B: Identify and express beginning sounds of words.
E/B: Recognize some simple sight words; D: Recognize and produce some simple sight words; E: Recognize and produce various sight words.
E/B: Listen and repeat rhyming patterns in language; D: Listen and produce rhyming patterns in language.
E/B: Distinguish between capital and lowercase letters.
E/B: Follow sequence of words from left to right.
E/B: Identify first sound within a spoken word; D: Identify first and last sounds within a spoken word.
E/B: Read some high-frequency words, including own name; D: Sort some high-frequency words by category; E: Sort and classify most high-frequency words by category.
D: Blend two to four phonemes into recognizable words.
D: Recognize and identify capital and lowercase letters.
D: Distinguish between individual sounds and syllables; E: Blend vowel-consonant sounds orally to make words or syllables.
D: Begin to correct self when reading simple words or sentences aloud; E: Correct self when reading simple words and sentences aloud.
E: Use more complex words and sentences to communicate needs and express ideas in a wider variety of social and academic settings.

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