Five Day Shared Reading Plan

One Smart Pig

Introduction:

One Smart Pig is a mammal related theme text written by Lisa Harkrader. This text

integrates the short vowel /i/ sound, as well as helps students to recognize words that incorporate

that sound/letter structure. The plot to this story is farmer Nick driving along a road when his

truck slips and gets stuck, subsequently releasing his mammal cargo onto the road where they

attempt to help the farmer free his truck from the pothole in the road. Throughout the text, the

farmer and his mammal friends make several attempts at freeing his truck from the side of the

road, all of which are to no avail. That is until one smart pig develops a clever idea to dig out the

truck and save the day for the rest of the mammals and their farmer.

This text is great for shared reading because it supports fundamental concepts for

emergent readers, with text features like rhyming, single syllable words, multi-syllabic words,

concentration on specific vowel sounds, and sound-letter recognition patterns, all while creating

the reading through a fun text that engages the interests of emergent readers. In this text, the

short vowel /i/ sound is repeated throughout the story in various forms and concepts, to cement

the readers grasp of the short /i/ principle. There is also a plethora of rhyming words for the

emergent readers, as the text is essentially a short /i/ rhyme structured style of text that has

learners rhythmically reading the text in a fun and organized fashion. Furthermore, the content of

this text is great for emergent readers, as it combines sight words with unknown words in a way

that allows learners to easily decipher their meaning/pronunciation through utilizing the principle

of short /i/ that is recurrent throughout the text. Also, the learners will benefit from the rhythmic
nature of this text because it transforms reading into a fun activity that all learners can benefit

from regardless of their skill level.

I. Concepts of Print

Standard/Indicator: RF.K.1. Demonstrate understanding of the organization and basic features of

print.

Activity to Teach Concepts of Print: Introduce The Book

Review the front/back covers, title, author, illustrator, as well as other defining features of

the text One Smart Pig. After reviewing the defining features of the text, have the learners

identify the defining features on their own. For instance, the teacher would ask the class

what/where the title of the book is located and then inquire if the learners could point or direct

the class to the title. This could be done on an individual or group basis, as the principle of the

activity remains the same regardless of the number of participants. Another example of this

activity could be to have the leaners identify the author, illustrator, and style of text, as learning

these concepts of print strengthens the learners knowledge of key text elements, as well as

enhances their ability to successfully navigate a text. Additionally, the teacher will inquire about

the roles of all of these print concepts, as the teacher will ask learners about the authors

function, illustrators purpose, as well as review other crucial components for deriving an

understanding of a texts layout. After the teacher feels the learners have developed a sense of

comprehension about the concepts of print, the teacher will surmise the activity with a brief

review of the learning and explore any of the questions that the learners might have.

II. Alphabet Knowledge

Standard/Indicator: RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds

(phonemes) by using knowledge that every syllable must have a vowel sound to determine the

number of syllables in a printed word.

A. Distinguish long from short vowel sounds in spoken single-syllable words.

Activity to Teach Letter Recognition: Phonics Word Card Review

The teacher will create index cards for groups of learners that incorporate the short vowel

/i/ sound, and the principles of their letter-sound correspondence structure. The teacher will

implement the words six, pig, dig, sit, skip, and yip from the text, by distributing individual

index cards to groups of learners. The teacher will then model the pronunciation of the words for

the learners, and have the learners repeat after their demonstration of the pronunciation. The

teacher will have learners focus on the sound that they hear in the middle of the word, and

inquire what letter makes the sound that the students are hearing. The teacher will then question

the learners on the phonics principles of the words, specifically if the words are long /i/ or

short /i/, as well as if the words are multi-syllabic or single syllable sounds. Once the teacher

feels the learners are comfortable with the principles of the words, the teacher will have the

learners locate the identified words in the text and have them each read a sentence to their group

with the focus word that they have located. This will serve to enhance the learners alphabetical

knowledge because it increases their understanding of syllables, helps them break down letter-

sound correspondences, as well as enhances their mastery of reading and identifying key phonics

words that the teacher feels will benefit their literacy skills. When these literacy principles are

defined for the learners it makes the derivation of the meaning/understanding of abstract words

easier for the emergent reader, as it lays down a foundation of literacy skills that the learners can

manipulate for their benefit.

 III. Phonological Awareness - Rhyming

Standard/Indicator: NJSLSA.L3. Apply knowledge of language to understand how language

functions in different contexts, to make effective choices for meaning or style, and to

comprehend more fully when reading or listening.

Activity to Teach Rhyming Cut-Up Sentences

The teacher will read a rhyming sentence to the learners, and then choral read that same

sentence along with them. The teacher will then have the learners cut up the sentence into

individual words, and then scatter the pieces of the sentence around their desks. An example of a

sentence that could be used from the text that I have identified would be, five goats, four cows-

some fat, some thin- chew and moo, but the wheels dont spin. For the activity, the learners will

have the cut-up sentence, as well as the sentence in one piece, for a model. The teacher will

instruct learners to reconstruct the sentence through relying on the rhyming principles that make

up the identified sentence. For example, the teacher could scaffold the activity by laying out the

beginning of the rhyme structure, chew and, then have the learners complete the rhyme

scheme, moo. Once the teacher feels the learners are comfortable in completing rhyme

schemes the teacher will introduce another sentence without a model, and have the learners again

complete the rhyme scheme at hand. This activity is best suited to relate the principles of

phonological awareness because it helps the learners identify multiple syllable sounds, language

functions, writing styles, as well as explore elements of letter-sound correspondences. Also, this

activity extends the readers ability to comprehend more fully when reading, as it provides a

pattern of abstract sentence structure that they can examine and scrutinize for their future reading

benefit.

IV. Phonemic Awareness Phoneme Substitution

Standard/Indicator: RF.1.2. Demonstrate mastery of spoken words, syllables, and sounds

(phonemes) by using knowledge that every syllable must have a vowel sound to determine the

number of syllables in a printed word.

B. Orally produce single-syllable words by blending sounds (phonemes), including

consonant blends.

Activity to Teach Phoneme Substitution: Draw It

The learners will fold their pieces of paper into fourths, and listen for the teacher to

pronounce the identified words for the activity. The words that have been identified to facilitate

this activity are swim, stick, thick, and spin. These words were chosen for this activity because

they incorporate the short vowel /i/ sound, and are easy to depict through drawing. For the

activity, the teacher will say the designated words through segmentation of the sounds, as the

core of this activity is to have students blend phonemes, and utilize their knowledge of blending

to construct the segmented word. For example, the teacher will model the proper segmentation of

|/sw/im/| and then have the learners orally relay the word through the literacy principles of

blending. After the learners repeat the blended version of the sounds that make-up the word, the

teacher will have the students illustrate their vision for the word through drawing it on a fourth of

their pre-separated sheet of paper. This activity enhances the learners knowledge of phoneme

substitution because it allows the learners to deconstruct and reconstruct non-complex segmented

words in a fun/engaging form of teaching core literacy principles. Additionally, this activity

benefits the learners through engaging multiple intelligences, as it allows learners to create ways

of understanding phonemic awareness and knowledge of possible phonemic substitutions

through the use of more than one reading/learning strategy.

V. Sight Words
Standard/Indicator: RF.1.3. Know and apply grade-level phonics and word analysis skills in

decoding words.

B. Decode regularly spelled one-syllable words.

The teacher will review the sight words that are crucial to understanding/reading the

designated shared-reading text. The teacher will present the sight words, the, is, and and, to the

learners, as these words are essential to understanding the text and are seen at a high frequency

throughout the reading of One Smart Pig. Additionally, these are words that the readers will see

in high frequency for the rest of their academic careers, as these words often start and/or describe

the action or purpose of a sentence in a story. For this activity, all of the sight words will be

written on the board, and the learners will be initially tested on their abilities to recognize and

pronounce the designated sight words on their own accord. After the learners attempt the

pronunciation of the sight words on their own, the teacher will review them and have the

students repeat the sight words along with the teacher. Once the teacher feels the words have

been properly reviewed with the learners, the teacher will isolate a sight word and call on

students at random to pronounce them, in an effort to further solidify the learners recognition of

their sight words. After the teacher feels comfortable with the learners comprehension of the

sight words, the teacher will provide a multitude of examples of different uses of the designated

sight words in a sentence. For instance, The house is big and scary, The scary house is big and

dark. The teacher will then have the learners identify the sight words that they find in the

sentences and relate how their uses in different contexts can change the meaning/structure of a

sentence. With proper review, the learners should be able to easily identify the sight words, and

explain how they have altered the meaning of a sentence on the board. If there is trouble with the

activity, the teacher will model the concepts that they want the learners to understand and
implement for this activity through an effective teacher demonstration or by having another

learner demonstrate the principles of the activity.

VI. Analogizing Words

Standard/Indicator: NJSLSA.R4. Interpret words and phrases as they are used in a text,

including determining technical, connotative, and figurative meanings, and analyze how specific

word choices shape meaning or tone.

On day two of the five-day word study, the teacher will focus on the analysis of the

phonics of words, specifically keying on words that can be broken apart into onsets and rimes.

The teacher will go over the words skip, spin, and kick, as these words can be easily segmented

by their short /i/ sound and are within the learners literary discourse. The learners will separate

the words at their short /i/ sound, and replace the beginning letter structure to form a word with a

new meaning. For example, the learners will deconstruct spin by replacing the sp with new

letters to form a different meaning, like th for thin. The learners will be placed into groups and

each group will be given a different word from the identified word bank to deconstruct. The

challenge is for the groups to form as many new words as possible, as they learn to analogize

meanings of the words through playing around with their consonant sounds. Once all of the

groups have exhausted their cognitive resources on forming/analogizing new words for the

short /i/ vowel sound and corresponding consonant, the teacher will write the words that they

have created on the board. After all of the words are on the board, the teacher and class will

recite the lists together slowly, focusing on pronunciation and the change in meaning of the

identified words. This activity would be useful for analogizing words because it helps students

create and learn new words from a vowel sound, and motivates them to incorporate these

newfound words into their discourse, as they will surely be amazed at the number of words they
have created/know. Also, this activity extensively illustrates key literacy concepts for learners, as

it gives learners a hands on approach to how specific word choices can severely alter the

meaning/tone of a text.

VII. Phonics

Standard/Indicator: NJSLSA.L4. Determine or clarify the meaning of unknown and multiple-

meaning words and phrases by using context clues, analyzing meaningful word parts, and

consulting general and specialized reference materials, as appropriate.

On day three of the word study, the learners will focus on the phonetics of words that

they may be unfamiliar with or have not previously been introduced to. A couple of the focus

words for this activity would be prim, budge, and stubborn. These words were identified for the

activity because they are more than likely out of the learners realm of vocabulary, but can also

be easily defined through using context clues in the sentences and/or illustrations in the text. The

teacher will write these words on the board and ask the class if the class has ever heard the word

spoken in a conversation or seen the words written in a sentence of a source of literature. The

teacher will then model a type of K-W-L chart for the learners, where they will write the words

and list if they know it, sort of know it, or dont know it at all, and then have them write

their ascribed meaning to the word. After the learners have finished their charts, the teacher will

review the words and write the proper definitions on the board for the learners to copy. The

teacher and learners will then go over the students processes of thinking on the activity and hold

an academic conversation on how they could have come to the meaning of the words through

using the context clues/picture prompts listed in the text. This activity will serve to entice the

learners appetite for an enhanced vocabulary and ability to use phonics skills to decipher

unknown words because it makes learning through failing enjoyable, as the students will find
their attempts at defining the words thought-provoking. Being that this activity provides a chance

for the learners to reflect on their thought processes for defining novel words, and add new skills

to their repertoire of constructing meaning from words.

Conclusion:

In summation, all of the listed activities will serve to enhance the learners understanding

of the concepts of print, foster better phonemic awareness, improve their recognition of sight

words, and extend their vocabulary/ability to analogize words. Phonemic awareness is crucial at

this emergent stage of reading for the first-grade level, and all of these activities are curtailed to

improving the learners phonics skills and ability to derive meaning from novel words/text.

Furthermore, the incorporation of interactive activities enhances the joy students get from

learning how to read, as well as motivates the class to collaboratively succeed in their emerging

quest for literacy. In all, the shared-reading experience is an invaluable technique that can

enhance the learners comprehension of key literacy principles, as well as further develop a

students affinity for reading, as it construes the teaching process into a fun and interactive class

practice.