This lesson plan is focused on ages 2-5 (PreK-K children). The main subject is Reading and Language Arts and is able to incorporate Alphabet Knowledge, Environmental Print, and Vocabulary Enrichment as well as Mathematics in graphing and calculations. It enables the children to be introduced to environmental print and letter recognition through everyday signs and labeling in the classroom and use of pictures. Children will be able to identify that letters create words and the use of pictures can assist them with figuring out the meaning of the words shown to them. This lesson plan is written for the older end of the age range and also provides beginning knowledge for graphing and collecting data.
This activity starts with a question for the students to utilize their name cards to answer the question of Have you been to __________? I would probably take a picture of our downtown Graeter's sign and print the picture and laminate it and place it in the blank. The children first of all have to be able to find their name card, look at the question (which I as their teacher would be reading the question aloud as they came in the door) and then be able to place their name under the yes or no category on the pocket chart. This activity also engages the students in reading the question with teachers assistance if necessary and also tallying up how many students answered yes and how many answered no. It also gives the teacher the ability to bring in the concept of greater than and less than and which has the greater response. I am also able to open up the topic of conversation about did they read the word on the sign or how did they know it was Graeter's. I can also use the graphic organizer and logo/labels included with the plan and have them sort a pile of picture files and be able to focus on a letter and sort pictures by having the letter or not. Literacy and math concepts are able to be introduced and taught with ease and enjoyment.
Phonemic Awareness, Word Recognition and Fluency for Early Childhood
Word Recognition
5.
Identify own name in print.
6.
Recognize and name some upper and lower case letters in addition to those in first name.
7.
Recognize that words are made up of letters (e.g., c-a-t).
Acquisition of Vocabulary for Early Childhood
Contextual Understanding
2.
Recognize and demonstrate an understanding of environmental print (e.g., STOP on a stop sign).
Reading Process: Concepts of Print, Comprehension Strategies and Self-Monitoring Strategies for Early Childhood
Concepts of Print
1.
Understand that print has meaning by demonstrating the functions of print through play activities (e.g., orders from a menu in pretend play).
2.
Hold books right side up, know that people read pages from front to back, top to bottom and read words from left to right.
3.
Begin to distinguish print from pictures.
Comprehension Strategies
4.
Begin to visualize, represent, and sequence an understanding of text through a variety of media and play.
6.
Connect information or ideas in text to prior knowledge and experience (e.g., "I have a new puppy at home too.").
This activity starts with a question for the students to utilize their name cards to answer the question of Have you been to __________? I would probably take a picture of our downtown Graeter's sign and print the picture and laminate it and place it in the blank. The children first of all have to be able to find their name card, look at the question (which I as their teacher would be reading the question aloud as they came in the door) and then be able to place their name under the yes or no category on the pocket chart. This activity also engages the students in reading the question with teachers assistance if necessary and also tallying up how many students answered yes and how many answered no. It also gives the teacher the ability to bring in the concept of greater than and less than and which has the greater response. I am also able to open up the topic of conversation about did they read the word on the sign or how did they know it was Graeter's. I can also use the graphic organizer and logo/labels included with the plan and have them sort a pile of picture files and be able to focus on a letter and sort pictures by having the letter or not. Literacy and math concepts are able to be introduced and taught with ease and enjoyment.
What I love about this lesson plan is that it can be tailored to meet the needs of a variety age of children. A two year old obviously will not understand how to spell their name or be able to read a question and answer it by placing their name card under a category however they can use picture files to gain knowledge of literacy and understanding that print has meaning. I will use this for three and four year old children and up and might not use the logo labels given in the lesson but take pictures of the school signs and signs around the school area. 
I also will use the graphic organizer concepts to make picture files based on the books read in smaller groups as well as have them in a reading center for them to look at and interact or sort them as they choose. Maybe they will come up with stories about the pictures and talk to one another about them. A definite challenge especially for the younger children would be reading the morning question or even identifying letters in their name if they have not been introduced to that area yet. I would have this type of lesson in its detail for when I know they are comfortable getting their own name card and could understand the "morning question" greeting activity.
I also will use the graphic organizer concepts to make picture files based on the books read in smaller groups as well as have them in a reading center for them to look at and interact or sort them as they choose. Maybe they will come up with stories about the pictures and talk to one another about them. A definite challenge especially for the younger children would be reading the morning question or even identifying letters in their name if they have not been introduced to that area yet. I would have this type of lesson in its detail for when I know they are comfortable getting their own name card and could understand the "morning question" greeting activity.
Also, if I had Graeter's as my question some children may not have ever gone there or seen this logo so I may want to be aware and ask if there are children having problems if they have had ice cream before to have them included in the activity. I think this activity will challenge students to be aware of their settings, labels and give them the confidence of when reading books that pictures are a great tool to help them in figuring out print. There are so many great non-fiction books that we can incorporate into our libraries for children to explore and learn.
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