I really enjoyed how the “Predictable books” section was broken down, although I think this is an all to common procedure. I think that students do so much with predicting that they can basically write the books themselves. My big lesson plan had a lot to do with predicting what was going to happen in the story we read and my students nailed the story before even reading it. Students have many techniques to predicting too, including looking at the pictures, looking for sight words, thinking about the title and using their prior knowledge. This section stood out to me so much because of how often it is used in reading stories.
A major part of the chapter that I enjoyed was the teaching letters section. I often wonder if I was ever placed in a lower elementary classroom, how I would address students learning. I would not even know where to start with teaching letters, sounds, addition, or what else there even is to teach. Once this section came to me I found so many ideas of how to teach letters. For example, Letter Sorts, where students take different objects and pictures and place them into a corresponding letter bin based on the first letter of what the object is. I thought this was really cool and could work well for individuals or for group work. Little techniques like this seem to keep my head above the water when it comes to lower elementary.
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My lesson plan also had predicting as a big part of the lesson. I found that kids get excited when they get to predict what the book may be about, and pay more attention to the book in turn. I also agree with your feelings about how teaching lower elementary would be overwhelming. A lot of literacy is taught in lower elementary, and most of it is considered to be the "basics." The idea of teaching letters and letter sound relationships can seem very daunting at times. However, there are like you said, many activities that help with this type of learning and not all of it has to be so daunting.
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