Instructor: Ivy Corron

Lesson Title: Telling a Story

Curriculum Area: Reading
Grade Level/Cooperating Teacher: 1
st
/Mickens
Estimated Time: 15 minutes per group

Standards Connection: CCSS.ELA-LITERACY.RL.1.2
Retell stories, including key details, and demonstrate understanding of their central message or lesson.

Learning Objective: Given a set of pictures from the story Get the Egg, the student will retell the story,
scoring at least a 3 of 4 on the teachers rubric.

Learning Objective stated in kid-friendly language: You will look at the pictures from Get the Egg and
tell me what happened in the story.

Evaluation of Learning Objective: The teacher will score each retelling on a rubric based on number of
details recalled, accuracy of responses, connectedness of narrative, and ease of response. A score of 3 or
4 out of 4 will be considered objective mastery.

Engagement: Good morning, reading group! (Student), I would like you to tell me what you did in the
library this morning. Student responds. Very good. (Student), tell me about what weve done so far this
morning. Student responds. Good job! You all just used what you remembered from today to tell me
what happened. We can do this when we read stories, too! Today, we will practice retelling with our
story, Get the Egg! Your goal today is to be able to tell me what happened in Get the Egg!, without
leaving out anything important, just from looking at the pictures.

Learning Design:
I. Teaching (modeling, guided practice)
a. Open your readers to page 98. Students open readers. Our story is called Get the Egg!
Turn the page. Students turn page. (Student), read page 100. Student reads. (Student),
read page 101. Student reads. Now, lets retell what weve read so far. I will show you
how Id like you to retell the story. I want you to look at the pictures and tell me what
happened. Heres how I would do it. I would say: Kim saw Brad and he showed her a
red bird. They saw some eggs in the nest. Notice that I didnt say exactly what the book
says. I told you what happened in my own words from looking at the pictures. Lets keep
reading.
II. Opportunity for Practice
a. (Student), read page 102. Student reads. (Student), read page 103. Student reads. Lets
retell what happened on these two pages just from looking at the pictures. Who would
like to try to do that? Take response, providing feedback. Repeat this procedure for
pages 104-105 and 106-107, making sure all students in the group have a chance to
practice retelling. Good job!
III. Assessment
a. Turn to page 108. Here, we see all of the pictures from the story. In a minute, I will ask
each of you to tell me what happened in the story from looking at each one of those
pictures. While youre waiting for your turn, look at these pictures and be thinking about
what happened in each one. Who would like to go first? Take volunteer. You will look at
each one of these picture cards and tell me what happens in each one. When youre
done, you will have retold the story in your own words. Show picture cards; student
retells. Repeat for remaining students in the group. Good job, everyone!

IV. Closure
a. Retelling is an important skill to have when youre reading. Good readers think about
what theyve read and go through it in their heads to make sure they understand what
theyve already read. You can practice this when youre reading on your own, or when
were reading as a class.
b. When you go back to your seats, you will draw your favorite part of Get the Egg! Then,
you will write to tell me why it was your favorite part. Pass out worksheet. Great job
today!

Materials and Resources:
Student readers
Picture cards
Rubric and data sheet
Worksheet

Differentiation Strategies:
One student with ADHD: Monitor students behavior throughout reading group time, making sure he is
on task. Provide assistance when reading aloud.

Data Analysis: Three students scored 4/4. Four students scored 3/4. All students met the lesson
objective.

Reflection: This lesson went very well. Students were able to easily retell the story using pictures, and all
of them met the lesson objective. It was a bit difficult for me to decide how to score each response,
since the quality of a retelling is somewhat subjective. However, I felt all responses showed
comprehension of the text, with only a few minor errors. Students in the second group were more
talkative, but I was able to set behavior expectations, which the students followed. I am learning that
classroom management mainly consists of setting clear expectations for what students are to be doing
at all times. I was able to put this into practice today and I am happy with how this lesson went.


















Retelling Rubric

Scale
4: The student expresses a coherent thought for each picture that is on topic and recalls many details
from the story. The student easily retells the story in a connected narrative.
3: The student expresses a coherent thought for each picture that is on topic and recalls most details
from the story.
2: The student expresses an on-topic thought for each picture and recalls some details from the story,
but may have some difficulty recalling story events.
1: The student responds to each picture but may be brief, off-topic or provide some incorrect details.
0: The student fails to complete all parts of the assignment.

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