Lesson Plan

Teacher: Julie Salonus

Date: December 4, 2014
Age/Grade Range; Developmental Level(s): Kindergarten; Approaching Grade Level
Anticipated Lesson Duration: 20 Minutes

Lesson Foundations
Pre-assessment (including cognitive and noncognitive measures): Letter names and
sounds, High-frequency word recognition, student work, review school and classroom
rules
Curricular Focus, Theme, or Subject Area: Rules to Go By; Going Places;
Reading/Language Arts

State/District Standards: Common Core State Standards - RL.K.1 With prompting and
support, ask and answer questions about key details in a text.
RL.K.2 With prompting and support, retell familiar stories, including key details.
RF.K.4 Read emergent-reader texts with purpose and understanding.
Learning Objectives: Students will ask and answer questions with details about the
text read. Students will also retell the story using the illustrations, including key

details.
Adaptations for ELLs, Students with Special Needs, and/or Struggling Readers:
Leveled Readers with Rebus in text.
Perspective(s) addressed in this lesson (Interactive, Critical, and/or Response):
Interactive, Critical and Response.
Texts: We Run By Edward Fendler; How Do Dinosaurs Go to School? By Jane Yolen
(For reference as needed); Go Nat! By Herbert Thomas (If students are able to read
with fluency and correctly respond to the reading questions).
Other Materials/Technology/Equipment/Resources: iPads and online ConnectED for
each student.
Grouping structures (one-on-one, small group, whole class): Small group of 4
students.

Lesson Sequence
Learning Activities
Introduction/Anticipatory Set
We Run by Edward Fendler: Read the title and
the author. Discussion the illustrations on the
cover. Page through the book and discuss the
rebus words. Point out High-Frequency word to
as paging through the book.
Teacher will remind students as to why they are

Assessment Opportunities
Questions: What are the animals
doing? What do you think this story
will be about?
Students will point out the word to
on each page.

reading this book. Lets find out how the animals

follow the rules in different places.

Building/Applying Knowledge and Skills
As students are reading We Run, the teacher will
provide blending and modeling as needed. Also
remind students of the skill and strategy.
Strategy: Make pictures in their mind about the
story.
Skill: Looking for details in the illustrations.
Sometimes the words do not always give us
enough information.
Synthesis/Closure
Students will retell the story page by page.
Students will respond to the reading by
answering the following questions: Why do the

animals run? Why arent the animals running on

the last page? What would happen if everyone
ran in the classroom? What are the rules in the
classroom?

Can students use the illustrations

for more information about the
story? Are students able to make
pictures in their minds about what
is happening in the story (and tell
about the pictures in their minds)?
What details did you find in the
illustrations?
Were students able to answer the
questions without going back to the
book? Where students able to
connect the book with their own
classroom experiences?

Extension/Enrichment/Transfer of Generalization of Knowledge: If students were

able to read fluently and correctly respond to the reading questions, they will try
Leveling up to the next book, Go Nat!
All students will write/draw in their writing journal Where do we run?