Leo the Late Bloomer Lesson Plan

C.C. & State Standard(s): CCSS.ELA-LITERACY.RI.K.1

With prompting and support, ask and answer questions about key
details in a text.
Objective(s): SWBAT describe key details in the text by answering
questions.
Student Friendly Objective(s): We will learn what Leo will learn to do
and how.
Assessment: Look for body language and answers that confirm to you
they are making connections.
Key Vocabulary: same, this. Write these words on the board and have
the children repeat them with you. Share some sentences with them
using these words.
Anticipatory Set: Show the cover of the book and read the title, authors
and illustrators names.
Recall Prior Knowledge: Ask students what a storybook is.
Input/Modeling: Ask the students what they think the story will be
about. Model for them a think aloud. Say, hmm I think this book will
be about how Leo changes because it says he blooms. Ask questions
throughout the book that help the students identify details, make
connections, and apply it to their own lives.
Identify the other animals in the book. Point out the things that Leo
does that they do. Have them tell you the different colors are and what
they have thought most interesting about the book.
Check for Understanding/Guided Practice: Ask questions to see if the
students understand what is happening.
Closure: Explain that it takes time for us to learn things and sometimes
we just need to be patient.
Independent Practice: Have students tell their neighbor what they like
most about the story.

A Tiger Grows Up Lesson Plan

C.C. & State Standard(s): CCSS.ELA-LITERACY.RI.K.9
With prompting and support, identify basic similarities in and
differences between two texts on the same topic (e.g., in illustrations,
descriptions, or procedures).
Objective(s): SWBAT describe facts in the book to identify it as an
informational text.
Assessment: By asking students questions, they will describe what
facts they are learning in the book.
Key Vocabulary: Tiger, Cub, Informational Text. Point out the words as
you read them in the book. Before you read the book, review what an
informational text is.
Prior Knowledge: Ask the children What do informational texts teach
us about?
Anticipatory Set: Ask the children what things they would like to learn
about tigers. Remember responses so when the book mentions
something about what they wanted to know you can point that out to
them.
Imput/Modeling: Display cover of the book and read the title aloud.
Who are the little tigers in the picture? We know from the cover that
this will be about a baby tiger. Show the pictures and ask the children
what kinds of things they think the baby tiger will do as she grows up.
Talk about what makes this book an informational book. Compare the
book to the book read last week Leo the Late Bloomer to show how
the books are different. Ask what is different about the two books?
Explain that informational books are teaching us about real facts.
Expository text or storybooks are a story a person came up with to
teach us about life experiences or how they see the world and things in
it.
Who are the little tigers in the picture? We know from the cover that
this will be about a baby tiger. Show the pictures and ask the children
what kinds of things they think the baby tiger will do as she grows up.

Check for Understanding/Guided Practice: As you read the book ask

questions such as, what is the selection about? Where do tigers live?
Why does the baby tiger need her mother? How does the baby change
as she gets older?
Closure: Ask students what was there favorite part.