Plan for Students Learning

Planners Name: Megan Dennen Topic: Read Aloud

Title of Lesson: Counting Crocodiles Grade Level: Preschool
Academic Standards for Lesson

2.1 PK.A.1 Know number names and the count sequence.

2.1 PK.A.2 Count to tell the number of objects.

2.1 PK.A.3 Compare numbers.

Essential Question
Why is important to know about numbers and their order?
Objectives (as many as needed for the lesson, usually no more
than three):
Objective 1: Students will be able to demonstrate their knowledge of the
number sequence from 1-10 by counting out loud in unison and forming
their own classroom number line.
Learning Activities
Introduction/Activation Strategy: Give the students a brief overview of
what the book is about, discuss the names of the author and illustrator,
and what the words author and illustrator mean.

Vocabulary: Discuss words found in the story that the children may have
never heard before. Give a brief definition and show a picture that
represents each word. Students will identify the new vocabulary words and
recognize them when they hear them in context.

Vocabulary Teaching Strategy: Show the students the written words

along with their corresponding pictures and a brief description so the
students can make the connection to learn the new words.

VOCABULARY: vicious, suspicious, cavorting, scurried

Instructional Strategies/Learning Tasks:
Guided Practice, Checking for Understanding, and Questioning
Strategies:
BEFORE READING
Ask the students where they have seen numbers outside the
classroom. Where are some places that you have seen numbers
being used outside of this classroom? (ex. prices of food or gas,
 temperature hot or cold, dates, times)
Ask the students why knowing about numbers and the number
sequence is so important. Does anybody know why it is important to
know about numbers and the order they go in? (ex. to tell people
how old you are, to know how much money you need to buy
something)
DURING READING
After reading, . . . carry back a stack of sweet bananas from that
tree ask the students, how do you think the monkey will get across
the sea to get to the other island?
VOCAB Vicious (p.5). Remind students of the definition for this
word.
VOCAB Suspicious (p.8) Remind students of the definition for this
word.
After reading, Will you count us please? the book starts numbering
crocodiles. Have the students as a class count the number of
crocodiles on each page.
After reading, Six crocs with pink mohawks ask the students, what
number comes after six?
VOCAB Cavorting (p.25) Remind students of the definition for this
word.
After reading, I need to count you one more time have the students
put up ten fingers, then put one finger down each number you count
down starting at ten, so their fingers that are up represent the
number of crocodiles said.
VOCAB Scurried (p.34) Remind students of the definition for this
word.
AFTER READING
Ask the students what they thought about this book, if they liked it or
disliked it, and why they liked it or disliked it. Ask the students, did
you learn anything new about numbers?
Closure: Students will complete the crocodile number line activity.
Differentiation: Content, Process, or Product
Product Students who need extra support with putting numbers 1-10 in
order forwards and backwards to form the crocodile number line can ask
for help from a student who is more skilled in this area.
Assessment: Formative or Summative
Formative Assessment (process): Formative assessment is carried out
throughout the read aloud when teacher asks students to count out loud.
Formative Assessment (product): 2.1 PK.A.1 Know number names
and the count sequence.
Students will complete/color one number page of the crocodile
number line.
Students will then put the numbers in order (one number line
forwards and one number line backwards) without teacher help.
Rubric/Checklist: N/A
Materials/Resources/Technology
1. Materials students will need: Colored pencils, a number of the
crocodile number line
2. Materials teachers will need: Counting Crocodiles, vocab word papers
3. Teachers preparation for the lesson: See Learning Activities.
Reflection (responses regarding strengths, areas needing
improvement for next time, and ideas for follow-up)