Melanie Post Date: 2/8/2019

Mrs.Livolsi
Time: 10:00-10:30
Grade: K
Subject: Literacy

1. Lesson Essential Questions

 What are labels? How do they help me understand the pictures and words on this
page?

2. Standards
 CCSS.ELA-LITERACY.RI.K.1:
With prompting and support, ask and answer
questions about key details in a text.

3. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to recognize Students will cut and paste labels on the shark picture
and identify labels in a nonfiction based off of what they learned from their nonfiction
book. read aloud.

4. Materials
 Sharks by World of Animals; Brown Bear Books
 Shark label worksheet
 Crayons

5. Pre-Lesson Assignment and/or Prior Knowledge

 Students will be familiar with nonfiction texts.
 Students will recognize how the front and back cover, the headings, and table of contents
help them get information in a nonfiction book.
6. Lesson Beginning
 I will review with the students the concepts they have learned about thus far in the
nonfiction study.
 Students will be brought to the carpet to listen to Sharks be read aloud.

7. Instructional Plan
 During the read aloud pages that have a shark picture with labels will be focused on.
 Students will discuss how the labels help them as readers. They will be asked to share
what information they think they can learn from labels.
 Next, I will explain the directions to the activity. I will have one student repeat the
directions for the class.
  While students are seated on the carpet they I will pass out their shark paper.
 Students will be instructed to go back to their desk, they will be called back by carpet
square color.
 When they are at their seats they will be told to hold their pencil up in the air after they
write their names and when they are ready to listen.
 Students will take out one color crayon at a time. As a whole class, one label will be
colored blue and the matching box it will get pasted into will be colored blue. This will
continue until all boxes are color coordinated.
 When students are ready they will begin cutting out the labels and gluing them onto the
corresponding section.
 Early finishers/high-level students will write a sentence on their paper using one of the
words such as “my shark has a fin”.
 If other students finish early they can color in their shark.
8. Differentiation
 After we hand out the worksheet as a whole class I will direct them to color code the
labels with them.
 Students who finish early will be encouraged to write a sentence on another paper
utilizing one of the label words on the paper.
 Visual representations of the order they should be doing the paper (color, cut, glue) will
be placed on the front board.

9. Questions
 What are labels?
 What do we notice about this page? What is around the shark?
 How do these labels help us understand more about sharks?

10. Classroom Management

 Students will be told to sit on their assigned carpet squares.
 Students will be reminded of the rules when they are on the carpet and doing small group
work.

11. Transitions
 Students will be called to the carpet by table number.
 Students will be dismissed from the carpet by square color.

12. Closure
 Students will be called to the carpet to do the baby shark go noodle.