Candidate: Jeanne Lee Subject: Language Arts

Grade Level: Kindergarten Date:

I. Standards

Reading:
RL.K.1 With prompting and support, ask and
answer questions about key details in a text.
II. Description of Content
ELD:
Part 1: Interacting in Meaningful Ways
B. Interpretive
6. Reading closely literary and informational
texts and viewing multimedia to determine
how meaning is conveyed explicitly and
implicitly through language
C. Productive
11. Supporting own opinions and evaluating
others’ opinions in speaking and writing

According to Concepts of Print assessment, students have a good understanding of it and they
struggle with punctuation, such as a period. The next step of learning will be comprehension.
Students will work on retelling the story by identifying key details in a text. Students will be
familiar with the period as they find them throughout the book and learn about its function.
Students will learn about retelling the story. Students will be able to retell the story by
indicating key details from the story.
III. Learning Outcome

Objective(s) for Reading: Objective(s) for ELD:

Students will be able to retell the story using
key details of a text.
IV. Curriculum Connection
Students will be able to read literary texts and
determine how meaning is conveyed
explicitly and implicitly through language.
Students will be able to support their own
opinions in speaking.

Unit Topic: Key Ideas and Details

Previous Lesson: Print concepts assessment
Next Lesson: Identifying a main topic

V. Academic Language: Language Demands, Vocabulary, Key Genre

Period, key details, nervous, delicious, determined, lonely, appetite, afraid, chomp

VI. Materials

We Don’t Eat Our Classmates! By Ryan T. Higgins

What Happened? Chart
Sticky Notes (blank one and arrow shaped notes)
Markers
VII. Instruction
a. Engagement

1. Teacher says, “Hocus pocus.” Then the students say, “Everyone focus.”
2. Teacher will gather students to the rug. Once students are seated, teacher will sit in front of
the class, holding the book called We Don’t Eat Our Classmates! By Ryan T. Higgins.
3. Teacher says, “Today, we are going to read this book called We Don’t Eat Our
Classmates!” and hold the book cover so every student could see it.
4. Teacher says, “This is a book about our dinosaur friend who goes to the school for the first
day.”
5. Students will pay attention and look at the book.
6. Teacher says, “Also, we are going to learn this thing called period. Can someone tell me
what period might be?”
7. Teacher will select a couple of students and have them share their ideas.
8. Teacher says, “Periods are a punctuation mark that we use at the end of the sentence. It is
like a signal to say that this sentence is over. As we read, let’s look for them.”
Engagement Scaffolding and Differentiation Strategies for Academic and Literacy
Development
Visual illustrations are provided.
Vocabularies are explained and defined.
Reading will be audibly modeled.
Pre-assessment Strategies - Identify which strategies you will be focusing on from the pre-
assessment
Retelling the story using key details is focused throughout the lesson.
Teacher will ask various questions about the book.
Teacher will listen to students as they share.
b. Instructional Sequence

1. Teacher will hold the book, so everyone can see it. Then, teacher will say, “This is the
front of the book” as the teacher points at the front cover of the book. Then the teacher
will say, “This is the back of the book” and points at the back of the book. “This is the
title of the book” and points at the title. “This is the author’s name” and point at the
author’s name on the bottom.
2. Teacher will open the book and pause at the page where the story begins. Teacher will
say, “This is where the story begins and we are going to look at the pictures in the book
before we start reading.” Teacher will begin a picture walk.
3. Teacher will flip through pages and point out pictures. Teacher will first model
describing what the teacher sees, “I see a dinosaur with pink clothes and it looks like
the dinosaur is going to cry. She or he looks sad.”
4. Teacher will turn the page and ask, “What do you see?” and “What do you think is
happening?”
5. Students will share what they see in the page and the teacher will encourage students to
speak in a clear voice and in complete sentences.
6. Teacher will continue the picture walk until the second to last page. Teacher will ask,
“What do you think will happen at the end?” Then the teacher will close the book and
say, “Now we will actually read the book. Let’s sit nicely and listen to the story.”
7. Teacher will begin reading the book. As the teacher reads, the teacher will engage
students (such as making a facial expression, asking questions to relate to the story)
and encourage students to share orally (think, pair, and share with a partner).
8. As the teacher reads, the teacher will explain key vocabularies by giving a definition
and giving example sentences. (“Chomp means to bite down really hard. Everyone, act
like you are chomping food.”)
9. The teacher will mention that there are periods at the end of the sentence and ask
students what is the purpose of putting the period at the end of the sentences.
10. When the story is over, teacher will ask if the student’s prediction about the ending
during the picture walk matched the actual ending of the story.
Instructional scaffolding and differentiating strategies for Academic and Literacy
Development
Interactive read aloud
Teacher models how to speak in complete sentences.
Teacher will explain vocabulary words in detail to students who are struggling.
Teacher will remind students what happened on previous pages.
Instructional Assessment Strategies (formative)

During interactive read aloud, teacher will carefully look at students and listen to their sharing
to assess their understanding of the story.
The formative assessment result will be incorporated to activity. If the students are not clear
with some words, teacher will revisit and explain the words again.
c. Application Activity

1. Students will complete the chart, What Happened? as a class.

2. Students will orally retell the story using vocabulary words and identifying key details.
3. As students retell the events in the story, teacher will ask, “What happens next?” and
“What happens after that?”, encouraging students to speak in complete sentences.
4. Teacher will write down sentences on a sticky note and place them on What
Happened? chart, placing arrow sticky notes between sticky notes.

Application Activity scaffolding and differentiating strategies for Academic and Literacy
Development

Teacher models how to speak in complete sentences.

Teacher will provide sentence starter.
Teacher will explain vocabulary words in detail to students who are struggling.
Teacher will remind students what happened on previous pages.
Students could look through the book to find details of the story.

Application Assessment (summative)

Once the chart is completed, student will retell the story, using the chart.
Students will tell me what period is and its function.
Students will tell me what each vocabulary words mean.
VIII. Accommodations

Students with be given pictures that shows the meaning of the vocabulary.
Students will have longer time to look through the book.

IX. Home Connection

Students will retell the story to their family member at home.