Lesson Components

What teacher and student behaviors are planned and expected

Comments/Notes/

Reflections

This is a First Grade regular classroom with 20 students made up of 2 SPED, 9 ESOL and 2 speech students.

Reading comprehension, specifically retelling in order, is a skill first graders work on all year. This lesson will focus on being able to re-tell a story in order using picture cards and matching sentences. Language objectives will include describing, listening, reading and writing.

This will be about a 45 minute lesson.

This lesson is from Gibbons (2009) pg. 148, Picture-Sentence Matching and incorporates Gibbons (2009) Intellectual Practice #4 – Students engage in substantive conversation.

Virginia SOL(s) OR Common Core State Standard(s): SOL 1.9 – students will read and comprehend a variety of fiction texts.

WIDA Can-do descriptor(s):

ELLs in the class are from the Beginning to Expanding levels of English proficiency.

• Can-Do Descriptors in Speaking for Beginning level indicate that students should be able to repeat facts or statements and describe from pictures.

• Can-Do Descriptors in Writing for Beginning level indicate that students should be able to complete modeled sentence starters. (Students in the Beginning Level will only be using oral language and writing for this activity.)

• Can-Do Descriptors in Speaking for Developing and Expanding levels indicate that students should be able to retell stories using pictures (developing) and details (expanding).

• Can-Do Descriptors in Listening for Developing and Expanding have students classifying based on oral statements, sequencing pictures of a story (developing), and identifying objects from oral descriptions (expanding).

• Can-Do Descriptors in Reading for Developing and Expanding have students matching phrases and sentences to pictures (developing) and identifying basic elements of fictional stories (expanding).

• Can-Do Descriptors in Writing for Developing and Expanding have students

Forming simple sentences from word banks (developing) and produce original sentences (expanding).

Objectives (KUD format): Know – Understand - Do

Content objectives: Students will show that they Know how to re-tell a recently heard story in the correct order. Students will use the transition words first, next, then, last to re-tell the story.

Students will demonstrate understanding of the skill retelling by arranging story cards in the correct order.

Students will work together to decide on the correct order.

Students will check their own understanding of the story by reading the story cards in order.

Language objectives: Students at the Beginning Level will orally describe a picture card that matches a given sentence.

Students at the Developing or Expanding level with sentence cards will read the sentence and listen for the description that matches their picture.

Students will write a summary of the story.

Assessments: Methods for evaluating each of the specific objectives listed above.

Diagnostic: Students will demonstrate that they remember the story by having the story cards in the correct order and by writing a short retelling of the story.

Formative: Students will show their progress toward today's objectives by correcting any mistakes in the order of the cards. Mistakes should be noticed as the students retell the entire story by reading each of the cards in the order they place them.

Summative: Students will ultimately be assessed on these standards by writing three or more sentences that tell the story in order of events. Students below grade level in writing may draw pictures to re-tell the story.

Instructional Steps (Procedures): Detail student and teacher behavior. Identify possible student misconceptions. Include:

Objective: I will listen to a story and re-tell the story with a partner.

Opening to lesson: Today you are going to listen to the story you read yesterday in your Student Anthologies. Do you remember reading Mole and the Baby Bird? When we listen to a story, what do we do? We listen and think!

Use TPR (total physical response) to go with the phrase: Good readers think about what they read and hear. Say the phrase and do the motions with the students:

(thumbs-up) “Good Readers”,

(point to the temple) “THINK”,

(put palms together and open like opening a book) “about what they read”

(point to the ear) “and hear.”

Background Knowledge: Play CD (provided with the reading series) that goes with the story to build background knowledge.

Intro story: “Today I am going to read: Mole and the Baby Bird. Let’s think about the story and write down the character names and some new words from the story.” Create an anchor chart/Word Bank of character names: Mole, mother, father, baby bird; new vocabulary and any new sight words.

“As part of your learning goal today, you need to really listen to the story and be thinking about what happens first, next, then, and last. Remember, this story is about when Mole finds a baby bird and wants to keep him as a pet. Mole learns an important lesson in the story.”

Read story: Mole and the Baby Bird Author

Explain to students that they will be retelling the story in order using transition words with a partner. Show the picture cards and sentence cards. Tell students one person in the pair will be responsible for describing the pictures and one will be responsible for finding the sentence that matches the picture. As sentences are identified, students need to put cards on the template in the correct location so when they are retelling they can follow the cards and retell the story accurately. Using the Elmo (document camera), show the template with blank boxes the same0 size as the cards and point out the transition words: first, next, then, last. Tell students that as they identify the cards, they need to place them in the correct box to re-tell the story. When they have finished placing the cards in the boxes, partners are to check the order for accuracy by re-telling the story from the beginning using the transition words: first, next, then, last.

Model: Model how to describe a picture card (this card is an example card, not one that will be given to students). Set up expectations for participation. If the student who is describing the picture does not include the details, their partner will not be able to locate the correct sentence. How can you describe a picture using details?

Put the example card on the Elmo (document camera) as well as three sentences to choose from. Give several non-examples of describing that would make it difficult for students to locate the correct sentence. Finally, offer a good example of how to describe a picture and ask students to locate the correct sentence. Explain that using details when describing helps you match those details with the written words. Remind students that they are to work together to put the cards in order and that will require them to talk to each other.

Group: Because this task is dependent on reading ability, students will be paired by the teacher so that each pair has a student who is reading on grade level. Thoughtful pairing will be very important to the success of this lesson. Individual abilities and language goals will be taken into account when pairing. (see attention to individual student needs section.)

Activity: Tell students you will be assigning them a partner. Tell them you will assign each person the job of describing or the job of reading and choosing the sentence. They are to work together to decide where each card goes on the re-telling template. Tell students that when you visit them they are to use the cards to re-tell the story for you. If you give them a “thumbs-up” they can return their materials to the front and return to their own seats. Students will then individually write at least three sentences telling what the story was about. Remind students to use the Anchor chart/Word Bank to help them write. (Beginning students may use a sentence starter and/or pictures).

Show students where to get the re-telling assessment.

Announce pairs and pass out cards and re-telling template as each pair comes forward. Instruct students to sit at desks together to do the activity and to raise their hands when they finish.

Assess: As students are working, walk around and “kid-watch” taking anecdotal records on a label sheet to document any students having difficulty. This is helpful to plan future lessons. Offer support for any student who may be struggling. Note oral language skills of struggling students in particular. (Are they able to describe the picture using details? Are they trying to communicate with their partner and talk about the story to decide where each card goes?)

Closure and final assessment: As students finish their writing, have them open their student anthologies and re-read the story for themselves.

When all students have finished writing, gather on the carpet. Do a “private thumb check in”. Say, “I would like to know how you felt about how you did on this activity. If you were able to do the activity easily and had no problem, thumbs up! If you could do most of it but were a little confused, thumbs sideways. If you were very confused and not sure what to do, thumbs down.” Note students rating.

“Thank you. Why is it important to be able to re-tell a story?” Wait for student responses. Guide students to understanding that if we cannot re-tell a story in order we may not understand what was happening in the story. “Why do we read? We read to learn, to be informed and to be entertained. Can any of these happen if we don’t understand what we are reading?”

“What is a strategy you used to help you remember what was happening in the story?” (possible answers – visualized the story, made connections to the story)

“Let’s re-tell the story together now.” Re-tell the story as the pictures are put on the template and shown with the Elmo.

“Tomorrow during reading workshop, you will be given another re-telling template to use with a book you are working on independently. We will continue working on re-telling throughout the year.”

Materials: (see Appendix)

1. Story: Mole and the Baby Bird - Reading Street Unit 5 Week 2:

2. Chart paper and markers for creating anchor chart/word bank.

3. Ten sets of story cards that include 4 picture cards with corresponding sentence cards.

4. A picture card that goes with the story but is not central to the re-telling and is not part of the student card sets. Use this card to model describing a picture.

5. Blank template with boxes labeled first, next, then, last. Students will use this as a guide for putting story cards in order. Top boxes are for picture cards, bottom boxes are for sentence cards.

6. Sheet for written re-telling and summative assessment.

Attention to Individual Student Needs: Detail specific actions/materials you will use to meet individual needs in this lesson.

When pairing students, a list of below-level readers including any ELLs at the Beginning level of language proficiency will be the students who describe the picture card. This matches the WIDA Can-Do descriptors for Beginning Level to describe a picture. These students will be paired with students who are reading on grade level and/or have a WIDA level of Developing or Expanding.

Can-Do Descriptors in Listening for Developing and Expanding have students classifying based on oral statements, sequencing pictures of a story and identifying objects from oral descriptions.

Can-Do Descriptors in Reading for Developing and Expanding have students matching phrases and sentences to pictures and identifying basic elements of fictional stories.

Technology Use: Detail specific technology being used in the lesson with explanation for why it is being used.

The Elmo (document camera) will be used to illuminate the example picture card when modeling how to describe a picture.

It will also be used to show the correct order of the story cards at the end of the lesson. The Elmo will allow all students to clearly see the story cards during instruction.