Literacy Lesson Plan Template

Student teacher: Clare Lee

Location: Lea Elementary School
Grade: Kindergarten
Duration: 35 minutes

Goals / Objectives:
Students will be able to make predictions using key details in the story.

Standards (and Assessment Anchors, if applicable) KINDERGARTEN

Comprehension and Collaboration
Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if
something is not understood.
Print Concepts
Demonstrate understanding of the organization and basic features of print:
Follow words from left to right, top to bottom, and page by page
Reading Literature
CC.1.3.K.B Answer questions about key details in a text.

Materials and preparation

1. Pictures of someone who is hungry, thirsty, tired, angry
2. Magnifying glasses
3. I went walking by Sue Williams
a. https://www.youtube.com/watch?v=4IHmMHQb_lIKey Details anchor chart
4. post-it notes
5. What do you think the animal is? activity
6. crayons
7. pencils

Classroom arrangement and management issues

Briefly describe the physical arrangement of the class with respect to managing your plans in the
particular space:
1. Four students will be sitting at a U-tabled (used for guided reading) in the classroom. I
purposely chose to use the U-table so that students will be able to easily talk to each other
and have effortless accessibility to me in case they need support. This lesson will be
conducted during readers workshop because the other students will be talking in a
moderate level by reading as well. This will allow us to hold conversations without
having to worry too much distracting the classroom. To ensure that we arent distracting
 the other students, I will re-establish the classroom norms such as sitting with their
whole body listening, raising hands, and upholding the power of 3 (love yourself, love
your classmates, love the classroom) before starting the lesson. During the lesson, the
students may shout out answers, so I will have to continue to re-establish the norms.
Furthermore, the students might get bored or want to move around. In that case, I will tell
them Where are your magnifying glasses? or simply make comments to emphasize
what great helpers they are.
Students will be provided with all the materials.

Plan
1. Hook/before Read-Aloud (10 minutes)
a. *Show students pictures of someone whos hungry, thirsty, sleepy, angry
accordingly* For the first one (someone whos hungry), I will model first and say
Hmm this person looks like hes really hungry. I think hes going to eat because
he seems really hungry?
b. After I model, I will ask the for students predictions about the other 3 pictures.
c. Then I will say Today, were going to be making predictions from a story. Does
anyone know what a prediction is? *see if kids know, and then present an anchor
chart for prediction- on the bottom, Ill draw I think bubble text with person*
d. A prediction is a guess you make using text or picture clues. When you make a
prediction, we can say I think. so and so is going to happen. *Refer back to
hook activity of I think the person is going to eat because he is hungry* Were
going to be reading I went walking and as were reading, well be making
predictions.
e. BUT, we need a special tool to make predictions right? So, each of you guys will
be detectives and use a magnifying glass! We need to make sure we only use it
when I ask you guys to take it out.
f. quick stretch break before read-aloud
2. Read Aloud (15 minutes)
a. Pre-reading: *Show students the cover of I went walking*
i. Hmm I notice that there is a green duck and a person standing next to
each other. Use your magnifying glass to look at the key details. I wonder
what this book will be about. Turn and talk (its okay if it doesnt work
out, can you turn to your partner and give eye contact. You do that to
show that youre listening. Model by myself and then model with
student) with a partner about what you think this book will be about.
ii. This book is called I went walking by Sue Williams and the drawings
were done by Julie Vivas.
 iii. *take the students through a picture walk discussing the pictures while
paying attention to the details. As theyre doing this, I will be asking them
to use their magnifying glasses*
b. During reading:
i. *Keep student engagement by asking for predictions about what the
person will see next.*
ii. Ask questions such as Hmm, I notice this black tail sticking out of the
basket what animal do you think this is?
c. After read-aloud:
i. We made guesses about what will happen next in the story using the
picture clues. You guys were excellent detectives! If you remember what
animals we saw, can you raise your hands and tell me please?*As I call
on them with their hands raised, I will record what they say on a post-it
note and attach it to the chart paper, drawing pictures to remind them what
the words are*
3. I think wrap-up activity (10 minutes)
a. When we were reading the story, we predicted it was going to be a certain
animal looking at the key details of the animal. *refer book and show them* Now,
you guys are going to draw what animal you think is being shown looking at the
key details. Draw the animal here *point to the box*. Once youre done drawing,
label each animal.

b.
c. *When finished* How did the making predictions reading the book we read help
you guess the animal in this activity?
Assessment of the goals/objectives listed above
1. Formative assessment
a. While the students are telling me the predictions about what animal is being
shown in the story, I will take note of the students who are easily able to do this
and the students who need scaffolding. I will take note of the students who are
providing me accurate key details of the animals rather than unnecessary details
that arent a huge part of the story.
2. What do you think this animal is? activity
a. I will assess who understands the concept of predictions by looking at the students
who can accurately guess the animal looking at the key features of the animal.

Anticipating students responses and your possible responses

1. Management issues
a. Student Response: Students are talking with each other as I am reading the book
b. My possible responses: Look! ___, can you help me identify what the mouse is
going to do next? OR Whats your favorite part in the book so far?
2. Response to content of the lesson
a. Student response: incorrectly making a prediction
b. My possible reponse: Ask a friend to help or ask more questions about the key
features of an animal so this student can make an accurate prediction.
c. Student Reponse: Incorrectly re-telling key details of the story
d. My possible responses: does everyone else agree?
e. Student Response: Telling unnecessary details of an animal/the story in general
f. My possible responses: From the details you just told me, what do you think was
the most important? OR I love where youre going, but were only going to focus
on predictions right now.

Accommodations
1. Accommodations for students who may find the material too challenging.
My students come from different reading levels so I tried to incorporate different types of
activities where each student will be able to find their own strength. If students find the
read aloud too challenging, I will continuously ask questions so they are able to
understand better.They will be able to use context clues from the story to help them
identify the picture and predict what will happen next in the story. During the what do
you think this animal is? activity, a student who is struggling can work with a partner for
additional support.
 2. Accommodations for students who may need greater challenge and/or finish early?
For students who finish early, I will provide them with paper so they can write the
sentence I think it is a ___ (Fill in with whichever animal it is). Furthermore, I will have them
write the key details that helped them guess what the animal is.