Small Group Lesson Plan

Grade Level: K Number of Students: 4 Instructional Location: Classroom Days: April 8-16

Materials: Lets Hibernate, magnetic letters, white boards, markers, journals.

Standard(s) Addressed:
K.L 2cd, RF.K. 1 abcd, 3ac, 4, K.RL 1, 2, 3, 4, 6, 7, 10, K.SL.2, 3, 6


Content Objectives Language Objectives
I can recognize and spell sight words include she, saw,
all, and they.
I can describe what hibernate means.
I can hear and spell end consonant blends such as nd, sk,
nk, and lp.
I can use capitalized letter at the beginning of a sentence.
I can put a period at the end of a sentence

I can retell a story using Who What When Where Why.
I can retell a story using First, next, then, in the end.
I can use meaning, structure, and visual cues to help self-monitoring.


Prerequisite Skills:
Students are at a higher reading level (level 12-16 or level G) to understand the text.
Students can write independently and compose with proper assistance.
Students have an understanding of using MSV cues to aid their reading.


Enduring Understandings (Big Idea):
Using different cues to aid reading.
Retell a story using different strategies.
Concept of hibernation.

Essential Questions:
Why do animals hibernate? What is hibernation?
Do we need to hibernate? What will happen if we do?

















Title: Lets Hibernate

Author: Barbara Stavetski

Genre: Fiction

Day 1

Theme(s):
Animals
hibernation.
Pretend play.
Family.
Focus:
Sight words.
New vocabulary.
Retell.
Concept of hibernation.
Vocabulary:
hibernate
ate
drank

Before: Setting the stage, activate and build background knowledge, introduce and explain

Set purpose: Call students to sit with me during the guided reading session. Ask them what they have learned so far about animals? For
example: worms, chicken, and cows. Let students discuss different animals facts and then tell them that we are going to learn a new
thing that some animals do during the winter: hibernation.

Introduction: Show students the cover of the book and let them say what they see. Encourage them to use their mind power to predict
what is going to happen in this book. Let them guess what does hibernate mean based on the picture of the cover. Based on students
response, explain what hibernation is.
During: Explicit instruction, active engagement in meaning making, and practice.

Sight-words review writing: she, saw, all.
-Take out your markers, erasers, and whiteboard. Once you are ready, please write down the first sight word: She. She likes to sing:
She.
- Ask students to erase once they have the word right. If not, ask them to check the word again (Check the beginning sound, which two
letters make the SH sound?) and say the word slowly by themselves.
- Praise students for saying out the words as they write, I love noisy writers, you can say the word and figure out the sound by
yourselves!
New vocabulary: hibernate, ate, drank (discuss how they are past tense)
- Ask students what hibernate means. Ask them to check the cover picture if they cannot get it. Let students turn to the first page and find
where it says Hibernate sounds like High-Ber-Nate.
- Show students ate and drank on the whiteboard, let them read the words with me and ask them if they know these words. Explain
explicitly that these two words are the past tense of eat and drink. However, we do not put ed at the end of those two words. Ask them
if they remember any more words like these (go for went and were).
Let students do the picture walk once independently.
- Now I will give you 20 seconds to take a picture walk. Remember, a picture walk means? Do we read the words? I want you to make
predictions before you read the words.
- Discuss what they have seen: Michael, what did you see during the picture walk? Can anyone tell me what happened in the story
using your own words?
Read-aloud with students with prompting.
- What are some of the animals that hibernate? What will Kendra and Layla do next? Make a prediction of the next page. Why do
they eat all the food?

After: Restate teaching point, clarify key points, extend ideas, check for understanding

Retell the story parts. Let each student tell a small part of the story.
- Go around the table so each student has a chance.
- Encourage students to elaborate on their answers. Kendra and Layla went to the zoo, thats right! When did they go to the zoo? Who
did they meet? I think you have learned so much more, share with us!
Discuss what hibernation is.
- What is hibernation? Why do animals do that?
Assessment:
Sight-words: check each students writing and record them. See if there is any common mistake (such as blends) that needs to be
addressed to the whole group.
Understanding: check each students oral retell. Encourage them to tell me as much as possible with limited prompting and modeling.
They can ask each other for help.

Extension:
Choose a book about hibernation for the shared reading time. Read with all of my students and learn about why and how animals
hibernate.















Title: Lets Hibernate

Author: Barbara Stavetski

Genre: Fiction

Day 2

Theme(s):
Animals
hibernation.
Pretend play.
Family.
Focus:
Sight words.
End blends.
Sight word: They.
Individual story retelling.

Vocabulary:
hibernate
ate
drank
they
Before: Setting the stage, activate and build background knowledge, introduce and explain

Set purpose: Call students to sit with me during the guided reading session. Tell students that we are going to read the story together
today to figure out EVERYTHING about this book. Also, we are going to use sound boxes again. Get ready to cut words into small
parts like a boss.

During: Explicit instruction, active engagement in meaning making, and practice.

Sight-words review writing: she, saw, all.
-Take out your markers, erasers, and whiteboard. Once you are ready, please write down the first sight word: She. She likes to sing:
She.
- Ask students to erase once they have the word right. If not, ask them to check the word again (Check the beginning sound, which two
letters make the SH sound?) and say the word slowly by themselves.
- Praise students for saying out the words as they write, I love noisy writers, you can say the word and figure out the sound by
yourselves!


Review new vocabulary: hibernate, ate, drank.
- I am going to write down some words and you can tell me what they mean.
- Praise students for good memory.
Sound boxes writing: band, desk, lift, hunk, help.
- Use the three-sound-boxes and encourage students to say the words by themselves slowly: Say it slowly and write down what you
hear. Do not segment the sounds for them.
- Indicate that there are two-letter-blends that need to go into the same box.
- Band. Say it slowly by yourself. Band. Find out where the blend is.
Teach sight-word: they.
- Discuss the diagraph th. What sound does th make?
- Write down they on the whiteboard and read it with the students (run finger from left to right under the word).
- Erase a part of the word and ask each student what letter is missing (th_y, __ey, t__y).
- Give each students t, h, e, y and let them make they with magnetic letters. Mix and fix for three times.
- Practice writing the word using finger writing on the table, run finger under if and read They.
- Let student take out markers and write the word as many times as they can in 10 seconds.
Read the text together with students.
- Encourage them to read without finger pointing. However, if they need the help, let them use the finger pointing.

After: Restate teaching point, clarify key points, extend ideas, check for understanding

Retell.
- Ask students to retell the story using First, next, then, in the end by themselves with the help of the text and the illustrations.
- What happened after that? Then what? What do you think, Elijah?
- Lets check the text and the pictures to find out if you are correct!

Assessment:
Sight-words: check each students writing and record them. See if there is any common mistake (such as blends) that needs to be
addressed to the whole group.
Reading strategies: Check each students reading pace and the need of finger pointing. See if they need extra help when it comes to
individual reading.
Understanding: Check each students retelling story, make sure that we are using first, next, then, in the end to help the retelling.
Encourage students to be specific, let them help each other to make the retell richer.

Extension:
Review diagraphs such as sh, th, and ch during the Heggerty time. Let students think of words that starts with these sounds.
Or even better, ends with these sounds.












Title: Lets Hibernate

Author: Barbara Stavetski

Genre: Fiction

Day 3

Theme(s):
Animals
hibernation.
Pretend play.
Family.
Focus:
Sight words and end blends.
Story retelling using graphic organizer.
Using MSV cues to help self-monitoring.
Decoding using the part they know.

Vocabulary:
hibernate
ate
drank
they
Before: Setting the stage, activate and build background knowledge, introduce and explain

Set purpose: Call students to sit with me during the guided reading session. Tell students that I will check on them to see how well they
read individually. So get ready to be a superstar reader. Also, please be ready because I have a special graphic organizer for you to write a
summary for this book.

During: Explicit instruction, active engagement in meaning making, and practice.

Sight-words review writing: she, saw, all, they.
-Take out your markers, erasers, and whiteboard. Once you are ready, please write down the first sight word: She. She likes to sing:
She.
- Ask students to erase once they have the word right. If not, ask them to check the word again (Check the beginning sound, which two
letters make the SH sound?) and say the word slowly by themselves.
- Praise students for saying out the words as they write, I love noisy writers, you can say the word and figure out the sound by
yourselves!


Review new vocabulary: hibernate, ate, drank.
- I am going to write down some words and you can tell me what they mean.
- Praise students for good memory.
Sound boxes writing: band, desk, lift, hunk, help.
- Use the three-sound-boxes and encourage students to say the words by themselves slowly: Say it slowly and write down what you
hear. Do not segment the sounds for them.
- Indicate that there are two-letter-blends that need to go into the same box.
- Encourage students to do individual work. Give as few hints as possible.
Individual text reading with prompting.
- Check on each students individually for around one minute. Take notes on their errors, reading strategies, and confusions. Support them
as they read.
- Does this word make sense here? Is it Show or Shouted here? Check the picture and read again, what do you see?
- Think about the story. What word would make sense here? Does it sound/look right? What is the first sound you see? Get your
mouth ready! How did the character say that? (Check for expression).
Retell the story using who what when where why graphic organizer.
- Go through each part of the retell with the students first. Who are the main characters in this story? Is there any more character in this
book? Who are they?
- Write down your retell in each block by yourself. Try your best to write each word.
- Remind students that Kendra and Layla are names so they need capital letters for each.






After: Restate teaching point, clarify key points, extend ideas, check for understanding

Critical thinking question.
- Do we need to hibernate? What will happen if we do?
- Let students think for 5 seconds before they answer. Encourage them to think of answers that can surprise me.

Assessment:

Sight-words: check each students writing and record them. See if there is any common mistake (such as blends) that needs to be
addressed to the whole group.
Reading strategies: Check what reading strategies each students used when they are reading by themselves. Take notes on common
errors and prepare at least two on-sight teaching points.
Understanding: Check each students retell elements. Encourage them to think not only the main characters and plots, but also the less
important ones.
Writing: Check students writings. See if theres any common errors (finger spaces, punctuations, sight words). I am not worried about
misspelling names and longer words.

Extension:
Employ the who what when where why retell strategy into shared reading. Let students retell the story I read using these elements.






Title: Lets Hibernate

Author: Barbara Stavetski

Genre: Fiction

Day 4

Theme(s):
Animals
hibernation.
Pretend play.
Family.
Focus:
Story retelling.
Using MSV cues to help self-monitoring.
Decoding using the part they know.
Writing convention.
Vocabulary:
hibernate
ate
drank
they
Before: Setting the stage, activate and build background knowledge, introduce and explain

Set purpose: Call students to sit with me during the guided reading session. Today is the last day for this book. We are going to finish
strong and well. I will see how well you did when I am taking an important record when you are reading individually.

During: Explicit instruction, active engagement in meaning making, and practice.

Sight-words review writing: she, saw, all, they.
-Take out your markers, erasers, and whiteboard. Once you are ready, please write down the first sight word: She. She likes to sing:
She.
- Ask students to erase once they have the word right. If not, ask them to check the word again (Check the beginning sound, which two
letters make the SH sound?) and say the word slowly by themselves.
- Praise students for saying out the words as they write, I love noisy writers, you can say the word and figure out the sound by
yourselves!
Review new vocabulary: hibernate, ate, drank.
- I am going to write down some words and you can tell me what they mean.
- Praise students for good memory.
Sound boxes writing: band, desk, lift, hunk, help.
- Use the three-sound-boxes and encourage students to say the words by themselves slowly: Say it slowly and write down what you
hear. Do not segment the sounds for them.
- Indicate that there are two-letter-blends that need to go into the same box.
- Encourage students to do individual work. Give as few hints as possible.
Make running records on students individual reading.
- When I am reading with Ethan, please take out a different book and read.
- Take notes on students decoding strategies and fluency.
- Determine one specific teaching based on the collected data. (Decoding using the part of a word we know: In-side; Make an analogy;
Read with expression; Using cues to recognize a word; etc.).
Guided writing.
- Write down one or two sentences that summarize this story. (Encourage students to use: Someone wants to do something, but so
format).
- Focus on writing conventions (capital and lower case letters, spacing, periods).
- Share students writing example if needed. Take a look at Lenas writing here. Nice spacing, one capitalized letter at the beginning, and
a sweet period at the end. Fantastic.

After: Restate teaching point, clarify key points, extend ideas, check for understanding

Discuss what we have learned about hibernation.
- Which animals hibernate? Why? What are some questions you have about hibernation?
Make connections
- Between our life to Kendra and Laylas: Have you ever tried to pretend doing something? What did you do?


Assessment:

Sight-words: check each students writing and record them. See if there is any common mistake (such as blends) that needs to be
addressed to the whole group.
Reading strategies: Make running records on one or two students while other students reading different books. Find out if theres any
common errors or omitted words. Check for expression and fluency.
Understanding and Writing: Check students writings. See what kind of summary story they write. See if theres any common errors
(finger spaces, punctuations, sight words). I am not worried about misspelling names and longer words.

Extension:
Based on their interest level, I will decide whether to choose another book about animals to read or choose some other themes.

As it turned out: My students were quite enthusiastic on this topic, so I would stay on this theme and teach them about bee dance next
time.