USF Elementary Education Lesson Plan Template (S 2017) Name: Graysen

Harrell and Rachel Porter

Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through them
all.)
Lesson Content
LAFS.K12.R.1.1: Read closely to determine what the text says explicitly and to make logical
inferences from it; cite specific textual evidence when writing or speaking to support conclusions drawn
from the text.
LAFS.K.RL.4.10: Actively engage in group reading activities with purpose and understanding.
LAFS.K.RL.1.2: With prompting and support, retell familiar stories, including key details.
LAFS.K.RI.1.3: With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
LAFS.K.RF.4.4:Read emergent-reader texts with purpose and understanding.

Essential Understanding Students will be able to write and read a text in a logical sequence of events.
(What is the big idea or Students should be able to use background knowledge to support their inferences
essential question that you on the order of events. Often we require secondary students to gather
want students to come away information, out of sequence, and then make inferences based on that research.
with? In other words, what,
This is the first step in preparing our students for such complexities.
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
USF Elementary Education Lesson Plan Template (S 2017) Name: Graysen
Harrell and Rachel Porter
Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
Objectives- What are you Students will be able to write a story with at least two events in logical order.
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e., "C:
Given a sentence written in
the past or present tense, A:
the student B: will be able to
re-write the sentence in future
tense D: with no errors in
tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale Students need to make predictions based off of previous events in a text. Making
Address the following inferences on what will happen next in a story is one way to respond to a text.
questions: This group of students is in the highest RTI group, Reading Comprehension Stage
Why are you teaching this 2. Students know how to read and decode words but now are discovering text
objective?
complexities and how to gain information from texts and respond to them. This is
Where does this lesson fit
within a larger plan?
one way we are using research based practices and curriculum to improve their
Why are you teaching it comprehension skills.
this way?
Why is it important for
students to learn this
concept?
USF Elementary Education Lesson Plan Template (S 2017) Name: Graysen
Harrell and Rachel Porter
Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
Evaluation Plan- How will Formative: Students will work in pairs to order sentences in a logical sequence
you know students have according to the text.
mastered your objectives?
Summative: In pairs, students will write a story with at least two events in a
Address the following:
logical sequence.
What formative evidence
will you use to document
student learning during this
lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?

What Content Knowledge is Teachers need to know how to use text evidence to support claims, and putting
necessary for a teacher to events in a logical sequence.
teach this material?
What background We have worked with this specific group of students on this specific task multiple times
knowledge is necessary for throughout the semester. Students have a foundational knowledge of the task, however
a student to successfully this is the first time that they will be required to re-order sentences.
meet these objectives?
These students are in our highest RTI group and most can read above level.
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
USF Elementary Education Lesson Plan Template (S 2017) Name: Graysen
Harrell and Rachel Porter
Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
What misconceptions might
students have about this
content?

Lesson Implementation
Teaching Methods I do, We do, You do.
(What teaching method(s) will This is a gradual release strategy where we model the skill and remind students of the
you use during this lesson? strategy. Then students complete the next activity with prompting, and finally work in
Examples include guided pairs to complete two order of event activities.
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
USF Elementary Education Lesson Plan Template (S 2017)
Harrell and Rachel Porter
Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
What Higher Order Thinking
(H.O.T.) questions will you
ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
How will students transition
between activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
are you using?
Name: Graysen
Time Who is I DO IT: Introduce students to the topic of the day. Direct
responsibl students to their assigned seats. Remind students that events
e (Teacher in a story happen in an order that makes sense. So when
5 min or reading we must ask ourselves, Does this make sense?
Students) Students usually repeat the question. If we know the order of
? events then we can better understand the story.
Read the story. Point out that Maya makes her sandwich in a
Teacher certain order. The numbers show the correct order. Think aloud
to model why the order written is logical.
4 min WE DO IT: Read aloud the second story together. Read the
sentence options below referencing their position: top, middle,
bottom. Ask the students whether the sentences are in the
correct order. Have children share out the correct order and
7 min why based off of text evidence.
YOU DO IT: Direct students to work in pairs, read the back two
stories and number the sentences in order. Walk around to
check in on pairs. Students will share out the order of the
10 sentences and support their answer with text evidence.
min
Then students will be directed to write a story with at least two
events. This story can be about what they like to do after
school, or an activity they take part in. After we conference
with students that have finished, we will star their papers and
line up to go back to class.
USF Elementary Education Lesson Plan Template (S 2017) Name: Graysen
Harrell and Rachel Porter
Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
What will you do if a student struggles with the content?

We have students working in pairs in order to check their work, sound

out words, and explain the directions. This allows students to hear the
information from a peer who may phrase it better than we have. Also we
will conference with the pairs throughout the independent process.
What will you do if a student masters the content quickly?

Students will be challenged to write in detail and write more events in a

logical order.
Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners
These students love working together and sharing about their lives, so writing
together will engage students in this difficult task.
If applicable, how does this lesson connect to/reflect the local community?
All students need instruction to their level and so since Kindergarteners arent
tested for the AGT program, the RTI process helps students where they are at.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
These students will be challenged to write with more detail and events.
How will you differentiate instruction for students who need additional
language support?
Students can work together or ask, if they need help sounding out words or
writing phrases.
USF Elementary Education Lesson Plan Template (S 2017) Name: Graysen
Harrell and Rachel Porter
Grade Level Being Taught: Kindergarten Subject/Content: RTI Comprehension Group Size: 17 Date of
Lesson: 2/23/17
Accommodations (If One student often feels stressed when told to create a story, so we will work
needed) closely with him and his partner to ensure that they understand the concept and
(What students need specific maintain emotional stability.
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials As a grade level, we are using the Houghton Mifflin Reading Tool Kit. This is a book
(What materials will you use? that has leveled reading comprehension lessons and worksheets. We often add
Why did you choose these activities or writing to them for enrichment. The page we will be working through
materials? Include any is 53, Reading Comprehension Stage 2.
resources you used. This can
also include people!)