Lesson Title: Five Finger Retelling: The Three Little Pigs Name Stephanie Nalepa

Grade: Kindergarten
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I. Standard
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.
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II. Objectives/Targets and I can statements
The students will retell The Three Little Pigs by sequencing pictures that represent the main events of the story, in
the correct order that occurred in.
I can retell a story in the correct order that it happened.

The students will use and categorize pictures that represent characters, setting, and the main events in the story
to complete a five finger retell activity sheet about The Three Little Pigs.
I can name the characters, setting, and the important events of a story.

Formative Assessment
Students will provide a visual example of understanding by using pictures to identify and categorize characters,
setting, and the main events (in correct order), to retell The Three Little Pigs.

III. Lesson Management: Focus and Organization

A. Lesson Management
The students will be engaged and actively listen to The Three Little Pigs picture walk and will participate
when appropriate.
The students will participate in whole group discussion about the story, its elements, and five-finger retell.
The students will be given directions about the activity sheet and will move to their seats after receiving
the necessary materials.
The students will work independently on sorting story element pictures as the teacher models each step
of the activity sheet using the document camera.
The students will share their work and discuss it with a partner if they have extra time.
The students will retell the story as a whole class.

B. Student Management
Movement: Students will turn and talk to partners, show the teacher their fingers as they discuss the five
finger retell, they will move to different areas of the room to complete the activity sheet, and will re-group at
the carpet after completing their activity sheet for the conclusion of the lesson.

Active Participation: Students will actively participate in individual and group brainstorming and discussion
about the story during the picture walk, and will actively participate in brainstorming and discussing while
working on the five-finger retell tool as a class. Students will work rate the incorrect retell with thumbs up or
thumbs down, they will work independently to complete the formative assessment, and will work with a
partner to share and explain their completed activity sheet/assessment. The students will also retell the story
as a whole class as a means of concluding the lesson.

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 Classroom Management: At the beginning of the lesson the students will be reminded to think about where
they chose to sit on the carpet and to think about if they should move or not. Students will raise their hands to
respond to questioning or they will be called on by the teacher pulling popsicle sticks with each students
name on them. If the teacher decides to call on students who have their hands raised they will call on
someone who is following directions or call on someone who might need a subtle reminder to re-focus.
Students should also be using their inside voices. If students are not following directions and/or are being
disruptive in any way the teacher will look at the student and tell them that they are receiving their first
warning. If the disruptive behavior continues they will be given a second warning and might have to change
the spot where they are sitting on the carpet. If a third warning is necessary, the teacher will tell the student to
move to their desk for the remainder of the discussion. After the whole group discussion the teacher will then
speak with the student privately about their behavior and potential consequences.
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IV. Introduction: Creating Excitement and Focus for the Lesson Target
The teacher will generate interest by placing a picture on the document camera for the students to look at.
The teacher will access prior knowledge by asking students to tell a story about the picture and to identify
what is included in the picture that helps them understand it better (characters, setting, event).
The teacher and the students will review the important parts of a story; characters, setting, and the events
that help readers understand the story better when looking at pictures of a story.
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V. Input: Setting up the Lesson for Student Success
A. Task Analysis
The teacher will place a picture on the document camera for students to examine and discuss.
The teacher will ask students to tell a story about the picture, and will discuss with them what important
elements are included in the picture: characters, setting, and what the characters are doing (event).
The teacher will tell students that they need to look for these things as they read The Three Little Pigs.
The teacher will complete a picture walk of the story. During this, the teacher will model their thought
process aloud of how to identify each important part of the story, and will take notes on the board.
After the retell, the teacher will finish taking notes, will go over each important aspect identified, and will
then explain to students that they just retold the story!
The teacher will then explain what retelling is, why it is important (how it helps readers understand a story
better), and what should be included in a retell.
The teacher introduces the five finger retell strategy as a way that students can help remember what they
should look at as they read a story and what they should include in a retell.
The teacher models how to complete the characters and setting part of the five finger retell strategy.
Together, the students and the teacher will complete the events part of the five finger retell strategy. The
teacher will interject when needed and will point out important concepts and thought processes as this is
done.
The students will turn and talk to a partner and retell the story. They may use the board to help them.
The teacher will model an incorrect retelling of the story by telling the events out of order.
The students and teacher will discuss the differences in the students retelling and the teachers retelling.
Students will turn and talk to a partner about why it is important to tell the events in the correct order.
The students and the teacher will together, retell the story, using their hands to help them.
The teacher will introduce the materials for formative assessment and will briefly explain directions.
The teacher will pass out the materials and the students will go to their desk to work on the activity sheet.
The students work on the activity sheet independently, but with each step/part of the sheet being done at
the same time as others in the class so that each student is working on the same part.
The teacher will provide directions for each step as each new step is being started and will model the set
to be completed.

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 Once everyone is finished with their sheet the class will re-group at the carpet and retell the story all
together, using the five finger retell method.
The class and teacher will discuss the importance of retelling and how it can help them in the future, and
the lesson will be concluded.

* If the students finish the activity sheet early they may draw a picture of a house that they would build to
keep the wolf out and can then show and discuss it with their partner.

B. Thinking Levels
Apply: Use the important parts of the story written on the board to help you retell the story of the three
little pigs to your partner.
Analyze: Explain to your partner why it is important to tell the events in the correct order that they
happened in the story.
Evaluate: Score my version of the The Three Little Pigs retell with a thumbs up or a thumbs down.
Explain why?
Create: Design a house that you would build to keep the wolf out on the back of your paper.

C. Accommodations
Remediation/Intervention: Students who struggle in language arts may work with a partner to help sort out
and organize the events in the correct order.

Extension/Enrichment: Highly motivated students in language arts who finish early may draw the type of
house that they would build to keep the wolf out.

D. Materials
Picture to use for the anticipatory set (using a picture from a book is a good idea. For this lesson, I will be
using a picture from If You Give a Pig a Pancake).
The Three Little Pigs book
Laminated pictures of characters, setting, and events of the story
Sticky tack
Expo markers
Pencil
Crayons
Scissors (prior to lesson being taught)
Glue sticks
Document camera
Five finger retelling activity sheet
Cut-out sequencing pictures for activity sheet, organized, and placed into re-sealable bags for students
o One character picture, one setting picture, one beginning, one middle, and one end sequencing
picture per bag: one bag per student

E. Integrated Technology
Using the document camera to go over and model each step of the activity sheet.
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VI. Modeling: I Do
Model how to look at the pictures in a book to tell a story about the picture.
Model thought process during read aloud of the story.
Model five finger retell: characters, setting.
Model retelling the story as you look at the five finger diagram on the whiteboard.

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 Model incorrect retelling.
Model how to complete each aspect/step of the activity sheet.
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VII. Checking for Understanding
Turn and talk to your partner about parts of a story you notice and need to include when telling a story about
a picture.
When I re-told the story with the events out of order, did it help or hurt your understanding of the story? Why?
Use the important parts of the story written on the board to help you retell the story of the three little pigs to
your partner.
What parts of the story did your partner include?
Score my version of the The Three Little Pigs retell with a thumbs up or a thumbs down. Explain why?
Explain to your partner why it is important to tell the events in the correct order that they happened in the
story.
The students will complete the activity sheet to show their understanding and to validate the five finger retell
tool for comprehension.
The students cannot glue the pieces onto the sheet, until the teacher has checked their work.
The students will orally retell the story as a whole class, after everyones worksheet is finished.
Design a house that you would build to keep the wolf out on the back of your paper.
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VIII. Guided Practice: We Do
Students and teacher discuss what parts of a story are looked at when telling a story through pictures and
illustrations.
The students and teacher will discuss their retelling and will retell the story using their hands to help them.
The class and teacher will discuss the importance of retelling and how it can help them in the future, and the
lesson will be concluded.
The teacher will explain the elements of the five finger retell but will actively include students in the
explanation by calling on them for questions, ideas, etc.
Together, the students and the teacher will complete the events part of the five finger retell strategy. The
teacher will interject when needed and will point out important concepts and thought processes throughout.
The teacher will work with students as they complete the character part of the activity sheet. .
Closure- Once everyone is finished with their sheet the class will re-group at the carpet and retell the story all
together, using the five finger retell method. The teacher will state the I Can statements and discuss
connections to future learning with the students.

* Each part/section of the lesson is completed using gradual release of responsibility as the guiding method of
instruction. The teacher will identify and explain the subtopic, the students and teacher will together discuss this
subtopic and expand on it, and then the teacher checks the student understanding, which also incorporates
independent practice.
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IX. Collaborative (You Do Together) and/or Independent Practice (You Do)
Collaborative
The students will turn and talk/share with a partner.
The students may be able to work on the activity sheet with a partner (see accommodations).
If finished early, the students may discuss their work and their drawings with a partner/neighbor.

*These methods of collaborating can also be considered guided practice if the teacher is working with one or a
small group of students as they complete the worksheet.

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 Independent Practice:
The students will think to themselves at certain times.
The students will work on the setting and events portion of the activity sheet on their own.
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X. Closure
Together, the teacher and students will retell the story using the activity sheets and their hands.
The teacher should check for understanding and clarify any remaining questions.
The teacher will state the I Can statements.
The teacher will indicate how todays learning will connect to future learning: Today we learned how the five
finger retell tool is used to better our understanding and comprehension of stories. Next time we will use this
learning to help us identify the problem(s) and solution(s) in stories.
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XI. Assessment
If the students were able to complete the activity sheet correctly and were able to orally retell the story, then the
objective was met. If the objectives were met then the students will be able to identify characters, setting, and the
important events of a story; and will know how to retell a story using these key details. In addition, they will know
how to use the five finger retell tool with other texts to support their learning. The teacher will use the formative
assessments to collect data on which students met the objective, which did not, why those students might not
have, and what can be done to help those students further. The teacher should also be taking mental and written
notes on the students apparent understanding and thought processes as the lesson enfolds to help guide the
lesson in the right direction and to help guide future instruction.

The formative assessment activity sheets were created by and bought from Katie Barbee on Teachers Pay
Teachers. Not all of the forms included with the main activity sheet were used in this lesson and some of the
elements from other forms included in the purchase were used. Other pictures used in this lesson were retrieved
from Google.
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XII. Reflection
How do you know that the objective(s)/target(s) was met? What is your evidence?
Using your assessment data how will you change the lesson or instruction for the next time?
How well did the students perform/respond? Were all my students engaged?
How was my timing?
How many students struggled? What will I do to help the student(s) who struggled?
What will I do to extend the learning for those students who met target?
What did everyone know? What did no one know? Were there any surprises?

(Revised/Edited by Elementary Team, 2014)

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