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Kindergarten Retelling Sequence Skills

This Kindergarten lesson has two objectives: developing phonemic awareness by substituting sounds in one-syllable words, and retelling a story in sequence. The lesson uses a big book, poem, and retelling worksheet. For phonemic awareness, the teacher models sound substitution and students practice on clickers. For retelling, the teacher reads a text while students record the sequence on a worksheet. Students then discuss the sequence. Assessments include a clicker activity to check sound substitution and a discussion/worksheet to evaluate retelling skills.

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65 views2 pages

Kindergarten Retelling Sequence Skills

This Kindergarten lesson has two objectives: developing phonemic awareness by substituting sounds in one-syllable words, and retelling a story in sequence. The lesson uses a big book, poem, and retelling worksheet. For phonemic awareness, the teacher models sound substitution and students practice on clickers. For retelling, the teacher reads a text while students record the sequence on a worksheet. Students then discuss the sequence. Assessments include a clicker activity to check sound substitution and a discussion/worksheet to evaluate retelling skills.

Uploaded by

api-242740031
Copyright
© © All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
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Download as DOCX, PDF, TXT or read online on Scribd

Topic: Retelling in Sequence

Grade: Kindergarten

Objectives:
Foundational Skill I can make new words by adding or substituting sounds in one syllable
words.
Read-Aloud I can retell a text in order by recognizing what happened first, next, and last.

Standards:
Foundational Skill/Shared Reading
LAFS.K.RF.2.2 Demonstrate understanding of spoken words, syllable, and sounds (phonemes).
Add or substitute individual sounds in simple, one syllable words to make new words.
Close Read/Read Aloud
LAFS.K.RI.1.2 With prompting and support, identify the main topic and retell key details of a
text.
LAFS.K.RI.3.7 With prompting and support, describe the relationship between illustrations and
the text in which they appear (e.g., what person, place, thing, or idea in the text an illustration
depicts).
LAFS.K.RI.3.8 With prompting and support, identify the main topic and retell key details of a
text.

Materials:
Technology - Active Response Promethean Clickers (17), Laptop, Projector
Text - Big Book Zinnias Flower Garden, Journeys flip chart (lesson 23 poem Mary, Mary
Quite Contrary)
Supplies 1 sheet of Chart Paper, markers, pencils (17), clipboards (17), retelling worksheet (17)

Procedures:
Foundational Skill
1. Read poem aloud to students.

2. Re-read with students.


3. Model how to substitute a letter to create a new word for students on chart paper.
4. Use individual Active Response Clickers with students to build new words.
Read Aloud
1. State learning object for students (I can retell a text in order by recognizing what
happened first, next, and last)
2. Read text aloud to students.
3. While reading allow students to record what happens first, next, and last using
retelling worksheet as appropriate.
4. Have students place retelling worksheet on back table for use during writing.

Assessment:
Foundational Skill
Active Response Clicker assessment that will show students ability to substitute sounds/letters in
one syllable words to create new words.
Read-Aloud
Turn and talk/discussion of the text and retelling worksheet that will show students ability to
retell the story in sequence (what happened first, next, last).

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