Heather Ferris

EDR 320
October 18, 2017
Lesson Plan Strategy
1.4: Pictures as Stepping-Stones (Page 27 in Reading Strategies Book)

Standards:
CCSS.ELA-LITERACY.RL.K.2
With prompting and support, retell familiar stories, including key details.
CCSS.ELA-LITERACY.RI.K.3
With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text.
CCSS.ELA-LITERACY.SL.K.1.A
Follow agreed-upon rules for discussions (e.g., listening to others and taking turns
speaking about the topics and texts under discussion).

Preparing your students:

To capture the students attention the teacher will read-aloud the book The Napping House. The
teacher will reference the anchor chart (figure 1 below) so that the students know that they will
be expected to sequence the story in order. While reading the book, the teacher will prompt with
words such as and then, next, or after when turning the pages.

Figure 1

Description of procedures for the strategy:

1. The teacher will begin by reading aloud The Napping House by Audrey Wood
2. TTW model their thinking of how to sequence the story in order by pointing to each page
as he/she turns it and by using vocabulary words such as first, next, then, last, finally, etc.
a. I noticed that first there was a bed on the page, and then there was a granny
sleeping on the bed, and next the child sleeping on top of the granny.
3. After the book is read, TTW explain that they now need to sequence the story in order to
 retell it.
4. TTW tell the students the order in which the characters appeared in the story.
a. bed, granny, child, dog, cat, mouse, and flea
5. TTW then show the students the blank graphic organizers and pictures from The Very
Hungry Caterpillar.
6. TTW ask the students to turn and talk with their partner on which picture they think
might come first if they were to sequence the book The Very Hungry Caterpillar.
7. The students will share what their partner groups came up with.
8. Once the sharing is complete TTW explain to the students the activity.
a. The students will be given food picture cut outs from The Very Hungry
Caterpillar and a Caterpillar graphic organizer (see attached pieces).
b. TSW cut and paste their food pictures into the corresponding days of the week
circle depending on what the caterpillar ate that day.
c. TSW make sure that the pictures are being placed in the proper order as if they
were retelling the story on their own.
9. TSW be sent to their seats to complete their activity on their own.
10. TSW share their finished caterpillars that they created to a partner.

Materials:
Anchor chart (Figure 1)
The Napping House by Audrey Wood
The Very Hungry Caterpillar by Eric Carle
The Very Hungry Caterpillar caterpillar graphic organizer (see attached)
The Very Hungry Caterpillar picture cut outs (see attached)
Coloring utensils for students (markers, crayons, colored pencils, etc.)
Scissors
Glue stick

Gradual Release:
I DO:
Read-aloud The Napping House
When moving from page to page point with finger and use words such as then, next,
after, finally, last, etc.
Model by thinking out loud.
I noticed that first________, and then_______, I wonder what will be next.
Explain to students that each of the different pages relates to one another by pointing and
showing/comparing pictures.
For example, every time you turn the page there is a new character on top of the
previous characters sleeping.

WE DO:
The teacher will model their thinking of how they would put The Napping House in order
(bed, granny, child, dog, cat, mouse, and flea) as if he/she were to retell the book.
 The teacher will then have the students turn and talk with their partners about which
picture might be first if we were to sequence The Very Hungry Caterpillar.
Key Note: A well known book to them.
The students will then take turns raising their hands giving their ideas that they came up
with.

YOU DO:
Teacher will explain to the students that they will now work on their own to recreate the
story of The Very Hungry Caterpillar by cutting out the food pictures that the teacher will
give them and they must glue them in the correct order on their caterpillar graphic
organizer that were also given to them.
Key note: they are already familiar with this book since we have read it a few
times as a whole class now.
When finished the students may retell their stories to their partner.

Include one involvement strategy:

Students will turn and talk to a partner in the WE DO portion of the lesson plan.

Example of how you would assess the students understanding of the strategy:
Students will create a retelling of the story The Very Hungry Caterpillar by cutting out the
pictures of the different food he ate and gluing it down on the correct day that he ate it. If the
students put the story in a logical order/ the correct sequence, it will show the teacher that
learning has occurred.

Childrens Text Information:

Book #1
Title: The Napping House
Author: Audrey Wood
Publication date: 1984
Publisher: Harcourt Publisher
ISBN: 978015256708

Book #2
Title: The Very Hungry Caterpillar
Author: Eric Carle
Publication date: June 3rd, 1969
Publisher: Grosset & Dunlap Inc.
ISBN: 0399226907
References:
Playgroup: The Very Hungry Caterpillar Activities. Welcome Baby, 1 Jan. 1970,
www.welcomebabyuc.blogspot.com/2013/04/playgroup-very-hungry-caterpillar.html.

Serravallo, Jennifer. The reading strategies book: your everything guide to developing skilled
readers. Heinemann, 2015.

Two other strategies that would work well with our selected text:
1.6: Character Do, Characters Say (Page 29 in Reading Strategies Book)
This strategy is a reminder to students that while we retell stories we can use our storyteller
voices. We can sound like the characters. We can also look at the characters and think what are
they doing, or what are they saying? This will be helpful for students who cant read to
remember what happens next in the story. It will spark their memory of the storys sequence.

1.3 Linger Finger (Page 26 in The Reading Strategies Book)

This strategy allows for children to pause and stay awhile on a given page. This helps them to
really slow down their reading and pay close attention to details. This would be helpful for a
sequencing/ retelling of a story lesson because it will provide children with details from page to
page. With that said, the children will be able to see the connections each page has to one
another. This will help them organize the order/sequence of the book from beginning to end.