Shelby Bond

Teaching Date: March 12, 2020

Guided Reading Lesson

UNIT BIG IDEA

Growing into Kind Kids

LESSON RATIONALE
This lesson is important because as students learn cause and effect, they gain a better understanding of what
and why events happen within story and the relationship between them. Teaching cause and effect within
literature allows for students to have a better comprehension of what they are reading as well as a better
understanding of how information is organized within. In understanding cause and effect within literature,
children also gain a better understanding of how things in real life relate to one another in a similar pattern,
providing them with a greater responsibility for their actions.

I. READINESS
I. Goals/Objectives/Standard(s)
a. Goals: Students will be able to identify cause and effect relationships within various pieces of
literature.

b. Objectives:
- At the end of this lesson, students will be able to identify cause and effect relationships
within several pieces of fiction.
- After completing each center, students will be able to express the cause and effect of events
both verbally and through writing.
- Upon reaching the end of the lesson, students will be able to physically demonstrate how
their actions can have a positive effect on others.

c. Standard(s):
1. 2.RL.2.3 Describe how characters in a story respond to major events and how characters
affect the plot.
2. 2.RL.4.1 Use information gained from the illustrations and words in a print or digital text to
demonstrate understanding of its characters, setting, or plot.

I. Management Plan:
a. Time:
- Anticipatory Set: 10-15 minutes
- Mini-Lesson: 10 minutes
- Guided Reading/Stations: 15-20 minutes each
- Closure: 15 Minutes

b. Space:
- Anticipatory Set: This activity will take place primarily around the whole group circle, yet will
also utilize the corners of the classroom as the students move around during the first activity.
- Mini-Lesson: This portion of the lesson will take place around the whole group circle, yet there
will be moments where the teacher will move around the room, causing students to potentially
need to adjust in order to properly see.
- Guided Reading: This portion of the lesson will take place around the larger back table, the
students all sitting on the outside while facing the teacher.
- Partner Station: This station will require students to spread out on the ground in pairs as they work
through the matching activity. They will need to share space at the table in the back as they work
through their watercolor activity.

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 - Independent Station: This station will take place at each student's individual desk.
- Closure: Students will be seated at the whole-group circle while sharing their stories and reading ​If
You Plant a Seed.​ After this is done and the encouragement activity has been explained, they will
be at their individual seats.

c. Materials:
- One b​ y Kathryn Otoshi
- The Rainbow Fish​ by Marcus Pfister
- If You Plant a Seed​ by Kadir Nelson
- Slips with student names
- Watercolor paint and paintbrushes
- Cups of water and paper towels
- (21) ‘Cause and Effect Story’ Worksheet (Independent)
- (21) ‘Cause and Effect with Colors’ Worksheet (Partner)
- Cause and effect puzzle pieces (normal and challenge words)
- Possible options for free reading:
- If You Give a Mouse a Cookie, If You Give a Dog a Donut, If You Take a Mouse to
School, and If You Give a Moose a Muffin​ by Laura Numeroff
- The Day Jimmy’s Boa Ate the Wash​ by Trinka Hakes Noble
- Alexander and the Terrible, Horrible, No Good, Very Bad Day​ by Judith Viorst
- The Recess Queen ​by Alexis O’Neill
- 3 large paper pads
- The Rainbow Fish​ Worksheet
- One​ Worksheet
- (21) Sticky Notes
- (21) Seed template paper for words of encouragement
- Document Camera

d. Expectations and Procedures:

- Anticipatory Set: During this activity, it is expected that students are active participants in the
activity, moving around the classroom in a respectful manner at a walking pace. After the activity
is complete, students are expected to raise their hands to answer questions or discuss ideas with
their partner while staying on task. While explaining the kindness activity to the students, it is the
expectation that they keep their assigned name a secret until after the lesson is complete.
- Mini-Lesson: During this portion of the lesson, students are expected to interact with the teacher
through answering questions and sharing ideas. They are expected to sit with their hands to
themselves while they do so. As the teacher provides instruction to the centers, the students are
expected to actively listen and repeat back instructions when directed.
- Guided Reading: During guided reading, it is the expectation that students will be active
participants, listening intently during the story and sharing their ideas after the reading is
complete. Students must be respectful of their peers while others are talking and work together
when permitted.
- Partner Station: During this station, it is the expectation that students will work with one another
to complete each activity, allowing everyone turns and the chance to share ideas. Students must
respect their peers as they work through identifying cause and effect, listening and being open to
other opinions as differences arise (such as which sentence matches with which). They are to
attempt to work through problems themselves before coming to the teacher for assistance. As well
as this, students are to be careful of materials, especially as they work with paint and water.
- Independent Station: During this station, students are expected to work independently to create
their own cause and effect stories. As they do so, they are to stay at their desks unless they have a
question or when they are choosing a free reading book. If they choose to read as a pair, they are
to stay on task and focus on taking turns reading the stories.
- Closure: While their peers share their stories to the class, the other students are expected to listen
respectively to their peers until it is their turn to read (if they would like to share). While the

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 teacher reads the closing book, students are expected to continue to listen, later discussing the
story by raising their hands or through sharing ideas with peers when instructed to do so. Students
are expected to think of one intentional compliment to give to their peer, working independently as
they do so.

II. Anticipatory Set​ (​ 15 Minutes)

- The teacher will introduce the beginning activity.
- “Today we are going to begin our lesson by doing an activity. On the board, you will see a
sentence describing a scenario, something that we are pretending that is happening. Under the
sentence will be three different pictures. Your job is to identify which picture represents what you
think would happen next, using the situation in the sentence. When you think you know what
would happen, I want you to move to the corner of the room in which that picture is labeled, either
A, B, or C.”
- The teacher would then allow time for students to complete the activity. After each round, the
teacher will ask the students at the corners why they think that image represents what would
happen next. How do they know this?
- After the activity, students will sit back down at the circle and describe other scenarios to students.
- “You all did a great job identifying what you thought would happen next through the pictures. I’m
going to give you a few more scenarios to think about. Think for a few seconds in your head, then
I will call on a few people to share their ideas. What do you think would happen if you woke up
one morning and everything you touched turned into chocolate? Briefly discuss ideas with your
partner. (Allow students to think and share after prompting questions).
- “All those are great ideas. What would happen, though, if you accidentally touched your best
friend? Can you think of any other negative effects of having a chocolate touch?” (Allow student
response).
- “Next, what would happen if you were walking one day and found a hundred dollar bill on the
ground? Discuss ideas with your partner. (Allow time for peer discussion and time to share as a
group). What would happen if after you spent the money, your friend asked if you saw their
hundred dollar bill? Lastly, what would happen if you saw someone crying and you offered them a
hug or told them a joke? (Allow for student response).
- “In life, our actions can have either a good or bad effect on those around us, just like we saw in the
examples we just discussed. As we grow older each day, we want to be sure that our actions reflect
those of kindness, resulting in good outcomes, or having a positive effect (Big Idea). Just our
actions affect the world around us, the same concept occurs in the stories that we read.”
- Teacher will introduce the kindness activity that carries throughout the lesson.
- “One way we can have a positive effect on others is through speaking words of kindness. In order
to do this today, I have assigned each of you to someone special in our class. After you discover
who your person is, I want you to think of things you could write as a compliment to that person.
This could be something you see today throughout the lesson, something you remember from the
past, or a quality that you admire in them. At the end, I’m going to have you write a small note to
that person. When it comes to that time, you can decide whether or not you want to share that you
wrote it, but until then, I need you to all keep the names you draw a secret.”

III. Purpose: ​“Today we will be discussing how events in our stories can result in other events, also known
as cause and effect. This is important to know because just as it applies to our stories, it also applies to
our own lives, helping us to better understand how certain actions or events can lead to other actions or
events.”

PLAN FOR INSTRUCTION

IV. Adaptations:
- Anxiety: For the student with anxiety, I could have a timer on the board going so that they would be
able to visualize how much time they have remaining at each station. I could also make a point to
explain that while there is a lot at each station, it is okay to not get everything done, as this is
typically a situation where the student becomes anxious. I could also have additional instructions

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 written out either on the board or on paper at each station to act as a reminder of what students
should be doing.
- ADHD: For students with ADHD, I could incorporate more movement within activities where the
students are allowed to get up and play a more active role. An example of this could be to simply
allow students to put their own sticky notes on the cause and effect chart during guided reading. As
well as this, I could include more time for students to talk about what they have read and their ideas
with their peers.
- Differentiated Workstations: The workstations allow for students to move at their own pace. I have
provided enough activities at each station that I do not anticipate students fully finishing everything,
even if they work quickly through every activity. As well we this, these stations allow for a variety of
collaboration options. In some moments, students are encouraged to work alongside partners. In
others, independent work is encouraged. There are even moments where students have the option of
whether or not they would like to work with a peer. In the stations there are also a variety of learning
styles emphasized as they pertain to literature. There is writing, reading, manipulating materials, and
drawing. This allows for a variety of learners to be engaged in the learning process.
- Differentiated Guided Reading: When deciding my groups, my cooperating teacher and I decided it
may be best to keep students who are around the same reading level in the same group. This said,
these groups do have relative variety when it comes to levels. The main factor depended on how well
they tend to comprehend what they read. I chose two stories; ​One ​and ​The Rainbow Fish​. I chose to
read ​The Rainbow Fish​ to the students who are known to struggle with abstract thinking and
comprehension, as it follows a direct storyline with strong cause and effect examples. I chose to read
One​ to the other groups, as it has a similar theme of actions having a positive effect, yet deals with
more abstract thinking. In ​The Rainbow Fish​ group, I provide more guidance and explanation when
identifying cause and effect within the story. During the “we-do” portion of the lesson, I read aloud
the questions to the students, allowing them to process on their own or with me as a guide, then
write their answers. After this, I have them think of another cause and effect event within the story,
allowing them to go back within the text. This allows for a lot of repetition for these students to fully
comprehend what they have read. In the ​One​ group, I follow a similar format, yet anticipate to move
at a quicker pace. During the “we-do” section, students will read the sentences and attempt to answer
the questions on their own through writing, yet I will still act as a guide. At the end, the question I
prompted them to write requires an extra level of thinking, not just translating text to paper.

V. Lesson Presentation
- Mini-Lesson ​(8 Minutes)
- “Whether you realized it or not, the very first activity directly correlated with cause and
effect. As you all have been learning, cause is why something happened while the effect
describes what happened as a result. It is a relationship between two events where one thing
makes something else happen. Let’s all repeat that together. Cause is why and effect is what.”
(Repeat a couple of times, as well as write on board).
- “Let’s look at the first sentence on the board. Mrs. Zickafoose tripped and dropped her glass
on the floor. What do you think the first section of this sentence is, the cause or effect (Mrs.
Zickafoose tripped)? The cause! What would the effect be then? She dropped her glass. We
decided that the action that would happen next would be that the glass would break, as
shown in the picture. Would this event be the cause or effect? Effect! Why is that?” (Teacher
will proceed to move throughout multiple slides, providing less direction as the students
begin to grasp the concept. Some sentences have both a cause and effect within the text,
others are simply the cause with the effect implied in the picture.)
- “As we read, we experience cause and effect events all the time. As I mentioned previously,
we are going to be focusing on being able to identify cause and effect within multiple forms
of literature today. When reading, we can ask ourselves, “Why did this happen?” Who can
remind me what the ‘why’ represents? The cause! With effect, we can ask ourselves, “What
happened? When we want to identify the relationship between events, we can look for
certain clue words that help us to understand. We can have a cause that describes to us an
effect. In this case, words like ‘so’ and ‘then’ help us to identify this relationship. This could

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 be seen in sentences like “Mia could not see very well, so she got glasses,” or “If you feed
your dog a bite of food, then he will beg for more. On the other hand, we also can be told the
effect first, then the cause. (Teacher will write these relationships on the board using boxes
and arrows with key vocabulary). In this case, ‘because’ is our helping clue. “I yelled because
the ball hit my head,” or “The baby cried because he was hungry.” In the rest of our lesson,
we are going to explore different ways to identify cause and effect.”
- Introduction of Stations ​(5 Minutes)
- “For the rest of today’s lesson, I’m going to put you in three different groups and have you
rotate between three seperate centers. Pay attention as I describe each, for you all will be
attending each station. What would be an effect of not paying attention? If you don’t pay
attention, then ____.” (Allow student response).
- “At this center in the back (guided reading), you will be working directly with me. We will be
reading a book as a group and discovering different cause and effect relationships within. At
this center, all you will need is a pencil and a ready-to-learn attitude!”
- “At this next center (partner), you will be working with a partner to complete two seperate
activities. First, you are going to take one stack of puzzle pieces per group and try and
identify what cause and effect sentences match with one another. I don’t want you to simply
try and see what puzzle pieces fit together without reading the sentences, because then you
wouldn’t be practicing your cause and effect identification skills. When you are finished
putting the sentences together, try and see if the pieces fit. If they do, then your sentences
are correct! If not, look back over and see if any other combinations would make more sense.
Each sentence has a spelling word either in the cause or effect portion of the sentence. See if
you can identify what this word is! After you and your partner have completed this activity,
you are going to work to discover cause and effect as it relates to mixing colors. Using the
worksheet given, you are going to follow the direction and work as a pair to identify what
happens when you mix things such as red and yellow, describing which parts of this process
is the cause and what the effect is.”
- “In this station (independent), you are going to be working on your own to write your own
cause and effect story. I have provided you with a prompt that will be your cause. You will
follow the arrow and write a sentence of what you think an effect of that cause would be. In
the next box, you are going to write the same exact sentence. In the following box, you are
going to write an effect of that cause. You are going to follow these arrows and directions
until you run out of boxes. As an example, let’s say my first box says, “If you forget to pack a
lunch…” then I would put in my next box an effect of that event. Does anyone have any ideas
what I could put?” (Allow student response. While describing this worksheet, be filling in the
worksheet so students can have an example while they work. Describe this procedure for a
few boxes). “After you are done with your writing, I would like for you to go back and draw
pictures in the boxes showing what happens during each event. I would love to read some of
these out loud at the end of the lesson, so be creative and do your best work! If you have any
time after this, you can choose a book from the stack up front and identify various cause and
effect relationships on your own within different texts. If you would like, you may choose to
read independently or as a pair, but this is only after you have put in your best effort in your
stories.”
- The teacher will then have three students describe what happens at the three stations to
clarify understanding and expectations. After this, the teacher will direct the students
towards their beginning stations, separating them into their determined groups.

- Guided Reading
1. Group 1 - ​The Rainbow Fish​ by Marcus Pfister
- (Before)
- “Have you ever had something that everyone else around you wanted? For example,
a really cool hat, or toy? How did this make you feel? Did anyone ask you for that
thing? Did you share? Why or why not?”

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 - “The book that we are going to be reading is called ​The Rainbow Fish.​ Before we
even open the book, what do we notice right away from the cover? (Allow time for
response). Those are great ideas! In the story, this fish is very beautiful, but also
very selfish. Can anyone tell me what being selfish means? In this story, the beautiful
fish had something that all the other fish wanted. Does anyone have a prediction to
what that thing may be? As we read, listen for different cause and effect
relationships within the story. After we are done, we are going to make a big list of
all we remember. Let’s dive in and see if our predictions come true.
- (During)
- After discovering that the item everyone wanted was a scale, pause briefly and
describe whether or not the predictions were correct.
- (After)
- (Responding) “At the beginning of the story, what was the rainbow fish like? At the
end, how had he changed? Why was this? What caused him to go from being selfish
to sharing with others?”
- (Exploring) “Think in your head of one thing that happened in the story. When you
have something, I want you to write it down on your sticky-note.” (Allow time for
students to think and write. Teacher will then go around and have each student read
their sticky-notes, conversing in-between). “Let’s have someone read their sticky
note. ______, can you tell me something that happened in the story? (Student reads
sticky note). That’s what happened in the story. Why did that happen? Let’s look
back in the text to see if we can find an answer. (Teacher places sticky note under
the ‘Effect’ section of the chart, then writes the cause after discussing with the
group). From what we read in our story, why did this happen?”
- (The teacher will go over each sticky note, assessing whether or not it can be used in
the cause and effect chart. After writing the events under the chart, the teacher will
have the students read together as if the events were sentences.)
- “If we were to read from effect to cause, we would say ______ happened because
________. Let’s read these events outloud using because. If we were to read from the
other direction, cause to effect, does anyone have an idea of what words we would
use instead of because? _________ happened, so __________. Let’s read these events this
way! Does this make sense both ways? Yes! If you can figure out what happened, or
the effect, you can find why it happened, the cause! Can anyone think of another
short sentence we could use to describe something that happened in the story and
why?
- Work with students to fill out the worksheet, allowing them time to think on their
own, yet providing guidance as they think. The teacher can read aloud the sentence
either in the cause or effect box and students will write their answer in the
appropriate space. Allow them to look through the story if necessary.
- “When you are finished, think of one more cause and effect sentence you could use
to describe two things that occured within the story. Write this sentence on the back
of your paper. If you are struggling, remember to think of what happened, the effect,
and why, the cause. After you have written the sentence, circle the cause and
underline the effect.”
- (Applying - Occurs as a whole-group later on)

2. Group 2 and 3 - ​One b​ y Kathryn Otoshi

- (Before)
- “Have you ever been around someone who thought it was okay to be mean to you?
How did this make you feel? What did you do? On the other hand, can you think of a
time when you have stood up for someone who was being bullied? If so, how did you
feel before and after? Our story today has some pretty interesting characters. The
main character is simply the color blue. There are other colors in the story, and each

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 has a different personality. Blue finds himself being picked on frequently by Red.
Does anyone have a guess on what effect this has on Blue? While I read, try and
listen for different effects various actions have on the characters.”
- (During)
- As Red grows bigger and bigger, ask the students, “What effect they think this will
have on the story. Will it lead to something good, or bad? Why do they think this?”
- “As the colors stand up for themselves and become numbers, what effect do you
think this will have on Red?”
- (After)
- (Responding) “What did you think of the book? What stood out to you? Even though
the characters were colors and numbers, how could this story be applied to our own
life?”
- (Exploring) “Think to yourself of an event within the text that occured. What
happened? When you have something, I want you to write it down on a sticky note
in a short sentence. (After reading one sticky-note aloud, the teacher will place it on
the chart under ‘Effect’). This is something that happened within our story, correct?
Now let’s ask ourselves why this happened. Does anyone remember from the story
why this happened? Can that same person show us how they know this by finding
the section in the story? (Teacher proceeds to do this for each applicable stick-note).
If I wanted to read this chart as a sentence, how could I do so, starting from the
cause to effect? (________ so_________). If I wanted to read this chart from effect to
cause, is this possible? How so? (_________ happened because__________). Let’s read
first from cause to effect. Next, let’s read from effect to cause.”
- “How do you think it would have changed the story if 1 never showed up? What if 1
came and let Red bully him as well? How important was it, then, for 1 to stand up to
Red to our story?”
- Next, the teacher will have the students follow along on a worksheet, filling in
sentences in each box that correlates either with the cause or effect. The teacher will
act as a guide during this section, allowing students to look back through the text.
- “After you are done with filling in the boxes, write a sentence on the back of what
would happen if something else was changed in the story.”

- Partner Station
- During this station, students will work in designated groups of 2 or 3 to complete two
activities. First, the groups of students will practice matching sentences that describe either
the cause or effect. They will be instructed to first put their answers in piles, read the
sentences aloud to see if they make sense, then put the pieces together to see if their
sentences properly connect (determining if they are right or wrong). After this, they are to
go through the sentences and identify their spelling words within. There will be puzzle
pieces with challenge words and puzzle pieces with the normal words. The students will pick
whichever one applies to them. After they have completed this activity, they are to complete
the cause and effect worksheet dealing with mixing colors. Still in pairs, the students are to
follow the directions given, filling in the circles with the proper color. After they have done
so, they will determine what the cause (such as mixing red and yellow) and the effect
(orange). After doing so, they will proceed to write a sentence describing the relationship.
This process will continue until they have completed the sheet.

- Independent Station
- During this station, students will be working independently to write their own cause and
effect short stories. Using the given prompt labeled under the ‘cause’ category, the students
will use their creativity and reasoning skills to determine an effect that would occur from the
cause. After they have written this down under the directed ‘effect’ category, they are to
write the same sentence again, yet this time under the next ‘cause’ category. Next, they are to
come up with a new effect that would occur if the written cause was to occur. They are to

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 proceed in following this pattern until all boxes are complete. After the students are done
with their writing, they are to draw pictures that correlate with their story. After this is
complete, students will select a book from the provided pile and attempt to identify on their
own various cause and effect relationships. If they would like, they can get into pairs after
completing their individual stories and read to one another.

VI. Check for understanding

Throughout the anticipatory set and the mini-lesson, the teacher will observe what the students
already know when it comes to understanding the relationship between cause and effect through a variety of
examples. If they are not seeming to understand as quickly as anticipated, the teacher can take this as an
opportunity to re-teach and go break down the two terms even further. This will ensure that all students are
active learners as the lesson branches off into stations. During guided reading, the teacher checks for
understanding mainly through observation. If the students aren’t grasping how cause and effect applies to the
story, the teacher will provide additional review to what cause and effect is and guide the students through
looking back within the text to better understand. During the stations, the students will complete a variety of
assignments that require for students to understand the concept in order to proceed. There are opportunities
at this time for students to self-correct, such as with the puzzle pieces matching. In the end, the teacher will
use the closure as an opportunity to assess whether or not students have grown in their learning and whether
or not they seem to understand how cause and effect applies both within literature and in their own life.

VIII. Review learning outcomes / Closure ​(15 Minutes)

- Sharing of Cause and Effect Stories
- After each group has attended each center, the students will move back to the whole-group
circle, bringing their stories they created with them. During this time, the teacher will allow
for students to volunteer to share their stories with the class, displaying their pictures as
well while they read. While the students share, they will have the opportunity to sit in the
teacher chair. An additional aspect could be to have the student read their story as it is under
the document camera for all to see.
- Whole-group reading
- “You all did such a fantastic job today at all the different stations. I have one more story that I
would like to share with you all. Using what you know now about cause and effect in
literature, see if you can identify different causes and effects within the text. Listen for our
word clues that help us determine which element is which.”
- The teacher will read the story ​If You Plant a Seed​ by Kadir Nelson.
- (After reading) “Think to yourself; what was this book really about? Was it all about
gardening, or is there more to it than just that?” (Allow student response). “Though the story
is short, there are multiple cause and effect examples within it. One of the first causes I saw
was when it stated, “If you plant a seed,” just like the title implies. What is the effect of this?
After this, the next cause I identify is through the sentence, “If you plant a seed of
selfishness.” What does it mean to be selfish? What does the story say is the effect of planting
a seed of selfishness? If we jumped to the end, we would see that fruits of kindness are
growing. What is the cause of this? Planting seeds of kindness! What does it mean to plant
seeds of kindness? Think to yourself; what are ways in which we can plant seeds of kindness
in our daily lives, whether this is at school, on the bus, at home, or anywhere else. When you
have an idea, give me a thumbs up.” (Allow time for students to share).
- “As we read through multiple books today, we were able to identify different uses of cause
and effect within. By doing this, we were able to gain a better understanding of what and
why events happen within our stories. Throughout all our stories, we read about people,
animals, or even colors that related to this concept. In all our stories, the characters started
out one way, yet through various cause and effect scenarios, changed their selfish ways. Just
as we saw in our stories, it’s important to know that our own actions can affect those around
us.”

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 - Writing of compliment cards
- “One way that we are going to choose to positively impact those around us today is by
writing notes of encouragement to others, specifically the classmate I assigned you to at the
beginning of the lesson. When I tell you to, I want you to go back to your seat and think for a
moment of something you could say to your secret classroom that could brighten their day.
This could be something you noticed them doing today that you liked, a quality you admire
that they have, or something they have done from the past. When you have thought of
something, give me a thumbs up and I will come and give you the note for you to write on. If
you would like to include your name, you may, but you do not need to. Make sure you write
their name on the note, though! When you are finished, you may bring your note to me and I
will pass them out to each person’s desk while you are all at lunch. When you get back, you
will all have a note of kindness on your desk waiting for you!”
- The teacher will allow time for students to fill out their notes of encouragement.

PLAN FOR ASSESSMENT

- Anticipatory Set: Throughout the anticipatory set, the teacher will observe how well the students
understand the concept of one event leading to another through which corner of the room they stand
in during the activity ​(Formative)​ .
- Mini-Lesson: Upon providing the students with a brief review of cause and effect, the teacher will
observe how well they are able to finish her sentences when asked for a cause or an effect
(Formative).​
- Guided Reading:
- During guided reading, the teacher will formatively assess students as they answer the
questions and come up with their own examples as well ​(Formative)​.
- The worksheet will act as an assessment tool in better understanding the students level of
comprehension of the text, as well as their understanding of cause and effect relationships
(Formative).​
- Partner Station:
- In this station, the cooperating teacher will observe the students as they work with one
another to complete the matching game ​(Formative).​
- As well as this, the teacher will use the watercolor worksheet as an assessment tool in
understanding how well students are able to apply cause and effect relationships outside of
literature, using art ​(Formative)​.
- Independent Station:
- The cause and effect stories, while read during the closure, will be used to assess how
successful students are in applying cause and effect to their thoughts and writing, as well as
how well this is expressed ​(Formative)​.
- Closure: After reading the last story as a group, the teacher will use the questions asked to observe
whether or not growth has occurred over the length of the lesson as it pertains to understanding the
relationship between cause and effect in different stories ​(Formative)​.

REFLECTION AND POST-LESSON ANALYSIS

1. How many students achieved the lesson objectives? If not, why?
2. What were my strengths and weaknesses as I taught?
3. Was the differentiated instruction successful in meeting each child’s needs?
4. Were all students actively participating? If not, why?
5. Were the pieces of literature I chose appropriate in explaining cause and effect?
6. Were my modes of assessment adequate in understanding what students learned?
7. Did the different stations allow for students to expand their knowledge of the concept, allowing students to
work at their own pace?
8. Were students able to complete each station in a reasonable amount of time?
9. Were students able to apply cause and effect both to their own lives and in literature? How do I know?

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Example of Puzzle Piece Activity

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Notes for Encouragement Activity

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Cause and Effect Story Worksheet

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Cause and Effect Watercolor Worksheet

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