KUTZTOWN UNIVERSITY

ELEMENTARY EDUCATION DEPARTMENT

PROFESSIONAL SEMESTER PROGRAM
LESSON PLAN FORMAT

Teacher Candidate: Rebecca Hart Date: _______________________

Cooperating Teacher: Mrs. Kocher Coop. Initials: ________________
Group Size: Whole class Allotted Time: ______________________ Grade Level: First Grade
Subject or Topic: Read, Cover, Remember, Retell Section: 931

STANDARD: (PA Common Core): Standard - CC.1.2.1.A Identify the main idea and retell key
details of text.

I. Performance Objectives (Learning Outcomes)

Students will be able to retell key details of a text by using the read, cover, remember, retell
strategy.

II. Instructional Materials

-Smart board
-Wonders reading/writing workshop “Cubs in a Hut” story
-Leveled reader’s stories (independent practice)

III. Subject Matter/ Content (prerequisite skills, key vocabulary, big idea, new content)

Prerequisite skills:

-Basic reading skills

IV. Implementation

A. Introduction –
Hook:
Teacher: “Good Morning boys and girls!” Before we begin our reading lesson today, I need
everyone to take out their “wonders” books and turn to page 34.
Teacher: (reads the essential question on the top of page 34) Let’s discuss these two questions,
what buildings do you know? what are they made of? (turn and talk to your partner about these
two questions)
Teacher: “Can I have two students share what they discussed with their partner?” (teacher calls
on two students to respond)
Teacher: “Nice job!” Today we are going to learn about a strategy that good readers use while
reading called “Read, Cover, Remember, Retell.”
Teacher: “This strategy is going to help us think about what we are reading and what is
happening in the story.”
Teacher: “I am going to read and show you how to use the strategy, then you will help me use
the strategy, and then you will practice it on your own in groups.”

B. Development –

Modeling:

Teacher: “Today we are going to use our new strategy when reading the story in our book Cubs
in a Hut on page 36.”
Teacher: “When looking at our anchor chart we can see that there are four steps to this
strategy.”
Teacher: “Step one is to read, step two is to cover the words on the page, step three is to try to
remember what you just read, and step four is to retell out loud what you just read”
Teacher: “First, I am going to look at step one on my chart which is to read. So now I am going to
start reading follow along with me as I read”
Teacher: (reads aloud to students and stops after “It will be fun!” said Bud.)
Teacher: “Now I am going to look back at our anchor chart and step two is to cover the words on
the page.” ( takes a sticky note and covers the words on the page)
Teacher: “Step three on our chart tells us to try to remember what I just read” “Hmm let me
think about what was going on in this first part of the story”
Teacher: “Step four on our chart tells us to retell out loud what we just read” “I remember that
three characters were talking, and they were talking about building a hut.” “I also remember that
they wanted to use mud to build this hut”
Teacher: “I am going to do this again with the next page of the story” (page 37)
Teacher: “Let’s continue reading.”
Teacher: (teacher reads aloud and stops after “Russ and Gus got mud and grass)
Teacher: “Step two on our anchor chart is to cover the words on the page” (teacher takes
another sticky note and covers the words)
Teacher: “Step three tells me to try to remember what I just read” “I am going to think in my
brain about what I just read”
Teacher: “Now step four tells me to retell what I remember reading”
Teacher: “I remember that the cubs started gathering materials to make their hut.” “They got
mud and grass and a big stack of sticks”
Teacher: “Now I am going to practice our strategy one last time before we do it together”
Teacher: “I am going to continue reading and I want you all to follow along with me”
Teacher: (reads aloud and stops after, “they filled up the hut with lots of stuff” on page 39)
Teacher: “Now I am going to cover the words on the page, so since I read two pages, I need to
cover both pages with sticky notes” (teacher covers words with sticky notes)
Teacher: “I am going to try remember what I just read, so I am going to think about what
happened in this part of the story”
Teacher: “Now I will retell what we just read.” “I remember that the cubs finished building the
hut and wanted to move in.” “I also remember that they filled up the hut with a lot of stuff.”
Teacher: “Now we are going to try this strategy together.”

Guided Practice:

Teacher: “Next I am going to continue reading, and when I stop I want you all to cover the words
on the page in your own books. I will cover the words on my book, and I am going to have you all
try to remember what I just read. Then I will call on someone to retell it to me.”
Teacher: “Step one of my anchor chart tells me to read.” (reads until “My bed is wet!” yelled Bud.
on page 40)
Teacher: “Now everyone cover the words on the page like step two says on our chart, while I
cover them on my book”
Teacher: “Now I want everyone to try to remember what we just read like step three on our
chart and try to remember what happened in this part of the story”
Teacher: “When you are done trying to remember, give me a thumbs up”
Teacher: “Now can I have someone tell me what we just read like it says on step four on our
chart?”
Teacher: (calls on two students to share)
Teacher: “Awesome job!” “Lets continue reading!”
Teacher: (reads until “We will not get wet,” Said Russ on page 42)
Teacher: “Let’s cover our words again!”
Teacher: “Now try to remember what I just read, and when you are done turn and talk to a
partner about what is happening in this part of the story”
Teacher: “Can I have someone tell me what we just read?
Teacher: (calls on two students to answer)
Teacher: Repeats this process for the last page of the story.

Independent Practice:

Teacher: (places students in groups based on their leveled reader’s books)

Teacher: (passes out guided reader books to each group around the room)
Teacher: “In your groups, you are going to read and practice each step of the strategy just how
 we did it all together”
Teacher: (gives students 10-15 minutes to complete this)

C. Closure –

Teacher: “Today we learned a new reading strategy that we can use while reading to become
better readers, called “Read, Cover, Remember, Retell”
Teacher: “This step involves four steps which are, reading the story, covering the words on the
page, remembering what is happening in the story, and then step four is to retell out loud what
you just read”
Teacher: Would you want to build your own house like the cubs in the story? (turn and talk to a
partner) (calls on three students to share)

D. Accommodations / Differentiation –
-The students will have copies of the story in front of them to follow along

E. Assessment/Evaluation plan
1. Formative: Checklist for student understanding during independent practice
2. Summative

V. Reflective Response

A. Report of Students’ Performance in Terms of States Objectives (Reflection on students performance written
after lesson is taught, includes remediation for students who failed to meet acceptable level of achievement)

B. Personal Reflection (Questions written before lesson is taught.)(Reflective answers to

questions recorded after lesson is taught.)

Please note:
 Do not try to fit your lesson plan into the spaces on this format sheet. Scan this form or retype it. Adjust the spacing to
match the needs of your individual lessons.
 After the cooperating teacher has approved and initialed the plan, any recommendations or revisions should remain on
the plan.

VI. Resources

Checklist
Student names:

______Used the strategy

______Followed steps from anchor chart

______Didn’t follow directions

Notes:
Anchor chart example