Name: Rafina Bomar LESSON PLAN GUIDE

TEKS: (C2) Objective: (C3)

II.A.1. Child shows understanding by responding
II. Language and Communication Domain appropriately.
A. Listening Comprehension Skills
Specific Measurable Attainable Relevant _Time
Grade: Subject:
PRE-K Language arts

Task Analysis: (C4) What lang. must be taught: Strategy to teach Language: (C4)
Prerequisite skills
What skills must be taught: Engage children daily in conversations
Responding to stories by asking and answering questions. related to themes or content where
children take multiple turns listening and
responding.
Assessment: (C5)
Was student able to recall information to comprehend story?

Strategies for Success: (C6) Element of Technology: (C6)

Ask who, what, when where, why and how questions Identify, describe and conclude the who, what, when,
to build on information. why questions.

Learning Styles Addressed: (C6) Resources / Materials needed: (C6)

Visual – Storyboard The Story Book, PROJECTOR SCREEN, recorded voice

style reading of the story.
Auditory –
Read aloud
Kinesthetic
Role Play
–
Higher Order Questions to ask: (C6)

1. What is the setting/ location of the story? Can you describe the location?

2. Who are the characters in the story, can you identify who is the Main Character?
3.
What is the problem of the story?

Hook: (C7) Closure: (C7)

Recall Cards, recall events that have taken place Quick Doodle drawing pictures related to the lesson,
throughout the lesson. that can be described.
 1. Teacher Input / Direct Instruction / Modeling: (C6)
Teacher will read story, point to pictures and words while reading and stop to ask key questions during the
reading. I will read the title of the story and ask the class, what do they believe the story will be about, based off
the title. I will then show pictures that relate the title to the book. I will review information throughout the book
and restate words that give important information as to the who, what, when, and where of the story.

2. Student Activities / Guided Practice: (C6)

I can sing songs with as the class about being at school. I can engage with children learning by hosting small group
learning sessions. I can draw pictures and share with students how illustrations help to tell a story. I can also point
to words as I read them to assist with letter recognition.
We can also practice CVC activities that can help develop comprehension.
We can also use computer generated games to assist with CVC words to help teach the concept for RECALL CARDS.

3. Independent Practice: (C6)

Independent work can come about by having students move a picture of themselves, as attendance and to assist
them in developing the concept of where they are, daily. They will move their pictures from HOME to School. In a
fashion that reminds them that they are no longer in their home environment. They can also move their pictures at
the end of the day from SCHOOL, to HOME. This activity will also assist them in identification of who they are,
versus moving a picture of a friend.
We can also do READ and DRAW activities.

Modifications / Accommodations: (E6) Comprehensible Input Techniques: (R6)

In the Pre- K class, I could provide Modifications and
or Accommodations such as:
• Decreasing the Quantity of Work the student
must complete,
• Increase the Level of Support I give to the
student,
• Adjust the difficulty level of the assignment,
• I could also Substitute the curriculum, if
needed for the student to be able to learn the
required knowledge.
It is important to ensure that the student understands
what is being taught to them. We must give
comprehension in more ways than one.
Group works helps students learn from one another
Visual work helps those who are not learners of only
the spoken word.
Using graphic organizers also assist students to stay on
track while learning.
Word walls assist in allowing the student to build on
what they know.

Notes:
It is important to know that each child learns differently. It is important for an educator to notice these differences and
make sure that the needs of the students are met, no matter the difference that are present. It is very achievable with tie,
patience, and dedication.
Name: Rafina Bomar
DELIVERY PLAN (C8)
OBJECTIVE: Bridging the gap between previous knowledge and gaining new knowledge.
Rigor Can the students listen to a story, look at the pictures and make predictions about the story? Are the
students able to recall facts from the story appropriately?

OPENING:
Retrieval Group will listen to stories and practice verbal correspondence as to what is happening within the story.
Students will name animals within the story and tell features of the animals.

TEACHER INPUT:
Relevance Bridging the gap will allow the student to gain from the past and build in the present for a stronger
future. Teaching students the hen is red and has a yellow beak shows differentiation.
MODEL:
Routing Read aloud, asking questions to ensure the students are following along.
Engaging toy animals or puppets to speak when it is their turn.

GUIDED PRACTICE:
Retaining / Rehearsing
Who, what, when, and why activities? Who is in the story, what happened, where does the story take place?

INDEPENDENT PRACTICE:
Drawing template to help explain what happened in the story. Crayons to correlate the correct colors to each animal, just
as in the story.

CHECK FOR UNDERSTANDING:

Recognizing
Question time, can students answer? Recall cards, Name one animal that was in the story?

ASSESSMENT:
What color was the hen? What did the hen make? Questions that reference the story but are not too long, or too
complicated to ask.

RESOURCES / MATERIALS:
Index cards, The story book, crayons, pencil, paper.

CLOSURE:
Re-exposure
What did learn about this story? Singing songs that help remind us how important friendship is to us.