EDUC 270

Name: Molly Stehman________ Date: 11/08/20___

TITLE: Instructional Strategies

SUBJECT: Reading Comprehension

GRADE LEVEL: Kindergarten.

STANDARD AND LEARNING GOALS: (NAEYC 5c)

STANDARD AREA: CC.1.3 Reading Literature
Students read and respond to works of literature - with emphasis on
comprehension, making connections among ideas and between texts with focus on
textual evidence.

STANDARD: CC.1.3.K.A
With prompting and support, retell familiar stories including key details.

OBJECTIVE(S):
The students will use the different animal pieces to put the story in order. They will do
this 4-5 times until they are able to retell the story.

CURRICULUM ALIGNMENT/CURRICULUM FRAMEWORK: (NAEYC 5c)

Effective readers use appropriate strategies to construct meaning

ESSENTIAL QUESTIONS: What is this text really about?

RATIONALE: (NAEYC 1a)

Throughout the week the children have been working on their reading comprehension. We have been
reading different books on animals. The children have been practicing different ways to retell the
story.

ACTIVITY: (NAEYC 1a)

After we read Giraffes Can’t Dance, the children will practice using scrambled stories to put the story
in the correct order. The children will lay out the pieces to the story at their desk. Then they would
put the animal pieces in order to retell the story on their own.

DURATION: 20 minutes

LIST OF MATERIALS/EQUIPMENT: (NAEYC 4.b) Please use a bulleted materials list.

● Giraffes Can’t Dance By Giles Andreae
● A sheet with all the different animals on it
● A sheet with the giraffe falling, animals all dancing, and the giraffe dancing
VOCABULARY: (NAEYC 4.b)
● Giraffe
● Jungle
● Africa
 ● Retell
● Sequancing
PROCEDURES: (NAEYC 5c.)
1. While the children are in a circle I will show them the book Giraffes Can’t Dance, I will read
the title and ask the children what they think will happen during the story.
2. I will tell the students their listening job for when we read the story. You want to listen
carefully to be able to retell the story.
3. We will then read the story, stopping at each of the different animals that are dancing.
4. Once we are finished reading I will ask the students what it means to retell the story.
5. I will also ask why we put the events in order.
6. Then I will explain the story scramble to the children.
7. Then they will be dismissed back to their seats. At their seats will be ziplock bags with the
different parts of the story in.
8. The children will then work on putting the story in the correct order. While they are working I
will walk around and check on them. While they are waiting for the rest of their friends to
finish, they will retell the story to each other out loud.
9. Once the children are finished we will come back together as a group and wrap up why we
retell the story.

ASSESSMENT (Formative): (NAEYC 3.b)

Teacher will take observational notes while the students are working. This will be to check the
children’s understanding of the story.

RELATED MATERIALS AND RESOURCES: (NAEYC 4.b)

https://www.education.com/game/story-scramble/ , A Giraffe and A Half, App is called Gosequencing

ADAPTATIONS: (NAEYC 3.c)

For children who struggle with reading comprehension I would help them and number each piece to
give them some guidance on where the pieces go. For children who excel in this area I would make it
harder but taking some of the pieces away. For children who are ELL learners I would have the
vocabulary words in english but also in their native language.

EXTENSIONS: (NAEYC 2.c and 3.d)

I would write a weekly note to the parents through our communication app of what we have been
working on. I would also give them a few different story ideas they could read with their children at
home and I would also include the different pieces to put the story in order.

STUDENT REFLECTION: (NAEYC 4.d)

I really struggled with this lesson plan and I’m not sure why. I have done lots of lesson plans over the
past two years. The best part for me was finding the standard and putting it into a pan. I need to
work on finding a better activity to practice reading comprehension. My lesson plan is helping
kindergarten children better their understanding of each story that they read. It wasn’t hard to plane
for diversity. To better my lesson planning skills I will do more research on my topic and make sure
the activities are more exciting to do. I feel that the theorist that best fits this lesson is Vygotsky and
his theory of proximal development. We start out by talking about retelling a story, then we give
examples of other stories that are retold, and then the child retell a story on their own.