UDL Exchange: Lesson

http://udlexchange.cast.org/lesson/1823982?print=true

Reading: Five Little Ducks

Beatrice Lopez
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Last Updated: 1:00AM Today

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DESCRIPTION
Students will retell a familiar repetitive text Five Little Ducks using key details. Using a familiar repetitive text such as Five Little Ducks
is a great way to insure student success when introducing them to new concept of story retell.

PREREQUISITES
Introduction to story read alouds and answering questions about the text with prompting and support.

ESTIMATED TIME
30 minutes

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PURPOSE:
GRADES:
CONTENT AREAS:
COMMON CORE:

Classroom Instruction, Small Group

Pre-K - K
English/Language Arts
English Language Arts

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INSTRUCTIONAL GOALS
After listening to the story Five Little Ducks, students will actively engage with the text from the big book to answer receptively or
expressively who, what, when, where, and how questions and all students will describe observations about the text, using the text to
support their statements. Students will then sequence story events to support the retelling of the story using key details.

OBJECTIVES
Students will be able to receptively or expressviely answer who, what, when, where and how questions.
Students will describe observations about the text using the text to support their statements.
Students will sequence story events to support the retelling of the story.

VARIABILITY
In any class, there is a wide variability in how students learn and express what they know. For this lesson, it is predictable that students
will come with varied levels of engagement, background knowledge, and skills. The following are supports embedded into the lesson:
Engagement
Use images from the text to prompt and support questions about key details. Help students to become familiar with the text through
multimedia representations of the story. Use puppets and/or images that students can manipulate to support retelling.
(UDL Guidelines- Educator Checklist 7.1, 7.2, 7.3)
Action and Expression
This lesson will address the variability in how students work with and express what they know by including options for how students
can interact with the story and get support when they need it.
option of using graphic organizer that students can separate images of characters, setting and major events into
option for students to work in groups to practice retelling the story using images from the text
option of students filling in parts of sentence frames required in retelling stories
sequencing story events to support retelling
(UDL Guidelines- Educator Checklist 4.1, 5.2)
Representation
The use of the corresponding song Five Little Ducks will allow students access to and process information in an alternative way.
Project story images while reading aloud. Use realia to activate students' prior knowledge. Create a power point with individual images
from the story to model retelling. Model using sentence strips and images the key vocabulary necessary for retelling a story.
(UDL Guidelines- Educator Checklist 1.1, 1.2, 1.3, 2.1, 2.5, 3.1)

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UDL Exchange: Lesson

http://udlexchange.cast.org/lesson/1823982?print=true

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FORMATIVE ASSESSMENTS
1. Students will sequence pictures and retell the story using details from the text. (RL 2)
2. Observe and assess students understanding during the whole reading process. At the beginning with concepts of print and the
picture walk, during reading with the comprehension questions, and after reading when students retell the story and details of what
happened.

SUMMATIVE ASSESSMENTS
No summative assessments at this time.

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OPENING
Play the song Five Little Ducks. Show students realia brought in for the lesson to activate prior knowledge. Show a video clip
about ducks.
If I wanted to >ind a duck where would I look? (wait for response) How would a mother duck feel if she lost her baby ducks?
Sad? Mad? Happy? (wait for response) Today we will be reading a book about a mother duck who loses her baby ducks and
has to search for them in different places.

DURING
1. Before Reading (5min) (RL 1, 2)
a. Ask students to identify Front, back, side of book (wait for responses)
b. Read Title, Author, Illustrator
c. Discuss picture on front ask questions: How many ducks are there? Have you seen a duck before? What sounds do ducks
make? (use a puppet of a duck)
d. Do picture walk. Ask students to say what they think is going to happen at the beginning of the book? In the middle of the
book? And at the end of the book?

2. Read the book (10 min) (RL 1, 2)

As you stop at the following pages and ask questions ask students to either receptively or expressively support their answers using details from
the text.

a. Stop on page 2 and ask who is the mama? Who are the ducklings?
b. Stop on page 3 and ask what colors are the little ducks?
c. Ask students to read with me on parts that repeat such as the mother duck quacking
d. Stop on page 4 and ask Where do they think the little ducks are
going? Do you think the mother duck is happy? or sad?
e. Stop on page 6 and refer to the changes in scenery in the pictures the
different places the mother duck is looking
f. Stop on page 8 and ask How do you think the little ducks will find their
way back to mama duck?

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UDL Exchange: Lesson

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3. Guided Practice (After Reading) Grand Conversation (10 min) ( RL 1, 2)

a. Remind students of the norms of group conversations: one person
talks at a time, look at the speaker
b. Ask students to get into their station groups and share with one
another what happened in the book using copies of the book. Use this
time to allow students who choose to, to re-listen to the book on
audio.
c. Ask students to work in pairs and put into sequence story images for
expressive learners ask them to retell the story as they sequence the
story images.

CLOSING
Thank you all for listening and participating during the story. Turn to your elbow partner and tell them what your favorite part of the book
was (wait for sharing). Tomorrow we will be working with little ducks to retell the story.

M
Maatteerriiaallss
MATERIALS AND SUPPLIES
Big book Five Little Ducks
Pointer
Projector of some kind
Song Five Little Ducks
Picture sequence from book
Additional copies of book
Graphic organizer
Computer

RESOURCES INCLUDED

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