Marissa Santiago

ELE 301: Dr. Conte

Makefield Elementary School
Mrs. Genzel, Kindergarten
Listening Practice
October 1, 2015

IF You Give A Mouse A Cookie Part II

1. Title or Topic of the lesson and Grade Level

Grade: Kindergarten
Topic: Listening Practice
2. Lesson Guiding Question(s):
Why is it important to be a good listener?
How do I work with a partner?
3. Standards:
CCSS.ELA-Literacy.RI.K.2 With prompting and support, identify the main topic and retell key details
of a text.
CCSS.ELA-Literacy.RI.K.3 With prompting and support, describe the connection between two
individuals, events, ideas or pieces of information in a text.
4. A. Learning Goals (Behavioral Objectives) and Assessments:
Learning Objectives
Students will be able to recall the events of the
mouse.
Students will be able to connect the events of the
book, to predict what the mouse will get after they
asked for a glass of milk again.

Assessments
Students will be talk to their their partners/have a
class discussion predicting which event comes next
in the book.
Students will use evidence from the text to support
their claim.

5. Materials:
Book, If You Give A Mouse A Cookie
Reading Together Chart
6. Pre-lesson assignments and/or prior knowledge:
Students will have already read the book, If You Give A Mouse A Cookie. For the past week, students
have begun to practice working with their reading partners. Students should know the definition of
listening. However, I will be prepared to explain the definition of listening.
7. Lesson Beginning:
The teacher will ask Why is it important to be a good listener when someone is talking? There would
a teacher guided discussion about what aspects of being a good listener when there classmates are
talking.
8. Instructional Plan:
After having a discussion about being a good listener, I will then bring in the book If You Give A
Mouse A Cookie. I will then remind the students that even though they listened to the book yesterday,
they should listen carefully to hear anything they might have missed. I will also tell them that reading
a story more than once helps them remember and understand the story. I will then read the story If

You Give A Mouse a Cookie, and stop periodically to ask comprehension questions. When to story is
over, I will ask the students two predicting questions.
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Differentiation:
Students will be in groups of equal success level so both students will be able to
contribute an equal amount in the comprehension of the story.
If needed, the teacher will ask probing questions to facilitate discussion.

Questions:
Why is it important to be a good listener when someone is talking?
What is the next thing the mouse ask for?
At the end of the story, the mouse is thirsty and wants a glass of milk. What do you think
will happen next?
If you give the mouse a ball, what do you think he will ask for?
What idea on our Reading Together chart did you use to help you listen.

Instructional Management:
Students will already have their partners, however I will remind the students of their
partners if needed.
Students will be paired in twos.
Students noise level might be loud when they are talking with their partners, so the
teacher will remind them to use inside voices.
The teacher will use the frog, to get the students attention after they are discussing
elements of the story.

Transitions:
Students will sit on the carpet.
Students will already be sitting next to their partners to minimize transition time during the
reading.

9. Closure:

After reading If You Give A Mouse A Cookie and finishing our discussion with the two
predicting questions, I will finish with a discussion of a question, What idea on our Reading
Together chart did you use to help you listen. If students are having a hard time finding an
idea, the teacher will state I notice that there were more people participating during the
discussion today. I think that we are beginning to feel comfortable in our reading community
because you are giving one another your attention. After our discussion, the students will be
dismissed to their tables so the teacher can start the next lesson.