Brouse

Spring, 2015

RED 311: Preparing and Facilitating

Comprehension Instruction

Lesson Plan Format

Title: Read to Understand
English Language Arts Benchmarks Addressed:
1.8.2.2=Ask and answer questions about key details in a
text read aloud or information presented orally or through
other media.
Objectives/Targets: After discussing the five finger
comprehension components, students will be able to read
a book and understand and recount the story by stating
the five finger re-tell components.

Materials:
1. Five yellow pieces of paper
2. Blanket and chairs (fort materials)
3. Chairs (for thrones)
4. Crown
5. Suitcase
1

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6. Sunglasses
7. Gloves
8. Beach ball
9. Flip-flops
10.
Scarf
11.
Hat
12.
Swim goggles or scuba gear
13.
Cut out circles
14.
String/yarn

Instructional Plan:
1. Anticipatory Set
Describe what you will do to focus the students attention.
Provide a brief review of material previously mastered, or
identify related learning that you will use as a foundation to
build new knowledge upon. Describe what you will do to
develop a state of readiness for instruction.
I will explain that I am going to show them a kid reading the three little
pigs and the story is shown through finger puppets. Then I will would
explain that after they watch it, I will be asking them questions
regarding the story so they need to have extra good listening ears and
be thinking of the five Ws (will have a basic understanding of this).
After the video has been played, I will bring out my re-tell hand on
chart paper and put a re-tell glove on my hand. I will let the kids know,
that just like the video, we will be using our fingers to help us learn to
today. Then, I would go on to explain what each of the five components
of the re-tell hand are. In order to help complete our five finger re-tell, I
will get out Wally the five W ball in order to help the class generate
ideas and build from things they already know. They will use their skills
of reading and listening for this mini lesson. Plus, they should know
about the five Ws (who, what, when, where, and why)
2. Lesson Objective and/or Purpose

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Spring, 2015

Identify what students will be doing in the mini-lesson and

what they will be able to do when they accomplish their task.
Remember to phrase this for the students.
During the mini-lesson, each of the kids will get their own re-tell glove
and they will help me re-tell the three little pig story. Before they
receive their gloves, they will need to listen to what each of the five
components of the hands are so when it comes time to doing the
activity with me, they are all on the same page. We will also review
the story by using Wally the five W beach ball. The five finger re-tell
will be used in the centers so practicing and explaining this as a whole
group will help them at their centers.
3. Instructional Input
First, explain how you will identify what information the
students already possess regarding the new learning. Then,
provide the information needed for students to gain the
knowledge or skill through childrens literature, SMARTBoard
activity, Anchor Chart, and/or video clip.
We will be reviewing and going over the five Ws with Wally the beach
ball. If a student or students are not answering the five Ws about the
story then I will show them the anchor chart hanging in the room. Also,
I could show them the Five Ws song on YouTube. This idea will have
been presented either the day before or really close to when this
activity will be done so practice will be important with this as well.
4. Modeling
Provide a step-by-step explanation of what the modeling
portion of what the lesson will consist. Remember that
modeling picks up where the direct instruction portion of the
lesson left off. The teacher should use the new information
that has been presented to model what is expected as an end
product of students work.
After showing the three little pigs video, I will start in on explaining
what the five finger of the hand mean. First, I will read them all off and
point to each finger while I say it. Then, I will have them repeat after
me. I will hold up the first finger and say character and then they will
repeat and say character. Next, I will hold up the second finger and say

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Spring, 2015

setting and then they will say setting. I will repeat that with the next
three fingers for beginning, middle, and end. (five fingers are
character, setting, beginning, middle, end) then we will brainstorm
what each one means and I will write what we brainstorm for each
word on each finger. Once they have a better understanding of what
each word means from brainstorming, we will do the five finger re-tell.
In order to generate some ideas, I will bring out Wally the five W ball. I
will throw it to one of the kids and whatever section their right thumb
lands on is the question they have to answer. Once I have thrown the
ball to at least five children, we will use some of the ideas we stated
for our five finger retell. I will hand out one glove to every student and
ask them to put it on one hand (the gloves have each of the five
components written on the fingers plus a picture to go with each
component). From there, we will go finger by finger and re-tell the
story together as a class using the five components.
5. Checking for Understanding
How will you determine whether or not students are beginning
to grasp the concept of focus? How do you know if they get
it well enough to continue to the guided practice portion of
the lesson? What will you do if it seems that they do not yet
get what you have modeled?
I will be observing the students during the re-telling of the story as a
class and seeing who is participating and answering and who appears
confused. After we have gone through re-telling the story together as a
class, I will call on four people to come up and re-tell the story again to
the class with the help of the gloves. I will then let them decide if they
think they still need more practice. If so, they can bring their glove to
each station. Otherwise, if the student feels confident in the five finger
re-telling, they dont have to bring the glove to each station. They can
just refer to the hand on the chart if they get stuck.
6. Closure
How will you end the mini-lesson?
Now that we have reviewed the five Ws and we have learned about
the five finger re-telling strategy, we will move on to our centers which
will help us practice using these two methods. Keep up your focus and
listening ears. You all have been doing great!

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Spring, 2015

Word Work Centers

7. Guided Practice
Describe the Word Work centers you have created that would
provide students with an opportunity to further develop their
knowledge of the skill/concept of focus that the mini-lesson
addresses.
One center would have a theme of traveling. They will travel to five
different spots around the room and their job is to read the book and
decide what the five finger facts are and pack those five things in their
suitcase! Each location will have a theme/destination. The destinations
will be Alaska, North Pole, Hawaii, Florida, and California. Each of the
spots will also have props to dress in while they read their story. Alaska
will have scarfs and hats and the North Pole will have mittens and
scarf. Hawaii will have swim goggles or scuba gear. Florida will have
sunglasses and California will have flip-flops. After they read their story
while wearing their props, they have to write down the five
components of the story and put them in one section of the suitcase.
Once they have been to every destination, they can meet with their
group (if they have time left) and discuss what they packed in their
suitcase.
Me: How many of you have traveled somewhere on a vacation or to
visit family (let students raise hands)? And how many of you packed
suitcases when you went there (let students raise hands)? Well we get
to pack suitcases full of our finger finger components today. You will be
visiting Alaska, Hawaii, North Pole, Florida, and California (as I say each
place I will walk to where it is located in the room so the students know
where to travel). You each will have your own suitcase (show them)
and you should bring this to each station. Once you are at a location,
you will put on the props and read the story. Addy, could you come up
and demonstrate?
Addy: Sure
Me: So Addy decided to go to Alaska. She gets to put this scarf and hat
on because it is cold in Alaska. Then she will read this book about
snowmen (books at station are affiliated with the location). After you
read this Addy, what do you think you will do?
Addy: I will write the five components of a story.
Me: Right! She must have read the sign on this basket. After you get
done reading you will grab five pieces of paper from this basket and

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write down the five finger components and pack it into your suitcase
and then move to the next location. John, how many pieces of paper
should Addy take?
John: Five
Me: Yes because she needs one for character, setting, beginning,
middle, and end. So since we have 5 stations and at each station you
will write on 5 sheets of paper you should have a total of 25 sheets of
paper packed in your suitcase (write 5x5=25 on board). When you are
done with all the stations, you can collect all 25 pieces of paper and
put them in your bin (each have own one to turn in assignments).
Thanks for your help Addy!
Addy: Youre welcome
Another station will be themed on Wizard of Oz. There will be five
pieces of yellow paper that make a pathway to a castle fort. The five
pieces of paper will have the five components of re-telling a story on it.
The students should hop onto each square and read the component
first. Then they need to enter the castle and pick a book and a crown.
Next, they walk back to the beginning of the yellow brick road and sit
in one of the thrones (chairs). Once they have finished the book, they
need to hop on each brick and answer what the characters, setting,
beginning, middle, and end is. Once they are at the end of the road,
they will go back in the fort castle and pick another book and do the
process again until it is time to switch centers.
Me: How many of you have watched the Wizard of Oz? Katie, what
does Dorothy follow to get to the Wizard of Oz?
Katie: The yellow brick road!
Me: Exactly! All of you get to follow this yellow brick road (go the
station and model) This yellow brick road has all five finger
components and your job is to start here where the start sign is and
hop like this and say what the card reads (demonstrate for all five
yellow sheets). Now that I am at the end I get to crawl into the castle
and pick out a book and wear a crown. Now that I have my crown,
where do you think a royal prince or princes should sit Alex?
Alex: On a throne!
Me: Yes, so after you get your book and crown you get to come over
here and read your book on the throne. Once you are done with your
book, you will go back to the start of the yellow brick road and hop on
each brick and respond to the five finger components. Dylan would

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you like to try by demonstrating with the three little pigs today (let him
jump and say the five components). Thanks Dylan!
Dylan: Youre welcome!
Me: After you finish one book, read another until it is time to switch.
The last station will be making a necklace out of the five finger
components. There will be five circles with each of the components
written on them (plus it will be hole punched to tie sting and each one
will have a number at the top so it is easier to put in order). Their job
will be to read a book at the station and re-tell the story on the five
circles. They should have words on one side and pictures on the back
side of the circles. After they have completed all five circles, they will
tie them together in order (numbers at the top will help them get them
in order) and make a necklace. The string will already be cut along
with the circles.
Me: In this last station, you guys get to make necklaces out of the five
finger re-tell components. Your job is to pick a book and read it and
then take five already cut circles like theses (hold up five component
circles) and write the five finger re-tell on all five circles. So I would
write what the setting is, then I would get a new circle and write who
the characters are, then grab three new one and write the beginning,
middle, and end. So Casey, How many circles should I grab?
Casey: Five!
Me: Yes! Once you are done writing all the components on your five
circles, you need to flip the circle around and draw a picture of the
component. Once you have completed all the circles, what do you
think the next step will be Sarah?
Sarah: Tie them together to make a necklace.
Me: Exactly!
Sarah: How do you tie them together and what if you have trouble
tying?
Me: Great questions Sarah. You need five pieces of sting and see these
holes in the circles? Those are where you will tie the string (do an
example of how to tie a couple together). Also, the circles are
numbered so you need to make sure the components are in order. If
you arent the best at tying like Sarah said, ask one of your friends to
help or raise your hand and I will come help! So you need to read, grab
five circles, write, draw, and tie together. Sound Good?
8. Independent Practice

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Spring, 2015

Identify the work you would have the students complete on

their own (in the classroom or at home) to demonstrate that
they have mastered the new material presented within each
mini-lesson.
My mini evaluation would be to create a five finger re-tell of a book of
their choice as homework. The next day in class they would share their
hand with the class. Also, I will look at what they packed in their
suitcase and the necklaces that they made!

Evaluation:
How will you determine what students have learned as a result of
the mini-lesson (and students completion of Word Work activities)?
If they are able to re-tell stories and present their five finger re-tell to the
class, I will know they understand the concept of looking and remember
details from a story. This re-tell is basic and each lesson after can build on
this. Eventually, they should start asking questions, making connections,
inferring, and making mental images.
How will you determine the degree to which students have met the
mini-lessons objectives? Be specific.
The standard I picked was pretty general. I made the mini-lesson small and
then I will be able to build more comprehension skills as the year goes on.
The five Ws and the five finger re-tell are building blocks to better
understanding and comprehending stories. After the mini lesson, I will refer
to the five finger re-tell nearly every read aloud so they are focused on
comprehension. As long as I see the students answering and knowing the
five components of the story, I will know they are gaining comprehension
skills and they are ready to move on to bigger comprehension skills like
asking questions, making connections, inferring, and making mental images.