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d. READING INTERVENTION LESSON PLAN 4: Story Map and 5 Finger Retell

STUDENT: T.
DATE:

-Teacher’s Pet Story Map: 10/6/20

-10/8/20: Cub Saves the Day Five Finger Retell

-Ugly Vegetables High Five Retell and Rubric: 10/22/20

-11/16/20: Racing Away High Five Retell

GOAL: T will learn how to identify and understand parts of a story to increase her reading
comprehension.
RATIONALE: Being able to recall the characters, setting, plot, beginning, middle, and end of a
story will aid in reading comprehension
PENNSYLVANIA STATE CORE STANDARD(S):
Standard - CC.1.3.2.E
Describe the overall structure of a story, including describing how the beginning introduces the
story and the ending concludes the action.

1. Teacher’s Pet Story Map: 10/6/20

- STRATEGY: Using a story map to organize parts of the story.

RATIONALE: A story map will help student identify the main parts of a story.

STEPS OF STRATEGY:

1. Teacher will explain that a story’s structure is made up of different parts. These parts

include the setting, characters, beginning, middle (problem), and end (solution) Teacher
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will explain the setting of a story is the main time and place, or “when and where”, the

story takes place. Teacher will explain that the characters are the main people or animals

in a story, or the “who”. Teacher will explain that the plot of a story is what happens in

the story. This includes the beginning, which introduces the story, the middle of the story

(which includes the problem), and the ending of a story (how the problem is solved).

2. Teacher will show students the story map graphic organizer. Teacher will explain that

recording information in a story map can help readers recognize and organize the main

parts of the story- such as the characters, setting, and plot. Teacher will show each of

these elements on the story map.

3. Teacher will tell students that we will complete a story map after we read “Teacher’s

Pets”, to organize the main details from the story.

4. Teacher and students will read “Teacher’s Pets”. As we read, teacher will ask questions

such as “Who are the main characters in our story?”, “Where does this story take place?”,

“What is happening at the beginning of this story?”, “What problem are the characters

having?”, “What happens at the end of the story?”, “How do the characters solve this

problem?” to help students identify these major parts of the story as we read.

5. After reading the story, teacher will review the parts of the story with students, with them

providing details about the meaning of character, setting, and plot. Students will complete

the story map, using their book to reference back to the story with teacher guidance.

6. For extra practice, students will complete the story map on Classkick for Teacher’s Pets.
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Assessment: Successful completing story map

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PERSONAL REFLECTION: T could recall information from the story to complete the story

map with prompting to check back in the story. Students could verbalize the meaning of the

characters, plot, and setting after the lesson. At home for extra practice when completing the

story map, student was able to successfully complete it independently with book reference.

2. High Five Retelling

- STRATEGY: Using the high five story retelling strategy to aid in story recall.

RATIONALE: The high five story retelling strategy will aid students in recalling events in a

story in verbal and written recall.

STEPS OF STRATEGY:

1. Review with student the parts of a story: character, setting, and the plot.

2. Review that the plot contains the beginning of the story, the middle (problem), and the

end (solution). Review that we used a story map previously to organize the parts of a

story, but when retelling a story, we can also use the high-five strategy.

3. Encourage students to look at their hand and point along with me, while pointing to each

finger on my hand and verbally labeling fingers (starting with the thumb) character,

setting, beginning, middle, and end. I then had students repeat this back to me. I

instructed students to read a story and retell the main parts of the story after, using the

high-five method.

ASSESSMENT:
-Student assessed by completing graphic organizer using high five retell strategy.
*Work sample must follow the intervention lesson plan* see below
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-10/8/20: High five retell was introduced and used for reading of “Cub Saves the Day”. Story

read aloud in class. T completed the below graphic organizer for the story.

Reflection: The student identified 3/5 correct story elements. Will continue to work on

beginning, middle, and end of a story.

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-Ugly Vegetables: 10/22/20

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Reflection: A read aloud was done with student in a small group of “Ugly Vegetables, written by

Grace Lin. Student was asked to orally retell details of the story using her high five hand method.

Student needed multiple prompts to produce details from the story which is displayed by tally

marks on the rubric. Overall, student had poor oral retelling of the story, scoring 12/24 points.

The student then completed a Classkick high five retelling graphic organizer. She did much

better at placing the details in the correct places on the organizer when they were provided to her,

getting 5/5 correct. This shows improvement from the “Cub Saves the Day” organizer.
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Heather Coulter

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-11/16/20: Student completed a Classkick high five organizer after the virtual reading of “Racing

Away”, written by Cynthia Rothman. Student was provided responses and had to place them in

the correct spot.

Reflection: She did a great job identifying the correct parts of the story. This graphic organizer

incorporated the who, what, where, when, and why questions as well.
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**Cooperating teacher must sign and date each intervention plan prior to
instruction** See previous original signed lesson