Savhannah Paulino
Kindergarten / English Language Arts
Learning Objective
• Skill (verb) concept (noun)
• Student will do during
Independent Practice
Activate Prior Knowledge
• Univ. Exp: Already know
• Sub-skills: Review
Concept Development
Provide Instruction
• WHAT: Define/Rule
• Critical Attributes
• Example/Non-example
Skill Development
Demonstrate the new
learning.
• HOW: Steps/ Maps
• Explain/Model/Demo
• Teacher
• Loop with Guided practice
• All variations
Spring 2022
STUDENT PREPARATION CFU
We will read The Last Stop on Market Street by Matt De La Read objective (my
turn, our turn, your
Pena and identify kindness by retelling the key events. turn).
CCSS.ELA-LITERACY.RL.K.1
With prompting and support, ask and answer questions about
key details in a text.
• Activate students’ prior knowledge by asking students Have you ever taken
the bus? What does
about different types of transportation, what the term “kindness” mean?
What is a
“kindness” means, and reminding them what a community is. community?
CONTENT PRESENTATION
Look at the
1. Students will identify kindness in the story by retelling the
characters.
key details from the text. How do they treat
each other?
2. Examples: Do the characters
look the same?
- Listen to the story
- Notice the different characters
- See if you can find kindness in the story
- Give me a thumbs up if you see someone being kind to
another person
Verify that
1. Students will listen to the story and identify the kindness
students can
that the diverse community shows each other on local bus. execute the steps.
Did you see
kindness? I did.
2. Steps: Notice how I put
1. Students will listen as the teacher reads aloud, The my thumb up when I
saw characters
Last Stop on Market Street. being nice to each
2. Teacher will have students find kindness in the story other.
3. Students will give a thumbs up whenever they see
kindess being shown
4. Teacher will pause and give reminders for students
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Savhannah Paulino
Kindergarten / English Language Arts
Guided Practice
• Whole class
• We/together
• My turn/Your turn
• Rule of Two
• All variations
Importance
• Tell why they need to learn
skill.
Closure (final CFU)
• Verify learning
• Prove ready for Indep.
Prac. (85%)
Independent Practice
• Students practice
• Feedback=intervention
Check for Understanding
• Teach first
• Ask specific question
• Pause (wait 3-10 sec)
• Pick non-volunteer
• Listen to response
• Effect feedback (echo,
elaborate, explain)
Spring 2022
Anchor Chart
1. Students will share the kindness they saw in the story by
Process question:
creating an anchor chart and a retell map. What happened in
the story? Can you
tell me where you
2. Steps saw kindness?
1. Teacher will have students think-pair-share what
happened in the story
2. students will share their ideas on an anchor chart using
visuals
3. Teacher will have students identify the kindness shown
in the story
4. Students will create their own retell map
5. Students will use their retell map to share the kindness
the read about in the story with a table partner
1. Students will identify the main topic of kindness in the story. N/A
Students will do the following activities for Closure: What happened in
the story? Where
did you see
1. Students will create their own retell map kindness?
2. Students will use their retell map to share the kindness
the read about in the story with a table partner
INDEPENDENT PRACTICE
Individual
• Students will identify kindness in the story by drawing a
picture of a main event from the story for homework.
INSTRUCTIONAL NORMS
Tell students what is expected of them. (Have materials ready.)
Think-pair-share
Read with Me
Use complete sentences
Thumbs up
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Savhannah Paulino Spring 2022
Kindergarten / English Language Arts

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Savhannah Paulino Spring 2022
Kindergarten / English Language Arts

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Savhannah Paulino Spring 2022
Kindergarten / English Language Arts

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Savhannah Paulino Spring 2022
Kindergarten / English Language Arts

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