Farming: Lesson #1

Author: Sara Zapalowski

Date created: 10/16/2013 11:54 AM EST ; Date modified: 11/27/2013
6:39 PM EST

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Vital Information
Grade/Level

Pre-K

Date

October 22, 2013

Subject(s) Or
Unit

Literacy: ELA

Instructional
Plan Title/Focus

Interactive Read Aloud

Length of Time

1 class periods. 20 Mins. per class.

Number of
Students

I will be working with a small group of five

students.

Cooperating
School

Windermere Boulevard Elementary School,

Amherst Central School District, 291
Windermere Blvd., Amherst, NY 14226

Supervisor

Miss Courtnay Maher / Dr. Camille Pontrello

Planning
Class
Characteristics

In this preschool classroom, there are 16

students. Of these 16 students, three are
English Language Learners (ELL).
The students had been introduced to the
concept of farm and retelling details the day
prior. This lesson is a reengagement lesson
for the students who need to be further

challenged.
Summary Or
Lesson Overview

Farming by Gail Gibbons is at a 2.4 reading

level.
Through an interactive read-aloud, the
concept of retelling details will be further
developed with the use of Farming. By
recalling and retelling details, the students
will enhance their schema and vocabulary.

Rationale:
Describe here &
include
references

Developing the concept of retelling details is

helpful for assessing and fostering a
student's comprehension of a text. When
retelling details, the student must extract
details from both the text and prior schema.
According to Cruz de Quiros (2012),
students who retell stories and their details
have an increase in their "oral language
production including vocabulary and
listening comprehension" (p.104); likewise,
story and detail retelling are beneficial in the
reading achievement areas of "vocabulary,
story comprehension, as well as reading
motivation" (p.104). Therefore, the retelling
of details is beneficial to all students in the
areas of written and oral language. As the
teacher, I must then provide the students
with an opportunity to retell the details of a
text.
Reference:
Cruz de Quiros, A.M. (2012). The effect of a
structured story reading intervention, story
retelling and higher order thinking English
language and literacy acquisition. Journal of
Research and Reading,35, 87-113.

Central
Focus/Essential

Central Focus:

Questions

The student will be able to retell details of

the narrative-informational text by using
evidence from the text and an anchor
chart.

Standards

Display: Collapse All Expand All

NY- New York State Common Core
Standards (2011)
Subject: English Language Arts & Literacy in
History/Social Studies, Science, and Technical
Subjects
Grade: Pre-Kindergarteners
Content Area: Informational Text
Strand: Reading
Domain: Key Ideas and Details
Standard:
2. With prompting and support, retell detail(s) in
a text.

Learning Targets

Content Objectives:
The student will be able to identify details of
the story by drawing pictures about details
about farm life.
Language Objectives:
The student will be able to orally name
different details about farm life with
prompting and an anchor chart.

Academic
Language

Concept words: see, hear, taste, feel,

smell
These are words that the students will be

able to understand by explanation and

looking at the pictures on the anchor chart.
Vocabulary words: grain, stalls, hayloft,
pasture, harvested
These are words that students will be able
to understand by explanation and looking at
the illustrations during a picture walk.

Assessment
Assessment
Strategies

1. After reading, I, the teacher, would

assess the students' recollection of details
from their oral responses to the varied
levels of comprehension questions.
2. In the after reading activity, I, the
teacher, would assess the drawings/words
that the students would put on the anchor
chart.

Instruction
Anticipatory set

1. Ask students if they have ever been to a

farm, watched a show about farm life, or
read a book and ask what is on the farm.
Share responses. If students are unable to
generate responses, model one of the
details I remember from a farm experience
of my own.
"What are some of the animals that you see
on a farm?" "What are some of the foods
that you see on a farm?"
"What are some of the noises of those
animals?"
"What does the farmer drive?" (if they have
some knowledge of a farm)
2. Show the students the book about
farming they read the day prior that
introduced the concept of farming. Ask
about details they remember about the

farmer in the book.

"What did the farmer do?"
3. Set purpose for reading: "We are going to
read this book to find out details about a
farm. Listen and look to find out what you
may see, smell, taste, hear, or feel while on
a farm."
Instructional
Materials,
Equipment and
Technology

1. The book Farming by Gail Gibbons

(Provided by CT)
2. The day prior's book (Provided by CT)
3. Anchor chart (Provided by TI)
4. Markers (Provided by CT)
CT: Consulting Teacher
TI: Teacher Intern

Sequence of
Instruction

Before Reading:
1. Gather children in comfortable area for
interactive read aloud.
2. Explain the anchor chart: review see
hear, smell, taste, feel
3. Anticipatory set
4. Picture walk- "What do you see on these
pages?" "Why does it look like a farm to
you?"
During Reading:
1. Read through the book with expression
and emphasis.
2. Point out unfamiliar vocabulary: (grainsp.1; pasture- p.6; stalls-p. 8; hayloft-

p.15; harvested- p.18)

After Reading:
1. Ask questions about the book:
Literal/ text-based:
What animals did you see on this
farm? (cows, horses, chickens, sheep,
pigs)
What fruit and vegetables and fruits were
growing on the farm? (apples, corn,
pumpkins, tomatoes)
Inferential/ Implicit:
Does a farmer have many jobs to do? (yes,
because he has to grow vegetables and
take care of animals)
Critical Response:
Have you ever been to a farm? What was
there? Tell me about it. (varied answers)
Do you think a farmer's job is difficult? Why
or why not? (yes/no; varied answers)
Activity:
The students will then draw on the anchor
chart details of what one would see, smell,
taste, feel, and hear on a farm based upon
the details of the book.
Accommodations

2.1: Clarify vocabulary and symbols. Before

and during reading, I introduced and
reviewed new vocabulary.
3.1: Activate or supply background
knowledge. Before reading, I asked the
students about a time they went to a farm
or read a book about a farm. I also gave my
personal experience with a farm.
4.1: Vary the methods for response or
navigation. I allowed for the students to

describe orally and draw/write about the

details of the farm.
Closure

Debrief with students by reviewing the

drawings on the anchor chart. Review the
details that the students pulled from the
book.

Reflection On Student Learning

Next Steps

In the next lesson, there will be a writing

lesson that assesses their knowledge on the
details of the farm. By creating a class,
book, I will be able to assess whether or not
the student's fully comprehended the topic
and details that make up the concept of
fam.

References

Cruz de Quiros, A.M. (2012). The effect of a

structured story reading intervention, story
retelling and higher order thinking English
language and literacy acquisition. Journal of
Research and Reading,35, 87-113.