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Your Name:

Abby Tierney

Grade Level: Kindergarten

Subject: Language Arts Lesson Title: A Sneak Peek into Sequencing Materials Needed: A Chair for My Mother by Vera B. Williams Pictures printed onto pieces of paper from the text Tape Sentence strips with the words: First, Next, Then, After, Finally Prerequisite Skills: Understand the meaning of: first, next, then, after, and finally. Know how to cut and paste. Understand that events happen in a specific, sequential order. Standard(s): Literature 2: With prompting and support, retell familiar stories, including key details. o With prompting and support, I can tell important events in the order they happened (Learner Objective). Lesson Objective(s): Students will be able to put events from a story in sequential order with support. Students will be able to put familiar events in sequential order. 1. Provide objectives: Time: 1 minute Describe to students why good readers put events from a text in a certain order. o Good readers put events in order so that they can better understand what they are reading. It also helps readers retell a story if they can remember the order of events. Point out that students have practiced sequencing before when they read The Gingerbread Man. Have students reference their sequencing activity hanging on the wall. 2. Demonstrate knowledge or skill: Time: 10 minutes Explain that sequencing is not something we do just during reading. But we do things in a certain, specific order every day. o Example: Our classroom morning routine. Have students help describe classroom routine: first they get to school, then they go to their lockers, next they wait in the library, after they line up by class, etc. Some words that help readers sequence are: o First, next, then, after, finally We are going to read A Chair for My Mother and put the events in order together as a class so that we can better understand what we have read together. While reading, students job as a listener is to pay close attention to the order of events as I read. 3. Provide guided practice: Time: 5 minutes Show students the pictures that were photocopied from the book. Ill place all the pictures up on the whiteboard ledge.

Then Ill point to each picture with the pointer when I point to the picture that comes next in the story, students will tap their knees to indicate that the picture Im pointing comes next in the sequence of the story.

4. Check for understanding and provide student feedback: I will be checking for understanding while students participate in the guided practice portion of this lesson. As I have gotten to know the students and have been able to teach and work with them, I feel I have a pretty good idea of which students will be able to grasp this idea and which students will struggle. Next we will break into pairs for centers and I will pull two guided reading groups at this time. We will continue onto the independent practice part of the lesson after center time. 5: Provide extended practice and transfer: Time: 5 10 minutes I have a practice worksheet for the students to work on after center time. This worksheet will be done individually. During this independent practice opportunity, students will be cutting and pasting the sequencing of putting on their jackets. o I think this will be a good example because putting on their jacket is simple, something they do on a daily basis, and an action they can easily visualize. 6. Assessment / Closure: I will use the independent activity as an assessment tool to determine which students understand sequencing and which students are struggling. I will also be walking around the room and checking on students as they work during the independent activity. 7. Plans for differentiation: Advanced Learners: Students who seemed to really get the sequencing activity will be given a more difficult activity to work on. Struggling Learners: Students who I think may struggle with this activity will be given a simpler activity so that they are still being challenged, but within their zone of proximal development. I will be walking around the room monitoring the class as they work, helping students in need of assistance. TOTAL LESSON TIME: 25 35 minutes