Name: Alexis Nagley Grade: Kindergarten Subject/Topic/Activity: Read aloud Standards: K.SL.6, K.SL.2, K.RL.1, KRIT.

5 Write out standards Objective: Students will be able to answer comprehension questions including predictions? Make connection? related to the story and reenact responsible out comes to the same situation. [This has to do with making a text-to-self connection. You may want to focus on this idea as a more focused objective what you have is good but focusing in this way might make it even stronger.]

Materials: Little trinkets for children to use when reenacting Story: Ruthie and the (Not So) Teeny Tiny Lie By: Laura Rankin
Formatted: Underline

Procedure: 1. Bring Children to the story rug by the tables where they are sitting. 2. Pair students up in groups of two for their turn and talk. 3. Introduce book by title and author [If you are going to focus on making connections, you might want to introduce that idea here has anyone ever been in a situation where or has anyone ever seen or heard of a situation where or this is a book about a little girl who and I want you to think about a time when you found yourselves feeling the same way

4. Start reading the book. 5. Stop on the beach page and after reading ask students if they have been to the beach like Ruthie and ever found treasures like Ruthie has. [Again if you are focusing on making connections, use specific making connections language] a. Call on a couple of students who raise their hands 6. Start reading again 7. Stop reading when the boy and Ruthie are fighting over the camera. Have students turn and talk about whether it was right that Ruthie told the boy the tiny camera was hers even though it really was not. [Same comment as above] 8. Start reading again 9. Stop after Ruthies bedtime and ask student to turn and talk about why they think Ruthie could not eat dinner and almost cried when she went to bed. [Same comment as above] a. After students had a chance to talk to each other talk about it as a class. 10. Finish the story. [Will you talk about the end of the story as a class? Give directions to the whole class on the rug? What language will you use to explain what is coming next?] 11. Students will go back to their desk by their birthday month. 12. Work on the assessment.

Assessment: Students will each get a trinket passed out by the teacher and in a group discuss what they should do if they find something that is not theirs. Students will come up and react and

show their classmates what Ruthie could have done. [This is creating an alternate ending which is a wonderful assignment/assessment. A couple of cautions it might be hard in a group as a opposed to in partnerships because of too many opinions. (But it might be just fine depending on the class. Your cooperating teacher would know best.) This also does rely on prior experiences and making connections, so be sure to scaffold this the right way, so kids give you authentic answers, instead of right answers. Besides roleplaying, I will also be assessing students when asking various questions throughout the book and allowing them to turn and talk to their partners. These assessments show me if students comprehended the story and also allow students think about what could be done if they were in the same situation.

Management Issues/Transitions: Having students come to the rug by table and having them go back to desk by birthday month. Establishing the talk and turn partners at the beginning of class.

Differentiation: Having students talk in small groups and with the whole class. Asking sStudents isare proactive while answering comprehension questions individual and sharing thoughts with a partner [This is awkwardly worded Im not sure what you are saying here. Please revise and send back to me.]. Having students role play is reactive because they have to figure out what is a right way to act when you find something that is not yours. This lesson helps a wide variety of learners. Students who are creative and kinesthetic learners will be able to show their strengths through the role playing. Logistic learners can shoe

show their strength when I ask comprehension questions while reading the story. [I love the lesson and agree that it meets a wide variety of needs and taps in to multiple intelligences but wonder about supporting both struggling and excelling students needs. Are you doing this? If so, show me If not, think about how to do it]