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Unit 5: Day 1 Week 1 Lesson Plan

Name Lacey Robertson

Date Taught 2/24/2020

Lesson Title Literacy: Key Details in Informational Texts

Co-Teaching Model One Teach, One Assist

Subject Literacy

Time Needed 25 min.

Grade K

Students Involved All students in classroom (20)

MINNESOTA ACADEMIC STANDARDS:

0.2.2.2: Determine central ideas or themes of a text and analyze their development;
summarize the key supporting details and ideas. With prompting and support, identify the
main topic and retell key details of a text.

LEARNING OBJECTIVES:
A. Content Objective:
C1: After the read aloud, the students will recall at least one key detail about the ways people
travel now or how they will travel in the future.
C2: During a whole group read aloud, the students will engage in a group read aloud by
listening, practice turn-taking, and sharing with partners and the whole group.
B. Academic Language Objective:
L1: After the read aloud, the students will be able to write one key detail about travel now or in
the future using the sentence stem “This is __(in the future/now)_.” with vocabulary related to
time such as past, now, or future.

PREVIOUS LEARNING:
A. Prior Knowledge:
Prior to this learning segment, the students have had experience reading in whole group and
small group settings. The students have daily experience with responding to texts in writing and
drawing. These texts include Benchmark literacy curriculum provided texts and a variety of
authentic children’s picture books. The students consistently use sentence stems to write
responses to reading. Based on previous prompts, more than half of the students write one full,
on-topic sentence with a capital letter at the beginning and a period. Most students phonetically
spell words and utilize teacher support in sounding out words through letter-sound
correspondence. The students have experience in identifying characters, setting, and key details
in picture books. In previous interactive read alouds, the students have engaged in higher order
thinking questions from levels 1-6 and are familiar with this type of deeper questioning. Prior
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lessons have focused on identifying the setting, the main character, and key details in text. The
students have read both fiction and informational texts. Students have been exposed to
informational text features, so this will be a refresher. According to the Winter FAST
assessment, the classwide benchmark is 50 and the class scored a median of 54.5. In the Winter
earlyReading FAST assessment, 14/20 students scored in the low risk aggressive growth
category, 3/20 scored in the some risk aggressive growth category, 1/20 scored in low risk
typical growth category, 1/20 scored in the some risk typical growth category, and 1/20 scored in
the high risk typical growth category. In the composite score which includes letter sounds, onset
sounds, word segmenting, and decodable words, 16/20 were considered low risk, 3/20 some risk,
and 1/20 high risk.
B. Key Skills:
● Recalling information from the text
● Identifying key details
● Identifying time signals
● Writing key detail and drawing a matching, detailed picture:
○ Phonemic awareness
○ Connecting to text
C. Academic Language: The students will use a variety of academic language related to
informational text features such as captions, photographs, headings, etc. along with
vocabulary related to time as the text focuses on transportation now and in the future.
Vocabulary: Time words used to describe when an event occurred such as past, present, future,
or now.
Syntax: Use of the sentence stem “This is ___(now or in the future).”
Discourse: While recalling key details related to this informational text, students will discuss
transportation methods we use today and methods we might use in the future. Students use time
related words and phrases in everyday life to discuss what already happened, what is happening,
and what will happen in the future.

ASSESSMENTS TO MONITOR STUDENT LEARNING:

A. Informal: In this informal assessment rubric, the students will be assessed on their
participation and engagement during the whole group read aloud. Participation and
engagement includes engaging in turn taking, listening, and responding to prompts.
Students will be assessed as the CT leads the read aloud and roams around the room
during partner share and independent work time.
0 1 2 3

Participation The student does The student Student shares in Student shares in
and not share with a shares in whole whole or partner whole and
Engagement partner or the or partner work, work. The partner work.
whole group. but interrupts the student is The student is
The student speaker. The attentive to the attentive to the
interrupts the student attempts speaker. The speaker/does not
speaker and is to redirect when student attempts interrupt.
unable to prompted. to redirect if Student redirects
redirect when prompted. if prompted.
prompted.
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B. Formal: After the read aloud, students will respond to the text in writing and draw a
matching picture to represent their thinking. Students will use the sentence stem “This is
(now/in the future)” and draw the type of transportation where they would travel with it.
Students will be assessed on recalling a key detail from the text, use of the time
vocabulary, and completion of task.
Checklist:
❏ I can recall a key detail from the text
❏ I can use a time related phrase/I can identify the time period (“This is in the future” or
“This is now”)
❏ My picture matches my words
❏ I made a personal connection/My idea connects to the story

PROVISIONS FOR INDIVIDUAL DIFFERENCE:

● Students will receive a sentence frame to assist in the writing portion. 
● Students will use learning tools (flexible seating) during reading to help them sit upright,
focus, and be able to see the story. Flexible seating choices include a seat desk scoop
chair, or learning boat storage bin.
● While responding to the reading, the TC will be roaming around the room and assisting
students as necessary.
● Response sheet will be provided with lines to aid in the writing process.
● Highlighter version of sentence stem will be provided for students who need help with
letter formation.
● Students will share ideas verbally before writing to aid in the writing process.
● Students will partner share responses in small and large group settings.
● Anchor chart (reference, visual aid)

RESOURCES/MATERIALS:
● Lucy Laney Weekly Plan
● Benchmark literacy curriculum
○ Up, Up, and Away!
● Response sheets
● Document camera
● Flipchart (bus or jetpack)
● Pencils
● Crayons
● Learning tools/flexible seating
 
INSTRUCTIONAL STRATEGIES TO SUPPORT LEARNING:
Time Content Learning Activities (What and How)
Objectives
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2 C1, C2, L1 Transition: TC will call on groups to get a flexible seating choice and sit in
min. designated carpet spot. TC will call up pointing president and target trainer to
explicitly introduce target “I can identify key details in a text”. Break down
target together. “Key details are the really important parts of the story. Like
how we need a key to open a door. Our text today is about transportation. We
will be looking for different ways people move.”
1 Orientation/Engagement/Motivation:
min. ● “Transportation is how we get from place to place, like how we get
from home to school. How do you get to school?” Ask 3-4 students to
share how they get to school and then blow into hand for all students.
2 Presentation/Explicit Instruction:
min. ● Review difference between fictional texts and informational texts:
○ Fiction: Did not or could not happen in real life
○ Non-fiction: Real, did actually happen, has real pictures from a
camera. “Let’s look at this text. Are these photos from a
camera? Did someone take these pictures or draw them?”
● Review features of informational texts:
○ Captions
○ Real photos
○ Section headings
6 Structured Practice/Exploration:
min. ● Ask comprehension questions while reading:
1. What is happening in this picture?
2. Can we do this now?
3. Would you like to go on a field trip to space?
● Point out and read captions
2 Guided Practice/Feedback:
min. ● After reading:
1. What are some ways kids might get to school today?
2. In the future, how did the text say we will go to space?
Independent Practice/Application:
10 ● Transition: “Now that we have thought about how people use
min. transportation or get from place to place, I want to know where you
would take a jetpack.” Students will find a partner to share where they
would go. Call students back to the carpet spot to watch student model
writing with teacher support.
● Writing: Students will be given a picture or a school bus or a jetpack.
Students will write “This is now” or “This is in the future” and draw a
picture of where they would take their bus or jetpack. Have a student
model the writing. Use the document camera to have the student
model. “The first thing you do is always the same, you pick up your
pencil and you write your name. I write with a marker, you write with
(a pencil)”.
● TC and CT will tell students which picture to write about and ask, “Is
this now or in the future? Where would you take this transportation?”
and tell students to put away their flexible seating tools and go to their
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table spot and begin working. Students go back to their seats and work
independently. Write a sentence using the sentence frame and draw a
picture to match the words.
● TC will roam around the room and provide feedback and support.
● TC will set a timer for 6 min. When the timer goes off, the students
will finish their work and find a partner to share writing and pictures.
Students will be assigned a partner using partner match cards at their
table spot.
*If students do not finish, put in the catch-up work folder.
Closure:
3 ● “Finish your writing and find your partner to share your work. Come
min. to the carpet and sit knee to knee and eye to eye. You will say, ‘This is
what I drew’ and show your partner. Then tell them what you wrote
about by saying ‘I wrote about ____. My sentence says ____” Give
your partner a high five and say ‘thanks for sharing’. When you are
finished, put your paper in the black bin.”
  
REFLECTION:
(Consider teaching and student learning with respect to both content and academic language
development.)
A. What is working? For Whom? Why?    
I used the lesson plan as a guide and had it printed, but I did not follow it perfectly. This
was helpful for me because I sometimes get caught up in wanting the lesson to be perfect. When
I don’t rely on the lesson plan I am better able to be in the moment, pace, and respond to student
needs. In the future, I might try jotting a few notes or bullet points down on a sticky note to
reference so I don’t forget anything. Something that worked well was relating to student
experiences. At the beginning of the lesson, I asked the students how they got to school that day.
This brought them into the lesson, everyone got to share and be a part of the activity, and
activated prior knowledge. During the shared reading, I asked questions to keep their attention,
make text to self connections, and check for comprehension. This was successful because
students were active listeners (eye contact, body control, turn taking, etc.) and were able to
respond to the questions with on-topic responses connected to themselves. I incorporated partner
sharing which allowed each student to be heard and practice using the academic language. This
sharing also had movement. My students need to move after a few minutes of instruction so this
change in space allows them to stay on task and improve body control as they build sitting
stamina. The students also had a good amount of work time so they didn’t rush. Often times, we
run out of time and the students don’t get to finish or share their work. This happened because I
paced well, used a shorter text, and focused on one skill instead of many. The students also
seemed to enjoy the prompt which is important because students should have authentic and
engaging writing prompts to increase motivation and comprehension. I feel like my lessons lately
have really been coming together as I feel more natural and set in my classroom space and role.
B. What is not working? For Whom? Why?  
In future lessons, I want to improve my vocabulary instruction. In the lesson, a few
students struggled with the now versus in the future vocabulary. I plan to incorporate flipcharts
with the word, picture, and definition to improve my explicit teaching of vocabulary. I would
introduce the words prior to reading and then reference the flipchart when the word comes up in
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the text. I would also like to focus on intentional conferring with students. I often bounce around
to students who need support and do not spend a significant amount of time with any student. I
plan to use a checklist to ensure that I check in with each student for 1-2 minutes twice weekly.
This would help me focus my time, get to every student, check comprehension, and create/adjust
goals for students.  
C. How did you provide feedback to your students during your lesson?
During the lesson I asked comprehension questions and brought students into the text. I
provided individual feedback during the partner sharing. In this sharing time, I listened to
students responses about where they would take the jetpack and asked prompting questions. I
asked if the jetpack was now or in the future and clarifying questions about their responses. If
students were struggling, I provided examples and modeled a response. During independent
writing, I checked in with individual students to assist with spelling, concept development, and
asked prompting questions. Students will receive feedback using the checklist in the feedback
section.
D. How will students use the feedback you have given them?
The students used the in-lesson feedback to respond to prompting questions and
clarify/develop their responses. While writing, the students used the feedback to edit their
responses and add details. The data collected from analysis of student work (checklist) will be
used to create future lessons and guide writing goals.
E. What are instructional next steps based on the data from this plan?
Based on the student responses, a majority of the students were able to recall a detail
from the text, write “now” or “in the future”, and draw a matching picture. During the lesson, the
students were able to describe what a key detail was and we have had several previous lessons
focused on this skill. The responses were connected to the text and themselves. A group of
students struggled with the academic language of time (now or in the future). Next steps include
further instruction using the vocabulary of time and adding more detail to student work such as
adding a second sentence.