The Itsy Bitsy Spider Retell

Teacher: Jenna and Danielle Date: 10/15/18 - 10/19/18
School: Shepardson Grade Level: Kindergarten Content Area: Literacy
Title: Itsy Bitsy Spider Retell Lesson #: 1 out of 5
Lesson Idea/Topic and Fall: Spiders

Rational/Relevance:
It is relevant to learning comprehension skills which
improves reading skills.
Student Profile: Small groups, all different in learning abilities
Content Standard(s) addressed by this lesson: (Write Content Standards directly from the standard)
Reading, Writing, and Communicating
1.2b. Confirm understanding of a text read aloud or information presented orally or through other
media by asking and answering questions about key details and requesting clarification if something is
not understood. (CCSS: SL.K.2)
1.2e. Use words and phrases acquired through conversations, reading and being read to, and responding
to texts. (CCSS: L.K.6)
2.2a. Use Key Ideas and Details to:
i. With prompting and support, ask and answer questions about key details in a text. (CCSS:
RI.K.1)
ii. With prompting and support, identify the main topic and retell key details of a text. (CCSS:
RI.K.2)
iii. With prompting and support, describe the connection between two individuals, events,
ideas, or pieces of information in a text. (CCSS: RI.K.3)
Visual Arts
2.2d. Articulate how works of art communicate ideas (DOK 1-3)
Understandings: (Big Ideas)
 To retell the story and to put the events in order from the beginning, middle, and end of the
story both orally and through matching pictures and words.
 Readers make connections to what they are reading.
 When readers read or hear information, they remember what is learned and share information
with others.
Inquiry Questions: (Essential questions relating knowledge at end of the unit of instruction, select
applicable questions from standard)
 How do the illustrations help you figure out the meaning of the text? How can you identify that
the pictures are telling the story of the spider?
 How can you figure out the beginning, middle, and end of a story?
Evidence Outcomes: (Learning Targets)
Every student will be able to: (Create your own lesson objectives from the standard using student
voice)
I can: find the beginning, middle, and end of a story and use words/pictures to order the events.
This means: being able to retell a story and practice comprehension
List of Assessments: (Write the number of the learning targets associated with each assessment)
Planned Lesson Activities
Name and Itsy Bitsy Spider Sequencing: The purpose is to retell the story events with a
Purpose of beginning, middle, and end in order to practice comprehension skills
Lesson
Co-Teaching Which model(s) will be used? Team Teaching

Will co-teaching Why did you choose this model(s) and what are the teachers’ roles?
models be We chose this model because we both taught about the activity and objectives.
utilized in this We both gave directions and assisted with the process after showing the children
lesson? Yes how to do the activity
_X__ No ___
Approx. Time Time: 15 minutes

and Materials Materials: The story; worksheets: words, pictures, and boxes; black paper for
spiders; scissors; crayons; glue
Anticipatory Set Read the story and ask if they know how to retell a story that has a beginning,
middle, and end
Procedures The strategy I intend to use is: Task Analysis
I am using this strategy here because: I will give them tasks for a multi-step activity
Teacher Actions Student Actions Da Data Collected

~Read story out loud ~Listen to the story Who could put the
(Guided small group ~Put the pictures with story in order, who
practice) matching sentence in order could explain how
~Model what the activity from the beginning, middle, they decided what the
will look like (Modeling) and end on piece of paper order was, video of a
~Ask guiding questions ~Glue spiders onto the child retelling the
such as “what happens in pictures
the beginning?” ~Color in pictures story using his
(Questioning) ~Read story back product
~Assist when needed
(Teacher input)
~Observe how the
children put the story in
order (Unguided small
group practice)
Closure The strategy I intend to use is: Questions
I am using this strategy here because: We will ask them if there are different types
of literary works that do not have a beginning, middle, and end. We will also ask
how spiders relate to the Fall theme.
Differentiation Content Process Product Environment

Modifications: Help guide what Help them Use less Have a
the beginning, pick out pictures/words separate
middle, and end which place that is
of a story looks pictures more quiet
like, use the storyand words and secluded
as a guide go with if the child
the story cannot focus
in order
Extensions: Ask more Do not Have more N/A
challenging guide the pictures/words
questions about child and
retelling stories, see what
comprehension, they come
and if there are up with on
other stories they their own
know of that
have a beginning,
middle, and end
or stories that do
not
Assessment Authentic Assessment; Observations

 Observations: Observed where they put their pictures, how they were
coloring, how they were making their spiders
o Used SeeSaw to capture their thinking and them reading the
story back to us when they were done
 Assessment: Explain where they put the pictures and read story back
to a teacher

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What is the purpose of this lesson?

What is the purpose of this lesson?

How will the students demonstrate their understanding of sequencing a story?

How will the students demonstrate their understanding of sequencing a story?

Teacher: Jenna and Danielle Date: 10/15/18 - 10/19/18

School: Shepardson Grade Level: Kindergarten Content Area: Literacy

Title: Itsy Bitsy Spider Retell Lesson #: 1 out of 5

Lesson Idea/Topic and Fall: Spiders

Student Profile: Small groups, all different in learning abilities

Reading, Writing, and Communicating

2.2a. Use Key Ideas and Details to:

2.2d. Articulate how works of art communicate ideas (DOK 1-3)

Understandings: (Big Ideas)

 Readers make connections to what they are reading.

Evidence Outcomes: (Learning Targets)

This means: being able to retell a story and practice comprehension

Planned Lesson Activities

Co-Teaching Which model(s) will be used? Team Teaching

Approx. Time Time: 15 minutes

Teacher Actions Student Actions Da Data Collected

Differentiation Content Process Product Environment

Assessment Authentic Assessment; Observations

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