Kindergarten Reading/Vocabulary Lesson Plan

Mekayla Cook
November 12, 2015
Standards
LAFS.4.RL.2.4: Determine the meaning of words and phrases as they are used in a text
LAFS.K.RL.1.1: With prompting and support, ask and answer questions about key
details in a text.
LAFS.K.RL.2.6: With prompting and support, identify the author and illustrator of a story
and define the role of each in telling the story.
LAFS.K.RL.3.7: With prompting and support, describe the relationship between
illustrations and the story in which they appear (e.g., what moment in a story an
illustration depicts).
LAFS.K.RL.1.3: With prompting and support, identify characters, settings, and major
events in a story.
Objective
While reading familiar books, students will be able to identify, define and illustrate in
their own words: canoe, glided, glared and crew.
Evaluation Plan
Formative: Students ability to comprehend what is happening in the story involving the
new vocabulary terms will be judged by their responses to comprehension checks and
accuracy of predictions. Their corresponding body motions will imply connecting
meaning to the terms by use of gestures. Also, their reading response journal entry will
demonstrate their ability to write and define by illustration.
Summative: Students will recognize the vocabulary terms in later books, rereading and
at the end of unit test.
Meeting students interests and cultural backgrounds
This lesson includes animals of interest to the students that they may not be familiar
with (a loon, moose or beaver). Also, the lesson focuses on terms relevant to their
outdoor interests.

Differentiation
Idioms will be clarified for English Language Learners, youll do us all in. The story will
be read slowly and articulately to ensure comprehension by emergent readers or those
with reading disabilities. Also, because of our geographic location some animal
characteristics may be unfamiliar and will be clarified.
Psychological Theories
Theory of multiple intelligences and kinesthetic learning
Step by Step Plan
1. Ask students to raise their hands if theyve ever been on a boat.
2. Spell and define canoe as a kind of boat. Assign and explain motion of
paddling.
3. Spell and define glided as to move smoothly. Assign and explain hand gesture.
4. Spell and define flared as to give someone an angry look. Assign and explain
facial expression.
5. Spell and define crew as a group of people or characters, sometimes in a boat.
Give example of a pirate crew and the class as a crew. Assign and explain highfive gesture.
6. Introduce book One Dog Canoe. Explain author/illustrator roles.
7. Read page 1, do gesture for canoe and redefine.
8. Read page 3, ask students to identify rhyming words. If necessary, explain that
rhyming words have the same ending sound. (who, you)
9. Read page 4, demonstrate paddling gesture.
10. Read page 5.
11. Read page 6.
12. Read page 7, explain that a loon is a bird.
13. Read page 8, gesture for and redefine glided.
14. Read page 9.
15. Read page 10.
16. Read page 12.
17. Read page 15, explain the moose characters antlers.
18. Read page 17, explain idiom youll do us all in, in the context that the moose
could sink the boat. (model thinking)

19. Read page 18, as students What do the pictures show that the words dont
say? (The animals are crowded, the canoe may sink)
20. Read page 20, redefine and gesture for glared. Ask class, How do you think the
girl feels about all the animals in her canoe? (worried, mad, concerned)
21. Read page 21.
22. Read page 22.
23. Read page 23. Model thinking, That canoe is so full!. Ask students, Who all is
in the boat, based on the picture?
24. Read page 24.
25. Read page 26.
26. Read page 29.
27. Read page 30.
28. Redefine and gesture for each vocabulary term. Have a student come up and
draw a picture on the paper.
29. Have student return to their desks and write the date, title and one term in their
reading response journals. Illustrate the term for meaning and then color.