Kristen Drabek

EDU 4500 Field Placement Lesson

I. Content: Kindergarten Language Arts
A. Standards CCSS.ELA-LITERACY.RI.K.2
With prompting and support, identify the main
topic and retell key details of a text.
National Content Standard: Using own
knowledge, appropriate early learning standards,
and other resources to design, implement, and
evaluate developmentally meaningful and
challenging curriculum for each child.
B. Enduring Understandings & Essential
Questions
What are some different ways I can retell a story?
C. Objectives: (SWBAT) Students will be able to listen to the story I
Know an Old Lady Who Swallowed a Pie
by Alison Jackson and sequence the story
using picture pieces.
Students will be able to independently
sequence the story by pasting pictures in
the order they appeared in the story.

II. Assessment:
A. Formative Assessment
(Active Strategies to Check for Understanding,
Guide Practice, Exit Class, etc.)
Student will be able to put their picture piece
through the mouth of the grandma in sequence to
when their piece appears in the story.
B. Summative Assessment
(When appropriate- quizzes, objective tests,
essays, projects, etc.)
Students will be given their own pieces to the
story to color, cut, and paste onto another sheet
of paper. Students will try to paste the pieces in
sequence without assistance from teacher.

III. Instruction
A. Anticipatory Set Before reading the story, each student will be handed a card with a
piece to the story on it. The students will be told to listen carefully for
when and where their piece may belong in the story while the teacher
is reading. This will help the students stay engaged throughout the
story and also help them to recognize when their piece will be fed to
the grandma. Students will work in partners if there are not enough
pieces in the story to be handed out to everyone.
B. Instructional Activities I will read the story I Know an Old Lady Who Swallowed a Pie by
Alison Jackson. Students will feed the grandma their piece when it
appears in the story.

I will point out main events that are happening in the story. After
reading, I will think aloud and orally retell the story to the students
using the food that was eaten by the grandma.

We will do a group activity. Without reading the book again, the
students will help one another retell the story and sequence the
pieces in order and feed them to grandma.

You The students will each be given their own sheet of story pieces
to color, cut, and paste in order on another piece of paper.
With special attention to: i. Differentiation I will use flexible grouping during the story if
there are not enough pieces for everyone.
Students who share a piece will work
together to determine when their piece is fed
to grandma. I will group students in such a
way that they will be able to guide each
other to the correct answer.
ii. Higher Level
Cognition
(If needed)
Students will be given more picture cards
that include more details, such as text, in the
story to add to their sequencing sheets.
iii. Technology

Students can use their iPads to listen to this
story at the listening center during Daily Five
rounds. If time permits, they can draw
pictures in the order they appear in the story
for more practice.

C. Gradual Release
Techniques
I Read the story and orally pointed out the food that was being
consumed by grandma.

We- The students and I will go over the sequence of the story
together. The students will use their pieces that grandma consumes
to help put the story in order. The students will feed grandma the
pieces in the correct order with guidance from the teacher and other
students.

You- The students will be given their own picture pieces to color, cut,
and paste in order on another sheet of paper. They can retell the
story to a partner if time permits.
D. Closure The elements of a story will be introduced to the students. They will
have learned that stories have an order and have a beginning,
middle, and end. We will work together after we read the story to
discuss the different elements that happened in the story.