USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Reading
Kindergarten
What Standards (national
or state) relate to this
lesson?
(You should include ALL
applicable standards. Rarely
do teachers use just one:
theyd never get through
them all.)
Objectives- What are you
teaching?
(Student-centered: What will
students know and be able to
do after this lesson? Include
the ABCDs of objectives:
action, behavior, condition,
and degree of mastery, i.e.,
"C: Given a sentence written
Name: __Hannah Seamans____
Group Date of Lesson: February
Size: 2 16th
groups of
4
Lesson Content
LAFS.K.RF.1.1
Demonstrate understanding of the organization and basic features of print.
a. Follow words from left to right, top to bottom, and page by page.
b. Recognize that spoken words are represented in written language by specific sequences of
letters.
c. Understand that words are separated by spaces in print.
d. Recognize and name all upper- and lowercase letters of the alphabet.
LAFS.K.RF.4.4
Read emergent-reader texts with purpose and understanding.
LAFS.K.RI.1.2
With prompting and support, identify the main topic and retell key details of a text.
Level A, DRA A: Students will be able follow the words left to right, page by page and will
be able to understand different things children can do. Students will be able to read this
text with purpose and understanding.
Level B, DRA 2: Students will be able to read three to six word sentences from left to
right, page by page and will be able to understand things children can and like to do.
Students will be able to recognize high frequency words such as I, like, to, play, a, the as
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Reading
Kindergarten
in the past or present tense,
A: the student B: will be able
to re-write the sentence in
future tense D: with no errors
in tense or tense contradiction
(i.e., I will see her yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Evaluation Plan- How will
you know students have
mastered your objectives?
Address the following:
What formative evidence
will you use to document
student learning during
this lesson?
What summative evidence
will you collect, either
during this lesson or in
upcoming lessons?
Name: __Hannah Seamans____
Group Date of Lesson: February
Size: 2 16th
groups of
4
well as simple repetitive language. Students will be able to read this text with purpose
and understanding.
I will know students have mastered my objectives when they have shown me that they
understood my lesson by collecting formative and summative evidence.
Level A:
The formative evidence I will use is that the students will be able to follow along with
their finger and practice choral reading as a group. I should be seeing all fingers pointing
to each individual word as they read aloud.
The summative evidence I will collect is the activity I have provided after the reading. I
will be able to get an idea of their understanding through their sketch and labeling of
something they can do. Another activity I have provided for my students another activity
where they will circle the correct picture that represents what the girl baked in the book.
(dog, cookies, or a board game). Then, they will draw another picture of something that
they remember a child doing in the story.
Level B:
The formative evidence I will use is that students will be able to follow along with one
another as we popcorn from student to student to pick up and read each page on their
own.
The summative evidence I will collect is the activity that my students will complete after
USF Elementary Education Lesson Plan Template (S 2014)
Grade Level Being Taught: Subject/Content: Reading
Kindergarten
Step-by-Step Plan
(What exactly do you plan to
do in teaching this lesson? Be
thorough. Act as if you needed
a substitute to carry out the
lesson for you.)
Where applicable, be sure to
address the following:
How will materials be
distributed?
How will students
transition between
activities?
What will you as the
teacher do?
What will the students do?
What student data will be
collected during each
phase?
What are other adults in
the room doing? How are
they supporting students
learning?
What model of co-teaching
Name: __Hannah Seamans____
Group Date of Lesson: February
Size: 2 16th
groups of
4
the reading. They will draw a picture of something the moose may like to do and then
label. Under it, they will write about why he likes to do it. This will show me that my
students were able to comprehend the text. In the other activity I have provided, my
students will be able to circle the correct word answer that represents something that the
Moose in the story does NOT like to do. Then, they will draw a picture of something they
like to do and label it.
Lesson Implementation
Time Who?
2 min Teacher I will call the group of 4 students to my table where I will be
introducing the book I Can Do It to my level A group and Things I
Can Do to my level B group.
5 min Teacher
Group A: Explain that this book shows activities that children can
do. We will then do a picture walk. Students will raise their hand
and tell me what the child is doing on each page. On Page 2 we will
identify the word play. What letter would you expect to see at the
beginning of play? Then, my students will find the word, put their
5 min Teacher finger under it, and say it. On page 4 we will identify, point to, and
&Student say the word I. On page 6 we will recognize what the girl is doing in
the picture. I will remind them that they can use the pictures to help
them understand the story. Do you think the girl will get wet? What
does the girl in the picture say? The sentence reads: I can wash
the dog. Say the. The begins with the letters th. Find the, put your
finger under it, and say it.
I will then have my students turn back to the beginning and read to
find out all the things children can do.
Group B: Explain that this story tells about things a moose can do
and likes to do. The moose in this story acts like a person. He tells
the story so he uses the word I.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4

are you using? The title of this book is: Things I Can Do. Say the word do. What
letter would you expect to see first in the word do? Find the word Do
on the cover of the book and put your finger under it. And you can
see that the word has an uppercase D because it is in the title.
We will then begin our picture walk.
On page 2 we will notice what the moose is doing. Students will
mention that he is playing the piano. Yes, he says: I can play the
piano. Say the word play. What sound do you hear first? What letter
makes the /p/ sound? Find the word play and put your finger under
the first letter, p.
On page 3 we will notice what the moose says and then focus on the
word like. My students will find the word like in the second
sentence and put their finger under the first letter, l.
On page 4 I will remind my students that they can use information in
pictures to help them read. Look at the picture on page 4. What can
the moose do? What does he like to do? So what will he say here?
5 min Student
I will then have my students turn back to the beginning and read to
find out all the things the moose can do.

Group A: My students will practice choral reading as they follow

along with one another with their finger, making sure to point to
each individual word.

Group B: My students will take turns reading down the line or by

popcorn. Each student will individually read his or her own page.
Students who are not reading are still expected to follow along with
5 min Teacher & their finger.
Student
I will read aloud the questions at the back of the book and help
children complete the activities.

Group A: I will ask my students to tell what details they can share
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4

about a thing they can do.

Group B: I will have my students think about another animal story
10 Student they have read. I will guide them in drawing a conclusion about a
min character or event in the story.

I will provide both Group A and B with the printout activities that I
have explained in the summative assessment section of this lesson
plan. This will show me that they have grasped an understanding for
the readings, my standards, and objective.

Materials will be distributed to the students after the lesson. The

books will be placed at their seats before students arrive to the
table. After reading our books, I will provide them with the follow-up
activity.

I will collect data on the students during this guided reading

lesson by making small notes in my notebook based on
observations.

Meeting your students If applicable, how does this lesson connect to the interests and cultural
needs as people and as backgrounds of your students?
learners This lesson connects to the interests and cultural backgrounds of my students by
discussing different activities that children, (and a moose) can and like to do. This will
allow for my students to make connections to themselves. They will be able to use their
imagination and creativity after the story to show me what THEY like to do at home. This
will provide me with some background knowledge on the interests of my students. Some
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4

students may show diversity or different cultural backgrounds through their drawing and
writing.

Differentiationbased on I show differentiation of learning by making adjustments to my lesson based on

the needs of your students
how will you take
individual and group
learning differences into
account.
the different needs and reading levels of my students. Group A had an entirely
different lesson than Group B even though both readings were about activities
being done.
For the lower level students, they have shorter sentences and only have to
sketch and label during their activity. For the higher-level students, their
sentences are three-to-six words and they have to sketch, label, AND write a
sentence for their activity. They will also have to circle a word as the answer
to a question rather than a picture (which is for the Level A, DRA 1 students).

My A group will be following along with their finger through choral reading
whereas the students in Group B will individually read their own page.

Relevant Psychological
Theories and research
taken in consideration
when planning this lesson
During the book walk, Group A is pointing and saying a specific word whereas
Group B is pointing at, saying, and recognizing the sound and letter of the first
letter in the word.
It is important to take in consideration the background of my students! When choosing
these two books, I wanted my students to be able to make text-to-self connections! I
think that this made the activities more engaging for my students because they were
able to draw pictures of what THEY like to do outside of school! It was also helping me to
get to know them more which will help me in planning future instruction.

Link to video: https://www.youtube.com/channel/UCiKIDQ0wvVL6l0d7agABmVA

Reflection: For this lesson, I chose to hone in on the pillar comprehension. I was doing this guided reading lesson with a main focus on
making sure my students are able to comprehend and understand the text. As important as it is for them to eventually become fluent, these
are kindergarteners and my main priority is to make sure that my students can not only sound out letters to be able to identify and say
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4

words but actually be able to grasp what it is they are reading. I would rather them take it slow and try their best to comprehend rather
than to read for fluency or speed.
I was honestly very impressed by my students, for their comprehension AND fluency was good.
-----

I wanted my students to walk away from this lesson with a strong understanding of what they had learned from the story. I wanted my
students to be able to read the text from left to right, top to bottom, showing both fluency and comprehension. My goal was that my
students would be able to identify the main topic and retell key details of a text and then be able to complete the activities properly.
I was hoping that my students would respond confidently, showing a good amount of prior knowledge and understanding (which
they did).
My students did a good job grasping the standards I was striving to teach in this lesson.

2. What is happening here? (You want to provide a summary of the instructional moment. Think about your actions, the student(s) actions,
and what is happening in that instructional moment).

Throughout the video, I am constantly guiding my students through their readings (Hence, guided reading). I start with introducing
the book, who and what it is about, and then focus on the title and why there are capital letters. We then do a picture walk where I focus
only on the pictures in the story and occasional cite or highlighted words, allowing students to make a connection or become familiar with
a certain word or action. After the picture walk, we started from the beginning and began reading the book. (I should have asked more
engaging questions). After reading, I had my students complete activities to show their understanding/comprehension. The entire lesson
was one big instructional moment. However, I felt a strong sense of success in the Part 2 video of Group A. (Lower level group). After the
reading and during my activity, I had my students independently working. I was impressed when I heard them stretching and sounding out
different words, identifying different letters on their own. I originally anticipated for them to only label with the beginning letter/sound but
I noticed that they were trying to label using an entire word! Something that I could have improved on during this section was that I gave
my students way too much time. I should have shortened the time to really push them to use their time more efficiently.

3. How did I know what was happening? (Provide specific events that led to this moment. This should really describe your actions and the
student(s) actions that resulted in the summary you shared in question one. For example, your summary may have shared that a student
was struggling to correctly identify cause and effect in the story you read together. In this section, you might describe some of the concrete
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4

things you noticed that led to this result (e.g. the student was having trouble paying attention as you were reading the story; you read the
entire story without stopping at predetermined points along the way).

I knew what was happening because I was constantly listening and paying close attention to the actions and thoughts of my
students. Each student equally participated and offered their feedback. They each had a chance to read and participate and then
individually complete an activity that showed me their understanding. Each and every student showed a strong understanding for the text. I
was impressed that my students were independently sounding out and identifying sounds, as well as stretching their words to try and label
appropriately AND even create sentences to explain their sketches. My lower level group was AT level with this activity and my higher-
level group appeared to be ABOVE level for their activity. I feel like I should have been more challenging.

I was unaware of my time situation because I was not keeping track of the clock or following along with my anticipated lesson
plan/instruction time.

4. Why was I doing that? and/or Why was the student doing that?

I was listening/paying close attention to ensure that I was meeting the needs of my students. I incorporated differentiation between
the two different groups and I wanted to make sure that I was still challenging them.

I feel like the students were very engaged because they were working in small groups with students that are on the same level as
them. I also feel like it made a positive difference because they could relate to the books I chose. I purposely chose books that they could
make connections too and then feel confident completing activities on it afterwards. I feel like my students really tried their best at the
entire lesson and were eager to answer questions.

I noticed that my students were sounding out words and stretching out sounds because they knew I was listening and observing and
they wanted to show me that they were doing a good job.

I was not keeping track of time very well because I wanted to make sure that all of my students had enough time to entirely
complete each activity. I am aware that some students work faster than others so I just waited for all of them to be done. I SHOULD have
given them a set time and then moved on when that time was up. This would have taught my students to be more efficient with their time
and to think/work a little faster rather than focusing on small details/coloring over creating sentences and creating a true understanding for
what it is they are drawing/doing.
USF Elementary Education Lesson Plan Template (S 2014) Name: __Hannah Seamans____
Grade Level Being Taught: Subject/Content: Reading Group Date of Lesson: February
Kindergarten Size: 2 16th
groups of
4