Stephanie

Nalepa
EDR 320.02
November 10th, 2015
Lesson Plan

Strategy: Pictures as Stepping Stones (p. 27, Reading Strategies Book)

Common Core State Standards
CCSS.ELA-Literacy.RL.K.2
With prompting and support, retell familiar stories, including key details.

CCSS.ELA-Literacy.RL.K.3
With prompting and support, identify characters, settings, and major events in a story.

Anticipatory Set
Place the morning routine papers on the table for the students to see. Ask the students to work
together to sort the pictures in the correct order that they complete their morning routine everyday.
Afterwards, tell the students that what they just did is called sequencing, which means putting the
main/most important events in the correct order in which they occur. Remind them that they have
actually done this before when they used their Qive-Qinger retell strategy and when they completed
an activity about the book, There Was An Old Lady Who Swallowed A Fly.

Involvement Strategy
Turn and Talk: The students will turn and talk to a partner about what they use to help them better
understand and remember a story; about why it is important to use the words ;irst, next, then, last
when sequencing events; and after they complete their sequencing activity to discuss and compare
their completed work.

Group Work: The students will work together to sequence their morning routine, to describe the
illustrations/events in the story as the book is being looked at, and to identify the second event in
the story.

Description of Procedures for the Strategy

1. Students turn and talk about what they use in books to help them better understand and
remember a story (the pictures) and then discuss their ideas together.
2. Tell students that they are going to look at and use the pictures in the book, If You Give A Pig
A Pancake to help them sequence the events in the story. Connect this to past learning
experiences by reminding them that sequencing can help readers retell a story, which then
allows readers to better understand the story.
3. Complete a picture walk of the book If You Give A Pig A Pancake, making sure to stop at each
page to describe the event depicted in the illustration. Be sure to use the transition words
;irst, then, next, last.
a. Turn to the Jirst page of the story and point to the picture. Describe to the students
what is happening in the picture while making sure to point out the characters, the
setting, and the main event. The Jirst thing that happens in our story is that the pig
climbs through the window of the kitchen to get a pancake from the girl.
Make sure to explicitly tell the students how important it is to begin explaining the
story by saying ;irst: readers do this to remind themselves and others that what they
are describing is the very Jirst thing that happened in the story.
b. Turn to the next page and continue to model Next, the pig sits down to eat the
pancake, and she gets up to get some maple syrup from the girl.
 It is important to explain to students that as they continue to go through the story
and describe each picture and event they need to say next or then, because doing so
signals that what they are describing is a different event than the last one.
c. Continue to go through the pages of the book with the students. Work on the next few
pages together (we do).
The teacher should point out that the connecting/transition words (next, then) also
shows readers that each event in the book is connected to the next. Make sure
students understand how all of the pictures and events connect to the next.
d. Students will describe the next few pages in the book on their own (you do); but with
the teachers guidance, while making sure to use connecting and transition words.
e. Once the group reaches the last page stop the students and explain that because we
know they are on the last page of the book they are going to begin explaining the
illustration/event by saying last.
Explicitly explain to students that by saying last, it signals that there are no more
events and that they have now Jinished the book.
6. After you have Jinished stepping from page to page go back over the book and have the
students describe the illustrations of the events used in the activity, making sure to use
transition words.
7. Have students turn and talk about why it is important to use the words ;irst, next/then, last.
8. Tell the students that they are now going to sequence the most important parts of the story
using pictures. Explain to them that they will each have pictures of the events in the book,
and each picture has Velcro on the back. They will stick the pictures to a paint stir stick in
the correct order.
9. Model sorting through the pictures to pick out the Jirst event in the story, and explain that
because it is the Jirst event it goes at the top of the stick. Have them work together to Jind
the second event and then check their work before allowing them to complete the rest of the
activity independently.
10. Once all of the students are done sequencing have them turn and talk about their work. Ask
them to see if their sequencing is the same as their partners and to Jind out why if it is not.
11. Go over their completed work with the entire group. Point to each event on the stick as you
verbally sequence the events, making sure to use the connecting words between each event.

Modeling
The teacher will model how to describe illustrations/events in books at the beginning of the
picture walk, while also verbalizing their thought processes as this is done.
o The Jirst thing that happens in our story is that the pig climbs through the window
of the kitchen to get a pancake from the girl.
o Next, the pig sits down to eat the pancake, and she gets up to get some maple syrup
from the girl.
The teacher will model how to look at the picture used for the activity to identify and place
the Jirst event on the paint stick. The teacher should also model their thought-processes and
thinking aloud as this done.

Assessment of Understanding
The teacher will be checking for understanding throughout the lesson and will be answering any
questions that the students have. After the picture walk is over, the teacher will assess each
students overall understanding by watching them as they complete the activity and by the
discussion at the closure of the lesson. If students are unable to complete the activity correctly then
more guidance may be needed to clear up or clarify any misconceptions.

Childrens Text Information
If You Give a Pig a Pancake, Laura Numeroff, 1998, HarperCollins Publishers, ISBN: 0-06-026686-4
References
Serravallo, J. (2015). The reading strategies book: Your everything guide to developing skilled
readers. Portsmouth, NH: Heinemann. (p. 27).
Pictures used for the sequencing activity were from the book, If You Give a Pig a Pancake.
o Using the same pictures as seen in the book helps struggling readers to better connect
what they have just learned and/or discussed/gone over with the activity that they are
completing. This is especially true with ELL and/or ESL students.
Clip art pictures for the morning routine sequencing strips were found on Google.

Two Other Strategies from Strategy Textbook

Readers Explain Their Thinking: I would chose to use this particular strategy with readers while
reading If You Give a Pig a Pancake because many of the students in my class cannot read yet and
rely heavily on the pictures to understand the story. My goal in using this strategy would be to
ensure that students are not just simply stating what the illustration depicts without stopping to
think about how the illustration connects to the words and the story and without truly
understanding what is happening in the picture. By having to explain their thinking about what they
see in the illustration, the students will have to have a deep understanding of the illustrations, they
will have to understand what is important to look at in illustrations, and they will have to
understand how illustrations really does tell a story and describe an event. This would also provide
the teacher with a way to see and understand students thinking and though process so the teacher
can then better help their students in beginning to connect the words, sounds, and pictures to read.

Connect the Pages: I would also use this strategy with If You Give a Pig a Pancake because using this
strategy would help students better understand how all of the events in a book actually connect to
tell a complete story. I believe that it is important to do a lesson like this with young emergent
readers (after learning how to sequence) because they may not fully grasp how all of the events that
they have just identiJied and then sequenced actually do tell a complete story. They may understand
how one event moves to the next, but connecting each one together may be too abstract of a concept
for them to understand on their own without any guidance from a teacher or strategy.