CT Observation Lesson 2

USF Elementary Education Lesson Plan Template (S 2014)
Allen___________________________________
Grade Level Being Taught: Subject/Content: Shared
Kindergarten
Reading
Name: _Christina
Group
Size: 16
Date of Lesson: 1/27/2016
Lesson Content
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.)
Essential Understanding
(What is the big idea or
essential question that you
want students to come away
with? In other words, what,
aside from the standard and
our objective, will students
understand when they finish
this lesson?)
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
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
LAFS.K.RL.3.9
How can we make we infer what will happen in the story
Students will be able to:
Make inferences in the story using text and picture clues

Allen___________________________________
Kindergarten
Reading
Name: _Christina
Group
Size: 16
in tense or tense contradiction

(i.e., I will see her
yesterday.)."
Note: Degree of mastery does
not need to be a percentage.)
Rationale
Address the following
questions:
Why are you teaching this
objective?
Where does this lesson fit
within a larger plan?
Why are you teaching it
this way?
Why is it important for
students to learn this
concept?
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?
This objective is being taught so that students learn how to be good readers by being
able to make inferences throughout the story. Student will be able to use their schema
along with text clues and pictures clues to make inferences about the story.
This helps students learn to be good readers and listeners and be able to pay attention to
what they are reading.
I am teaching it this way so that student will understand that inference is something we
already do but being able to provide evidence from the text will help support their
inferences.
Formative:
As a group they will come up with an inferences and then be able to explain what text
and pictures clues lead them to that inferences.
Summative: Each student will write a exit slip asking what inference means to them?

Allen___________________________________
Kindergarten
Reading
What Content Knowledge

is necessary for a teacher
to teach this material?
What background
knowledge is necessary for
a student to successfully
meet these objectives?
How will you ensure
students have this
previous knowledge?
Who are your learners?
What do you know about
them?
What do you know about
their readiness for this
content?
What misconceptions
Name: _Christina
Group
Size: 16
Comprehension skills: Story structure

Plot
Characters
Main idea
Beginning, middle, and Ending
Problem
Solution
Comprehension Strategy: Analyze/Evaluate
Be able to show text evidence
Be able to look at pictures and be able to talk about it.
Comprehension skills: Story structure: Ask question throughout text. Also ask Is this nonfiction or fiction)
Plot
Characters
Main idea
Beginning, middle, and Ending
Problem
Solution
What schema. Prior knowledge on a subject

Allen___________________________________
Kindergarten
Reading
Name: _Christina
Group
Size: 16
might students have about

this content?
Students may not realize they are making inferences when they are guessing.
Lesson Implementation
Teaching Methods
(What teaching method(s) will
you use during this lesson?
Examples include guided
release, 5 Es, direct
instruction, lecture,
demonstration, partner word,
etc.)
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
Model Mini lesson (What can you Infer?)

Shared Reading Curious Georges Dinosaur Discovery
Group Discussion Make a group inference
Time
Who is
responsibl
e (Teacher
or
Students)?
Each content area may require a different step-by-step format. Use

whichever plan is appropriate for the content taught in this lesson.
For example, in science, you would detail the 5 Es here
(Engage/Encountering the Idea; Exploring the Idea;
Explanation/Organizing the Idea; Extend/Applying the Idea;
Evaluation).

Allen___________________________________
Kindergarten
Reading
address the following:
What Higher Order
Thinking (H.O.T.) questions
will you ask?
How will materials be
distributed?
Who will work together in
groups and how will you
determine the grouping?
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
are you using?
Name: _Christina
Group
Size: 16
First start off by asking, What do you know about inferring?

Making an Inferences mini lesson:
Show students the following sentence and have them infer what the
answer would be.
If someone is smiling then you can infer that they are
________________? Possible answers, happy, excited
If someone is eating a hot dog we can infer that they are
_____________? Hungry
If someone is sleeping we can infer that he is ____________________?
Tired
Review that making an inferences is using picture clues and text
clues along with our schema to make a good guess of what is
happening.
Then tell them the focus of todays lesson is to help us infer what is
going to happen in a text and be able to use evidence from the story
support our inference.
We are going to read about Curious Georges Dinosaur Discovery.
Unit 4 lesson 20.
First Read: At the following stopping points: Page 11, 15, 18 ask:
What do we think will happen next? What evidence from the text
can you use to support your inference?
Create a T-chart labeled: Inferences/ Evidence
Student will work with table partners to make one inferences about

Allen___________________________________
Kindergarten
Reading
Name: _Christina
Group
Size: 16
George and one person at the table will write it down.

Each table will share their inferences
2nd read:
Reread Curious Georges Dinosaur Discovery as a read aloud, only
stopping on pages 11, 15, and 18 to ask what students notice about
the pictures.
Students will then go back to the table group and come up with a
text clue and a picture clue to support their previous day inference.
Students will share and we will close by asking: What is making an
Inferences?
Students will write answer on a sticky note as an exit slip.
What will you do if
a student struggles with the content?

Show visuals and have them act out parts of the book.
What will you do if
a student masters the content quickly?

Have students think of other inferences from the book. Write and draw text
and picture clues.

Allen___________________________________
Kindergarten
Reading
Meeting your students
needs as people and as
learners
Name: _Christina
Group
Size: 16
If applicable, how does this lesson connect to the interests and cultural
backgrounds of your students?
It connects to us because we all grow at different rates in life.
If applicable, how does this lesson connect to/reflect the local community?
How we each relate to our community. How we are different but still special.
How will you differentiate instruction for students who need additional
challenge during this lesson (enrichment)?
Ask them to make their own inferences about how they may connect to George
How will you differentiate instruction for students who need additional
language support?
(use gestures to convey the words meaning) (Display pp.4-5 and read the text have
children act out the verb read. Have children act out the story. Display pictures..
Accommodations (If
needed)
(What students need specific
accommodation? List
individual students (initials),
and then explain the
accommodation(s) you will
implement for these unique
learners.)
Materials
(What materials will you use?
Why did you choose these
J ( moves a lot on carpet so he sometimes needs his on carpet square) Might need to be
moved to the outside carpet)
M (visuals)
T ( reminders to pay attention)
Curious George Dinosaur Discovery

Anchor charts

Allen___________________________________
Kindergarten
Reading
materials? Include any
resources you used. This can
also include people!)
Name: _Christina
Group
Size: 16
Paper for inference and text clues, and picture clues.

Pencils

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USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/27/2016

Objectives- What are you

How can we make we infer what will happen in the story

Students will be able to:

Make inferences in the story using text and picture clues

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/27/2016

in tense or tense contradiction

USF Elementary Education Lesson Plan Template (S 2014)

What Content Knowledge

Date of Lesson: 1/27/2016

Comprehension skills: Story structure

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/27/2016

might students have about

Model Mini lesson (What can you Infer?)

Each content area may require a different step-by-step format. Use

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/27/2016

First start off by asking, What do you know about inferring?

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/27/2016

George and one person at the table will write it down.

What will you do if

a student struggles with the content?

What will you do if

a student masters the content quickly?

USF Elementary Education Lesson Plan Template (S 2014)

Date of Lesson: 1/27/2016

Curious George Dinosaur Discovery

USF Elementary Education Lesson Plan Template (S 2014)

Paper for inference and text clues, and picture clues.

Date of Lesson: 1/27/2016

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