Chelsea Mueller Lesson Plan One ELD 307: Professor Rich Mrs.

Wishy-Washys Farm by Joy Cowley, Illustrated by Elizabeth Fuller Subject/Topic: Read Aloud Farm Unit Grade: Kindergarten Standards: RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.3 With prompting and support, identify characters, settings, and major events in a story. RL.K.10 Actively engage in group reading activities with purpose and understanding. SL.K.2 Confirm understanding of a text read aloud or information presented orally or through other media by asking and answering questions about key details and requesting clarification if something is not understood. Objective: SWBAT arrange pictures from the story in sequential order. Procedure: 1. Students will sit at the rug next to a turn-and-talk partner. Turn and talk partners are assigned monthly homogenously. 2. The teacher will ask the students to discuss with their partner what they know about farms. 3. Have the students share the different ideas about farms with the class. 4. Show the class the cover of the book- pay attention to the title, author, illustrator, illustration cover. 5. Have the students infer what Mrs. Wishy-Washys role might be and what might happen in a story that has her as a character. 6. The teacher will then tell the class that while we are reading this book we are going to pay close attention to the order in which things happen in the story.

7. Discuss the pictures on each page as we are reading and ask What do you think will happen next? 8. Revisit their predictions about Mrs. Wishy Washys role in the story and compare them to what actually happened. 9. Discuss as a class what happened throughout the story as a preview to the sequencing of cards. 10. Envelopes will be given out to each pair with pictures that represent main events in the story. 11. Students will work with their partner to sequence the pictures. 12. One student per pair will move to another group, the new pairs will discuss their sequence and how they determined it. They will be encouraged to make any necessary changes to their ordered pictures as they discuss the story events. 13. Once students are comfortable with their picture sequence choices, one group will share their answers with the class. The teacher will reiterate the story events by pointing to each picture and using transition words such as first, second, nextto retell the events. Assessment: Turn and talk, Sequence pictures from the story. Management Issues/Transitions: Make sure that everyone has a partner before they get to the rug. Call the students to the rug by their birthday month. Dismiss the students by the color they are wearing.

Differentiation: Students who need help with sequencing will have their pictures in sets of two on colored cards. They will have to sequence the cards in that specific color and then sequence the cards as a whole.

Students who need more of a challenge will have more pictures in their envelope.