Comprehension Lesson Plan

For students of kindergarten to 2nd grade.

Lisa Aragon
Grade Level-1st Grade
11:00-11:30-Reading and Listening/Comprehension Lesson


Objective:     Students will listen and interact with a story that is being read to them.  
                       I want students to be able to participate with the reading, 
                       while developing their listening/comprehension skills.

 Motivation:  Students will be coming back to class, from music, to find animals on 
                       some of their desks. The student’s chairs are in a circle on the carpet.  

Instruction:   Teacher says- Okay everyone, if you have an animal on your desk, please 
                       get your animal and than come find a chair, that is on the carpet, to sit on. 
.                      If you do not have an animal, please have a seat.  Don’t worry!  
                       Everyone will have a chance to get an animal and participate in the story.  
                       We will be reading the story a couple of times.   

		Teacher and Students do- Everyone should find a chair and have a seat.
         
            	Teacher says- Now what we are going to do is use our listening skills and 
                        you are all going to help me read this story.  The first thing we need to do 
                        is identify the animals that some of our friends have.  Who can tell me, by 
                        raising their hand, what identify means?  

		Teacher do- Pick a student who has their hand raised.

		Teacher says- (Child’s name) please share with us what you think identify 
                        means.  
		
                        Teacher do-If student is correct, give positive feedback. If student is     
                        incorrect asks if a friend can help out.  Continue this process 3-4 times.  If 
                        no correct answers are given then explain what identify means.  

		Teacher says- I am going to call upon each of you that has an animal.      
                        Please stand up, show it to all of your friends and tell us what animal you  
                        have.  

		Teacher do- Call each child, by name, and have them identify their 
                        animal.  If a students is unable to identify their animal than call upon a 
                        student, who does NOT have an animal and ask if they can help name the 
                        animal.  Continue this process until all the animals that are being used in 
                        the story have been correctly identified 
                                             Example:  Teacher says—Marisa, can you please tell us what       
                                             animal you are holding?
                                             Marisa stands with the elephant and says- It is a walrus.                                                               
                        

                  Teacher would than say- Good guess Marisa, but that is not        
                   right.  Is their someone who can help Marisa, and tell us what      
                   animal she has? 
                   -Teacher looks around for a child without an animal and calls       
                   upon them.  Call upon 2-3 children to help their friend       
                   correctly identify the animal.  If after the 3rd child has been    
                   called upon and no one has identified the animal, than teacher 
                   should identify the animal.

		Teacher says- I want you to listen as I read this story.  When you hear me    
                         read your animal I want you to stand up and show everyone your animal. 
                        After you have shared your animal sit back down, nicely in your chair.  I     
                        also want everyone to help me with the sounds when it comes time to 
                         make the animal sounds. Okay?  

		Students’ say- Yes. Okay. All right. Etc.

		Teacher do- Begin to read the book to the students.  After about the 2nd 
                        “What do you hear?” begin to let the students read (repeat) that part of the       
                        story as a whole group.  As teacher is reading, pause after naming each     
                        animal and allow enough time for each child to show their animal to the         
                        class and allow the class to imitate the sound of the animal.  Continue to  
                        follow this process throughout the entire book.  

		Teacher says- Now, everyone with an animal please give your animal to 
                        someone who did not have an animal the first time and we will read the 
                        story again. 

		Teacher do-Read the story again and have students participate as before.

Guided Practice:  The guided practice part of this lesson plan takes place after the story.   
       The students will be asked to return to their desks and draw/write   
       about their favorite part of the story. This activity could also be done  
       on the blackboard.

Closure:    To bring this listening/comprehension  lesson to closure, the teacher should 
                   collect all the animals and return them to the bag, along with the book.
                   Teacher says- Who can tell me what animals were in our story?

                    Students respond-  Varied answers. Continue until all animals have been 
                    named.

	      Teacher says- Now I want you all to think very carefully and tell me what you     
                   think all these animals have in common.

  	       Students respond- varied answers.  When one student mentions that all 
                   animals are found in the zoo, teacher brings attention back to teacher.

	       Teacher says- That is right.  Good job (Child’s  name).  Who can tell me     
                   were we are gong tomorrow?

	       Students say- ZOO
     
                  Teacher says- That is right.  And tomorrow when we go to the zoo I want       
                  everyone to try to identify the animals that we read about in our story today.  
                  Now, very politely, I want everybody to go back to their desks and draw your   
                  favorite animal that we read about today.  

Reaction:    I was very excited about this lesson plan.  This book is a favorite among the 
young children.  This was a lesson plan that I had once written before, but never used.  I was very proud of this lesson plan, but with me going into secondary education I knew I would probably never use these lesson plan.  When this assignment was made I knew that I could modify the original lesson plan, and use it with my student.  I showed the lesson plan to the 1st grade teacher and she asked me if I would like to do this lesson plan with the entire class and I said yes.  The kids in the class had a lot of fun with this lesson plan and felt very “grown-up” because they participated in the story.  After “carpet time” the students went back to their desks and took turns coming to the board to draw their favorite part of the story.   

                                                                     Rubic________________________________

	5
	Student Participated during “carpet reading”
	Student exhibited comprehension of directions while story was being read
	Student portrayed knowledge of story during blackboard time


		3
	Student had to be “cued” during “carpet reading” and caught on easily
	Student, as times, didn’t understand directions of what to do while story was 
      being read, but after reminded once was okay.
	Student portrayed “some” knowledge of story during blackboard time

		1
	Student had to be “told” what to do during “carpet reading”
	Student did not understand directions, even when retold 2-3 times, while story 
      was being told
	Student was unable to exhibit comprehension of story during blackboard time.



The Colorado Model Content Standards In Reading and Writing that are addressed
 in this lesson plan are:

Standard 1- Students read and understand a variety of materials.
	Benchmark-  Using a full range of strategies to comprehend     
                           materials such as directions, nonfiction material,  
                           rhymes and poems, and stories.

Standard 4- Students apply thinking skills to their reading, writing, speaking,
                     listening, and viewing.  
	Benchmarks-  Using listening skills to understand directions
              Using reading, writing, speaking, and listening to           
              define and solve problems	

Standard 5-   Students read to locate, select, and make use of relevant information from a     
 	          variety of media, reference, and technological sources.
	Benchmark- Using organizations features of printed text