All About Fall ELA Lesson

Teacher: __________Lynn Dula_________ Grade Level: ______Kindergarten______  

I. Content and Standards:

Standard - CC.1.1.K.E Read emergent-reader text with purpose and understanding. Standard - CC.1.2.K.F With prompting and support, ask and answer questions

about unknown words in a text. Standard - CC.1.4.K.M Use a combination of drawing, dictating, and writing to

compose narratives that describe real or imagined experiences or events. Standard - CC.1.4.K.X Write routinely over short time frames. Standard - CC.1.4.K.P Recount a single event or several loosely linked events, tell

about the events in the order in which they occurred, and provide a reaction to what happened.

II. Prerequisites: Students should understand that events in a story follow a specific

sequence, and should be able to tell what happened first, next, last, etc. Students

should also have previous experience identifying sight words and using phonemic

skills to sound out new words.

III. Essential Questions (provide a framework):1. What events are important to include when retelling a story?

2. How can I use textual and visual clues to read new words?

3. What are some strategies I can use to arrange story events in the correct order?

IV. Instructional Objective: Students will become familiar with and demonstrate the

ability to recognize common vocabulary words associated with Fall, and will

demonstrate their ability to incorporate them into conversation and writing. Students

will also practice identifying sight words, as well as demonstrate an understanding of

phonics when sounding out new CVC words. Students will utilize a combination of

drawing and writing to retell and summarize important events in a story sequence.

V. Instructional Procedures: Before: The students will have participated in the song activity “The Leaves on the

Ground.” Students will sing the song along with the teacher, and will be instructed to

hold up the leaf corresponding to the color name they are singing (red, orange, or

yellow). The teacher and students will complete the actions that go along with the

words of the song.

During: The teacher will open the lesson by reading the book “The Little Yellow Leaf”

by Carin Berger. The students will then be prompted, as a class, to retell the story of

the leaf. The teacher should discuss with the students how they know if something is

important to the storyline. The students will then go back to their table spots and

complete the sequencing worksheet independently. Students will be asked to color in

several images, cut them out, and then paste them into the appropriate sequence

from the story. Students will turn finished work into the teacher, then go to the carpet

for individual reading time until all students have completed their work.

Once all students are finished, the teacher will gather the students on the carpet

area. The students will come up with a list of words that are associated with fall

(scarecrow, leaf, rake, etc.). The teacher will write the list on the board. Once the

students have finished, the teacher can add any pertinent words that have been left

out. The teacher will then introduce the Write the Room learning activity. The

students will give each student a clipboard and pair the students up. The pairs will be

instructed to move about the room and locate the 12 word “stations.” Each station will

have a picture of a fall vocabulary word and the accompanying word. The students

will locate the correct picture on their own worksheet, and will write the corresponding

word next to it. The pairs should work together to find all 12 words throughout the

room. Once finished, the pairs should turn completed worksheets in to the teacher.

The students will then be divided into small groups. They will work cooperatively to

create a short story about fall using at least 5 of the fall vocabulary words they

worked with in the Write the Room activity. Each student in the group will be required

to contribute at least one sentence to the story. The groups will use a combination of

writing and illustrating to complete their short story. When all the groups have

finished, each group will choose one member to tell their story to the rest of the class.

(These can be copied later for each student to have a copy of group work).

The students will be rotated into different small groups, where they will engage as a

group in the Build a CVC Word activity with fall leaves. Each group will be given a

CVC mat and laminated leaf letters. Together, they should build and read the words.

As the students finish building and reading all their words, they will be instructed to

return to their seats to complete a Fall-themed sight word fill-in-the-blank worksheet,

where they must use clues and sound out words to determine the correct placement

for given sight words. The sheet will be turned in to the teacher.

After: The students will be given the Fall Leaf Emergent Readers to be completed at

home. Students will be instructed to read the reader and color in the pictures based

on textual clues. The students will bring the completed readers back to class the next

day for evaluation.

VI. Materials and Equipment:

CVC Word Center- https://www.teacherspayteachers.com/Product/Fall-

Literacy-Center-Making-CVC-Words-with-Leaves-Freebie-876887

Leaf Emergent Reader- https://www.teacherspayteachers.com/Product/Fall-

Fall-What-Do-You-See-Kindergarten-Emergent-Reader-Little-Book-Autumn-

271335

Fill in the Blank worksheet-

https://www.teacherspayteachers.com/Product/Autumn-Fall-Literacy-

Worksheets-and-Activities-959526

Clipboards

Pencils

Write the Room set for Fall-

https://www.teacherspayteachers.com/Product/Fall-Write-the-Room-1049799

Little Yellow Leaf sequencing worksheet

Scissors

Glue sticks

“The Little Yellow Leaf” (Carin Berger)

VII. Assessment/Evaluation: The teacher will evaluate student understanding and

achievement through a combination of observation of participation and contribution to

group and class activities, student demonstration of phonemic awareness and skills

and following directions, and a review of completed student work to identify which

activities have been mastered versus which activities need more reinforcement. The

teacher will also make a note of sight word mastery for each student, observing

which students need more practice and support. At the end of the unit, the students

will be given the opportunity to select among these and other unit handwriting

samples to put in their portfolio.

VIII. Differentiation: Individualized Activities: The teacher will provide adapted

materials (grips, etc.) for students who have physical difficulties holding writing

utensils, as well as adapted scissors if necessary. In addition, the teacher will provide

additional support if needed while giving instructions for specific tasks. Visual images

of the directions will be posted as a visual support for ELL students. The teacher will

provide scaffolded support at the level appropriate for each individual student during

all activities. The teacher will also attempt to place students who need more support

with students who have mastered the activities and will be helpful in acting as a Peer

MKO. Students will be placed in groups, rather than selecting their own groups, to

ensure that there is a balance of personalities and all students can engage in group

work.

IX. Technology: No technology will be used during this lesson.

X. Self-Assessment: The teacher will review all completed student work, and review to

assess skill proficiency and understanding of concepts. The teacher will also reflect

on student participation and contribution as a gauge for understanding. By viewing

the results as a whole, the teacher will determine the level of efficacy for the

instruction given, and make appropriate adjustments if necessary. In addition, the

teacher will reflect upon classroom management and instructional techniques to

determine if changes must be made going forward.