Understanding by Design Template

Grade Level / K / General Outcome (6, 9)
Related Issue (11) / I can retell a story
Time Frame / 2-5 days / Enduring Understanding/Big Idea
(purpose of the lesson) / I can retell a story accurately.
I can put story pictures in order.
Developed By / Joleen Russell Brenda Turner
Essential Question (type here)
How can I retell a story in order with pictures?
How can I retell a story accurately?
Summative Assessment Strategies
(type here) observations, language samples
Other Questions of Inquiry
(type here)
Introductory Activity/ The Hook
(type here)
Read a picture book that has a clear sequence of events such as The Gingerbread Man or The Balloon Tree- Gillman. Ask the children to listen for the beginning, middle and end of the story.
Teaching/Learning Strategies and Activities (lesson body)
(type here)
Model-Prior to this specific lesson, read books and talk about the beginning, middle and end of the story. Using the book, talk about how the beginning and end of the book are relatively small in comparison to the middle. Draw a diamond on the whiteboard. Using pictures from the book put the pictures for the beginning at the top of the diamond, events from the middle in the centre section, and events from the end in the bottom section. Review the story events using the pictures.
Beginning
Middle
End
Guided Practice-Second Reading- Set the purpose for listening – Listen to remember what happened at the beginning, middle and end of the story. During the reading, point out the key pictures for each section. Pass out pictures for events in the story. Typically find 1 or 2 pictures for the beginning, 3-4 for the middle, and 1 or 2 for the end. Children look at their pictures and with a partner talk about in which part of the story the event happened. Have the children put their pictures in the appropriate part of the diamond.
Discuss and check if the order is correct. You can check by: retelling the story…does it make sense?
Check the pictures with the illustrations in the book. Are they in the same order?
Independent Practice- With a partner retell the story using the pictures in the book, or with 3-5 pictures. Doers it make sense? Did you tell the whole story?
Closure- Pass out the pictures to the children. Have them retell the story in the correct order.
Resources picture books with clear sequential order such as The Gingerbread Man. Large diamond shape for story retelling.
Pictures from the book for main events in the story.
Formative Assessment Strategies
(type here) Give each child a blank story diamond and pictures from a story they have heard several times. Direct students to cut out pictures and put on the diamond to retell the story in correct order. Remind children to retell the story to see if it makes sense. Note students who use strategies such as self-correction, looking back in the book to see if they are correct.
One at a time, have children retell the story to you. Use the recording sheet-see below for your observations, samples of the vocabulary used by the children. Use the criteria to indicate how each is doing.
Modifications - Teach again by: Have children do a 3 step sequential task and put it in order. Use story props to retell the story.
- reduce the number of pictures to sequence. Provide opportunities to retell stories. Encourage children to use exciting voices and interesting vocabulary.

Adapted from: Wiggins, Grant and J. Mc Tighe. (1998). Understanding by Design, Association for Supervision and Curriculum Development

ISBN # 0-87120-313-8 (ppk)

Early Literacy Assessment –Kindergarten

Student name ______

Date______

Story______

Teacher______

The child can communicate verbally and through print.

I can retell a story accurately.

I can put story pictures in order.

E-strong / M-meets / MS-with support / ED-not yet
Enthusiastically can retell the story and can make connections to other stories and events. / Can tell beginning, middle, and end of the story.
Identify main character and important events. / With support can tell beginning, middle and end.
With support can identify the main character.
Some sequencing errors or omissions are made. / Tells own story.
Does not tell a story.
Not on topic.

Comments: ______

______

______