Learning Experience 1

Date:3/20/19

1. Lesson Essential Questions

● What is the five finger strategy?

2. Standards
● CCSS.ELA-LITERACY.RL.K.1​ With prompting and support, ask and answer
questions about key details in a text.
● CCSS.ELA-LITERACY.RL.K.2​ With prompting and support, retell familiar stories,
including key details.
● CCSS.ELA-LITERACY.RL.K.​.3 With prompting and support, identify characters,
settings, and major events in a story.

3. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to name the elements of The teacher will check each students hand
the five finger method. drawing for the correct labels.

4. Materials
● Markers
● Construction paper
● Smart board
● Five finger retell poster

5. Pre-Lesson Assignment and/or Prior Knowledge

● Students will be familiar with the terms: character, setting problem, solution, and events.
● Students will have practice identifying each term with teacher guidance in read-alouds.
6. Lesson Beginning
● Each student will be given a marker and a piece of construction paper.
● The students will be told to trace their hand onto the piece of paper, teacher assistance
will be given as needed.
 ● Students will be instructed to hold their hand up and as a group students will count how
many fingers they are holding up individually.
● The teacher will tell them that they will be learning the five finger retell method and that
they will be using their fingers to remind them of the story elements.

7. Instructional Plan
● Students will view a video which talks about parts of a story in a song format. Students
will be instructed while they are watching the video to count how many parts of the story
they hear listed.
https://www.youtube.com/watch?v=-_nePjWXecQ
● The teacher will ask students to recall and share with the group what they heard in the
video. The teacher will lead students to make the connection of five parts of a story to the
five fingers they traced prior to the video.
● On an anchor chart, the teacher will have a large hand pre-traced out. With the students,
the teacher will fill each finger in. A picture will accompany the words in each picture for
students who are struggling readers. The teacher will point out the illustrations and help
students make the connections between the words and the pictures.
● The teacher will ask the students what retelling is. The teacher will reference a read aloud
the students heard on a prior day. The students will be asked to think back to what they
heard and take turns retelling the story they heard. Together they will hold their hand up
and put a finger down as they cover that piece of the story retell. Several students will
have a turn to retell one piece of the story using the five finger retell method.
● Students will fill in their hands copying from the anchor chart and cut their hand out. The
teacher will collect and laminate the hands prior to the next lesson so that the students
will be able to keep it with their reading materials and use it over and over again.

8. Differentiation
● For students who are struggling readers the pictures will be on the hand to assist them in
understanding the role of each finger.
● If the students motor skills are not well developed the teacher will assist in tracing their
hands.

9. Questions
● What are the story elements?
● What is it called when we talk about where a story takes place?
● Who are characters?
● What do we focus on when retelling a story?
● When do we know we are reading about a problem in a story?
● How can the five finger method help us as readers?
 ● When can we use the five finger retell strategy?

10. Classroom Management

● Students will sit in assigned carpet squares while on the carpet.
● Students will be reminded to use their non-verbal carpet cues during the lesson.

11. Transitions
● Students will be called to the carpet by table number.
● Students will be dismissed back to their table by carpet square color.

12. Closure
● The students will flip their hands over and with a partner try to name what each finger is.
 Learning Experience 2
Date:3/21/19
Grade: K

1. Lesson Essential Questions

● Can we use the five finger retell strategy to summarize a read aloud?

2. Standards
● CCSS.ELA-LITERACY.RL.K.1​ With prompting and support, ask and answer
questions about key details in a text.
● CCSS.ELA-LITERACY.RL.K.2​ With prompting and support, retell familiar
stories, including key details.
● CCSS.ELA-LITERACY.RL.K.3​ With prompting and support, identify characters,
settings, and major events in a story.

3. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to use their five finger The teacher will assess students using their
retell strategy to demonstrate the important fingers while working and their ability to
parts of summarizing a story. label each finger as they say the next part.

4. Materials
● If You Give a Cat a Cupcake b​ y Laura Numeroff
● Five finger retell cards
● Lined paper

5. Pre-Lesson Assignment and/or Prior Knowledge

● Students will be familiar with the elements and purpose of the five finger retell strategy.
6. Lesson Beginning
● Students will each get a card with a picture on it that represents a story element. The
students will turn to a partner and name the story element card in their hand.
● The teacher will bring the students attention to the front where there is blank hand outline
on the board. Students will take turns walking up to the board to place their picture on a
 finger, they will also tell the class which element they have. Students will give a thumbs
up or down to represent if they agree or disagree with the label.

7. Instructional Plan
● Students will listen to a read aloud of ​If You Give a Cat a Cupcake​. Prior to the read
aloud they will be prompted to think of their five story elements they should listen for.
When they hear a story element they will be given a hand signal to use to show they hear
one.
● The teacher will pause and ask guiding questions throughout the read aloud.
● Students will go back to their tables with a blank hand worksheet.
● The anchor chart will be posted in the front of the room for students to reference. The
teacher will refer to the chart while giving to directions to remind students what should
be in each finger.
● Students will have the choice to either draw or write in each finger space on the
worksheet. They will draw or write each element of the story.
8. Differentiation
● Student who are struggling can use the chart to refer to as needed.
● Students who are struggling will be prompted by the teacher to assist them.

9. Questions
● What is the five finger retell strategy?
● How does it help us become better readers?
● What story elements should we listen for?

10. Classroom Management

● Students will sit in assigned carpet squares while on the carpet.
● Students will be reminded to use their non-verbal carpet cues during the lesson..

11. Transitions
● Students will be called to the carpet by table number.
● Students will be dismissed back to their table by carpet square color.

12. Closure
● When students complete the worksheet they will partner up and take turns retelling the
story using their five finger guide. The teacher will prompt students to use sentence
starters such as “the characters are…”, “the setting is” etc.
 Learning Experience 3
Date:3/22/19
Grade: K

1. Lesson Essential Questions

● How can we use the five finger strategy to help us become better readers?

2. Standards
● CCSS.ELA-LITERACY.RL.K.1​ With prompting and support, ask and answer
questions about key details in a text.
● CCSS.ELA-LITERACY.RL.K.2​ With prompting and support, retell familiar
stories, including key details.
● CCSS.ELA-LITERACY.RL.K.3​ With prompting and support, identify characters,
settings, and major events in a story

3. Learning Objectives and Assessments

Learning Objectives Assessments

Students will be able to create a story using The teacher will listen for the student's correct
sequence cards and identify the five finger sequence along with the identification of all
elements within their story. story elements.

4. Materials
● Five finger cut out
● Sequence cards
● Sequence cards mats

5. Pre-Lesson Assignment and/or Prior Knowledge

● Students will know what the five finger retell method is and be able to identify each
label.
6. Lesson Beginning
 ● Cards which contain the story elements will be placed face down on the table. Each child
going around will pick up a card and attach it to the hand cut out on the board. This will
help students review the five finger retell.

7. Instructional Plan
● The teacher will explain that the students will be practicing retelling stories today to the
group. Students will be asked to explain what retelling is and how the five finger method
helps. The teacher will show each student the materials they will receive which will be
story sequence cards and a sequence mat.
● The teacher will model what the students will do by pulling out cards and with student
help place them in order. Then the teacher will model telling the story and after holding
their hand up and naming all five finger retell elements.
● Students will be told to hold their fingers up with the teacher and count off when they use
one of the five retell pieces.
● Students will each receive a different set of cards and be given time to put them in
sequential order. Then they will verbally tell the teacher what is occuring in their story
and label the story elements. Students will have a five finger retell card with them to
reference.
● One focal child will be given time to write their story and the label the story elements.
8. Differentiation
● One focal student will be instructed to write their story to further develop their writing
skills.
● One focal child will orally tell the stories.
● Students will be given three or four cards based on their level.

9. Questions
● What does sequence mean?
● What is the five finger retell strategy?
● How does it help us to summarize?
● What story elements should we focus on?
● Can you tell a story using this method as a guide?

10. Classroom Management

● Students will sit in assigned carpet squares while on the carpet.
● Students will be reminded to use their non-verbal carpet cues during the lesson.

11. Transitions
● Students will be called to the carpet by table number.
● Students will be dismissed back to their table by carpet square color.
12. Closure
● Students will review what each element of the five finger retell strategy is.
● Students will determine a time within the next week that they will retell a story to
someone at home using the five finger retell method.