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Instruction includes introducing books (e.g., Make Way for Ducklings), using pre-telling and drawing as graphic organizers, guided questioning, whole-group demonstrations, partner retell practice, and learning-center activities with support for EL learners and students with disabilities.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/document/","Document",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/document/exam/","Exam",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/document/kindergarten-lesson-6-retelling-the-beginning-of-a-story/410260/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/kindergarten-lesson-6-retelling-the-beginning-of-a-story/410260.png","ImageObject",300,407,{"name":42,"@type":43},"CatatanPagi","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-29","2026-09-28",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",5,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What do students learn to do in Lesson 6?","Question",{"text":63,"@type":64},"Students retell the beginning of a story by identifying the characters and the setting, and by determining the beginning, middle, and end.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"Which vocabulary words are emphasized during the lesson?",{"text":68,"@type":64},"Academic vocabulary focuses on beginning, middle, and ending. 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K. 2, RL. K.3\u003Cbr>Additional Standard(s): RL. K. 10, W. K.3, SL. K. 1a\u003Cbr>Estimated Time: 1 hour and 10 minutes\u003Cbr>Text(s):\u003Cbr>• Make Way for Ducklings by Robert McCloskey\u003Cbr>• The Rainbow Fish by Marcus Pfister\u003Cbr>• Harry, the Dirty Dog by Gene Zion\u003Cbr>Resources and Materials:\u003Cbr>• Chart Paper\u003Cbr>• Drawing Paper\u003Cbr>• Learning Center Materials\u003Cbr>• Markers\u003Cbr>• Handout 6. 1: Anchor Chart\u003Cbr>•  Facts about Animals\u003Cbr>•  Ducklings in the Boston Public Gardens Pond\u003Cbr>Lesson Target(s):\u003Cbr>Students will know:\u003Cbr>• A story is an account of imaginary or real people, places, things, and /or events told for entertainment.\u003Cbr>• Stories have characters and a setting.\u003Cbr>• Stories have a beginning, middle, and end.\u003Cbr>Students will be able to:\u003Cbr>• Listen to a story to learn information about the characters and setting.\u003Cbr>• Listen to a story and determine the beginning, middle and the end.\u003Cbr>• Use what they know about a topic/subject to ask and answer questions. |\n\n\n| • Retell the beginning of a story.\u003Cbr>Guiding Question(s):\u003Cbr>• Were the ducks pets like Harry?\u003Cbr>• Was their home in the same place that Rainbow Fish lived?\u003Cbr>• What type of animal is a duck?\u003Cbr>• What characteristics do ducks have? |  |\n| --- | --- |\n| Vocabulary |  |\n| Academic Vocabulary:\u003Cbr>• beginning\u003Cbr>• ending\u003Cbr>• middle | Instructional Strategies for Academic Vocabulary:\u003Cbr>􀂅 Introduce words with student-friendly definition and pictures\u003Cbr>􀂅 Model how to use the words in writing/discussion |\n| In-ConTEXT Vocabulary:\u003Cbr>• birds\u003Cbr>• ducklings\u003Cbr>• feathers | Strategies for Teaching How to Determine Meaning from Context Clues:\u003Cbr>􀂅 Students write/discuss using the words\u003Cbr>􀂅 Students will be able to view pictures in the book to derive meaning |\n| Direct Instruction Text Vocabulary:\u003Cbr>• molt | Instructional Strategies for Direct Instruction Text Vocabulary:\u003Cbr>􀂅 Introduce words with student-friendly definition and pictures\u003Cbr>􀂅 Students create pictures/symbols to represent words |\n\n\n| Symbol | Type of Text and Interpretation of Symbol |\n| --- | --- |\n| | Instructional support and/or extension suggestions for students who are EL, have disabilities, or perform/read well below the grade level and/or for students who and/or a more advanced text for students who perform/read well above grade level |\n| ✓ | Assessment (Pre-assessment, Formative, Self, or Summative) |\n| Instructional Plan |  |\n| Understanding Lesson Purpose and Student Outcomes:\u003Cbr>• A story is an account of imaginary or real people, places, things, and /or events told for entertainment.\u003Cbr>• Stories have characters and a setting.\u003Cbr>• Stories have a beginning, middle, and end.\u003Cbr>• Listen to a story to learn information about the characters and setting.\u003Cbr>• Listen to a story and determine the beginning, middle and the end.\u003Cbr>• Pre-telling and drawing serve as graphic organizers.\u003Cbr>• Events usually occur in a sequence that includes a beginning, middle, and an ending.\u003Cbr>• Readers can use what they know about a topic/subject to ask and answer questions.\u003Cbr>• Growing readers identify how two texts written on the same topic may be similar or different.\u003Cbr>• Authors write informational texts about specific topics.\u003Cbr>Anticipatory Set/Introduction to the Lesson:\u003Cbr>Discuss the lesson purpose and student outcomes with students to set the stage for today’s lesson. Begin today’s lesson by introducing the book, Make Way for Ducklings by Robert McCloskey. Explain that some authors write books about things they love. Explain that after you read the book, students will watch a video about Mr. McCloskey’s idea for the characters in the story.\u003Cbr>Whole Group\u003Cbr>Activity 1: Vocabulary |  |\n\nReview vocabulary words from pervious lessons with students. Introduce new vocabulary terms. Discuss words with them and show examples or video clips with the new vocabulary words. Ensure students understand academic vocabulary terms","cbCaibGNNAUuRQrs","https://ap.wps.com/l/cbCaibGNNAUuRQrs","pdf",832828,"English","# Focus Standard(s)\n# Lesson Target(s)\n# Vocabulary\n## Academic Vocabulary\n## In-Context Vocabulary\n## Direct Instruction Text Vocabulary\n# Instructional Plan\n## Understanding Lesson Purpose and Student Outcomes\n## Whole Group Activity 1: Vocabulary\n## Whole Group Activity 2: Discussion and Retelling of the Story\n## Activity 3: Small Group and Learning Centers","[{\"question\":\"What do students learn to do in Lesson 6?\",\"answer\":\"Students retell the beginning of a story by identifying the characters and the setting, and by determining the beginning, middle, and end.\"},{\"question\":\"Which vocabulary words are emphasized during the lesson?\",\"answer\":\"Academic vocabulary focuses on beginning, middle, and ending. In-context vocabulary includes birds, ducklings, and feathers, and direct instruction includes the word molt.\"},{\"question\":\"How do graphic organizers support retelling?\",\"answer\":\"Students use pre-telling and drawing as graphic organizers, such as a flow chart or picture map with sections for Beginning, Middle, and Ending.\"}]","Kindergarten - Lesson 6: Retelling the Beginning of a Story | PDF",1790584799,23]