Kindergarten Reading Comprehension Lesson

This lesson plan outlines a 20-minute activity designed for kindergarten students to develop reading comprehension skills. Students will engage with a short story, identifying characters, summarizing the plot, and discussing their understanding. The lesson incorporates drawing activities, questioning techniques, and differentiated instruction to cater to various learning styles. Teachers can adapt the materials and activities based on student needs and interests.

Lesson Topic: Simple reading comprehension (Short story) Grade
level: K -12 Standards.
Length of lesson: 20 minutes
Stage 1 – Desired Results
Content Standard(s):
 The kindergarten children will progress in building strong literature
content when they:
1. Can mention at least one character in the story.
2. Can say what they have understood from the story.
3. Can critique the story in terms of which character they think is
‘good’ or ‘bad’ and why?
4. Ask questions where they do not comprehend.
5. Can effectively use vocabulary used in the short story.
 Children will show progress in literacy skills when they;
1. Can pronounce at least half of all the words used in the short story.
2. Can sustain attention in reading the story.
3. Can relate the story to any other story they know.
4. Can choose to play any of the character in the story.
5. Can summaries the story in their own words.
Understanding (s)/goals
Students will understand:
 What the story is all about.
 Roles of characters in the
story.
 Can attempt to explain the
main characters in the story.
 Can spell correctly a few
chosen words from the story
without looking at the text.
 Can attempt to predict the
story line if it could be
expanded.
Essential Question(s):
 What is the story about?
 Who are the characters in the
story?
 Is the story interesting? Why?
If not, why?
Student objectives (outcomes):
Students will be able to:
 Describe the story in the own words.
 Relate roles of various characters in the story.
 Develop all components of language and literacy through speaking,
listening, reading and writing as they engage in the activity
 Ask relevant questions such as what, why, where when and how to
show all-round understand of the story.

Stage 2 – Assessment Evidence
Performance Task(s):
 Playing the story. This can be
done by having children
volunteer roles they would like
to play. If other characters in
the story are not chosen or one
character chosen by more than
one child the teacher can
assign them to children he/she
things can do well in those
characters. ("Standards", 2017)
 Answering short quiz about the
story.
Other Evidence:
 Successfully playing the story
to the conclusion as described
in the story.
 When the students can
verbally narrate story to the
teacher and peers in class.
 When students can identify
and verbally mention
characters in the story.
 When the students can write a
few chosen vocabulary from
the text.
Stage 3 – Learning Plan
Learning Activities:
Pre-Assessment: Work with children in small or large groups to ask them
tell a story the already know or talk about their Dads or mothers. This will
help the teacher to gauge their understanding of the literature and formulate
or come up with story with relevant complexity to the kindergarten class.
(Serdyukov & Ryan, 2008)
Procedure
1. Ask for volunteer story tellers from the group. The number can be 2-3
children.
2. Ask each one of them to say a story about something they like. It
could be a story about their toy back at home, any member of their
families. Just anything the child finds interesting.
3. Ask the volunteers to draw a simple picture of items they things they
talk about in the story. For example if the story was about their
favorite toy then ask them to attempt drawing this. If they can’t the
teacher should assist.
4. Ask the whole class simple questions such as the name of the toy in
the story narrated. This will help the teacher gauge their
comprehension of the story. (Evans, 2009)
Materials
 Manila paper

 Felt pens.
 Popsicle sticks
Extensions & Enrichment:
 As the volunteer is narrating the story try to cheer the child on to see
how best she or he can narrate the whole story. If they manage to
draw the picture on their own if their story have something simple that
can be drawn easily, ask them if they would like you to name the parts
of the drawing. For example if it’s the picture of their home the teacher
can name general parts such the roof, walls, the door etc.
 Ask the children the following questions what is the name of your
favorite toy at home? Why do you like it? Have you given it a name?
Can you give it to your best friend? (Schoenfeldt & Salsbury, 2009)

Differentiated Instruction:
Consider how the activities in the lesson can be differentiated to
accommodate different type of learners with different academic abilities,
cultural, interest and linguistic abilities. Address how the content and the
process of knowledge dissemination can be differentiated.
Accommodations:
 The teacher should stick the manila papers for the children so that no
child can face any challenge in sticking the papers.
Technology:
 The teacher can project pictures of the objects in the story or the
comprehension
Sources:
 Acknowledge all the sources used.
Reflection following Teaching
 To what extend did the children participate in answering question
related to the story?
 What additional materials can assist in making the children understand
the text better?