English lesson plan · Kindergarten (Reception and Year 1 in England) · 45 minutes
Who, where and what happened?
Reading Comprehension
CCSS RL.K.1CCSS RL.K.3England: Reception Reading
Objective and success criteria
Students will: Who, where and what happened?.
- I can answer questions on today's skill on my own, without help.
- I can explain each step and say why it works.
- I can check my answer and spot a mistake.
Before and after
Needs first: no earlier skill in the map; start from what students know.
Leads to: Key details; Characters and setting; Retell a story: first, next, last
Materials: A short text or extract (one copy each), Highlighters, Question cards, Mini whiteboards, A short model text on the board, Printed student sheet (below).
Warm-up · 5 min
- Quick retrieval: three short questions students should already manage. Answers on mini whiteboards.
- Show answers together and note who needs support in the main task.
- Ben has a red ball. He kicks it to his dog, Spot. Who has a red ball? (a cat / Spot / Mom / Ben) → BenPrompt: Find the part of the text that talks about this.
- At the farm, Jo fed the goats and the hens. Where is Jo? (at the zoo / at the farm / at the beach / at school) → at the farmPrompt: What does the character say and do?
- Kai planted a seed. He gave it water every day. Soon a flower grew. What grew from the seed? (a carrot / a flower / an apple / a tree) → a flowerPrompt: Find the part of the text that talks about this.
Hook · 5 min
- Read the first lines of a short text aloud and ask what students predict will happen and why.
- Share the objective: Who, where and what happened?. Read the success criteria together.
I do: model it · 10 min
- Work through the example out loud, saying why you do each step, not just what you do.
- Example: The cat sat on the mat. Then it saw a mouse and ran away. What did the cat see?
- Step 1: The answer is stated directly in the text.
- Step 2: So the answer is: a mouse
- Answer: a mouse
- Pause after each step and ask a student to say what comes next.
We do: guided practice · 10 min
- Do these together. Students try each step on whiteboards before you reveal it.
- Use the hints as prompts rather than giving the answer.
- Ben has a red ball. He kicks it to his dog, Spot. Who has a red ball? (Spot / a cat / Mom / Ben) → BenPrompt: Find the part of the text that talks about this.
- The wind blew Tom's hat into a tree. Tom began to cry. How did Tom feel? (sad / silly / happy / sleepy) → sadPrompt: What does the character say and do?
You do: independent practice · 10 min
- Students work on the student sheet. Circulate and check the first two answers of every student early.
- Students who finish: write a question of their own for a partner, with the answer.
The 8 questions are on the student sheet below, with answers in the key.
Exit ticket · 5 min
- Two questions on their own. Sort answers into got it / nearly / not yet to plan the next lesson.
- The puppy chewed Dad's shoe. Dad said, "Oh no!" Who chewed the shoe? (Dad / the puppy / a baby / the cat) → the puppyPrompt: What does the character say and do?
- Lia went to the beach. She dug in the sand and found a shell. What did Lia find? (a hat / a shell / a ball / a crab) → a shellPrompt: Find the part of the text that talks about this.
Watch out for
- Answering from memory or opinion instead of evidence in the text.
- Copying a long quote without explaining what it shows.
Support and stretch
Support
- Use concrete materials: a short text or extract (one copy each).
- Give the first step of each question, or a partly worked example to finish.
- Pair with a confident partner for the guided practice.
Stretch
- Move on to: Key details; Characters and setting; Retell a story: first, next, last.
- Explain a common mistake in writing and how to fix it.
- Write a word problem that uses today's skill, then solve a partner's.
Homework and more practice
Free online practice with hints and printable worksheets for this skill: eurekami.com/english/kindergarten.
Free lesson plan from eurekami.com/lesson-plan-builder