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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.
  1. Ben has a red ball. He kicks it to his dog, Spot. Who has a red ball? (Ben / Spot / a cat / Mom) → BenPrompt: Find the part of the text that talks about this.
  2. Mia got a new kite for her birthday. She smiled and hugged Grandma. How did Mia feel? (sad / happy / scared / angry) → happyPrompt: What does the character say and do?
  3. A little duck swam in the pond. It said, "Quack, quack!" Where did the duck swim? (in the bath / in the sea / in the pond / in a cup) → in the pondPrompt: 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.
  1. Lia went to the beach. She dug in the sand and found a shell. What did Lia find? (a shell / a ball / a crab / a hat) → a shellPrompt: Find the part of the text that talks about this.
  2. The wind blew Tom's hat into a tree. Tom began to cry. How did Tom feel? (sleepy / silly / happy / sad) → 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.
  1. Sam was sad. He could not find his teddy. Then Dad found it under the bed. Where was the teddy? (in the garden / in the car / under the bed / on the table) → under the bedPrompt: Find the part of the text that talks about this.
  2. In the night, the owl sat in the tall tree and hooted. When does this story happen? (at lunch / in the morning / at night / after school) → at nightPrompt: What does the character say and do?

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

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Who, where and what happened?

Name

Date

Score/ 8

  1. Question 1

    A little duck swam in the pond. It said, "Quack, quack!" Where did the duck swim?

    • A. in a cup
    • B. in the bath
    • C. in the pond
    • D. in the sea

  2. Question 2

    At the farm, Jo fed the goats and the hens. Where is Jo?

    • A. at the zoo
    • B. at the farm
    • C. at the beach
    • D. at school

  3. Question 3

    The puppy chewed Dad's shoe. Dad said, "Oh no!" Who chewed the shoe?

    • A. the cat
    • B. a baby
    • C. Dad
    • D. the puppy

  4. Question 4

    Sam was sad. He could not find his teddy. Then Dad found it under the bed. Where was the teddy?

    • A. under the bed
    • B. in the garden
    • C. in the car
    • D. on the table

  5. Question 5

    In the night, the owl sat in the tall tree and hooted. When does this story happen?

    • A. at lunch
    • B. in the morning
    • C. at night
    • D. after school

  6. Question 6

    Ben has a red ball. He kicks it to his dog, Spot. What color is the ball?

    • A. blue
    • B. red
    • C. yellow
    • D. green

  7. Question 7

    Ana fell off her bike. Leo ran over and helped her up. Who helped Ana?

    • A. a dog
    • B. Leo
    • C. Mom
    • D. Ana

  8. Question 8

    Lia went to the beach. She dug in the sand and found a shell. Where did Lia go?

    • A. the shop
    • B. school
    • C. the beach
    • D. the park

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Answer key: Who, where and what happened?

  1. 1. C. in the pond

  2. 2. B. at the farm

  3. 3. D. the puppy

  4. 4. A. under the bed

  5. 5. C. at night

  6. 6. B. red

  7. 7. B. Leo

  8. 8. C. the beach