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Read Aloud Lesson Plan

Grade: K
Title:
Each Kindness Read Aloud and Activity

Objective:
- Teach students the importance of kindness toward
each other.
- Allow students to reflect on what kindness means
and how they can make better choices that
positively impacts others.
- Briefly teach students about multiple meaning
words, and focus on one word in particular.
- Focus on how kindness is like a ripple, going
from one person to another and so on.
- Allow students to converse and share
ideas/thoughts throughout the read aloud and also
through the group activity.

LAFS.K.RI.1.1:
With prompting and support, ask and answer
questions about key details in a text.
LAFS.K.L.3.4:
Determine or clarify the meaning of unknown
and multiple-meaning words and phrases
based on kindergarten reading and content.
LAFS.K12.R.1.3
Analyze how and why individuals, events, and
ideas develop and interact over the course of
a text.
LAFS.K12.SL.1.1
Prepare for and participate effectively in a
range of conversations and collaborations
with diverse partners, building on others
ideas and expressing their own clearly and
persuasively.
Timeframe: About 30 minutes.

State
Standards
LAFS.K.RI.1.1
LAFS.K.L.3.4
LAFS.K12.R.1
.3
LAFS.K12.SL.
1.1

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Materials:

Include book citation:

- The book
- Construction Paper
- Markers/crayons and pencils

Woodson, J., & Lewis, E. B. (2012). Each

kindness. New York: Nancy Paulsen Books.

Procedure:
1. Introduce lesson, explain objective.

Questioning and Teaching Strategies:

Objectives will be seen throughout the lesson
and talked about through questioning.

2. Demonstrate objective (model); reference

book as needed, provide examples (e.g.,
visuals, demonstrations for objective).
Ask questions to evoke memory of the story, since
theyve already listened to it read aloud before.

3. Ask questions, stimulate discussion where

students also ask questions and share with
peers. Provide feedback.

Briefly introduce the title of the book and

talk about the importance of kindness.
What do you think this story is about?
Turn to your shoulder partner and talk about
it.
What do you remember about this book? Do
you remember any characters?
Take student input.
Do you remember the setting of this book?

Students turned and talked about the

questions that I asked above.
T- Can you tell me about a character in the
book?
S- The girl asked if she wanted to play and
she said no
T- Can someone tell me the setting of this
book?
S- Class, School

4. **Begin story, making sure to stop and talk

about key points**
- Talk about multiple meaning word
brilliant.
- Point out that the kids made fun of the main
character for her clothes, shoes, food, and
toys.
- Point out the season of Spring
- Talk about ripple and what that means
and refer to the picture.
- Talk about wanting to change a situation
- Reread phrase about things she wished she
would have said

5. Evaluate student understanding of the

objective.
Model what they will do for the activity. They will
make cards for the custodians and the office staff at
the school. We want to thank them for keeping the
school clean and working so hard. Make sure to
write thank you! on the board so they can refer to

**Read these questions when you get to the

appropriate place in the book**
T- What season do we see in this book?
S- Winter
T- What do you think the word brilliant
means?
S- Sometimes the teacher will say that
youre brilliant
Get student input. Talk about both meanings
of brilliant (shiny vs. smart).
T- What season do we see now? The days
grew warmer and the pond thawed
S- Spring
T- Turn and talk about what you think the
word ripple means Then, talk about the
meaning of ripple.
T- What do you think Maya could have done
differently?
Turn and talk.
T- Do you think her feelings changed
throughout the book?
T- What do you think the phrase Her throat
was filled with things she wished she would
have said
Turn and talk

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it when making their own card. Dismiss students to
go sit down at their desk after going over the
instructions. Give list of custodian and office staff
names to each group so they know how to spell
them. Hand out cards and make sure students are
in groups. Encourage them to work together to
make the card. They can write on the card and then
color when they are done writing their message.
Walk around room to evaluate progress and make
sure students are on task and following directions.

References:
Woodson, J., & Lewis, E. B. (2012). Each kindness.
New York: Nancy Paulsen Books.