October 10, 2018
by Jasmine Gibson

EL Support Lesson

We Read Together

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This lesson can be used as a pre-lesson for the Reading Round Up! lesson plan.
Grade Subject View aligned standards
This lesson can be used as a pre-lesson for the Reading Round Up! lesson plan.

Students will be able to demonstrate reading comprehension through completion of reflection activities.


Students will be able to retell a story with details from the text using visual supports.

(3 minutes)
  • Gather the class together and ask students if they have ever gotten really, really dirty. Utilize the vocabulary cards for language support as needed.
  • Have students pair-share what they needed to do in order to get clean ("Take a bath," "Wash," etc.).
  • Ask the class to give a thumbs up or thumbs down to share how they feel about taking a bath. Then ask a few students to share out with the group their reasoning using the sentence frame: "I like/don't like taking a bath because..."
  • Explain that today you will be reading a story about a bird who gets really dirty and doesn't want to take a bath.
(12 minutes)
  • Review or introduce the remaining vocabulary words using the vocabulary cards and glossary as a support. Provide students with student-friendly definitions and model using the vocabulary words in a sentence to check for understanding.
  • Display the cover of the read-aloud text and tell students the title and author.
  • Read aloud the text.
  • Pause midway through the text and ask students if they have any predictions for what will happen next. Provide students with the following sentence frame to utilize: "I predict that __ __ __ __ will happen next."
  • Continue reading the story.
(15 minutes)
  • Go back to the beginning of the book and ask students to think about what happened in the beginning of the story (e.g., "The pigeon was dirty and needed a bath"). Model thinking aloud to demonstrate using the text as a reference as needed.
  • Repeat this process to retell (with student input) the middle and ending of the story.
  • Model how to fold a paper into thirds (or pre-fold the papers), then pass out a paper and crayons to each student.
  • Pass out individual copies of the text to students to reference.
  • Explain that students should draw a picture of what happened in the beginning of the story.
  • Repeat this process for the middle and ending of the story.
(2 minutes)
  • Invite students to turn and talk to share with a partner what happened at the beginning, middle and end of the story, using their pictures to help them.


  • Work with a small group of students to use the vocabulary cards as an aid to retell the story.


  • Encourage students to add writing to their pictures to retell what happened.
(3 minutes)
  • Informally assess students' ability to retell the story by taking note of student responses during the group work portion of the lesson.
  • Formally assess if students were able to retell the major parts of the story by collecting work samples at the conclusion of the lesson.
(5 minutes)
  • Display the drawings on tables, walls or the whiteboard and use them as a reference to practice retelling the story once more.
  • If time allows, ask students to share their favorite part of the story as an exit ticket.

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