Lesson Plan - Interactive Read Aloud
Jacky Maliborski
Lesson Plan - Interactive Read Aloud
Making Connections
Rationale: The kindergarten curriculum states that children need to be introduced to making text to self-connections as part of strategies to comprehend and establish relatable situations to the reader making their literacy experience more enjoyable. Also for successful comprehension of the text, students will need to know the meaning of unfamiliar words in the story. I have chosen to go over select vocabulary in the story that I believe the children need to understand. The children in Mrs. Greene’s class have been introduced to making text-self connections, but still need additional practice with this particular skill. Because of the context of an interactive read aloud, this lesson also builds knowledge of text structure of narrative text, word meaning and knowledge of what fluent reading sounds like.
Goals (Standards):
The students will:
CCSS.RL.K.3: With prompting and support, identify characters, settings, and major events in a story.
Objectives:
The students will:
o Make connections between the text and their own lives (focus of assessment)
o Be introduced to new vocabulary
Assessment:
The students will be informally assessed during the demonstration phase of this reading lesson for their abilities to make connections to the summary of the story. They will continue to be assessed informally during the participation phases of the lesson when I ask them to make connections with their partners and select a few to share their connections with the class. This will help inform me whether or not they are able to make self-text connections based on their answers and whether or not they are in relation to the story itself. (Think-Pair-Share) I have selected for students to focus on during this reading process to record anecdotal notes to record their behaviors and understanding of this lesson:
Armani (Emergent reader, doesn’t always participate.)
Vinny (Self-extending reader, has tendency to goof around with boys during group time.)
Kerigan (Emergent reader, shy when asked questions.)
Gracelyn (Emergent/Early reader, active participator in discussion.)
Further assessment will happen during their daily five centers, independent reading, partner reading and guided reading. I will go to the different groups of children and encourage connections to text while they read. While they read I will take brief notes in a notebook next to each child’s name.
Strategies for children requiring additional assistance:
Based on my observations of group time in the classroom, certain students have a hard time paying attention to the teacher when they are grouped together on the carpet. Choose my pairs wisely and put students together that are more focused with the ones that have a tendency to be more distracted. Also group students together that don’t always work together to create bonding. Troubled listeners sit close to me so I can engage their attention on the story as well as informally monitor their behavior to make sure they are on task will we discuss the reader and make self-text connections. Diane made it clear to me that her students have done many activities requiring them to talk with partners. This will help in the think-pair-share part of this lesson, so students aren’t baffled by a completely new idea and know what their expectations are during this time.
Materials Needed:
o Title: Llama Llama misses mama by Anna Dewdney
Total Time Needed: 20-25 minutes
Procedures:
Introduction: (Before reading)
o You have been practicing strategies that readers do to become stronger readers and understand the stories better.
o You have worked with Mrs. Greene on making text-self connections, relating things in your life to what is happening in the story.
o I am going to break you up into partners and while I read the story I am going to stop a few times and ask you a question to make a connection to the story. I want you to then turn to your partners and share with each other your answers. I am then going to call on a few groups and have them share their answers.
o (DIVIDE THEM UP)
o Intro title and author
o Llama Llama misses mama by Anna Dewdney
o She has written many stories about Llama and Llama and his different adventures
o This is a great story and we are going to make connections between what Anna writes in this story and our own lives. This is going to help us better understand the story and make it fun for us.
o Set purpose: While I read the story we are going to make connections to our own lives and use these connections to understand the story better.
o Read the title again and provide a brief overview of the book:
This story is about Llama Llama and his first stay of Kindergarten. When his mom drops him off and leaves, he is very sad and doesn’t want to do anything in the classroom or play with his friends. Let’s see what happens to Llama Llama and if he stops missing his mom during the story.
Demonstration and Participation:
o Model making a connection with Llama Llama being sad and my first day of Kindergarten
o This reminds me of…. (Demonstrate)
o SELF-TEXT CONNECTION:
o I want you to think of your first day of Kindergarten and how you were feeling that day. Turn to your partner and share your answers.
o Choose a few groups to share and comment on what they said
Participation (During reading)
o Begin reading
o Stop, end of page 4: make connection:
o “Friends, what does this remind you of?” Turn and talk to your partner…
o Stop, end of page 13:
Snug- what does snug mean? Really close together and comfortable. These friends are happy and Llama Llama does not want to join.
o Stop, end of page 16: make connection
o Llama is very sad that his mom left. “What does this remind you of boys and girls?” Turn and talk to your partner
o Stop, end of page 20: Fuss- what does it mean to fuss? It means to complain or be upset. Llama Llama’s friends didn’t want him to be upset, they wanted to play with him.
o End of book, connection: Llama Llama ended up having so much fun at school that he ending up loving school.
“What does this remind you of?” Turn and talk to your partner
Closure:
o Comment on the different connections that the students made to the stories.
o Praise them to reinforce this behavior in their future readings.
o Making connections to our own lives helps us to understand the story and enjoy it more. Did you have fun making connections to this story?
o I am going to give Mrs. Greene the name of this author and maybe you can look for more of her books in your school library.
o Dismiss children to Daily Five centers and encourage them to make self-text connections as they read their stories. State that after Daily Five, we are going to meet back on the carpet and have some friends share connections they made with their stories.
Practice:
o Children practice making connections during their partner readings, guided reading and independent reading. I will circle around to these different center choices and listen to whether or not they are making connections, taking brief notes in a notepad and noting what students are doing during this time.
Performance:
o Children’s performance is during our discussions during the interactive read aloud and the self-text connections they make to the story.
o Children are performing during the different daily five center activities
← Closure:
o Readers make connections to help them understand the story better and enjoy reading it more. It is important to make connections whenever we read to become stronger readers. We are going to meet back on the carpet after Daily Five and share connections some made with their stories.
Possible Next Steps:
o Based on assessments, follow up with individual readers they made have had trouble meeting the objectives of this lesson.
o Focus more on making connections during guided reading.
o Reread text and make connections to other situations in the story.
o Rea another one of Anna’s books and text-text connections about the characters, setting, plot.
Lesson Self- Assessment for ED 215R
Name: Jacky Maliborski
Literacy Objective: Self-Text Connections
Balanced Literacy Component: Interactive Read Aloud
Date: 3/16/11
School/grade level/ number of students: Ben Franklin/Kindergarten/21
Name of Cooperating Teacher: Debbie Greene
Planning and preparation:(AEA:Conceptualization,Diagnosis–WTS:1,2,3,4,5,7–DISP: Respect) Describe how your plan addressed the range of literacy development of the learners in your classroom. How did your lesson design reflect an effective theoretical model such as Holdaway or Vygotsky? Explain what worked well and what you would have changed/did change and why.
My lesson was an interactive read aloud that focused on the literacy skill, making self-text connections to text. I addressed the range of literacy development of learners by choosing a story that had a familiar plot of a Llama’s first day of Kindergarten at this made it easy for the early learners and advanced learners to make connections. The self-text connections during the story were very generic and opened end, “What did this remind you of…?” and this allowed for the diverse range of learners to take risks in answering the questions. My lesson reflected Holdaway’s theory by the demonstration and participation that was provided in my lesson. I demonstrated making a self-text connection for the students and then during the story had then do a think-pair-share with each other about their connections and called on them to share what they talked about. Also practice was encouraged during the daily five lessons, I told the students when reading that day I want them to make self-text connections because it will help them become stronger readers. They demonstrated performance throughout the lesson by participating and demonstrating this literacy skill.
The think-pair-share worked extremely well during the lesson and I was surprised at how good the students did by talking to one another and with what connections they came up in relation to the story. I also feel they did a good job of listening, but if I had to change something I would change my choice of story. Not only had the kids already read the book, but I feel there wasn’t enough dialogue in the text. I would like to choose a story with a more challenging plot to challenge the learners in their connections and with more dialogue so I can change the voices of the characters and make the story more engaging. Overall I feel the lesson was successful.
Classroom environment: (AEA: Coordination, Integrative Interaction – WTS: 1,2,3,4,5,6 – DISP: Respect, Responsibility, Collaboration, Communication)
Explain how you encouraged student participation and elicited responses from your students. How did you manage student attention throughout the lesson to engage them productively in the learning experience? Evaluate your interactions with the students and their interactions with each other.
Student participation was strongly encouraged during my lesson. After their think-pair- share, I choose on different students to tell me the connections they made to the stories. I made sure to stop enough times during the story to ask for these connections and make sure every child had a chance to share during the lesson. I elicited responses from my students by reflecting on what they said and had a positive attitude throughout the lessons, encouraging them to talk and not make them feel uncomfortable. Some of the students didn’t want to talk when I called on them so I asked if they wanted me to ask someone else and they said yes. This way I didn’t force them to do something they didn’t want to and possibly discourage their participation in future lessons.
I managed student’s attention by reminding them to be good listeners and listen to my words if they started talking a lot during the story. If I noticed students not paying attention, I would call on them to share so they were involved. Also, if I felt like I was losing their focus, I read louder and with more expression so the story was more interesting. I also showed enthusiasm when reading and showed how much fun I was having. I felt really comfortable with the students and I believe they felt the same way. Most were very eager to talk and participate during discussion. I felt overall they were really good listeners, showing their respect for me. I also found that they work extremely well with each other. When I told them to turn to their partners and make connections, most of them did it and I heard them begin talking right away about what the story reminded them of. This successful interaction between me and the students and between the partners really helped the overall flow of the lesson.
Instruction: (AEA: Communication, Coordination, Diagnosis, Integrative Interaction – WTS: 1,2,4,5,6,7,10 – DISP: Respect, Communication)
Explain how you taught this lesson to meet your literacy objective. Evaluate your implementation of your plan. Did it have the effect you intended? Were the needs of your literacy learners met? Explain what you found most difficult in teaching this lesson. What changes would you make if you repeated this lesson? Why?
I taught this lesson to meet my literacy objective of self-text connections by stopping three times during the story and asking students what it reminded them of. Then they were asked to share with their partners and then I called on them to share with me the connections they made. When I told the student what a self-text connection was and how it will help them be stronger readers and have more fun reading they didn’t seem to really respond to it. I assumed this was because they are not at the age yet when they really understand the importance of these skills and when they are taking effect during their independent reading. The overall summary of the story and my self-text connection to the summary I felt did a good job modeling how to make connections. The only problem I did see was a lot of them used my connection for the first connection they made to the story. However, it was getting their mind flowing and they were still practicing these skills and participating in the discussion.
I do not believe the needs of all the learners were met because a few students couldn’t make connections or didn’t want to. When I didn’t receive a response from these students, I was unable to accurately identify whether or not they met the objectives. I believe this lack of participation could have been because they were shy to share in front of everyone or maybe shy of me, so if I were the teacher I would put them in small groups while working on this skill and see if it made a difference. Also, the students who used my connection were showing the skill, but whether or not they were able to make a connection on their own would have been more clear had they said something else. They could have just been copying and not understanding at all how this was connecting to the story.
If I were to change the lesson, I would choose a connection to make that would not be able to be reproduced during the different areas in the story that I asked the students to make. This would challenge the students more and show me whether or not they were able to go beyond what I was saying. I would also focus more on the student’s that had trouble participating during the whole class discussion and pay attention to whether or not they were making connections during their think-pair-share because maybe they felt more comfortable working one on one with someone.
Assessment: (AEA: Diagnosis, Integrative Interaction – WTS: 1,2,3,7,8,9 – DISP: Reflection) Explain how you knew if the students learned what you taught them. What did you learn from listening to student responses, examining their work or listening to their interactions? How well did your assessment procedures inform you about student attainment of your lesson’s objectives? To follow-up this lesson, what would you teach next?
I knew how some of the students learned what I taught them based on their answers during the whole group discussions. I was able to pinpoint which students made good connections and whether or not they were in relation to the text, showing they had the general idea of how to make self-text connections. I learned that these students worked well together and were good at following directions during lessons. I learned which students were shy or unable to make connections and which ones were more outspoken and able to demonstrate this skill. I feel that my assessment of the four students I choose was an effective way of assessing their connections and it gave me a quick reference of whether or not they made the connections and made the objectives.
I used a minus to represent not making a connection, a check mark to represent making a connection and a plus mark to making a really good and useful connection. This was simple way of assessment but it did tell me a lot about the students. To follow-up this lesson I would teach making predictions because this skill branches off of making connections. Students a lot of times make predications based on what they know in the story and their prior knowledge and experience with what is happening in the story. This will allow them to practice their self-text connections skills as well as making predictions in stories. I feel this will give a better idea of how well students can relate to stories and use their prior knowledge and experiences to make predictions in the stories. I feel this is a good follow up lesson for this skill.
Professional responsibilities: (AEA: Communication, Integrative Interaction – WTS: 1,2,6,7,9,10 – DISP: Respect, Responsibility, Reflection, Collaboration, Communication
Explain how you will apply what you learned from the feedback you received on this lesson to teaching future lessons.
Based on the feedback I received on this lesson, I will use the ideas about how to make the objective clear through the entire lesson and how sometimes the questions don’t need to be complex to get to meet the objective. I will make sure the assessment relates to my objective and is an effective way of focusing on my students. I understand that it is hard to focus entirely on the entire class and whether all the students met the objectives, so this feedback has showed me how to choose only a few students a time to focus on during a lesson. I also need to make sure I provide information on whether or not my students have previous experience with skills such as, think-pair-share, and to take this into consideration when doing my introduction of the lesson.
Reflection: (AEA: Diagnosis – WTS: 9 – DISP: Reflection)
What did you learn about teaching an effective literacy lesson from this teaching experience? How will it affect your planning for future teaching of literacy? Explain how this lesson demonstrates your growth in ONE Wisconsin Teaching Standard and ONE Alverno Education Ability.
I learned that teaching literacy is very important and it is important for students to understand what skills they are expected to work on during the lesson and why these skills are important for them such as to enjoy reading more and to become better readers. I know how important it is to demonstrate the objective of the lesson to the students so they have a model of what they are supposed to be doing during the lesson. This affect my future planning of teaching literacy by making during the different parts of the lesson are relevant in my implementation of the lesson and to make I sure I make the directions clear, as well as my demonstration. I also need to explain any unknown vocabulary of the story that I feel not all of the students may know, this way they are confused with the story, affecting their ability to meet the objective.
The WTS that I feel I have grown the most on during this lesson is WTS #2, the teacher understands how children with broad ranges of ability learn and provides instruction that supports their intellectual, social, and personal development. When planning this lesson, I had to take into consideration the diverse range of literacy learners in my classroom and make sure the lesson objective was appropriate for all of these lessons. I provided instruction that supported their intellectual growth and the think-pair-share aspect of the lesson not only worked on their literacy skill but their social interaction skills were in practice as well. This lesson made me focus on the range of learners and I have grown by looking at the outcome of the lesson and thinking of adaptations I can make for the future and what I can do with the students that had trouble meeting the objective of the lesson. I overall have grown in analysis and consideration of this development in ranges for future lessons.
The AEA standard I have grown in is Integrative Interaction. I showed interest in the connections my students made during the lessons and didn’t disregard any students that didn’t want to participate; I just went on without making them feel bad. This lesson has added the relationship I have with the students and hopefully has made them more comfortable with me. I encouraged individual participation during the lesson as well as interaction amongst the students. I dealt with the situations where students got loud or seemed to lose focus while maintaining myself and giving calm reminders to listen. I have grown a lot in both of these areas and will continue to grow in all the AEA and WTS while I continue to do lessons.
................
................
In order to avoid copyright disputes, this page is only a partial summary.
To fulfill the demand for quickly locating and searching documents.
It is intelligent file search solution for home and business.
Related download
- 3rd grade depaul university
- 3rd grade classroom times
- high school reading objectives reading elements
- grade 3 standards ngss ca dept of education
- second quarter scholastic books for kids
- grade 3 njsls ela prerequisite concepts and skills by strand
- lesson plan interactive read aloud
- the skeletal system
- making meaning grade 3 psd401
Related searches
- benefits of read aloud instruction
- teacher read aloud articles
- interactive read aloud research
- books read aloud online
- read aloud to children
- read aloud pdf app
- download read aloud app
- read aloud app for chrome
- read aloud app for windows
- pdf read aloud app
- why won t acrobat read aloud pdf text
- read aloud text app