Interactive Read Aloud Sample
Interactive Read Aloud Sample
2nd Nine Weeks - 2nd Row
3-1.2 Analyze details that support the expression of the main idea in a given literary text.
3-2.1 Summarize evidence that supports the central idea of a given information text.
SS –
3-2.2 Summarize the activities and accomplishments of key explorers of South Carolina, including Hernando de Soto, Jean Ribault, Juan Pardo, Henry Woodward, and William Hilton.
3-2.3 Use a map to identify the sea and land routes of explorers of South Carolina and compare geographic features of areas they explored, including the climate and the abundance of forests.
3-1.4 Explain the effects of human systems on the physical landscape of South Carolina over time, including the relationship of population distribution and patterns of migration to natural resources
Book: American Kids in History - Colonial Days By: David C. King
Book Introduction: This book introduces us to the chores, games, and other things that were a part of the Colonial children’s daily life. We do not have to read this book front to back - we can pick and choose the things that we want to know. Each entry will give us a little information about the daily life of a fictional family, the Mayhews, and also give us a project or a recipe to try out if we so desired.
Day 1 Questions:
|Interactive Read Aloud Questions |Correlation to Standard |Testing as a Genre Item |
|Read Page 58 |3-2.2 Analyze informational texts to draw conclusions|(Project the recipe for students to see.) |
| |and make inferences. | |
|Do you think it was easier to make a meal in colonial| |What would happen if you were to leave out step |
|times or today? Turn and Talk | |three? |
| | |You could never get your marbles out. |
| | |The butter would not form. |
| | |The print on the butter would be smeared. |
| | |The butter would be to cold. |
| | | |
| | |Test Strategy: Using information to draw a |
| | |conclusion. |
| | | |
| | |3-2.1 Analyze informational texts to draw conclusions|
| | |and make inferences. |
| | |____________________________ |
| | |Teacher will need to display two to three pages of |
| | |the table of contents. |
| | | |
| | |How are the chapter headings mainly organized? |
| | |recipe |
| | |game |
| | |season |
| | |time of day |
| | | |
| | |Test Strategy: Locating the chapter headings and |
| | |make a decision on the big idea. |
| | | |
| | |3-2.1 Summarize evidence that supports the central |
| | |idea of a given information text. |
| | |_______________________ |
| | |Which search words would be best when looking for |
| | |information on how colonial people lit there homes on|
| | |the internet? |
| | |power for the future |
| | |making candles |
| | |electricity today |
| | |eco-friendly light bulbs |
| | | |
| | |Test Strategy: On best questions, one answer choice |
| | |may give some information, but does not yield the |
| | |best information. So the big strategy is - You must |
| | |read all answer choices when selecting your answer to|
| | |best questions. |
| | | |
| | |3-6.5 Use the internet as a sources of information. |
|Turn to Page 62 | | |
| | | |
|This writer has given us additional information in |3-2.6 Use graphic features (including illustrations, | |
|what is called a side bar. When you read a book with|graphs, charts, maps, diagrams, and graphic | |
|a sidebar you can read it before you read the page or|organizers) as sources of information. | |
|after reading the page. | | |
|Just remember it is separate information. (Page 63) | | |
| | | |
|Why might the husband have wanted to carve these | | |
|words “Good butter. Taste it.”? |3-2.2 Analyze informational texts to draw conclusions| |
|Turn and Talk |and make inferences. | |
|Continue reading. |3-2.2 Analyze informational texts to draw conclusions| |
| |and make inferences. | |
|What part required a good bit of muscle power? | | |
|What makes you think this? | | |
| | | |
|Read the recipe intro. (Before ingredients) | | |
| | | |
|Turn and Talk | | |
|Teacher can select more sections to read. | | |
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