Interactive Read Aloud Lesson Plan



Interactive Read Aloud Lesson PlanFocus on “Making Connections”Objective: TSW participate in interactive reading, using comprehension and vocabulary strategies.Selecting the Text: _______________________________________________________________Amazing Grace Mary Hoffman Birthday Presents Cynthia Rylant Chrysanthemum Kevin Heinkes Frog and Toad All Year Arnold Lobel Ira Sleeps Over Bernard Waber My Rotten Red-Headed Older Brother Patricia Polacco Nana Upstairs, Nana Downstairs Tomie dePaola When I Was Young in the Mountains Cynthia Rylant Wemberly Worried Kevin Heinkes Miss Tizzy Libba Moore Gray Alexander and the Terrible, Horrible, No Good, Very Bad Day Judith Viorst Chicken Sunday Patricia Polacco Every Living Thing Cynthia Rylant Going Home Eve Bunting Hey World, Here I Am! Jean Little I Hate English Ellen Levine Mrs. Mack Patricia Polacco Now One Foot, Now the Other Tomie dePaola Owen Kevin Henkes Shelia Rae, The Brave Kevin Henkes Thank You, Mr. Falker Patricia Polacco The Art Lesson Tomie dePaola The Keeping Quilt Patricia Polacco When I am Old With You Angela Johnson The Relatives Came Cynthia Rylant When Jesse Came Across The Sea Amy Hest Boundless Grace Mary Hoffman I Wish I Was a Butterfly James Howe Saturdays and Teacakes Lester Laminack Giant Children Brod Bagert All the Places to Love Patricia MacLachlan The Memory String Eve Bunting When I Was Little Jamie Lee Curtis The Brand New Kid Katie Couric The Old Woman Who Loved to Read John Winch The Lotus Seed Sherry Garland Up North at the Cabin Marsha Chall The Shortcut Donald Crews Momma, Where Do You Come From? Marie Bradby Before Reading:Connecting Activity (Creates the opportunity for all children to make a meaningful connection to the central idea/theme/topic of the text by accessing ‘what they know’. Show the Cover and Title.We’ve all had a time….. Think about …. Maybe it was… Maybe it was….)-685802603500Genre Set –Up & Bridging Conversation(Readies learners with a ‘mind-set’ for the type of book in the genre set-up and guides the reader in using what he/she already knows to better understand the text.)center5016500Vocabulary(Provides deliberate pre-teaching of 2 or 3 ‘tier 2 words’ (Beck, McKeown, Kucan) important to the meaning of the text by defining the word in a contextual way that allows learners to understand their meaning and then reconnecting the new word to the text being read.)WordContextualize WordIn the story....DefinitionExample beyond storyBridge to storyDuring Reading:Questions, Prompts, & ActivitiesHave you ever….? Have you had…..?This reminds me of ……the setting reminds me of…….this character reminds me of…….The character, ________, is like _______ because…..This is similar to …….this part of the story is like…….This character makes me think of……..In the first paragraph, the main character…….This makes me think of another story where…….This is helping me with……..this is helping me to think about …….The main character in this story reminds me of the main character in__________.The problem in this story reminds me of the problem in __________ because...The solution in this story reminds me of the solution in ___________ because...The lesson in this story reminds me of the lesson in __________ because...The illustrations in this story remind me of the illustrations in __________ because...The way this story is written reminds me of __________ because... Page #Comprehension or VocabularyQuestionAfter Reading: Comprehension StrategyQuestion ................
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