Tuesday, December 7, 2010

Read Aloud

Read Alouds are a great way to model fluency and for students to hear books that are above their reading level. They are a great way to integrate math, science, social studies into reading as well. It also can develop vocabulary and comprehension strategies. Below is a read aloud lesson plan.

I. Subject/Content Area
• Reading/Language Arts/Art
II. Course of Study
• 2.) Use a range of strategies, including drawing conclusions such as opinions about characters based on their actions and summarizing passages, to comprehend fifth-grade recreational reading materials in a variety of genres
• 3.) Recognize the use and effect of literary elements and devices, including setting, character traits, stated purpose, metaphors, and simple symbolism to gain information from various text formats, including tables and charts.
III. Concepts
• Drawing conclusions, making predictions, recall/retell, synonyms and antonyms based on vocabulary words I use from the story.
IV. Behavioral Objectives
• TSW participate in the read aloud by making predictions of the text
• TSW identify elements to the story such as setting, plot, conclusion
• TSW identify synonyms and antonyms from the story’s vocabulary words
• TSW draw a picture of the main character based on their imagination
V. Evaluation
• On the assessment, I will have students identify synonyms and antonyms. There will also be a section where the student is asked to give the setting, the plot, and the conclusion of the story.
• During the read aloud, I will pause to ask students orally to make predictions about the text.
• At the end of the assessment, students must draw Tailypo from their own imagination. I will not show pictures until after drawing time is over. I want them to use their imagination and creativity.
VI. Materials
• The read aloud book, Tailypo, paper, pencil, crayons/markers, plain white paper
VII. Teaching/Learning Procedures
A. Motivation
• The teacher will begin by having the class join in on the carpet. The teacher will ask the students about Halloween and what they like best about it. The teacher will then ask what makes them scared, if anything, about Halloween. The teacher will then introduce the book, Tailypo. The teacher will inform the students that the objective is to make predictions about the story, and use their imagination to draw the main character at the end of the story.
B. Instructional Procedures
• The teacher will begin by reviewing with the class what a synonym and antonym is. The teacher will also recap what the setting, plot, and conclusion means in a story. She will inform them to think about these things throughout the story, along with what Tailypo might look like.
• The teacher begins reading Tailypo, stopping at points in the story to ask for student participation in the story, and to also highlight vocabulary words that they will see again on the assessment.
• The teacher will not show pictures of the story, emphasizing student imagination and creativity.
• Once the book is finished, the teacher will ask for student participation on recalling and retelling main events.
• Following the students returning to their desks, the teacher will pass out an assessment of the story which asks for synonyms and antonyms of the vocabulary words, a setting, the main event in the story, the conclusion, and something they learned from the story.
• The students must turn this in before beginning their drawing of Tailypo. They may use any writing/coloring utensils in their drawing.
C. Closure
• Once time is up for drawing, the teacher will ask the class orally the same questions that were on the assessment page for clarity of the lesson.
• The teacher will allow for a few students to share their drawings of Tailypo, and then reveal what Tailypo really looks like in the story.
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
• There will be no early finishers. Once they are finished with the assessment, students will begin their drawings.
• For enrichment, the teacher will have students create their own ghost story!
• During reading centers, the teacher will pull the students needing remediation into a group and figure out where they are confused in the lesson.
IX. Professional Reflection
• The read aloud lesson plan went very well. I believe this lesson plan went much better than others, because the book kept the students engaged throughout the entire lesson. Having a ghost type story for the read aloud allowed me to be animated with the scary voices which the class enjoyed. Things I would have done different would be pausing for more questions for inference. The assessment could be altered to provide easier words used for the synonyms/antonyms portion.

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