Chloe Rakos

ELD 308
Interactive Read Aloud
February 12, 2015
Interactive Read Aloud Changing Predictions As We Read
Aunt Chip and the Great Triple Creek Dam Affair by Patricia Polacco
Standards:
CCSS.ELA-LITERACY.SL.5.1 - Engage effectively in a range of collaborative discussions
(one-on-one, in groups, and teacher-led) with diverse partners on grade 5 topics and texts,
building on others' ideas and expressing their own clearly.
CCSS.ELA-LITERACY.RL.5.4 - Determine the meaning of words and phrases as they are
used in a text, including figurative language such as metaphors and similes.
Objective: Students will be able to make an initial prediction about the story, listen as the
teacher reads aloud, and modify their predictions as they read. They will also be able to decode
the meaning of words in the text through context clues.
Materials: Aunt Chip and the Great Triple Creek Dam Affair by Patricia Polacco
Lesson Sequence:
Before Reading:
o Today we will be reading a book to you by a wonderful author, Patricia Polacco. Have
any of you read any books by this author before? Some of my favorites by Patricia
Polacco are Thank You, Mr. Falker, My Rotten Redheaded Older Brother, and When
Lightning Comes in a Jar as well as the book we will be reading today, Aunt Chip and
the Great Triple Creek Dam Affair.
o When you look at the cover and title of this book and use your background knowledge
on other Patricia Polacco books you may have read, what do you think this book will be
about? Think about this for a moment and then we will share some of our predictions.
o These are some great predictions. As we read, I want you to think about how your
predictions have either been confirmed or changed. Please raise your hand and share with
us when your predictions have been confirmed or changed.
During Reading:
o Stop and discuss prediction confirmations and changes throughout the text.
o Questions:
Page 2: Does anyone have any thoughts about why Aunt Chip may have vowed to
never get out of her bed? What do you think the consequences she is talking about
could be?
Page 4: Could you imagine living somewhere where nobody reads? What do you
think they use the books for if they arent using them to read?
Page 9: What do you think might happen if the children start to take the books from
all over town?
o I cant imagine a town without books and reading. Reading is so important in our daily
lives. I dont think TVs could ever really replace it. I hope that the adults in the town
learn to appreciate reading like the children are starting to.

o Work on discovering the meaning of the following vocabulary words from the text with
the students using text and picture clues.
Eiderdown small, soft feathers from the breast of the female eider duck
Clamored a loud and confused noise, especially that of people shouting
Isosceles a triangle with two sides of equal length
Bluff a steep cliff
Vapors a sudden feeling of faintness or nervousness
Anguish severe mental or physical pain or suffering
Recoiled move abruptly backward
Soothsayer a person supposed to be able to foresee the future
After Reading:
o Thank you for listening and sharing your thoughts while we were reading.
o Now, I would like you to turn and talk with a neighbor about one part of the story that
you did not predict from just looking at the title and cover and why you did not predict
that at first. Then I would like you to share with your partner one prediction you made
during the story and if that prediction was confirmed or not.
o I heard some really great predictions being discussed. This story is very hard to predict
just from the cover and title but I also think that makes it very exciting because you dont
know what to expect!
Assessment:
o Students will be successful in achieving the objective if they are able to make reasonable
predictions, use what is going on in the story to change their predictions, decode
meanings of words, and share meaningful thoughts and ideas.