TCNJ Lesson Plan

Read Aloud
Student Name: Katie Giancaspro

School

Name: Lawrenceville
Grade level: First

Host Teachers

Name: Mrs. Pileggi

Guiding and/or Essential Questions:
How can we remember parts of a book that we are excited about?
What parts of a story are exciting?
Pre-Lesson Assignments and/or Student Prior Knowledge:
The children have experience independently using post-it notes in
books to record text-to-self connections, text-to-text connections, and
words that sound the same as they are spelt. They also have
experience sharing these notes with the class. They have experience
identifying sentences as statements, questions, or exclamatory
statements.
Standards:
CCSS.ELA-Literacy.RF.2.4.a
Read grade-level text with purpose and understanding.
ELA Literacy RF 1.4
Read with sufficient accuracy and fluency to support comprehension.
Learning Objectives and Assessments:
Learning Objective
Students will identify a part of a

Assessment
Teachers will observe to see

story that they felt was exciting.

students using post-it notes to

write an exclamation point on and
place in a book (of their choice)
where they felt the story was
exciting. Teachers will make sure
students accurately understand

Students will explain to the class

the concept of exciting.

Teachers will observe students

what they thought was exciting in

participation for accuracy in

their book.

identifying an exciting part of the

story.

Materials/Resources:
Post-it notes (one per student)
Biggest Strongest Fastest (Read aloud-can be done with
most books)
1 book per child (their choice of books from the classroom
library)
Plans for set-up/distribution/clean-up of materials:
I will ask students to come to the library by table to choose a book
and find a quiet place in the room to read it. After sharing their
findings with the class, Students will be told to place their books
back where they found them.
Step by Step Plan:

1. I will call students by table number to sit in their reading spots on

the rug. I will ask the students to remind me what strategies they
have used before. (These include text-to-self connections,
text-to-text connections, and sound.) I will ask why these
strategies are helpful. Then, I will tell them that today we will
learn a new strategy where you place a post-it note in an exciting
part of the story. I will emphasize that everyone may choose a
different place because you choose a part that you felt excited
about.
2. I will read the book Biggest Strongest Fastest and demonstrate
using this post-it note strategy during the story. I chose to say
that learning about the worlds longest animal was exciting (the
sun jelly fish which is almost 4 and a half school buses long). I
will draw an exclamation point on my post-it note and write down
what I thought was exciting. I will then place it on the page of the
book where I felt excited, thinking out loud that this will help me
find that part of the story again in case I wanted to learn more
about it or share it with a friend.
3. I will finish the story and instruct students to go to their tables by
table number. I will explain to the children that they should
choose a just right book for them and find one spot in the book
while they are reading where they feel excited to use the post-it
note. I will let them know that if they find more thats wonderful
but for today just to do one. By table number, students will be

called to go get a pencil from their desks, choose a book and find
a quiet spot in the classroom to read. When they are seated and
have their book they should begin reading. When they find an
exciting spot, they should raise their hands so I can give them a
post-it note. I will instruct early finishers to reread their books
and double check to make sure they chose the most exciting part
of the story. When the students have finished, they should
quietly look for a friend to share their exciting part with.
4. I will walk around the room, observing students using their notes,
as well as asking and answering questions. When most students
have finished reading and found an exciting part of the book, I
will instruct them to return to the rug in their reading spots. I will
ask a few students to share what they thought was exciting in
their story.
5. When several students have gotten a chance to share, the
classroom teacher will take over.
Key Questions:
What part of the story did you find exciting?
Why did you think it was exciting?
Where did you place your post-it note?
Do you think this part of the book is the most exciting?
Logistics:
Timing:

Introduction/Read Aloud: 5-8 minutes

Directions for students: 1-2 minutes
Reading to self: 10 minutes
Sharing: 10 minutes

Transitions:
The students will be called to the rug by their table number. They
will also return to their desks by table number. They will be
permitted to read in any area of the room so long as they can
concentrate. When it is time to share, I will ask students to return
to the rug by table number.
Classroom Management:

The students will be sitting in their assigned seats on the rug

preventing confusion and arguing about where to sit.

I will praise students who are being good role models.
If a particular student is causing disturbances and has been

warned, they may be told to read sitting at their desk.

When I need the students attention, I will say Hocus Pocus to

which the children will reply Everybody Focus.

I will also use the peace symbol, which stands for respect/quiet
to remind the students to raise their hands when talking.

Differentiation:

Students will choose a just right book for them while they read to
themselves, they know this means that they run into less than 5
errors on one page.

Students will decide where in the room they feel they work best
whether that be on the rug, at a desk, at a table, or on the floor.

Certain students may elect to wear headphones to help them

concentrate, use a desk shield or ask my permission to sit in the
hallway.

I will provide adequate wait-time enabling all students time to

think.