Read Aloud Lesson Plan

Due 11/15/17
10 points

Purpose
Teacher read-aloud are an essential piece of the literacy curriculum. Not to be confused
with easy reading, texts designed to support the reader, these trade books are high quality
literature, perhaps even award-winning selections for students. Activating student prior
knowledge, maintaining student interaction, and allowing for student response are key in
making read alouds an effective and meaning-building part of daily instruction
throughout the grades. (This should be reflected in your lesson plan so be sure to include
before, during, and after plans which focus on student comprehension in your Procedure.)

Choosing an appropriate picture book from your ELE 310 Diversity text set, carefully
plan, select, and practice your read aloud, then carry out with a single student, a small
group of students or with the entire class. Use the lesson plan below. Lesson objectives
should be specific (observable and/or measurable) and reflections refer specifically to
your stated objectives.

The purpose of this lesson plan is to give students experience in planning and presenting
a READ ALOUD lesson that includes a before-reading activity, the read aloud, and an
after-reading, or follow-up activity. Choose a book that you will read aloud to the
students (small group or whole group). Your lesson plan must be written in the provided
format.

Materials
Book to read aloud to students and other materials determined by the lesson format.

Procedures
1. Decide on your book or story from your diversity text set read it carefully.
2. Determine what before-reading activity or questions will help students with
accessing or building prior knowledge.
3. Draft an appropriate opener.
4. Write your plan utilizing the provided format. Be sure to note the appropriate
Virginia Standards of Learning or Virginia Foundation Blocks (Pre-K)
5. Present the lesson. You may present to the whole class or a small group.

Reflect on this experience:

Describe the lesson briefly.
Discuss how your book fits in with your diversity text set and what makes the
book you read aloud diverse.
How did the students react? What went well? What would you change the next
time you try this activity or one like it?
What constructive criticism would you give yourself?
Make sure to cite at least 1 of the readings in your reflection.
 There is no page limit. Please use Times New Roman 12 pt. font, double
spaced.

Product
Turn in your lesson plan and reflection by 11/15/17 via Canvas Assignments

LESSON PLAN & REFLECTION RUBRIC

Total Points Possible - 20 pts.

OBJECTIVES & None Objective and

MATERIALS materials are listed.
The objective(s)
matches the lesson
and no worksheets
were used.
(1)
OPENER No opener Opener, Opener,
Includes prompting Includes prompting
questions and questions and
motivational CREATIVE
activity motivational
(.5) activity
(1)
BODY None Procedures In addition,
referenced, more questions include
than 3 questions higher level
listed with thinking (Blooms
stopping points Taxonomy)
(.5) (1)
CLOSING Closing not In addition, closure In addition, closure
included involves student shows originality
input and creativity (1)
(.5)
REFLECTION Reflection is All Reflection
minimal and very questions are
surface level addressed (no page
(0) limit)
(6)
 READ ALOUD
LESSON PLAN FORMAT
Teachers Name: Cathy York
Title (or focus) of the Lesson: Whos In My Family?
Grade Level(s): Kindergarten

Objective(s)
Objective(s) should included from the Virginia Standards of Learning or the Virginia
Foundation Blocks (Pre-k)
Example-The student will demonstrate comprehension of nonfiction texts by using
pictures to identify topic and make predictions (SoL K.10)

Materials
The materials list should include all the necessary resources, supplies, and equipment
(including technology). The list may be divided into Teacher materials and Student
materials.

Procedures
I. OpenerThe opening part of the lesson includes the prompting questions and
motivational activities to get students ready for the book. (Before-reading)
II. BodyThe heart of the lesson. The majority of the instruction takes place
in the body of the lesson. Skills and strategies and content are typically taught
during the Body of the lesson. For the read aloud lesson, you will simply read
the bookyou will not teach a specific skill. However, you will include
stopping points and questions that you will ask to engage the students in
discussions. (During-reading)
III. ClosingThe lesson is concluded. During the closing, the content and/or
processes addressed in the lesson are reviewed and synthesized with student
input; follow-up activities are explained. (After-Reading)
 READ ALOUD LESSON PLAN

Teachers Name: Cathy York

Title (or focus) of the Lesson: Whos In My Family?
Grade Level(s): Kindergarten
Number of Students: 17 (intended number but only 16 present for activity)
Standard(s):

K.4 The student will recognize that everyone is a member of a family and that
families come in many forms.
Descriptive Statement: This includes a variety of family forms: two parent
families; extended families relatives other than the immediate family living in the
home; single parent families; adoptive families; foster families or guardians;
families with stepparents; and other blended families; and the value of family
relationships.

K.5 The student will identify members of his or her own family.
Descriptive Statement: This refers to identifying the adult and child members of
the student's family.

Materials
Teacher materials (Cathy York): Book, paper for activities
Student materials: pencils, glue, crayons

Procedures
I. Opener (Before-reading): This is written by Todd Parr. Does anyone
know what the person that writes the book is called? He also drew the
pictures. What is that called?
II. Body (During-reading): The word adopt was in the story: What do you
think adopted means?
III. Closing (After-Reading): So now we are going to talk about who is in our
families and do a project to show each other who is in our family.

Reflection
 My topic for my multicultural text set was about families in the home and who

lives with you. For my read aloud lesson, I first read the book The Family Book by Todd

Parr. After this, students had a paper that had a space for a drawing and then lines to

write. They would draw a picture of their family and then write about what they like to

do with their family. Then they would choose a rectangle or triangle for their house

and glue different colored squares to represent different members of their family in their

home. The book I chose, The Family Book, relates to my topic for my diverse text set

because it talked about how all families are different. It ended by saying that even

though families are different, they are all special.

The students seemed to really like this activity. They were very engaged in the

read aloud and enjoyed the story. They would raise their hands to tell me certain things

about their families, which was nice because they were still on topic. The students did

blurt out here and there but it was still on topic, so I did not have to redirect the

comments or cut anyone off. Because the book was simple, it was straight to the point.

The constructive criticism I would give myself would be to read the story a couple more

times before actually reading to the class so I could have tried different ways of reading it

with different voice inflections.

I think stopping to ask questions is important during a read aloud. This can help

students remain engaged and have them think about something that they may not have

thought of before. For example, during my read aloud I asked what the students thought

the word adopt meant. There were a lot of different answers but one that stood out to

me was something along the lines of if an animal doesnt have a home, people take it to

their home. I liked this response because the student was able to relate the word adopt
to something that may have happened in his or her own life. This reminds me the article,

Supporting Beginning Readers in Reading to Learn: A Comprehension Strategy by

Lori McKee and Gay Carr. This article is based on what steps students should take in

order to really be able to comprehend material. I think the article is mainly talking about

if the student is reading to themselves but I think it can be applied to a read aloud as well.

The steps are: Read, Stop, Think, Ask, and Connect. It is apparent that the student that

answered my question stopped and listened to the questions and then worked to connect

what they thought the word meant to something that they have experienced. It is

important to ask and think about the material because this is where the understanding and

life connections will come into play to help make the material more relatable and

interesting to the readers.

Although my students were not reading the book themselves, I still thought it was

important to ask them questions throughout the book. This helped them understand the

story better and it also helped me to assess where these students were in terms of being

able to think critically about a question. As related to the article, asking questions helps

students critically use the information they gather and previous knowledge they have to

figure out what something means.