Emilee Higgins Beverly Manor Elementary School Hillary Humphries 3/24/14 - Read Aloud

A. Type of Lesson: Read Aloud B. Context of Lesson: The read aloud is to be done during morning center time, during the normal read aloud time. The book will be related to the current unit of study, and will be discussed with the students prior to reading the book. C. Learning Objectives: Understand What are the broad generalizations the students should begin to develop? (These are typically difficult to assess in one lesson) Before reading, understand and recognize the author, illustrator, publisher, front cover, back cover, cover page, and spine.

Know What are the facts, rules, specific data the students will gain through this lesson? (The knows must be assessed in your lesson.) After reading, they should understand the context of the story, as well as understand the different tools showcased and understand how they relate to the community helper that uses them.

Do What are the specific thinking behaviors students will be able to do through the lesson? (these will also be assessed in your lesson.) They will use selfcontrol to listen to the story with the intent of taking away a meaningful understanding of the story, and understand how it relates to the overarching unit of Tools.

D. Assessing Learning: I will assess understanding of book layout (author/illustrator/ book cover/etc.) through group discussion prior to the book reading. I will assess knowledge of the books content in both group and individual discussion immediately following the book, and occasionally while reading the book. This could include commenting on what the community helper is doing, on recognition of sight words, making a story prediction, etc. E. Related Virginia S.O.L: I am using the Virginia Foundation Blocks instead of S.O.L standards because this lesson is to be done with an inclusive preschool class. The Foundation Blocks being covered include: a. Literacy Block 1a: Listen with increasing attention to spoken language, conversations, and texts read aloud. b. Literacy Block 1b: Correctly identify characters, objects, and actions in a text with or without pictures and begin to comment about each. c. Literacy Block 1c: Make predictions about what might happen in a story

d. e. f. g.

Literacy Block 1g: Listen attentively to stories in a whole class setting. Literacy Block 3b: Identify words within spoken sentences Literacy Block 5a: Recognize front and back covers of a book Literacy Block 5b: Recognize a books title and title page

F. Materials Needed: The book, Tools by Taro Miura G. Procedure: a. Introduce the Book: tell the students the title, author, illustrator, and publisher. b. Ask the students to tell you who the author, illustrator, and publisher are c. Ask the students to recognize the front cover, back cover, cover page, and spine. As they identify each, ask them to remind you what the purpose of each item is. d. Ask the students to make any predictions about the story that they might have, based off the cover picture. e. Read the story. Read it in a way that is clear and concise, and be sure to make sure all students see the pictures and understand you. Answer any relevant questions that occur throughout the reading. f. Have a group discussion on the story. Discuss key elements and how it relates to the overarching unit of Tools. H. Differentiation: Since the students usually do a read aloud multiple times during each day, they are used to the setting and their expectations during this time, so I will not need to make special accommodations for any student. I. What could go wrong?: By making sure I read the book before doing the ReadAloud, I will hopefully eliminate most things that could go wrong. If one of the students cannot stay focused, I will ask one of the other teachers in the room to sit with that child, so as not to distract from the entire lesson. If a child was to get sick or upset, the other teachers will be there to support the child, so that I can keep the other students on task. I could also get too focused on interacting and questioning a childs understanding so I will have to be conscious of giving every child a chance to interact.

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