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A. TITLE/TYPE OF LESSON
Read Aloud lesson with the book Lets Look at Fall by Sarah L. Schuette
B. CONTEXT OF LESSON
My practicum class has been working on identifying the different components of a book. The
book Lets Look at Fall will teach the students where the table of contents is located in a
story. This story also has headings for the different sections of the book, introducing students
to the location of headings. Another thing my class has been working on is identifying the
different signs of fall. This book will explain the changes of fall seen through plants, animals,
and weather. This book is very appropriate for the Pre-K level because it utilizes familiar, yet
challenging vocabulary to introduce the students to new words. Students are also working on
examining multiple colors and each page incorporates a variety of colors.
C. LEARNING OBJECTIVES
Understand Students will begin
to understand the elements of a
book and factors associated with
the fall season.
D. ASSESSING LEARNING
Concluding the read aloud, I will ask the students as a whole group to tell me at least 2
different colors that the leaves change to when the fall season approaches, that they saw in the
book. I will then ask them to recall one action described in the story that an animal makes in
response to the arrival of the fall season.
Questions for Assessment:
When the leaves are starting to fall from the trees, what are some of the colors that we
can see them change to?
What do birds do when the weather gets colder?
During fall, what must bears do in order to prepare for the winter?
What do squirrels do in preparation for winter during the fall season?
After conducting the read aloud, I asked the entire class my assessment questions. All
students answered together when I asked them to identify some colors that leaves falling from
the trees change to during the fall season. The 3 year-olds and 4 year-olds answered red,
orange, and yellow. Moving on to the questions regarding animal behaviors, I asked both
my 3 year old class and my 4 year old class what birds do when the weather gets colder, The
3 year-olds could not recall that information. The 4 year-olds responded, They fly away to
warm weather! When I asked both classes what bears prepare to do in the winter during the
Reflection
My practicum classroom has two half-day programs; a 3 year-old morning program and a 4 year-old
afternoon program. I conducted the read aloud for both classes, as I wanted to see how both groups behaved
and performed compared to the other. I was surprised at certain results, and then there were ones that did not
shock me in the slightest.
I first performed the read aloud with the 3 year-old class. I wanted to choose a book that would be
easy for them to comprehend, but also challenging to introduce them to expose them to different vocabulary
and possibly new ideas. Lets Look at Fall fits both of those categories. As the children started to enter the
classroom, my cooperating teacher ushered them to sit on the purple carpet. She read a book first and then
introduced my read aloud to the children. I had expected to introduce my read aloud but my teacher did
instead, further proving that flexibility is an important quality to have in the teaching profession. They had
already been seated for a while and my cooperating teacher had separated the children who were causing
distractions, so when I began my read aloud by introducing the title and author the children were behaving
very well. When I stopped on page 6 and asked the students if they had noticed whether or not the leaves
have started to change colors, multiple students spoke out at once. This happened at every point that I
stopped to ask the students a question to further their thinking during the story, and I would quiet them down
as quickly as possible. The fluency of the read aloud was disrupted and this made me realize I would need to
take a different approach next time. After the read aloud was concluded, I asked the students the assessment
questions; they correctly identified the colors of fall leaves, but did need assistance when it came to the
animals behaviors. I had expected this from the 3 year-old class, as these concepts are more advanced. I
had to ask questions to trigger the students memories, and then they could recall the information. When I
asked if anyone knew what hibernation meant, none of the children could give me a correct answer so I gave
them a very brief explanation. All of the children understood that the weather gets colder and when I read
the page that gave this information, one of the students pretended to shiver. Shivering indicated to me that
that child understood what I was talking about; they were using a behavior to make a connection to the book.
Children comprehend ideas much better when you help them make real-life connections.
The second time I did my read aloud was for the 4-year-olds. This time my teacher instructed the
students, after outdoor playtime, to join me on the purple carpet and then she started on her own task. I had