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Read Aloud or Oral Story Lesson Plan

10 points
Turn in your lesson plan, reflection, and self-evaluation as one document via Canvas.

LESSON PLAN & REFLECTION RUBRIC

Total Points Possible - 10 pts.
Name: Natalie Nhan

Self- Score
Reflection
Score*
(include
points)

OBJECTIVES & None Objectives and 1

MATERIALS materials are listed
(including a
multicultural
picturebook). The
objective(s)
matches the lesson
and no worksheets
were used
(1)
OPENER No opener Includes Includes 1
prompting prompting
questions and questions and is
motivational connected to the
activity book
(.5) (1)
BODY None Procedures In addition, 1
referenced, questions include
more than 3 higher level
questions listed thinking questions
with stopping (1)
points
(.5)
CLOSING Closing not Closure Closure involves 1
included involves student input and
student input is directly related
(.5) to the book
(1)
REFLECTION Reflection is All Reflection 6
minimal and questions are
very surface addressed (no page
level limit)
(0) (6)

*1 point will be deducted if this rubric with your self-evaluation score completed is not included with your
product.
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READ ALOUD
Your Name: Natalie Nhan
Focus of the Lesson: Print and Book Awareness
Grade Level: Preschool
Number of Students: 5
Standard (s): Virginia Foundation Blocks 5: Print and Book Awareness:
a) Identify the front of a book
b) Identify the location of the title of a book
c) Identify where reading begins on a page (first word or group of words)
d) Demonstrate directionality of reading left to right on a page
e) Identify part of the book that “tells the story” (print as opposed to pictures)
f) Turn pages one at a time from the front to the back of a book

Objective(s)
Students will be able to identify the front and location of the title of the book. Students will be
able to show where to start reading on a page, and what direction to read in. Students will be
able to tell the teacher what parts of the book “tells the story”. Students will also be able to
make predictions during the read aloud when prompted by the teacher.

Materials
Alma and How She Got Her Name by Juana Martinez-Neal

Procedures
I. Opener—I will start by showing the students the front page of the book, making sure
to ask where the title is. I will show them the end pages, pointing out the stripes. I
will tell them that the story is about a girl and how she got her name. I will ask them
for all of their names and tell them that their name is special because it was given to
them by someone that loves them.
II. Body—I will read aloud the book. Before doing so, I will ask where the reading
begins on the first page. I will ask what word I should read first. I will read clearly. I
will stop to ask questions about what is happening in the story. I will ask the
students to show me anything on the page that they think is interesting.
III. Closing—I will ask them if they liked the book and what they found interesting. I
will ask how they think they got named.
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REFLECTION

The lesson was intended to promote print and book awareness and following the foundation

blocks. My first intended objective was for the students to locate the title and front of the book. This

was difficult for the students because the book did not have a dust jacket, and so I had to use the title

page as the front of the book. This confused some students. My next objective was that the students will

be able to show where to start reading on a page and what direction to read in. The students got this

right away and they could tell me what direction to read in. My next question for them as if they could

tell me what parts of the book “tell the story”. A student said “It is the words. Not the pictures.” I asked

this student if they could point to the part that she was talking about and she pointed to the words. I was

happy she knew what I was asking and was able to show me. My last objective is that the students will

be able to make predictions about the story when I ask them. This was hard for my students as the story

is not a typical story with a climax and such. The story was more about looking towards yourself,

which I don’t think a lot of them have been read books like this.

I consider my book multicultural because I think that there is a story to everyone’s names.

Different cultures name their child based on different things. In Latin/Hispanic cultures most names

come from different family member’s name, which is what the book was based on. At the end of my

read aloud, I asked the students where they think they got their name from, which allows the book to be

interpreted as multicultural because some students were sharing their name origin. I chose this book

because I thought it was a fun, cute way to introduce an aspect of different cultures that doesn’t get

discussed often. We read in Chapter 6 of our textbook that storybook reading provides decontextualized

language for children which is important for them to succeed in school (Vukelich, 2016, p. 114). I

chose this book because it includes some decontextualized language that the kids should be exposed to.
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The students reacted well to the story. I could tell that some of them did not understand what was

happening, since like I said before I it was not a typical story. I tried to combat this by asking the

students took interpret things from the pictures. The Browder reading explained that a great way to

develop intensive beginning reading was through interacting with the student through the text to make

sure they understand (Browder et al. 273). I also tried to point out things within the readings that I

thought the kids would enjoy. Next time, I would try to pick a story that the kids would understand

better. I think it was hard for them to relate since they have not yet been curious about the origins of

their name. I would also want to do a follow up activity so that the kids understand the story better. This

follow up activity could involve puppets to explain the origins of names. In chapter 6 of our textbook,

we have read that puppets can provide children with the opportunity to dramatize the story and

understand it better (Vukelich, 2016, p. 125).

A constructive criticism I would give myself is to read slower. I felt like my words were not clear

enough for the students to understand me, especially doing this during their center time there was a lot

of noise happening at the same time.

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References

Browder et al. (2009). Literacy for Students With Severe Developmental Disabilities. Remedial and

Special Education, 30.

Vukelich, C. (2016). Helping Young Children Learn Language and Literacy: Birth Through

Kindergarten. Pearson Education, Inc.