Lauren Rhodes
11/18/14
TEDU 426
Read Aloud Lesson Plan
Purpose:
The purpose of this lesson is to model fluent reading and for the students to expand their vocabulary
when reading. It is important to conduct this lesson, so that students will be able to better understand
and demonstrate comprehension of fictional texts.
2.8
The student will read and demonstrate comprehension of fictional texts.
2.6
Make and confirm predictions.
Relate previous experiences to the main idea.
Ask and answer questions about what is read.
Locate information to answer questions.
Describe characters, setting, and important events in fiction and poetry.
Identify the problem and solution.
Identify the main idea.
Summarize stories and events with beginning, middle, and end in the correct sequence.
Draw conclusions based on the text.
Read and reread familiar stories, poems, and passages with fluency, accuracy, and
meaningful expression.
The student will use semantic clues and syntax to expand vocabulary when reading.
a)
b)
c)
d)
e)
f)
g)
h)
i)
j)
a)
b)
c)
d)
2.12
Use information in the story to read words.
Use knowledge of sentence structure.
Use knowledge of story structure and sequence.
Reread and self-correct.
The student will write stories, letters, and simple explanations.
a) Generate ideas before writing.
b) Organize writing to include a beginning, middle, and end for narrative and expository
writing.
c) Expand writing to include descriptive detail.
d) Revise writing for clarity.
Objectives:

After taking a picture walk through the story Knuffle Bunny Free, the students will be able to
make logical predictions about the story. (visual)
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
The students will be able to use semantic clues within the story to identify and expand
vocabulary while reading. (visual/auditory)
Given a writing prompt the students will be able to use their prior knowledge from the story
Knuffle Bunny Free to write a story with at least four sentences. (visual)
Procedure:
 Gather the students on the carpet.
 Introduce the read aloud by stating “Today I will be reading Knuffle Bunny Free.” Ask the
students: (auditory)
- Does anyone have a prediction as to what might happen in this book? (Call on at least five
students to share).
 Lead the students through a picture walk of Knuffle Bunny Free. (visual)
- Does anyone want to change their prediction now that they have seen the pictures? (Call on
at least 5 students to share). (auditory)
 Next, state to the students “While I am reading this story you may notice that there are a few
words you may not have heard of before.” Tell the students that if they hear a word they do not
understand that they can point to their brain. If during the reading you notice that more than
three students are pointing to their brain, pause and review the word they do not understand.
(auditory/visual/kinesthetic)
 During the middle of the story where Trixie realizes that she has lost her Knuffle Bunny pause
and ask the students: (auditory)
- How do you think Trixie is feeling right now?
- Trixie’s mom asked her to be brave. What does it mean to be brave?
 After reading the book, the students will return to their desks. Ask the students: (auditory)
- How do you think Trixie felt when she did something nice for the baby on the airplane?
 Ask students to take out lined paper and a pencil and provide them with the following writing
prompt.
- I want everyone to think about a time when you did something nice for someone. What did
you do? How did it make you feel?
 Explain to students that they should be able to write at least 4 sentences with good detail.
(visual)
 Allow the students to work on this for about 25 minutes.
 Advanced students that finish early can draw a picture to go along with their writing. (visual)
 Struggling students will have an opportunity to meet with me during these 25 minutes to help
them come up with ideas and to brainstorm what they want to write about.
 I will bring closure to the lesson by having five students that volunteer, share their writing with
the class. I will also ask the students the following questions: (visual/auditory/kinesthetic)
- Can someone raise their hand and tell me a new vocabulary word that they learned while
reading Knuffle Bunny Free?
- Why is it important for us to do nice things for other people?
Materials:
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
Knuffle Bunny Free by: Mo Willems
Lined Paper / Pencils
Evaluation Part A:
 I will assess the knowledge of the students during the lesson, by having them participate in a
picture walk through the story, and having the students make predictions on what they believe
will happen. The students will have met this objective when they are able to make logical
predictions based on the pictures that they saw in the story. The students will also be able to
use semantic clues within the story to determine the meaning of certain vocabulary words. I will
know the students have met the objective when they are able to provide me with semantic
clues that they used to understand the definition of a word. The students will be expected to
write a story based on the reading given a writing prompt. I will know the students have met
this objective when they are able to write four sentences about a time that they did something
nice for someone, and how it made them feel.
Evaluation Part B:



Explain whether or not the students met your objective(s) and how you know they did or did not
meet them.
- The students were able to meet the objectives that I had set. I knew they met the
objectives, because they were able to make logical predictions about Knuffle Bunny Free
after taking a picture walk through the book. They were also able to use semantic clues
within the story to define new vocabulary. A majority of the students were able to complete
the writing assignment by writing at least four sentences about a time they did something
nice for someone, and how it made them feel. The few students that did not meet the
objective for the writing assignment were not able to write four sentences.
Describe the strengths and weaknesses of your teaching of the lesson.
- One of my biggest strengths during the lesson was keeping the attention of the students. I
picked a book that I knew my students had not read before, and one that I knew they would
enjoy. They were very involved in the discussions, and the writing assignment.
- My biggest weakness during the lesson was trying to hold the book during the read aloud,
so that everyone had a good view. The book has a few sections where it opens up into
multiple pages, and it required more than two hands. Next time, I think I will ask a student
to help me hold the book open so that everyone can have a good view.
Reflect on how you would change the lesson.
-
If I could change the lesson I would definitely ensure that I had someone help me while I
was reading this book, since it expanded and became impossible to show to everyone.
Asking a student to volunteer to help me would have been a very simple task. I would also
extend the amount of time that I allowed the students to write for, because the struggling
students were only able to get between one and two sentences down in 25 minutes.