Kwayaciiwin Interactive
Read-Aloud Kits (K-3)
Developed by Rachel Rupke
Table of Contents
1. Reading Aloud is Important
2. Kwayaciiwin Interactive Read-Aloud Kits
3. What is an Interactive Read-Aloud?
4. Clear Instructional Focus
5. Careful Selection of Books
6. Explicit Teaching of Vocabulary
7. Teacher Think Alouds
8. Think/Pair/Share
9. Other Considerations
10. Getting Good at Reading Aloud
11. Planning Your Own Interactive Read-Aloud
12. Assessment
Appendix A- Overview of Texts K-3
Appendix B- Read-Aloud Planning Template
Appendix C- Read-Aloud Assessment Checklist
1. Reading Aloud is Important!
“Reading to children is the most effective literacy demonstration you can
provide. As you read aloud, you demonstrate how to think and act like a
reader.” (Matching Books to Readers, Page 9)
When we read aloud, our students:
✴Discover how print works
✴See how illustrations enhance the text
✴Build their vocabularies
✴Enhance their reading fluency
✴Glean ideas for their own writing
✴Strengthen comprehension skills
✴Develop an understanding of literary elements
✴Discover the meaning of genre
✴Develop a shared language for talking about books
2. Kwayaciiwin Read-Aloud Kits
Kwayaciiwin has created four different Interactive Read-Aloud Kits: a
Kindergarten kit, a Grade One kit, a Grade Two kit and a Grade 3 kit.
Each kit includes:
✴25 Grade appropriate read-aloud texts (mix of fiction/non-fiction)
✴25 Lesson plans (one for each of the read-aloud books)
✴Poster for each lesson to record thinking (hard copy and digital version
for SmartBoards)
✴Overview of texts and instructional focus for each text
✴Guide to Kwayaciiwin Interactive Read-Alouds (K-3)
✴Video demonstration
✴Checklist assessment
✴Planning template (to create your own lessons)
The Kwayaciiwin Interactive Read-Aloud Kits were created to provide early
literacy classrooms in the North with culturally appropriate, engaging read-aloud
books and lessons that target specific reading goals.
3. What is an Interactive Read-Aloud?
According to Fountas and Pinnell, an Interactive Read-Aloud is “A teaching
context in which students are actively listening and responding to an oral
reading of a text” (The Continuum of Literacy Learning, p. 163).
Characteristics of an effective Interactive Read-Aloud lesson:
✴Clear Instructional Focus
✴Books are Chosen Carefully
✴Vocabulary is Explicitly Taught
✴Teacher “Think Alouds”
✴Students Take an Active Role
4. Clear Instructional Focus
An effective interactive read-aloud lesson always has a clear instructional focus.
Teachers should choose a focus based on where their students are at and where
they want to take them. During the read-aloud, hone in on the particular strategy
or idea you have chosen for an instructional focus. Focus conversations and
observations around that teaching point.
The Kwayaciiwin lessons are organized into four different categories of
instructional focuses:
(1) Comprehension Skills- Using Prior Knowledge, Asking Questions, Making
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Connections, Predicting, Inferring, Visualizing and Determining Important
!
Ideas
(2) Story Elements- Beginning/Middle/End, Setting, Character Development,
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Problem/Solution and Theme/Author’s Purpose
(3) Genre/Form- Non-Fiction, Traditional Stories, Poetry, Alphabet Books,
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Memoir, Fantasy, Fairytale, Biography, How To/Instruction Book and
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Historical Fiction
(4) Writing Traits- Ideas, Organization, Voice, Word Choice and Sentence
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Fluency
5. Careful Selection of Books
We must thoughtfully consider what books we want to share with our students as
interactive read-alouds. Anne Hoyt explains that, “read-alouds can become a
foundation for expansion of oral language, a challenging opportunity to stimulate
deeper thinking, a rich moment when we can expose learners to beautiful art,
and most certainly, a time when we can broaden children’s world
knowledge” (2007, p. 23).
Some questions that can be helpful to consider when selecting an interactive
read-aloud book are:
✴Does the book connect to your instructional goal?
✴Is the book age appropriate?
✴Will your students find the book relevant to their lives and culture?
✴Are the illustrations eye catching? Do they enhance the story?
✴Does the word choice grab your attention? Sing with rhythm or rhyme?
✴Does the book keep you on the edge of your seat?
✴Can your make the book come alive with your delivery?
✴Will the book motivate deeper topical understanding?
✴Does it connect to other curricular areas?
✴Is the book memorable? Will your students want to hear it again?
The Kwayaciiwin Interactive Read-Aloud book choices were selected using the
above criteria. It was important for us to find quality pieces of literature that our
students can connect with from a variety of genres, that connect to other
curricular areas.
6. Explicit Teaching of Vocabulary
There are four strategies that can be used during a read-aloud that help in the
vocabulary development of students. These strategies take very little time but
provide students with the meaning of the word in context.
Strategy # 1: A Short Phrase or Sentence Explanation
For words that are easy to explain, a short phrase or sentence explanation may
be the best way to get the meaning of the word across to students. For example,
if the sentence read, “The frugal old man went to the market”, the teacher could
give a short explanation of the world frugal by saying “frugal means to be really
careful with your money”.
Strategy # 2: Using the Illustration
Sometimes the meaning of a word is depicted clearly in the illustration. When
this is the case, the illustration can be used to guide students to understanding
the word. For example, if the sentence read, “The canyon was majestic”, the
teacher could use the accompanying illustration to explain to students what a
canyon is.
Strategy # 3: Using the Expression in Your Voice
Other times, all it takes is the expression in your voice to depict the meaning of a
word. For example, if the sentence read, “My mother burst in the room”, the
meaning of the word “burst” could be depicted simply through expression.
Strategy # 4: Using Dramatic Gestures
Dramatic gestures are also a good way to show the meaning of a word. For
example, if the sentence read, “The plane plummeted to the ground”, a simply
hand gesture would successfully show the meaning of the word plummeted.
7. Teacher Think Alouds
What is a “Teacher Think Aloud”?
A Teacher Think Aloud is a time when the teacher pauses during a read-aloud to
model how strong readers don’t just read the words but also think about the story
and use strategies to understand it better. Teacher Think Alouds should be
connected with the instructional focus/teaching point of a lesson.
In all of the Kwayaciiwin Interactive Read-Aloud lessons, there are suggestions
on where to stop and think aloud and on what to say during the Think Aloud.
Why are Teacher Think Alouds Important?
Teacher Think Alouds are important because by modelling for students the types
of behaviour good readers are engaged in, the teacher is making the student
aware of strategies and monitoring behaviours that will make them better
readers. Some students will pick up these strategies independently, but most
students need to be explicitly taught reading strategies. Thinking aloud allows
teachers to raise students’ awareness of what it means to be a strategic reader.
How do I plan an effective Think Aloud?
✴Plan ahead of time where you are going to stop and think aloud
✴Mark the places you are going to stop with a sticky note and jot down a
summary of the point you want to make in your Think Aloud
✴Link the Think Aloud to your instructional purpose
8. Think/Pair/Share
In a traditional classroom setting teachers do most of the talking, while students
sit back passively listening. Students that do talk are the predictable few who
raise their hands quickly and want to be heard. This results in only a small
number of children sharing their thoughts.
Teachers who use the Think/Pair/Share strategy give all students a chance to
share their ideas and engage in conversations about their thinking.
To do a Think/Pair/Share during an interactive read-aloud, teachers begin by
posing a question to their students. Students are given a moment to think about
the question and are then asked to pair up with their thinking partners and share
their thoughts about the question that was posed. The teacher listens in on
partner conversations and then asks a couple of students to share what they
talked about with their partners.
Some things to note about the Think/Pair/Share strategy:
✴A Think/Pair/Share should not take a long amount of time. Give students
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about 20-30 seconds to talk with their partners.
✴No more than 3-4 Think/Pair/Shares per read-aloud. More than this will
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interrupt the flow of the book.
✴Choose thinking partners carefully.
✴Always model for students what thinking partner conversations should
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look like. Provide students with sentence stems to help them begin
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conversations and state their opinions.
9. Other Considerations
How Often?
As a primary teacher, you want to be reading aloud to your class at least once a
day. Many teachers read aloud to their class two or three times a day. Not every
read-aloud should be an interactive read-aloud, as interactive read-alouds are
more time consuming and require significant planning. Teachers should plan to
do interactive read-alouds 2-3 times per week during their literacy block.
Where?
It is important to design a space in your room that can be used to read aloud to
your students. Many teachers choose a space on the carpet, that is comfortable
for students. Proximity is another important consideration, as it is important for
students to be able to see the illustrations but also have enough room for
personal space and to turn and talk with their partner.
Integrate
Read-Alouds provide an opportunity to integrate subjects, as there are beautiful
pieces of literature that teach to the content areas (Socials, Science and even
Math). Integration of subjects is a practical way to make the most of class time.
Using the Same Book for Different Purposes
The same read-aloud book can be reused for a different purpose. In the
overview of Kwayaciiwin Interactive Read-Aloud texts, suggestions are made for
other teaching points/instructional focuses the books can be used for.
10. Getting Good at Reading Aloud
“When a read-aloud is done well, it is a performance; in our view it is an art
very akin to storytelling. The telling is as crucial to the listeners as it is to
the tale.” (Learning Under the Influence of Language and Literature, p. 4).
Some teachers shy away from reading aloud to their class because they do not
feel confident in their own ability to read-aloud. Here are some suggestions that
may help to combat the anxiety some teachers have about reading aloud:
✴Practice! The only way to get good at reading aloud is to practice
✴Model your own enjoyment of the text- have enthusiasm
✴Find the rhythm of the story
✴Pay attention to your pitch, tone, pace, volume and pauses... use these
tools to help you tell the story
✴Let your own personality leak into the story
✴Feed off of your students’ energy
11. Planning Your Own Interactive Read-Aloud
Your Kwayaciiwin Interactive Read-Aloud Kit includes 25 lessons, but you will
need to create additional lessons yourself. With primary students, one
Interactive Read-Aloud lesson on a teaching point is not enough. You will want
to repeat teaching points, until you can see the students understand it and are
ready to apply the strategy or skill within guided and independent reading.
For example, if you do the “Making Connections” lesson with your class, you will
want to create additional lessons yourself that also focus in on “Making
Connections”. Look at the Kwayaciiwin Interactive Read-Aloud Text Overview
(Appendix A) to find books in the kit that lend themselves to the teaching point
you want to make.
To plan your own Interactive Read-Aloud:
(1) Select an instructional focus/teaching point for your lesson
(2) Find a book that lends itself to that focus
(3) Read through the book: pick out 5-10 vocabulary words you want to teach
(4) Plan your introduction
(5) Plan at least three Think Alouds that relate to your teaching point
(6) Come up with at least three questions to use for Think/Pair/Share
(7) Plan an end of story reflection
(8) Think about possible extensions
(9) Plan for Assessment
✴ See Appendix B for a planning template that will help you in creating your
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own Interactive Read-Aloud lessons.
✴Use the Kwayaciiwin created lesson as a guide, when planning your own
!
lessons.
12. Assessment
We assess our students to gather data on their learning, which will inform our
instruction. All of the read-aloud lessons in the Kwayaciiwin Interactive ReadAloud kit give specific suggestions for checking your students’ knowledge of the
targeted learning goal, which will help you to plan for additional lessons on the
targeted learning goal.
Observation is one of the most powerful tools a primary teacher can use to
gather data on the learning of his/her students. Appendix C provides a checklist
assessment that can be used during read-aloud lessons to record observations
of student behaviour and learning.
Appendix A- Overview of Read-Aloud Texts
Kindergarten- Instructional Focus on Comprehension Skills
Instructional
Focus
Using Prior
Knowledge
Picture
Title/Author
Genre
Where Did You Get
Your Moccasins?
Fiction
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
Cultural
-Predicting
-Asking Questions
Science (Insect
Investigators)
-Visualizing
-Setting
-Word Choice
Bernelda Wheeler
Asking
Questions
Step Out Gently
Non-Fiction
Helen Frost
Making
Connections
The Gruffalo’s Child
Fiction
-Predicting
-Beginning/Middle/End
-Character Development
Fiction
-Visualizing
-Ideas
Fiction
-Predicting
-Setting
-Problem/Solution
Julia Donaldson
Predicting
Not a Box
Antoinette Portis
Inferring
Cheer Up, Mouse!
Jed Henry
Visualizing
Waiting for Wings
Non-Fiction
Lois Ehlert
Determining
Important Ideas
The Kissing Hand
Audrey Penn
Fiction
Science (Insect
Investigators)
-Using Prior Knowledge
-Word Choice
-Genre: Non-Fiction
-Using Prior Knowledge
-Making Connections
-Sentence Fluency
Kwayaciiwin Education Resource Centre
Kindergarten- Instructional Focus on Story Elements
Instructional
Focus
Picture
Title/Author
Genre
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
Beginning/
Middle/End
Good Luck Baby
Owls
Giles and
Alexandra Milton
Fiction
-Predicting
-Setting
-Using Prior Knowledge
Setting
Penguin and the
Pinecone
Fiction
-Making Connections
-Inferring
Fiction
-Predicting
-Voice
-Problem/Solution
Salina Yoon
Character
Development
Chrysanthemum
Kevin Henkes
Problem/
Solution
Inch by Inch
Fiction
Science (Insect
Investigators)
-Predicting
-Setting
Leo Lionni
Theme/Authors
Purpose
The World is
Waiting For You
Non-Fiction
-Asking Questions
-Determining Important Ideas
Barbara Kerley
Theme/Authors
Purpose
Slinky Malinky
Fiction
-Beginning/Middle/End
-Word Choice
Lynley Dodd
Kwayaciiwin Education Resource Centre
Kindergarten- Instructional Focus Genre/Form
Instructional
Focus
Non-Fiction
Picture
Title/Author
Swirl by Swirl
Genre
Non- Fiction
Curriculum Links
Science (Insect
Investigators)
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Asking Questions
-Using Prior Knowledge
Joyce Sidman
Non-Fiction
Actual Size
Non-Fiction
-Asking Questions
-Visualizing
Steve Jenkins
Traditional
Stories
Nanabosho: How
the Turtle Got Its’
Shell
Joe McLellan
Fiction
-Beginning/Middle/End
-Predicting
Poetry
Mice
Fiction
-Word Choice
-Using Prior Knowledge
Rose Fyleman
Alphabet Book
A Northern
Alphabet
Non-Fiction
-Organization
-Genre/Form: Non-Fiction
Non-Fiction
-Word Choice
-Setting
-Using Prior Knowledge
Ted Harrison
Counting Book
Counting on Fall
Lizann Flatt
Colour Book
Colours of Me
Fiction
-Visualizing
Brynne Barnes
Kwayaciiwin Education Resource Centre
Kindergarten- Instructional Focus on Traits of Writing
Instructional
Focus
Ideas
Picture
Title/Author
My Friend Rabbit
Genre
Fiction
Eric Rohmann
Organization
The First Day of
Winter
Fiction
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Making Connections
-Predicting
-Inferring
Science (Winter Fun) -Genre/Form: Counting Book
-Setting
Denise Fleming
Voice
Have You Seen My
Duckling?
Fiction
-Asking Questions
-Predicting
-Inferring
Fiction
-Visualizing
-Voice
Fiction
-Visualizing
-Ideas
Nancy Tafuri
Word Choice
Mabel Murple
Sheree Fitch
Sentence
Fluency
Where the Wild
Things Are
Maurice Sendak
Kwayaciiwin Education Resource Centre
Grade One - Instructional Focus on Comprehension Skills
Instructional
Focus
Using Prior
Knowledge
Picture
Title/Author
Genre
Little Beaver and
the Echo
Fiction
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Predicting
-Inferring
Amy MacDonald
Asking
Questions
Loon
Non-Fiction
Science (Crazy as a
Loon)
-Using Prior Knowledge
-Visualizing
Susan Vande Griek
Making
Connections
I Like Who I Am
Fiction
-Predicting
-Beginning/Middle/End
-Character Development
Fiction
-Making Connections
-Inferring
Fiction
-Making Connections
-Predicting
Tara White
Predicting
Blueberries For Sal
Robert McCloskey
Inferring
A Flower in the
Snow
Tracey Corderoy
Visualizing
Perfect Square
Fiction
Art
-Predicting
Science (Cycles and
Seasons)
-Asking Questions
-Genre: Non-Fiction
Michael Hall
Determining
Important Ideas
Sky Tree
Non-Fiction
Thomas Locker
Kwayaciiwin Education Resource Centre
Grade One - Instructional Focus on Story Elements
Instructional
Focus
Beginning/
Middle/End
Picture
Title/Author
The Moccasins
Genre
Fiction
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
Cultural
-Making Connections
-Theme/Author’s Purpose
Social Studies (Back
to School)
-Asking Questions
-Making Connections
Cultural
-Predicting
-Inferring
-Making Connections
Earl Einarson
Setting
Follow the Line to
School
Non-Fiction
Laura Ljungkvist
Character
Development
Red Parka Mary
Fiction
Peter Eyvindson
Problem/
Solution
The Black Rabbit
Fiction
-Using Prior Knowledge
-Making Connections
Fiction
-Making Connections
-Inferring
Fiction
-Asking Questions
Philippa Leathers
Theme/Authors
Purpose
Spork
Kyo Maclear
Theme/Authors
Purpose
The Little
Hummingbird
Michael Nicoll
Traditional
Story
Kwayaciiwin Education Resource Centre
Grade One - Instructional Focus Genre/Form
Instructional
Focus
Non-Fiction
Picture
Title/Author
Body Actions
Genre
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
Non- Fiction
Science (My Body
and My Senses)
-Asking Questions
-Determining Important Ideas
Non-Fiction
Science
-Asking Questions
-Determining Important Ideas
-Visualizing
Fiction
Cultural
-Beginning/Middle/End
-Theme/Author’s Purpose
-Character Development
Shelley Rotner
Non-Fiction
Where in the Wild?
David M. Schwartz
and Yael Schy
Traditional
Stories
The Story of
Chakapas
Adam Ballantyne
Poetry
Runny Babbit
Fiction
-Word Choice
-Using Prior Knowledge
-Organization
Shel Silverstein
Fairytale
Naya: The Inuit
Cinderella
Brittany MarceauChenkie
Non-Fiction
Bones
Fiction
Cultural
-Using Prior Knowledge
-Beginning/Middle/End
-Predicting
Non-Fiction
Science (My Body)
-Asking Questions
-Determining Important Ideas
Fiction
Science (We Love
Winter)
-Visualizing
-Ideas
Steve Jenkins
Fantasy
Snowmen at Night
Caralyn Buehner
Kwayaciiwin Education Resource Centre
Grade One - Instructional Focus on Traits of Writing
Instructional
Focus
Ideas
Picture
Title/Author
Dog Breath
Genre
Curriculum Links
Fiction
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Beginning/Middle/End
-Problem/Solution
Dav Pilkey
Organization
The Best Part of Me
Non-Fiction
Science (My Body)
-Making Connections
-Asking Questions
Wendy Ewald
Voice
Big Bear Hug
Fiction
-Predicting
-Inferring
Fiction
-Making Connections
-Voice
-Ideas
-Genre/Form: Letters
Fiction
-Word Choice
Nicholas Oldland
Word Choice
I Wanna Iguana
Karen Orloff
Sentence
Fluency
On the Day You
Were Born
Debra Frasier
Kwayaciiwin Education Resource Centre
Grade Two - Instructional Focus on Comprehension Skills
Instructional
Focus
Using Prior
Knowledge
Picture
Title/Author
Big Enough Anna
Genre
Curriculum Links
Non-Fiction
-Asking Questions
-Beginning/Middle/End
-Problem/Solution
Pam Flowers
Asking
Questions
Come and Learn
With Me
Non-Fiction
Ideas for Other Interactive Read
Aloud Lessons Using Book
Cultural
Social Studies (Our
Community)
-Using Prior Knowledge
-Making Connections
Fiction
Cultural
-Setting
-Visualizing
-Predicting
Fiction
Cultural
-Making Connections
-Beginning/Middle/End
Historical
Fiction
Cultural
-Using Prior Knowledge
-Genre: Historical Fiction
-Visualizing
Science (Let it
Snow)
-Asking Questions
-Determining Important Ideas
Sheyenne Jumbo
Making
Connections
Sky Sisters
Jan Bourdeau
Waboose
Predicting
Andrea’s Fiddle
Blaine Klippenstein
Inferring
Shi-shi-etko
Nicola I. Campbell
Visualizing
The Story of Snow
Non-Fiction
Mark Cassino
Determining
Important Ideas
Frogs
Non-Fiction
-Asking Questions
-Visualizing
Nic Bishop
Kwayaciiwin Education Resource Centre
Grade Two - Instructional Focus on Story Elements
Instructional
Focus
Beginning/
Middle/End
Picture
Title/Author
The Night Walker
Genre
Fiction
Curriculum Links
Cultural
-Character Development
-Predicting
-Making Connections
Science (Let it
Snow)
-Asking Questions
-Determining Important Ideas
Fiction
Cultural
-Theme/Author’s Purpose
-Beginning/Middle/End
-Inferring
Fiction
Cultural
-Making Connections
-Character Development
-Beginning/Middle/End
-Setting
Science (Changing
Matter and Water in
Our Environment)
-Asking Questions
-Determining Important Ideas
Richard Thompson
Setting
Over and Under the
Snow
Ideas for Other Interactive Read
Aloud Lessons Using Book
Fiction/NonFiction
Kate Messner
Character
Development
Little Bear’s Vision
Quest
Diane Silvey
Problem/
Solution
Missuk’s Snow
Geese
Anne Renaud
Theme/Authors
Purpose
All the Water in the
World
Non-Fiction
George Ella Lyon
Theme/Authors
Purpose
The Lorax
Dr. Seuss
Fiction
-Using Prior Knowledge
-Inferring
-Voice
Kwayaciiwin Education Resource Centre
Grade Two - Instructional Focus Genre/Form
Instructional
Focus
Non-Fiction
Picture
Title/Author
A Native American
Thought of It
Genre
Non- Fiction
Curriculum Links
Cultural
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Using Prior Knowledge
-Asking Questions
Rocky Landon
Non-Fiction
Exclamation Mark
Non-Fiction
-Using Prior Knowledge
-Voice
Amy Krouse
Rosenthal
Traditional
Stories
The Legend of the
Lady Slipper
Lise Lunge-Larsen
Poetry
unBEElievables
Fiction
Cultural
-Making Connections
-Beginning/Middle/End
Non-Fiction
-Using Prior Knowledge
-Word Choice
Fiction
-Ideas
-Character Development
Douglas Florian
Fantasy
Just a Dream
Chris Van Allsburg
Biography
Snowflake Bentley
Jacqueline Briggs
Martin
Non-Fiction
Science (Let it
Snow)
-Asking Questions
-Character Development
-Ideas
How To/
Instruction
Book
Snow Play
Non-Fiction
Science (Let it
Snow)
-Asking Questions
-Organization
Birgitta Ralston
Kwayaciiwin Education Resource Centre
Grade Two - Instructional Focus on Traits of Writing
Instructional
Focus
Ideas
Picture
Title/Author
Genre
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
I’m in Charge of
Celebrations
Fiction
-Setting
-Voice
Fiction
-Predicting
Fiction
-Organization
-Genre/Form: Diary
-Using Prior Knowledge
Fiction
-Using Prior Knowledge
-Genre: Poetry
Fiction
-Using Prior Knowledge
-Word Choice
Byrd Baylor
Organization
If You Give a
Moose a Muffin
Laura J Numeroff
Voice
Diary of a Fly
Doreen Cronin
Word Choice
If Not for the Cat
Jack Prelutsky
Sentence
Fluency
Dogteam
Gary Paulsen
Kwayaciiwin Education Resource Centre
Grade Three - Instructional Focus on Comprehension Skills
Instructional
Focus
Picture
Title/Author
Genre
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
Using Prior
Knowledge
The Caribou Feed
Our Soul
Pete Enzoe
Non-Fiction
Cultural
Social Studies (The
Caribou)
-Making Connections
-Determining Important Ideas
-Theme/Author’s Purpose
Asking
Questions
A Seed is Sleepy
Non-Fiction
Science (Growth and
Changes in Plants)
-Using Prior Knowlege
-Determining Important Ideas
-Asking Questions
Non-Fiction
Cultural
-Theme/Author’s Purpose
-Asking Questions
-Character Development
Dianna Hutts Aston
Making
Connections
Shannen and the
Dream for a School
Janet Wilson
Predicting
Pop! The Invention
of Bubble Gum
Non-Fiction
-Genre: Biography
-Asking Questions
-Determining Important Ideas
Meghan McCarthy
Inferring
Virginia Wolf
Fiction
-Making Connections
-Predicting
-Beginning/Middle/End
Fiction
-Word Choice
-Ideas
-Theme/Author’s Purpose
Kyo Maclear
Visualizing
The Great Kapok
Tree
Lynne Cherry
Determining
Important Ideas
Survival at 40
Below
Non-Fiction
-Genre: Non-Fiction
-Asking Questions
Debbie S. Miller
Kwayaciiwin Education Resource Centre
Grade Three - Instructional Focus on Story Elements
Instructional
Focus
Beginning/
Middle/End
Picture
Title/Author
A Walk on the
Tundra
Genre
Fiction
Curriculum Links
Cultural
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Making Connections
-Character Development
-Setting
Rebecca Hainnu
Setting
Night Song
Fiction
-Using Prior Knowledge
-Character Development
Ari Berk
Character
Development
Maple Moon
Fiction
Cultural
-Genre: Traditional Story
-Making Connections
-Sentence Fluency
-Setting
Fiction
Cultural
-Genre: Traditional Story
-Beginning/Middle/End
Connie Brummel
Crook
Problem/
Solution
Raven
Gerald McDermott
Theme/Authors
Purpose
This Moose
Belongs to Me
Oliver Jeffers
Fiction
Theme/Authors
Purpose
The Dot
Fiction
Peter H. Reynolds
-Voice
-Problem/Solution
-Predicting
-Sentence Fluency
Art
-Beginning/Middle/End
-Making Connections
-Inferring
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Grade Three - Instructional Focus Genre/Form
Instructional
Focus
Non-Fiction
Picture
Title/Author
Life in an
Anishinabe Camp
Genre
Curriculum Links
Ideas for Other Interactive Read
Aloud Lessons Using Book
Non- Fiction
Cultural
Social Studies
-Determining Important Ideas
-Asking Questions
-Organization
Non-Fiction
Math
-Asking Questions
-Using Prior Knowledge
-Theme/Author’s Purpose
Niki Walker
Non-Fiction
Just a Second
Steve Jenkins
Traditional
Stories
Raven’s Greatest
Creation
David Bouchard
Fiction
Cultural
-Predicting
-Begninning/Middle/End
-Problem/Solution
Poetry
Nokum is My
Teacher
Fiction
Cultural
-Making Connections
-Inferring
-Word Choice
-Theme/Author’s Purpose
Fiction
Cultural
-Using Prior Knowledge
-Inferring
-Asking Questions
David Bouchard
Historical
Fiction
Shin-chi’s Canoe
Nicola I. Campbell
Biography
Men of Courage
From Our First
Nations
Vincent Schilling
Non-Fiction
Cultural
-Asking Questions
-Determining Important Ideas
-Character Development
Memoir
As Long as the
Rivers Flow
Non-Fiction
Cultural
-Using Prior Knowledge
-Sentence Fluency
-Theme/Author’s Purpose
Birgitta Ralston
Kwayaciiwin Education Resource Centre
Grade Three - Instructional Focus on Traits of Writing
Instructional
Focus
Ideas
Picture
Title/Author
Ten Birds
Genre
Curriculum Links
Fiction
Ideas for Other Interactive Read
Aloud Lessons Using Book
-Problem/Solution
-Word Choice
Cybele Young
Organization
Look to the North:
A Wolf Pup Diary
Non-Fiction
-Genre/Form: Diary
-Asking Questions
-Setting
-Genre: Non-Fiction
Jean Craighead
George
Voice
A Promise is a
Promise
Fiction
-Beginning/Middle/End
-Problem/Solution
-Ideas
-Traditional Stories
Robert Munsch
Word Choice
Morning on the
Lake
Fiction
Jan Bourdeau
Waboose
Sentence
Fluency
Owl Moon
Jane Yolen
Fiction
Cultural
-Visualizing
-Making Connections
-Setting
-Beginning/Middle/End
-Sentence Fluency
-Beginning/Middle/End
-Word Choice
-Setting
Kwayaciiwin Education Resource Centre
Appendix B: Interactive Read-Aloud Planning Sheet
Book Title:
FOCUS THE LEARNING:
Introduction:
Think/Pair/Share:
INTERACTIVE READ-ALOUD
Read to Page: _____
Think Aloud:
Think/Pair/Share:
Read to Page: _____
Think Aloud:
Think/Pair/Share:
Kwayaciiwin Education Resource Centre
Instructional Focus:
Read to Page: _____
Think Aloud:
Think/Pair/Share:
END OF STORY REFLECTION
Think/Pair/Share:
VOCABULARY
EXTEND THE LEARNING
ASSESSMENT
Kwayaciiwin Education Resource Centre
Appendix C
Read-Aloud
Observation
Checklist
Is able to sit and
pay attention for the
duration of the story
Can transition from
listening to partner
conversations
Maintains eye
contact with partner
Uses information
from story in partner
conversations
Extends thinking
with questions
Relates comments
to specific events in
the story
Uses story
language (setting,
character, problem)
Can retell stories
Offers opinions
Asks for clarification
when understanding
is lost
Kwayaciiwin Education Resource Centre
Bibliography of Professional Resources
Fountas, Irene C., and Gay Su Pinnell. 1999. Matching Books to Readers.
!
Portsmouth, NH: Heinemann.
Fountas, Irene C., and Gay Su Pinnell. 2010. The Continuum of Literacy
!
Learning. Portsmouth, NH: Heinemann.
Hoyt, Linda. 2007. Guide to Interactive Read-Alouds. Portsmouth, NH:
!
Heinemann.
Laminack, Lester, and Reba M. Wadsworth. 2006. Learning Under the Influence
!
of Language and Literature: Making the Most of Read-Alouds Across the
!
Day. Portsmouth, NH: Heinemann.
McGee, Lea M. and Judith Schickendanz. 2007. “Repeated interactive
!
read-alouds in preschool and kindergarten.” The Reading Teacher. 60(8),
!
742-751.