Amanda Zielsdorf
TEDU 426-002
11/28/16
Read Aloud Lesson Plan
Purpose:
-
The purpose of this lesson is to provide a model of fluent reading and to check for overall
comprehension. This read aloud is important because students must become familiar with
fluent reading in order to become fluent readers themselves. This lesson will address
comprehension by focusing on the main idea and making connections. Checking for
comprehension is important in the process of assuring that students are reading on an
instructional level.
- SOL 2.9: The student will read and demonstrate comprehension of nonfiction
texts.
a) Preview the selection using text features.
b) Make and confirm predictions about the main idea.
c) Use prior and background knowledge as context for new learning.
d) Set purpose for reading.
e) Ask and answer questions about what is read.
f) Locate information to answer questions.
g) Identify the main idea.
h) Read and reread familiar passages with fluency, accuracy, and meaningful
expression.
Objective(s):
- Before reading: The students will be able to use a graphic organizer to make at
least one connection to the non-fiction text, document the title and author of the
text, and document any prior knowledge regarding the subject of the text.
- During reading: The students will be able to use a graphic organizer to
document at least two facts they learn within the text.
-
After reading: The students will be able to finish the graphic organizer by
completing the two sections regarding how the students may use the
information provided and how it has shaped their knowledge base.
Procedure:
Introduction:
-
To introduce the read aloud, I will explain to the students that we will be working on their
comprehension of a non-fiction text through focusing on the main idea of the text.
-
I will then introduce the book to the students. Oceans of The World by
Christopher Banks.
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I will then hand out the graphic organizer and have the students write the title and the
author of the book (there is a space for source but this topic has not been introduced to
the class).
-
I will then have the students write down what they already know about the world oceans.
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Once they finish writing, I will then ask them each to share what they already knew.
-
To wrap up the before reading stage, I will have the students write something that the
subject of this book reminds them of.
Development:
-
Before I begin reading, I will have the students find the “I learned…” box on their sheet.
Once they find it, I will explain that they may write what they are learning as I read if
they think it will help them remember various facts.
-
I will then begin to read the book.
-
After I have read about the Pacific and Atlantic Oceans, I will pause to ask the students to
tell me one thing they learned and to write it in the “I learned…” section.
-
For students who may be struggling, I will read over the page again to aid them in their
writing.
-
During this pause, I will also ask them if they know which ocean is the one closest to us
in Virginia (Pacific or Atlantic).
-
I will pause again after I read about the Indian, Artic, and Southern Oceans. And repeat
the question to have the students tell me one thing they learned about these three oceans.
Summary:
-
After reading, I will then ask the students what they think the story was mainly about.
-
After we discuss, I will have the students write at least two supporting details as to why
that is the main idea (such as the title, the facts about the oceans, etc.).
-
Lastly the students will write and discuss why this topic is important and how the main
idea has shaped what they know.
-
Once the graphic organizer is finished I will ask the students now know about oceans and
if it was difficult to comprehend what was being read.
-
I will then ask the students what they learned about comprehension and how
comprehension and main idea are connected.
Materials:
-
Graphic Organizer “Non-Fiction Reading Response” (Attached)
-
Non-Fiction text: Oceans of the World by Christopher Banks
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Pencil
-
Student work (attached)
Evaluation A:
-
I will be looking for students to complete each of the sections of the graphic organizer.
o The students had a lot of difficulty completing the graphic organizer, really only
one of them fully completed it.
-
Did the students fill out the Prior knowledge section and write the title and author?
o The students completed the prior knowledge section but their prior knowledge
seemed to be more so based on the title.
-
Were the students able to make any connections?
o The students seemed to make connections to other texts. However, because of the
broad title, the students’ connections were pretty limited.
-
Did the students comprehend what was being read? Did they write what they learned?
o It was very difficult for the students to comprehend what was read. Instead of
pausing after every two oceans, we paused after the description of each ocean
which took up a decent amount of time.
-
Could the students support why they knew what the main idea was?
o The students could only support their comprehension by the title. They did not
seem to be able to regurgitate any specific information about any of the oceans.
-
Did the students come up with ways in which to apply this information to their
knowledge base?
o Not really. There was one student who stated that they could tell others about the
oceans but the rest seemed to not be able to apply this to their lives.
Evaluation B:
-
Did the students meet the objectives for before, during, and after reading?
o Before: Yes, the students met the objective but I feel as though I should have
made the objective more specific. The students really just seemed to pull from
oceans in general rather than the oceans around the world, which in this case,
means that they did meet the objective.
o During: The students were able to write facts about the various oceans but with a
lot of support from me as the teacher. There were some pages that I read several
times just so that they could write a fact about the oceans.
o After: No, the students were not able to apply the text to their knowledge base.
-
What were the strengths of my teaching during this lesson? Weaknesses?
o This lesson did not seem to have many strengths. However, there seemed to be an
abundance of weaknesses unfortunately. One weakness was that I think the
graphic organizer was a bit too advanced for the students. This lesson was done
with the highest reading group in my practicum class yet they still seemed to
struggle through it. Another weakness of this lesson was the text itself. This book
was not a good match for this graphic organizer. I think maybe a longer nonfiction book or a fiction book would have been more suitable for a read aloud.
However, both the book and the graphic organizer were recommended to me by
my practicum teacher, so it would have been interesting to see the difference in
how well this lesson would have been taught with my practicum cooperating
teacher teaching the small group versus me teaching the small group. Another
weakness with this lesson is that I went with the students into the special
education teacher’s room which I thought would be a better environment but the
students seemed to be more distracted by the new environment. Because the room
had a carpet map of oceans around the world (which was the title of the book), the
students were out of their seats and incredibly difficult to manage.
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How would I change this lesson?
o It is hard to narrow down what I would change in this lesson because I think I
would much rather alter the entire lesson. For a read aloud, a fiction book with
entirely different activities would have been more beneficial. Because this lesson
was taught directly after these students had met in their reading group, they were
extremely unfocused. It would have been more beneficial to do a fiction book in
order to grab and keep their attention. Though this lesson did not go well, overall,
I think this lesson was a great learning experience.