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Introduction to Interactive Read-Alouds
Before, During, and After Reading
Supporting Language and Vocabulary Development
Modeling and Support for Fluency
References and Bibliography
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Interactive Read-Aloud Lesson Plans
1. Topic: Immigrants/Our Ancestors
Coming to America
by Betsy Maestro
Grade Level: 1-2
Explanation: This read-aloud integrates teaching divergent thinking with social studies content. The focus will be on helping students to understanding that there can be multiple answers or perspectives related to a topic. Modifications that can be made for English language learners and struggling readers are to use repeated reading to give students another opportunity to become more engaged in the conversation, as well as use the content area vocabulary. Another modification that can be made is as questions are asked to allow "think-pair-share" opportunities in partners.
by Jan Brett
Grade Level: 2-3
Explanation: This read-aloud lesson allows students to become actively involved in the story and focuses on increasing comprehension and vocabulary. The lesson is broken down into three components - before reading, during reading, and after reading. These components have necessities for students on all levels. It gives specific examples of where the teacher can pause to include the students in the story. The vocabulary activity at the end gives students who are struggling, or might not fully understand the vocabulary words, a chance to "become" characters in the story by acting out the verb that described each animal in the story. Ie - "snowshoe rabbit-hopping". The children would hop as if they are the snowshoe rabbit. This activity will help students couple an action with a word.
3. Topic: Bees
The Bee Tree
by Stephen Buchman and Diana Cohn;
The Best Beekeeper of Lalibela
by Christina Kessler;
Bea's Own Good
by Linda Talley
Grade Level: 2
Explanation: This lesson plan includes three different stories that can be conducted as an interactive read-aloud. Those stories are The Bee Tree, The Best Beekeeper of Lalibela, and Bea's Own Good. Each lesson has behavioral objectives that are beneficial for all students. Modifications can be made to the list of questions to better meet the needs of English language learners or struggling readers. During the after reading part, more focus could be placed on working with a small group of students to make sure they fully understood the story. The activities now do not give much coaching for English language learners or struggling readers. These are accommodations that could be made.
4. Topic: Germs
Miss Bindergarten Stays Home From Kindergarten
by Joseph Slate
Grade Level: K-1
Explanation: This interactive read-aloud lesson plan integrates the concept of preventing the spread of germs. Modifications that could be made to accommodate English language learners and struggling readers are to discuss questions posed before, during, and after reading in partners to support various learning levels. Mixed level partner groups could be formed to foster a comfortable and safe atmosphere for experimenting with language and to scaffold learning.
The Giving Tree
by Shel Silverstein
Grade Level: 1
Explanation: This interactive read-aloud helps students use the sequence of events to summarize the events of a story. This fictional book integrates language arts and science. Modifications for English language learners and struggling readers are:
The teacher can draw a tree and have students help label the parts: trunk, stump, branches, and leaves.
The teacher can review the following with the class before reading so that students can identify during the interactive read-aloud: characters, setting, problem, solution, beginning, middle, and end of story.
Throughout read aloud, allow students to "turn and talk" to partners to identify characters, setting, and problem.
After reading, use a story map to sequence the events of the story. Use partners to orally summarize the events.
A House for Hermit Crab
by Eric Carle
Grade Level: 1
Explanation: This interactive read-aloud helps students use the sequence of events to summarize the story. Modifications that could be made to accommodate English language learners and struggling readers are to show students a real hermit crab (idea for a class pet) or photo. Other modifications that can be made are to use repeated readings to allow students an additional opportunity to hear and discuss the text and vocabulary. After the second reading, a graphic organizer could be used to help students with identifying the beginning, middle, and end of the story. Additionally, questions posed before, during, and after reading can be discussed in partners to support various learning levels.
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