Alverno College

Milwaukee, Wisconsin

Cooperating Teacher Feedback Sheet

ED 215 R
Lesson Three

Interactive Read Aloud and Readers Workshop

4-30-2014
Jessica and I had discussed the possible options before her
lesson. Together we chose a book, Yes We Can!, by Sam McBratney for
her to do an interactive read aloud with the students. A couple of days
before her lesson was scheduled, Jessica and her teacher decided to
have her try and do the interactive read aloud with readers workshop
to follow.
Introduction/Connection
Jessica began the lesson by stating the target and have the students
repeat the target.
Target: I can identify the authors main message.
Then, Jessica set the expectations for the students about listening,
raising their hands to answer, and to follow our turn and talk
procedures.
To begin, Jessica used a mentor text, The Enormous Carrot, to recap
the what the authors message is. This has been a concept already
introduced to the students. The Chart that was developed prior to the
lesson was also referenced, getting the students connected.
Teaching Point
Jessicas teaching point included thinking about parts of a story that
can help support the reader to identify what the authors message was:
1. Inference/ background knowledge
2. Problem
3. Solution
Jessica began to read the book with great expression and eye-contact.
She told the students what the problem in the story was.
Active Engagement
Now, the students were asked to turn and talk with their partner. How
do you figure out the problem in a story? The students did an okay
job turning and talking but a few were a little confused. Jessica had

the students help re-state the ways to notice the problem. (pictures,
feelings, text, and dialogue)
Now, the students were asked to look for the solution of the problem.
Jessica continued to read. Again, the students did a turn and talk and
shared their ideas about the solution.
Link
Students were instructed to use the problem, solution, and their
inferences to figure out the authors message. The students were
asked to go back to their tables and fill out a recording sheet of the
authors message and any notes that they wanted to record about the
book. Jessica collected these papers as students finished them.
Students were a little unsure of what to do when finished with their
sheet, but from our classroom routine, they began reading their
readers workshop books. This was exactly what was planned. Jessica
went with that transition and supported students who need help. She
continued to confer with students about their own books until readers
workshop was finished.
Wrap-Up
Together, the students and Jessica met at the carpet and restated the
importance of the authors message. Jessica called on individual
students to share their own sticky notes about their own books. She
restated the authors message.
Suggestions:
1. Using a chart to list the areas of a book that help determine
the authors message: reader inferences, problem, solution
2. Doing a mini-lesson before readers workshop sets a clear
purpose and is short. I usually try and do an interactive read
aloud or a shared reading at another time. But, I will use
these mentor texts for mini-lessons.
Wow! I am so proud of Jessica for going ahead and leading a readers
workshop lesson for the whole hour. The students were challenged
and reminded of the importance of the authors message. Jessica did a
great job with the delivery of the lesson and the momentum of the
transitions.

Cooperating Teachers Signature

Kristin C. Petersen

Grade 1
Criteria

Date

4-30-14

did meet