Lindsay Wesdorf Mediated Read Aloud Third Grade Lesson Purpose: Good readers are able to make predictions

in order to comprehend the text. By the end of this lesson students will be able to make predictions context clues. Book Title: Skippyjon Jones Author: Judy Schachner Setting them up for success A. Access prior knowledge Has anyone ever read any of the Skyppyjon Jones books? They are about a Siamese cat that has a crazy imagination. His imagination often gets him in trouble with his mama and he is sent to his room, where his adventure begins. Have any of you ever gone on an adventure using your imagination? (Allow for students to share). Well in this story, Skippyjon Jones is going to bring us on his adventure with him. B. Preview text organization This story is organized different than some other storybooks you may have seen or read before. In this book, the author uses words of another language, Spanish. When Skippyjon Jones goes on his adventure he suddenly knows another language and calls himself Skippito. Look at this page, you can see that Skippyjon Jones says, Gracias, which means thank you in Spanish to his new friends. You can also see that his new friends are singing a song with words that are not English, but you can still understand them. What do you think a Bumblebeeto is? (Allow students to guess). Yes it is a bumblebee and we can figure that out because it has the word bumble bee in it and just adds a few letters at the end, so it sounds like bumble bee. Even though some words may not be words you are familiar with, we can look at the pictures and other words in the sentence to figure out what the word means. C. Preview Vocabulary Although there are several Spanish words in this text, it is not necessary to go over each word with the students. The author does a great job of repeating the word in English after it being spoken in Spanish or giving enough context to figure out what the word means. Pictures also reinforce the words. Decoding is not the purpose of this lesson and therefore should not be the large focus. D. Set purpose for students Today while I read I want you to listen for clues in order to predict what will happen later on in the story. I also want you to pay attention to the pictures in order to predict what will happen next or to confirm your predictions. When we guess what will happen next or later on in the story. Good readers pay attention to the pictures and information in the text as they read the story to help them

make predictions. By predicting, each reader is helping their own comprehension of the story. Model and supported practice: A. Explain what you will model I am going to start reading. I want you to be listening as well as looking at the pictures I will show you. During the reading I will pause and make predictions of what I think will happen next. I will then explain why I am making that predictions and which clues I used to help me make each prediction. B. Model and link to how it helped you as a reader. Articulate how the prediction helps my comprehension. I will be starting in the middle of the story. I have already shared with the class that it is about a Siamese cat with a big imagination that goes on an adventure where he calls himself Skippito. I will tell the class, I will start reading from the page we previously looked at. (Pause after reading two pages). I predict that Bumblebeeto is a bad guy in this book and the all of the dogs fear him. One clue that is easier to spot is that an adjective to describe Bumblebeeto is bad. Also, it says that we have nothing to fear. By this I know that the animals were afraid of him and therefore I predict that he is a bad guy. They also seem very excited. They are all singing and there are three sentences in this short section (point to section) have exclamation points at the end. They are also several dogs in the picture in the air jumping around and smiling. Based on this I predict that they think Skippito is going to save them from the bad Bumblebeeto. These predictions help me not only to actually predict what will happen next, but it also helps me to comprehend the story by taking the time to process the pictures, events, and text, and how they all connect and explain what is happening in the story. Now I am able to use that information that I collected from processing this section to predict what will happen next. C. Invite students to practice what you modeled while you retain control of reading. Prompt students as needed. Continue to read the next 6 pages, but before starting give the students a task. I am going to continue reading now. I want you to be predicting on your own silently as I read and be ready to share your predictions with the class when I pause again. (Pause after reading 6 pages). I want each of you to think about your prediction of what is going to happen with Skippito and El Bumblebeeto Bandito. I want you to be able to explain your prediction, so do not forget that good readers look at all the clues in the text and pictures to form a prediction. Give them time to think before prompting them to turn and share their prediction with a partner. (Pause and give the students enough time to share with a partner). Read the next 6 pages and pause. Skippito has finally returned home and comes in with a bang! He turns back into Skippyjon Jones. Skippyjon Jones closet just exploded, how do you think his mother is going to react? How do you think this story will end? Remember to think about different clues that will help you predict

how this book will end. Turn to a new partner and share your predictions. (Allow students to share their predictions with a partner). (Bring the class back together in order to ask for volunteers). Who would like to share their prediction with the class? (Allow 3-5 people to share their predictions). (Finish by reading the rest of the book). Discuss: A. Discuss modeling (process of reading). Discuss what they noticed about my think aloud. Discuss their think aloud. Today we learned about making predictions while reading books. While reading, Skippyjon Jones, we were able to practice the reading strategy of making predictions. Lets think back to the first prediction I made. (Turn to the page in the middle that we started reading from). I predicted that the Bumblebeeto would be the mean character in the story. What did I use to help me predict that? (Call on 2-3 students). Yes, I predicted that because I looked at the context surrounding the characters talking about Bumblebeeto. I found that they called him bad Bumblebeeto. I also read that they no longer had to fear him, meaning they had previously feared him. I also predicted that they were excited using a combination on text clues and the pictures. The pictures are equally as important as the text. In the text there were several exclamation points, which signify excitement or importance. I was able to solidify my prediction by seeing the pictures of the dogs smiling and jumping up and down in excitement. When you made your own predictions did you use text and picture clues? (Call on 2-4 students and ask them to explain and not just say yes or no). Were you able to comprehend the story better by using this predicting strategy? (Call on 2-3 students to share). B. Discuss content Could any of you relate to Skippyjon Jones going on adventures? Have you ever been able to save the day or help solve a situation? (Allow 2-3 students to share). What was your favorite part of this book or part you thought was funny? (Allow 2-4 students to share). How did everything end up for Skippyjon Jones in the end? (Allow 2-4 students to share). Response, extension, or independent practice: A. Follow-up for students during independent reading or independent work time. Ask students what is happening in their book right now and about any predictions they have made while reading or currently have for what will happen next. This can be done by simply walking around while students are independently reading and having a short conversation with them each at different times throughout the week. B. Encourage students to make predictions on their own during independent reading time. Have them record it on a sheet of paper or a post-it note. Allow students to share during group time about what they predicted in their books and why.