Interactive Read Aloud Lesson Plan

Planners Name: Hannah Powers

Topic: Interactive Read Aloud Title of Lesson: If You Give a Mouse a Cookie
Grade Level: Kindergarten
Academic Standards for Lesson: Choose the ones being covered in the lesson
Standard - CC.1.2.K.A
With prompting and support, identify the main idea and retell key details of text.

Standard - CC.1.2.K.E
Identify parts of a book (title, author) and parts of a text (beginning, end, details).
Essential Question:
LEQ: What was the book If You Give a Mouse a Cookie about?
Objectives (as many as needed for the lesson, usually no more than three):
Objective 1: Students will be able to retell main points and ideas of the story.
Objective 2: Students will be able to correctly identify the title and the author of the book.
Learning Activities
1. Introduction/Activation Strategy:
Teacher will begin by asking students How many of you like cookies? The
students will raise their hand if they like cookies. This activity is to get students
excited for the book they will be reading and the purpose is to personally engage
them into the start of the reading.
The teacher will then ask students How do you ask when you want a cookie?
Your mom just made a batch of fresh cookies, and you really want one. How will
you ask her? The teacher will give students about 15-30 seconds to come up
with an answer in a think-pair share activity. This activity is to connect to the
prior activity and to briefly talk about manners, which pertains to the book.
2. Instructional Strategies/Learning Tasks: Guided Practice, Checking for
Understanding, and Questioning Strategies:
BEFORE READING:
Introduce the cover illustration, author/illustrator. The teacher will have students draw
their direct attention to the book and to the cover of the book. I will begin by saying the
title of the bookOk class, the title of the book is If You Give a Mouse a Cookie and
the name at the bottom of the book is the author, Laura Numeroff. The author is the
person who wrote the book. I will then proceed to say that the author is also the
illustrator of the book, which means she also drew the pictures.
As the teacher, I am going to ask the students what they predict is going to happen in the
story based on the illustrations and title of the book. I will say, By looking at the cover
of the book, what do you think is going to happen in the story? Turn to your partner and
tell that what your ideas are. After the students pair-share, the teacher will ask the
students to share with the entire class.
DURING READING: Think Aloud: (while the teacher is reading the book, the students will
use think alouds to get the students thinking about the book by asking these questions):
Summarizing- As the teacher, I am going to stop halfway through the reading and ask the
students to tell me what the story is about so far.
Predicting- I will ask my students what they think is going to happen next based on the
illustrations and text.
Visualization- I will ask my students what is happening in the pictures and how it relates
to the reading.
AFTER READING:
Drawing Inferences: The teacher will ask the children, How do you think the boy felt
when the mouse kept asking him for items one after another? Turn to a neighbor and
share your thoughts. After 1-2 minutes, I will ask a couple of students to share their
thoughts and ideas with the whole class and we will talk about it together.
Confirming Predictions: The teacher will ask the students if the predictions they made
prior and during reading the story were correct or not. I will ask, Were your predictions
right? Again, the students will turn to a partner and pair-share their ideas. They will
come back together as a class and share.
CLOSURE:
Turn to your neighbor and tell them who you think the main characters were in the
story. Then tell your neighbor what are some activities that the characters did in the book
based on the illustrations. See if your partner agrees with you.
After we are finished, I will ask my students to tell me what happened in the book.
(Summarizing) I will a couple of students tell me what they think.
Answer Lesson Essential Question
Assessment: Formative or Summative
Formative ONLY
1. Formative Assessment (process): Formative assessment is conducted throughout the
read aloud when the teacher listens into the individual student responses.
2. Summative Assessment (product): N/A because its only a one day activitynot an
entire unit plan.
Rubric/Checklist: Students will be able to.
Retell a story/summarize with the aid of illustrations
Answer questions about the story
Describe pictures within in the book
Engage in peer conversation/collaboration
Utilize their listening skills
Follow directions/instructions
Materials/Resources/Technology
1. Materials students will need: nothing
 2. Materials teachers will need: The book to read aloud. Worksheet for the formative
assessment.
3. Teachers preparation for the lesson: See Learning Activities.
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)
N/A