Read Aloud Lesson Plan

Planners Name: Jenny Charles Topic: Interactive Read Aloud

Title of Lesson: Big Red Barn Grade Level: Pre-K
Academic Standards for Lesson - choose the ones being covered in the lesson
1.3.PK.A With prompting and support, retell a familiar story in a sequence with picture
support.
1.3.PK.B Answer questions about a particular story (who, what, how, when, and where).
1.3.PK.C With prompting and support, answer questions to identify characters, settings, and
major events in a story.
1.2.PK.D-With prompting and support, name the author and illustrator of the story.
1.3.PK.E-With prompting and support, differentiate between real and make-believe.
1.3.PK.F-Answer questions about unfamiliar words read aloud from a story.
1.3.PK.G Describe pictures in books using detail.
1.3.PK.J Use new vocabulary and phrases acquired in conversations and being read to.
1.3.PK.K With prompting and support, actively engage in group reading activities with
purpose and understanding.
Essential Question
LEQ: How does making predictions about the story help you understand what the story is
about?
Objectives (as many as needed for the lesson, usually no more than three):
Objective 1: Children will demonstrate comprehension during a read aloud.
Learning Activities
Introduction/Activation Strategy:
Ask children if they have ever been on a farm. If so what are some of the things that they
have seen? Think-Pair-Share Then children will share the things that they have seen on the
farm as a whole group. I will talk about how every farm has a barn- a house for animals.
When children bring up that there are animals on the farm I will talk about pigs and how they
squeal. I will also talk about how a scarecrow is put in the field to scare away birds from
eating the food that is growing. Children will connect a farm they have seen to the farm
environment in the book.
VOCABULARY: barn, squeal, scarecrow
Instructional Strategies/Learning Tasks:
Guided Practice, Checking for Understanding, and Questioning Strategies:
BEFORE READING
Introduce the cover illustration- a red barn with a grass field, animals, and a mini
cornfield. I will introduce the authors name Margaret Wise Brown and the illustrators
 name Felicia Bond. I will explain that the author is the person who writes the story and
the illustrator is the person who draws the pictures.
Ask the children to predict what they believe the story is going to be about by the title
and the cover illustration. Think-Pair-Share including why and report What do you see?
Who do you think these animals are? What do you think this story is going to be about?
Ask children if they think the book is real or make believe. Think-Pair-Share including why
and report. This story is make-believe but based on real life events, so it is called realistic
fiction.
DURING READING
Think Alouds are the words and thoughts that one thinks in her head while reading and says
them aloud, before, during or after reading.

Guided Questions assist the students in understanding the story by asking questions which
will enable them to grasp the meaning, using good comprehension strategies.
Predicting what is going to happen next?
Drawing inferences Without the author telling us, infer or figure out what you think the
characters will do, think or feel.
Visualizing Use the authors words to make a picture in your head of what is happening.
Making connections Remembering something they did or said that relates to what is
happening in the story.
Asking questions Wondering and asking what you think about the story.
Summarizing Connecting events in a story.
Think aloud- I wonder what other animals we are going to see next? Good readers think
about the pictures. Children predict using illustrations.
Ask the children What do you think all of the animals are getting ready to do at the end
of the day? Children will predict using the illustrations and previous text.
Vocabulary: Ask the children, Did you hear any of the words we talked about in the
story? Children will recognize vocabulary words- barn, squeal, scarecrow
Ask the children, What were the animals doing in the barn? Children will recognize
barn and summarize what the animals were doing in it.
Ask the children, All of the animals were playing all day and making lots of noises on the
farm. How do you think they felt by the end of the day? Children will infer how the
animals are feeling.
Ask the children, When it was time to go to sleep, there were no animals in sight. What
do you think that looked like? Children will visualize an empty place with no one around.
Ask the children, When it was time to go to sleep, what happened to the sky? Does the
sky get like this when it is time for you to go to sleep? Children will connect what the
setting was like with the setting the experience in their own lives.
 Think aloud- Look at this picture of the rooster. What do we see the rooster doing? Good
readers look at the pictures to help them understand the story. Children will ask
questions to describe illustrations showing action.

AFTER READING
Guided Questions and Think Alouds
Ask the children, How do you think the animals felt when they were done with their day
and in the barn sleeping? Children will infer what they think the animals felt.
Ask the children, Think about what you thought might happen in this story. Is that what
happened? Were your predictions correct? Children will confirm predictions.
Closure: Turn to your neighbor and tell them what you think happened first in the story.
Does your neighbor agree? The neighbor now tells what they think happened last in the
story. Do you agree? Children will identify beginning and end of the story.

Assessment: Formative or Summative

Formative Assessment (process): Formative assessment is conducted throughout the read
aloud when teacher listens in to student responses.
Formative Assessment (product): Students will match the noise of an animal with the correct
animal. How many noises to match is dependent upon the skill level of the student- product
is differentiated.
Rubric/Checklist: Children matched the noise with the correct farm animal- yes or no
Differentiation: Content, Process, or Product
Product- Children who need extra support to complete the story sequence will be given
fewer pictures to put into order.
Materials/Resources/Technology
1. Materials students will need: None
2. Materials teachers will need: Book to be read aloud. Any hands-on materials the
teacher feels may enhance the lesson.
3. Teachers preparation for the lesson: See Learning Activities.
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)