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Grade: 1&2 Subject/Unit: Reading Communities

Teacher: Miss Marshall Lesson: Read Aloud & Reader’s Theatre

Desired Results (what will students learn?)


LKU3 CONSTRUCT MEANING
Comprehension Strategies: Students develop and use strategies while viewing, listening to and interacting with
texts
Learning Fountas and Pinnell Reading Groups F/G
Outcome(s) Goal of program: support the child's development of self-initiating actions he will be able to apply to a range of
texts of similar difficulty (http://www.fountasandpinnell.com/textlevelgradient/)

Students will be able to:


1. Predict upcoming text using existing knowledge and visual cues
Lesson
2. Infer character motivations
Objective(s) 3. Summarize story read aloud
4. Develop fluency by reading scripts

Assessment Evidence (how will you determine student learning?)


 Participation and responses to interactive read-aloud; predicting
Summative Formative what will happen next, inferring character actions, summarizing
 N/A
Assessment Assessment beginning, middle and end
 Performance of reader’s theatre

Learning Experiences/Opportunities (what will students do to learn it?)


Ed Resources  Copies of Reader’s Theatre Scripts “Animals, Animals (17)
 N/A
Tech to Prepare  “Roslyn Rutabaga and the Biggest Hole on Earth” by Marie-Louise Gray
Time Allotment Content/Description Notes
Introduction/Attention Grabber:
 Note: For student that is
 “Good afternoon grade 1s and 2s! We’re going to start today with
selectively mute; look for nods and
attendance, I’ll read you a story, then we’re going to practice our lines from
observe behavior to check for
last day and see if we can improve on how smoothly we can read the script,
12:52pm understanding
so we can figure out what the story is all about”
8 minutes
 Take attendance
 Extra time built in to allow for
Transition:
students to make their way to our
 “Today’s read-aloud is “Roslyn Rutabaga and the Biggest Hole on Earth” by
classroom
Marie-Louise Gray
Activity #1: Interactive Read-Aloud of “Moose”
Teacher Prompts/Cues/Explanations:
 Show cover and introduce author and title; “Roslyn Rutabaga and the
Biggest Hole on Earth” by Marie-Louise Gray
 Interactive read-aloud using questions prompts below before, during and
after the reading
Student Actions:
 Predict upcoming text using
 Listening and answering comprehension questions
existing knowledge and visual cues
1:00pm Before Reading Questions (Predicting):
 Infer character motivations
10 minutes Hands up if you’ve read this book before
 Summarize story read aloud
 “For those who haven’t read it, just by looking at the cover, what do we
think might happen and why?” (predicting)
A: A bunny who digs a hole
During Reading Questions (Inferring):
 “Do you think your parents would be very happy with you if you dug a big
hole in your front lawn?”
A: No!
After Reading Questions (Summarizing):

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ED3501 – Section AB (Fall, 2018)
Grade: 1&2 Subject/Unit: Reading Communities
Teacher: Miss Marshall Lesson: Read Aloud & Reader’s Theatre

“Who were some of the animals Roslyn encountered as she dug the hole?”
A: a worm, a mole, a dog
“How was Roslyn feeling before her dad cheered her up with lunch?”
A: defeated, hopeless, like giving up
 Transition Cues:
 “Next, we’re going to work on our reader’s theatre from last day. Does
anyone remember what reader’s theatre is?”
A: when we read lines with our partners as characters in a story
Activity #2: Reader’s Theatre Partner Practice
Teacher Prompts/Cues/Explanations
 Remind students how to read with their partners by modeling with TA
 Model reading word by word vs. fluently
 Tell students that the goal is to practice reading the lines until they can read
them so well that it sounds more they’re talking than reading
 Remind students who they were paired with and what part they had
1:10pm Student Actions
10 min for  Practicing reading the lines
practice Guiding/Prompting Questions  Develop fluency by reading scripts
18 min for  “Try sounding out the word”
reading  “What should you do when <character> says <line>?”
 “How should you change your voice when you see an exclamation point?”
Performance Indicators
 Fluency of reading
Transition Cues
 “Class, class, class”, “yes, yes, yes”
 Ask students to return to the reading corner for the full reading
 Have students read script as a class
Lesson Closure/Cliffhanger:
 Reinforcement/Assessment of Learning
 “Today we practiced a new skill: reading a script. This may have been
1:38 difficult at first, but who can tell me how we get better at things that we find
2 min hard?”
 “This is something we will practice again and again to improve our ability to
read as fluently as we talk.”
 Remind students to grab all belongings before returning to class

Strengths
 Fluency was much better during this second round
 Timing was better – finished reading the whole play

Lesson Areas for Improvement


Rationale  Next time, I would use a book written like a script for the read aloud portion to have greater congruency between
activities
 Work on having them read without announcing whose line is up next (smoother transition into next speaker)
 Set the reading corner up like a stage so there’s more of a performance aspect to it

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ED3501 – Section AB (Fall, 2018)