Michele Morelli

Due 10/21/13
Dr. Kruzitz
INTERACTIVE READ ALOUD
State Standards:(Kindergarten)
Subject Area 1- Reading, Writing, Speaking and Listening
Standard Area 1- Reading Independently
PDE STANDARDS 1.1.K.D: Demonstrate listening comprehension/ understanding before,
during,
and after reading through strategies such as answering questions, retelling, and
connecting to prior knowledge
Performance Expectation: The students will make connections to the text by relating their own
personal experiences with the class.
Day 1
Book: Hamilton Duck by Arthur Getz
Introduction/Explanation: I will motivate the students by placing a few items around the room
(in very noticeable areas) that pertain to the book I am going to read. I will ask the students to
raise their hands and point out any items around the room today that are new ( leaves, a
snowflake, a duck, a fish, etc.) I will tell the students that today we are going to read a story that
involves ALL of these clues! I will informally ask them to make predictions about the story using
these clues. I will ask the students, Who do you think the main characters are? What do you
think is going to happen in this story? I will then tell the students that while we read the story,
we are going to make connections to our own lives. First, I will explain to the students what
making connections means and how to do so:
Making connections to a story happens when you use what is already in your head to better help
you understand new information.
We use our own personal experiences to relate to the texts.
We use what we know about the world to relate to the texts.
We use what we know about other texts to relate to the text being read.
Demonstration: I will model to the students what making a connection looks like. I will read the
first and second pages to them, which says, Autumn had come. Every day the leaves fell. Birds
began to disappear. I will say to them, Has anyone ever heard the word autumn used before?
What does it mean? Great, it is another word for the season of fall. During fall, I've definitely
seen the leaves fall. I've also seen birds fly south for the winter; they fly in a V pattern. Who
else has seen the birds flying south? Does anyone know what this is called? I will explain to the

students that I have now made a connection to the text using my own personal experiences, as
well as what I already know about the world around us. I will then model another connection.
The second page of the book has a picture of a barn on it. I will tell the students, Look at the red
building on this page...does anyone know what this is called? Yes, that is a barn. When I was
around your age, I used to visit my aunt's farm. She had an enormous barn that housed 6 horses!
I will then ask the students, Who has ever been to a farm? What kinds of things do you see at a
farm? I will remind the students as they answer these questions that they are making
connections to the text using information they already know. I will then begin to read the story,
stopping intermittently to allow the students to make connections.
Shared Practice: During the story, I will be stopping at certain pages to aid in connection

making. Some of the questions I will use will be:

On page 7, Hamilton Duck finds a patch of ice where the pond used to be, and seems to be very
confused. I will ask the students, Why do you think the water in the pond is now hard and
slippery? What has happened?
On page 10, Friendly Fish is shown sleeping at the bottom of the pond. I will ask the students,
What kinds of animals live under water? Are there other things, besides animals at the bottom
of a pond or lake?
On page 12, Hamilton Duck bumps his nose on the ice. I will say to the students, Ouch!
Friendly fish bumped his nose. Who here has ever bumped their nose on something? What were
you doing? What did it feel like?
On page 15, Hamilton Duck realizes that winter has come, because the pond is covered with ice.
I will ask the students, What else in this picture might tell us that winter has come?
After the story is done, I will ask the students to use what they already know about the seasons
used in the story (fall and winter). I will informally ask the students to compare the two
seasons. I will say, Hamilton Duck watched the seasons change from fall to winter during this
story. Which season do you like better? Why?
Independent Practice: After reading the story, I will ask the students to return to their seats. I
will then ask them to complete an independent kid-writing activity. The students will be asked to
draw a picture of their favorite things to do in the winter season. They will be asked to write a
sentence about it under their picture on the lined portion of the page. I will do the under-writing
after some students have shared their drawings and sentences with the class ( this is a point in
which I would promote taking risks, telling the students that it is perfectly alright if it is not
completely perfect).
Assessment: There will be no formal assessment of this lesson. I will take note of the responses
given by each student during shared practice. I will also make observations to assess
comprehension during independent practice, taking note of the connections the students
illustrated.

Day 2
Book: 10 Little Penguins by Kate Toms
Introduction/Explanation: I will tell the students that today we will continue using the
connection strategy from the day before. I will remind the students that we use connections to
help us understand new information we are learning. We connect texts to our personal lives, to
what we know about the world around us, and to other texts weve read before. I will show the
students the cover of my book, asking them what they think the story will be about. I will then
read the title of the story, asking the students to help me, 10 little penguins
Demonstration: I will model connection-making as I had the day before. Continuing with the
cover of the book, (the cover has pictures of penguins doing many different activities) I will ask
the students to point out which activities they have personally experienced (for instance, there is
a roller-skating penguin). I will remind the students that by doing so, they are making
connections to their own lives. I will then model my own personal connection using page 1. Page
1 has 10 penguins ice-skating. I will point out the winter clothing, telling the students that I wear
items such as gloves and scarves out in the cold. I will also tell the students that I have been iceskating before (I could share about the experience being positive or negative, or even where I
went ice-skating).
Shared Practice: Today, I will be using less forced questions, relying on the students to create
their own connections. During the story, I will have a few questions to aid in connection-making.
At times where I am just reading (not questioning) I will be asking students to raise their hand if
theyve made a connection. I will call on these students and ask them to share their connections
with the class. The questions I will use are as follows:
On pages 3 and 4, the penguins are jumping on pogo sticks. Using what you know about pogo
sticks, tell me how they work. Have you ever played with one?
On pages 5 and 6, the penguins are playing dress-up. What do you like to dress up as? Where are
places that you have played dress up? Where have you found costumes to use for dress up?
*Both stories used for day 1 and 2 have animals displaying human-like characteristics. I could
ask the children to relate the texts to each other- How did they animals in each story behave?
Using what you already know about animals, do they behave like this in real life?
Independent Practice: After Ive read the book, I will ask the students to recall what they know
about penguins; where do they live? What do they eat? What do they like to do? Do the penguins
in the story act like real penguins? Why or why not? I will ask the students to do another kidwriting exercise by drawing a picture of something that a real penguin may do, and writing a
sentence beneath it. I will do the underwriting after a few students share with the class.
Assessment: Again, there will be no formal assessment of this lesson. I will continue the notes

on each child from yesterday, looking to see if theyve shown a greater understanding after the
second day. I will be making observations during the reading of the book, taking note of which
children made connections of their own and if they were legitimate.

SHARED READING
Performance Expectations: Students will use pictures and beginning letter sounds to identify
words. Students will also use the reading strategy of prediction to determine what the story will
be about, and will review directionality.
State Standards: Grade: K
Subject Area 1- Reading, Writing, Speaking and Listening
Standard Area 1- Reading Independently
1.1.K.B:
Employ word recognition techniques:
Use association strategies to identify letters.
Demonstrate phonological awareness through the segmenting and blending of phonemes.
Use knowledge of letter sound correspondence (alphabetic principle) to decode words in context
1.1.K.D: Demonstrate listening comprehension/ understanding before, during, and after reading
through strategies such as answering questions, retelling, and connecting to prior knowledge.
Book/Text/Resources: The Surprise Garden by Zoe Hall, Illustrated by Shari Halpern
Day 1
What will you do to motivate/engage the students? What will you do? What will the
students do?
I will motivate the students by having them take a quick picture walk. I will ask them to try and
predict what will happen in the story based on the pictures shown.
Describe the shared reading format you will use to familiarize the students with the text:
During the first day, I will read slowly as the children follow along. This will give the children a
chance to become familiar with the story and allow them to observe every detail on each page
(including text and illustrations). I will make sure to give the students 5-10 seconds after each
page is read to observe the text and illustrations.

Describe the strategy of print concept lesson you will introduce. Be sure to follow the

gradual release of responsibility over the three days:

During this lesson, I will be introducing/reviewing directionality. Before I begin reading, I will
say to the students, Today we are going to read a book together. Before we begin, lets discuss
the right way to read a book. First we look at the cover; should the picture be upside down, or the
other way around? Excellent, the picture on the cover should be facing up. Now weve got to
open the book by turning the cover page to the left. Next, we begin reading from the left side,
right at the top of the page. When we finish the sentence, we move down and start at the left
again! I will then read the book, making sure to model my thought-processes aloud (Now that I
have finished reading this sentence, I am going to move down a line and start on the way leftside again). I will review these concepts after weve finished the story, asking them questions
regarding proper ways to read a book.

Describe the follow up phonemic awareness/phonics lesson that will be used today? Be sure
to follow the gradual release of responsibility over the three days.
Following the actual reading and short discussion, I will be discussing beginning-letter sounds
and picture clues. I will say to the students So what happens when you cannot figure out a word
in a sentence? Well I will tell you what to do! I start by looking at the first letter of the word.
For instance on page 4, the word seeds is in the text, as well as in the pictures. I will tell the
students, Hmmm. I am having trouble figuring out this word. Well, I see that it starts with an
s, and that makes an sssss sound. Now I am going to look at the pictures on this page for
anything that starts with an s sound. Well, there are many different kinds of seeds on this page,
and the word in the text is spelled S-E-E-D-S. Lets sound it out, and see if the sounds match the
wordexcellent! I hear an S, an E, a D and another S. This must be the word Seeds! I
will also try this on page 7 with the word water, and page 10 with the word plants.
How will you tier or differentiate your lesson today?
I will extend my lesson today by having the students write their name on the top of a piece of
paper. I will then ask them to attempt to write 3 words that begin with the same letter as their
name. This is a point in which I would promote taking risks, telling the students that it is
perfectly alright if it is not completely perfect. I will write the correct spelling under each
students attempt.
Day 2
What will you do to motivate/engage the students? What will you do? What will the
students do?

I will motivate the students by bringing in various vegetable seeds. Relating it to our story, I will
say, The children in the story from yesterday had all different kinds of seeds to plant in their
garden. Today, I've brought tomato seeds, pea seeds, and watermelon seeds. I will pass them
around so we can all take a look at each seed. Maybe we can plant a few in the classroom to see
if they grow! I will ask the students to tell me what kinds of fruits or vegetables they would
plant if they had a garden and why.
Describe the shared reading format you will use to familiarize the students with the text:
Today I will be echo-reading this story with the students.
Describe the strategy of print concept lesson you will introduce. Be sure to follow the
gradual release of responsibility over the three days:
Boys and girls, yesterday we read the story The Surprise Garden together. Before we began
reading, we went over the proper ways to read a book. Can someone remind me which way the
cover picture should be facing? Excellent, now where do we begin reading; on the left side? The
right? Correct, we begin reading on the left side, at the top of the page, right? Now what happens
when I finish all of the words on this line? Where do I go? Absolutely, we move a line down, and
start right back up on the left! Now today we are going to do something called Echo-reading. I
am going to ask that you repeat each sentence after me. So when I say, Can you guess what we
will grow?, you say?(children repeat sentence). Great! Now lets begin! While we are
reading, I will be asking the students to help me with some of the sentences (where do I go next?
Where should I start reading on this page?).
Describe the follow up phonemic awareness/phonics lesson that will be used today? Be sure
to follow the gradual release of responsibility over the three days.
I will begin by going over the strategy discussed in day 1; I will provide a modeled example of
using picture clues and beginning sounds to figure out word (such as seeds from day 1). After
weve gone over a few examples, I will show 6 pictures. Next to each of these main pictures,
will be 3 other pictures. The children will be asked to help me figure out which pictures match
based on beginning sounds. For instance, the first picture will be a plate. Next to the picture of
the plate will be 3 pictures; a dog, a plane and an ice-cream cone. Together, we will sound out
each word and relate them back the word plate. I will make sure to stress the p sound to make
it a bit easier. I will let the students try the last one or two pictures with less help (if I see that this
is not working, I will jump in and help them with this strategy).

How will you tier or differentiate your lesson today?

I will extend this lesson by playing a quick, fairly fast-paced game with the students. We will sit
together in circle time and I will randomly point at each student and hold up a letter from the
alphabet. I will ask them to identify it and sound it out. Then I will ask them to give me one word
that starts with the same letter. Each student will get a chance to participate.

Example of Day 2 follow-up activity