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Read Aloud and Shared Reading Template

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					Read Aloud and Shared Reading Template

                 OBJECTIVE.                                                 CONNECTION TO THE SUMMER
                 What will your students be able to do?                     ACHIEVEMENT GOAL.
                                                                            How does the objective connect to the summer achievement goal?
  PRE-PLANNING




                 (INFORMAL) ASSESSMENT.
                 How will you know whether your students have made progress toward the objective? How and when will you assess
                 mastery?




                 KEY POINTS.
                 What big ideas in the text will you emphasize? What will students learn about using the strategy/ies?




                 PRE-READING.             (__ min.)                                                                            MATERIALS.
                 What prior knowledge will you activate? Focus on knowledge needed to understand the big ideas.                What text will you
                 What background information will you share?                                                                   use?
                 Which vocabulary words will you pre-teach? Choose 2-3 words that are critical to understanding the            What other
                 big ideas.                                                                                                    materials do you
                 Which strategy/ies will you introduce? How will you do so?                                                    need?
                 How will you engage students and capture their interest?
                                                                                                                               Title:

                                                                                                                               Author:

                                                                                                                               Other Materials:
                 DURING READING.               (__ min.)
                 Where will you stop to think aloud about your strategy use?
  LESSON CYCLE




                           How will your use of strategy/ies facilitate student understanding of the big ideas in the text?
                           Include page numbers and explain your rationale.
                 How will you include students in this process? How will you check for understanding of the
                 strategy/ies?
                 How will you clearly state and model behavior expectations?
                 Why will students be engaged/interested?




                 POST READING.              (__ min.)
                 How will students summarize what they learned about the strategy/ies and the text?
                 How will students be asked to state the significance of what they learned?
                 How will you provide all students with opportunities to demonstrate mastery of or progress toward the
                 objective?
                 Why will students be engaged/interested?




                 HOMEWORK (if appropriate).
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                 How will students practice what they learned?
Read Aloud and Shared Reading – Example (5th Grade)

                 OBJECTIVE.                                               CONNECTION TO THE SUMMER (BIG) GOAL.
                 What will your students be able to do?                   How does the objective connect to the summer (big) goal?
                 SWBAT locate cause-and-effect                            When students use text structures like cause-and-effect to
                 relationships in an expository text.                     organize their reading and writing, they are more effective
                                                                          readers and writers, improving their ability to independently
  PRE-PLANNING



                                                                          read and analyze texts.
                 (INFORMAL) ASSESSMENT.
                 How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
                 Students will complete cause-and-effect graphic organizer.

                 KEY POINTS.
                 What big ideas in the text will you emphasize? What will students learn about using the strategy/ies?
                 -Causes have effects and effects have causes. There are reasons or causes why certain things happen;
                 when those things happen, they create a result or an effect.
                 -Authors use particular words to help you identify cause-and-effect relationships. Some of these include
                 cause, effect, if, then, as a result, therefore, and because.

                 PRE-READING. (10 min.)                                                                                      MATERIALS.
                 What prior knowledge will you activate? Focus on knowledge needed to understand the big ideas.              What text will you use?
                 What background information will you share?                                                                 What other materials do
                 Which vocabulary words will you pre-teach? Choose 2-3 words that are critical to understanding the big      you need?
                 ideas.
                 Which strategy/ies will you introduce? How will you do so?
                 How will you engage students and capture their interest?

                 Ask a student to act out what would happen if s/he ate too much too fast. Student                           TITLE:
                                                                                                                             Danger! Volcanoes
                 should act like s/he has a stomachache.
                           Renee ate too much                                                                                AUTHOR:
                                   cause was eating too much, too fast, and the effect was getting a
                 Explain that the too fast!                                                                                  Seymour Simon
                 stomachache.
                                                                                                                             OTHER         POSSIBLE
  LESSON CYCLE




                                                                                                                             TITLES:
                              Renee got a                                                                                    Branley, F.M., Flash,
                 Add this information to the chart.
                             stomachache.                                                                                    Crash, Rumble, and
                                                                                                                             Roll, Volcanoes, or
                                                                                                                             What Makes Day and
                 Introduce the graphic organizer to the students. Explain each part of it, and how it will
                                                                                                                             Night
                 be used.                                                                                                    or any text with clear
                                                                                                                             cause/effect
                 Explain that students already have some knowledge of cause-and-effect because it                            relationships
                 happens in every day life.                                                                                  OTHER MATERIALS:
                                                                                                                             Chart Paper with arrow
                 Students know that if they do not study for a test, the effect will be that they will not do                and rectangle
                 well.
                                                                                                                             Cause-and-Effect    T-
                                                                                                                             chart     or  web    –
                                                                                                                             determine which is
                                                                                                                             more sensible based on
                                                                                                                             your text


                                                                                                                             Scratch paper
They also know that if they bake cookies that come out burnt, the cause was leaving
them in the oven too long.

Define cause and effect for students:
     Cause is why something happens
     Effect is what ends up happening

         Authors often use cause-and-effect when writing both fiction and non-fiction
          texts to help you understand the events about which you are reading.
         We are going to be reading a non-fiction text today called Danger! Volcanoes.
         The author uses cause-and-effect throughout to help you understand how
          things really work.
         Sometimes authors use key words like cause, effect, if, then, as a result,
          therefore, and because to indicate a cause-and-effect relationship.
         For example, if I were writing a story about Renee, I might say, “Renee got a
          stomachache because she ate too much too fast,” or “Renee has a
          stomachache as a result of eating too much too fast.”
         These key words help us identify cause and effect.

Write the key words on the chart paper.

         Let’s get started reading the story.
         Remember to listen for the key words that indicate a cause-and-effect
          relationship.

DURING READING. (15 min.)
Where will you stop to think aloud about your strategy use?
         How will your use of strategy/ies facilitate student understanding of the big ideas in the text?
         Include page numbers and explain your rationale.
How will you include students in this process? How will you check for understanding of the strategy/ies?
How will you clearly state and model behavior expectations?
Explain that as you read the story, you will be listening for cause-and-effect
relationships.

When you find one, you will add it to the graphic organizer. See examples at:
www.readwritethink.org/lesson_images/lesson925/volcano-go.pdf
www.readwritethink.org/lesson_images/lesson925/blank-go.pdf

As you begin to read Danger! Volcanoes by Seymour Simon aloud, model the thought
process behind discovering cause-and-effect relationships. For example, say
something like,

       As I begin reading Danger! Volcanoes, I see that there are lots of interesting
        pictures of volcanoes in this book. I bet I will learn some new information about
        volcanoes when I read this book.

After reading the second page of the book say,

       I wonder what causes the volcano to erupt. I bet I will learn that when I read
        further.


After reading the next page say,

				
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posted:11/1/2011
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