The Nonfiction Read-aloud

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					                                The Nonfiction Read-Aloud
                                   Implementation Log
Review:__________________________________________
_________________________________________________
A Read-aloud is simply reading aloud to your students. Read-alouds of informative, expository prose can be very brief, sharing as little as
a sentence and illustration, or a single paragraph. When you are looking for good models to share and discuss with your students, look for:
a) passages that address concepts that fit into curriculum content across disciplines; and b) passages that are well-written, especially in
terms of how the author(s) announced and supported his/her major points. One of the major instructional purposes of the nonfiction Read-
aloud is to provide an opportunity for students to learn science, social studies, mathematics, and other curriculum concepts. Our long-term
goal, however, is for students to use similar text as learners and independent readers.
________________________________________________________________________________________
Implementation Information:
_____ I am using this log to plan or record notes for my lesson.
_____ I am using this log as I observe my peer coaching partner
_____ I am using this log as I observe a live or videotaped demonstration during staff development

Date: _11/17/05

School/Organization: ____8th grade CAB_________________________________________________

Name, Grade Level or Role: ___Jo Ellen Latham

Title of Nonfiction Book Used: ____Endangered Species_                                   Pages: ________26-28_____

Author(s): ____Christopher Lampton

1.   Concepts addressed from social studies, science, mathematics, other (You may wish to refer to the
     essential curriculum.):

Understands the concept of extinction and its importance in biological evolution (e.g., when the
environment changes, the adaptive characteristics of some species are insufficient to allow their
survival, when predation occurs, extinction is common; most of the species that have lived on the Earth
no longer exist)

2. Language arts concepts and processes represented in the text selection (You may wish to refer to the
essential curriculum.):

Main Idea/Supporting Details
Descriptive Text Structure

3a. Reflections on the attributes of the Read-aloud and organization of the lesson (Consider the moves of
the nonfiction read aloud: establish content, activate listening, read the passage, check for understanding,
student follow-up activity):

Establish Context: (write what you are going to say)

(Connecting background knowledge and making predictions)
We have been studying the concept of extinction and we have learned that many species that have lived on Earth
no longer exist. There are many factors that lead to extinction. This week we have been researching information
in nonfiction books to find reasons why some animal and plant species have become extinct Let’s review our
chart that identifies the examples of these factors such as environmental changes, adaptive characteristics of the
species, and predations. I want to share with you today a passage that specifically studies the role of extinction in
the biological evolution of a species. Before I read the passage, I want to talk to you about a vocabulary word
that you will hear. The word is “Pleistocene” (Write word on overhead) Our earth’s timescale is divided into
eras. The Pleistocene era is from 2 million to 11 thousand years ago. At this time, much of the Northern
Hemisphere was covered with glaciers, and there was the beginnings of human evolution. Knowing this word and
the time period it refers to will help you understand the passage better.

Activate Listening: (write what you are going to say)

In this passage from Endangered Species by Christopher Lampton, the author exemplifies the problem of
predation in endangering species As I read this passage, I want you to listen for how the population of the
passenger pigeon changed and the causes of its extinction. Think about the three factors of extinction we have
been studying: environmental changes, adaptive characteristics of the species, and predation. I want you to listen
for these three factors and explain why they were or were not a reason for the extinction of the passenger pigeon.

Read the passage: (uninterrupted) Attach a copy of the passage read with implementation log


Check for understanding:
Discuss each of the three factors and give reasons why they were or were not a factor in the extinction of the
passenger pigeon.
Record on board or overhead projector student responses. Reread to check for accuracy and monitor
comprehension as needed.


Student follow-up activity: (optional)

We have a number of resources here that support our study of the extinction of species. I want you to look for
examples of the factors that contributed to the extinction of different species. Be ready to share your own read-
aloud as to what contributed to the extinction of a species. We’ll continue to add to our body of knowledge,
paying particular attention to species that have adapted, species that are currently in danger of extinction and
how our human society both contributes to and prevents these factors.


3b. Questions about the Read-aloud to be used as data to drive professional development (This
may include self-reflection after the read aloud about the read aloud process, or questions raised
during a demonstration that you observed.):


Please remember to include a copy of the passage used for your Read-aloud. Thank you.
Implementation Data_________________________________
In the last 5 days, have you worked with your collaboration partner to plan and
rehearse Read-alouds?
___x_ Yes ____ No         If “Yes,” how many times? ____2_

In the last 5 days, have you demonstrated a Read-aloud (with students) for your collaboration
partner?
____ Yes _x___ No         If “Yes,” how many times? _____

                                                                  Based on the work of E.F. Calhoun, 1994

				
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