Read Aloud Lesson Plan

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Culturally & Linguistically Responsive Read Aloud

Childhood Lesson Plan

Administrative Details
Title of Lesson: The Day We Learned to Comprehend!
Candidate: Kate Rosen Date of Lesson: 4/19/24
Host Teacher: Ryan Meyers Approx. Length (min): 40-50 mins
Grade level/Age: 3rd grade Anticipated # of Children: 27

FOUNDATIONAL ELEMENTS OF LESSON


Standard(s) Learning Target(s) Assessment of Learning Target
ELA:
Teacher will guide students through a
3R2: Determine a theme or central Students will be able to answer comprehension quiz
idea and explain how it is supported questions based on the story “The Year
by key details; summarize portions We Learned to Fly”
of the text

3R4: Determine the meaning of Students will be able to find the main
words, phrases figurative language, idea
and academic and content-specific
words
Social Justice: Group discussion

9. Students will respond to diversity Students will be able to discuss


by building empathy, respect, symbols in the story
understanding and connection

CONCEPT PLANNING/SCAFFOLDING
Description of the Lesson Content/Concepts
● This lesson focuses on comprehension of a read aloud story. It encourages students to demonstrate skills they have
learned practicing answering questions based on a text. This story is about adapting to challenges faced, using your
imagination and encourages deeper thinking. This lesson will in hopes aid the students in learning about resilience
and showing empathy.
OUTCOMES:
● Students will practice reading comprehension by answering questions based on the story
● Students will be able to find the main idea (Challenges faced, resilience)
● Students will be able to discuss the symbols in the story (Butterflies)

Background Knowledge Required


● Listening skills to listen to the book
● Speaking skills to engage in discussion about the book
● Writing skills to complete the activity
● Reading skills to read the questions and directions of the activity
● Understanding of and ability to follow directions

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Lesson Rationale (Why, where, and how does this CLR lesson fit into the curriculum?)
● Webster School in Syracuse is known for its diverse learning environment and extensive cultural and language
backgrounds. This read-aloud demonstrates culture and some situations that students may be in. The third graders
are in the midst of preparing for state testing and constantly practicing reading and reading comprehension. Taking
a closer look at a book is an engaging way to practice their skills. Students can apply their skills in a culturally and
linguistically appropriate third-grade level.
Targeted Vocabulary Words & Student Definitions

Brilliant: very smart or talented


Believe: to feel sure of
Promise: assurance that someone will do a particular thing
Fly: move in the air

Teacher Materials/Resources Student Materials/Resources


● Book “The Year We Learned to Fly” ● 1 bird or butterfly
● Copies of butterflies & birds ● Whiteboard
● PowerPoint with comprehension questions ● Whiteboard marker
● Vocabulary checklist ● Coloring utensils

LEARNING ACTIVITIES
Introduction/Opening/ BEFORE READING:
Anticipatory Set I will invite students to join me in a read-aloud of the story “The Year We Learned to Fly.” I will
How are you hooking ask engaging questions before, during, and after the read-aloud. We will be reading the story
students into the twice, the first time the students are just going to listen. The second time, I am going to be
lesson? asking the questions below.
a. Before first reading:
“Before we start reading this story, raising your hand, can anyone tell me what you see on the
front cover of the book?”
1. Can anyone share what you think the girl on the front cover might be looking at?

b. Before first reading:


“Today I am going to be reading this book to all of you”
1. Has anyone read this book before?
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2. Does anyone have any guesses on what this story might be about?

Before the second reading:


“Great guesses! Throughout our second time reading, I want you all to think about the main
idea of the story and what the characters are learning.”

BEGIN READING: (Questions below are asked during 2nd reading of the book)
c. During: On page 1, I will ask:
1. What do you think this is? (Pointing at the cocoon)
2. What animal might be growing in that cocoon?

d. During: On page 6, I will ask:


1. Give me a thumbs up if you’ve heard the word “Brilliant” before
2. Can anyone raise their hand and tell me what the word “brilliant” means?

e. During: On page 12, I will ask:


1. What are the siblings promising here?

f. During: On page 18, I will ask:


1. When you’re stuck inside what do you imagine yourself doing instead?

g. During: On page 24, I will ask:


1. Do you think the girl might be scared to move away?
2. How would you feel if you had to move away from your friends?

h. During: On page 30, I will ask:


1. What animals do you see on these pages?
2. What are the kids imagining themselves as?

AFTER READING:

i. After: I will ask: Why do you think the author used birds and butterflies to represent the
characters?
j. After: I will ask: What is the main idea of the story?
k. After: I will ask: What did the characters do?

Body - Learning 1. After the read-aloud and post-reading questions, we will begin the comprehension
Segment, Activities, activity.
Timeline 2. Once the class is seated and quiet I will ask them to take out their whiteboards and
What will you say? whiteboard markers.
What will you do? What 3. I will explain the directions of the comprehension quiz activity
will your students do? 4. Using the PowerPoint I will read the following questions and then ask students to write
This is the place to the answers on their whiteboards
write out all that will a. I will read the question: “What does the word brilliant mean?”
happen during your b. I will read the question: “What are the children doing on this page?”
lesson. c. I will read the question: “What did the children in the sentence do after they
fought?”
d. I will read the question: “What did the children in the sentence realize about their
situation?”
e. I will read the question: “What is the main idea of this story?”
f. I will read the question: “What lesson did the children learn in the story?”

5. We will discuss the answers after each question is answered by the students on their
white boards

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6. After we complete their small quiz for comprehension, I will again go over the
significance of the birds/butterflies in the story
7. I will let the students pick between a bird or a butterfly to color
8. Students will color the bird or butterfly
9. I will hang the completed birds and butterflies around the room when finished

Conclusion I will conclude the lesson by:


How are you bringing - By explaining how third grade is the year they learn skills for the rest of their life
closure to/wrapping up - Asking students what the kids in the story imagined themselves as
the lesson? - Asking students if they ever imagine themselves doing something else
- Discussing with students about facing challenges and overcoming them

Planned Supports for Emergent Bilingual Students

- Visuals on each slide that there are questions


- Ample wait time for students to understand the question
- Walking around answering questions

Accommodations

Students with attention difficulties:


- I will be asking questions throughout the story to keep them engaged
- When questions are asked I will provide extra wait time

- I will be walking around answering any questions students may have

- I will follow all 504s and IEPS

FINAL NOTES
Next Steps
- Continue to reinforce comprehension skills
- Reinforce facing challenges and overcoming them

References/Resources Used
- “The Year We Learned to Fly” By Jacqueline Woodson
- Canva for slides
- Images of butterfly and bird

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