Plan a read-aloud lesson that incorporates strategies to build children’s oral l

Plan a read-aloud lesson that incorporates strategies to build children’s oral language, background knowledge, comprehension, and love of books. Your lesson plan should include the following:
SELECTED BOOK: We Came to America
Author: Faith Ringgold
Grade Level: 1st Grade
1. Book overview and lesson rationale: Select a narrative text. Your book should qualify as a “sophisticated picture book” (see McGee & Schickedanz article for criteria). You should NOT choose an easier predictable or concept book for reasons we discuss in class. Write a brief overview giving the title, author, genre, the age group for which the book is appropriate, and a succinct, 1-paragraph summary of the story plot (in your own words!!!- You may not borrow this from an online source).
In a separate paragraph, give a lesson rationale that includes three things: a) justification for your choice of this particular book, including why you believe your selection qualifies as a sophisticated picture book; b) a descriiption of the language and literacy skills you will be helping children develop in your lesson, and 3) a summary of the teaching strategies you will use. Support your rationale with at least 1 explicit and cited reference to your readings on interactive read alouds (e.g. McGee & Schickedanz article, Smith & Read Chapter 4).
2. Context: Give the specific grade level with which you will implement this lesson
3. Learning objectives: Write 3-4 broadly defined objectives for the read aloud lesson (Start with “Students will be able to… or SWBAT.”.) Make sure most of these relate to language and literacy development, and are specific to your book and lesson activities. Bullet these.
4. State Standards: Identify 3-4 New Jersey Preschool Standards or Common Core State Standards for English Language Arts you will address. If developing a PreK read-aloud lesson, you will want to draw from the listening and speaking standards, as well as the emergent reading standard (3). If you are a K-6 cert. student, use the Common Core State Standards for Kindergarten or 1st grade (you will want to draw from the Reading standard as well as the Speaking and Listening standard.) Bullet these.
5. Materials: Bulleted list of materials and resources you will use (including the book itself)
6. Lesson Procedures (for a 10-15 minute session that is a first reading aloud of the book):
Your read-aloud lesson procedures should include 6 components:
Brief anticipatory activity or discussion to excite interest and build background knowledge (content schema) useful for understanding the story. Dig beneath the surface to find the possible themes or lessons in your book. This activity or discussion should be the “hook” that excites interest in your lesson.
Introduction of the book that you will give to students (See my model for recommended practice). Please include the actual words you will say as part of this introduction. Be sure to tell students the genre of the book and, if necessary, explain the genre briefly. Your introduction should introduce students to the main character/s, the setting, and the central problem in the story. You might introduce a few story events…but don’t give away the ending. Instead, wrap up your book introduction by saying, “….Let’s read to find out what happens when…” or “Let’s see if x is able to …….”
Vocabulary support techniques: Select 5-7 words that are critical to understanding the story. Using the strategies discussed in your readings and in class, and describe briefly how you will support understanding of word meanings for each word (Do not simply give definitions of the words. I know what they mean already!) Use a variety of strategies, not JUST explanation.
Think-aloud comments and predicting questions: Using the think-aloud approach for analytic comments described in your readings, identify 4 places in the text where you would stop insert your own comments that demonstrate your own responses and analytic thinking as you read. What exactly would you say at each point? Your think aloud comments should include:
One “responding with feelings” comment (e.g. “I feel really x that xxxxx happened”)
One “responding with connections” comment (e.g. “This reminds me of….”)
One “responding with a question” comment (e.g. “ I wonder why x…..did…..”)
One “predicting and inferring” comment (e.g. “I’ll bet that x is going to…….” Or “I guess x must have…..)
Also, please identify 2 places in the text where you will ask children to predict what will happen next.
Place where you ask children to make a prediction
Place where you ask children to make a prediction
***Be sure to make clear which analytic strategy you are demonstrating with each comment. (e.g. predicting, questioning, making an inference, making a personal connection, etc.)
7. After-reading questions: Come up with 5 open-ended questions you might ask students during an “after-reading” book discussion. At least one of these questions should be a “why” question that requires children to make inferences about and explain central story events (e.g. Why do you think x character did… x?). The other questions should further help probe children’s thinking and understanding. The majority of your questions SHOULD FOCUS ON THE STORY ITSELF, not just on personal connections.
8. Describe an extension activity children can do to further excite children about the book while building vocabulary, comprehension, etc. Please see the Children’s Literacy Initiative Handout for ideas for appropriate extension activities.
9. Assessment: In a few sentences, describe how you will know that your children have met your objectives for the lesson. Your assessment strategies should be INFORMAL and observation-based.