Read

Aloud Lesson Plan - Template

Planners Name: Abbie Wolfe Topic: Interactive Read Aloud
Title of Lesson: I Was So Mad Grade Level: Pre-K
Academic Standards for Lesson - choose the ones being covered in the lesson
1.3.PK.A With prompting and support, retell a familiar story in a sequence with picture
support.
1.3.PK.B Answer questions about a particular story (who, what, how, when, and where).
1.3.PK.C With prompting and support, answer questions to identify characters, settings, and
major events in a story.
1.2.PK.D-With prompting and support, name the author and illustrator of the story.
1.3.PK.E-With prompting and support, differentiate between real and make-believe.
1.3.PK.F-Answer questions about unfamiliar words read aloud from a story.
1.3.PK.G Describe pictures in books using detail.
1.3.PK.J Use new vocabulary and phrases acquired in conversations and being read to.
1.3.PK.K With prompting and support, actively engage in group reading activities with
purpose and understanding.

Essential Question
LEQ: How can we comprehend the parts of a story after reading?
Objectives (as many as needed for the lesson, usually no more than three):
Objective 1: Children will demonstrate comprehension during a read aloud.
Learning Activities
Introduction/Activation Strategy: Ask children if they have ever felt mad about
something before. What does it mean to be mad? How do you feel when youre mad? Is it
a good feeling or a bad feeling?
Think-Pair-Share- Children will connect what the characters are doing to something that
has happened in their lives: Turn to a partner and tell them about a time you were mad
about something.
Have you ever been told no before? Could someone raise their hand and tell the class a
time they were told no by someone?

VOCABULARY:
mad- to feel upset about something
Decorate- make something look better by adding extra items or objects to it
Instructional Strategies/Learning Tasks:
Guided Practice, Checking for Understanding, and Questioning Strategies:
BEFORE READING
 The person who wrote the book is called the author and the person who drew or painted
the pictures in the book is called the illustrator. Lets look at the cover. The title of this
book is I Was So Mad. This is the name of the person that wrote the story (Mercer
Mayer). He is the author. This is also the name of the person who drew the pictures
(Mercer Mayer). He is also the illustrator.
Ask the children to predict what they believe the story is going to be about by the title
and the cover illustration. What do you see? Who do you think this is? What do you
think this story is going to be about?
Ask children if they think the book is real or make believe. Turn to a partner and tell them
why you think it is either real or make believe. This story is make-believe so it is called
fiction

DURING READING
Think Alouds are the words and thoughts that one thinks in her head while reading and says
them aloud, before, during or after reading.

Guided Questions assist the students in understanding the story by asking questions which
will enable them to grasp the meaning, using good comprehension strategies.
Predicting what is going to happen next?
Drawing inferences Without the author telling us, infer or figure out what you think the
characters will do, think or feel.
Visualizing Use the authors words to make a picture in your head of what is happening.
Summarizing Connecting events in a story.

Think aloud I wonder what Little Critter is doing in the sheets? Good readers think
about the pictures. Children will predict using illustrations.
VOCABULARY: Ask the children, Did you hear any of the words we talked about?
Children will recognize vocabulary words mad and decorate
Ask the children, How did Little Critter DECORATE the house? Children will recognize
decorate and summarize how Little Critter decorated.
Ask the children, Little Critter keeps being told No, how do you think that makes
him feel? Children will infer how Little Critter is feeling.
Ask the children, Remember how you all felt when you were told no before? Do
you think Little Critter was feeling that way too?
Think aloud I wonder what Little Critter will do next since he is feeling so mad?
Good readers think about what might happen next. Children will predict using
previous text and illustrations.
 Ask the children, Little Critter is packing to run away, what do you think he will pack?
(Describe your visualization). Children will visualize all of the items Little Critter is
packing.

AFTER READING
Guided Questions and Think Alouds
Ask the children, How do you think Little Critters family felt when he said he was
going to run away? Children will infer what they think the characters felt.
Ask the children, Think about what you thought might happen in this story. Is that
what happened? Were your predictions right? Children will confirm predictions.

Closure: Turn to your neighbor and tell her what you think happened first in the story. Does
your neighbor agree? The neighbor now tells what she thinks happened last in the story. Do
you agree? Children will identify beginning and end of story.

Assessment: Formative or Summative
Formative Assessment (process): Formative assessment is conducted throughout the read
aloud when teacher listens in to student responses.
Formative Assessment (product): Have students put 2, 3, or 4 pictures in order of what
happened in the story. How many pictures used is dependent upon the skill level of the
student product is differentiated.

Rubric/Checklist: Children put pictures in correct sequence yes or no
Differentiation: Content, Process, or Product
Product
Lower level: students will receive only beginning, middle and end picture
Average level: students will receive beginning, middle, end and one other picture to put into
sequential order
Higher level: students will receive beginning, middle, end and three other pictures to put into
sequential order.

Materials/Resources/Technology
1. Materials students will need: None
2. Materials teachers will need: Book being read aloud (I Was So Mad). Flannel board(s)
and pictures corresponding to the story.
3. Teachers preparation for the lesson: See Learning Activities.
Reflection (responses regarding strengths, areas needing improvement for next time, and
ideas for follow-up)