Read Aloud Plan (3105)

By: Chelsea Williams

Link to YouTube Reading: https://www.youtube.com/watch?v=PhzRxBN-rWw

Standards: What standard could you address using this book that aligns with the strategy you’ve chosen to focus on?
ELA Standard(s): https://www.state.nj.us/education/cccs/2016/ela/
-RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate understanding
of its characters, setting, or plot.
-RI.2.5. Know and use various text features (e.g., captions, bold print, subheadings, glossaries, indexes, electronic
menus, icons) to locate key facts or information in a text efficiently

Content Standard(s): https://www.nj.gov/education/cccs/2020/

-6.1.2.CivicsCM: Civics, Government, and Human Rights: Civic Mindedness
-6.1.2.CivicsCM.3: Explain how diversity, tolerance, fairness, and respect for others can contribute to individuals feeling
accepted.
https://www.nj.gov/education/cccs/2020/2020%20NJSLS-SS.pdf
A. Title of Book:
• Briefly describe the book. Include
the title, author, approximate Steve Bjorkman is the author of the book Dinosaurs Don’t, Dinosaurs
reading level, and a brief Do. This book is intended for ages 3-7 at a reading level G. Dinosaurs
summary. demonstrate good manners and behaviors to children by illustrating
• Explain why you chose this book. children's activities. The book compares two different ways of handling
What makes it a good choice for
situations children are involved in and highlights what should be done.
Read Aloud or Shared Reading?
This book is a great for a Read Aloud because it seems simple; yet,
How does it connect to the
current content you are teaching demonstrates complex features. Dinosaurs Don’t, Dinosaurs Do is a
in your class? Identify what makes great conversational starter. This book can be connected to second
it developmentally and culturally graders lives seamlessly. All children, across all cultures, are trying to
appropriate for your students and navigate how to act in the world and this book gives examples on how
their interests. to do so.

3 Lesson Sequence
1. Read Aloud
• Consider what discussion you can Discussion Before Reading:
create before during and after the Preview the book cover and read the title with the class. Ask students to
lesson. consider times when they have been told not to do something. Have students
do a quick write on a time when they have been praised for behaving well or
scolded for acting out.
Discussion During Reading:
After reading the first page, stop and ask the students why a dinosaur does
what it does? This will set the theme of the book and help them understand it.
While reading, stop and point out the text bubbles. Try to use different voices
when reading those parts.
Discussion After Reading:
Once finished the book, ask students to recall some of the do’s and don’ts. Ask
how the characters communicated and guide them to the text bubbles. When
closing out the session make sure to remind the students that we all get along
with respect and manners.
2. Strategy Focus
 Based on the literacy strategy you Strategy:
identified in lesson 1, consider how Making Connections
you will explicitly teach and have Connection:
students practice the literacy strategy After reading, introduce the idea of connections. Explain the following: While
using the workshop model structure reading Dinosaurs Don’t, Dinosaurs Do, I thought to myself that I have do that
to design your plan. Be specific and activity or I was told by my parents to not do something else. That is how
address the following components of readers make connections. Good readings make three types of connections
the lesson as it relates to the book when we are reading to understand the characters and the idea of the book.
you’ve chosen. The three types of connections are text-to-self, text-to-text, and text-to-world.
• Identify a literacy strategy you will So when we are reading, we always want to think of how the book makes us
have opportunities for developing in feel, what the book reminds us about, and what else have I read that is like
students by using this text as a what I am reading.
mentor text. Be specific about how
the strategy aligns well with the book. 3 Examples from the Book for Modeling:
o Connection A connection is when a reader finding similarities between the book to one’s
o Model or Teach life, the world, or another book. Demonstrate how making a connection
o Engage Students works. Think outload and pick any action from the book. “Dinosaurs clean up
o Link to Independence their mess”. This action makes me think of when my mom tells me to clean up
o Independent Practice with my toys before I go to bed. That is a text-to-self connection. This can be done
Coaching when connecting to another book and connected to the world.
o Share Session

Text to self
Dinosaurs clean My mom makes
up their mess. me clean up my
toys before I go
to bed.

Dinosaur treat In the book The Berenstain Text to text

others the way Bears Show Some Respect,
they want to be Brother and Sister learn to
treated. respect everyone.

Dinosaur do The tv show Sesame

share. Street, Elmo is Text to World
always sharing with
his friends.

1 Example from the Book for Students to Use the Strategy through Active
Engagement: Have students “turn and talk” to another student and share one
of their own connections to the book.
Explanation to support students’ ability to link the strategy to how it should
be used whenever they read: Students will be able to make connections to
from text-to-self, text-to-text, and text-to-world.
 Independent Work: Have students read a book of their choice and create
their own connection chart. Ask students to make a connection to each of the
connection types; text-to-self, text-to-text, and text-to-world.
Share: Once students have completed their independent work, have students
share ideas that they felt resonated with them. Remind them that everyone
will have different connections; however, some may be similar.
3. Writing Connection - Application of the Reading Through a Meaningful Connection to Writing:

• Design a writing task for students to Writing Task: Require students to use their connection chart to write
complete which will integrate about something that they connected with.
opportunities to apply the literacy
Prompt: “I do ____ and don’t do _____”.
strategy.
• Clearly identify what the writing prompt • Briefly engage students in discussion first. Encourage students
will be. to talk about the topic before writing. Ask the following:
• Include an explanation of what the ✓ Why do you or do not do something?
criteria will be for this task. What will ✓ What is something the dinosaurs did in the book that you
you expect students to do? have done?
• How will the prompt you’ve created • Transition them to the idea of writing or drawing their ideas.
enable to them use the literacy ✓ Can you write about your experience in a paragraph?
strategy? ✓ Draw a picture of your connection.