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TE 802-001 2017 Literacy Assignment 2: Interactive Read Aloud

Name: Lindsey Pirochta

Grade Level: Kindergarten
School: Cornell Elementary
Mentor Teacher: Kris Schoen
Part I

Observation of MT’s Interactive Read Aloud

What are the specific What evidence is there that What purposes do
discussion moves she students are engaged? different discussion moves
makes? (What does the MT (What are the students serve? (How does the MT’s
do?) doing?) moves impact the students)

● MT points at the ● Students are asked to ● MT allows students to

words as she reads read along, or help read along with her.
so students are able out the MT by This discussion move
to follow along. participating in “I Do, keeps students
● MT points out We Do”. engaged and
punctuation to make ○ Ex) “Up. Up. following along with
these text features Down. Down. the story.
noticeable to Help me out.” ● MT also actively
students. ○ Ex) MT said: questions students
○ Ex) “What “We know this and asks students to
might this word. We have “help out” with reading
question mark all learned this the text. This
be for?” word before. discussion move
● MT thinks aloud when What does G- allows students to
reading text O spell again?” play an active role in
○ Ex) “I’m Students the read aloud.
looking at what respond with ● MT points out print
the platypus is “GO!”. concepts and
wearing, this ● Students are asking punctuation. This
looks like a questions and making discussion move
pattern!” predictions about the introduces students to
● MT points out pictures text. punctuation and helps
to draw students’ ● Student (A.V.) develop students’
attention to commented: “I noticed concepts of print.
illustrations. some lowercase
○ Ex) “Look at letters!”
this, what do
you think is
happening
here?”
● MT models motion
words with movement.
○ Ex) pointing up
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and down,
modeling
motion around
with hand.
● MT encourages
connections by using
sign language to
relate the text to self.
As the MT does this
motion, students
notice the motion and
also make
connections to text.

Interactive Read Aloud Lesson Plan

Name: Lindsey Pirochta Grade Level: K Date: Oct. 6th

Mentor Name: Kris Schoen School: Cornell Elementary School

1. Overall lesson topic / title: Number Sequencing with Mouse Count

2. Common Core State Standards (CCSS):

● CCSS.ELA-LITERACY.RI.K.10: Actively engage in group reading activities with
purpose and understanding.
● CCSS.ELA-LITERACY.RI.K.1: With prompting and support, ask and answer
questions about key details in a text.

3. Goal:
● To improve understanding of number sequencing, in both counting forwards and
backwards.

4. Develop 1 to 4 learning goals that are specific to your lesson. Include student
responses in italics.
 Students will be able to practice their counting both forwards and backwards with
the use of manipulatives. This practice will occur as students count along with the
text.
1. Student answers when counting forward should include:
1,2,3...10.
2. Student answers when counting backward should include: 10, 9, 8
… 1.
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 Students will be expected to actively engage in the reading activity as a whole

class and further develop an understanding of number sequencing from the text.

5. List important new vocabulary that students will need to know in order to
understand the text and meet your learning goals. Also, list child-friendly
explanations that you will use to explain these words before or during your
lesson. Indicate how and when in your lesson you will address these vocabulary
terms:
● Meadow
○ Child Friendly Definition: a piece of grassy land.
○ When/How: This vocabulary term will be addressed after the word is read
and the sentence is completed. The teacher will say, “A meadow? Hmm, I
wonder what this word means. Can anyone raise their hand and tell me
what the word meadow might mean here?”
● Greedy
○ Child Friendly Definition: someone or something (like the snake) who
always wants more and more.
○ When/How: This vocabulary term will be addressed after the word is read
and the sentence is completed. The teacher will say, “Greedy, that
sounds like a new word. Can anyone quietly raise their and tell me what
the word greedy could mean?

6. Materials and supplies needed (Resources)

 Teacher:
● Mouse Count by Ellen Stoll Walsh
● Image of Jar (See attached)
● 10 Mouse Cutouts (See attached)
● Document Camera
● SmartBoard Lesson to Follow Interactive Read Aloud
● Recording Device
● Exit Activity

 Students:
● Personal Carpet Space
● Pencil for Exit Activity

7. Briefly describe any student in your class who may need additional scaffolding to
comprehend the text and/or may need scaffolding around participation. Think
about academic, social, and linguistic support that students may need during the
lesson. (Note that students may not need all three types of support, so be sure your
ideas listed below in your plan are specific to this student’s needs.)
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Additional scaffolding may be needed in order to actively engage two English Language
Learners in my class. This scaffolding will be done by incorporating a visual jar and mice
cutouts, as well as explaining some of the unknown vocabulary words.
Because this is a Kindergarten lesson, some responses to questions may need to be
further scaffolded in order to elicit student responses. This will be done by using child
friendly terms throughout the read aloud and lesson.

8. Construct your lesson plan using the template below:

Instructional Sequence / Procedures: What activities will take place Number of

during this lesson? (Note: Use bullet points to outline your ideas.) Minutes
Preparing for Discussion: How will you arrange the students? What 2 minutes
discussion norms will you set? What procedures/ teacher moves will you & Ongoing
use to ensure equitable talk?

● Students will be arranged on the carpet in their assigned squares.

● Students will be reminded that as I am reading the story, their voices
should be at a level zero so that everyone can hear.
● Additionally, I will be looking for quiet students who are sitting
“crisscross applesauce” in their respective squares to come up to
the document camera and help me as we read the story.
● To ensure equitable talk, I will randomly call on quiet students who
have their hand raised, and who are following the discussion norms
and classroom procedures.

Launch (Hook / Warm-up): How will you get students interested in the text 3 minutes
and make the purpose for the lesson explicit? (Elicit students’ prior
knowledge and experience with the topic, establish meaning of predicted
unknown vocabulary, present and post learning goals)

● “Today we are going to read a story called Mouse Count. Who can
raise their hand and tell me one thing they notice about the cover of
this book?”
○ Student responses could include: “I see mice”, “I see a
snake”, etc.
● “What might this story be about?”
○ Student responses could include: “Maybe the snake counts
the mice”, “Maybe the snake and mice are friends”, etc.
● “Those are some great predictions! We will definitely be counting
mice together when reading this story. We will be able to practice
counting both forwards, and also backwards!”
● “When we count forward we will start at one and count up to ten, but
when we count backwards we will start at ten and then count back to
one. Let’s get started reading our story!”

Discussion Plan: What is your “road map” for the discussion? (How will 15 minutes
you read the text to your students? How will you engage your students
during the discussion? How will you guide your students into
comprehending the text and organize the text ideas? How will you use
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information about your students (interests, skill level) to guide your

discussion?)

● Page 2: A meadow? Hmm, I’m looking at the pictures and trying to

figure out where the mice are playing. I wonder what the word
‘meadow’ means. Can anyone quietly raise their hand and tell me
what this word might mean here?
○ Anticipated Responses: “grass or leaves”, “a field”, “outside”.
○ Teacher will explain that a meadow is a grassy field or area if
students do not reach this conclusion.
● Page 2: Look at the mice playing! Let’s count how many mice we
see together.
● Page 10: Can I have three quiet students come up to the document
camera and place the mice into our jar. As the mice are placed into
our jar, let’s all count together (1,2,3).
○ Students will place mice cutouts into the jar. This activity will
serve as a one to one correspondence when counting and
provide a visual for students.
● Page 15: I am looking for four more quiet friends to come up and
place four more mice into our jar. As the mice are placed into our jar,
let’s all count together (4,5,6,7).
● Page 19: Three more students, come up and place the mice into our
jar (8,9,10).
● Page 22: Greedy, hmm, that sounds like a new word. Can anyone
quietly raise their hand and tell me what this word could mean?
○ Anticipated Responses: “maybe the snake is still hungry”,
“maybe he wants more”.
○ Teacher will explain that ‘greedy’ is when someone or
something--like the snake--wants more and more.
● Page 24: Let’s try that motion together, rock one way, and rock the
other way.
● Page 25: Oh no! Let’s count the mice together backwards! (10, 9,
8...1).

Exit Activity (Summary / Closure): Afterward, how will your students 10 minutes
synthesize their learning from the discussion? (Ex. take a vote and have
students provide rationale for their choice, quick write, make a chart)

● Students will then go back to their table spots and complete the exit
slip (see attached).
● This assignment will allow students to practice synthesizing their
learning about number sequencing, while practicing writing their
numbers.

Formative Assessment: What evidence will you have of student learning?

How will you know if students met the objective? (What will you collect from
or observe during the lesson that indicates students’ understanding? What
will you use during the exit to assess your students’ learning?)
● Evidence of student learning will be made through observations of
students during the interactive read aloud.
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○ The teacher will look for students who appear to be counting

along, both in the forward direction and backwards.
○ The teacher will also look for students actively engaged in
the group reading activity.
● The teacher will also use the exit activity to determine whether
students met the learning goal of sequencing numbers and counting
both forwards and backwards.
○ The teacher will also make observations at this time to
formatively assess students while they are working on their
exit activity.

Mouse Count & Jar Activity: