Gwynedd Mercy University

School of Education

Interactive Read Aloud Lesson Plan

PA Core or Academic Standard(s):

1.3 Reading Literature
1.5 Speaking and Listening

Big Idea(s):
Effective readers use appropriate strategies to construct meaning. Critical thinkers
actively and skillfully interpret, analyze, evaluate, and synthesize information. An
expanded vocabulary enhances one’s ability to express ideas and information. Active
listeners make meaning from what they hear by questioning, reflecting, responding, and
evaluating. Effective speakers prepare and communicate messages to address the
audience and purpose.

Essential Questions:
What is the text really about? How does interaction with the text promote thinking and
response? Why learn new words? How do active listeners make meaning? How do
speakers effectively communicate a message?

Objective/Performance Expectation:
Student will be able to retell the story with key details.
Student will be able to answer questions about the text.
Students will be able to identify the meaning of the text.
Students will be able to provide real life experience related to the text.

I. PLANNING AND PREPARATION:

1. Briefly describe the students in your class, including those with special
needs. Explain how you will meet the needs of ALL learners
(Differentiated Instruction).
I am working with two female students who are in second grade. Both students are
typical learning and do not require any learning accommodations. I will ensure I meet
both there needs by reading the story aloud and providing a copy for them to follow along
with. I will also be asking lower and higher level thinking questions.

2. List the specific standard and expectations as outlined in the PA Core/

Academic Standards (SAS).

 1.3 Reading Literature Grade 2

1.3 2.A Recount stories and determine their mental message, lesson or moral
1.3 2.B Ask and answer questions such as who, what, where, when, why and how
to demonstrate understanding of key details in a text
1.3 2.C Describe how characters in a story respond to major events and
challenges.
1.5 Speaking and Listening Grade 2
1.5 2.A: Participate in collaborative conversations with peers and adults in small
and large groups.
1.5 2.B: Recount or describe key ideas or details from a text read aloud or
information presented orally or though other media.
1.5 2.E Produce complete sentences when appropriate to task and situation to
provide requested detail or clarification.

3. Explain the psychological principles/theories you used in constructing this

lesson.
I will be using Vygotsky’s idea of the zone of proximal Development. I will be asking
them questions about the text and provide direct of where to find the answer when
needed. I will also be using John Dewey’s idea that students learn from being involved
and participating. I will include this by allowing student to tell personal stories related to
the text and explain how student found answers to comprehension questions.

III. INSTRUCTION:

List Materials Needed:

• Multiple copies of the book
• Link to book: http://www.therapeuticservicesllc.com/uploads/
1/7/1/3/17139968/the_girl_who_never_made_mistakes.pdf

4. Motivation Activities/Strategies: How will you generate interest or focus

your lesson for the students?
I will generate interest by asking the students if they have ever made a mistake. I will also
ask them to share a time they made a mistake or were worried about making a mistake.
Then, I will show the cover of the book and allow them to predict what will happen.

5. Prior Knowledge Activities/Strategies: How will you activate prior

knowledge, build background, or review previous lessons?
I will build onto background knowledge by allowing student to share personal stories
about making mistakes. This will allow them to relate to the text and look for when the
character makes a mistake.

 6. Sequence of Lesson: What learning activities/strategies will you use to

engage the students in the learning? What will students do to use and
apply new concepts or skills (independent practice if relevant)? How will
you monitor and guide their performance? Include relevant vocabulary.
• First, I will bring the student to the floor and sit in a circle. I will ask the student if they
have ever make a mistake. Once they respond, I will ask each of them to share the time
they made a mistake.
• Then, I will show them the cover of the book and ask what they think might happen. I
will ask them what they see on the cover and describe what they see.
• I will then introduce the book and give a summary of the story.
• After the summary, we will review the following vocabulary words
• Proper: truly what something is said or regarded to be and genuine
• Rhubarb: type of stalk
• Wobbled: move unsteadily from side to side
• Speckled: covered with a large number of small spots or patches of color
• I will read the book aloud to both students. I will stop when needed to allow the
students to ask questions.
• On page 7, I will ask the students if they have similar morning routine to Beatrice.
• On page 8, I will ask the student what fans are.
• On page 16, I will ask what mistake Beatrice almost made.
• On page 19, I will ask the student what they think Beatrice is going to do
• After reading the book, I will ask the student the following questions about the text:
• Who is the main character?
• Why was Beatrice called the girl who never made mistakes?
• What happened to Beatrice’s talent show?
• How did Beatrice react when she made a mistake?
• How was Beatrice morning routine different the next day?
• Why do they no longer know her as the girl why never made mistake?
• After comprehension questions, I will ask the student what they think the meaning of
the story is. I will be looking for answers along the lines of we all make mistakes, it is
okay to make a mistake and no one is perfect. Once I get one of those answers I will
ask the following questions:
• Is it okay to make mistakes?
• What can we do if we make a mistake?
• At the end of the lesson, I will be letting the students know what tomorrow we will be
writing a list of thing to do after we make a mistake.

7. Level of Learning/Assessment Evidence: How will you know if students

grasped the material? What techniques/strategies will you use to assess
learning (Bloom’s Taxonomy)? Identify what informal and/or formal
assessments you will use to monitor student learning. Also identify if this
will be formative or summative.

 I will check the students understanding by asking low and high level questions about the
story. This will show me that they understood what happened in the story and what the
message of the story was. This will be an informal assessment.

8. What will you do to bring closure to the lesson? How will you summarize
this lesson and preview the lesson that will follow?

To bring the lesson to a close, I will recap the story we read and the message that was
behind it. Then, I will let them know that tomorrow we will be writing task we can do
after making a mistake. This will let them know what we will be doing next and provide
time to brainstorm ideas.

REFLECTION:

9. Describe what went well with the lesson, what didn’t go so well and what
you would do to improve your teaching effectiveness in the next lesson.
I think my lesson went really well. The girls were not very into the book at first
but started to like it as I began to read. I think doing it on a weekend as hard to keep there
attention since they were in school all week and usually do not do school work on the
weekends. The background knowledge was a little hard to bring forward since I do not
know what they are currently learning and they did not want to talk about it .
The introduction to the book went well. Although, the girls wanted to talk more
about the pictures on the pages than the actual story. I think it would have been more
helpful to start with a picture walk so they could see the picture first. This would allow
them to connect the picture to what I am saying rather than just focusing on all the
pictures. They were able to answer all my question I had for them during the reading. I
think I could have asked more high level thinking questions to them.
After reading, they were able to answer the comprehension questions. Although,
again, I think I could have asked more high level thinking questions. If I worked with
these students weekly or daily, it would have been easier to know exactly what type of
questions are good for them.
At the end of the lesson, I did not reflect what would be happening in the next
lesson since I would not be following up with them. Instead, I asked them what type of
projects they would want to do about this book. They both answered with a talent show
and the insisted I stayed longer so they could put on a talent show for me and their
parents. This was a decision I made at the very end of the lesson. It helped me learn and
realize that as teacher we may need to change our lesson while it is happen.
They also have a younger brother who just turned two. Even though he had no
idea what was going on, he followed along with the book and looked at the pictures. He
would also repeat what the girls said when they answered each question. I think it was a
good exposure for him to see what school is like for his sisters. Of course, he was also
part if their talent show.