TE 802 Literacy Daily Lesson Plan

Interactive Read Aloud Fall 2020

Name: Emily Watts Grade Level: First

1. Overall lesson topic / title: Games Long Ago – Interactive read aloud from McGraw-Hill
Curriculum

2. Common Core State Standard(s) (CCSS):

CCSS.ELA-LITERACY.SL.1.2. Ask and answer any questions about key details in

a text read aloud or information presented orally or through other media

3. Goal (Identify your broad area “big idea” of focus in instruction):

Students will be able to ask and answer questions with or about the text/photos

4. Develop 1 to 3 learning goals that are specific to your lesson. (Note: The goals are
questions you wish for the students to be able to answer at the end of your lesson. Ensure that
you take advantage of the text features and provide for an interaction with the text. Also
provide answers to your questions in italics.)

i. Students will be able to give more ideas/answers to the essential question: “What
can friends do together?” They can race, they can jump rope, they can fly kites,
they can build things
ii. Students will be able to answer a question I ask related to the readings. Such as,
“what did people use to do that was similar to how we race our friends now?”
Looking for students to say that they used to build race cars out of wood to race
each other. There are different questions similar to this that could be asked about
information on each card we read
iii. Students will be able to tell me at least one of our vocabulary words that was used
in the reading and give some context. Any vocabulary word of the week: chore,
cooperate, collect, relationship, deliver

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:

Each interactive read aloud in this curriculum comes with vocabulary words of the week,
each of which show up in the readings, specifically the interactive read aloud. We discuss
them on the first day of the week. We then go over them briefly before the lesson. I will
also likely have students look for these words in the reading and we will talk about them
or at least point them out. The words and definitions of this week include:
 Chore: a small job that we have to do
 o Ex sentence: I help my sister with the chore of setting the table
 Collect: to find or buy things that are alike. To gather things together.
o Ex sentence: Sonia’s uncle likes to collect stamps
 Relationship: connection with another person or thing
o Ex sentence: People who are best friends have a good relationship
 Cooperate: means to work or play well together
o Ex sentence: the children agreed to cooperate with the teacher and come
inside right after recess
 Deliver: to bring something to someone, such as a letter or a package
o Ex sentence: a newspaper carrier delivers the newspaper to our house
everyday
- The reading also mentions some words I may point out if students seem confused:
o Roller skates: they are like shoes you put on, but they have four wheels on
the bottom, and you can skate with them on
o Coast: slide right down
o Chinese New Year: a holiday celebrated in China

6. List important concepts or ideas where you will need to provide additional
information (that is not in the text) to support students’ comprehension and to
enable them to meet your learning goals. Share exactly how you will explain
these ideas:
- Most of the information is easy for their grade level to understand or it goes with the
vocabulary words we learn and discuss before doing the read aloud

- People long ago played games like we did, but these games were sometimes different
than how we play them now. I will make sure students know that some of these games we
hear about might sound very similar to games we play with our friends! I will encourage
them to listen carefully so that they can hear the things that make them different from our
games now

- I will also explain to them what I want them to do while they listen. This goes into when I
tell them to listen to key details. They have heard this term before because we have talked
about it and practiced it with other stories. I will still explain to them that this means they
need to listen really carefully to the story so that they know details and they are able to talk
to me about the story that we just read. This is why I let them know in the beginning that I
will be asking them questions about the story and also about the pictures so they need to
listen and pay attention so they can tell me the key details I ask them about
7. Materials and supplies needed (Resources)
i. Teacher: Cards with readings on back. Cards with vocabulary words.

ii. Students: N/A

8. Briefly describe the students 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 students’ needs.)

Some students in my class are EL students. I also have a student who is autistic, along
with a student who is cognitively impaired. It is his first time in a general education
classroom this year. These students may need some scaffolding for participation.

The read aloud gives tips to help EL students on each page. These are scaffolding tips
that will likely also benefit the other two students in my classroom who may need
additional help.

o It mentions to further explain the word collect. Give the definition of it but also
give an example of things you could collect, such as shells. Then ask students
what else you could collect. This helps them better understand the vocabulary
word.

o It discusses a tip for generating words. It states to point to the soap box car that
they are building in the picture and mention that it has wheels. Then it states to
ask students what else has wheels. This helps them better understand what the
car in the text is because they can make a connection to their personal life.

o It gives tips for composing sentences. On the page about jump ropes, it says to
ask students if they can make a jump rope sentence out of the first letter of your
name. Then write it for them
Lesson Plan

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 1 minute
discussion norms will you set? What procedures/ teacher moves will you
use to ensure equitable talk?
- Students will be in their seats, as this will be a whole group activity
- Students will be reminded of our behavior rules. These include sitting
at their seat, with nothing in their hands, and with their eyes and ears
open. Students will also be reminded to raise their hand when they
are asking or answering a question so that all students have a
chance to share and no one is shouting over someone else.
- I will model the behavior rules that I can, as I say them
Launch (Hook / Warm-up): How will you get students interested in the text 5-8 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)
- First, we will review the vocabulary of the week. This includes 5 words
(chore, collect, relationship, cooperate and deliver). These are the words of
the week that we study and they show up in most of the readings but
especially in the interactive read aloud
- I then ask them if they remember our essential question of the week (what
do friends do together?) This also goes with the interactive read aloud.
- We will then have a quick discussion about the essential question and ask
students some of the things that we mentioned in previous lessons that
friends can do together (such as playing tag or playing outside)
- Then I will tell them that we are going to read a story that talks about some
thing’s friends can do. The story is called “Games long ago”
- I will then read them the hook question: What games did children play long
ago? How are they like games children play today?” I will explain that the
story is going to answer this question for us.
- Lastly, I will explain to them that they are going to listen to the story, and we
are going to focus on key details. This means that they need to have their
listening ears on because I am going to ask them questions about the story
and the pictures and they should be able to answer them. This way, they
are prepared for what is to come and they will hopefully pay close attention
to the reading. I also mention that they should listen for our vocabulary
words while I am reading
Discussion Plan: What is your “road map” for the discussion? (How will you 8-10 minutes
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 information about your students
(interests, skill level) to guide your discussion?)
- In general, I will plan my discussion questions around the students
interests and previous things we have discussed. As they are only in
first grade, they often very much enjoy sharing. I try to have them
make personal connections to the story while reading to keep them
engaged and asking them things about themselves then often leads
to many students willing to participate in the discussion.
Instructional Sequence / Procedures: What activities will take place Number of
during this lesson? (Note: Use bullet points to outline your ideas.) Minutes

- Pg. 1:
I will ask if anyone knows what is at the bottom of the picture (marbles) and
for students to put their hand up if they have played with them before

After the third paragraph, I will act surprised and ask students if they have
ever seen marbles that look like bumblebees or cat’s eyes. (it is likely one or
two students will say that they have, or they will share a different look of
marble that they have seen). I will acknowledge all answers as great, even if
it is not directly answering my question
- Pg. 2
I will first ask “what does is look like they are doing in this picture? What do
you think this card will be about?” Students will likely say it looks like a car
or a wagon and that the card will be about building either of these things”

In first paragraph, I will ask “Do any of you like to race your friends for fun?”
They will likely say that they do and share if they like to run or race on
bikes/scooters

After the last paragraph, I will ask students if our cars today need power.
They will likely say: “Yes! They need batteries or an engine”

- Pg. 3
When I show the picture, I will ask who knows what they are doing. Jump
roping! Then I will ask for a show of hands, who has ever jump roped
before? A few students will likely raise their hand.

In the first paragraph, I will ask if students know what a vine is. It is likely a
few students will say no. I will then explain what a vine is.

When doing the rhyme, I will sing it in tune, and I will jump a bit to show how
it would work

Then I will ask if anyone has heard this rhyme before? No. I will then tell
them that maybe they can use it next time they jump rope!

- Pg. 4
First, I will ask what they are doing in the picture. Flying a kite. I will also ask
what it looks like the girl in the picture is holding. A toy, or a doll.

After the third paragraph, I will ask if you can fly a kite on a day where there
is not any wind? Students will likely say no. A student may say yes, and I will
ask them to explain how the kite will stay in the air if there is no wind? to see
if they can figure out themselves, that a kite does usually need wind!

- I will then go back through and show the picture for each card, in order, and
ask questions about each.
Formative Assessment: What evidence will you have of student learning? 5 minutes
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
Instructional Sequence / Procedures: What activities will take place Number of
during this lesson? (Note: Use bullet points to outline your ideas.) Minutes
use during the exit to assess your students’ learning?)

- Page 1

Ask students if all marbles look the same? What were the two types of
marbles that the story talked about? Bees and Cats eyes

- Page 2

Who remembers what this type of car is called? Soap box cars. If students
are struggling, I will give students a hint that it was similar to what we use to
wash our hands. This will hopefully help at least one student remember

Did the cars that they made have an engine? No. Then how did they get it to
move? They pushed it. I will ask how they pushed it, uphill or downhill.
Downhill.

How were the cars made back then? Is it the same way we make our cars
now? I am looking for students to tell me that it is not the same. They made
their cars out of pieces they found around the streets instead of metal and
parts we buy from stores now.

- Page 3

What are they doing in this picture? Jumping rope

Why do you have to work together to jump rope? You need two people to
spin it. I will then ask what word it said you need to do is. If they don’t get it
right away, I will hint that it was a vocabulary word we just went over. I am
looking for “cooperate”.

- Page 4

What do we do with kites? Do we pull them on the ground? No! We fly

them/pull them in the air!

What kind of weather do we need to have to fly a kite? What kind of day
does it need to be? Windy!

Did dolls come from stores back then? No

Then where did they get dolls? They made them!

What did they make them out of? Wood! (other answers could be clay,
paper, or animal bones)

Exit Activity (Summary / Closure): Afterward, how will your students 2-3 minutes
synthesize their learning from the discussion? (Ex. take a vote and have students
provide rationale for their choice, quick write, make a chart)
 Instructional Sequence / Procedures: What activities will take place Number of
during this lesson? (Note: Use bullet points to outline your ideas.) Minutes

- To sum it up, I will ask students if they think that their parents and
grandparents used to play when they were little? Or if they just sat
around by themselves all day? They played!
- Yeah, they did! Did they play all the same games as us? No!
- What were some of the games they played or things they did that were
different than us? Built cars, made their own dolls
- Do you think that they still had lots of fun? Yes!!

- I will then sum up the lesson: It is totally okay that they played different
games, right! We still play some of the same games, we just maybe
play them a little differently right?? They still had lots of fun with their
friends!

- You all did so awesome with your listening and your discussion! You
were able to answer ALL of my questions about the story! What great
readers you are! I learned quite a lot from our reading and maybe I’m
going to start playing some of the games we learned about! Will you?

Having this group discussion at the end will sum up the reading and it will also
give the students some confidence in their discussion. It also lets them know
that they did a great job of doing what I asked and will hopefully make them
excited for another read aloud! It confirms that I felt they met the learning
goal.