Assignment 3 Interactive Read Aloud

Assignment #3: Interactive Read Aloud Lesson Planning
Title: Wilma Jean the Worry Machine

Author/Illustrator: Julia Cook (Author) and Anita Dufalla (Illustrator)
*Read Aloud YouTube Video: “Rebecca Reads: Wilma Jean the Worry Machine by Julia Cook”
Target Grade Level: Junior, Grades 2-5 (approximately ages 7-11)
Target Expectation: 1.5 Making Inferences/Interpreting Texts
Supplementary Expectations (Ontario Language):
1.6 Extending Understanding (Think Aloud Prompt #1)

1.8 Responding to and Evaluating Texts (Think Aloud Prompt #2 and #3)
1.9 Point of View (Reading Response)
Author’s Message/Big Ideas: What are the deeper meanings of the text you hope students will
understand?
Main message: Learning how to manage your stress is important for your mental health.
Ideas:
● Anxiety/worries/nerves are normal human responses
● It’s ok to feel nervous about something
● There are things we can control and things we can’t control
Text Introduction: How will you engage and focus student attention?
This is the story of a girl named Wilma Jean. Wilma worries about everything! She worries about
missing the bus, finishing a math problem and getting carrots in her school lunch. Wilma worries so
much that it impacts her school day and she feels sick. This is a story about stress and worry… but
it is also a story about problem solving. Listen carefully for this moment in our story.
Vocabulary: Provide 1-3 words you might focus on to help students arrive at deeper meaning.
These words may be in the text OR may be words related to the author’s message.
● Stress (feeling worried, nervous, scared)

● Control (make something happen, power over something)
● Coping (strategy/plan, dealing with stress in a healthy way)
2
Interactive Read Aloud Lesson Planning Template (continued)
Think Alouds: What might be some stopping places to help support and develop student
understanding? What questions can you pose to help students construct deeper meaning? (2-4
places)
Stopping place (p. #, moment) Questions/Think aloud prompt
Pg. 7 - “I thought to myself” Q: Have you ever felt the way that Wilma is feeling?
What caused those feelings?
● Yes, I worry [scared, nervous]

● Sometimes I worry about…
● One time I was worried [scared, nervous]
because…
Pg. 16 - “...pickle face once” Q: Wilma had made the pickle face a couple times so far.
Do you think there is a connection between the pickle
face and Wilma’s feelings? How?
● Wilma makes that face when she is worried

*Possible Extension - ask students [scared, nervous, upset]
what other things happen in our body ● Her pickle faces comes when she is worried and
when we worry? (i.e., upset stomach, then goes away when she is not worried
knees lock, etc.) ● We could have an upset stomach when we worry
● Wilma had an upset tummy [locked knees, tight
throat, face gets hot] when she worried
Pg. 29 - “...to catch the bus” Q: Why do you think Wilma’s teacher decided to write
Wilma’s worries on the chalkboard?
● To show Wilma her worries, to make a list of her

worries
● To help Wilma sort out her worries and talk about
them - problem solving
Sidenote: words written in brackets are ● Learn how to problem solve Wilma’s worries that
variations that the students might say can control
Closing: How might you end the read aloud to support students in reflecting on deeper meaning?
What might your BIG IDEA question be?
How have Wilma’s feelings changed by the end of the story? What could have changed her
feelings?
● Wilma looks happier - she talked with her teacher and mom, explained what she worries
about
● Wilma is hopeful - she learned about the worry hat and how it can help her when she
worries
● Wilma is not scared - she learned how to sort her worries, what she can control and can’t
3
Interactive Read Aloud Lesson Planning Template (continued)
Reading Response/Exit Card: What opportunity (oral and/or written) might you provide for
students to express their personal understanding of the text?
Written response questions:

● Explain what Wilma’s teacher was thinking when Wilma needed her help.
● Pretend you are Wilma. Write in a journal entry and explain how you are feeling after
talking with your teacher about your worries.
Other options:
Art activity - express what emotions one of the characters (Wilma, the mother, or the teacher)
was feeling during the story using abstract art; include a short artist’s description and explanation
of the art piece.
Differentiation: How might you differentiate (i.e., support students with exceptional learning
needs) your lesson/task to ensure all students have an opportunity to share? (e.g., students who
are English Language Learners (ELL), students with special education needs).
● Answer writing response question orally with a partner or teacher

● Having ESL/Sped Ed/EA scribe for the student
● Talk and turn partners (ELL student in triad)
● Sitting near the teacher
● Copy of text for the student
● Book vocabulary for challenging words (ELL and special education)
Reflection: What instructional (teacher) difficulties might you/did you anticipate during the lesson?
What student difficulties might you/did you anticipate? How might you/did you address these
difficulties?
*Potential to be a sensitive topic, will make sure each student
can express their feelings in a supportive space and have other
support systems in place
Concept of the ‘Worry Hat’
(ensure the students understand that the worry hat is an imaginative concept, but the idea of
‘putting away’ the worries you can’t control is a good coping strategy; more discussion on sorting
worries into things you can control and problem solving if clarification is needed)
Willingness of students to participate and talk openly about their worries

(some children may be shy especially discussing their fears and things they worry about, ensure
that students feel safe and welcomed in the classroom to share what they are comfortable with;
provide an option for students to write down their worries anonymously to discuss)
Understanding that not all worrying is bad

(ensure that the students understand the difference - normal levels of worry are ok and worrying
so much that it impacts their life and what they do can be concerning)
Students taking away the main message from this story

(ensure students have learned about coping with stress/worry; coping mechanism such as only
focusing on what you can control)

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Assignment #3: Interactive Read Aloud Lesson Planning

Title: Wilma Jean the Worry Machine

Target Grade Level: Junior, Grades 2-5 (approximately ages 7-11)

Target Expectation: 1.5 Making Inferences/Interpreting Texts

Supplementary Expectations (Ontario Language):

1.6 Extending Understanding (Think Aloud Prompt #1)

● Stress (feeling worried, nervous, scared)

Stopping place (p. #, moment) Questions/Think aloud prompt

● Yes, I worry [scared, nervous]

● Wilma makes that face when she is worried

● To show Wilma her worries, to make a list of her

Written response questions:

● Answer writing response question orally with a partner or teacher

Willingness of students to participate and talk openly about their worries

Understanding that not all worrying is bad

Students taking away the main message from this story

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