EDUC 237Interactive Read Aloud

Megan CrossettInteractive Read-Aloud – Elizabeti’s Doll by Stephanie Stuve-Bodeen

Objective(s):1. Students will draw upon their own experiences and background knowledge to

make (and share with the group) predictions before and during the reading. 2. Students will use their own life experiences to make (and share with the group)

text – to – self-connections.

Materials: Book – Elizabeti’s Doll, a writing utensil (drawing utensils are optional), and a blank page within the writer’s notebook

Procedure: 1. Show the front and back covers of the book, and the title page to students. Read

the title, author, and illustrator aloud. Have students make predictions about what the story could be about.

2. Have volunteers share their responses (encourage everyone to participate). 3. Read aloud; pause reading on page 3. Ask students why Elizabeti would kiss and

name a rock? 4. Call on volunteers to share their ideas (encourage everyone to participate).5. Read aloud; pause reading on page 7. Ask students what else Mama and

Elizabeti do the same with Obedi and Eva? 6. Volunteers share responses. (Encourage participation.)7. Read aloud; pause on page 15. Ask students to predict what will happen to Eva

once Elizabeti has left to get water? 8. Volunteers share responses. (Encourage participation, especially from those who

have not yet shared).9. Read aloud; pause on page 20. Ask students how Elizabeti could tell Eva a part

from the other rocks – what made Eva special? Ask students to predict the ending of the story – will Eva be found?

10. Volunteers share responses. (Encourage participation, especially from those who have not yet shared).

11. Finish read aloud. 12. Refer back to the discussion about what made Eva special. Ask students to

think of their most beloved toy or object from their own childhood and what made that thing special to them.

13. Have students take out a writing utensil and their writer’s notebook.14. On a blank page within the writer’s notebook, have students draw a picture of

their most beloved childhood object and write a short paragraph as to what made that thing important to them.

15. Allow volunteers to share their drawings and rationale.

Evaluation: Formative – Observe students during the read aloud and listen attentively during

discussion to student responses. Summative – Collect writer’s notebooks and respond to students’ work. Check for

meaningful connections/higher-level cognition.