Read Aloud Lesson Plan Brianna Morgan

8/17/11

Reading Comprehension/Questioning Strategy

Grade Level: 2nd

Length of Lesson: 20 Minutes

Purpose: The purpose of this read aloud lesson is to engage students in a lesson that will enhance

reading comprehension by focusing on the strategy of questioning. It will also give students awareness

about disabilities and people with disabilities.

Learning Outcomes: Students will

1. Participate in class discussions by answering and/or asking at least two questions related to the

story

2. Use listening strategies to learn to recall information from text (KWL)

3. Listen to stories being read aloud

Illinois Learning Standard(s) Addressed:

GOAL 1: Read with understanding and fluency

1.B.1a- Establish purposes for reading, make predictions, connect important ideas, and link text to

previous experiences and knowledge.

1.B.1c- Continuously check and clarify for understanding (e.g., reread, read ahead, use visual and

context clues, ask questions, retell, use meaningful substitutions.

1.C.1a-Use information to form questions and verify predictions.

GOAL 4: Listen and speak effectively in a variety of situations

4.A.1a- Listen attentively by facing the speaker, making eye contact and paraphrasing what is said. 4.A.1b- Ask questions and respond to questions from the teacher and from group members to improve comprehension. 4.A.1c- Follow oral instructions accurately. 4.B.1b- Participate in discussions around a common topic.

Common Core Standard(s) Addressed:

SL.2.3.- Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue. RL.2.1. - Ask and answer such questions as who, what, where, when, why, and how to demonstrate

understanding of key details in a text. RL.2.7- Use information gained from the illustrations and words in a print or digital text to demonstrate

understanding of its characters, setting, or plot.

Standard(s) for 21st Century Learner:

Skill #1 – Inquire, think critically and gain knowledge

1.1 Skills

1.1.6-Read, view, and listen for information presented in any format in order to make inferences and

gather meaning

1.4 Self-Assessment Strategies

1.4.1 Monitor own information-seeking processes for effectiveness and progress, and adapt as necessary.

1.4.2 Use interaction with and feedback from teachers and peers to guide own inquiry process.

1.4.3 Monitor gathered information, and assess for gaps or weaknesses

1.4.4 Seek appropriate help when it is needed.

Skill #3-Share knowledge and participate ethically and productively as members of our democratic

society

3.1 Skills

3.1.3-Use writing and speaking skills to communicate new understandings effectively

Materials:

Needed by staff: Needed by students:

Book for Read Aloud, “I Want To Know” sheet

Rolling Along: The Story of Taylor and His Wheelchair Writing Utensils

Laptop and flash drive for Smart board slide

Instructional Procedures:

Focusing Event: Students will sit at desks. Students will do a book observation and discuss with the

teacher what they know about the book by looking at the pictures and the front and back covers.

Students will verbally share one thing they think they know about the story by looking at the book.

After a brief explanation about the “I Want to Know sheets, students will then fill in their “I Want to

Know” sheet with at least one question about something they want to know about the story.

Input from you: The teacher will introduce the book, author and illustrator and read the story Rolling

Along: The Story of Taylor and His Wheelchair aloud to students. The teacher will ask the students a

variety of questions as the story is being read to assess their comprehension and listening skills.

Guided Practice: Students will review their “Want to Know” sheets and decide if their question was

answered by marking yes or no. If they mark yes, students will write the response to their question in

the “I Learned” section or they may simply state what they learned after hearing the story. The students

will also answer questions asked by the teacher while reading the story.

Closure: When each student has finished their papers, students will share their questions and

responses.

Check for understanding: The teacher will ask the students by show of hands how many students got

their Want to know questions answered. Teacher will collect the “I Want to Know” sheets from the

students and look them over to see how thoroughly their sheets were completed. The teacher will also

make an assessment based on the students’ ability to answer questions while reading the story.

What’s Next: Will continue to practice this strategy and others using similar books about disabilities and

people with disabilities. Theteacher will also assist students with obtaining resources to get their

unanswered questions answered. Students can also look at books on the book display (on the new

library book table) to learn about other disabilities and people with disabilities.

Other Resources

Books

Some Kids Use Wheelchairs (Understanding Differences) Lola M. Schaefer

Don't Call Me Special: A First Look at Disability Pat Thomas

Let's Talk about It: Extraordinary Friends Fred Rogers