A read aloud lesson is a planned oral reading the teacher does before the students. Teachers must keep the children engaged throughout the reading of the text. It is the teacher's responsibility to help the students think bigger than what is obvious in the text. I learned from doing this lesson that students love to make connections with the text. It keeps them engaged and motivated to hear more. When teachers do a good read aloud, students will feel motivated to read the book or story for themselves.
I. Subject/Content Area
· English Language Arts
II. Alabama Course of Study
· ALCOS 2007: Grade 4: Standard 3: Use a wide range of strategies, including distinguishing fiction from nonfiction and making inferences, to comprehend fourth-grade recreational reading materials in a variety of genres.
· Comparing and contrasting to extend meaning.
III. Concepts
· Text-to-Self Connections: connections made between the readers personal experiences and the text.
· Comparing: determining how two or more things are alike.
· Contrasting: determining how two or more things are different.
IV. Behavioral Objectives
· The students will make personal connections with the text by comparing and contrasting the fictional childhood experiences of America’s founding fathers with that of their own childhoods.
V. Evaluation
· I will evaluate their ability to make personal connections with the text by examining their completion of a Text-to-Self Connections T-Chart.
VI. Materials
· John, Paul, George & Ben by Lane Smith
· Reading Journal
· Text-to-Self Connections T-Chart
VII. Teaching/Learning Procedures
A. Motivation
· I want everyone to think about a person you have never met before. That person can be someone who is living or no longer living. It can be your favorite athlete, singer or movie star. It can be the President, any other world leader, or any other famous person; as long as you have never met them before.
· Now I want you to write that person’s name in your journal. Now write one way you and that person are alike. Now write one way you and that person are different. (I will then allow some students to share).
· So now you guys can see how we can be alike and be different from people that we have never met before! Today we are going to read a fictional story (based on some facts) about America’s founding fathers. The name of this book is John, Paul, George & Ben by Lane Smith. In this book we find out how our founding fathers may have behaved when they were children.
· Now I’m going to give you all a Making Text-to-Self Connection T-Chart because we are going to pause during different parts of the story to compare and contrast how we can relate to that character. (Pass out sheets).
B. Instructional Procedures
· Remember guys that we will be comparing and contrasting. To compare means to tell how two or more things are alike. To contrast means to tell how they are different.
· (I will then read about John (Hancock) and allow students to fill in a section of their chart.) How can you compare and contrast his experiences to your own experiences? (I will then share my own personal connections and allow some students to share their own.)
· (I will then read about George (Washington) and allow students to fill in a section of their chart.) How can you compare and contrast his experiences to your own experiences? (I will then share my own personal connections and allow some students to share their own.)
· (I will then read about Ben (Franklin) and allow students to fill in a section of their chart.) How can you compare and contrast his experiences to your own experiences? (I will then share my own personal connections and allow some students to share their own.)
· (I will then read about Tom (Jefferson) and allow students to fill in a section of their chart.) How can you compare and contrast his experiences to your own experiences? (I will then share my own personal connections and allow some students to share their own.)
· I will finish reading the last few pages of the book.
· I will then allow students to use dictionaries or history text books to define vocabulary words and put them into a sentence. (vocabulary listed above)
C. Closure
· So today we learned that we can compare and contrast ourselves with people who we have never met. This is a great tool to use when reading to help us relate to characters within the text.
· What does it mean to compare? (Allow for response and provide feedback.)
· What does it mean to contrast? (Allow for response and provide feedback.)
VIII. Supplemental Activities (Early Finishers, Enrichment, Remediation)
· There will be no early finishers because this is a whole-group lesson.
· Students who desire enrichment will be allowed to complete a Text-to-text connection T-Chart or Text-to-world T-chart with the text.
· Students who need remediation will be allowed to read a book of their choice and do the text-to-self T-Chart.
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