Interactive+Read-Aloud

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= = = = = = = = = = = = =Lesson Plan: Interactive Read-Aloud =

**Grade**: 5 **Time**: 15 minutes

**Standards**: 3.4.4 A Active Listening  1. Listen actively for a variety of purposes such as enjoyment and obtaining information.

**Objective**: The students will listen as the teacher reads aloud, stopping to make predictions, connections, and wonderings.

**Materials**: Come On, Rain! by Karen Hesse

**Lesson Sequence**:

Before Reading:


 * “Boys and girls, today I am going to read a book aloud by an author that some of you may be familiar with—Karen Hesse. Has anyone read Out of the Dust or Music of Dolphins? [Wait…Students respond]. This book is called Come On, Rain!
 * “Before I start reading, I want you to look at the cover and tell me what you see. [Students respond: girl with an umbrella, yellow and orange background—maybe the sun]. Based on your observations of the cover, what do you think this book will be about? Can you make a prediction? [Students make predictions: likely prediction is that she is waiting for rain to come; it is hot and the rain will cool things off].
 * “Those are interesting predictions. I’m going to start reading and I want you to listen as I read and look at the pictures to determine if your predictions were confirmed. Remember, predictions are never wrong because they are only what we think might happen. If our predictions are not right, we readjust our predictions. Raise your hand if your prediction is confirmed or if you need to make a new prediction.”


 * Begin reading book.

During Reading:


 * Stop reading occasionally and allow students to confirm and change predictions.
 * Page 2—“Three weeks and not a drop.” (So it has been three weeks since the last rain…this confirms the prediction that the girl wanted it to rain.)
 * Page 4—“…heat wavers off tar patches in the broiling alleyway.” (This confirms our prediction that it is summer/very hot.)
 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">Page 12—(at bottom of page: “Do you think it is going to rain or not?”)

<span style="font-family: Georgia,serif; font-size: 120%;">After Reading:


 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">“I want you to turn and talk to a neighbor about two things:
 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">Do you think Tessie and her mamma are glad the sun is back after the rain?
 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">Why?
 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">Wait two or three minutes for students to share.
 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">“OK, who wants to share their thoughts?” [Call on students] “I’ll take two more.”


 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">“Those are great ideas. Thank you for letting me share this book with you.”

<span style="font-family: Georgia,serif; font-size: 120%;">Assessment:
 * <span style="font-family: Georgia,serif; font-size: 16px; line-height: 23px;">Informal assessment based on prediction discussions during stops and discussion after reading book aloud.