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Project 2: Interactive Read Aloud

Amelia Leng

3rd Grade

Beulah Shoesmith Elementary School

Mentor: Tracy Walker


Interactive Read-Aloud Observation
Protocol for observing your Mentor Teacher
Take notes in the rows and columns as you observe your MT conducting an interactive read
What are the specific
discussion moves s/he
make? (What does the MT
do?)
She introduces the weekly 6
vocabulary words on the poster
behind her before she reads
the book.
These 6 words are focused on
more intensely during the
week, and students are tested
on them on Friday.
Asks students about
background knowledge at the
beginning of the story and asks
for personal connections
throughout the read-aloud.
Asks questions related to the
text, including questions about
the illustration-text
relationship.
aloud
What evidence is there that
students are engaged?
(What are the students
doing?)
Students are all looking up
towards the teacher, not
playing with anything around
them and all facing forward.
They make a hand signal when
they head the vocabulary in the
read aloud. Students have
enthusiastic facial expressions
when they hear a vocab word
in the read-aloud.
Students make thoughtful
connections with the plot and
the characters to their own
lives; students make
connections to each other as
well as the book.
Students are actively answering
discussion questions.
Wide variety of volunteers.
Calls on students that don’t
have their hand raised. They all
seem to know what is going on
the story.
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What purposes do different
discussion moves serve?
(How does the MT’s moves
impact the students)
By observing which students
put up the hand signal, this
shows you which students are
paying attention to the read-
aloud and which ones aren’t.
Students seem to be more
more highly motivated to
participate and stay engaged
when they can relate things to
their own lives/
The students are aware that
they may be called on if they
are not listening or paying
attention, and that not only
volunteers with their hand
raised get called on. This causes
them to be more attentive and
gain more from the story.
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TE 802 Literacy Daily Lesson Plan

Interactive Read Aloud
Fall 2017

Name: Amelia Leng Grade Level: 3 Date: September 27th, 2017

Mentor Name: Tracy Walker School: Beulah Shoesmith Elementary School

1. Overall lesson topic / title: Points of View in Voices in the Park

2. Common Core State Standard(s) (CCSS) (Note: Focus on reading informational text and
speaking and listening standards.)

CCSS.ELA-LITERACY.RL.3.7
Explain how specific aspects of a text's illustrations contribute to what is conveyed by the words
in a story (e.g., create mood, emphasize aspects of a character or setting)

CCSS.ELA-LITERACY.RI.3.6
Distinguish their own point of view from that of the narrator or those of the characters.

CCSS.ELA-LITERACY.SL.3.3
Ask and answer questions about information from a speaker, offering appropriate elaboration
and detail.

3. Goal:
● Students will be able to look at the point of view and the illustrations to describe the
feelings each character has, and see how there are four points of view from different
characters in Voices in the Park.

4. Develop 1 to 4 learning goals that are specific to your lesson. (Note: The goals are
questions you wish for the students to be able to answer at the end of your lesson. Ensure that you take
advantage of the text features and provide for an interaction with the text. Also provide answers to your
questions in italics.)
i. Students can define what a point of view is. Point of view is who is telling or
narrating the story. The point of view can change during a story (more than 1 narrator), or it can
stay the same (1 narrator).
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ii. Students can define and list examples of character feelings. Feelings are ways
that we feel. They can also change. Sometimes we might feel one way, and other times we
might feel another way. Examples of feelings are sad, excited, happy, cheerful, frustrated, angry
and disappointed. These are all ways that we can feel at a given moment about something.
iii. Students can look at the illustrations in Voices in the Park to tell more about the
characters’ points of view and their feelings. We can look at the characters’ facial expressions in
the pictures, and the way the park looks through their eyes. For some, the park looks like bright
and happy. For others, the park looks dark and dreary. This can tell us about their feelings.

5. List important new vocabulary that students will need to know in order to understand
the text and meet your learning goals. Also, list child-friendly explanations that you will
use to explain these words before or during your lesson. Indicate how and when in your
lesson you will address these vocabulary terms:
● Point of view - who is telling or narrating the story
● Narrating - Speaking about or telling something
● Character Feelings - how the character felt at this time (different than a trait. Traits don’t
change)
● Pedigree (page 1) - a record showing that a dog is purebred

6. List important concepts or ideas where you will need to provide additional
information (that is not in the text) to support students’ comprehension and to enable
them to meet your learning goals. Share exactly how you will explain these ideas:
● Point of View - who is telling or narrating the story. There can be one point of view in a
story, or more than one point of view in a story. Tell them it is through that character’s
eyes and how they see things.
● Character Feelings - Characters’ feelings are emotions they have in response to a
specific situation. They can change over time. (Different than a trait. Traits don’t
change.) Give students examples of character feelings and have them come up
with some examples.

7. Materials and supplies needed (Resources)

i. Teacher:
1. Voices in the Park by Anthony Browne
2. Anchor Chart (with Point of View as the title and the definition written
under it. Four boxes are below to be filled in during the story with each
character with a different point of view [the four voices])
3. Permanent marker
4. Post-It notes for each student (28)

ii. Students:
1. Pencil

8. Briefly describe any student in your class who may need additional scaffolding to
comprehend the text and/or may need scaffolding around participation. Think about
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academic, social, and linguistic support that students may need during the lesson. (Note
that students may not need all three types of support, so be sure your ideas listed below in your
plan are specific to this student’s needs.)
● A.T. - This student will need social support. He has a really hard time sitting still, and will
be completely unengaged if he is sitting towards the back. I will give him the choice of
staying at his desk, which is right near the read-aloud rocking chair, or to sit close to me
on the carpet.
● G.N. - This student will need academic support. She will be reluctant to answer
questions, so when I call on her I need to make sure I have guiding questions to probe
her response. She is also ELL so I need to speak to her with simpler words and
straightforward questions.
● M.S. - This student will need social support. He tends to throw tantrums and crawl
around on the floor is he doesn’t get his way. “Getting his way” can be as simple as not
being called on if he volunteers to answer a question. I will make sure he sits close to
the front of the carpet and on the outside of the group so he can move around if he
needs to. He should be called on once or twice to keep him engaged and motivated.
● C.F. - This student will need academic support. She is lower in our class concerning
literacy, and does not have the best eyesight, meaning she needs to be close to the
book so she can see the pictures. Ask her a question that does not necessarily require
critical thinking; for example, predictions, personal connections, or “what do you see?”
type questions.
● E.S. - This student will need social support. He has autism and ADHD and need to be
kept engaged or he will stare off into space and have no idea what is happening. Having
him sit in the middle of the group is a good idea because he is surrounded by other
students who are paying attention and can remind him to do the same. Have him sit next
to a higher, dependable student in the class.

9. Construct your lesson plan using the template below:

Instructional Sequence / Procedures: What activities will take place during this Number
lesson? (Note: Use bullet points to outline your ideas.) of
Minutes

Preparing for Discussion: How will you arrange the students? What discussion 2~
norms will you set? What procedures/ teacher moves will you use to ensure
equitable talk?
● Students will be dismissed by table group to the carpet. They are
dismissed in order by whichever table groups are quiet and waiting with
their voices on zero.
● Our discussion norms are:
○ Do not talk when others are talking
○ Never talk when the teacher is talking
○ If you have a question or an answer, raise your hand patiently
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○ I might call on you even if your hand is not raised

○ Use these hand symbols if you need something (1 finger = tissue, 3
fingers = bathroom).
○ Speak with a loud, clear voice when you are called on
● I will ensure equitable talk by making sure that the same students aren’t
answering all of the questions.

Launch (Hook / Warm-up): How will you get students interested in the text and 5~
make the purpose for the lesson explicit? (Elicit students’ prior knowledge and
experience with the topic, establish meaning of predicted unknown vocabulary,
present and post learning goals)
● Before revealing the anchor chart, I will ask students if they have any prior
knowledge about what a point of view is.
○ After 1 or 2 students give an acceptable response, reveal the
anchor chart which has the definition. Call on a student to read the
definition out loud.
● Ask for a show of hands (voices on zero) if any students have read Voices
in the Park before. This prevents students from spoiling any events in the
story, and stops them from blurting out “I’ve read that!”.
● Hold up the cover of the book, and ask for predictions. Have them look
closely at the cover illustration, and think about the title. What are the
“voices” in the park going to be?
○ Ask students what they like to do at the park. What are things that
they see at the park in their neighborhood?
● Explain that there are going to be 4 “voices” or points of view in this story.
Flip through to show them the 4 characters (the pages that say First Voice
[Page 1], Second Voice [Page 8], Third Voice [Page 14], and Fourth Voice
[Page 22].)
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Discussion Plan: What is your “road map” for the discussion? (How will you read 20~
the text to your students? How will you engage your students during the discussion? How
will you guide your students into comprehending the text and organize the text ideas? How
will you use information about your students (interests, skill level) to guide your
discussion?)

● I will make sure to read the text clear, audible, and at a slower pace so that
the students will be able to comprehend the text properly.
● This group tends to interrupt and share out their own personal connections
during read-alouds, so I will make sure to monitor those and make sure
they are thinking critically and not just blurting out random thoughts. Below
are the guiding questions I will ask with the appropriate page numbers
while reading the text.
● As we come across each point of view, fill in the four anchor chart boxes
with each character. Students will look back to this later.

● Page 1
○ After finishing the page:
■ “Who is the first point of view?”
■ “What does the illustration tell us about them?”
■ “Why do you think the dog is mentioned first?”

● Page 3
○ After finishing the page:
■ “How does the mother treat her son?”
■ “Does it look like the other dog is actually bothering her dog,
Victoria?”

● Page 5
○ After finishing the page:
■ “What does the mother mean by ‘frightful’ people?”

● Page 6
○ After finishing the page:
■ “What do you notice about the difference in the way she
talked to her dog and she talked to her son?”

● Page 8
○ After finishing the page:
■ “Look at his face. How does he feel?”
■ “Did he mention his dog before or after his daughter,
Smudge?”

● Page 9
○ Hold the page out so students can all see it:
■ “How would you describe this page?”
■ “What is the mood? Look at the colors. Look at their faces.”
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● Page 13
○ Hold the page out so students can all see it:
■ “How did this scene change after Smudge cheered her Dad
up?”
○ Refer back to page 9 so that they can see the difference.

● Page 14
○ After finishing the page:
■ “Describe the boy.”
■ “Describe the room. What does this say about the boy?”

● Page 15
○ Hold out page so students can all see it:
■ “How does the park look to this character?”
■ “What do you see hidden in this picture?”
● (The Hats representing his mother)

● Page 16
○ Hold out page so students can all see it:
■ “What is different about the way Charles views the park and
the way the girl views the park? Look at the picture.”

● Page 20
○ After finishing the page:
■ “How has the look on Charles’s face changed?”

● Page 22
○ After finishing the page:
■ “How does the park look through Smudge’s view?”

Exit Activity (Summary / Closure): Afterward, how will your students synthesize their 5~
learning from the discussion? (Ex. take a vote and have students provide rationale for their
choice, quick write, make a chart)

● By table group, students will be assigned one of the 4 characters (there

are 4 table groups)
● Have students take one Post-It note and pass it until everyone has one
● Table Group 1: They are assigned the Mom. On their Post-It, have them
write one feeling that the Mom had in the story, during her point of view.
● Table Group 2: They are assigned the Dad. On their Post-It, have them
write one feeling that the Dad had in the story, during his point of view.
● Table Group 3: They are assigned Charles. On their Post-It, have them
write one feeling that Charles had in the story, during his point of view.
● Table Group 4: They are assigned Smudge. On their Post-It, have them
write one feeling that Smudge had in the story, during her point of view.
● Dismiss by this order of table groups again for students to go up to the
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anchor chart on their way back to their desk and stick their Post-It note in
the appropriate character box.
● Have students sit quietly at their desks with their voices on zero as the
other groups finish.

Formative Assessment: What evidence will you have of student learning? How 2~
will you know if students met the objective? (What will you collect from or observe
during the lesson that indicates students’ understanding? What will you use during the exit
to assess your students’ learning?)

● I will have evidence of my students’ learning by looking at the word choices

they had on their Post-It notes that are stuck up on the anchor chart. (Were
they feelings? Were they accurate according to their character?)
● Watching to see that each student sticks their post it note in the correctly
assigned character’s box.
● I will have evidence of my students’ learning they are attentive and actively
answering/asking questions during the read aloud.

My Anchor Chart After Teaching

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Video Reflection/Annotations

View my video here (don’t watch the one uploaded to livetext):

https://www.youtube.com/watch?v=t03Q8ki-XrU&t=167s

Summary of Debrief

While my mentor watched my interactive read aloud, I specifically had her look at my

responses to students’ answers, my level of discussion questions, and how clear I seem. Some

of her positive observations we discussed after the read aloud were: I asked questions on the

title of the book and asked for predictions. The anchor chart was at a clear point of view for all

students. I previewed pictures of the four characters. My responses to students’ answers were

good because I prompted them with more information to get the right answer. I asked inferring

questions about how the mom treats Charles compared to her dog. I connected to the

illustrations and asked questions about those. I asked compare/contrast questions about the

characters and the illustrations. I asked about how the scene changed and how that described

the character/their feelings.

Things that I could work on were checking for students’ understanding before moving on

with something like “thumbs up if you understand”. I needs it to be quiet when we are reviewing

answers so students can get the most out of it. I should have distinguished the difference

between traits and feelings before having them go back and write a word describing their

assigned character. It is important to wait until the group is quiet to continue on with the lesson.

Time Stamps with Annotations

2:18 - I didn’t really check for understanding about what point of view means in the best way I

could have. After talking about the definition and giving a few examples, I said, “Does that make

sense?” and looked down to get my book as I asked this. I should have waited a minute to see if

any students had lingering questions or misunderstandings, and this is where I could have
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asked for a “thumbs up if this makes sense.” This is something my mentor told me to pay

attention to and try to fix for next time.

3:22 - Here I had an instance of learning from the informal assessment of a student/students.

We talked about point of view previously in the lesson, and that if I’m telling a story, it’s through

my point of view. If someone else tells the same story, it’s through their point of view. At this

point in the read-aloud, I told the students that Voices in the Park was told through four points of

view. I then checked for understanding and had an informal formative assessment by asking,

“So how many characters’ points of views are we going to have in this story?” They all replied

back to me with “four”. This was the students making connections to the number of points of

view and the number of characters telling the story which showed evidence of learning. I then

proceed to flip through the book and introduce them to the four “voices” before starting the story.

13:34 - At this point i had to problem solve using an approach I did not anticipate, because the

student was not showing learning and didn’t understand how the mood had changed by looking

at the illustration. I decided to flip back and forth so he could be reminded and see the

differences immediately as I went from one page to the next. I was looking for the response that

the scene looked happier after Smudge and her Dad left the park, but he said it looked more

sad. I told him to look at the colors, hoping he would recognize that the brighter colors meant it

was a happier version of the scene we had seen a few pages back. I flipped back and reminded

him that we said the previous version of the scene looked dark and sad, and then he

understood the change and said the other scene looked happier.

17:10 - I loved this part in the read-aloud looking back on it, because it was a moment of high

student engagement and enthusiasm. When I asked them to look for the mother’s hat in the

illustrations, they almost treated it like an I-Spy game. The kids were excited when they spotted

the hats in the illustration. I had them put their hand up when they found the mother’s hat in the

illustration to check for understanding at this moment. The reason I asked E.S. to point at where
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he saw the hat was because he needs social support to stay engaged and i noticed he did not

raise his hand. He was seated directly in front of me on purpose.