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LED 366 4. Read Aloud Lesson and Reflection (Practicum Assignment) 20 points

Conference participation and completion 5 points Purpose Teacher read-alouds/trade books and oral stories are essential pieces of the literacy curriculum. Not to be confused with easy reader texts (texts designed to support the reader) these trade books are high quality literature, perhaps even award-winning selections for students. Activating student prior knowledge, maintaining student interaction, and allowing for student response are key in making read alouds and oral stories an effective and meaning-building part of daily instruction throughout the grades. This should be reflected in your lesson plan so be sure to include before, during, and after plans, which focus on student comprehension in your Procedure. Choosing an appropriate picture book, carefully plan, select, and practice your read aloud, then carry out with a single student, a small group of students or with the entire class. Use the provided JMU Read Aloud lesson plan. Lesson objectives should be specific (observable and/or measurable) and reflections refer specifically to your stated objectives. The purpose of this lesson plan is to give students experience in planning and presenting a read aloud or oral story lesson that includes a before-reading activity, the read aloud, and an after-reading. Materials Children’s picturebook to read aloud with students and other materials determined by the lesson format. Procedures

1. Decide on your book/story - read it aloud /practice it often. 2. Determine what before-reading activity or questions will help students with accessing or building prior

knowledge. 3. Draft an appropriate opener. 4. Write your plan utilizing the provided format. Be sure to note the appropriate objectives and Virginia Standards

of Learning (K-1) or Virginia Foundation Blocks (Pre-K). 5. Present the lesson. You may present to the whole class or a small group.

Reflect on this experience in a narrative format. Please do not include the questions in your reflection.

● Describe the lesson briefly. How did you meet (or not meet) your intended objectives. ● Discuss why you choose your book? ● How did the students react? What went well? What would you change the next time you try this activity or one

like it? ● What constructive criticism would you give yourself? ● Make sure to reference at least three of our course readings throughout your reflection using APA format. Please

include a reference list. Make sure to sprinkle your references throughout your reflection. Try to avoid chunking all of the references at the end of your reflection.

● There is no page limit. Please use Times New Roman 10 or 12 pt. font, double-spaced. Product Turn in your lesson plan, reflection, and self-evaluation (rubric) as one document via Canvas.

2 LESSON PLAN OUTLINE JMU Elementary Education Program

TITLE OF LESSON Title: Reading Rainbow Fish and Rainbow Fish art activity. I will do a read aloud of “Rainbow Fish to The Rescue” by Marcus Pfister to my practicum students. After the story, they will make their own rainbow fish using a fish template given to each student and they will glue on cut up tissue paper as the scales.

CONTEXT OF LESSON

I have seen the children make artwork for all the different types of stories they read in class so I know they will be able to complete the assignment. Many of the students seem to have a big interest in animals and swimming, so I decided to pick a fun book about fish. The message of the book is about friendship and being nice to all, a message I think would be valuable to this class. I added the math component to the art activity because I have observed that some of the children need extra help with counting and numbers.

OBJECTIVES AND ASSESSMENT

Developmental Objectives Plan for Assessment 1. At the beginning of the read aloud, students will identify the parts of a book to the teacher, discussing how print is organized and read. KATIE

Before I begin my read aloud, I will analyze the students’ knowledge of how books are setup. I will be able to tell if the students in the class have mastered the concept of what makes up a book, based off their responses. If they all struggle to answer the questions, I will know I need to work more on this skill with them.

2. At the conclusion of the art activity, the students will calculate how many scales (pieces of tissue paper) their individual fish has and practice writing the number.

On the assessment data sheet, I will have a checklist by each student’s name. I will go around to each student, having them tell me how many scales their fish has (1-20). I will mark by their name if they were correct or not in telling me the number of scales their fish has and whether they could correctly write the number on the back of the fish.

RELATED VIRGINIA STANDARDS OF LEARNING (K) Kindergarten Math Number and Number Sense K.1- The student will… a) Tell how many are in a given set of 20 or fewer objects by counting orally, and b) Read, write, and represent numbers from 0 through 20 Kindergarten English KATIE Reading K.5- The student will understand how print is organized and read a) Hold print materials in the correct position b) Identify the front cover, back cover, and title page of a book c) Distinguish between print and pictures d) Follow words from left to right and from top to bottom on a printed page e) Match voice with print (concept of word)

• Celia Cappello • Ms. Henry, Kindergarten, Lacey Springs Elementary School • Presented: 10/29 at 8:30 am • Date submitted: 10/24

3 MATERIALS NEEDED Book- Rainbow Fish to the Rescue- I will bring Fish Template, precut- I will bring Tissue Paper cut in little squares- I will bring Glue- CT provides Coloring materials- CT provides Clorox wipes- CT provides

PROCEDURE

PREPARATION OF THE LEARNING ENVIRONMENT “Everyone please gather to the carpet, and wait for me quietly while I set up” *I will have all my art activities together (tissue paper, glue, pencils & markers) on a table, ready for use after morning meeting and the read aloud*

(Picture of Materials Above) INTRODUCTION AND ORGANIZATION Morning Meeting- introduce book and theme of book “Ok class, everyone please sit on a spot and form a circle for our morning meeting” “The Rainbow Fish book we are going to read is all about friendship and accepting everyone” “So, for our morning greeting we are going to do something a little different today” “We will go around the circle and to the person on your right, you will compliment them on something you like about them” “I will give you all an example *turns to right*, Johnny I like how you play with me at recess” “So, let’s start with Johnny...” *Each student goes around and does the compliment activity* “Great job guys, all of your compliments were very nice, see how fun it is to be nice to others!” IMPLEMENTATION KATIE Reading- “Now everyone, stay in your position on the circle, I am going to begin reading the book after you all help me with an activity” “I need help with labeling the parts of the book” “Who knows what this is… “*points to title and calls on student* “Who knows what this is… “*points to front cover and calls on student* “Who can tell me what this is …” *points to back cover and calls on student*

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“Who can tell me what this is… “*points to spine and calls on student* “Who draws the pictures…” *points to illustrations and calls on student* “Awesome guys, thank you so much for helping me with the parts of the book” “Next, I am going to read a very special book” “I am going to need everyone to be on good behavior so let’s all be quiet and sit still while I read please” “Now let’s start reading the book, Rainbow Fish to the Rescue! By Marcus Pfister” “When I read this book, we are going to do a little game, it’s called thumbs up, thumbs down” “You put your thumbs up for yes, thumbs down for no” *Starts reading the book* Stop on pgs. 1&2- “Put your thumb up or down if you… swim with friends? Play with friends? Eat with friends?” Stop on pgs. 3&4- “Thumb up or down if you have ever played tag” Stop on pgs. 13&14- “Where do you guys think the fish will hide?” Stop on pgs. 15&16- “Thumb up or down if you have ever asked a friend for help” Stop on pgs. 21&22- “Thumb up or down if you have ever had to be brave and had to face your fear” Stop on ps. 23&24- “What do you all think the book was about?” “This book has a very important theme of friendship and being nice to everyone. We should all try and be nice to our friends at school and at home” “Well, thank you friends for being so good during that book, now we are going to transition to calendar next” Art- *After calendar we will transition into their centers* “X and Y are at station….” “Z and B are at station…” “A and C are at station…” “D and E are at station…” *Once each child is given their center and their bin with activities, I will set up at a little side table and call 3 or 4 students at a time to make their rainbow fish* “Can I have Student A, B, C, and D over here please” “Hey guys, today we are going to make our very own rainbow fish” “I have already cut out the fish for you all” “Today we are going to glue the rainbow scales (precut tissue paper) on our fish” “I have made instruction cards for you all to look at and follow, but I will also help you if you have any questions” *show them instruction cards with pictures* “Once we have glued the scales on our fish, we will count how many scales we have and practice writing the number on the back of our fish” “And don’t forget to write your name on the back of your fish once you are finished” *I will repeat the process until I have made a fish with each student in the class* CLOSURE “How many scales do you have Johnny?” *student answers* “Great job, can you write that number for me on the back” *student writes* *Repeat math part of art activity with each student till everyone has done it*

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“Alright guys this group is all done, you may go back to your centers, I am going to call up another group of friends” *I will assess how well each child does by marking on my data assessment sheet if they counted their number and wrote out that number correctly* CLEAN-UP “Alright friends let’s all clean up our centers and sit on the carpet for further instructions” “Everyone can keep their fish and bring it home once all the fish dry on my table” *As students clean up their centers, I will clean up my own side table and pack up all my materials- I will put my CT’s materials back where they belong (markers, pencils, glue) and I will put my materials away (extra tissue paper and templates)* “You all did a great job on your rainbow fish they all turned out really good, now we will do… next”

DIFFERENTIATION I will offer extra assistance to those that may be limited in fine motor skills when doing the art activity. I also plan to ask short and easy questions when reading the book, so the kids are not sitting there for a really long time and lose interest. If a student finds the activity to easy and flies through it, with time permitting, I will offer an additional activity for them to do. The activity will be writing out a sentence to go with their fish, allowing them to be creative. If I have struggling students that don’t get to finish, I will set aside time another day to work with that student and help them finish up their fish. All the students in my practicum class can speak English well, so I do not see any cultural or language issues I would encounter. WHAT COULD GO WRONG WITH THIS LESSON AND WHAT WILL YOU DO ABOUT IT? With my lesson I see a few thigs that could go wrong. One is during the story time the students will get bored and start to get disruptive and I will have trouble getting through the book. A solution to this problem would be doing the story one day and the art activity the next so I have enough time to get through both things without asking too much of the students. Another thing that could go wrong is not having enough art supplies for everyone. I will fix this problem by bringing more than enough materials for each person, so I don’t encounter this problem. I will bring extra fish templates and extra tissue paper, so I don’t run out. Lastly, I could see some students not wanting to do the activity and needing a lot for extra attention during the art activity. I will make sure to ask for help from my CT or aide to offer extra support for that child that may be restless.

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Read Aloud Self Reflection Celia Cappello

LED 366

I decided to combine my art activity from Hollies class with my read aloud activity from this

class in my lesson plan. I decided to read the book “Rainbow Fish to the Rescue!” by Marcus Pfister. An

interactive read aloud can promote oral language discussions around vocabulary, ideas, and concepts

related to the content and genre of a book as teachers read aloud to children (Bear, pg. 99). I choose this

book because I liked the theme of the book and how it subtly teaches kindness and friendship, a lesson

that I thought would be very valuable for this particular class. Rainbow Fish was always one of my

favorite books growing up as a child and is another reason I choose to read it. The objective I had with

my book was from the Kindergarten English SOL. I wanted the students to identify the title, front cover,

back cover, and the jobs of the author and illustrator to hit on the objective. I did it in a whole class

setting and had students raise their hand and come up and touch the part of the book I asked about, so

the whole class could see. The activity went well, and they showed me they knew their parts of the book

very well. After the book we had a whole class discussion where I asked them what they thought the

book was about to introduce comprehension subtly. After an interactive read aloud many teachers will

talk about the book with their students in a grand conversation (Tompkins, pg. 109). That grand

conversation is where we talked about the theme of the book and what they took away from the story.

Many of the students later told me they really liked the book and wanted to read it again with me.

I also liked that the students were introduced to the ocean and the animals in it, when most of the kids in

my class have never been to a beach before. Something that did not go so well was when I started on the

floor in a circle with the students reading the book, and then many of them began to complain that they

couldn’t see as students were crowding around the book. So, then my CT recommended that I go and sit

on her reading chair to continue reading. The problem was fixed, and all students sat quietly for the rest

of the book. I remained calm and followed her advice and I am glad I did, I had to be flexible.

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Some constructive criticism I would give myself would be maybe picking a shorter book to read

as it was hard for many of my students to sit still. I would have also liked to pick a book that was more

interactive and had more student participation involved. But other than that, I am still glad I picked the

Rainbow Fish book I did, and I still believe the message was really good for the Kindergartners to hear.

After doing this read aloud and lesson plan, I can definitely see myself doing many read alouds

throughout my teaching career. Not only is reading engaging for students but research has proven that

reading aloud can promote language and literacy development through interaction among students

(Hoffman, pg.183). A read aloud is not just students listening to the teacher talk, but they are learning

valuable literacy skills as well, without even realizing it.

APA Citations

Bear, D., Invernizzi, M., Templeton, S., Johnston, F. (2016). Words Their Way: Sixth Edition. New Jersey: Pearson Education Inc.

Tompkins, G. (2017). Literacy for the 21st century: a balanced approach. Boston: Pearson Education Inc. Hoffman, J. (2011). Constructing Meaning: Interactive Literacy Discussions in Kindergarten. The

Reading Teacher: Vol 65.

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READ ALOUD LESSON PLAN & REFLECTION RUBRIC - 20 pts. Your Name: Celia Cappello Grade Level: Kindergarten Title of Book: Rainbow Fish to the Rescue

Criteria Excellent Acceptable Needs work Self-evaluation

points OBJECTIVES

& MATERIALS

3-4 Points Objectives are explicit and materials are listed. It is clear what you want students to learn. The objective(s) matches the lesson. No worksheets are used.

1-2 Points Objectives are not clear and minimal discussion about what students are to learn. Worksheets are used.

0 Point Objectives are not there. Not clear what students are to learn. Worksheets are used.

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BEFORE 3-4 Points Includes comprehension introduction, scaffolding of topic and prompting questions.

1-2 Points Includes prompting questions and are connected to the book.

0 Point Questions are not of good quality.

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DURING 3-4 Points At least 3 questions/stopping points, questions include higher level thinking questions. Tier 2 vocabulary is introduced and clear student friendly definitions are used. Multiple differentiation options are discussed. Student engagement is incorporated.

1-2 Points Only 1 question/stopping point, question shows higher level thinking. Tier 2 vocabulary is introduced but lacks clear student friendly definitions Only 1 differentiation option is discussed. Student engagement is incorporated.

0 Point No stopping points, Tier 2 vocabulary or student engagement.

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AFTER 3-4 Points Closure involves review of comprehension strategy: student input and is directly related to the book.

1-2 Points Closure involves student input.

0 Point Closure is none existent.

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REFLECTION

3-4 Points All Reflection questions are addressed (no page limit) Discussion about how to improve the lesson.

1-2 Points Reflection is minimal and very surface level. Discussion is too brief how to improve lesson.

0 Point Reflection does not show growth of how to change lesson

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*Include this rubric with your self-evaluation score completed and included at

bottom lesson plan.