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Bibliography Assignment and Interactive Read Aloud (IRA) Lesson PlanDirections & Lesson Plan Template

Directions: For this assignment, you will complete a bibliography table for 5 picture books appropriate for K-2nd grade. Each book will come from a different genre. You will then pick ONE of these books to write an Interactive Read Aloud lesson plan using ONE of the strategies suggested. Please read ALL of the directions below carefully.

Bibliography: Select 5 high quality picture books (one from each identified genre identified in the bibliography table below). To determine if it is high quality, either choose a book that has won an award (e.g., Caldecott, Coretta Scott King, etc.) or use the questions on the “Questions to ask when selecting books for an Interactive Read Aloud” document as a guide. Make sure the books you select are about 2 grade levels above the practicum placement you are in (refer to power point on IRA for selecting books). If you have not received your practicum placement yet, please choose a book on a 2nd-3rd grade level. You will write a personal book review about each book. REMEMBER a book review is NOT a summary of the book. A book review is when you make a claim about the book (positive or negative) and support the claim with evidence from the book and possibly from other sources too. You might summarize part of the book as evidence to support your claim. You will also determine how each book could be used in relation to a specific Common Core Standard. You must specify the grade level you choose the standard from and include the standard in the table. You can find a link to the standards on Blackboard.

Lesson Plans: You will write ONE lesson plan using one of the books you included in your bibliography table. You will focus the lesson on a specific comprehension strategy from the choices in italics below. For example, you might write a lesson plan about a fantasy book and focus on asking questions OR a lesson plan on an informational text and focus on making connections. View the sample plans in a separate document. Only complete the lesson plan for the comprehension strategy that you choose. You may delete the other template.

Comprehension Strategies: Asking Questions, Making Connections, and Making Inferences

Reflection: After completing the assignment, you will write a brief reflection on the assignment. Here you will address what you learned by doing the assignment, how you might apply what you learned, and any issues with the assignment.

Assignment Submission: You will include the bibliography table, completed lesson plan template, reflection, and rubric used for grading all saved into one document. Remember to save the Word document (Last Name_First Name_ Section Number_BIB and IRA Lesson Plan).

BIBLIOGRAPHY TABLE

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Category Insert a picture of the book cover Citation (use APA format)*

Book Review YOU wrote about book

Connection to Common Core Standard (list standard AND how it relates to book)

Biography (narrative)

Meltzer, B. (2014). I am abraham lincoln. New York, NY: Penguin Group.

I am Abraham Lincoln is a really good biography for children. It is the perfect balance between history and narrative. It provides a cartoon-like story to engage its readers and includes commentary between characters. Also, it is a great touch to have the view from Abraham Lincoln!

CCSS.ELA-LITERACY.RL.K.7With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts).If prompted, students could predict what each page spread will be about. This is important because it is teaching students how to use the clues in the book to help them understand what is happening in the story.

Fable (narrative)

Scieszka, J. (1989). The true story of the 3 little pigs. New York, NY: Penguin Group.

The True Story of the 3 Little Pigs is a great story. It teaches its reader that not everything is always as it seems. Also it grabs the reader’s attention by appealing to their knowledge of the original version and saying that it was not true. Lane Smith did a wonderful job with the illustrations. The illustrations keep the reader engaged because of the newspaper feel to the book. Of course this book does not appeal to the fable genre as much as the original version, but it does give a moral of do not always believe

CCSS.ELA-LITERACY.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.If the students were placed in groups, they would be able to talk about the original version and the Mr. Wolf’s version in terms of comparing and contrasting with help from the teacher.

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what you hear or read.Fantasy (narrative)

Karlin, B., & Marshall, J. (1989). James marshall's cinderella. New York, NY: Penguin Group.

James Marshall’s Cinderella is a great children’s book because it takes an elaborate children’s book and makes it more on a K-2 level. The story covers all of the main details and does not leave out any important details at all. The illustrator, James Marshall, does a great job with his illustrations. He does not appeal to the typical fairytale looks. His characters are plump and more real that the skinny characters usually found in these stories. This was a really good touch.

CCSS.ELA-LITERACY.RL.K.9With prompting and support, compare and contrast the adventures and experiences of characters in familiar stories.If the students were placed in groups, they would be able to talk about the original version and the James Marshall’s version in terms of comparing and contrasting with help from the teacher.

Informational Text (expository)

Hicks, C. (2014). Playful puppy. Great Britain: DK Readers.

Playful Puppy is a good informational text for readers that are beginning to read. It does not have all of the characteristics of an informational text, but it does include a couple important ones to introduce the beginning readers to this concept of reading. This is an effective way to not overwhelm the students while teaching them the basics of information text. The only thing that was a little strange was how the pictures and illustrations were a mix of reality and cartoon. The dog and the item that the page was discussing were reality, but the furniture and such were outlines or cartoon-like.

CCSS.ELA-LITERACY.RL.K.10Actively engage in group reading activities with purpose and understanding.

After reading this book to the class, there could be an organized discussion on informational texts (non-fiction) and their components in the book. For example, the book contained a glossary. So a teacher could have a group reading activity that revolves around the understanding of what a glossary’s purpose is to a book.

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Realistic Fiction (narrative)

Hapka, C. (2013). The new pony. New York, NY: HarperCollins.

The New Pony is a great fiction story that children can relate to in the sense that it is something that could happen in real life. This allows students to read a book and say, “Hey! That is something that happened at my horseback riding stable! I wish that I could have trained the pony!” The author did a great job portraying how excited the girls were when they saw the pony and began training him. Also the illustrator did an incredible job with the drawings. There is so much color in the drawings and they show every detail. This is overall a great children’s story to help them learn to read.

CCSS.ELA-LITERACY.RL.K.3With prompting and support, identify characters, settings, and major events in a story.

After reading this realistic fiction story, the teacher could lead the class in a discussion about the characters, settings, and major events. Even could create a chart of some sort to organize the information.

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Read-Aloud Lesson Plan Template

Name and Section: LeAnne Ray [READ.3301.001]Title of the picture book: The New PonyAuthor: Catharine HapkaGenre: Realistic Fiction (narrative)Chosen Comprehension Strategy: Asking Questions

Before Reading:1. How will you prepare children for reading by building on background knowledge?

2. Provide a brief overview of the book.

3. Introduce the comprehension strategy (use the language provided)

Background knowledge: KWL ChartThe teacher will have the students engage in the K part of the KWL Chart to help figure out what the class already knows about ponies. For example, a student will probably say that a pony is a short horse.

This book is about three girls, who love to ride ponies, and a pony that is new to their pony farm.

I’m going to read The New Pony. While I’m reading to you, I will model how I stop and ask questions. By asking questions while I read, I can make sure I am paying attention and make sure what I have read makes sense. I ask myself “how” and “why” questions based on what is happening in the book and what I know already. As we read the story, I’ll share the questions that I ask. And then you will have a chance to ask questions too.

During Reading:Model using the strategy at least 3 times.

Near the end, provide a general prompt for the child to try using the comprehension strategy.

P.6—“Hmm… what is the pony scouts?”

P.6—“Oh, what does delayed mean?”

P.9—“Oh, my goodness! What is a palomino pony?”

P.10—“Uh oh…I see another big word. What is a paddock?”

P.10—“Uh… what does it mean for a horse to be green? The horse does not look green to me!”

P.14—Give the students the chance to try this skill!

P.16—give the students the chance to try this skill!

P.19—Give the students the chance to try this skill!

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As asking these questions, write them down on the W part of the KWL Chart.

After Reading:1. Invite student to share his/her reaction to the text.

2. Summarize what comprehension strategy was used, how, and when to use it.

“Now that we have finished reading the story, what did you think of the book?”Allow for student response…

“While reading this book, we learned about how to ask questions about things we did not understand in the story. Asking questions allows us to see the things that we do not really understand and need to learn more about. While reading stories, we should use this skill to help us not be confused.

Vocabulary Lesson:Introduce 2 Tier 2 vocabulary words by saying the word, having children say the word, tell the definition, review how the word was used in the text, and provide a new context for using the word. Then ask the student to use the word in other contexts.

Fill in the blanks for your lesson.

A word I found interesting in this book was green.

Try it, Say: green.

In this case, green means that the pony did not know a lot of tricks and had not been trained.

Do you remember when this word was used in the book? Let’s look at that page. In the book it said, “green means that a pony isn’t fully trained yet.”

Another way to use this word is: The banana is very green because it is not ready to eat (your example).

Think of a time when you ate a sour fruit that is not a lemon. What could you say about that fruit? (Get student to use the word in a sentence).

Say the word again: green.

Another interesting word is snort.

Try it, Say: snort.

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Snort means to make a strange sound through your nose while breathing quickly.

Do you remember when this word was used in the book? Let’s look at that page. In the book it said, “Taffy let out a snort of surprise.”

Another way to use this word is: I laughed so hard that I let out a snort! (Your example).

Think of a time when you, a family member, or a friend let out a snort.(Get student to use the word in a sentence).

Say the word again: snort.

At the end of the interactive read aloud, fill in the L part of the KWL Chart.

Reflection: After completing the assignment, write a brief reflection. Address what you learned by doing the assignment, how you might apply what you learned, and any issues with the assignment.

After completing this assignment, I have learned quite a bit. First, I learned that book publishers do not really have books that are biography narratives. According to an article I read, publishers are not very lenient when it comes to facts and story together. Also, I learned how to incorporate Common Core Standards with different types of books. This was not an easy thing for me to figure out because I have not had the opportunity to work with the Reading Common Core standards yet. Moreover, this gave me the opportunity to explore using those standards. Another thing that I have picked up on is how to stop and make comments about questions I may have about the story, characters, or vocabulary. All of these things are going to be taken with me when planning a future interactive read aloud. This was a fun lesson plan for me to make because I love reading. This is going to allow me to share my love for reading with kindergarten students. I am so very excited!

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INTERACTIVE READ ALOUD LESSON PLAN ASSIGNMENT (32 Points)

Completed

(check here)

ITEMS RELATED TASKS possiblepoints

earnedpoints

Item 1 All 5 genres represented in book selection and all of the following are included for all 5 books: correct citations, high quality, and a connection between the book and a specific Common Core Standard.

6

Item 2 The book reviews for all 5 books are convincing. They include a strong claim and are supported with a variety of evidence.

4

Item 3 Plan for actively connecting children’s background knowledge with the text and introducing children to comprehension tool being used thoroughly described.

6

Item 4 Modeled how to use the strategy 3 times effectively and invited student to try using the strategy too.

4

Item 4 Thorough and engaging plan for teaching 2 Tier 2 words using all steps in the Text Talk protocol.

6

Item 5 Reflection addresses all questions, is insightful, and specific interactions cited support claims made/reflection points

4

Item 6 Written expression contains 0-1 errors of English language usage.

2

Total 32