Kaitlin Jenkins

ELD 308

September 17, 2014

Interactive Read Aloud Lesson Plan

Common Core State Standards: Reading, Writing, and Speaking and Listening Standards for
Grade 4, RL. 4.1, RL. 4.2, W.4.2, W.4.3, S.L. 4.1, S.L. 4.2
Objective: Students will make predictions, reflect on prior personal reading challenges, and
determine how to become better readers.
Materials: Wolf! by Becky Bloom, chart paper, and marker
Lesson Sequence:

Before Reading:
Boys and girls can you please join me on the carpet for todays read aloud and
bring your Readers Notebooks. Yesterday we were talking about our love for
reading and the positive experiences we have had when reading. However,
sometimes reading is not an easy or positive experience. Today I am going to be
reading Wolf! In this story we will see an example of a time when reading can be
difficult. Before I begin to read, lets take a moment to look at the cover of the
book. Can you predict what is going to happen in the story? I will give the
students a few moments to think and then have them share their ideas.

During Reading:
I will begin to read Wolf! and pause on page 5. I will recap by saying, Cow
seems frustrated that he cannot concentrate on his book because Wolf is making a
lot of noise. I will then pose the question, What kind of environment do you

like to have when you are reading? Think of both positive and negative
environments. I will then have the students turn and talk to a partner about their
preferred reading environment. Depending on our environment when reading,
we can have a positive or negative experience. I will ask a few students to share
their ideas and then continue reading.
I will stop reading on page 9 and say, Reading about Wolfs struggle to learn to
read makes me think about my own reading experiences. I remember when I was
learning to read how hard I thought it was, but with practice I became a better
reader. What did Wolf do to become a better reader? Also, how do you plan to
become a better reader this year? I will have the students think for a moment and
then turn and talk to a partner. I will then create a chart titled We will become
better readers this year by I will have the students share their ideas and write
down each students idea.
I will continue to read and pause on page 15 and ask, What does Pig mean when
he tells Wolf he needs to work on his style? Think for a moment and then turn and
discuss with a partner what was wrong with Wolfs style? A few students will
share their responses about what they think style is and its importance when
reading. I will also have the students think about how style can make reading a
positive or negative experience.
I will continue to read and pause on page 19 and ask, What does reading with
confidence and passion mean? Can you try to give a definition for these words?
As a group we will discuss what confidence and passion means and I will model
what reading with confidence and passion looks like by speaking loudly and with

inflection. Readers when you read remember to read with confidence and
passion!

After Reading:
I will have the students check to see if their predictions based on the cover of the
book are different at the end of the story. We will discuss what happened in the
story that may have changed their predictions. After reading Wolf! I want you to
recognize the reality of having a mixture of good and bad times at different
moments in time when you are reading. It is important to think about and focus on
the ways you can become a better reader, so that reading becomes easier and
enjoyable.

Assessment
Remember how reading was difficult for Wolf in the beginning of the story? I
would like you to think about a time when reading was challenging for you. In
your Readers Notebook list a few moments in your life when reading was
frustrating for you. Then, choose one of the moments and write in detail why
reading was difficult. Be sure to include why reading was difficult, a particular
book that was difficult, and how you are a better reader now. Also, elaborate on
how you plan to become an even better reader this year.
I expect to see the students recognize and reflect on their prior reading
experiences and see the potential of the readers they can become.