Read Aloud - Lesson Plan – Sarah Marcotte

Subject/Grade: Gr.1 English Lesson Title: Think Aloud Teacher: Miss. Marcotte
Stage 1: Identify Desired Results
Outcome(s)/Indicator(s

CR1.3 Listen to and comprehend a variety of texts (including a book read aloud, a person
speaking, and directions) to retell the sequence and key points (who, what, when, where,
why, and how).

f.) Listen courteously and attentively to understand the meaning and intent of others.
g.) Demonstrate attentiveness and comprehension as a listener through body language and facial
expressions (e.g., nodding in agreement).

Reading Strategies: Essential Questions:

CAFÉ—A (accuracy)—Cross-Checking
Cross-checking is the skill that will be
focused on in this lesson. With this skill
students will learn how to use the pictures
and beginning letters of words (onset) and
the ending(rime) to help them decipher the
words. Students will observe a demonstration
of this strategy in the form of a read along.
(more information on this strategy attached)
Key Understandings: (‘I Can’ statements)
I can read..
I can use cross-checking to determine what
the book says.
I can carefully listen and learn while someone
is reading.
How do we use the pictures in a book to help
us understand what it says?
How can we use our letter sounds to help us
know if we have the right word?
(also touch on how these things work together)
How do we know if words make since when
reading a book?
________________________________________
Expansion
You could follow up with a learning activity in
another subject or subjects, where you
reteach/review the elements of cross checking in a
different context.
We could also talk about how you can also use
cross-checking in:
 Silent reading
 Daily five
 Reading for learning.

Stage 2: Determine Evidence for Assessing Learning

1.) The teacher can watch as you are reading to see which children seem to be understanding and
engaging in the reading as well as those who seem to be having more trouble with it.
2.) When they are working on their book (either alone or in a group) I will be able to get a more concrete
assessment. If they are able to do cross-checking, willing to try, or successful in the activity.
3.) I could ask individual students questions while they are working on their book to see if they have the
understanding needed to be successful with the cross-checking strategy.
Read Aloud - Lesson Plan – Sarah Marcotte

Stage 3: Build Learning Plan

Set (Warm-up, Focusing the Learning): Time: 10 min Materials/Equipment:

Begin to talk about the CAFÉ menu and how it will help them A book that you will be able to
with reading. Go into more depth with what they will be properly display the reading
learning that day in particular/teach them how to use the strategy cross-checking.
strategies: “Its Halloween Night” is the book I
Strategy: Cross checking... Do the pictures and/or words look will be using.
right? Do they sound right? Do they make sense? ... Markers/Pencil Crayons/Crayons
Pre made booklets for part two of
Development: Time: 30 min the development (I see Halloween
Costumes)
Read Aloud- demonstrate how you put the reading strategy,
cross-checking, into action when reading. Make mistakes and Management Strategies:
correct them using the pictures and words on the page as
clues. Use the term “that doesn’t make since”. Making sure that the students that
have a stronger comprehension of
Once the read along is finished the students get to put this cross-checking do not take away
strategy into action while working on their own book. On each from the learning of those who do
page the students will be responsible to circle the word that is not.
out of place. Using the pictures that are on each page as well As this read-aloud is an crucial part
as the words (cross-checking). Once finished students will be of the lesson it is important
able to colour their book improving/enhancing their fine motor students are attentive and learning.
skills.
Safety Considerations:
Books could be worked on independently, in partners or in a
group with the teacher and an EA (if you have one available There are no unique safety
to you.) This would be decided based on the level of the considerations to this lesson.
students and if they may need some extra support. Students
in the group may discretely need more support than those Possible Adaptations/
students working independently. Differentiation:
You could incorporate this activity
Learning Closure: Time: 7 min into many different subjects and
lessons. All you would have to do is
Go over/reflect on the main points of cross-checking and how select a different book based on
it will help them when reading. When doing this have the your corresponding topic, and
students come up with the answers to re-engage their brain make a booklet to complement the
and deepen their knowledge on the subject. desired topic.
Stage 4: Reflection
How it went? Things I would do differently? Things that went well?