Primary Literacy Methods September 21, 2010 Mediated Read Aloud Lesson Purpose: Good readers make connections.

By the end of this lesson the students will be able to make connections gained through personal experiences. Age Group: K-1 Book Title: Party Animals Author: Kathie Lee Gifford Illustrator: Peter Bay Alexanderson **Read the letters in order for the student lesson. Do not read to students what is in parenthesis; just follow the instructions as noted within the parenthesis.** Setting them up for Success: A. Access Prior Knowledge Who has ever been invited to someones birthday party? Did you invite all your friends? How did you feel if you did not get invited? How much fun did you have? What goes on at birthday parties? B. Preview Text Organization - none C. Preview Vocabulary Before we start reading I want to go over a few vocabulary terms to help you better understand the story. When you hear the word, criticize, it means to express disapproval or think badly of someone or something. The last word I want to mention before we read is the term, shame. Shame means to have a negative emotion or feeling of embarrassment. D. Purpose for Students Today while I read, I want you to pay attention to what you already know about birthday parties and connect it to our story. Making connections from the book to yourselves will increase your understanding of this book and help you remember what I have read. There are three main types of connections that we make when reading, but today we are going to focus on text-to-self connections. (e.g. this reminds me of when I....) Children it is important to use this comprehension strategy, making connections, because using prior knowledge can help you connect your own reading experiences with the text to better and make sense of what you are reading. Model and Supported Practice: E. Explain what you will model I am going to start reading. During the read aloud I will pause and make my own connections to what is happening in the book. I will share what I am connecting to in the text or pictures from this book. (Preview/take a picture walk through the book with the students before you start reading.)

F. Model and Link how it helped you as a reader. Articulate how the prediction helps my comprehension. (Start reading page one. Be sure to pull out the actual birthday party invitation. Pause after reading page one and the invitation on page one). Class, this invitation reminds me of a time I was invited to my best friend Brendas birthday party where I got to stay overnight for the first time, play games with my other girlfriends, and stay up late. I understand after this reading page to all of you that Lucy Goosy is having a birthday party because I made the connection to when I was invited to Brendas party and received a similar paper invitation. It really helps me to make connections when I say to myself, This reminds me of to get my brain thinking of my previous experiences. (Pause after reading page 5). From what I have read so far, I ask myself another question that stirs up my previous knowledge, Hmmm, interesting, or WOW! I can remember when I was having my 10th birthday party and wanting to invite a lot of friends, but wanted to be careful because of how they would act around the farm environment I lived on. Therefore, I have made a text-to-self connection using my past experiences from Lucy Goosy saying how she cannot invite the pig, goat, or dog because I know that not everyone gets along with one another at school. I can make another text-to-self connection from wanting to invite a lot of friends, but being fearful. As I continue reading the story, start making your own connections to the text in your head and be ready to share your connections with the class. G. Invite students to practice what you modeled while you retain control of reading. Prompt students as needed. (Pause after reading page 6). Class, I want each of you to make a connection to the Wise Owl. You will need to explain why you made a particular connection. Remember that good readers look at all the picture clues and listen for any text clues that might help jog our previous knowledge (pointing to my brain). First, think of your connection silently in your head. (Allow for about 30 seconds to process). Please take turns sharing your connection with your elbow buddy. (Pause after reading page 22). Class, we are almost done with our book, but before I can finish reading I want us to make another connection to the Wise old Owl when he says, No one is perfect, you know, even you. If you want my advice, this is what you should do Think about what you know already from listening to me read, the picture clues of the owl, and what he is saying. Remember you can ask yourselves, maybe if I read on. will happen, or I am surprised by. (Allow for about 30 seconds for students to process). Please take turns sharing your connection with your elbow buddy. (Allow for 1 minute of sharing time). Does anyone want to share their connection with the class? (Call on 35 students to share their connection. Finish reading the book). Discussion: H. Discuss the Process of reading. Discuss what they noticed about my thinking aloud. Discuss their think aloud.

Children, we practiced the comprehension strategy of making connections through personal experiences, reading other texts, and learning about the world as I read this book to you. Lets go back to the first connection I made. (Hold up the book to page one, take out the invitation again to display to students). This reminded me of a past birthday party I went to because I had also received a paper invitation. What did you notice about the connection I made to the invitation and prompt did I use? Please raise your hand when have a response. (Call on 2-3 students). Great work! Thank you for sharing. We all make connections in our ways because we all have different background knowledge. As I read the story, did any of you use picture or text clues to help you make a connection? (Call on 2-3 students). Did making a connection help you understand the story better? Why do you think that? (Call on 2-3 students). I. Discuss content Class, as we come to a close on this comprehension strategy, making connections, think about the book I just read and about the connections we have all made to the text and pictures. Now, what animal is your favorite that Lucy Goosy ended up inviting to her birthday party? Please take turns sharing with your elbow buddy. (Allow 30 seconds to process). Thank you. Have you ever been invited to someones birthday party? What did you do? What did you eat? Were there gifts involved, if so, what was given or what did you get? Now take turns sharing with your elbow buddy. (Allow for 30 seconds of discussion). Thank you for listening and paying attention to our read aloud today on how good readers make connections. Response, extension, or independent practice: J. I will follow up with you during independent reading time. (Be sure to ask students what connections they are making to the text and why they make that specific connection). K. (Encourage students to make connections during other reading sessions or independent reading time). During reading activities, you can share your connections orally. During independent reading time, you can record your connections on a sticky note and leave the note(s) on the given page. The sticky notes will come into use during student conferences I hold to follow up on your comprehension skills.