Julianne Batelli Interactive Read Aloud Due March 7, 2013

Book Used: Stone Soup by Marcia Brown. Rationale: The first and foremost reason this book was chosen was for the story. The story of Stone Soup is a personal favorite of mine and I have always wanted to teach it. I have previously written a play based off of this book for a puppet production, along with creating the puppets. It is a great tale and moral, which I believe makes it a great asset to teach an important comprehension strategy. It is easy to follow along and break down in a mini-lesson read aloud setting. Stone Soup was chosen to correspond with the CAF Comprehension Mini lesson, Predict What Will Happen, Use Text to Confirm. The story, and fable, is a very engaging tale that student will interested in, and are able to predict what will happen in the book. I also chose this book for the fable aspect. Although CAF is able to stretch between multiple grade levels, fables are explicitly taught in the second and third grades, according to the Common Core Learning Standards (CCLS). For my interactive Read Aloud, this will be a third grade lesson, with the support of the CCLS 3.RL.2: 2. Recount stories, including fables, folktales and myths from diverse cultures; determine the central message, lesson, or moral and explain how it is conveyed through key details in the text. This particular mini lesson will be taught whole group, though it can easily be adapted for small group or individual instruction. Method for Activating Prior Knowledge and Previewing Text: The Mini lesson tackled is a comprehension strategy of predicting. The Secret to Success is in three separate steps for this lesson. 1. Look at the details in the selection 2. Decide what they think will happen next based on the details and background knowledge 3. Look back and check to make sure the prediction was accurate. 1. Teacher will activate prior knowledge by having the students discuss what predicting means and how we predict in books. Teacher will also discuss with the class. Also briefly discuss what we find in a fable. Questions to ask and statements to say: What does predicting mean? (A guess of what will happen later).

Do we just predict anything in the whole wide world? How do we make the prediction closer to what we are talking about? (Use clues, like pictures, picture walks, text, and prior knowledge) Do we just make a prediction, and just forget about it? What do we do with our prediction? Will all predictions come true? (no!) Is that okay? (yes!)-Use Thumbs up/down Before we predict with books, lets practice together. Talk to your neighbor, and tell your neighbor one prediction you have about your own life. For example, I predict that I will eat spaghetti for dinner. (have them discuss, thumbs up or down if they understand what a prediction is) Today, were going to read a wonderful fable, where we will be predicting what will happen in the story, and then see if we are correct when as we keep reading. We have discussed fables before, what do we know we will find in a fable? (Has a moral or a lesson)

2. Introduce the book, Stone Soup; have a visual to put predictions up for all students to see (a T-Chart). Do a picture walk of the fable. When students give predictions (see questions below) have them briefly say how they came to that prediction (the text, the picture, prior knowledge) Questions to ask and statements to say: Stone Soup, hmm have you ever heard of stone soup? Based off of the cover and the title, whats a prediction we can make about what will happen in the fable? We talked about taking a book walk through to help us make our predictions. While were going through the book walk, I want each of you to predict what will happen in the fable. When you have a prediction catch it from the sky, put it in your brain and hold it there until we finish. (Share 1-2 predictions) Make sure to have only 3-5 predictions. Reasoning for Intentional Pauses to Allow Talk: Read Stone Soup. Instruct students that as we read the fable, we are looking to see if our predictions came true. If we come to a part of the book where we found out if our prediction came true, students are to grab the answer from the sky and put it in your head. Have students practice this. When reading the novel, check to see if students are using text to confirm. Periodically have an, I Teach, You Teach (Partner up and teach your partner why the statement is true or false. Then have all answer YES or NO to prediction)

Stop reading at page 12, Talk to your neighbor, create a prediction together on what they think stone soup is. Add to T chart. Throughout the text, teacher does thinkalouds on why a prediction can be confirmed or denied. Questions to ask and Statements to Say! Most questions will be with the predictions students will make. What clues in the text or the pictures help us confirm or deny our prediction? How did you know that was a true or false prediction? (If end of book and a prediction is not answered) What does it tell us about this prediction if we could not answer it with the fable? For predicting with novels, where do we need to find the answers for it to be confirmed? (The text) Follow-Up Engagements Follow up with questions asking what a prediction is, what clues do we use to make predictions, and how do we find out if our prediction is true. Use TTYN and I Teach, You Teach Ask a 1-4 Feel-About. Take note and use this information for more reinforcement or extra help during follow up. o Student close their eyes, and raise a certain amount of fingers based on how they feel about the strategy 1= I do not understand this at all. I need help! 2= I sort of understand, but its still confusing. 3=I understand most of it 4=I am a feel like an expert at this! Practice making predictions! Students will each be given the fable The Tortoise and the Hare. With a partner, students will take a book walk and make three predictions based off of what they see, the title, and the cover. Student will also write how they made the prediction (text, pictures, prior knowledge). Then students will read the fable and see if their predictions are true. Printable of the fable: http://printables.scholastic.com/printables/detail/?id=29459

Reference: Boushey, G., & Moser, J. (2009). The CAFE book: engaging all students in daily literacy assessment & instruction. Portland, Me.: Stenhouse Publishers. Brown, M. (1947). Stone soup: an old tale. New York: Charles Scribner's Sons. Folk and Fairy Tale Readers: The Tortoise and the Hare. (n.d.). Printables - 15,000+ Resources & Printable Worksheets from Scholastic. Retrieved March 7, 2013, from http://printables.scholastic.com/printables/detail/?id=29459