Kelsey Shaw

Bollinger
Read Aloud Lesson Plan

Teacher’s Name: Kelsey Shaw

Title (or focus) of the Lesson: Diversity, teamwork
Grade Level: Pre-K
Number of Students: 7

Objectives:
VA Literacy Foundation Block 1, Block 4
 Block 1- The child will develop listening and speaking skills by communicating
experiences and ideas orally.
a) Listen with increasing attention to spoken language conversations, and texts
read aloud.
b) Correctly identify characters, objects, and actions in a text with or without
pictures and begin to comment about each.
c) Make predictions about what might happen in a story.
d) Use complete sentences and ask and answer questions about experiences or
about what has been read.
e) Use appropriate and expanding language for a variety of purposes, e.g, ask
questions, express needs, get information.
f) Engage in turn taking exchanges and rules of polite conversation with adults
and peers, understanding that conversation is interactive.
g) Listen attentively to stories in a whole class setting.
h) Follow simple one and two step oral directions.
 Block 4- The child will demonstrate basic knowledge of the alphabetic principles and
understand that the letters in written words represent the sounds in spoken words.
a) Identify and name uppercase and lowercase letters in random order.
b) Identify the letter that represents a spoken world.
c) Provide the most common sound for the majority of letters.
d) Begin to match uppercase and lowercase letters.
e) Read simple/familiar high frequency words.
f) Notice letters in familiar everyday context and ask an adult how to spell
words, names, or titles.

Materials: Book (“Manana Iguana” by Ann Whitford Paul), sticky notes, marker, white board

Procedures:
1. Opener- Introduce “Manana, Iguana”. Introduce author and illustrator and their roles,
and vocabulary words (twitched, slithered, puffed). Do a picture walk of the book. Ask,
“what do you think is going to happen in this book?”
2. Body- Read book, stop on page 9 and ask, “what is a fiesta?”, page 11 “how do you think
the rabbit feels about having to do all of this work?”, page 17 “Why doesn’t the iguana
 let her friends join the fiesta? What would you do?”, page 21 “how do you think her
friends feel? What do you think they’re going to do?” end “what do you think the book
was trying to teach us?” (value of teamwork, hard work and cooperation)
3. Closing- Message lesson, teacher writes “Today, I will slither to my center and play with
my friends” on the whiteboard. Students box words they recognize and circle letters
they recognize. Students boxed the words today, I, slither, and center. Students circled
letter a in and (student says a as in apple), and h in with.

Reflection

First, I introduced the book to the students. I stated the title, author, and illustrator and

reminded them of what these terms meant. Then we went over the 3 new vocabulary words-

twitched, slithered, and puffed. I then did a basic picture walk through the book showing them

the illustrations, and then I asked them what they thought would happen. Then I read the book,

pausing to ask questions at multiple points in the story and following up questions at the end as

well. The students all wanted to participate and ask questions/make comments, so it took around

10 minutes to read. For the lesson, I wrote the message “Today, I will slither to my center and

play with my friends” on the whiteboard. The students are supposed to put a box around the

words they recognize and circle the letters they recognize. Student boxed the words today, I,

slither, and center. They circled the letter “a” in the word and (the student said “a” as in apple),

and “h” in with. About 3 students got to write on the whiteboard. I think I could work on some

students on objective block 1a) Listen with increasing attention to spoken language conversation,

and texts read aloud. I think the message lesson does a good job of demonstrating children’s

alphabetic and decoding skills. They are able to find words and letters in the message that they

know.

This book demonstrates multiculturalism through its theme of Spanish culture and use of

multiple desert animal characters with varying personalities. The story describes these animals

planning for a “fiesta”. On different days of the week, they completed a task for the party
(sending invitations, making food, stuffing piñata etc.). In the book, the days of the week were in

Spanish. The book also uses Spanish for the characters’ names, which are desert animals

(tortuga, conejo, gulebra etc.). I read this book because my teacher suggested it after discussing

this assignment. Before finally deciding to read this book, I reviewed Cappellini’s strategies on

how to pick a good book to read aloud. I decided that this book was more challenging than their

current reading levels, and they would have fun reading it. Also, in Week 2’s PowerPoint, I

reviewed the “criteria for selecting quality multicultural children’s literature” before choosing

this book. It stated that “all children need to see themselves in the books they/we read”, and

because the characters are animals with varying abilities, hopefully the students could relate.

Before choosing this lesson, I considered how it would fit into the “reading process” Tompkins

describes throughout chapter 2. Would students be engaged in the whole process of pre-reading,

reading, responding, exploring, and applying? I think the student completed all these stages

except the last, applying.

The children were clearly very excited to read this book because it had lots of cool desert

animals and words in Spanish. It was a little overwhelming trying to finish the story when so

many children wanted to participate every time I paused. During the lesson, some kids were

distracted while only 1 person was at the board. Next time, I might break them into smaller

groups of three or four so that everyone can participate during the reading and during the lesson.

Because this book had Spanish in it, I should have practiced reading it out loud before reading in

front of the kids. I read it beforehand, but I should have practiced saying the Spanish words.

Reference List

Week 2 PowerPoint Slide 13

Cappellini Doc page 3

 Tompkins chapter 2

LESSON PLAN & REFLECTION RUBRIC

Total Points Possible - 10 pts.
Name: Kelsey Shaw

Self- Score
Reflection
Score

OBJECTIVES & None Objectives and 1

MATERIALS materials are listed.
The objective(s)
matches the lesson
and no worksheets
were used
(1)
OPENER No opener Includes Includes prompting .75
prompting questions and is
questions and connected to the
motivational book
activity (1)
(.5)
BODY None Procedures In addition, .75
referenced, questions include
more than 3 higher level
questions listed thinking questions
with stopping (1)
points
(.5)
CLOSING Closing not Closure involves Closure involves 1
included student input student input and is
(.5) directly related to
the book
(1)
REFLECTION Reflection is All Reflection 5.5
minimal and questions are
very surface addressed (no page
level limit)
(0) (6)