Read Aloud Plan (3105)

Gianna Iacobino
Standards: What standard could you address using this book that aligns with the strategy you’ve chosen to focus on?
ELA Standard(s):
RL.2.7. Use information gained from the illustrations and words in a print or digital text to demonstrate
understanding of its characters, setting, or plot.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.

W.1.1. Write opinion pieces in which they introduce the topic or name the book they are writing about, state
an opinion, supply a reason for the opinion, and provide some sense of closure.

Content Standard(s):
LS1.A: Structure and Function All organisms have external parts. Different animals use their body parts in
different ways to see, hear, grasp objects, protect themselves, move from place to place, and seek, find, and
take in food, water and air. Plants also have different parts (roots, stems, leaves, flowers, fruits) that help them
survive and grow. (1-LS1-1)

A. Title of Book: Rainbow Fish to the Rescue

 Briefly describe the book. Include the
title, author, approximate reading level,
and a brief summary.
 Explain why you chose this book. What
makes it a good choice for Read Aloud or
Shared Reading? How does it connect to
the current content you are teaching in
your class? Identify what makes it
developmentally and culturally
appropriate for your students and their
interests.
The book Rainbow Fish to the Rescue is authored and illustrated by Marcus Pfister. The guided
reading level for this particular book is NA. Rainbow Fish is torn between his new fish friends and
a lonely striped fish who is not allowed to join the group because he does not have a shiny scale to
play flash-tag. When a dangerous and hungry shark suddenly appears, Rainbow Fish had to decide
if he was going to protect himself or save his lonely striped fish. Rainbow Fish and the rest of his
friends distracted the shark and he eventually swam away. The lonely striped fish was no longer
alone. All the fish decided to change the game to fin-tag so that everyone could play together. I
chose this book because my theme is oceans and I feel like it is the perfect fit to understand life in
the ocean. It includes, plants, organisms, and animals that live under the sea. Rainbow Fish to the
Rescue makes a good Read Aloud to share to a class because not only will the beautiful
illustrations attract students interest it also has a great moral. This connects to the content that I am
teaching in class because we are learning about physical and emotional character traits. Also,
learning about animals and their different parts of the body. This book makes it culturally
appropriate for my students because the lonely striped fish did not have what everyone else had.
Many students from different cultures may feel they cannot fit in because they look a certain way
but at the end of the story the fish adjusted the game to include the striped fish. It will teach
students to accept everyone regardless of what they look like.

3 Lesson Sequence
1. Read Aloud
 Consider what Discussion Before Reading:
discussion you can Preview the book (cover, back, author, & spine). Talk about if they have ever been
create before during rescued or had to rescue someone. Flip through the pages and see if they can figure
and after the lesson. out who Rainbow Fish had to rescue.
Discussion During Reading:
As the story is read, asks students to consider how the stripe fish is
feeling when he is told he cannot play flash tag.
 How would they feel if someone told you, you could not play with them?
 Discuss what reluctantly mean?
 What does trembled mean?
 How do you think lonely fish felt after seeing Rainbow Fish and his friends
save him from the shark?
Discussion After Reading:
Engage students in discussion about how the striped fish felt in the
beginning of the story and in the end.
  How do you think Rainbow Fish was feeling in the beginning when his
friends did not include lonely striped fish in the game?
 How did he feel after saving lonely striped fish?
 Did Rainbow Fish and his friend make the right choice?
Explain to the students in the next lesson, we will talk about what good character
traits are and the character traits each character has from the story. We will take
their characteristics and relate it to their animal traits and living environments.
2. Strategy Focus
 Based on the literacy strategy you identified
in lesson 1, consider how you will explicitly
teach and have students practice the literacy
strategy using the workshop model
structure to design your plan. Be specific
and address the following components of
the lesson as it relates to the book you’ve
chosen.
 Identify a literacy strategy you
will have opportunities for developing in
students by using this text as a mentor text.
Be specific about how the strategy aligns
well with the book.
o Connection
o Model or Teach
o Engage Students
o Link to Independence
o Independent Practice with Coaching
o Share Session
Strategy: Character Traits
Connection:
Explain to student’s what character traits on. Depending on the
character it will depend on if we will discuss their physical
characteristics or their emotional traits. Information about someone or
something is character traits.
Good readers pay attention to characters physical and emotional
character traits to get a better understanding of the characters as well
as their role they play in the story.
I am going to show how I think about the characters that will be in
“Rainbow Fish to the Rescue,” and then I will ask you to either discuss
characters in the book about their characters trait information prior to
the reading the book or information the author provided.
3 Examples from the Book for Modeling:
Demonstrate to students about how to start thinking about character
traits. I will demonstrate how to create a web and that the middle is the
what you are talking about and the branches are character traits about
what topic in the middle. Show students how glittery gills makes
Rainbow Fish different from the rest of the sea creatures, he is friendly
because he plays with friends, his habitat is under the sea, swims under
the sea.
Friendly
Glittery
Gills
Rainbow Fish
Lives under Swims
the sea
1 Example from the Book for Students to Use the Strategy through
Active Engagement:
Have students “turn and talk” to the person next to them and discuss
Rainbow Fish’s character traits. Students should remember the
difference from Rainbow Fish character traits to the lonely striped fish.
Explanation to support students’ ability to link the strategy to how it
should be used whenever they read:
Allow students to apply their prior knowledge about character traits
and relate it to the story, “Rainbow Fish to the Rescue.”
Independent Work:

Ask students to choose one of the characters from the book and think
about that particular character traits and their habitat. Encourage
students to create their character traits to the web they created.

Share:

Students will be able to share that character they picked from the story
and their character traits they came up to the class
 3. Writing Connection - Application of the Reading Through a Meaningful Connection to Writing:
 Design a writing task for students to
complete which will integrate
opportunities to apply the literacy
strategy.
 Clearly identify what the writing prompt
will be.
 Include an explanation of what the
criteria will be for this task. What will
you expect students to do?
 How will the prompt you’ve created
enable to them use the literacy
strategy?
Writing Task:
From the web the students created on the own, they will be required to
write an essay about the character traits on the animal they picked.
Prompt: “I know that (animal name) has….”
 Briefly engage students to first brainstorm ideas about their
animals character traits. Ask the following:
 What do you see in the picture?
 What do you know about the animal or what did you learn
from the story?
 Transition them to the idea of writing or drawing their ideas.
For example, say the following:
 Can we write that down so I can remember it?
 Maybe we should draw a picture so we can remember what
you said.
 If the student writes successfully encourage them to think
about what else they can say about the animal either
physically or mentally.