Read Aloud Plan (3105)

Link to YouTube Reading:

Link to My Read Aloud:

Standards: What standard could you address using this book that aligns with the strategy you’ve chosen to focus on?
ELA Standard(s): https://www.nj.gov/education/standards/ela/Index.shtml

NJSLSA.R1. Read closely to determine what the text says explicitly and to make logical inferences and
relevant connections from it; cite specific textual evidence when writing or speaking to support conclusions
drawn from the text.

Content Standard(s): https://www.nj.gov/education/standards/index.shtml

2.3.2.PS.1: Demonstrate personal habits and behaviors that contribute to keeping oneself and others healthy
and the environment clean and safe.

A. Title of Book: Brush, Floss, and Rinse

• 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 is called “Brush, Floss, and Rinse” by Amanda Doering Tourville and
the approximate reading level is H. This book is about two brothers Kyle and
Alan, and they share tips and tricks to keep the mouth clean and healthy.
They also show what foods to eat and how to protect the teeth from cavity
and infections.
-I chose this book because it helps students learn a real-world lesson while
also being entertained. I have also noticed that the students do not have the
best hygiene, therefore now they will learn. This is culturally appropriate
because every culture concentrates on mouth hygiene, and it is
developmentally appropriate because it will aide them as they grow and
develop into flossing and rinsing. This is great for a read loud because it
involves everyone, everyone brushes their teeth.

1. Read Aloud
• Consider what discussion
you can create before during
and after the lesson.
3 LESSON SEQUENCE
Discussion Before Reading: Preview the cover, go over the author and illustrator.
Observe the student’s prior knowledge on mouth hygiene. Allow the students to
make story predictions and ask the students to look out for multiple reasons to take
care of your mouth and teeth. Scroll through the pages and examine the illustrations
and what they mean. At this point explain to the students that they should be taking
notes (they know how from a prior lesson)
Discussion During Reading: As the story is read, ask the students to understand how
you are supposed to brush your teeth. Ask the students to use context clues to
consider what might happen if you do not take care of your teeth. For example:
-bad breathe
-cavities
-gum disease
-rotten teeth
 Do you think it’s important to brush, floss, and rinse?
Show demonstrations of how to brush, rinse, and floss by holding up the supplies
and bringing toward the mouth and demonstrating.

Discussion After Reading: Engage the students by asking why things in the story
happened and the purpose of how this story is helpful to readers.
-why might Alan wear a plastic mouth guard while he plays hockey?
-Why does Alan and Kyle eat apples instead of cookies?
-Why do Alan and Kyle not chew on their ice?
-Why do you need to change your tooth brush every 3 months?
The students will now understand the important of mouth hygiene with the help of
brushing, flossing, and rinsing demonstrations.

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:
-Reasons for mouth hygiene and safety
Connection:
Explain that throughout the story the author gave multiple reasons on
why you should brush, rinse, floss, protect your teeth, and visit the
dentist. Good readers pay attention to the reason we read the story
and the importance of reading it. The students will be able to the
connect the story with their very own life and dentist trips.
3 Examples from the Book for Modeling:
-“You need your teeth to chew your food. You need your teeth to talk
and smile. It is important to take care of your teeth and gums. There
are many ways to keep them clean and healthy.”
-“Kyle and Alan brush their teeth every night before bed. They brush
the front, top, and back of each tooth.”
-“Alan plays hockey after school. He wears a plastic mouth guard to
protect his teeth.”
1 Example from the Book for Students to Use the Strategy through
Active Engagement:
Ask the students to “turn and talk” about whether they have ever been
to the dentists and about how they take care of their teeth.

Explanation to support students’ ability to link the strategy to how it

should be used whenever they read:
-When I read, they should think of the purpose and why is this reading
so important. The students should be listening for how to clean your
mouth and why you should.

Independent Work:
-Ask students to think of a part of the book and how it affects their real
life. For example, if they play sports do they have to protect their
teeth?

Share:
-Allow students to share their thoughts with the class
 4 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: Let the students use their notes to write a paragraph
summary on the story.
Prompt: “this story was about…….”
• Briefly engage students in discussion first. Encourage students
to talk about the topic before writing. Ask the following:
ü What is the amin idea of this story?
ü What is the authors purpose of writing this story ?
• Transition them to the idea of writing or drawing their ideas.
For example, say the following:
ü Can we write that down so I can remember it?
ü Maybe we should draw a picture so we can remember what
you said.
ü If the student writes successfully encourage them to think
about what else they can say to add to the story.