Goldilocks interactive read aloud PDF

Preview

Summary

required...

Description

I NTERACTI VEREADALOUD

Lesson Plan I: Planning an Interactive Read Aloud for Preschool Lindsay Paris READ 399 Fall 2015

1

I NTERACTI VEREADALOUD

2

Section 1: Book overview and lesson rationale Goldilocks and the Three Dinosaurs, written by Mo Willems, is based off of the original fairy tale of Goldilocks and the Three Bears. This book is a fable because there are animals for characters and has two morals – one for Goldilocks and one for the Dinosaurs. This remake of the fairy tale is about three dinosaurs, Papa Dinosaur, Mama Dinosaur, and some other Dinosaur who is visiting from Norway. They make their beds, position their chairs, and cook three bowls of chocolate pudding at different temperatures. After cooking and tidying up the home, the dinosaurs leave their unlocked house to go Someplace Else. A few minutes later, a young, oblivious girl named Goldilocks came running down the road, while the dinosaurs were hiding in the forest watching her approach their home. Goldilocks enters the Dinosaurs’ house and immediately smells the chocolate pudding, which leads her to find a ladder and use it to climb onto the counter to eat all three gigantic bowls. She then climbs back down to try and sit on the chairs she finds, but they were all too tall. She then goes over to the bedroom, where she hears a loud noise, which happens to be the dinosaurs. Goldilocks then realizes that she was in a dinosaur’s house and runs out the back door, while the three dinosaurs come running through the front door, only to be disappointed to find nobody there. After searching through many books by Mo Willems, it was an easy decision in choosing the sophisticated picture book, Goldilocks and the Three Dinosaurs. It is one of his most popular books read by children in grades k-3 with a reading level of grade 4. This book challenges students to keep thinking about what may happen next and have them wonder why the Dinosaurs and Goldilocks are doing what they are doing. This humorous book also challenges students with its used language. It uses word such as “Norway,” “Particular,” “Positioned,” “Varying,” Succulent,” “Norwegian expression,” Unsuspecting,” “Traipsing,” “Groggy,” “Gloating,” and “Coincidentally.” These words are not the common words that a child would recognize and use in everyday language. In my lesson, I would emphasize on these words and stop and see if any students have actually heard those words or have an idea what they mean and then I would explain to my students what they mean. Within McGee and Schickedanz’s Repeated interactive read-alouds in preschool and kindergarten, they mention how in order to effectively “increase comprehension and language development, insert short definitions for some words while reading aloud (Collins, 2004; Elley, 1989); and encourage children to use these same words when they answer questions, discuss book events, (Hargrave & SAnAchal, 2000; Robbins & Ehri, 1994), or describe illustrations (Reese & Cox, 1999).” I would also focus on the humor and sarcasm used throughout the book to have my students understand different types of languages and tones, making a book entertaining regardless of age. According to McGee and Schickedanz, “Research has demonstrated that the most effective read-alouds are those in which children are actively involved asking and answering questions and making predictions rather than passively listening (Dickinson, 2001). While reading page by page, I would stop and ask questions to my students to allow my students to predict what might happen next in the story. I would also provide analytic talk. “Analytic talk involves making predictions or inferences that explain a character’s motivation or connect events from different parts of the story. Teachers prompt children to engage in analytical thinking by making comments that model such thinking and then asking thoughtful questions.” Regarding the dinosaurs, I would ask questions to my students regarding why they are making chocolate pudding and setting up their house the way that they are. I would also ask my students what they think Goldilocks will do and what will happen to her while she’s exploring the Dinosaurs’ house. These questions will be asked during and after the story, as well

I NTERACTI VEREADALOUD

3

as before the story in seeing what the students think the book is about based on the title and cover page to develop students’ literacy skills. Section 2: Context I plan to implement this read aloud in a second grade classroom. Students who are in this grade will most likely find Goldilocks and the Three Dinosaurs thrilling and humorous as well as challenging. Section 3: Learning Objectives  Students will be able to identify new vocabulary and use these new words in everyday language.  Students will be able to answer questions regarding predictions throughout the story.  Students will be able to predict future events based on what they have previously read and the story’s illustrations.  Students will be able to retell the story and illustrate what they have read. Section 4: State Standards  CCSS.ELA-LITERACY.SL.2.2 Recount or describe key ideas or details from a text read aloud or information presented orally or through other media.  CCSS.ELA-LITERACY.SL.2.3 Ask and answer questions about what a speaker says in order to clarify comprehension, gather additional information, or deepen understanding of a topic or issue.  CCSS.ELA-LITERACY.RL.2.1 Ask and answer such questions as who, what, where, when, why, and how to demonstrate understanding of key details in a text.  CCSS.ELA-LITERACY.RL.2.2 Recount stories, including fables and folktales from diverse cultures, and determine their central message, lesson, or moral.  CCSS.ELA-LITERACY.RL.2.3 Describe how characters in a story respond to major events and challenges. Section 5: Materials  Goldilocks and the Three Dinosaurs  Story papers with illustration box  Package of washable markers  Package of crayons  Package of pencils  Package of dry erase markers to write vocabulary on dry erase board Section 6: Lesson Procedures a. )An t i c i p a t o r ya c t i v i t yo rd i s c u s s i o n Iwi l le n g a g emys t u de n t sb e f o r ei n t r o du c i n gt h es t o r yb ya s ki n gt h e mq ue s t i on s r e g a r d i n gt hemo r a l sme n t i o n e da tt h ee nd :“ I fy o ue v e rfin dy o u r s e l fi nt hewr o n gs t o r y ,

I NTERACTI VEREADALOUD

4

l e a v e ” ;a n d“ Lo c kt h eb a c kd o o r . ”Iwo u l da s kt h e m wh a tt h e ywo ul dd oi ft h e ywe r ei na t ou g hs i t ua t i o na ndh o wt h e ywou l dwor ka r o u ndi ti no r de rt os o l v et he i rs i t u a t i o n . I wou l dt h e nu s et h e i ra n s we r st ot r a n s i t i o ni n t oGo l d i l o c k sa n dt h eThr e eDi no s au r sa nd a s kt he mb a s e dont h ep r e v i o u sq u e s t i o n swh a tt h e yt h i n kt hes t o r ywi l lb ea b o ut .Iwo ul d a l s oc on n e c tt h e i ra ns we r st ot h es i t u a t i o nGo l d i l o c ksi si na ndh a v et h e me x p r e s swh a t s h es ho u l dd ot og e to u to fhe rt o u g hs i t ua t i o n . b.) Introduction of the book To begin my interactive read-aloud, I would start by asking my students if they have ever read the story of Goldilocks and the Three Bears. If my students have read the story, I would call on them to explain what the story is about and then I would continue to fully explain that story. I would then say that we will be reading a similar story titled, Go l d i l o c k sa n dt h eThr e eDi n o s a ur s ,wr i t t e nb yMoWi l l e ms . Ia s kmys t u de nt swh a t g e n r et h e yt hi nkt h es t or yi sa ndIwo ul dp r o c e e dt ot e l lt h e mt h a ti ti saf a bl e ;afic t i o n a l s t o r ywh e r et he r ea r et a l ki n ga n i ma l sa sc h a r a c t e r sa ndt h a tt h e r ei samo r a l / l e s s o nt ot he s t o r y , wh i c ht e a c he st her e a d e ral i f el e s s o n. Iwo u l dt h e nt e l lmys t ud e n t st h a tb a s e do n t h eg e n r et ha tt h e ys h ou l db ea wa r eoft hel a n g u a g ea n dhu mo ru s e dt h r o u g h ou tt h es t o r y a n dt op a yc l o s ea t t e n t i o nt hei l l us t r a t i o n sa ndv o c a b ul a r y . Iwi l lpr o c e e dt oa s ks t u d e n t s b a s e do nwh a tGo l d i l o c k sa n dt heTh r e eBe a r si sa bo u t , wh a tGo l d i l o c k sa n dt h eThr e e Di no s au r swi l l bea b o u t . Ba s e do nt h e i rr e s p on s e sIwi l lt h e ng i v emys t u de nt sa nd o v e r v i e wo fwh a tt h es t or ywi l lb ea b o u t . Iwi l le x p l a i nho wt h edi no s a ur sa r epr e p a r i n g t h e i rh o mea n dk e e p i n gi tu n l o c k e di no r d e rt ot r i c kGo l d i l o c ksi n t oc o mi n gi n t ot h e i r h o mes ot h e yc a nh a v ehe ra same a l . Iwo ul dt h e ns a y , “ Le t sr e a dt os e ewh a th a p p e ns wh e nt h edi no s a u r sl e a v et h e i rh ome . ” c.) Vocabulary support techniques:  Leave – “To leave means to go away from. The dinosaurs are leaving their house in order for Goldilocks to come in.”  Unlocked – “To unlock means to have complete access to something. The dinosaurs keep their house unlocked for Goldilocks to go inside of it.”  Hiding – “To hide means to be out of sight so that no one can see you. The dinosaurs are hiding and waiting in the forest trees for Goldilocks to come by and enter their home.”  Unsuspecting – “To be unsuspecting means that someone is not fully aware of what is going on around them and what the dangers may be. Goldilocks is unsuspecting because she just enters the Dinosaurs’ home without thinking about her actions and what could happen to her.”  Charge – “To charge means to run for or go after something. At the end of the story, the Dinosaurs were charging into their home to try and catch Goldilocks.” d.) Think aloud comments and predicting questions i. Responding with feelings: When Goldilocks comes to realize that she is in a dinosaur’s house, I would tell my students, “I feel very nervous about Goldilocks being in a dinosaur’s home.”

I NTERACTI VEREADALOUD

5

ii. Responding with connections: In the beginning of the story when Papa Dinosaur is cooking chocolate pudding I will say, “Mmm! Chocolate pudding is my favorite dessert.” iii. Responding with questions: When Goldilocks comes down the street, I will ask my students, “I wonder if Goldilocks will go into the Dinosaurs’ house.” iv. Predicting and Inferring: When Goldilocks enters the Dinosaur’s house, I will say to my students, “I’ll bet that Goldilocks will eat the chocolate pudding that Papa Dinosaur made.” v. Place to ask children to make a prediction: When the dinosaurs are cooking and tidying up their home, I would ask my students, “Why do you think the dinosaurs are doing these things?” vi. Place to ask children to make a prediction: When Goldilocks hears the dinosaurs talking outside of the house I would ask my students, “What do you think Goldilocks will do now?” e.) After Reading Questions  Why were the dinosaurs cooking chocolate pudding and cleaning up their home?  Why did the dinosaurs keep their house unlocked?  Why were the dinosaurs hiding in the trees?  Why do you think Goldilocks went into the Dinosaurs’ house?  How do you think Goldilocks felt when she realized she was in the Dinosaurs’ house?  What would you have done if you were Goldilocks? f.) Extension Activity In conducting an extension activity, I would have my students use pencils, crayons and markers to complete and illustrate a sentence and picture worksheet. I would have the students write on the provided lines what their favorite part of the story was and why and I would have them illustrate the scene in the picture box above. Section 7: Assessment After completing the interactive read-aloud, I will assess students’ understanding through observation while students are completing their extension activity. This will allow me to see the students’ ability to recall information of the story’s’ events and see the students’ understanding of why a specific event was their favorite. As I am going around and seeing my students’ worksheets, I will keep a record of who unders`tands the story and who does not as well as seeing their connections to the story....