Interactive+Read-Aloud

Grade: 4

Time: 15 minutes

Standards: 3.4.4 A. Active Listening 1. Listen actively for a variety of purposes such as enjoyment and obtaining information.

Objectives: The students will listen while the teacher reads aloud, stopping occasionally to ask questions.

Materials: //The Junkyard Wonders// by Patricia Polacco

Lesson Sequence: · Before Reading: o “Boys and girls, today I will be reading a book by Patricia Polacco. Have you read another one of her books, //Thank You,// //Mr. Falkner//? Patricia Polacco writes books about her childhood. We make predictions of a book to sometimes further motivate ourselves to read the book. We want to see if our predictions were confirmed. Making predictions before reading also can make you comprehend the book more and pay closer attention to detail. Can you tell me what you think the book will be about from looking knowing the title and using the picture on the cover?” o Allow five students to make predictions. Write down their predictions on a chart to use at a later date. I will also add a prediction of my own to the chart. o “Alongside your predictions, I am going to write my prediction before I read this book for the first time. While I am reading //The Junkyard Wonders,// I would like you to think about your predictions and figure out if they were supported by the text. Throughout the story I will stop and ask you to make a prediction about what you think will happen next. We will write these predictions in the column labeled ‘during reading’”.

· During Reading: o Stop occasionally to make mid-reading predictions. o On page 10 - “Do you think tomorrow will be better? Why do you think so?” o On page 20 – “What do you think Mrs. Peterson is going to have them do once they arrive at the junkyard?” o On page 32 – “Who thinks the principal will let them fly the plane off the roof?” o On page 36 – “What do you think will happen to the plane? How far do you think it will actually go?” · After Reading: o “While you turn and talk to your neighbor I want you to discuss evidence from the text that told if your predictions before reading the book and while reading the book were confirmed. Was there a spot you specifically remember that you could recall?” o After a few minutes, get student’s attention again. Ask for a few examples of student’s textual evidence to confirm their predictions. Assessment: · I will know students listened to the text if they were able to use quotes to confirm their predictions.