SaraFrankEDUC388/389
Lesson#3InteractiveReadAloudOverview
TargetAudienceandContext:ThirdgradeESLstudentsatHollandEastK-7LearnerLevel:ThirdGrade(pulledoutforguidedandinterventioninstruction)ClassSize:15students(teachingwholeclass)ClassLength:40minutesTerminalObjectives:Studentswillbeableto:
• AnswerquestionsbasedonthepassageIreadaloudtotheclass• Identify,write,andverballyshareexamplesandnon-examplesforthewords
familiarandrickety• Usethewordsfamiliarandricketycorrectlyinasentence
EnablingObjectives:Studentswillbeableto:
• Buildand/oractivatetheirschemabasedonthepre-readingactivity• Listentothepassage,TheMagicalArtofMime,readaloudtothem.• Understandthetextbyansweringquestionsbasedonthetext.• Writetheirownexamplesandnon-examplesofthewordsricketyand
familiarbylisteningandwritingtheexamplesgoneoverasawholegroup.Materials:
• TheMagicalArtofMime(passagefromTrophiestextbook.PageT290)• PicturesofMimes• YouTubevideoofastreetstatuemimeperforming• Four-SquareVocabularyMap
TimeandMaterials
Procedures
5-10Minutes
MimePictureandVideoAppendix
B
Introductionandactivationofpriorknowledge• Welcomestudentstoclass.• Explainscheduleofthelesson(readaloud,answerquestions,
vocabularywork)• IntroducethepassageIwillreadthem.Thispassageisabout
mimes.Explainwhatamimeisandhowtheyact.Domime-likegesturestotheclass.Showpicturesandvideo.
• Askstudentsiftheyhaveseenamimebefore,allowthemtotalkaboutthatexperienceandexplainhowmimesact.
3minutes
Bellow“TheMagicalArtof
VocabularyReview• Reviewtargetvocabularylistedbelowthestory(studentshave
learnedallofthesewordsbesidesfamiliarandrickety)• Saythewordaloud,havestudentsrepeatthewordandask
studentstoexplainwhatitmeans.
Mime”Appendix
A
• Summarizeorredirectthestudentsresponse• Whenwegettothewordsfamiliarandricketygiveabrief
explanationofthewordandsaywewilldomoreworkwiththatwordafterweread.
7minutes
“TheMagicalArtofMime”Appendix
A
ReadAloud• Tellstudentstolistentothereadaloud(theywillnothavethe
textinfrontoftheoronthescreentofollowalong).• Explainattheendhowwewillanswerquestionsonthetextas
aclass.• Readtextaloud.Useexpressionandafluentslowplace.• UsesomeTPR.Actoutpartsofthestory.• Stopatvocabularywords,saytheminthesentence,andthen
repeatthephraseorsentencerephrasingthevocabularywordforstudentstounderstand.(Examples:familiaràwellknown,somethinghe’sseenbefore.Blurryànotclear,hecouldn’ttellwhatitwas)
• Actoutandmovetothewordsofthestorywhenitdescribeshowthestatuecametolife.Studentcanvisualizeandunderstandwhatitlookslike.
5minutes
“TheMagiclaArtofMime”Appendix
A
ComprehensionCheck• AskThreeQuestions:
1.Whatcausestheboytojumpback?2.Howareamimesactionsandmovementslikelanguage?3.Whywouldyouneedtobeagoodactortobeamime?
• Referencenumbers1,2,and3inthetexttorereadifnecessaryfortheselectedquestions.
• Answerthesequestionsasawholeclass
10minutes
TargetVocabularyandFour-SquareMap
worksheetAppendix
C
VocabularyWork• Passouttargetvocabularyworksheetandbeginontheside
withfamiliarwritteninthemiddle.• Reviewthedefinitionoffamiliar,thenlookattheexample
provided.• Explainwhy“yourbestfriend”isfamiliarperson.Givemyown
example:HollandEastK-7.Explainwhytheirschoolissomethingwe’reallfamiliarwith.
• Tellstudentstocomeupwithoneexampleontheirown.Havethemturntotheirpartnerandsharetheirexample.
• Askoneortwostudentstosharewiththeclass.(Writedowntheirexamples)
• Reviewandexplainnon-examplesoffamiliar.Havestudentscomeupwithanon-exampleindividually.(Explainhowtheirschoolmightnotbefamiliartoanewstudent)
• Usefamiliarinasentence.Askastudenttousethewordfamiliarinasentence.
• Fliptotheothersideandcompletetheblank“Four-SquareMap”usingthewordrickety.
• Labelthefourcorners(definition,example,non-example,andsentence)followthesameprocedureweusedonthefront.
• Useexamplesandrelyonthereadaloudtextforexplanations.1minute • Havestudentsputthesevocabularymapsintheirfolderwith
theothervocabularymapsusedduringthisunit.Dismissstudentsbacktotheirclasses.
AppendixA
AppendixB
https://www.youtube.com/watch?v=Dl_dAe89jIE
AppendixC
Reflection
TwogoalsMrs.Adamsisguidingherstudentstoreacharevocabularygrowthand
readingcomprehension.InthislessonIhadthestudentsspeak,listen,andwritetoteach
themvocabulary.Iactivatedstudents’schemabyprovidingthemwithbackground
informationonmimesbeforereadingthestorytothem.Thisintroductionengagedthe
studentsinthelessonandprovidedthemwithnecessaryinformationneededto
understandthestory.Mylessonintroductionwiththevideoandpicture,myreviewof
vocabulary,myrephrasingofthevocabularyduringthereadaloud,andsmallversionof
TPRhelpedthestudentscomprehendthereadaloud.Thethreecomprehensionquestions
attheendallowedmetoassessthestudents’comprehensionandalsoprovidedanother
opportunityformetoexplainthetexttostudentsiftheydidn’tunderstand.Ibuiltstudents
vocabularymostlythroughthevocabularyinterventionattheendofthelessonwiththe
“Four-SquareMaps.”Thisactivityallowedstudentstoexpandtheirknowledgeofawordby
definingit,identifyingtheword’ssynonyms,identifyingtheword’santonyms,andusingit
inasentence.Studentsweregiventheopportunitytointeractwiththewordswhenwe
usedtheworksheet.IalsohelpedbuildtheirvocabularyasIactedoutwordsinthestory
andrephrasednewvocabularyforthemduringthereadaloud.
Overall,Ithinkthelessonwassuccessful.IthoughtIcoveredjustenoughcontent
wherestudentswereabletounderstandmostofthelanguageIused.Iwasabletotrigger
somestudents’existingknowledgetohelpthemgrowintheirunderstandingofthetarget
vocabularyandofthetext.Somestudentswereabletotransferexistingknowledgeof
mimesandsharethatwiththeclass.Otherstudentscouldrelyontheirexistingknowledge
moreduringthevocabularyinterventionofthelesson.Amajorityofthestudentswere
willingtosharetheirthoughtsandideaswiththeentireclass;howeverIdidprovidetime
forstudentstoturntotheirpartnerandsharetheirthoughtsandexamplestoo.This
allowedeverystudenttoproducewrittenandorallanguageinthislessoneveniftheydid
notsharesomethingwiththeentireclass.TherearetwomainpartsofthislessonthatIsee
needingimprovement.First,IwishIhadtakenthislessonfartherandfullygonethrougha
TPRSmethodusingthischosentext.Ithinkitwouldhavebeenagoodwayofgettingevery
studentinvolvedinthereadaloud.Ithinkthiswouldhavebeenagreattimeandplaceto
trythismethod,howeverIonlyactedoutpartsofthereadinginsteadandIdidn’t
specificallyinvolveallofthestudentsinthosegestures.Secondly,Icouldhavedonea
betterjobassessingallthelearnersduringthelessonandattheend.Itwasdifficultforme
tomakemywayaroundtheroomtohearand/orseeallofthestudent’sresponsestothe
vocabularyintervention.Ialsodidnothavestudentswritedowntheanswerstothe
comprehensionquestions.Icouldseeamajorityofthestudentswereunderstandingand
learningduringthelesson,butIcouldn’tconfidentlysayallofthemwere.Overall,Ilearned
alotfromthislessonthroughthethingsthatwentwellandtheaspectsthatcoulduse
improvement.