Read Aloud and Shared Reading Template
PRE-PLANNING / OBJECTIVE.What will your students be able to do? / CONNECTION TO THE SUMMER ACHIEVEMENT GOAL.
How does the objective connect to the summer achievement goal?
(INFORMAL) ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
KEY POINTS.
What big ideas in the text will you emphasize? What will students learn about using the strategy/ies?
LESSON CYCLE / PRE-READING. (__ min.)
What prior knowledge will you activate? Focus on knowledge needed to understand the big ideas.
What background information will you share?
Which vocabulary words will you pre-teach? Choose 2-3 words that are critical to understanding the big ideas.
Which strategy/ies will you introduce? How will you do so?
How will you engage students and capture their interest? / MATERIALS.
What text will you use? What other materials do you need?
Title:
Author:
Other Materials:
DURING READING. (__ min.)
Where will you stop to think aloud about your strategy use?
§ How will your use of strategy/ies facilitate student understanding of the big ideas in the text?
§ Include page numbers and explain your rationale.
How will you include students in this process? How will you check for understanding of the strategy/ies?
How will you clearly state and model behavior expectations?
Why will students be engaged/interested?
POST READING. (__ min.)
How will students summarize what they learned about the strategy/ies and the text?
How will students be asked to state the significance of what they learned?
How will you provide all students with opportunities to demonstrate mastery of or progress toward the objective?
Why will students be engaged/interested?
REINFORCEMENT / HOMEWORK (if appropriate).
How will students practice what they learned?
Read Aloud and Shared Reading – Example (5th Grade)
What will your students be able to do? / CONNECTION TO THE SUMMER (BIG) GOAL.
How does the objective connect to the summer (big) goal?
SWBAT locate cause-and-effect relationships in an expository text. / When students use text structures like cause-and-effect to organize their reading and writing, they are more effective readers and writers, improving their ability to independently read and analyze texts.
(INFORMAL) ASSESSMENT.
How will you know whether your students have made progress toward the objective? How and when will you assess mastery?
Students will complete cause-and-effect graphic organizer.
KEY POINTS.
What big ideas in the text will you emphasize? What will students learn about using the strategy/ies?
-Causes have effects and effects have causes. There are reasons or causes why certain things happen; when those things happen, they create a result or an effect.
-Authors use particular words to help you identify cause-and-effect relationships. Some of these include cause, effect, if, then, as a result, therefore, and because.
LESSON CYCLE / PRE-READING. (10 min.)
What prior knowledge will you activate? Focus on knowledge needed to understand the big ideas.
What background information will you share?
Which vocabulary words will you pre-teach? Choose 2-3 words that are critical to understanding the big ideas.
Which strategy/ies will you introduce? How will you do so?
How will you engage students and capture their interest? / MATERIALS.
What text will you use?
What other materials do you need?
Ask a student to act out what would happen if s/he ate too much too fast. Student should act like s/he has a stomachache.
Explain that the cause was eating too much, too fast, and the effect was getting a stomachache.
Add this information to the chart.
Introduce the graphic organizer to the students. Explain each part of it, and how it will be used.
Explain that students already have some knowledge of cause-and-effect because it happens in every day life.
Students know that if they do not study for a test, the effect will be that they will not do well. / TITLE:
Danger! Volcanoes
AUTHOR:
Seymour Simon
Other possible titles:
Branley, F.M., Flash, Crash, Rumble, and Roll, Volcanoes, or What Makes Day and Night
or any text with clear cause/effect relationships
OTHER MATERIALS:
Chart Paper with arrow and rectangle
Cause-and-Effect T-chart or web – determine which is more sensible based on your text
Scratch paper
They also know that if they bake cookies that come out burnt, the cause was leaving them in the oven too long.
Define cause and effect for students:
· Cause is why something happens
· Effect is what ends up happening
§ Authors often use cause-and-effect when writing both fiction and non-fiction texts to help you understand the events about which you are reading.
§ We are going to be reading a non-fiction text today called Danger! Volcanoes.
§ The author uses cause-and-effect throughout to help you understand how things really work.
§ Sometimes authors use key words like cause, effect, if, then, as a result, therefore, and because to indicate a cause-and-effect relationship.
§ For example, if I were writing a story about Renee, I might say, “Renee got a stomachache because she ate too much too fast,” or “Renee has a stomachache as a result of eating too much too fast.”
§ These key words help us identify cause and effect.
Write the key words on the chart paper.
§ Let’s get started reading the story.
§ Remember to listen for the key words that indicate a cause-and-effect relationship.
DURING READING. (15 min.)
Where will you stop to think aloud about your strategy use?
§ How will your use of strategy/ies facilitate student understanding of the big ideas in the text?
§ Include page numbers and explain your rationale.
How will you include students in this process? How will you check for understanding of the strategy/ies?
How will you clearly state and model behavior expectations?
Explain that as you read the story, you will be listening for cause-and-effect relationships.
When you find one, you will add it to the graphic organizer. See examples at:
www.readwritethink.org/lesson_images/lesson925/volcano-go.pdf
www.readwritethink.org/lesson_images/lesson925/blank-go.pdf
As you begin to read Danger! Volcanoes by Seymour Simon aloud, model the thought process behind discovering cause-and-effect relationships. For example, say something like,
§ As I begin reading Danger! Volcanoes, I see that there are lots of interesting pictures of volcanoes in this book. I bet I will learn some new information about volcanoes when I read this book.
After reading the second page of the book say,
§ I wonder what causes the volcano to erupt. I bet I will learn that when I read further.
After reading the next page say,