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.