kwayaciiwin interactive read-aloud kits...

34
Developed by Rachel Rupke Kwayaciiwin Interactive Read-Aloud Kits (K-3)

Upload: dinhcong

Post on 06-Mar-2018

249 views

Category:

Documents


0 download

TRANSCRIPT

Page 1: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Developed by Rachel Rupke

Kwayaciiwin Interactive Read-Aloud Kits (K-3)

Page 2: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Table of Contents

1. Reading Aloud is Important2. Kwayaciiwin Interactive Read-Aloud Kits3. What is an Interactive Read-Aloud?4. Clear Instructional Focus5. Careful Selection of Books6. Explicit Teaching of Vocabulary7. Teacher Think Alouds8. Think/Pair/Share9. Other Considerations10. Getting Good at Reading Aloud11. Planning Your Own Interactive Read-Aloud12. AssessmentAppendix A- Overview of Texts K-3Appendix B- Read-Aloud Planning Template Appendix C- Read-Aloud Assessment Checklist

Page 3: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

1. Reading Aloud is Important!

“Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader.” (Matching Books to Readers, Page 9)

When we read aloud, our students:✴Discover how print works✴See how illustrations enhance the text✴Build their vocabularies✴Enhance their reading fluency✴Glean ideas for their own writing✴Strengthen comprehension skills✴Develop an understanding of literary elements✴Discover the meaning of genre✴Develop a shared language for talking about books

Page 4: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

2. Kwayaciiwin Read-Aloud Kits

Kwayaciiwin has created four different Interactive Read-Aloud Kits: a Kindergarten kit, a Grade One kit, a Grade Two kit and a Grade 3 kit.

Each kit includes:✴25 Grade appropriate read-aloud texts (mix of fiction/non-fiction)✴25 Lesson plans (one for each of the read-aloud books)✴Poster for each lesson to record thinking (hard copy and digital version for SmartBoards)✴Overview of texts and instructional focus for each text✴Guide to Kwayaciiwin Interactive Read-Alouds (K-3)✴Video demonstration✴Checklist assessment✴Planning template (to create your own lessons)

The Kwayaciiwin Interactive Read-Aloud Kits were created to provide early literacy classrooms in the North with culturally appropriate, engaging read-aloud books and lessons that target specific reading goals.

Page 5: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

3. What is an Interactive Read-Aloud?

According to Fountas and Pinnell, an Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text” (The Continuum of Literacy Learning, p. 163).

Characteristics of an effective Interactive Read-Aloud lesson:✴Clear Instructional Focus✴Books are Chosen Carefully✴Vocabulary is Explicitly Taught✴Teacher “Think Alouds”✴Students Take an Active Role

Page 6: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

4. Clear Instructional Focus

An effective interactive read-aloud lesson always has a clear instructional focus. Teachers should choose a focus based on where their students are at and where they want to take them. During the read-aloud, hone in on the particular strategy or idea you have chosen for an instructional focus. Focus conversations and observations around that teaching point.

The Kwayaciiwin lessons are organized into four different categories of instructional focuses:

(1) Comprehension Skills- Using Prior Knowledge, Asking Questions, Making ! Connections, Predicting, Inferring, Visualizing and Determining Important ! Ideas

(2) Story Elements- Beginning/Middle/End, Setting, Character Development, ! Problem/Solution and Theme/Author’s Purpose

(3) Genre/Form- Non-Fiction, Traditional Stories, Poetry, Alphabet Books, ! Memoir, Fantasy, Fairytale, Biography, How To/Instruction Book and ! Historical Fiction

(4) Writing Traits- Ideas, Organization, Voice, Word Choice and Sentence ! Fluency

Page 7: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

5. Careful Selection of Books

We must thoughtfully consider what books we want to share with our students as interactive read-alouds. Anne Hoyt explains that, “read-alouds can become a foundation for expansion of oral language, a challenging opportunity to stimulate deeper thinking, a rich moment when we can expose learners to beautiful art, and most certainly, a time when we can broaden children’s world knowledge” (2007, p. 23).

Some questions that can be helpful to consider when selecting an interactive read-aloud book are:

✴Does the book connect to your instructional goal?✴Is the book age appropriate? ✴Will your students find the book relevant to their lives and culture?✴Are the illustrations eye catching? Do they enhance the story?✴Does the word choice grab your attention? Sing with rhythm or rhyme?✴Does the book keep you on the edge of your seat? ✴Can your make the book come alive with your delivery?✴Will the book motivate deeper topical understanding? ✴Does it connect to other curricular areas?✴Is the book memorable? Will your students want to hear it again?

The Kwayaciiwin Interactive Read-Aloud book choices were selected using the above criteria. It was important for us to find quality pieces of literature that our students can connect with from a variety of genres, that connect to other curricular areas.

Page 8: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

6. Explicit Teaching of Vocabulary

There are four strategies that can be used during a read-aloud that help in the vocabulary development of students. These strategies take very little time but provide students with the meaning of the word in context.

Strategy # 1: A Short Phrase or Sentence ExplanationFor words that are easy to explain, a short phrase or sentence explanation may be the best way to get the meaning of the word across to students. For example, if the sentence read, “The frugal old man went to the market”, the teacher could give a short explanation of the world frugal by saying “frugal means to be really careful with your money”.

Strategy # 2: Using the IllustrationSometimes the meaning of a word is depicted clearly in the illustration. When this is the case, the illustration can be used to guide students to understanding the word. For example, if the sentence read, “The canyon was majestic”, the teacher could use the accompanying illustration to explain to students what a canyon is.

Strategy # 3: Using the Expression in Your VoiceOther times, all it takes is the expression in your voice to depict the meaning of a word. For example, if the sentence read, “My mother burst in the room”, the meaning of the word “burst” could be depicted simply through expression.

Strategy # 4: Using Dramatic GesturesDramatic gestures are also a good way to show the meaning of a word. For example, if the sentence read, “The plane plummeted to the ground”, a simply hand gesture would successfully show the meaning of the word plummeted.

Page 9: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

7. Teacher Think Alouds

What is a “Teacher Think Aloud”?A Teacher Think Aloud is a time when the teacher pauses during a read-aloud to model how strong readers don’t just read the words but also think about the story and use strategies to understand it better. Teacher Think Alouds should be connected with the instructional focus/teaching point of a lesson.In all of the Kwayaciiwin Interactive Read-Aloud lessons, there are suggestions on where to stop and think aloud and on what to say during the Think Aloud.

Why are Teacher Think Alouds Important?Teacher Think Alouds are important because by modelling for students the types of behaviour good readers are engaged in, the teacher is making the student aware of strategies and monitoring behaviours that will make them better readers. Some students will pick up these strategies independently, but most students need to be explicitly taught reading strategies. Thinking aloud allows teachers to raise students’ awareness of what it means to be a strategic reader.

How do I plan an effective Think Aloud?✴Plan ahead of time where you are going to stop and think aloud✴Mark the places you are going to stop with a sticky note and jot down a summary of the point you want to make in your Think Aloud✴Link the Think Aloud to your instructional purpose

Page 10: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

8. Think/Pair/Share

In a traditional classroom setting teachers do most of the talking, while students sit back passively listening. Students that do talk are the predictable few who raise their hands quickly and want to be heard. This results in only a small number of children sharing their thoughts.

Teachers who use the Think/Pair/Share strategy give all students a chance to share their ideas and engage in conversations about their thinking.

To do a Think/Pair/Share during an interactive read-aloud, teachers begin by posing a question to their students. Students are given a moment to think about the question and are then asked to pair up with their thinking partners and share their thoughts about the question that was posed. The teacher listens in on partner conversations and then asks a couple of students to share what they talked about with their partners.

Some things to note about the Think/Pair/Share strategy:✴A Think/Pair/Share should not take a long amount of time. Give students

! ! about 20-30 seconds to talk with their partners.✴No more than 3-4 Think/Pair/Shares per read-aloud. More than this will

! ! interrupt the flow of the book.✴Choose thinking partners carefully. ✴Always model for students what thinking partner conversations should

! ! look like. Provide students with sentence stems to help them begin ! ! conversations and state their opinions.

Page 11: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

9. Other Considerations

How Often?As a primary teacher, you want to be reading aloud to your class at least once a day. Many teachers read aloud to their class two or three times a day. Not every read-aloud should be an interactive read-aloud, as interactive read-alouds are more time consuming and require significant planning. Teachers should plan to do interactive read-alouds 2-3 times per week during their literacy block.

Where?It is important to design a space in your room that can be used to read aloud to your students. Many teachers choose a space on the carpet, that is comfortable for students. Proximity is another important consideration, as it is important for students to be able to see the illustrations but also have enough room for personal space and to turn and talk with their partner.

IntegrateRead-Alouds provide an opportunity to integrate subjects, as there are beautiful pieces of literature that teach to the content areas (Socials, Science and even Math). Integration of subjects is a practical way to make the most of class time.

Using the Same Book for Different PurposesThe same read-aloud book can be reused for a different purpose. In the overview of Kwayaciiwin Interactive Read-Aloud texts, suggestions are made for other teaching points/instructional focuses the books can be used for.

Page 12: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

10. Getting Good at Reading Aloud

“When a read-aloud is done well, it is a performance; in our view it is an art very akin to storytelling. The telling is as crucial to the listeners as it is to the tale.” (Learning Under the Influence of Language and Literature, p. 4).

Some teachers shy away from reading aloud to their class because they do not feel confident in their own ability to read-aloud. Here are some suggestions that may help to combat the anxiety some teachers have about reading aloud:

✴Practice! The only way to get good at reading aloud is to practice ✴Model your own enjoyment of the text- have enthusiasm✴Find the rhythm of the story✴Pay attention to your pitch, tone, pace, volume and pauses... use these tools to help you tell the story✴Let your own personality leak into the story✴Feed off of your students’ energy

Page 13: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

11. Planning Your Own Interactive Read-Aloud

Your Kwayaciiwin Interactive Read-Aloud Kit includes 25 lessons, but you will need to create additional lessons yourself. With primary students, one Interactive Read-Aloud lesson on a teaching point is not enough. You will want to repeat teaching points, until you can see the students understand it and are ready to apply the strategy or skill within guided and independent reading.

For example, if you do the “Making Connections” lesson with your class, you will want to create additional lessons yourself that also focus in on “Making Connections”. Look at the Kwayaciiwin Interactive Read-Aloud Text Overview (Appendix A) to find books in the kit that lend themselves to the teaching point you want to make.

To plan your own Interactive Read-Aloud:(1) Select an instructional focus/teaching point for your lesson(2) Find a book that lends itself to that focus(3) Read through the book: pick out 5-10 vocabulary words you want to teach(4) Plan your introduction (5) Plan at least three Think Alouds that relate to your teaching point(6) Come up with at least three questions to use for Think/Pair/Share(7) Plan an end of story reflection(8) Think about possible extensions(9) Plan for Assessment

✴ See Appendix B for a planning template that will help you in creating your ! own Interactive Read-Aloud lessons.✴Use the Kwayaciiwin created lesson as a guide, when planning your own ! lessons.

Page 14: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

12. Assessment

We assess our students to gather data on their learning, which will inform our instruction. All of the read-aloud lessons in the Kwayaciiwin Interactive Read-Aloud kit give specific suggestions for checking your students’ knowledge of the targeted learning goal, which will help you to plan for additional lessons on the targeted learning goal.Observation is one of the most powerful tools a primary teacher can use to gather data on the learning of his/her students. Appendix C provides a checklist assessment that can be used during read-aloud lessons to record observations of student behaviour and learning.

Page 15: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Using Prior Knowledge

Where Did You Get Your Moccasins?

Bernelda Wheeler

Fiction Cultural -Predicting-Asking Questions

Asking Questions

Step Out Gently

Helen Frost

Non-Fiction Science (Insect Investigators)

-Visualizing-Setting-Word Choice

Making Connections

The Gruffalo’s Child

Julia Donaldson

Fiction -Predicting-Beginning/Middle/End-Character Development

Predicting Not a Box

Antoinette Portis

Fiction -Visualizing-Ideas

Inferring Cheer Up, Mouse!

Jed Henry

Fiction -Predicting-Setting-Problem/Solution

Visualizing Waiting for Wings

Lois Ehlert

Non-Fiction Science (Insect Investigators)

-Using Prior Knowledge-Word Choice-Genre: Non-Fiction

Determining Important Ideas

The Kissing Hand

Audrey Penn

Fiction -Using Prior Knowledge-Making Connections-Sentence Fluency

Kindergarten- Instructional Focus on Comprehension Skills

Kwayaciiwin Education Resource Centre

Appendix A- Overview of Read-Aloud Texts

Page 16: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Beginning/Middle/End

Good Luck Baby OwlsGiles and Alexandra Milton

Fiction -Predicting-Setting-Using Prior Knowledge

Setting Penguin and the Pinecone

Salina Yoon

Fiction -Making Connections-Inferring

Character Development

Chrysanthemum

Kevin Henkes

Fiction -Predicting-Voice-Problem/Solution

Problem/ Solution

Inch by Inch

Leo Lionni

Fiction Science (Insect Investigators)

-Predicting-Setting

Theme/Authors Purpose

The World is Waiting For You

Barbara Kerley

Non-Fiction -Asking Questions-Determining Important Ideas

Theme/Authors Purpose

Slinky Malinky

Lynley Dodd

Fiction -Beginning/Middle/End-Word Choice

Kindergarten- Instructional Focus on Story Elements

Kwayaciiwin Education Resource Centre

Page 17: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Non-Fiction Swirl by Swirl

Joyce Sidman

Non- Fiction Science (Insect Investigators)

-Asking Questions-Using Prior Knowledge

Non-Fiction Actual Size

Steve Jenkins

Non-Fiction -Asking Questions-Visualizing

Traditional Stories

Nanabosho: How the Turtle Got Its’ ShellJoe McLellan

Fiction -Beginning/Middle/End-Predicting

Poetry Mice

Rose Fyleman

Fiction -Word Choice-Using Prior Knowledge

Alphabet Book A Northern Alphabet

Ted Harrison

Non-Fiction -Organization-Genre/Form: Non-Fiction

Counting Book Counting on Fall

Lizann Flatt

Non-Fiction -Word Choice-Setting-Using Prior Knowledge

Colour Book Colours of Me

Brynne Barnes

Fiction -Visualizing

Kindergarten- Instructional Focus Genre/Form

Kwayaciiwin Education Resource Centre

Page 18: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Ideas My Friend Rabbit

Eric Rohmann

Fiction -Making Connections-Predicting-Inferring

Organization The First Day of Winter

Denise Fleming

Fiction Science (Winter Fun) -Genre/Form: Counting Book-Setting

Voice Have You Seen My Duckling?

Nancy Tafuri

Fiction -Asking Questions-Predicting-Inferring

Word Choice Mabel Murple

Sheree Fitch

Fiction -Visualizing-Voice

Sentence Fluency

Where the Wild Things Are

Maurice Sendak

Fiction -Visualizing-Ideas

Kindergarten- Instructional Focus on Traits of Writing

Kwayaciiwin Education Resource Centre

Page 19: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Using Prior Knowledge

Little Beaver and the Echo

Amy MacDonald

Fiction -Predicting-Inferring

Asking Questions

Loon

Susan Vande Griek

Non-Fiction Science (Crazy as a Loon)

-Using Prior Knowledge-Visualizing

Making Connections

I Like Who I Am

Tara White

Fiction -Predicting-Beginning/Middle/End-Character Development

Predicting Blueberries For Sal

Robert McCloskey

Fiction -Making Connections-Inferring

Inferring A Flower in the Snow

Tracey Corderoy

Fiction -Making Connections-Predicting

Visualizing Perfect Square

Michael Hall

Fiction Art -Predicting

Determining Important Ideas

Sky Tree

Thomas Locker

Non-Fiction Science (Cycles and Seasons)

-Asking Questions-Genre: Non-Fiction

Grade One - Instructional Focus on Comprehension Skills

Kwayaciiwin Education Resource Centre

Page 20: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Beginning/Middle/End

The Moccasins

Earl Einarson

Fiction Cultural -Making Connections-Theme/Author’s Purpose

Setting Follow the Line to School

Laura Ljungkvist

Non-Fiction Social Studies (Back to School)

-Asking Questions-Making Connections

Character Development

Red Parka Mary

Peter Eyvindson

Fiction Cultural -Predicting-Inferring-Making Connections

Problem/ Solution

The Black Rabbit

Philippa Leathers

Fiction -Using Prior Knowledge-Making Connections

Theme/Authors Purpose

Spork

Kyo Maclear

Fiction -Making Connections-Inferring

Theme/Authors Purpose

The Little Hummingbird

Michael Nicoll

Fiction

Traditional Story

-Asking Questions

Grade One - Instructional Focus on Story Elements

Kwayaciiwin Education Resource Centre

Page 21: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Non-Fiction Body Actions

Shelley Rotner

Non- Fiction Science (My Body and My Senses)

-Asking Questions-Determining Important Ideas

Non-Fiction Where in the Wild?

David M. Schwartz and Yael Schy

Non-Fiction Science -Asking Questions-Determining Important Ideas-Visualizing

Traditional Stories

The Story of Chakapas

Adam Ballantyne

Fiction Cultural -Beginning/Middle/End-Theme/Author’s Purpose-Character Development

Poetry Runny Babbit

Shel Silverstein

Fiction -Word Choice-Using Prior Knowledge-Organization

Fairytale Naya: The Inuit CinderellaBrittany Marceau-Chenkie

Fiction Cultural -Using Prior Knowledge-Beginning/Middle/End-Predicting

Non-Fiction Bones

Steve Jenkins

Non-Fiction Science (My Body) -Asking Questions-Determining Important Ideas

Fantasy Snowmen at Night

Caralyn Buehner

Fiction Science (We Love Winter)

-Visualizing-Ideas

Grade One - Instructional Focus Genre/Form

Kwayaciiwin Education Resource Centre

Page 22: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Ideas Dog Breath

Dav Pilkey

Fiction -Beginning/Middle/End-Problem/Solution

Organization The Best Part of Me

Wendy Ewald

Non-Fiction Science (My Body) -Making Connections-Asking Questions

Voice Big Bear Hug

Nicholas Oldland

Fiction -Predicting-Inferring

Word Choice I Wanna Iguana

Karen Orloff

Fiction -Making Connections-Voice-Ideas-Genre/Form: Letters

Sentence Fluency

On the Day You Were Born

Debra Frasier

Fiction -Word Choice

Grade One - Instructional Focus on Traits of Writing

Kwayaciiwin Education Resource Centre

Page 23: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Using Prior Knowledge

Big Enough Anna

Pam Flowers

Non-Fiction -Asking Questions-Beginning/Middle/End-Problem/Solution

Asking Questions

Come and Learn With Me

Sheyenne Jumbo

Non-Fiction CulturalSocial Studies (Our Community)

-Using Prior Knowledge-Making Connections

Making Connections

Sky Sisters

Jan Bourdeau Waboose

Fiction Cultural -Setting-Visualizing-Predicting

Predicting Andrea’s Fiddle

Blaine Klippenstein

Fiction Cultural -Making Connections-Beginning/Middle/End

Inferring Shi-shi-etko

Nicola I. Campbell

HistoricalFiction

Cultural -Using Prior Knowledge-Genre: Historical Fiction-Visualizing

Visualizing The Story of Snow

Mark Cassino

Non-Fiction Science (Let it Snow)

-Asking Questions-Determining Important Ideas

Determining Important Ideas

Frogs

Nic Bishop

Non-Fiction -Asking Questions-Visualizing

Grade Two - Instructional Focus on Comprehension Skills

Kwayaciiwin Education Resource Centre

Page 24: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Beginning/Middle/End

The Night Walker

Richard Thompson

Fiction Cultural -Character Development-Predicting-Making Connections

Setting Over and Under the Snow

Kate Messner

Fiction/Non-Fiction

Science (Let it Snow)

-Asking Questions-Determining Important Ideas

Character Development

Little Bear’s Vision Quest

Diane Silvey

Fiction Cultural -Theme/Author’s Purpose-Beginning/Middle/End-Inferring

Problem/ Solution

Missuk’s Snow Geese

Anne Renaud

Fiction Cultural -Making Connections-Character Development-Beginning/Middle/End-Setting

Theme/Authors Purpose

All the Water in the World

George Ella Lyon

Non-Fiction Science (Changing Matter and Water in Our Environment)

-Asking Questions-Determining Important Ideas

Theme/Authors Purpose

The Lorax

Dr. Seuss

Fiction -Using Prior Knowledge-Inferring-Voice

Grade Two - Instructional Focus on Story Elements

Kwayaciiwin Education Resource Centre

Page 25: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Non-Fiction A Native American Thought of It

Rocky Landon

Non- Fiction Cultural -Using Prior Knowledge-Asking Questions

Non-Fiction Exclamation Mark

Amy Krouse Rosenthal

Non-Fiction -Using Prior Knowledge-Voice

Traditional Stories

The Legend of the Lady SlipperLise Lunge-Larsen

Fiction Cultural -Making Connections-Beginning/Middle/End

Poetry unBEElievables

Douglas Florian

Non-Fiction -Using Prior Knowledge-Word Choice

Fantasy Just a Dream

Chris Van Allsburg

Fiction -Ideas-Character Development

Biography Snowflake BentleyJacqueline Briggs Martin

Non-Fiction Science (Let it Snow)

-Asking Questions-Character Development-Ideas

How To/Instruction Book

Snow Play

Birgitta Ralston

Non-Fiction Science (Let it Snow)

-Asking Questions-Organization

Grade Two - Instructional Focus Genre/Form

Kwayaciiwin Education Resource Centre

Page 26: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Ideas I’m in Charge of Celebrations

Byrd Baylor

Fiction -Setting-Voice

Organization If You Give a Moose a Muffin

Laura J Numeroff

Fiction -Predicting

Voice Diary of a Fly

Doreen Cronin

Fiction -Organization-Genre/Form: Diary-Using Prior Knowledge

Word Choice If Not for the Cat

Jack Prelutsky

Fiction -Using Prior Knowledge-Genre: Poetry

Sentence Fluency

Dogteam

Gary Paulsen

Fiction -Using Prior Knowledge-Word Choice

Grade Two - Instructional Focus on Traits of Writing

Kwayaciiwin Education Resource Centre

Page 27: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Using Prior Knowledge

The Caribou Feed Our SoulPete Enzoe

Non-Fiction CulturalSocial Studies (The Caribou)

-Making Connections-Determining Important Ideas-Theme/Author’s Purpose

Asking Questions

A Seed is Sleepy

Dianna Hutts Aston

Non-Fiction Science (Growth and Changes in Plants)

-Using Prior Knowlege-Determining Important Ideas-Asking Questions

Making Connections

Shannen and the Dream for a School

Janet Wilson

Non-Fiction Cultural -Theme/Author’s Purpose-Asking Questions-Character Development

Predicting Pop! The Invention of Bubble Gum

Meghan McCarthy

Non-Fiction -Genre: Biography-Asking Questions-Determining Important Ideas

Inferring Virginia Wolf

Kyo Maclear

Fiction -Making Connections-Predicting-Beginning/Middle/End

Visualizing The Great Kapok Tree

Lynne Cherry

Fiction -Word Choice-Ideas-Theme/Author’s Purpose

Determining Important Ideas

Survival at 40 Below

Debbie S. Miller

Non-Fiction -Genre: Non-Fiction-Asking Questions

Grade Three - Instructional Focus on Comprehension Skills

Kwayaciiwin Education Resource Centre

Page 28: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Beginning/Middle/End

A Walk on the Tundra

Rebecca Hainnu

Fiction Cultural -Making Connections-Character Development-Setting

Setting Night Song

Ari Berk

Fiction -Using Prior Knowledge-Character Development

Character Development

Maple Moon

Connie Brummel Crook

Fiction Cultural -Genre: Traditional Story-Making Connections-Sentence Fluency-Setting

Problem/ Solution

Raven

Gerald McDermott

Fiction Cultural -Genre: Traditional Story-Beginning/Middle/End

Theme/Authors Purpose

This Moose Belongs to MeOliver Jeffers

Fiction -Voice-Problem/Solution-Predicting-Sentence Fluency

Theme/Authors Purpose

The Dot

Peter H. Reynolds

Fiction Art -Beginning/Middle/End-Making Connections-Inferring

Grade Three - Instructional Focus on Story Elements

Kwayaciiwin Education Resource Centre

Page 29: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Non-Fiction Life in an Anishinabe Camp

Niki Walker

Non- Fiction CulturalSocial Studies

-Determining Important Ideas-Asking Questions-Organization

Non-Fiction Just a SecondSteve Jenkins

Non-Fiction Math -Asking Questions-Using Prior Knowledge-Theme/Author’s Purpose

Traditional Stories

Raven’s Greatest CreationDavid Bouchard

Fiction Cultural -Predicting-Begninning/Middle/End-Problem/Solution

Poetry Nokum is My Teacher

David Bouchard

Fiction Cultural -Making Connections-Inferring-Word Choice-Theme/Author’s Purpose

Historical Fiction

Shin-chi’s Canoe

Nicola I. Campbell

Fiction Cultural -Using Prior Knowledge-Inferring-Asking Questions

Biography Men of Courage From Our First NationsVincent Schilling

Non-Fiction Cultural -Asking Questions-Determining Important Ideas-Character Development

Memoir As Long as the Rivers Flow

Birgitta Ralston

Non-Fiction Cultural -Using Prior Knowledge-Sentence Fluency-Theme/Author’s Purpose

Grade Three - Instructional Focus Genre/Form

Kwayaciiwin Education Resource Centre

Page 30: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Instructional Focus

Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book

Ideas Ten Birds

Cybele Young

Fiction -Problem/Solution-Word Choice

Organization Look to the North: A Wolf Pup Diary

Jean Craighead George

Non-Fiction -Genre/Form: Diary-Asking Questions-Setting-Genre: Non-Fiction

Voice A Promise is a Promise

Robert Munsch

Fiction -Beginning/Middle/End-Problem/Solution-Ideas-Traditional Stories

Word Choice Morning on the Lake

Jan Bourdeau Waboose

Fiction Cultural -Visualizing-Making Connections-Setting-Beginning/Middle/End-Sentence Fluency

Sentence Fluency

Owl Moon

Jane Yolen

Fiction -Beginning/Middle/End-Word Choice-Setting

Grade Three - Instructional Focus on Traits of Writing

Kwayaciiwin Education Resource Centre

Page 31: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Book Title: Instructional Focus:

FOCUS THE LEARNING:

Introduction:

Think/Pair/Share:

FOCUS THE LEARNING:

Introduction:

Think/Pair/Share:

Appendix B: Interactive Read-Aloud Planning Sheet

Kwayaciiwin Education Resource Centre

Read to Page: _____

Think Aloud:

Think/Pair/Share:

Read to Page: _____

Think Aloud:

Think/Pair/Share:

INTERACTIVE READ-ALOUD

Page 32: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Kwayaciiwin Education Resource Centre

Read to Page: _____

Think Aloud:

Think/Pair/Share:

END OF STORY REFLECTION

Think/Pair/Share:

VOCABULARY

EXTEND THE LEARNING

ASSESSMENT

Page 33: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Kwayaciiwin Education Resource Centre

Read-Aloud Observation

Checklist

Is able to sit and pay attention for the duration of the story

Can transition from listening to partner conversations

Maintains eye contact with partner

Uses information from story in partner conversations

Extends thinking with questions

Relates comments to specific events in the story

Uses story language (setting, character, problem)

Can retell stories

Offers opinions

Asks for clarification when understanding is lost

Appendix C

Page 34: Kwayaciiwin Interactive Read-Aloud Kits (K-3)kwayaciiwin.com/wp-content/uploads/2014/07/Interactive-Read-Aloud... · The Kwayaciiwin Interactive Read-Aloud Kits were ... read-aloud

Bibliography of Professional Resources

Fountas, Irene C., and Gay Su Pinnell. 1999. Matching Books to Readers. ! Portsmouth, NH: Heinemann.

Fountas, Irene C., and Gay Su Pinnell. 2010. The Continuum of Literacy ! Learning. Portsmouth, NH: Heinemann.

Hoyt, Linda. 2007. Guide to Interactive Read-Alouds. Portsmouth, NH: ! Heinemann.

Laminack, Lester, and Reba M. Wadsworth. 2006. Learning Under the Influence ! of Language and Literature: Making the Most of Read-Alouds Across the ! Day. Portsmouth, NH: Heinemann.

McGee, Lea M. and Judith Schickendanz. 2007. “Repeated interactive ! read-alouds in preschool and kindergarten.” The Reading Teacher. 60(8), ! 742-751.