USF Elementary Education Lesson Plan Template: Read Aloud

Name: __Lourdes_Rocha__________________ Grade Level Being Taught: __3rd__ Date of Lesson: ____3/27/2019_______

Standard - What standard is this FEAPS 2 a-c

lesson working to develop? a. Organizes, allocates, and manages the resources of time, space, and attention
b. Manages individual and class behaviors through a well-planned management system
c. Conveys high expectations to all students

Purpose/Objective - What skill(s) are

you developing in this lesson? What
do you want students to practice, or
be able to do?
For my 3rd grade class I am reinforcing how I would like them to act during a read aloud instead of
developing a new set of skills. My expectations of my students are to focus on me while I am reading, listen
to what I am saying, and understand the words I have said. While there may be some fidgeting still at this
age, it should not be a hard task for them to focus on what Is happening in front of them.

Book Selection & Rationale – What

book have you selected for this read Since my reading will be done the day before Dover’s testing day, I chose the article called Closet Creature
aloud? Why have you selected this because it will be helping the class practice their comprehension.
book (how does it support your
objective/purpose)? Will you be
reading the whole book (why/why
not)?

Step-by-Step Plan

**Management & Environment Since the area is a bit small I will not be able to move around, so I will be standing in front of the classroom
(integrated into each section of your while my students stay at their desk. I will hand out preprinted material for them along with a worksheet.
step-by-step plan): As I read the article, I may walk around their groups to be able to make sure they are following along with
 How will you arrange yourself me.
and the students (location in
the classroom, seating during
the read-aloud)?
  What processes &
procedures will you use? The procedure I will use is the attention grabber (“2 finger rule”) and let them know about the assignment I
How will you communicate am handing out to them. The students are expected to know that I need them to focus on me as I am
those and your talking and explaining what I need from them.
expectations to students?
The expectations that I have of them while I am reading aloud are:
1. Describe how you will preview the
Keeping their hands and feet to themselves and following along using their pointer finger on the page.
book and set-up the read aloud.
Before I can start the lesson, I need to explain what some words mean.
Remember you may include if
Propped: position something underneath (someone or something) for support.
appropriate (but are not limited to):
I will then give a visual representation of this by propping a chair against the wall.
 Introduce the book and
complete a picture walk
Groggy: as a simple meaning “when you have just woken up and feel really sleepy still”
 Connect to students' prior
knowledge/experiences
Scooped: pick up (someone or something) in a swift, fluid movement.
 Introduce key vocabulary
I will then give a visual representation of picking something up swiftly
 Introduce the
objective/purpose of the lesson
I will tell them the name of the article and a small description of its contents.
(the skill being developed)
Dialogue:
Todays article is called The Closet Creature and it is about how a boy named Adam, and his brother
David, need to figure out what creature is hiding in Adams Closet.

The purpose of the lesson is to help their reading comprehension so there is an activity sheet for them to
answer questions about what we read together as a class.
I am able to connect to the student’s prior knowledge by using similar material that their teacher uses in
order to build upon the texts questionnaire at the end.
Some of the vocabulary will be new to them so before I read to them, I will need to explain and
demonstrate what some of the words mean.
Examples from the text, and advice from my CT, are:
Propped, groggy, and scooped.
 USF Elementary Education Lesson Plan Template: Read Aloud
Name: __Lourdes_Rocha__________________ Grade Level Being Taught: __3rd__ Date of Lesson: ____3/27/2019_______

2. Describe the purposeful questions

you will ask. Make sure they are
related to your objective/purpose. Stop, think, paraphrase! Have them stop and cover the rest of the page that they have not read yet.
Talk to shoulder partner or partners 1 and 4. then 2 and 3
Remember you should: Convey to me what their findings are and guide them with questions.
 name the points in text where
you will stop Using the same questions as I have on the activity for them to do, it allows them to think ahead of what the
 name the questions you will answer could be.
ask (keeping in mind the
objective/purpose of your lesson I have preprinted questions for them to answer after the reading as well.
and higher order thinking
question stem starters)
 describe the structures you
will use to allow students time to
think and share their thoughts
 describe how you will bring
students back together to
continue reading
 describe the way you will
utilize an anchor chart (if
applicable)

3. Describe how students will

summarize and share their thoughts
about the story. How will you wrap-
up the story with students? How will
they share their thoughts or feelings
about the story? How will you lead
students into the assessment (i.e.
after reading activity)?
I will wrap up the story by asking them a question from the activity sheet in order to prepare them for their
answers on paper.
They will share their thoughts and feeling when, after the text, I ask them:
Did you expect the creature to be a cat? *call on a student*
How did you think the story was going to end? *call on a student*
Then I will explain that I am handing out a worksheet so they can tell me what they thought about the
story.
Evaluation Plan – How will you
know students have mastered
your objective(s)?
Describe the after-
reading/assessment activity
students will complete and how it
shows if they have mastered your
objective.
*Include a copy of any materials
(e.g. handouts, organizers, etc.)
that you are giving to students.
I will know they have mastered the objectives when student are able to:
Circle unknown words
Stop, think, paraphrase! Have them stop and cover the rest of the page that they have not read yet.
Talk to shoulder partner or partners 1 and 4. then 2 and 3
Because most of the students have not yet mastered some comprehensive topics. I will be making up
questions in place of some.
For #3. Break them into two parts. Part A: already made. Part B: what text evidence supports this?
I will not use some pages such as the spelling activity or the mini essay question

Article I will be using and Reference:

(Closet Creature, n.d.) - https://www.superteacherworksheets.com/reading-comp/3rd-closet-creature_WBBQW.pdf?up=1466611200

 USF Elementary Education Lesson Plan Template: Read Aloud
Name: __Lourdes_Rocha__________________ Grade Level Being Taught: __3rd__ Date of Lesson: ____3/27/2019_______

Lesson Plan & Implementation:

Level 1 Video Reflection and Analysis
College of Education

Reflection is a critical process for supporting your growth and development as a professional. At the end of each lesson, you should
watch the video of your lesson to reflect on the experience and analyze its effectiveness. You will need to watch your video,
complete this analysis and upload this form to Canvas prior to your post-observation conference.

While watching your video, use the chart to collect times in your video that represent celebrations, struggles or questions that arise for
you. In the final column, connect this to a concept you are learning in one of your courses, a claim that you can make about teaching
and/or a FEAP that you demonstrated in this moment. You may add additional rows as needed:
Time Celebration/Struggle/Question: Connection to coursework, Claim
about teaching and/or FEAP
demonstrated

0:01 I used a quiet signal when I This connects to EDE 4504-our

needed to transition them from a discussion of non-verbal
previous assignment to me, they interventions/Using a nonverbal
followed direction. intervention to gain student
attention /FEAP 2a

0:25 Celebration: Had chairs one come
up to me to grab enough paper for
their Read aloud assignment to
ensure time management.
This connects to EDE 4504- How to
effectively manage limited time
FEAP 2a- manages resource of
time

1:20-2:20 Celebration: Explained and Connects to RED Emergent LIT-

defined words at the students
How to effectively coonect
 understanding level
2:21-2:30 Celebration: Explained my
expectations of them
3:13-3:15 Celebration: Visibly see student
connect words just previously
learned, to the text I am reading
aloud
During the whole time Struggle:
Stayed in one spot out of nerves
6:30-9:12 Celebration:
Was able to ask questions at their
average class level.
vocabulary to literature
FEAP 2e- Models clear oral and
written communication skills
FEAP 2c Conveys high expectations
to all students/ Relate this to our
classroom Management Class
discussions
Connect to RED Emergent Lit- How
to keep the students engaged
FEAP 1a-
Align instruction at appropriate
level of rigor
Connect to Dover Internship-
All about the learning process
Connect to RED Emergent Lit-
Keep instruction at their level
FEAP 5a-
Designs purposeful professional
goals to strengthen the
effectiveness of instruction based
on students’ needs.