Read Aloud Plan (3105)

Standards: What standard could you address using this book that aligns with the strategy you’ve chosen to focus on?
ELA Standard(s): https://www.state.nj.us/education/cccs/2016/ela/
RL.3.3. Describe the characters in the story (e.g., their traits, motivations, or feelings) and explain how their
actions contribute to the plot.

RL.3.9. Compare, contrast and reflect on (e.g. practical knowledge, historical/cultural context, and background
knowledge) the central message/theme, lesson, and/ or moral, settings, and plots of stories written by the same
author about the same or similar characters (e.g., in books from a series).

RI.3.1. Ask and answer questions, and make relevant connections to demonstrate understanding of a text
referring explicitly to the text at the basis for the answers.

RI.3.3. Describe the relationship between a series of historical events, scientific ideas or concepts, or steps in
technical procedures in a text, using language that pertains to time, sequence, and cause/effect.

NJSLSA.W6. Use technology, including the Internet, to produce and publish writing and to interact and
collaborate with others.

NJSLSA.W9. Draw evidence from literary or informational texts to support analysis, reflection, and research.

W.3.2. Write informative/explanatory texts to examine a topic and convey ideas and information clearly.

A. Introduce a topic and group related information together; include text features (e.g.: illustrations,
diagrams, captions) when useful to support comprehension.

B. Develop the topic with facts, definitions, and details.

C. Use linking words and phrases (e.g., also, another, and, more, but) to connect ideas within categories
of information.
D. Provide a conclusion.

W.3.4. With guidance and support from adults, produce writing in which the development and organization are
appropriate to task and purpose. (Grade-specific expectations for writing types are defined in standards 1–3
above.)

Content Standard(s): https://www.nj.gov/education/cccs/2020/

Social Studies:

6.1.8.D.3.e Examine the roles and perspectives of various socioeconomic groups (e.g., rural farmers,
urban craftsmen, northern merchants, and southern planters), African Americans, Native Americans, and
women during the American Revolution, and determine how these groups were impacted by the war.

6.1.5.CivicsDP.2: Compare and contrast responses of individuals and groups, past and present, to violations of
fundamental rights (e.g., fairness, civil rights, human rights)

6.1.5.CivicsHR.2: Research and cite evidence for how the actions of Dr. Martin Luther King, Jr. and other historical civil
rights leaders served as catalysts for social change, inspired social activism in subsequent generations.
A. Title of Book:

 Briefly describe the book.
Include the title, author,
approximate reading level,
and a brief summary.
 Explain why you chose this
book. What makes it a good
choice for Read Aloud or
Shared Reading? How does
it connect to the current
content you are teaching in
your class? Identify what
makes it developmentally
and culturally appropriate
for your students and their
interests.
1. Read Aloud
 Consider what discussion
you can create before during
and after the lesson.
The title of the book is “Abe Lincoln’s Hat” by Martha Brenner and
illustrated by Donald Cook
I chose this book because it goes along with the History lessons
they’ve been learning about the Civil War and black history month.
It mentions how the African Americans were treated during the civil war and it
briefly mentions slavery which the students have been learning about.
This is a good read aloud book because it has plenty of colorful pictures that
illustrate what is happening in the book. It gives the students the opportunity to
use the pictures to try and conclude what the book is going to be about. This
book is culturally appropriate because the students enjoy learning about
the freedom of the African American slaves because they enjoy learning
about history of their possible ancestors. The students are currently learning
about the civil war, the abolishment of slavery, black history month, and
president Abraham Lincoln
3 Lesson Sequence
Discussion Before Reading: Show the student the cover and pictures on each
page. While showing the students the illustrations ask them who they think the main
character is (Abraham Lincoln), and ask them what they think he is doing on each page of
the story. Also ask the students if they recognize any other characters in
the novel that they might be able to label or name
Discussion During Reading: After reading each page discuss the events that just
occurred in the book. Ask the students what they believe is going to happen next. Ask
them how they think Abraham Lincoln feels about certain events occurring in the book. Ask
them how other characters in the books (the enslaved African Americans) feel
in the book.
Discussion After Reading: After the reading is complete ask the students how they felt
about the events that occurred in the book. Ask them about what happened in the book to
see what they comprehended from what you just read.
 2. Strategy Focus
Based on the literacy strategy you identified
in lesson 1, consider how you will explicitly
teach and have students practice the literacy
strategy using the workshop model
structure to design your plan. Be specific
and address the following components of
the lesson as it relates to the book you’ve
chosen.
 Identify a literacy strategy you will have
opportunities for developing in students by
using this text as a mentor text. Be specific
about how the strategy aligns well with the
book.
o Connection
o Model or Teach
o Engage Students
o Link to Independence
o Independent Practice with Coaching
o Share Session
Strategy: Instead of having premade posters all around my classroom
about reading, after reading important text I will have the students help
me create anchor charts. An anchor chart is a tool that can be used
while teaching a lesson about a story you just read to your class. It
allows the students to engage in the lesson because they are the ones
giving the answers to help make up the anchor chart. These charts will
build a culture of literacy because it is made by the teacher and the
students.
Connection: Anchor charts can help students who may not understand
fully what the story is about. They give the opportunity to map out a
visual example and have all of the information from the story in one
place. After reading the story I will have the student sit with me, and
with my assistance we will make an anchor chart for the story together.
We will use different colors and shapes to make the anchor chart
appealing and easy to understand.
3 Examples from the Book for Modeling: We would start by drawing
Abraham Lincolns hat in the center of the anchor chart. Then from the
hat we will draw little cloudlike bubbles all around in and this will be
where we fill in our information. Inside these bubbles we will be
including different events that occur to Abraham Lincoln and his
famous black top hat throughout his life.
1 Example from the Book for Students to Use the Strategy through
Active Engagement: After reading the book once we can got through
the pages and read them over again to see if the student can find any
examples of important events that occur during the story of Abe
Lincolns life with his famous black hat. Once the student recognizes an
event that may be an important part of the story of Abe Lincoln we can
add that in one of the bubbles and explain why this event is important
enough for us to add it to our anchor chart.
Explanation to support students’ ability to link the strategy to how it
should be used whenever they read: Students can use anchor charts
whenever they read to help jot down important parts of the stories that
they read. This will help them remember details of the stories they read
for when they need to complete writing assignments based off of the
reading. This is also a fun and colorful way to write down notes other
than just having an outline.
Independent Work: After starting the anchor chart with assistance
from me I will ask the student to fill in the rest of the bubbles in the
chart independently. They will need to fill the rest of the bubbles in
with information from the story that they consider to be an important
event in the life of Abe Lincoln.
Share: Once the anchor chart is completed I will read aloud the
students answers that they filled into the bubbles and ask why they
believed these events in the story were significant.
 3. Writing Connection - Application of the Reading Through a Meaningful Connection to Writing:
 Design a writing task for students to
complete which will integrate
opportunities to apply the literacy
strategy.
 Clearly identify what the writing prompt
will be.
 Include an explanation of what the
criteria will be for this task. What will
you expect students to do?
 How will the prompt you’ve created
enable to them use the literacy
strategy?
Writing Task: Write a paper discussing the important events that occur
throughout the story that tell us how Abe Lincoln spent his life helping
people. This is a way to discuss the many ways that Abe Lincoln made a
difference in the country.
Prompt: Prompt: What were some of the things that Abe Lincoln did
before and during his presidency to help make a difference in people’s
lives? List specific events and details from the story “Abe Lincoln’s Hat”
to support your answer.
 Briefly engage students in discussion first. Encourage students
to talk about the topic before writing. Ask the following:


 Transition them to the idea of writing or drawing their ideas.
For example, say the following:
 Can we write that down so I can remember it?
 Maybe we should draw a picture so we can remember what
you said.
 If the student writes successfully encourage them to think
about what else they can say to add to the story.