Read Aloud Plan (3105)

Erich Hegenbart
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.2.7. Use the information gained from the illustrations and words in a print or digital text to demonstrate an
understanding of its characters, setting, or plot.
W.2.6 With guidance and support from adults, use a variety of digital tools to produce and publish writing, including in
collaboration with peers.
W.2.7 Participate in shared research and writing.
W.2.8 Recall information from experiences or gather information from provided sources to answer a question.
SL.2.5 Create audio recordings of stories or poems; add drawings or other visual displays to stories or recounts of
experiences when appropriate to clarify ideas, thoughts, and feelings.

Content Standard(s): https://www.nj.gov/education/cccs/2016/science/

2-LS4 Biological Evolution: Unity and Diversity
2-LS4-1. Make observations of plants and animals to compare the diversity of life in different habitats.
https://www.state.nj.us/education/cccs/2016/science/2-LS4.pdf
A. Title of Book: Wonder
 Briefly describe the book.
Include the title, author, Born with facial differences that, up until now, have prevented him from going to
approximate reading level, and a mainstream school, Auggie Pullman becomes the most unlikely of heroes when
a brief summary. he enters the local fifth grade. As his family, his new classmates, and the larger
community all struggle to discover their compassion and acceptance, Auggie's
 Explain why you chose this extraordinary journey will unite them and prove you can't blend in when you were
book. What makes it a good born to stand out.
choice for Read Aloud or Shared Written by R.J. Palacio. Approximately 3-4 th grade reading level.
Reading? How does it connect This book serves as a good read-aloud because it is a story that students may be
to the current content you are able to relate to. This narrator is the same age as the recommended reading level.
teaching in your class? Identify Additionally, the book offers opportunities to connect the content of the story to
what makes it developmentally their own lives of facing discrimination and understanding diversity.
and culturally appropriate for
your students and their This award-winning book shows a serious example of discrimination and bullying
interests. in schools. This book is very appropriate for any class.

3 Lesson Sequence
1. Read Aloud
 Consider what Discussion Before Reading:
discussion you can Discuss previous chapters.
create before What has led up to this moment?
during and after What situation has Auggie put himself in?
the lesson.
Refresh the students about what happened the last chapter of the book.
Discussion During Reading:
As the story is read. Ask about how we think Jack feels about not talking to August for a few
days.
 What happened between August and Jack?
 Does Jack care that he isn’t speaking to August?
 Does he miss August? Where in the story does it show that?
 What does August go sledding down the hill on?
 How did August feel after talking to other friends about sledding?
 Discussion After Reading:
Engage students in a discussion about how Jack’s feelings changed and the idea that it isn’t
unusual to regret decisions as well as not talk to someone for a while.

Pose questions such as:

 How did Jack’s feelings change at the end of the chapter?
 What were the reasons why Jack wanted to be friends with August again?
 Do you think everyone feels like they need a break from someone sometimes?

As students to think about what information the narrator explained about Jack and August's
Relationship. Explain to the students that the next chapter will show another challenge Jack
and August face.
2. Strategy Focus
Based on the literacy strategy you Strategy: Prediction
identified in lesson 1, consider how
Connection: Explain the following to students, “In the story, Wonder, the author
you will explicitly teach and have
left us hanging with this ending to the chapter.
students practice the literacy
strategy using the workshop model
Good readers pay attention to the Plot to understand the story and be able to
structure to design your plan.
predict in their head what will happen next
Be specific and address the
I’m going to show you how I think more about what I know about the situation
following components of the lesson
jack is in and how to use these past events to predict what will happen next.
as it relates to the book you’ve
3 Examples from the Book for Modeling:
chosen.

 Identify a literacy August Jack and August
becomes are paired for Julian makes fun
strategy you will have opportunities
of August to Jack.
for developing in students by using Jack’s Ex- the big science
Jack gets so angry
?
this text as a mentor text. Friend project
He punches Him

 Be specific about how
Demonstrate how to think the plot will continue by
the strategy aligns well with the
creating this chart. Add at least three things after the 3 rd box to predict what will
book.
happen next.

1 Example from the Book for Students to Use the Strategy through Active
o Connection
Engagement: Ask students to “turn and talk” to each other about something they
o Model or Teach
think will happen next. This is a good way for them to get their minds going if they
o Engage Students
are stuck and can not think of anything.
o Link to Independence
o Independent Practice with
Link to Independent Work: Ask students to choose one of the characters from the
Coaching book and Think about what they would want to happen to them next.
o Share Session

Share: Allow students to share some of their ideas they collected on their flow
charts.
3. Writing Connection - Application of the Reading Through a Meaningful Connection to Writing:
 Design a writing task for Writing Task: Require students to write the next chapter. Use the skills you’ve
students to complete which will learned as well as knowledge of the story to create a chapter that resolves the
integrate opportunities to issue of Jack punching Julian.
apply the literacy strategy. Prompt: “ What happens next?”
 Clearly identify what the  Briefly engage students in discussion first. Encourage students to talk
writing prompt will be. about the topic before writing. Ask the following:
 Include an explanation of what  What character has the biggest problem?
 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?
 What do you know about this character? What is he like?
 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 write down the good qualities of the characters.
 If the student writes successfully encourage them to think about
what else they can say to add to the story.
 Ask the student to sign their name at the bottom of the page.