Read Aloud Plan (3105)

Link to YouTube Reading: https://youtu.be/UYjRf9c2kMo

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.2.3. Describe how characters in a story respond to major events and challenges using key details.

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

K-2-ETS1-1 Ask questions, make observations, and gather information about a situation people want to change
(e.g., climate change) to define a simple problem that can be solved through the development of a new or
improved object or tool.

A. Title of Book: Martha Speaks by Susan Meddaugh

The book Martha Speaks by Susan Meddaugh is about a family dog who was
given some left over alphabet soup. The alphabet soup causes Martha to start
 Briefly describe the book.
to talk like a human. Martha’s family was enjoying her speaking at first until
Include the title, author,
approximate reading level,
Martha did not know what was okay to say out loud. This book is round a
and a brief summary. reading level K.
 Explain why you chose this I chose this book because it is something that is abnormal and something that
book. What makes it a good people are not used to. This book is perfect for a Read Aloud or Shared
choice for Read Aloud or Reading because it is the type of book that you are able to include every
Shared Reading? How does student involved. You can ask your students questions regarding what they
it connect to the current think will happen next. This connects to the e-unit we are doing on dogs,
content you are teaching in since Martha is a dog. Our e-unit is focusing on the diverse topic on dogs such
your class? Identify what as size and jobs. Although, this book is fiction. This book also has diverse
makes it developmentally characters, so every student learns that everyone is different. It also teaches
and culturally appropriate
the lesson that talking is not bad but learning what to say is important. Using
for your students and their
this book, students can develop the ability to recognize that change is not
interests.
always a bad thing and that emotions play a big role in a person’s everyday
life. This is going along with the engineering design content as it has students
make observations and learn how the change happened.
3 Lesson Sequence
1. Read Aloud
 Consider what discussion Discussion Before Reading:
you can create before during  Does anyone have any pets?
and after the lesson.  Do you talk to them?
 What do they say?
Before I start reading the book to the students interests and see if any students can
relate to what we are going to read. If students can relate, they know that their dogs
bark at them to talk, but what will happen when they realize that Martha is speaking
after eating alphabet soup.
Discussion During Reading:
 Do dogs really talk?
  Can alphabet soup make a dog talk?
 Does soup help you talk?
As I read the story to the class, I am going to ask about their knowledge on alphabet
soup and if it can really make someone talk. The students should realize that
alphabet soup does not help you talk, it is just something that you eat. They should
realize that this book is fiction, not real, and it is just a fun read aloud book.
Discussion After Reading:
 In the beginning, did Martha’s family like that she could talk?
 Why was Martha’s family mad at her?
 How did they solve that problem?
 What did Martha do that made her family proud?
After reading, I want to make my students reflect on what they have read. They
should be able to think back to the beginning of the book and remember how
Martha’s family felt about her talking. They then think back to the problem, why
were they mad at Martha and how did they solve that problem. Finally, they think
about what Martha did that made her family proud. I want the students to be able to
reflect on the main parts of the story and explain to me what happened. By doing
this, they should be able to retell the story to a friend or family member. That could
lead to a class project or writing assignment.
 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: Emotions and Change
Connection: Explain the following to the students “In the story Martha
Speaks, the author illustrates what it is like to go through a big change
as a family. As we read, you will see that Martha is the family dogs and
that her family’s emotions change over time. As good readers we will
be able to identify when the family’s emotions change throughout the
book. Change is not always a bad thing; I am sure we have all gone
through some type of change that was good. I will share with you an
example of change and we will compare it to Martha’s family. I am
going to read the book to you guys then we are going to see how
Martha’s family reacts to such a big change.
3 Examples from the Book for Modeling:
1) Burglar (taught to use phone)
Ordering Food
Positives of
Martha Speaking
Made walks fun Surprising people
2)
Didn’t know when
to stop talking. Telling
Negatives of peoples
Martha Speaking secrets.
3) KWL Chart
*What do you know about dogs talking?
*What do you want to know about Martha?
*What did you learn about Martha?
“As a good reader, I am noticing that Martha’s family began to not like
Martha talking every second and made them yell at her. I see that her
family is not feeding her alphabet soup anymore. That caused Martha
to stop talking and not to be able to call the police. Those are all
negative examples of Martha being able to talk, let’s think, what are
four positive examples they gave about Martha being able to talk?”
1 Example from the Book for Students to Use the Strategy through
Active Engagement: Ask the students do a think-pair-share to talk
about what changes Martha’s family had gone through. Have students
talk about the tone of the book at the beginning, the middle and the
end. After they talk in pairs, have three groups share their thoughts,
one for each section of the book. Create a BME chart on chart paper ,
and have one student from each group come up and write their

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 their ideas down before they write their answer. Then, I will have them
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?
thoughts down.
Explanation to support students’ ability to link the strategy to how it
should be used whenever they read: Explain to the students to think
about how the characters feel while they are reading books. It will help
them not only know the tone of the story but see where the story is
headed.
Independent Work: Send students back to their desks and have them
take their guided reading books with them. Tell them “you are going to
pick one of your guided reading books from your box to read, but as
you are reading, think about how the characters feel throughout the
book. See if you can identify how their emotions have changed from the
beginning to the end of the story”.
Share: Ask for volunteers to share their book and how their characters
have changed throughout the book. Write the name of the character
and their emotions down on chart paper.
Writing Task: Send students back to their desks to work on the
question “What would you do if you were Martha’s family? How would
you react to Martha speaking?”. I will give them a graphic organizer
that will be broke up into different parts. This will allow them to write
write their answers in their writing journals that way they are able to
not only build their reading comprehension skills but also their writing
skills. Ask your students to write in complete sentences and explain that
you want 5-7 sentences.
Prompt: “What would you do if you were Martha’s family? How would
you react to Martha speaking?”.
 Briefly engage students in discussion first. Encourage students
to talk about the topic before writing. Ask the following:
 Have you ever heard of a dog talking?
 What would you do if your dog started talking?
 Transition them to the idea of writing or drawing their ideas.
For example, say the following:
 Let’s write down some ideas in the graphic organizer so all
your ideas are together.
 Are there any important details that you want to focus on?
 If the student writes successfully encourage them to think
about how they can expand their stories by adding more
details.