Read-Aloud Evaluation Check List and Summation

Use this evaluation table to evaluate the read-aloud you have selected. A read aloud is not only utilized to teach
content objectives but also to expose students to rich, domain vocabulary. Place a mark in the “yes” column if
the text meets the criteria or place a mark in the “no” column if it does not meet the criteria. In the summation
area at the bottom of the document, provide written feedback that establishes support for your evaluation. In
your written feedback, provide specific examples from the story. Please utilize correct grammar, syntax,
spelling, capitalization punctuation, etc.

Criteria Yes No
Content Delivery: x
Reader clearly states the title and author of the text. Delivers content using a
variety of methods to engage listeners. (i.e.: reads with expression, creative,
energetic, voice overs, expresses emotions appropriately, visual aids and/or
props, etc.)
Vocabulary: x
Uses vocabulary appropriate for the reading level. Uses vocabulary that is
widely used in academic settings. Uses connectors or transitions. Moves
beyond the text and adds new links, inferences, evaluations, or synthesis.
Illustrations: x
Contains illustrations/diagrams that assist in delivering content (i.e., provides a
visual to demonstrate the vocabulary, clarify a concept, etc.)
Length: x
The story is not extensively long for younger listeners attentions spans or not to
short limiting vocabulary exposure and discussion.
Appropriate x
Delivers developmentally appropriate content that is relative to the perceived
listener’s age or grade. Any additional context added is appropriate in tone and
word choice. Uses grammatically appropriate language.
Diversity x
Portrays diversity in a sensitive manner.
Book Size x
The book is large enough for listeners to be able to see illustrations from a
distance if the read along takes place in person (not living in a pandemic).
Clarity x
The speaker uses a clear voice and articulates slowly and concisely. Speaks in
an appropriate volume.

Summation: Using between 700-1000 words, provide explanations to support your evaluation marks above.
For example, if you indicated that story did not reflect diversity well, provide an explanation and use
examples from the text.

The lady who read There Was an Old Lady Who Swallowed a Fly reads with expression, creativity, energy, and
expresses emotions appropriately. For example, when the characters describe their feelings of worry and
sadness, the lady changed her tone of voice to sound concerned or sad. Considering that this book is tailored
mostly to the first-grade reading level, the vocabulary used is appropriate. The illustrations are good. The holes
cut into the pages add an interesting twist to the illustrations. Moreover, it is very creative and interactive for
children. Because this book is not too long at all, the attention of children will not be lost. However, the book is
a bit repetitive once it starts restating what the old lady swallowed after she consumes a new object: "She
swallowed the cow to catch the dog. She swallowed the dog to catch the cat. She swallowed the cat to catch the
bird. She swallowed the bird to catch the spider. She swallowed the spider to catch the fly. But I don’t know
why she swallowed the fly."
That could be a good thing though especially for children; the repetition can keep them hooked. The main
lesson of There Was an Old Lady Who Swallowed a Fly is when something bad happens, don't try fixing it with
something worse. The themes reflected in this book are simple enough for children of first-grade level to
comprehend. Death is brought up fairly casually in the book and it is important for children to be exposed to the
topic in a simple way. The book doesn't depict much diversity given that the only human character is an old
woman. It shows more diversity within the animals and insects. I consider the book size to be just right. The
illustrations were clear and the text was nice and big. As someone who viewed it online, everything was in clear
view. This book would also be good for an in-person read aloud. The readers clarity while reading the book was
phenomenal. She read the text aloud fluently. Not only that, she had good articulation. Deeper connections
could be made if reading the book became a lesson for students. A teacher could encourage deeper conversation
in the direction of the big idea.