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Developed by Rachel Rupke
Kwayaciiwin Interactive Read-Aloud Kits (K-3)
Table of Contents
1. Reading Aloud is Important2. Kwayaciiwin Interactive Read-Aloud Kits3. What is an Interactive Read-Aloud?4. Clear Instructional Focus5. Careful Selection of Books6. Explicit Teaching of Vocabulary7. Teacher Think Alouds8. Think/Pair/Share9. Other Considerations10. Getting Good at Reading Aloud11. Planning Your Own Interactive Read-Aloud12. AssessmentAppendix A- Overview of Texts K-3Appendix B- Read-Aloud Planning Template Appendix C- Read-Aloud Assessment Checklist
1. Reading Aloud is Important!
“Reading to children is the most effective literacy demonstration you can provide. As you read aloud, you demonstrate how to think and act like a reader.” (Matching Books to Readers, Page 9)
When we read aloud, our students:✴Discover how print works✴See how illustrations enhance the text✴Build their vocabularies✴Enhance their reading fluency✴Glean ideas for their own writing✴Strengthen comprehension skills✴Develop an understanding of literary elements✴Discover the meaning of genre✴Develop a shared language for talking about books
2. Kwayaciiwin Read-Aloud Kits
Kwayaciiwin has created four different Interactive Read-Aloud Kits: a Kindergarten kit, a Grade One kit, a Grade Two kit and a Grade 3 kit.
Each kit includes:✴25 Grade appropriate read-aloud texts (mix of fiction/non-fiction)✴25 Lesson plans (one for each of the read-aloud books)✴Poster for each lesson to record thinking (hard copy and digital version for SmartBoards)✴Overview of texts and instructional focus for each text✴Guide to Kwayaciiwin Interactive Read-Alouds (K-3)✴Video demonstration✴Checklist assessment✴Planning template (to create your own lessons)
The Kwayaciiwin Interactive Read-Aloud Kits were created to provide early literacy classrooms in the North with culturally appropriate, engaging read-aloud books and lessons that target specific reading goals.
3. What is an Interactive Read-Aloud?
According to Fountas and Pinnell, an Interactive Read-Aloud is “A teaching context in which students are actively listening and responding to an oral reading of a text” (The Continuum of Literacy Learning, p. 163).
Characteristics of an effective Interactive Read-Aloud lesson:✴Clear Instructional Focus✴Books are Chosen Carefully✴Vocabulary is Explicitly Taught✴Teacher “Think Alouds”✴Students Take an Active Role
4. Clear Instructional Focus
An effective interactive read-aloud lesson always has a clear instructional focus. Teachers should choose a focus based on where their students are at and where they want to take them. During the read-aloud, hone in on the particular strategy or idea you have chosen for an instructional focus. Focus conversations and observations around that teaching point.
The Kwayaciiwin lessons are organized into four different categories of instructional focuses:
(1) Comprehension Skills- Using Prior Knowledge, Asking Questions, Making ! Connections, Predicting, Inferring, Visualizing and Determining Important ! Ideas
(2) Story Elements- Beginning/Middle/End, Setting, Character Development, ! Problem/Solution and Theme/Author’s Purpose
(3) Genre/Form- Non-Fiction, Traditional Stories, Poetry, Alphabet Books, ! Memoir, Fantasy, Fairytale, Biography, How To/Instruction Book and ! Historical Fiction
(4) Writing Traits- Ideas, Organization, Voice, Word Choice and Sentence ! Fluency
5. Careful Selection of Books
We must thoughtfully consider what books we want to share with our students as interactive read-alouds. Anne Hoyt explains that, “read-alouds can become a foundation for expansion of oral language, a challenging opportunity to stimulate deeper thinking, a rich moment when we can expose learners to beautiful art, and most certainly, a time when we can broaden children’s world knowledge” (2007, p. 23).
Some questions that can be helpful to consider when selecting an interactive read-aloud book are:
✴Does the book connect to your instructional goal?✴Is the book age appropriate? ✴Will your students find the book relevant to their lives and culture?✴Are the illustrations eye catching? Do they enhance the story?✴Does the word choice grab your attention? Sing with rhythm or rhyme?✴Does the book keep you on the edge of your seat? ✴Can your make the book come alive with your delivery?✴Will the book motivate deeper topical understanding? ✴Does it connect to other curricular areas?✴Is the book memorable? Will your students want to hear it again?
The Kwayaciiwin Interactive Read-Aloud book choices were selected using the above criteria. It was important for us to find quality pieces of literature that our students can connect with from a variety of genres, that connect to other curricular areas.
6. Explicit Teaching of Vocabulary
There are four strategies that can be used during a read-aloud that help in the vocabulary development of students. These strategies take very little time but provide students with the meaning of the word in context.
Strategy # 1: A Short Phrase or Sentence ExplanationFor words that are easy to explain, a short phrase or sentence explanation may be the best way to get the meaning of the word across to students. For example, if the sentence read, “The frugal old man went to the market”, the teacher could give a short explanation of the world frugal by saying “frugal means to be really careful with your money”.
Strategy # 2: Using the IllustrationSometimes the meaning of a word is depicted clearly in the illustration. When this is the case, the illustration can be used to guide students to understanding the word. For example, if the sentence read, “The canyon was majestic”, the teacher could use the accompanying illustration to explain to students what a canyon is.
Strategy # 3: Using the Expression in Your VoiceOther times, all it takes is the expression in your voice to depict the meaning of a word. For example, if the sentence read, “My mother burst in the room”, the meaning of the word “burst” could be depicted simply through expression.
Strategy # 4: Using Dramatic GesturesDramatic gestures are also a good way to show the meaning of a word. For example, if the sentence read, “The plane plummeted to the ground”, a simply hand gesture would successfully show the meaning of the word plummeted.
7. Teacher Think Alouds
What is a “Teacher Think Aloud”?A Teacher Think Aloud is a time when the teacher pauses during a read-aloud to model how strong readers don’t just read the words but also think about the story and use strategies to understand it better. Teacher Think Alouds should be connected with the instructional focus/teaching point of a lesson.In all of the Kwayaciiwin Interactive Read-Aloud lessons, there are suggestions on where to stop and think aloud and on what to say during the Think Aloud.
Why are Teacher Think Alouds Important?Teacher Think Alouds are important because by modelling for students the types of behaviour good readers are engaged in, the teacher is making the student aware of strategies and monitoring behaviours that will make them better readers. Some students will pick up these strategies independently, but most students need to be explicitly taught reading strategies. Thinking aloud allows teachers to raise students’ awareness of what it means to be a strategic reader.
How do I plan an effective Think Aloud?✴Plan ahead of time where you are going to stop and think aloud✴Mark the places you are going to stop with a sticky note and jot down a summary of the point you want to make in your Think Aloud✴Link the Think Aloud to your instructional purpose
8. Think/Pair/Share
In a traditional classroom setting teachers do most of the talking, while students sit back passively listening. Students that do talk are the predictable few who raise their hands quickly and want to be heard. This results in only a small number of children sharing their thoughts.
Teachers who use the Think/Pair/Share strategy give all students a chance to share their ideas and engage in conversations about their thinking.
To do a Think/Pair/Share during an interactive read-aloud, teachers begin by posing a question to their students. Students are given a moment to think about the question and are then asked to pair up with their thinking partners and share their thoughts about the question that was posed. The teacher listens in on partner conversations and then asks a couple of students to share what they talked about with their partners.
Some things to note about the Think/Pair/Share strategy:✴A Think/Pair/Share should not take a long amount of time. Give students
! ! about 20-30 seconds to talk with their partners.✴No more than 3-4 Think/Pair/Shares per read-aloud. More than this will
! ! interrupt the flow of the book.✴Choose thinking partners carefully. ✴Always model for students what thinking partner conversations should
! ! look like. Provide students with sentence stems to help them begin ! ! conversations and state their opinions.
9. Other Considerations
How Often?As a primary teacher, you want to be reading aloud to your class at least once a day. Many teachers read aloud to their class two or three times a day. Not every read-aloud should be an interactive read-aloud, as interactive read-alouds are more time consuming and require significant planning. Teachers should plan to do interactive read-alouds 2-3 times per week during their literacy block.
Where?It is important to design a space in your room that can be used to read aloud to your students. Many teachers choose a space on the carpet, that is comfortable for students. Proximity is another important consideration, as it is important for students to be able to see the illustrations but also have enough room for personal space and to turn and talk with their partner.
IntegrateRead-Alouds provide an opportunity to integrate subjects, as there are beautiful pieces of literature that teach to the content areas (Socials, Science and even Math). Integration of subjects is a practical way to make the most of class time.
Using the Same Book for Different PurposesThe same read-aloud book can be reused for a different purpose. In the overview of Kwayaciiwin Interactive Read-Aloud texts, suggestions are made for other teaching points/instructional focuses the books can be used for.
10. Getting Good at Reading Aloud
“When a read-aloud is done well, it is a performance; in our view it is an art very akin to storytelling. The telling is as crucial to the listeners as it is to the tale.” (Learning Under the Influence of Language and Literature, p. 4).
Some teachers shy away from reading aloud to their class because they do not feel confident in their own ability to read-aloud. Here are some suggestions that may help to combat the anxiety some teachers have about reading aloud:
✴Practice! The only way to get good at reading aloud is to practice ✴Model your own enjoyment of the text- have enthusiasm✴Find the rhythm of the story✴Pay attention to your pitch, tone, pace, volume and pauses... use these tools to help you tell the story✴Let your own personality leak into the story✴Feed off of your students’ energy
11. Planning Your Own Interactive Read-Aloud
Your Kwayaciiwin Interactive Read-Aloud Kit includes 25 lessons, but you will need to create additional lessons yourself. With primary students, one Interactive Read-Aloud lesson on a teaching point is not enough. You will want to repeat teaching points, until you can see the students understand it and are ready to apply the strategy or skill within guided and independent reading.
For example, if you do the “Making Connections” lesson with your class, you will want to create additional lessons yourself that also focus in on “Making Connections”. Look at the Kwayaciiwin Interactive Read-Aloud Text Overview (Appendix A) to find books in the kit that lend themselves to the teaching point you want to make.
To plan your own Interactive Read-Aloud:(1) Select an instructional focus/teaching point for your lesson(2) Find a book that lends itself to that focus(3) Read through the book: pick out 5-10 vocabulary words you want to teach(4) Plan your introduction (5) Plan at least three Think Alouds that relate to your teaching point(6) Come up with at least three questions to use for Think/Pair/Share(7) Plan an end of story reflection(8) Think about possible extensions(9) Plan for Assessment
✴ See Appendix B for a planning template that will help you in creating your ! own Interactive Read-Aloud lessons.✴Use the Kwayaciiwin created lesson as a guide, when planning your own ! lessons.
12. Assessment
We assess our students to gather data on their learning, which will inform our instruction. All of the read-aloud lessons in the Kwayaciiwin Interactive Read-Aloud kit give specific suggestions for checking your students’ knowledge of the targeted learning goal, which will help you to plan for additional lessons on the targeted learning goal.Observation is one of the most powerful tools a primary teacher can use to gather data on the learning of his/her students. Appendix C provides a checklist assessment that can be used during read-aloud lessons to record observations of student behaviour and learning.
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Using Prior Knowledge
Where Did You Get Your Moccasins?
Bernelda Wheeler
Fiction Cultural -Predicting-Asking Questions
Asking Questions
Step Out Gently
Helen Frost
Non-Fiction Science (Insect Investigators)
-Visualizing-Setting-Word Choice
Making Connections
The Gruffalo’s Child
Julia Donaldson
Fiction -Predicting-Beginning/Middle/End-Character Development
Predicting Not a Box
Antoinette Portis
Fiction -Visualizing-Ideas
Inferring Cheer Up, Mouse!
Jed Henry
Fiction -Predicting-Setting-Problem/Solution
Visualizing Waiting for Wings
Lois Ehlert
Non-Fiction Science (Insect Investigators)
-Using Prior Knowledge-Word Choice-Genre: Non-Fiction
Determining Important Ideas
The Kissing Hand
Audrey Penn
Fiction -Using Prior Knowledge-Making Connections-Sentence Fluency
Kindergarten- Instructional Focus on Comprehension Skills
Kwayaciiwin Education Resource Centre
Appendix A- Overview of Read-Aloud Texts
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Beginning/Middle/End
Good Luck Baby OwlsGiles and Alexandra Milton
Fiction -Predicting-Setting-Using Prior Knowledge
Setting Penguin and the Pinecone
Salina Yoon
Fiction -Making Connections-Inferring
Character Development
Chrysanthemum
Kevin Henkes
Fiction -Predicting-Voice-Problem/Solution
Problem/ Solution
Inch by Inch
Leo Lionni
Fiction Science (Insect Investigators)
-Predicting-Setting
Theme/Authors Purpose
The World is Waiting For You
Barbara Kerley
Non-Fiction -Asking Questions-Determining Important Ideas
Theme/Authors Purpose
Slinky Malinky
Lynley Dodd
Fiction -Beginning/Middle/End-Word Choice
Kindergarten- Instructional Focus on Story Elements
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Non-Fiction Swirl by Swirl
Joyce Sidman
Non- Fiction Science (Insect Investigators)
-Asking Questions-Using Prior Knowledge
Non-Fiction Actual Size
Steve Jenkins
Non-Fiction -Asking Questions-Visualizing
Traditional Stories
Nanabosho: How the Turtle Got Its’ ShellJoe McLellan
Fiction -Beginning/Middle/End-Predicting
Poetry Mice
Rose Fyleman
Fiction -Word Choice-Using Prior Knowledge
Alphabet Book A Northern Alphabet
Ted Harrison
Non-Fiction -Organization-Genre/Form: Non-Fiction
Counting Book Counting on Fall
Lizann Flatt
Non-Fiction -Word Choice-Setting-Using Prior Knowledge
Colour Book Colours of Me
Brynne Barnes
Fiction -Visualizing
Kindergarten- Instructional Focus Genre/Form
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Ideas My Friend Rabbit
Eric Rohmann
Fiction -Making Connections-Predicting-Inferring
Organization The First Day of Winter
Denise Fleming
Fiction Science (Winter Fun) -Genre/Form: Counting Book-Setting
Voice Have You Seen My Duckling?
Nancy Tafuri
Fiction -Asking Questions-Predicting-Inferring
Word Choice Mabel Murple
Sheree Fitch
Fiction -Visualizing-Voice
Sentence Fluency
Where the Wild Things Are
Maurice Sendak
Fiction -Visualizing-Ideas
Kindergarten- Instructional Focus on Traits of Writing
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Using Prior Knowledge
Little Beaver and the Echo
Amy MacDonald
Fiction -Predicting-Inferring
Asking Questions
Loon
Susan Vande Griek
Non-Fiction Science (Crazy as a Loon)
-Using Prior Knowledge-Visualizing
Making Connections
I Like Who I Am
Tara White
Fiction -Predicting-Beginning/Middle/End-Character Development
Predicting Blueberries For Sal
Robert McCloskey
Fiction -Making Connections-Inferring
Inferring A Flower in the Snow
Tracey Corderoy
Fiction -Making Connections-Predicting
Visualizing Perfect Square
Michael Hall
Fiction Art -Predicting
Determining Important Ideas
Sky Tree
Thomas Locker
Non-Fiction Science (Cycles and Seasons)
-Asking Questions-Genre: Non-Fiction
Grade One - Instructional Focus on Comprehension Skills
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Beginning/Middle/End
The Moccasins
Earl Einarson
Fiction Cultural -Making Connections-Theme/Author’s Purpose
Setting Follow the Line to School
Laura Ljungkvist
Non-Fiction Social Studies (Back to School)
-Asking Questions-Making Connections
Character Development
Red Parka Mary
Peter Eyvindson
Fiction Cultural -Predicting-Inferring-Making Connections
Problem/ Solution
The Black Rabbit
Philippa Leathers
Fiction -Using Prior Knowledge-Making Connections
Theme/Authors Purpose
Spork
Kyo Maclear
Fiction -Making Connections-Inferring
Theme/Authors Purpose
The Little Hummingbird
Michael Nicoll
Fiction
Traditional Story
-Asking Questions
Grade One - Instructional Focus on Story Elements
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Non-Fiction Body Actions
Shelley Rotner
Non- Fiction Science (My Body and My Senses)
-Asking Questions-Determining Important Ideas
Non-Fiction Where in the Wild?
David M. Schwartz and Yael Schy
Non-Fiction Science -Asking Questions-Determining Important Ideas-Visualizing
Traditional Stories
The Story of Chakapas
Adam Ballantyne
Fiction Cultural -Beginning/Middle/End-Theme/Author’s Purpose-Character Development
Poetry Runny Babbit
Shel Silverstein
Fiction -Word Choice-Using Prior Knowledge-Organization
Fairytale Naya: The Inuit CinderellaBrittany Marceau-Chenkie
Fiction Cultural -Using Prior Knowledge-Beginning/Middle/End-Predicting
Non-Fiction Bones
Steve Jenkins
Non-Fiction Science (My Body) -Asking Questions-Determining Important Ideas
Fantasy Snowmen at Night
Caralyn Buehner
Fiction Science (We Love Winter)
-Visualizing-Ideas
Grade One - Instructional Focus Genre/Form
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Ideas Dog Breath
Dav Pilkey
Fiction -Beginning/Middle/End-Problem/Solution
Organization The Best Part of Me
Wendy Ewald
Non-Fiction Science (My Body) -Making Connections-Asking Questions
Voice Big Bear Hug
Nicholas Oldland
Fiction -Predicting-Inferring
Word Choice I Wanna Iguana
Karen Orloff
Fiction -Making Connections-Voice-Ideas-Genre/Form: Letters
Sentence Fluency
On the Day You Were Born
Debra Frasier
Fiction -Word Choice
Grade One - Instructional Focus on Traits of Writing
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Using Prior Knowledge
Big Enough Anna
Pam Flowers
Non-Fiction -Asking Questions-Beginning/Middle/End-Problem/Solution
Asking Questions
Come and Learn With Me
Sheyenne Jumbo
Non-Fiction CulturalSocial Studies (Our Community)
-Using Prior Knowledge-Making Connections
Making Connections
Sky Sisters
Jan Bourdeau Waboose
Fiction Cultural -Setting-Visualizing-Predicting
Predicting Andrea’s Fiddle
Blaine Klippenstein
Fiction Cultural -Making Connections-Beginning/Middle/End
Inferring Shi-shi-etko
Nicola I. Campbell
HistoricalFiction
Cultural -Using Prior Knowledge-Genre: Historical Fiction-Visualizing
Visualizing The Story of Snow
Mark Cassino
Non-Fiction Science (Let it Snow)
-Asking Questions-Determining Important Ideas
Determining Important Ideas
Frogs
Nic Bishop
Non-Fiction -Asking Questions-Visualizing
Grade Two - Instructional Focus on Comprehension Skills
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Beginning/Middle/End
The Night Walker
Richard Thompson
Fiction Cultural -Character Development-Predicting-Making Connections
Setting Over and Under the Snow
Kate Messner
Fiction/Non-Fiction
Science (Let it Snow)
-Asking Questions-Determining Important Ideas
Character Development
Little Bear’s Vision Quest
Diane Silvey
Fiction Cultural -Theme/Author’s Purpose-Beginning/Middle/End-Inferring
Problem/ Solution
Missuk’s Snow Geese
Anne Renaud
Fiction Cultural -Making Connections-Character Development-Beginning/Middle/End-Setting
Theme/Authors Purpose
All the Water in the World
George Ella Lyon
Non-Fiction Science (Changing Matter and Water in Our Environment)
-Asking Questions-Determining Important Ideas
Theme/Authors Purpose
The Lorax
Dr. Seuss
Fiction -Using Prior Knowledge-Inferring-Voice
Grade Two - Instructional Focus on Story Elements
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Non-Fiction A Native American Thought of It
Rocky Landon
Non- Fiction Cultural -Using Prior Knowledge-Asking Questions
Non-Fiction Exclamation Mark
Amy Krouse Rosenthal
Non-Fiction -Using Prior Knowledge-Voice
Traditional Stories
The Legend of the Lady SlipperLise Lunge-Larsen
Fiction Cultural -Making Connections-Beginning/Middle/End
Poetry unBEElievables
Douglas Florian
Non-Fiction -Using Prior Knowledge-Word Choice
Fantasy Just a Dream
Chris Van Allsburg
Fiction -Ideas-Character Development
Biography Snowflake BentleyJacqueline Briggs Martin
Non-Fiction Science (Let it Snow)
-Asking Questions-Character Development-Ideas
How To/Instruction Book
Snow Play
Birgitta Ralston
Non-Fiction Science (Let it Snow)
-Asking Questions-Organization
Grade Two - Instructional Focus Genre/Form
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Ideas I’m in Charge of Celebrations
Byrd Baylor
Fiction -Setting-Voice
Organization If You Give a Moose a Muffin
Laura J Numeroff
Fiction -Predicting
Voice Diary of a Fly
Doreen Cronin
Fiction -Organization-Genre/Form: Diary-Using Prior Knowledge
Word Choice If Not for the Cat
Jack Prelutsky
Fiction -Using Prior Knowledge-Genre: Poetry
Sentence Fluency
Dogteam
Gary Paulsen
Fiction -Using Prior Knowledge-Word Choice
Grade Two - Instructional Focus on Traits of Writing
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Using Prior Knowledge
The Caribou Feed Our SoulPete Enzoe
Non-Fiction CulturalSocial Studies (The Caribou)
-Making Connections-Determining Important Ideas-Theme/Author’s Purpose
Asking Questions
A Seed is Sleepy
Dianna Hutts Aston
Non-Fiction Science (Growth and Changes in Plants)
-Using Prior Knowlege-Determining Important Ideas-Asking Questions
Making Connections
Shannen and the Dream for a School
Janet Wilson
Non-Fiction Cultural -Theme/Author’s Purpose-Asking Questions-Character Development
Predicting Pop! The Invention of Bubble Gum
Meghan McCarthy
Non-Fiction -Genre: Biography-Asking Questions-Determining Important Ideas
Inferring Virginia Wolf
Kyo Maclear
Fiction -Making Connections-Predicting-Beginning/Middle/End
Visualizing The Great Kapok Tree
Lynne Cherry
Fiction -Word Choice-Ideas-Theme/Author’s Purpose
Determining Important Ideas
Survival at 40 Below
Debbie S. Miller
Non-Fiction -Genre: Non-Fiction-Asking Questions
Grade Three - Instructional Focus on Comprehension Skills
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Beginning/Middle/End
A Walk on the Tundra
Rebecca Hainnu
Fiction Cultural -Making Connections-Character Development-Setting
Setting Night Song
Ari Berk
Fiction -Using Prior Knowledge-Character Development
Character Development
Maple Moon
Connie Brummel Crook
Fiction Cultural -Genre: Traditional Story-Making Connections-Sentence Fluency-Setting
Problem/ Solution
Raven
Gerald McDermott
Fiction Cultural -Genre: Traditional Story-Beginning/Middle/End
Theme/Authors Purpose
This Moose Belongs to MeOliver Jeffers
Fiction -Voice-Problem/Solution-Predicting-Sentence Fluency
Theme/Authors Purpose
The Dot
Peter H. Reynolds
Fiction Art -Beginning/Middle/End-Making Connections-Inferring
Grade Three - Instructional Focus on Story Elements
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Non-Fiction Life in an Anishinabe Camp
Niki Walker
Non- Fiction CulturalSocial Studies
-Determining Important Ideas-Asking Questions-Organization
Non-Fiction Just a SecondSteve Jenkins
Non-Fiction Math -Asking Questions-Using Prior Knowledge-Theme/Author’s Purpose
Traditional Stories
Raven’s Greatest CreationDavid Bouchard
Fiction Cultural -Predicting-Begninning/Middle/End-Problem/Solution
Poetry Nokum is My Teacher
David Bouchard
Fiction Cultural -Making Connections-Inferring-Word Choice-Theme/Author’s Purpose
Historical Fiction
Shin-chi’s Canoe
Nicola I. Campbell
Fiction Cultural -Using Prior Knowledge-Inferring-Asking Questions
Biography Men of Courage From Our First NationsVincent Schilling
Non-Fiction Cultural -Asking Questions-Determining Important Ideas-Character Development
Memoir As Long as the Rivers Flow
Birgitta Ralston
Non-Fiction Cultural -Using Prior Knowledge-Sentence Fluency-Theme/Author’s Purpose
Grade Three - Instructional Focus Genre/Form
Kwayaciiwin Education Resource Centre
Instructional Focus
Picture Title/Author Genre Curriculum Links Ideas for Other Interactive Read Aloud Lessons Using Book
Ideas Ten Birds
Cybele Young
Fiction -Problem/Solution-Word Choice
Organization Look to the North: A Wolf Pup Diary
Jean Craighead George
Non-Fiction -Genre/Form: Diary-Asking Questions-Setting-Genre: Non-Fiction
Voice A Promise is a Promise
Robert Munsch
Fiction -Beginning/Middle/End-Problem/Solution-Ideas-Traditional Stories
Word Choice Morning on the Lake
Jan Bourdeau Waboose
Fiction Cultural -Visualizing-Making Connections-Setting-Beginning/Middle/End-Sentence Fluency
Sentence Fluency
Owl Moon
Jane Yolen
Fiction -Beginning/Middle/End-Word Choice-Setting
Grade Three - Instructional Focus on Traits of Writing
Kwayaciiwin Education Resource Centre
Book Title: Instructional Focus:
FOCUS THE LEARNING:
Introduction:
Think/Pair/Share:
FOCUS THE LEARNING:
Introduction:
Think/Pair/Share:
Appendix B: Interactive Read-Aloud Planning Sheet
Kwayaciiwin Education Resource Centre
Read to Page: _____
Think Aloud:
Think/Pair/Share:
Read to Page: _____
Think Aloud:
Think/Pair/Share:
INTERACTIVE READ-ALOUD
Kwayaciiwin Education Resource Centre
Read to Page: _____
Think Aloud:
Think/Pair/Share:
END OF STORY REFLECTION
Think/Pair/Share:
VOCABULARY
EXTEND THE LEARNING
ASSESSMENT
Kwayaciiwin Education Resource Centre
Read-Aloud Observation
Checklist
Is able to sit and pay attention for the duration of the story
Can transition from listening to partner conversations
Maintains eye contact with partner
Uses information from story in partner conversations
Extends thinking with questions
Relates comments to specific events in the story
Uses story language (setting, character, problem)
Can retell stories
Offers opinions
Asks for clarification when understanding is lost
Appendix C
Bibliography of Professional Resources
Fountas, Irene C., and Gay Su Pinnell. 1999. Matching Books to Readers. ! Portsmouth, NH: Heinemann.
Fountas, Irene C., and Gay Su Pinnell. 2010. The Continuum of Literacy ! Learning. Portsmouth, NH: Heinemann.
Hoyt, Linda. 2007. Guide to Interactive Read-Alouds. Portsmouth, NH: ! Heinemann.
Laminack, Lester, and Reba M. Wadsworth. 2006. Learning Under the Influence ! of Language and Literature: Making the Most of Read-Alouds Across the ! Day. Portsmouth, NH: Heinemann.
McGee, Lea M. and Judith Schickendanz. 2007. “Repeated interactive ! read-alouds in preschool and kindergarten.” The Reading Teacher. 60(8), ! 742-751.