Considerations for the read aloud experience:
Selection of Reading Material: What type of reading material would be best? Think about the many different options for books (for suggestions per age group, see the Considerations for Read Alouds page) and which would be a good fit for the age group you are placed in. Remember to consider what you have already heard being read to the children, what they look at on their own, and what they are interested in learning more about. Keep in mind that a cute cover does not always yield a great story. Visit the bookstore, your local library, or peruse the internet first for book titles you are considering. Then, read the entire content to ensure that it is age appropriate. Do not wait until the day of your read aloud to open the book for the first time!
Content: What knowledge and skills are you hoping children will learn or develop from this experience? Think about the specific objectives/standards you want a child/group of children to achieve. Then, select the appropriate standards of content that reflect the age group you are working with:
– Rhode Island Early Learning and Development Standards (RIELDS) Birth – 5 years
– Common Core Standards (CCSS) and Grade Level Expectations (GLE’s) Kindergarten – 2nd grade
and/or additional curriculum framework of your field placement to determine which goals your experience addresses.
Process: What are the children going to be doing while you read to them? Engaging your audience is important in sustaining interest and generating learning, Plan for the various steps of this experience including: how you will begin, what the children will be asked to do (make predictions, say key words or phrases throughout the story, touch the book etc.), the tone of voice and facial expressions you will utilize, how you will make adaptations along the way if children are not engaged, and ideas to make the children connect with the story. (Remember that a good read aloud allows for every child to be engaged.) Take into account children’s unique learning styles, their interests and their culture and life experiences. You may need to take stop periodically to assess children’s listening and understanding capabilities before continuing.
Context (Additional Materials and the Environment): Where will this read aloud take place? Will this be a large group, small group, or one-on-one experience? Will it be at a learning center, in a group area or outdoors? Will you need additional materials, tools or supplies? (Indicate whether preparation will be necessary before the activity takes place.)
Teaching and Facilitating: What are some examples of guiding questions you will use before, during and after the read aloud? How are these questions connected to the learning goals you hope children will gain from this experience? Think about other ideas to make this an opportunity for developing a positive relationship with the children listening to your story.
Read Aloud Experience Assignment (con).
Student’s Reflection of Activity: Hypothetically reflect on the read aloud and the overall experience for children. Do you think the book selection is developmentally appropriate? How does the book selection connect to what you know about the children and the curriculum the class has been studying? Do you think children will enjoy the story? Discuss why your role as the teacher will support or prevent children from making connections to other topics or ideas in the classroom and in their lives.
Formatting for Read Aloud Experience:
Students should use the format provided below to develop and document their Read Aloud Experience. Use the considerations and guiding questions in the assignment description to provide enough information that completely answers each aspect of the format. Students are required to engage in this experience twice either in their placement sites or virtually but will only need to document one read aloud (in other words, write about the experience you think was best!) Students will also record themselves facilitating their read aloud (either with children or without) and submit their video to the Instructor via email, text, or on Blackboard.
Students will type up a written version of one read aloud experience to hand in to the College Instructor on or before the assigned due date (Please refer to course syllabus for due date). This will be submitted for grading and the Instructor will utilize the corresponding rubric for evaluation. All papers must be typed using a size 12 font. Label each section to represent the components of the lesson plan itself (for example, Content). Please use single space paragraphs for each section of the plan and provide a double space between sections. There should be one-inch margins on all sides. Use complete sentences, correct spelling, college-level vocabulary, proper grammar, and punctuation.
Title of Assignment, Class Name and Number, Student’s Name/Date
Read Aloud Experience:
Title of Book:
Content (Learning Goals) (Here is an example of appropriate formatting for the Content section):
Domain: Social and Emotional Development
Component: Sense of Self
Learning Goal: Children develop an awareness of themselves as an individual with unique thoughts, feelings and perspectives.
Learning Goal: Children develop the confidence to complete an action successfully and independently.
Domain: Social Studies
Component: Self, Family and Community
Learning Goal: Children gain an awareness of how they relate to their family and community, understand social roles and responsibilities, and recognize and respect similarities and differences in people.
Domain: Physical Health and Motor Development
Component: Healthy and Safety Practices
Learning Goal: Children develop self-help skills
Age Group (i.e. 3-5 years)
Context (Environment and Additional Materials Needed (optional):
Group Size/Learning Format:
Teaching and Facilitating:
Student’s Reflection of Experience:
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