Read Aloud Lessons - Early Childhood

36 Pages·2014·0.81 MB·English

Unit 3 – Construction Read Aloud
The Three Little Pigs by Paul Galdone Subjects: ELA, SS
Enduring Understandings:
• People’s perspectives depend on culture, history, location, age, and personal views or ideas.
• All perspectives have validity.
• Stories help us experience different perspectives.
Essential Questions:
• What is the perspective of the author or character?
• Why do you think he or she has this perspective?
Content Objectives:
Children will integrate and evaluate content presented in the story through analyzing characters traits and major events and
retelling the story. Children will write/draw/dictate/act out a narrative piece that is inspired by the text. Teachers are encour-
aged to adjust content objectives to meet the needs of their students.
Language objectives:
With support and guidance, children will gather information and use it to ask and answer questions about story sequence
and key details. Children will retell the story using transition words. Teachers are encouraged to adjust content objectives to
meet the needs of their students.
Accomodations: (IEP/504):
Use appropriate accommodations as designated in students’ IEPs and in response to students’ needs.
ELA/Literacy Standards: Content Area Standards:
RL.K.1, 2, 3, 9 SS: K.5
SL.K1, 5
W.K. 1, 3
SL.K1, 5
Instruction Overview
First Read:
Children will listen to the story for enjoyment and make vocabulary connections. They will share their reactions and discuss
some ideas for alternate versions of the story.
Second Read:
Children will discuss other versions of the story they have heard. Children will identify the main events of the story.
Third Read:
Children will retell the story.
Culminating Writing Tasks:
Independently or with peers, children will write/draw and act out their own versions of The Three Little Pigs.
BUILDING ACADEMIC VOCABULARY
EMBEDDED INSTRUCTION (Tiers 1, 2, and 3) EXTENDED INSTRUCTION (focus on Tier 2)
Identify vocabulary words that require some attention in Identify vocabulary words that build academic
order for children to comprehend the text. Define these words language and are essential to comprehending the
quickly in context, using a child-friendly definition. text. These words may be defined quickly in context,
Tier 1 but will be revisited for children to integrate into their
• sow – mother pig vocabulary.
Tier 2 Tier 1
• huff – take a deep breath • straw – long, dry grass such as wheat
• turnip(s) – a kind of root vegetable • sticks – long pieces of branch or wood
• (butter) churn – a barrel used to make butter • bricks – a really hard block made from clay
• blazing (blaze) – big, hot, bright Tier 2
• bundle – a group of something, tied together
• load – a lot of the same things carried together
IMPEMENTATION PROCESS
Introduction:
“This week, we will read this story, The Three Little Pigs by Paul Galdone. There are many versions of this story.
How many of you have heard this story or a story like this before?”
“Different authors have different ideas and perspectives. Sometimes an author might re-tell a familiar story like this.
Let’s see what happens in Paul Galdone’s version of The Three Little Pigs.“
1st Read
straw – “Straw is dried grass.” (show picture of straw or bring in
Preview key vocabulary words. Write each word
a piece to pass around)
on an index card, and show the word as you
sticks – “Sticks are pieces of a tree that have fallen off. Here is a
introduce it. This strategy benefits all children,
stick that I found outside.”
especially ELLs.
brick – A brick is a rectangular piece of hard clay that is used for
building. Lots of buildings in Boston are made out of bricks.
Show a picture of these words or have an exam-
bundle – A bundle is a group of things, all tied together. Here is a
ple to pass around.
bundle of pencils. What else could you have in a bundle?
load – A load is a group of things carried together. A bundle is
tied, a load is carried, perhaps in a basket, a cart, or a truck (show a
picture of a load of items in the back of a truck or in a wheelbarrow).
Read the story completely, stopping naturally to
clarify vocabulary words. Encourage all children
to “huff” and “puff.”
“All people have feelings about stories and these feelings are called re-
Explain that readers can have differing opin-
actions. My feelings might be the same as yours or my reaction could be
ions about a text and that everyone’s opinion is
very different, which is okay. Successful readers gather details from the
important.
story to support their reactions. For example, after reading a story, I can
ask myself questions like, Which parts of the story made me feel good?
Which parts of the story made me feel sad? Which parts surprised me?”
Have the children turn and talk about their reac-
tions to the story.
Listen to the children as they turn and talk.
Highlight for the whole group some of the strong
reactions you heard. These ideas might become
inspirations for children’s constructions of this
familiar story (link to Dramatization).
Model these prompts.
• “After reading the story, I feel upset because the wolf ate two of
the pigs and then the wolf got eaten in the end.”
• “I liked the book because the third pig finally tricks the wolf, and it
was funny.”
• “I enjoyed the book when the third pig goes to Mr. Smith’s farm
early to buy turnips before the wolf gets there.”
• “If I could change the story, I would _____”
2nd Read
Review the extended instruction vocabulary
from the first reading.
“Today when we read the story, we are going to pick out the main events.
It is something that happens that is really important. When we retell sto-
ries, we talk about the main events.”
“As we read and find the main events, let’s mark the page with a sticky
note to remind us of what they are. That way, when we are finished with
the story, we can look back at the main events.”
“This page shows the first little pig building a house of sticks. This event Mark the main events while reading the story
is really important in order for readers to understand the whole story, so I to the children.
am going to put a sticky note here.”
“Why do you think the first and second pigs’ houses fell?” Check for comprehension with guided ques-
“What could the first and second pigs have done to prevent the Wolf tions.
blowing their houses in?”
“Why did the Wolf invite the third pig to Mr. Smith’s farm?”
“Why did the third pig go to Mr. Smith’s farm at 4 o’clock instead of 5
o’clock?”
“What did the third pig learn from his experience?”
3rd Read
“Successful readers and writers can retell familiar stories they have read.
Today we are going to retell Paul Galdone’s story using our own words.
When retelling a story, we think about the main events. Remember we
tagged the main events last time we read the book? I used the copy
machine to make copies of the main events we found. We can use these
Sequence the events as a class. Provide the
pictures to retell the story together.”
following transition words on the board, on a
poster paper, or on sentence strips:
• In the beginning or Once upon a
time or First
• Next
• Then
• After
• In the middle
• After that
• Later in the story
• In the end, Last, or Finally
“Our retell was great! We remembered the main events of the story. When
you create your own version of the story, remember to include a begin-
ning, middle, and end, just like Paul Galdone did.”
Culminating Question: How can you use the information we gathered about the characters and story to create your own
version of The Three Little Pigs? What do you want to change about the story or the ending?
Center Extensions:
The purpose of children engaging in the content of the text through centers is to allow children to independently and
collaboratively practice reading strategies, engage in using concepts from the text, and engage in higher order thinking:
understand, apply, analyze, evaluate, and create.
Dramatization: Children make props/costumes to act out Paul Galdone’s story and 3 Little Pig variations. See
Dramatization activity “We’re the Three Little Pigs”.
Art Studio: Add straw, sticks, and brick to Beautiful Stuff.
Library and Listening: Add versions of The Three Little Pigs and other similar books from the school or public library.
Include student made books. See Library & Listening activity “Stocking the Library.”
Closing: Highlight the main events and children’s reactions to the text. Highlight children’s re-tellings of the story.
Assessment: Use observation checklist and students’ written responses during Writer’s Workshop/Writing and Drawing
Center.
Homelink: Survey children about different versions of the story they have heard, either from a previous classroom
experience or from home. Record children’s comments. Ask families for versions from their home cultures. Invite families
to share their stories or to send in the book/story with the child. Share a different version that you might know. Additional
shared stories should be separate read alouds, contrasted with Paul Galdone’s book.
Vocabulary
 cards
 for
 The
 Three
 Little
 Pigs
 (cut
 out
 cards
 and
 laminate,
 or
 print
 on
 card
 stock.

 Put
 on
 a
 metal
 ring
 to
 create
 a

“word
 ring”
 that
 children
 can
 reference
 for
 their
 dramatic
 play,
 construction,
 or
 writing
 activities
 in
 centers)

brick straw

stick blaze

bundle load
Unit 3 – Construction Read Aloud
The True Story of the Three Little Pigs! by Jon Scieska Subjects: ELA, SS
Enduring Understandings:
• People’s perspectives depend on culture, history, location, age, and personal views or ideas.
• All perspectives have validity.
• Stories help us experience different perspectives.
Essential Questions:
• What is the perspective of the author or character?
• Why do you think he or she has this perspective?
Content Objectives:
Children will read (listen) closely to determine what the text says explicitly and to make logical inferences, using specific
evidence when writing, drawing, dictating, and speaking to support conclusions drawn from the text.
Teachers are encouraged to adjust content objectives to meet the needs of their students.
Language objectives:
With support and guidance, children will discuss the tone of the text. They will articulate character traits and discuss
similarities and differences.Children will identify newspaper headlines.
Teachers are encouraged to adjust content objectives to meet the needs of their students.
Accomodations: (IEP/504):
Use appropriate accommodations as designated in students’ IEPs and in response to students’ needs.
ELA/Literacy Standards: Content Area Standards:
RL.K.1, 2, 3, 9 K.5
W.K. 1, 3
SL.K1, 5
Instruction Overview
First Read:
Children will listen to the story for enjoyment. They will share their reactions to the story and discuss tone. Idioms and ex-
pressions will be clarified.
Second Read:
Children will gather information about the main character and make connections between text and illustrations.
Third Read:
Children will gather and confirm information about the text. They will compare and contrast 2 different texts.
Culminating Writing Tasks:
Individually or in small groups, children will create headlines and newspapers.
BUILDING ACADEMIC VOCABULARY
EXTENDED INSTRUCTION (focus on Tier 2)
EMBEDDED INSTRUCTION (Tiers 1, 2, and 3)
Identify vocabulary words that build academic
Identify vocabulary words that require some attention in
language and are essential to comprehending
order for children to comprehend the text. Define these words
the text. These words may be defined quickly
quickly in context, using a child-friendly definition.
in context, but will be revisited for children to
integrate into their vocabulary.
Tiers 1 and 2
granny – another word for grandmother
Tier 2
terrible – very bad
fair – when everyone gets what they need
shame – waste, “too bad”
true – real; not made up
cleared – disappeared
diet – what animals eat
sackful – one full bag
impolite – rude, no manners
scene – loud noises and activity, commotion
neighbor – someone who lives close by
jazzed – added some details that may not be true
framed – set up by others
Additional vocabulary not in text, but needed to discuss
neighbor – someone who lives near you
the story:
secret – something you don’t tell or show other people
perspective – the way one person or character thinks a
story happened, point of view
character – a person or animal in a story
author – the person who wrote the story
IMPEMENTATION PROCESS
Introduction:
“We just finished reading The Three Little Pigs by Paul Galdone. We talked about different versions of this story, and we
were authors of our own versions. Let’s explore this version called The True Story of the 3 Little Pigs! by Jon Scieszka.”
“This book is interesting because it tells a similar story, but with a different perspective, or point of view. When we read this
book, think, ‘who is telling this story?’ “
First Read:
• diet: “What animals eat. For example, we Preview key vocabulary words. Write each word
learned that salmon’s diet is ___. Sometimes, animals eat on the board, sentence strip, or index card, and
other animals. Do you remember what we learned about a wolf’s show the word as you introduce it. This strategy
diet?” benefits all children especially English Language
• impolite: “Impolite means being rude or having no manners. Learners.
I might think a friend is impolite if he or she is talking while
somone else is talking.
• fair: “When something is fair, it means that everyone gets what
they need. It’s not fair if the same children always have a turn on Read the story completely with expression, using
the slide when some people never get a turn.” a sarcastic or humorous tone where appropriate.
• true: “If something is true, it means it’s real, or it really hapened. Encourage children to ‘huff and snuff and sneeze’
Something pretend isn’t true.” as this happens in the text.
• neighbor: “A neighbor is someone who lives near you.”
• my side of the story – the way I tell the story, my perspective or It may be necessary to stop naturally to clarify
point of view these idioms during reading.
• in his right mind – someone thinking in a smart way
• dead as a doornail – dead for sure (doornail refers to nails on
medieval doors or castle doors)
• chinny chin chin – chin
• wolf’s honor - I promise (derived from “Boy Scout’s honor”)
• The rest, as they say, is history – everyone know what hap
pens next
“All stories have a tone. As I read the words and showed you the pictures
in this story, I noticed that many of you laughed. You thought this story Discuss children’s reactions and the tone of
was funny! The way the Wolf tells the story gives this book a humorous or the book.
funny tone. I think both the author and the illustrator really wanted us to
laugh when we read this story.”
Perspective: “I mentioned this word earlier: perspective. As we learned
Second Read:
yesterday, this story is told from the Wolf’s perspective.This is how he
Review the vocabulary from the first
thinks the story happens, or the way he tells the story, is from his point of
reading. Add one word to the vocabulary list:
view.”
perspective. Write the word on the board,
sentence strip, or index card, and show the
word as you introduce it.
“This story is told by Alexander Wolf, the main character. Successful
Introduce character traits. Explain that
readers can learn about characters in many ways. We can listen to what
readers use the text and illustrations to gather
the character says, look carefully at the illustrations, and think about what
information about characters.
happens.”
“As we read the story today, we are going to gather clues about
Create a web on chart paper.
Alexander Wolf. This web is going to help us organize our ideas about
the character.”
“I can see from this page that the Wolf likes to eat animals like bunnies,
sheep, and pigs. This detail is important; I am going to write it on our
Alexander T. Wolf
character web.”
eats bunnies, sheep,
and pigs
Review the character traits you have discovered
together. Discuss feelings about his character
and perspective.
“We have talked about several versions of this familiar story and looked The Third Read
at these two texts in particular. We are going to read The True Story of Remind the children about Paul Galdone’s
the Three Little Pigs! one more time. But this time, as we are reading, book. Read The True Story of the Three Little
think about what is the same or different about the two books we have Pigs! Compare and contrast the two stories
read.” using a T-chart.
The Three Little Pigs Compare and Contrast
“This is a T-chart. It will help us compare and contrast the two stories.
Compare and contrast means to think about what is the same and what
The Three Little Pigs The True Story of the
is different about the two stories. When we find differences, we will write
Three Little Pigs
them in each column (point to the columns). But when things are the
same, we will write it in this space above (point to space above the line).”
Culminating Question: How can you use the information learned about the characters and story to create a newspaper in
Writers’ Workshop?
“Let’s look at the cover of the book. It’s a newspaper (show a real Provide the character trait web and the
newspaper). People read the newspaper to gather information. Newspapers T-chart for children to reference.
describe what is happening around us and what is happening around the
world. This headline reads, ‘THE TRUE STORY OF THE 3 LITTLE PIGS!’ in
all uppercase letters.” Brainstorm topics and headlines for a
newspaper article. Topics may or may not
directly relate to the Three Little Pig stories.
If children want to relate to the Threee Pigs
Story, possible topics are:
• The Wolf Escapes!
• The Third Pig Tells His Side of the
Story
Alternately, the headlines could relate to
classroom events:
• Melissa Has A New Baby Brother!
• Room 5 Visits The Zoo!
• Meet Room 5’s New Pet Fish!
• Room 5 Welcomes A Construction
Worker
Center Extensions:
The purpose of engaging in the content of text through centers is to encourage children to independently and collaboratively
practice reading strategies, engage in using concepts from the text, and engage in higher order thinking: understand, apply,
analyze, evaluate, and create.
Dramatization: Provide children with the opportunity to dramatize the new perspective from The True Story of the Three
Little Pigs!. Refer to Dramatization Activity “What About the Wolf?”
Library: Gather books that are similar to The Three Little Pigs and The True Story of the Three Little Pigs!. Be sure to
include student-made books. Add newspapers for children to explore. Refer to Library Activity “Stocking the Library”.
Writing and Drawing: Add newspapers to the area as a model. Encourage children to create newspaper headlines and
articles. Extend this to Writer’s Workshop.
Closing: Highlight key skills and strategies children used while making meaning of the text. Highlight skills children use to
relate text to self, text to text, and text to world.
Assessment: Use observation checklist and students’ written responses during Writer’s Workshop/Writing and Drawing
Center.
Vocabulary
 cards
 for
 The
 True
 Story
 of
 the
 Three
 Pigs
 (cut
 out
 cards
 and
 laminate,
 or
 print
 on
 card
 stock.

 Put
 on
 a
 metal
 ring

to
 create
 a
 “word
 ring”
 that
 children
 can
 reference
 for
 their
 dramatic
 play,
 construction,
 or
 writing
 activities
 in
 centers)

neighbor secret

fair true