Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Interactive Read Aloud Plan
Two-Day Lesson Plan
Day 1
Text Title (Location): Animal Teams (Treasures 1.4)
Author & Illustrator: Rachel Mann
Text Level: J
Exploration Questions:
How do animals change their environment to meet their needs?
How do animals use their environment to help them survive?
Theme 3: Unit 1
Primary Standard
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
Supporting Standard(s):
RI.K.7With prompting and support, describe the relationship between illustrations and the text in
which they appear (e.g. what person, place, thing or idea in the text an illustration depicts)
Day 1
Pre-Reading
Introduction
Today we will be reading a…
(name genre, brief summary similar to
F&P running record introduction)
Comprehension Support
Teaching points within this text level,
focus on one or two items to address
that benefit ALL students in the group
Thinking Job
Standards-based question that sets
students up to master the primary
standard. This is what the student
needs to be thinking/doing while
listening to the read aloud
Kindergarten Curriculum
Interactive Read Aloud
We have two questions to explore over the next 2
days. The first is, how do animals change their
environment to meet their needs? The second is,
how do animals use their environment to help them
survive? An animal’s environment is where it lives
and with whom it lives.
Today we will be reading an article called Animal
Teams. The author is Rachel Mann. Ms. Mann also
took the photographs. This is a non-fiction text, which
means that the information in the text is true. Think
about the title and look closely at the photograph on
the title page. Turn and tell your partner what you
predict this book will be about. As students turn and
talk, listen in to their discussions and formatively
assess their ability to ground their predictions in the
title and photographs. Select a student who used the
title and photographs to make a logical prediction to
share out to the class. If you do not hear students
make logical predictions, share out a prediction you
expected to hear. For example: "I heard students say
that they expect this book to be about animals who
As
we’re
reading,
it’s read
important
pay close attention
work
together.
Let's
to findtoout."
to the photographs and the words because they help
us to understand the topic and remember the key
details.
As you listen to the story, ask yourself, “How are the
animals helping one another?” We will use the words
and the photographs to help us.
5/18/2015
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
During Reading
(TA) pg. 118
As I look at this photograph, I’m wondering how the
animals might be working together. I notice the bird is
sitting on the animal’s (impala’s) neck. I wonder if he
is giving him a ride. Let’s read to find out. Now I
know how the birds are helping. They are eating the
bugs off the animal’s skin. It’s important to pay close
attention to the words and the photographs when
reading.
Instructional Delivery
Think Aloud (TA)
Teacher models for students a skill or
strategy that helps him or her master
a standard
Turn and Talk (T&T)
Teacher poses a standards-based
question to students to discuss in
pairs.
(T&T) pg. 119
Use the photograph to help you share with a partner
how you think the impala is helping the birds. Have
students turn and talk. Listen in to formatively assess
students' ability to use photographs to make a logical
prediction. Select a student who used the
photographs to predict how the impala is helping the
birds to share. If you do not hear students make
logical predictions, share out a prediction you
expected to hear. For example: "I can look at the
picture on page119. I see the birds on top of the
impala. I think they may be giving them a ride. Let’s
read to find out."
DI/UDL Option:
Use of images/graphics to represent the type of
thinking that will occur when reading (thinking map or
clip art)
Continue reading and then ask students to turn and
talk to tell how the impala is helping the birds. Read
the passage and ask students to turn and talk to tell
how the impala helps the birds.
Listen in to formatively assess students' ability to
share key details from the text and select a student
who was successful to share. If you do not hear a
correct response, reread the text and direct the
students’ attention to the photograph. Share the
correct response.
(RL.K.1, RL.K7)
(TA) pg. 120
Read page 120. As I look at the photograph and
listen to the text, I now know several key details about
the fish and the shrimp. I know the shrimp is blind,
the fish and the shrimp stay next to one another, the
fish warns the shrimp of danger by flicking its tail and
the fish is larger than the shrimp.
(T&T)
Read page 121. Have the students turn and talk to
tell a partner key details that they have derived
through text and photographs.
Kindergarten Curriculum
Interactive Read Aloud
5/18/2015
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
PostReading
Discussion Questions
Teacher chooses questions that
support Common Core Standards
from the grade level standards in
which the book level falls to enhance
comprehension of the text
>Extension
Suggestions
Listen in to formatively assess students' ability to
share key details from the text and select several
students who were successful to share. If you do not
hear correct responses, reread the text and direct the
students’ attention to the photograph. Share several
correct responses.
(RL.K.1, RL.K7)
Related Tasks
Examples: Writing/drawing to source
prompt, Arts Integration lesson, re-tell
the story, sequence the story, create
a Thinking Map, sketch a prediction,
dramatize selection
Kindergarten Curriculum
Interactive Read Aloud
Continue reading through page 125.
How did the clown fish and the sea anemone help one
another?
What questions do you have about the article?
DI/UDL Option:
Provide re-teach opportunities for students as
needed.
Role play animal teams helping one another.
See day 2
5/18/2015
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Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Interactive Read Aloud Plan
Two Day Lesson Plan
Day Two
Text Title (Location): Animal Teams (Treasures 1.4)
Author & Illustrator: Rachel Mann
Text Level: J
Exploration Question:
How do animals change their environment to meet their needs?
How do animals use their environment to help them survive?
Theme 3 Unit 1
Primary Standard
RI.K.1: With prompting and support, ask and answer questions about key details in a text.
Supporting Standard(s):
RI.K.7: With prompting and support, describe the relationship between illustrations and the text in which
they appear (e.g. what person, place, thing or idea in the text and illustration depicts)
We
Day 2
Pre-Reading
Introduction
Today we will be reading a…
(name genre, brief summary similar
to F&P running record introduction)
We will continue reading Animal Teams today. The
author is Rachel Mann. Ms. Mann also took the
photographs.
As you know, we have two questions to explore today.
The first is, how do animals change their environment to
meet their needs? The second is, how do animals use
their environment to help them survive? An animal’s
environment is where it lives and with whom it lives.
Turn and talk to your partner to tell what we learned from
the article yesterday. As students turn and talk, listen in
to their discussions and formatively assess their ability to
retell key details. Select several students who were
successful to share their answers.
DI/UDL Option:
Think/pair/share for asking/answering questions about
key ideas
Comprehension Support
Teaching points within this text level,
focus on one or two items to address
that benefit ALL students in the
group
Thinking Job
Standards-based question that sets
students up to master the primary
standard. This is what the student
needs to be thinking/doing while
listening to the read aloud.
Kindergarten Curriculum
Interactive Read Aloud
As we’re reading, it’s important to pay close attention to
the photographs and the words because they help us to
understand the topic and remember the key details.
As you listen to the story, ask yourself, “How are the
animals helping one another?” We will use the words and
the photographs to help us.
5/18/2015
Page 4 of 6
During Reading
Anne Arundel County Public Schools | Department of Academics & Strategic Initiatives
Instructional Delivery
Think Aloud (TA)
Teacher models for students a skill
or strategy that helps him or her
master a standard.
Turn and Talk (T&T)
Teacher poses a standards-based
question to students to discuss in
pairs.
(T&T) pg. 126-127
Read the passage reminding the students to look closely
at the photograph. Have the students turn and talk to tell
a partner key details that they have derived through text
and photographs.
Listen in to formatively assess students' ability to share
key details from the text and select several students who
were successful to share. If you do not hear correct
responses, reread the text and direct the students’
attention to the photograph. Share several correct
responses.
(RL.K.1, RL.K7)
>Extension
Suggestions
Continue reading to the end of the article.
Related Tasks
Examples: Writing/drawing to source
prompt, Arts Integration lesson, retell the story, sequence the story,
create a Thinking Map, sketch a
prediction, dramatize selection
Kindergarten Curriculum
Interactive Read Aloud
Draw a labeled picture or write a journal entry with an
illustration depicting how they might work with another
person as a team.
Draw a labeled picture or write a journal entry with an
illustration depicting one of the animal teams.
Role play animal teams helping one another.
5/18/2015
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