Integrated Task RI K.5 Identify the front cover, back cover, and title page of a book.
This standard can be addressed and reviewed every day of the
Interactive Read Aloud.
Interactive Read Aloud
Fiction (Trade Books, Novels/Chapter Books, Short Stories, Poetry) Novels may overlap
instructional units in the quarter.
Non-Fiction (Informational text, Maps, Charts, Graphs, Biography, Speeches, Content Area
Articles, Books, Magazines, etc.) NOTE: The same story is used in both Interactive Read
Aloud and Shared/Close Reading but each instructional time has different standards and
instructional focus.
Focus Standards: RL. K.6, RI. K.5
Integrated Standards: RL. K. 1, 5, 7, 10; RI. K. 1, 2, 4, 6, 7, 10, SL K. 1 a, b, 2, 3, 4, 5, 6
Check In’s per focus standard:
RL.K.6
Large and small group instruction
Observation: Identify authors and illustrators of books read during group times.
RI.K.5
Large and small group instruction
Observation: Have students use sticky notes to identify parts of a book.
Week 1
Text:
Instructional Focus (Standard and Focus): RL. K.6
Rosie’s Walk
Week 2
Text:
Instructional Focus (Standard and Focus): RI. K.5
Follow that Map! A
First Book of Mapping
Skills
Week 3
Text:
Instructional Focus (Standard and Focus): RI. K.5
Me on the Map
Week 4
Text:
Instructional Focus (Standard and Focus): RI. K.5,
Whoever You Are
RL.6
Interactive Read Aloud Structure (K-2)
1. Introduce the book
2. Preview and predict
3. Read Aloud – Pausing for interaction:
Teacher Think Aloud: Model student objective, student think/pair/share, vocabulary
discussed
4. Wrap up and relate: students connect teacher modeling and student share out objective.
Turn and Talk with Questioning – Use Accountable Talk Stems
Have students turn and talk about the characters during close reading, interactive read aloud, and guided reading
instruction. Use questions and prompts such as the ones below to help move your students’ understanding from character
attributes to theme:

Can you tell me the reasons why the character said ...in the story? How has your understanding of the character
changed your thinking about the story?

What is the theme of this text? Can you give specific examples from the text to support your thinking?

Can you tell me how the character is feeling is this part of the story? Explain why the character is feeling this way.