Shared Reading Lesson Plan
Title: The Magic Hat
Genre:F
Author: Mem Fox
Pub:
Literacy Core Objective:
L.A. Standard 4000-07
Objective 0702 Apply strategies to
comprehend text
Content Core Objective:
Text Structure:
Narrative
Informational
Enduring Understanding: Purpose for reading
Students will be able to make predictions before,
during, and after reading.
“I Can” Statements: Essential Questions
I can make predictions using picture clues, title, and
my background knowledge.
ELL Language Objectives: Partners will
recite the refrain with the teacher.
Focus - Comprehension Strategies, Vocabulary & Text Structures/Features
Comprehension Strategy:
Questioning
Predicting
Making Connections
Inferring,
Visualizing,
Background knowledge
Determining Importance
Clarifying and self-monitoring
Summarizing
Synthesizing
Introducing the Text “I Do It”
Modeling and Teacher Talk:
“Today students We will be learning about a comprehension strategy good readers use. Good
readers make predictions before, during, and after the read. (Before) As I read the title of the book
The Magic Hat by Mem Fox, I’m wondering whom the magic hat belongs to. I’ll bet the hat is
going to cause a problem in the story. I notice there are children on the cover of the book. I predict
there will be children in the story.”
Reading the Text “We Do It”
Interacting with and reinforcing strategies and skills:
(During) Read the book. Each time you come to the last two lines on the page really stress the
words so the students are able to make a rhyming prediction (Like a bouncing balloon, and sat on
the head of a hairy . . .).
Give the students time to predict what the next animal may be. Remind them that thinking about a
rhyming word will help them predict correctly.
(After) As you finish the story, review the before reading predictions. Did I predict correctly? Good
Readers predict in the their minds before, during, and after everything they read.
Word Work – Model the “at” chunk.
Extending the Reading “You Do It”
Students practicing the strategies taught, rereading for fluency, and extending into writing:
As students read during “guided reading,” they will make a prediction orally or in writing before
they read. They will stop in the middle of their reading to again predict. As they finish the reading,
they will reflect on their predictions and make additional one for their reading the next day.
Word Work – Students will work with a partner sorting “at chunk” words and pictures.
Strategies taught in Shared Reading should be gradually released and reinforced in
Guided Reading Groups and Student Independent Practice
Content Core Integration:(Science, Soc. St., Math, etc.)
Assessment:
Activities:
*This lesson could be a multiple day plan