Lesson Plan for an Interactive Read-Aloud

By Martin Mireles

This is an example lesson plan intended for elementary or middle school emerging bilingual learners (English/Spanish). 

Considerations:

These lessons are adaptable to various grade levels depending on the text that you choose to use for day 2 and 3. Depending on your students, I would say the lessons are appropriate for 3^rd graders and up. The focus of these literacy lessons is comprehension and specifically inferencing and predicting, also known as forward inferencing. Inferencing is seen in both the informational and literature strands of Common Core in the Key Ideas and Details section. It is explicitly referenced, in the Standards, from 4^th grade to 12^th grade. Therefore, it is an essential literacy skill to teach and ensure that the text you select lends to that. I would choose a mentor text at the majority of the students’ listening comprehension level or close to it if you are reading it aloud. Also, pick a culturally-affirming text that the students would have some background knowledge in.

I used these lessons with my 8^th grade emerging bilingual learners, who, on average, have been learning English for about four years. A portion of my students have exceptionalities, as I am in a co-taught classroom. Therefore, I always ensure that lessons and supports are in accordance with WIDA’s 15 Essential Actions for Academic Language Success and their language framework (Gottlieb, 2013). For example, in these lessons, there are sentence frames that help scaffold and differentiate around the concept and language development, which can be applied to both the speaking and writing domains. Similarly, I followed the recommendations set by IES and What Works Clearinghouse for teaching academic content and literacy to English Learners in Elementary and Middle School (Baker et al., 2014). Consequently, academic vocabulary is emphasized with digital anchor charts, and student-friendly definitions are given, as well as the various opportunities to make connections through the different modalities. Here is the same interactive read-aloud lesson plan but with a specific text and examples:
https://docs.google.com/document/d/1ctIXCXRdSE00VTIgLUHV43czDgdUE2_BfTKqlhraurw/edit?usp=sharing
  Launch:

Display this on a Google Slide or write on the board:
What can you infer (guess) happened, and what do you think is going to happen next?”

Have students share with their shoulder partner or put their answers in the chat. Then have students share aloud to the class.

Many different inferences are possible, but they should be appropriate. Give a couple for reference, if needed:

• The author loves tacos al pastor.
• The author’s brother ate his tacos.

Predictions may vary but should be appropriate. Give a couple for reference, if needed:

• I predict that the author may eat something else instead of the tacos.
• I predict that the author is going to get payback.

Mini-Lesson:
Put the content and language focus on the board or a Google Slide.

Content/Skill Focus:
Students will be able to define in their own words what predictions and inferences are.

Language Focus:
Students will be able to orally explain how to justify (prove) their prediction or inference.


Introduction:

After going over the day’s focuses, go through Artifact 1. It should be available to students as an anchor chart or on a Google Doc to access if needed. My past students had portfolios with copies of the anchor charts they could reference, and we have transitioned those to digital ones in Google Drive. Some students receive them as fill-in-the-blanks, and others receive it completed to focus on listening rather than writing it. As you introduce the word inference, remind students to use the strategy of recognizing cognates. If someone recognizes it in Spanish, have them define it in Spanish and give the word in Spanish (inferencia). If not, teach it in English and clarify it in Spanish if needed. Continue with the anchor chart, begin with the definition, and end with the sentence frame. During the visual example, check for understanding of the terms text evidence and background knowledge. Have some volunteers explain the two terms in their own words. After going over the sentence frame, go back to the launch example and utilize it to make an inference. Emphasize that we should always try to improve our answers, and we can do that by supporting and justifying them. Check comprehension for understanding of the term justifying if you have not extensively worked with that word and concept already. Give a real-world example of something that you might try to justify with a family member or otherwise.

An example of an inference could be: “I think that the author loves tacos with cilantro, onion, and salsa roja because, in the text, it says, ‘I always order al pastor with cilantro, onion, salsa roja’ and I know that when you always order something, you like it.” Another example to differentiate could be: “The author’s brother ate the tacos because, in the text, they said he smirked at him, and that usually means that they did something, especially when it's a sibling.”

Highlight the different parts of the inference. Next, have students recreate their past inferences or create new ones. Students should have at least two inferences. Afterward, have them highlight the different parts with highlighters or utilize Google Docs. Check for comprehension. Have students swap papers or share their Google Docs with another student. They should highlight the different parts of the second inference and justify why they highlighted what they highlighted. Online, this could be done by leaving comments in the Google Doc or making breakout rooms and talking through them.
 
Afterward, go over Artifact 2—Predictions. Again, ask them to look at the word predictions to see if anyone recognizes that it’s a cognate. Follow the same process that was done with inferences. Make sure you mention that a prediction is a forward inference. When you finish going over the sentence frame, go back to the launch again. Similarly, give a model prediction utilizing the sentence frame.

An example utilizing the sentence frame could be:
“I predict that the author is going to chase after her brother because in the text it says, ‘My eyes opened, and my fist tightened…’ and I know that when people get mad at their siblings, they go after them sometimes.”

Give another example to differentiate. Follow the same process, having students recreate their past predictions or create new ones. Again, they should create two and highlight one. Check for comprehension and make sure students have access to Artifact #2. Students will switch with a partner and do the same as with the inferences. Feel free to differentiate for students that have proven they can justify their inferences and predictions in writing. They can formulate their own sentences, but they still must contain the three parts. Have them highlight the different sections to confirm.

Reflection:

Students will do a sticky note reflection activity. They will reflect on what they learned today.

They grab three sticky notes or create three on Google Jamboard and answer the following:

• On the first one, put something you learned or understand better now.
• On the second one, put something you found interesting or helpful.
• On the third one, put something you still have a question about or want to keep practicing.

Have them put their initials on them. Lastly, have them answer if they met today’s goal on a piece of paper or in a Google Doc.

Today’s Goal: I am able to define in my own words what predictions and inferences are, and I am able to orally explain how to justify (prove) my prediction or inference.
Did you accomplish today’s goal? If not, what would help you achieve it?

Display tomorrow’s goals and mention that they will be making predictions with a book or text tomorrow.

Tomorrow’s goals:

Content/Skill Focus: Students will be able to make a forward inference (prediction) based on the text and their schema (background knowledge).

Language Focus: Students will be able to justify their forward inference (prediction) orally.

 
Day 2

Content/Skill Focus:
Students will be able to make a forward inference (prediction) based on the text and their schema (background knowledge).

Language Demand Focus:
Students will be able to justify their forward inference (prediction) orally.

Before Reading:

Ahead of time, the teacher should select a short book to read aloud to students. (See the Lesson Plan Google Doc for a book suggestion that goes well in this lesson: https://docs.google.com/document/d/1ctIXCXRdSE00VTIgLUHV43czDgdUE2_BfTKqlhraurw/edit?usp=sharing). Share the book with the students so they have it in front of them with a Google Doc open in another window to write their predictions. They should always be able to see the text.

Have students look at the cover, read the title, author, and illustrator. Talk about what genre it is. Ask them if they know any other books of that genre to activate their background knowledge. Go over the content and language focus—these will be the student’s goals for the day, as always.

Have students make predictions. Do not do a picture walk; one will be done on day 3. Make Artifact 2 accessible or remind them that they can always reference their portfolios so they have the sentence frame in front of them. Explain that they can make predictions based on both the text and picture because they give you information. After students provide an example, model a response. Have students write the phrases on separate sentence strips on the board or type their responses on a shared Google Doc. Highlight one or two depending on feedback according to the sentence frame and have students highlight them as well.
 
If there is a short glossary or pre-determined vocabulary words, have students hold up their hands with 1 through 5 fingers up. If they know the word and can use it in a sentence, they hold up five fingers. Conversely, if they have never heard the word, they hold up one finger. Go through and address the words that are needed based on feedback. While going through the words, ask students to recognize the cognates or point them out to make that possible connection. If there isn’t a glossary, you should determine the words that you want to go through beforehand. Tier II words or words that hold a lot of meaning in the story are words you might want to target. Others you can target in the story.
 
During Reading:

For reading, students will make predictions on a shared Google Doc. An example of what it could look like is shown in Artifact 3. Stop at various points throughout for students to confirm, alter, and make new predictions. If a student’s prediction is correct, highlight it in yellow. If they want to abandon it or it wasn’t correct, they can just cross it out or strike it on the Google Doc. They should not delete it or erase it. Students will have a partner that they speak with for the lesson. Have students partnered, taking into consideration their knowledge of the English language and past comprehension of the skill of predicting in any language.
 
Toward the beginning of the book, the teacher should model both correct and incorrect predictions while providing a gradual release of responsibility and support. However, it is preferred that students get some predictions wrong to learn to adjust them as they gain new information. Therefore, it is essential to consider and limit guidance and assistance at times. Figurative language is typically difficult for bilingual students, so they might interpret some language literally. For example, they might predict from the cover that it will rain tortillas, and that is an acceptable prediction because they will find out the real meaning as they read. However, if they do not make the connection, guide them to make that connection.

Stop naturally based on some of the predictions that students make. Listen and refer to the sentence frames as needed. Also, the stopping shouldn’t be so frequent that they cannot gather more information, confirm, deny, or make changes to the prediction. When you stop, have students write their predictions first. With their partner, they are to discuss and justify their predictions. They have the graphic organizer they are writing in and the sentence frames to utilize for support. Walk around or go into different breakout rooms to monitor the conversation and guide it if absolutely necessary. First, one student should explain their predictions and whether they kept them the same, altered them, eliminated them, or made a new one. The partner student will either agree or disagree based on text evidence or background knowledge. Following this, the partner student will share their prediction(s) and gather feedback as well. Remind the students that they don’t have to change their prediction(s) even though their partner disagreed because everyone has different background knowledge and opinions. The discussion will help students discuss their ideas and gather new ones in the modified “think, pair, share.” As you read, you can have students share their own or their partner’s prediction(s) with the class. Having that choice will help students that are reluctant to speak or share their ideas aloud. Have them use the sentence frame if needed or map it out using magnetic sentence strips on the board.

A short book is fine because the conversations should be fruitful. Overall, discussions should take more time than reading the actual book. You don’t have to finish the book. Enough of the book should be read that predictions can be confirmed, altered, eliminated, and new ones created. Begin predictions with the cover and continue until you deem it necessary to establish a base. You can model a prediction if students are having difficulty getting started, or you can ask guiding questions to lead them to make predictions. Have students connect the text with the pictures given to cement what is occurring in the story and to assist students who may not understand. However, the text should be at the students’ instructional level and within their zone of proximal development to develop the skill of predicting. Ask guiding questions when necessary at the beginning, though. Differentiate between the groups on the prompts and guiding questions given.

Continue throughout the book. You can gradually fade modeling and guiding questions for the class or partners based on your observation and need. Remind students that they may make predictions based on the pictures. Also, they can use and reference the images to justify their predictions. As they continue, they might adjust their predictions or make new ones by using the text and pictures as well. Some of the text may not make sense due to the genre, depending on what text was chosen. Hit on those points and remind them of what the genre entails and how the book meets those criteria.

After Reading:

Have students reflect on their predictions and what actually occurred in the story. Have students summarize the book as partners. One student will start at the beginning, and the partner will add to that part or continue with the next sequence of events. Students will switch and continue until they finish. Have some transition words accessible for the students to use. After finishing, have students reflect on whether they were able to meet their content and language goals for today in a 3-2-1 format. They will write in a Google Doc three things they learned, two things they found helpful or interesting, and one question they may still have or something they might want to continue to practice. Have them end by writing if they mastered their goals with reasoning. Lastly, state that tomorrow will be dedicated to the goal of inferencing with the same book.
 
 
Day 3

Content/Skill Focus:
Students will be able to create an inference based on text evidence and their schema (background knowledge).

Linguistic Focus:
Students will be able to justify their inference orally.

Before Reading:

Introduce the book again with the new goals. Have Artifact 1 available for students to reference. Do a picture walk-through to remind students of the events that occurred. If you did not choose a picture book or a graphic novel, you could read the headings. Consequently, have students turn to their partners, and they will each retell the story to each other. Afterward, have one or two students retell the story aloud with the class. One can be in English and one can be in Spanish, or you can retell it in Spanish.

Students should open a Google Doc to track their inferences and be partnered, taking into account the same considerations from Day 2. The Google Docs will be their own, not shared like the predictions Google Docs were.

During Reading:

First, read the page, and stop at the end of each page or every other, depending on the book. It doesn’t matter if you finish the book or not. The vital part of this lesson is making an inference and justifying it. After stopping for the first time, students will first write an inference. They will have to justify it, which could/should be done instinctively by following the sentence frame. You can determine which students don’t have to utilize the sentence frames. Once students are given time to write down their inferences, students will share them with their partners. Partners will agree or disagree and give their reasoning based on the text, background knowledge, or both. Again, walk around, look at their Google Docs, and/or join breakout groups that may need support. Their roles will switch after the partner offers their reasoning. Model and give guiding questions at the beginning and then fade them out, just as was done with predictions. After partners have discussed their inferences, ask a couple of students to either share their own or their partner’s inference. Determine if it is valid, show the inference written or typed, and highlight the different parts according to the anchor chart. If a character made an inference within the story, be sure to discuss it if a student does not.

Continue having students share their inferences and discuss with their partners and the class. It is not necessary for students to write all the inferences possible in the story, but it is essential for students to recognize the most important ones. Make sure you have students understand that they are looking for things that are not explicitly stated. Students are also able to make inferences based on the pictures. Keep in mind, comprehension of stated events is not the goal in this particular lesson. It is what is not said that we want students to focus on. Therefore, it may be necessary to simply clarify or repeat stated events rather than guide students to do it themselves for the sake of purpose and time.

After Reading:

Have students switch partners and compare the inferences made. After finishing, have students reflect on whether they were able to meet their content and language goals for today in a 3-2-1 format as they did with predictions. Again, they will write in a Google Doc three things they learned, two things they found helpful or interesting, and one question they may still have or something they might want to continue to practice. Have them end with writing if they mastered their goals with reasoning. Lastly, state that tomorrow will be dedicated to utilizing both skills simultaneously in a different book.

 
Artifacts
 
Artifact 1:
 
 

Artifact 2:
 
 
 
Works Cited

Baker, S., Lesaux, N., Jayanthi, M., Dimino, J., Proctor, C. P., Morris, J., Gersten, R., Haymond, K., Kieffer, M. J., Linan-Thompson, S., & Newman-Gonchar, R. (2014). Teaching academic content and literacy to English learners in elementary and middle school (NCEE 2014-4012). Washington, DC: National Center for Education Evaluation and Regional Assistance (NCEE), Institute of Education Sciences, U.S. Department of Education. Retrieved from the NCEE website: http://ies.ed.gov/ncee/wwc/publications_reviews.aspx. This report is available on the IES website at http://ies.ed.gov/ncee and http://ies.ed.gov/ncee/ wwc/publications_reviews.aspx.

Gottlieb, M. (2013). Essential Actions: A Handbook for Implementing WIDA’s Framework for English Language Development Standards. Wisconsin; Board of Regents of the University of Wisconsin System. https://wida.wisc.edu/sites/default/files/resource/Essential-Actions-Handbook.pdf

 

Martin Mireles co-teaches 8^th grade reading, language arts, and math to emerging bilinguals at Unity Junior High School in Cicero, Illinois. Currently, he is finishing a reading specialist endorsement at National Louis University. Previously, he completed his bachelor’s in Special Education at Southern Illinois University-Carbondale. As a result, he has both a learning behavior specialist I and a bilingual education teacher–Spanish endorsement.