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Grade level: 4
Subject: Reading
Activity: Small group read aloud of The Magic Finger by Roald Dahl
I will be meeting with a small group of students to read The Magic Finger by Roald Dahl. The students will be performing a play based on the works of Roald Dahl in November and have been assigned the scene about The Magic Finger. To help them to develop the voice of their characters better, they will be listening to a read aloud of the book and making responses orally and in their reading day books.
I will introduce the book on the first day and ask students what they already know about the book.
Pre-Reading Questioning: Have they read it? What predictions can they make about the book after reading their part of the play? Do they have any questions about the book before we read it that we should listen for?
During Reading: We will pause to check for understanding when figures of speech or difficult vocabulary are introduced. Examples are: page 9 Cross-This made me so cross that I started shouting at them. page 11- I saw red. We will also take time to discuss the illustrations and how they help us as readers to better understand the story.
Post-Reading Activity: I am an Illustrator
The students will draw a picture to illustrate a scene in the story. They will need to use details from the story in their illustration.
Objectives:
1. To motivate children to actively listen to the book.
2. To promote creativity.
3. To draw student’s attention on details of the story.
When the students have had the opportunity to complete an illustration we will share them. We will conclude the read aloud by the students describing something that they heard in the story that will help them to act out their scene of the play.
Standards:
CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.
Subject: Reading
Activity: Small group read aloud of The Magic Finger by Roald Dahl
I will be meeting with a small group of students to read The Magic Finger by Roald Dahl. The students will be performing a play based on the works of Roald Dahl in November and have been assigned the scene about The Magic Finger. To help them to develop the voice of their characters better, they will be listening to a read aloud of the book and making responses orally and in their reading day books.
I will introduce the book on the first day and ask students what they already know about the book.
Pre-Reading Questioning: Have they read it? What predictions can they make about the book after reading their part of the play? Do they have any questions about the book before we read it that we should listen for?
During Reading: We will pause to check for understanding when figures of speech or difficult vocabulary are introduced. Examples are: page 9 Cross-This made me so cross that I started shouting at them. page 11- I saw red. We will also take time to discuss the illustrations and how they help us as readers to better understand the story.
Post-Reading Activity: I am an Illustrator
The students will draw a picture to illustrate a scene in the story. They will need to use details from the story in their illustration.
Objectives:
1. To motivate children to actively listen to the book.
2. To promote creativity.
3. To draw student’s attention on details of the story.
When the students have had the opportunity to complete an illustration we will share them. We will conclude the read aloud by the students describing something that they heard in the story that will help them to act out their scene of the play.
Standards:
CCSS.ELA-Literacy.RL.4.10 By the end of the year, read and comprehend literature, including stories, dramas, and poetry, in the grades 4–5 text complexity band proficiently, with scaffolding as needed at the high end of the range.
CCSS.ELA-Literacy.RL.4.7 Make connections between the text of a story or drama and a visual or oral presentation of the text, identifying where each version reflects specific descriptions and directions in the text.