Version 1: Simplified Dialogic Read Aloud Lesson
Objective: Students will engage in a simplified dialogic read aloud of the book “Alexander and the Terrible, Horrible, No Good, Very Bad Day” while asking and answering basic questions related to the story.
Materials:
- “Alexander and the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst
- Chart paper or whiteboard
- Markers or whiteboard markers
Procedure:
1. Introduction:
- Gather the students in a circle and introduce the book “Alexander and the Terrible, Horrible, No Good, Very Bad Day.”
- Explain that today, they will be reading the book together and asking questions about the story.
- Remind students that asking questions helps us understand the story better.
- Pre-Reading Activity:
- Show the cover of the book to the students and ask them to make predictions about what the story might be about.
- Write their predictions on the chart paper or whiteboard.
- Reading and Questioning:
- Begin reading the book aloud, pausing after each page or two to ask simple questions.
- Example questions:
- “What do you see in this picture?”
- “How do you think Alexander feels?”
- “What do you think will happen next?”
- Encourage students to raise their hands and share their answers or thoughts.
- Post-Reading Activity:
- Discuss the story and ask students to share their favorite part or character.
- Write their responses on the chart paper or whiteboard.
- Wrap-up:
- Review the predictions made at the beginning of the lesson and compare them to the actual story.
- Congratulate the students on their participation and engagement throughout the lesson.
Version 2: Standard Dialogic Read Aloud Lesson
Objective: Students will engage in a dialogic read aloud of the book “Alexander and the Terrible, Horrible, No Good, Very Bad Day” while asking and answering questions related to the New York State Kindergarten Standards.
Materials:
- “Alexander and the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst
- Chart paper or whiteboard
- Markers or whiteboard markers
- Sticky notes or index cards
- Pencils or crayons
Procedure:
1. Introduction:
- Gather the students in a circle and introduce the book “Alexander and the Terrible, Horrible, No Good, Very Bad Day.”
- Explain that today, they will be reading the book together and asking questions about the story.
- Remind students that asking questions helps us understand the story better.
- Pre-Reading Activity:
- Show the cover of the book to the students and ask them to make predictions about what the story might be about.
- Write their predictions on the chart paper or whiteboard.
- Reading and Questioning:
- Begin reading the book aloud, pausing after each page or two to ask questions related to the New York State Kindergarten Standards.
- Example questions:
- “What do you think is happening in this picture?”
- “How do you think Alexander is feeling right now?”
- “Can you find any words that rhyme in this sentence?”
- “What do you think will happen next?”
- “How would you feel if you were in Alexander’s shoes?”
- Encourage students to raise their hands and share their answers or thoughts.
- Post-Reading Activity:
- After finishing the book, distribute sticky notes or index cards to each student.
- Ask students to draw or write about a time when they had a bad day, just like Alexander.
- Collect the sticky notes or index cards and display them on a bulletin board titled “Our Terrible, Horrible, No Good, Very Bad Days.”
- Wrap-up:
- Review the predictions made at the beginning of the lesson and compare them to the actual story.
- Discuss how asking questions helped them understand the story better.
- Congratulate the students on their active participation and engagement throughout the lesson.
Version 3: Complex Dialogic Read Aloud Lesson
Objective: Students will engage in a complex dialogic read aloud of the book “Alexander and the Terrible, Horrible, No Good, Very Bad Day” while asking and answering higher-level thinking questions related to the New York State Kindergarten Standards.
Materials:
- “Alexander and the Terrible, Horrible, No Good, Very Bad Day” by Judith Viorst
- Chart paper or whiteboard
- Markers or whiteboard markers
- Sticky notes or index cards
- Pencils or crayons
Procedure:
1. Introduction:
- Gather the students in a circle and introduce the book “Alexander and the Terrible, Horrible, No Good, Very Bad Day.”
- Explain that today, they will be reading the book together and asking questions about the story.
- Remind students that asking questions helps us understand the story better.
- Pre-Reading Activity:
- Show the cover of the book to the students and ask them to make predictions about what the story might be about.
- Write their predictions on the chart paper or whiteboard.
- Reading and Questioning:
- Begin reading the book aloud, pausing after each page or two to ask higher-level thinking questions related to the New York State Kindergarten Standards.
- Example questions:
- “What do you think the author’s purpose is in writing this story?”
- “How does Alexander’s day compare to your own experiences?”
- “What lessons can we learn from Alexander’s bad day?”
- “How would the story be different if it took place in a different setting?”
- “What other emotions do you think Alexander might have felt throughout the story?”
- Encourage students to raise their hands and share their answers or thoughts.
- Post-Reading Activity:
- After finishing the book, ask students to write a short paragraph about a time when they faced a challenge and how they overcame it.
- Provide sentence starters or graphic organizers to support their writing.
- Wrap-up:
- Review the predictions made at the beginning of the lesson and compare them to the actual story.
- Discuss how asking higher-level thinking questions helped them analyze the story more deeply.
- Congratulate the students on their critical thinking skills and active participation throughout the lesson.
