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Instructional steps include activating prior knowledge, prompting partner accountable talk with page-based think-alouds, and guiding students to ask, answer, describe, and clarify word meaning using text illustrations and details.",{"@graph":14,"@context":73},[15,34,56],{"@type":16,"itemListElement":17},"BreadcrumbList",[18,23,27,31],{"item":19,"name":20,"@type":21,"position":22},"https://docshare.wps.com","Home","ListItem",1,{"item":24,"name":25,"@type":21,"position":26},"https://docshare.wps.com/template/","Template",2,{"item":28,"name":29,"@type":21,"position":30},"https://docshare.wps.com/template/presentations/","Presentations",3,{"item":32,"name":10,"@type":21,"position":33},"https://docshare.wps.com/template/interactive-read-aloud-with-accountable-talk-lesson-plan-worksheet/357586/",4,{"url":32,"name":10,"@type":35,"image":36,"author":41,"headline":10,"publisher":44,"fileFormat":47,"inLanguage":8,"description":12,"dateModified":48,"datePublished":49,"encodingFormat":47,"isAccessibleForFree":50,"interactionStatistic":51},"DigitalDocument",{"url":37,"@type":38,"width":39,"height":40},"https://docshare.wps.com/thumbnails/interactive-read-aloud-with-accountable-talk-lesson-plan-worksheet/357586.png","ImageObject",442,249,{"name":42,"@type":43},"4398046744996","Person",{"url":19,"name":45,"@type":46},"DocShare","Organization","application/pdf","2026-10-20","2026-09-23",true,{"@type":52,"interactionType":53,"userInteractionCount":55},"InteractionCounter",{"@type":54},"ViewAction",9,{"@type":57,"mainEntity":58},"FAQPage",[59,65,69],{"name":60,"@type":61,"acceptedAnswer":62},"What learning objectives guide this Grade 1 ELA lesson?","Question",{"text":63,"@type":64},"Students are expected to ask and answer questions about key details, retell the story including key details, describe characters/settings/events using key details, and participate in collaborative conversations aligned to SL.1.1. They also clarify unknown words using strategies in L.1.4 and demonstrate understanding of word relationships and nuances with adult guidance.","Answer",{"name":66,"@type":61,"acceptedAnswer":67},"How does the lesson assess students’ understanding during Interactive Read Aloud?",{"text":68,"@type":64},"During each Turn and Talk moment, the teacher listens to group conversations and records observational notes to check alignment with standards and learning targets. After the read aloud, pairs use the 5-Finger Story Retell Anchor Chart to retell the five story elements, with students taking turns on each finger.",{"name":70,"@type":61,"acceptedAnswer":71},"What happens at the start of the lesson to activate students’ prior knowledge?",{"text":72,"@type":64},"Students sit by their Read Aloud Reading Partners on the rug. The teacher shows the cover of Dr. DeSoto, reads the title and author, asks whether students have heard the story or others by William Steig, and invites visual description using the sentence frame “I see a/an …”.","https://schema.org",{"og:url":32,"og:type":75,"og:title":10,"og:site_name":45,"og:description":12},"article",{"robots":77,"canonical":32},"index,follow",{"doc_id":79,"site_id":7},357586,1791480735,{"code":4,"msg":82,"data":83},"success",[84,88,93,98,103,108,113,118,123],{"id":85,"doc_module":22,"doc_module_name":25,"category_name":29,"show_sort_weight":86,"slug":87},11,90,"presentations",{"id":89,"doc_module":22,"doc_module_name":25,"category_name":90,"show_sort_weight":91,"slug":92},12,"Resumes",80,"resumes",{"id":94,"doc_module":22,"doc_module_name":25,"category_name":95,"show_sort_weight":96,"slug":97},14,"Invoices",70,"invoices",{"id":99,"doc_module":22,"doc_module_name":25,"category_name":100,"show_sort_weight":101,"slug":102},15,"Posters",60,"posters",{"id":104,"doc_module":22,"doc_module_name":25,"category_name":105,"show_sort_weight":106,"slug":107},16,"Social Media",50,"social-media",{"id":109,"doc_module":22,"doc_module_name":25,"category_name":110,"show_sort_weight":111,"slug":112},17,"Forms",40,"forms",{"id":114,"doc_module":22,"doc_module_name":25,"category_name":115,"show_sort_weight":116,"slug":117},18,"Letters",30,"letters",{"id":119,"doc_module":22,"doc_module_name":25,"category_name":120,"show_sort_weight":121,"slug":122},21,"Paper Templates",5,"papers-templates",{"id":124,"doc_module":22,"doc_module_name":25,"category_name":125,"show_sort_weight":4,"slug":126},158,"General","general-158",{"code":4,"msg":82,"data":128},{"doc_id":79,"user_id":129,"nickname":42,"user_avatar":11,"doc_module":22,"category_id":85,"category_name":29,"doc_title":10,"doc_description":12,"doc_content":130,"file_id":131,"file_url":132,"file_type":133,"file_size":134,"view_count":55,"is_deleted":4,"is_public":22,"is_downloadable":22,"audit_status":22,"page_count":121,"language":135,"language_code":8,"site_id":7,"html_lang":8,"table_of_contents":136,"faqs":137,"seo_title":138,"seo_description":12,"update_tm":139,"read_time":26},4398046744996,"Lesson Plan Worksheet  \n\n| Topic/Lesson Title | Interactive Read Aloud with Accountable Talk |  |  |\n| --- | --- | --- | --- |\n| Date | November 23, 2018 |  |  |\n| Author | Laura Battles |  |  |\n| Subject/Unit of Study | English Language Arts (ELA) | Grade Level | 1st |\n| Unit of Study | Dr. DeSoto (by: William Steig) |  |  |\n| Materials/Preparation | -­‐Children’s nonfiction picture book Dr. DeSoto (by: William Steig)\u003Cbr>-­‐Post-­‐it notes with Accountable Talk questions placed in appropriate section of book\u003Cbr>-­‐List of Reading Partners for Interactive Read Aloud with Accountable Talk |  |  |\n| MA Curriculum Frameworks/CCSS: | • Grade 1 Reading Standards for Literature-­‐ RL.1.1, RL. 1. 2, RL.1. 3, & RL.1.7\u003Cbr>• Grade 1 Speaking & Listening Standards-­‐ SL.1.1\u003Cbr>• Grade 1 Language Standards-­‐L.1.4 & L.1.5 |  |  |\n\nI. Lesson Learning Targets/ Head and Heart Learning Objectives:  \nWhat do I want the students to learn, know, understand, be able to do?– By the end of this lesson, the students will be able to:  \n• ask and answer questions about key details in Dr. DeSoto.  \n• retell story, including key details, and demonstrate an understanding of their central message or lesson.  \n• describe characters, settings, and major events in Dr. DeSoto, using key details.  \n• use illustrations and details in Dr. DeSoto to describe its characters, setting, or events.  \n• participate in a collaborative conversation, including SL.1. 1a-­‐c.  \n• determine or clarify the meaning of unknown words and phrases, using strategies in L.1.4,a-­‐c.  \n• with adult guidance, demonstrate understanding of word relationships and nuances (e.g. -­‐ L.1. 5, c-­‐d) .  \nII. Assessment:  \nHow will I assess the children’s understanding and/or skills to determine if the objectives/learning targets have been met? How will I observe? What will I look for? How will I encourage self-assessment on the part of the children? How will I lead the children to reflect on the content and nature of the experience?-  \nDuring each “Turn and Talk Moment” of the Interactive Read Aloud with Accountable Talk, I will listen in on the conversation that each group of students is having, checking to see to what extent they are meeting the standards and learning targets described above. I will jot down notes on my Read Aloud with Accountable Talk index card note keeper attached to my clipboard as shown below. Each student’s index card is placed directly before or after his/her reading partner’s index card to facilitate these anecdotal, formative assessment notes.  \nAfter the Interactive Read Aloud with Accountable Talk, I will ask the pairs of students to take turns using the 5-­‐Finger Story Retell Anchor Chart displayed for easy viewing (see below) to retell his/her reading partner the five elements of Dr. DeSoto. To ensure smooth turn taking, I will ask that the partners alternate on each finger of the 5-­‐Finger Story Retell Anchor Chart.  \nIII.  Instructional Steps/Lesson Sequence:  \na. Connecting to or building students’prior knowledge/experiences; Engaging learners/setting the purpose: How will I open the lesson? How will I activate children’s prior knowledge, experiences, or skills? How will the lesson build on their knowledge, experiences, and skills?-  \nI will open the lesson by asking the students to sit on the rug next to their Read Aloud Reading Partners. The, I will show them the cover of the nonfiction book Dr. DeSoto and read the title and author. I will ask if any of them have heard this story before or if they have heard another story by William Steig. After that, I will call on students (probably ELLs or low-­‐level readers) to describe what they see in the picture on the front cover, starting with the sentence frame,“I see a/an  ”  \nb. Description of how the lesson unfolds: What will I do (teacher moves)? What will the students do (student moves)? What questions will I ask?  \n[Begin Interactive Read Aloud] – Stops/Inquiries for Partnered Accountable Talk:  \nPage-­‐","cbCain24fxyy0YGS","https://ap.wps.com/l/cbCain24fxyy0YGS","pdf",443466,"English","# Lesson Learning Targets/Head and Heart Objectives\n# Assessment\n# Instructional Steps/Lesson Sequence\n## Connecting to Prior Knowledge and Setting Purpose\n## Interactive Read Aloud: Stops/Inquiries for Partnered Accountable Talk","[{\"question\":\"What learning objectives guide this Grade 1 ELA lesson?\",\"answer\":\"Students are expected to ask and answer questions about key details, retell the story including key details, describe characters/settings/events using key details, and participate in collaborative conversations aligned to SL.1.1. They also clarify unknown words using strategies in L.1.4 and demonstrate understanding of word relationships and nuances with adult guidance.\"},{\"question\":\"How does the lesson assess students’ understanding during Interactive Read Aloud?\",\"answer\":\"During each Turn and Talk moment, the teacher listens to group conversations and records observational notes to check alignment with standards and learning targets. After the read aloud, pairs use the 5-Finger Story Retell Anchor Chart to retell the five story elements, with students taking turns on each finger.\"},{\"question\":\"What happens at the start of the lesson to activate students’ prior knowledge?\",\"answer\":\"Students sit by their Read Aloud Reading Partners on the rug. The teacher shows the cover of Dr. DeSoto, reads the title and author, asks whether students have heard the story or others by William Steig, and invites visual description using the sentence frame “I see a/an …”.\"}]","Interactive Read Aloud with Accountable Talk - Lesson Plan Worksheet | PDF",1790130675]