The document contains an interactive read-aloud lesson plan for teaching 5th grade students the comprehension strategy of inferring using the book Jumanji. The plan includes: introducing the strategy, introducing the book, stopping points during reading to model inferring, discussion questions, and a concluding question. The teacher reflects that the lesson went well but it may have been better with more students. She learned some students were already familiar with inferring while others picked it up quickly. The teacher would have liked more students to practice with.

1. Name: LeAnne Ray Date of Lesson: March 25, 2015
Student Pseudonyms / Grade Level: Mrs. Timberlake’s Class // 5th
Grade
INTERACTIVE READ-ALOUD LESSON PLAN TEMPLATE
[TO BE USED INCONJUNCTION WITH THE INTERACTIVE READ-ALOUD INFORMATION GUIDE]
Planning “Before the Reading” Instruction (5 points)
The Comprehension Strategy That Will Serve as Your Lesson Objective & Why You Chose It:
I will use the inferring comprehension strategy. I chose inferring because there is a lot of students that
struggle with inferring. My practicum class is a fifth grade class, but their reading levels are on third
grade. Their teacher implied that her students struggle with inferring; therefore, I thought that it would
be a good choice to work with the students on.
Text Title, Summary, Cover, and Justification for Selection:
The title of the book I chose is Jumanji by Chris Van Allsburg.
The story is about two children that are bored and find a very different game. They begin to play this
game and very strange things happen. Then all of a sudden everything is back to normal.
I chose this book because I knew that there would be a lot of opportunities for the students to
practice inferring. Also, I think that it is a very fun book that keeps the reader on his/her toes;
therefore, the book should keep the students’ attention throughout the lesson.
Step A: Strategy Mini-Lesson
The strategy that we will be working with today
is inferring. Inferring is to form an opinion from
evidence. Basically we will take the information
that we read and form an opinion about what
is about to happen in the book. Also inferring is
a fancy word for saying prediction.
Step B: Text Introduction
This book is Jumanji. It is written and illustrated by
Chris Van Allsburg. Here’s a fun fact about this
book: how many of you have seen the movie
Jumanji? Well that movie was based off of this story.
I would like for you to take a minute and infer or
make a prediction about what you think this book is
going to be about based on what is on the cover.
Now I would like for you to talk to your neighbor
about what you think is going to happen. Who
would like to share their ideas (allow for answers)?
This story is about two children who get really bored
one evening. They find this game that makes
strange things happen. Do you want to find out
what happens?

2. Step C: Bring A & B together and remind students of what you’ll do in this lesson: “Today we will…”
Planning “During the Reading” Instruction (8 points)
Where you’re stopping in the text What you will say/do to model the strategy for students
1. Page 3
“’JUMANJI,’” Judy read from the
box, “’A JUNGLE ADVENTURE
GAME.’”
I wonder what is going to happen now. I’m inferring that the
game is going to be in a jungle-like setting. I’m also inferring that
there are going to be animals from the jungle, which is kind of
strange.
2. Page 5
“There’s one more thing, and this
is in capital letters: ‘D. VERY
IMPORTANT: ONCE A GAME OF
JUMANJI IS STARTED IT WILL NO BE
OVER UNTIL ONE PLATER REACHES
THE GOLDEN CITY.”
I wonder what will happen now that we know that once a game
is started it must be completed. Does that mean that things are
going to keep happening to them? I infer that crazy things might
happen and keep happening until they finish playing the game.
3. Page 9
“’Monkeys steal food, miss one
turn,’” she read.
Oh, no. My reader brain is telling me that something is about to
happen. I infer that monkeys are going to show up and do some
silly things.
4. Page 11
“’Monsoon season begins, lose
one turn.’”
A monsoon?! That is kind of like a hurricane! Is this going to really
happen in their house? I infer that there is going to be heavy rain
in their house.
Where you’re stopping in the text What you will say/ask to engage students in more general
discussion/interaction
1. Page 15
“Tsetse fly”
Tsetse flies are from Africa that put people to sleep. How do you
feel about that? Personally, that really makes me uncomfortable
to know that if that fly bites me I’ll be put to sleep. What about
you?
2. Page 15
“’Rhinoceros stampede, go back
two spaces.’”
Rhinoceros stampede? Do you mean that there’s going to be
Rhinos running through the house? What are you picturing in your
head?
3. Page 16
“’Python sneaks into camp, go
back one space.’”
AHHH! A SNAKE?! I am so scared of snakes that I do not know if I
can read on! Must. Keep. Going. Are any of you scared of

3. snakes? If you are touch your ear.
4. Page 17
“If you roll a twelve you can get
us out of the jungle,” said Peter.
Do you feel the anticipation? What do you think will happen?
Planning “After the Reading” Instruction (2 points)
Strategy Conclusion and Reflection:
So, we talked about how inferring works today. We decided that inferring is a fancy word for making
predictions. Jumanji was a great book for practicing that skill.
Text Conclusion - “Big Idea” Question
If this game JUMANJI was real, would you want to play it?
After completing your plan, you could try using post-it notes to flag your stopping points. As you proceed during your
plan, discreetly remove the notes and stick them to the back of the book.
You might want to practice your reading at home in preparation for your lesson.
Overall Reflection Questions to Complete After the Lesson: (5 points)
Following the lesson, use the following questions to reflect on your experience.
Make connections to at least one specific course reading/video from Modules 1, 2, and/or 3 as you
respond to these questions.
• What happened? Tell me about the lesson and how it played out.
My lesson went pretty well. Mrs. Timberlake was only able to give me four students to do my lesson with.
I think that if I were able to work with more students, it would have gone a whole lot better. My group
members are what I would call a tough crowd. They knew some things about inferring and picked up
pretty well on how to do it.
• What did you learn about the students, particularly about them as readers? (Be as specific as possible.)
• What did you learn about yourself? (Cite specific interactions if possible.)
• What went well? (Cite specific interactions if possible.)
• What you would do differently? Why?