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Bibliography Assignment and Interactive Read Aloud (IRA) Lesson Plan
Directions & Lesson Plan Template
Directions: For this assignment, you will complete a bibliography table for 5 picture books appropriate for K-2nd
grade. Each book will come
from a different genre. You will then pick ONE of these books to write an Interactive Read Aloud lesson plan using ONE of the strategies
suggested. Please read ALL of the directions below carefully.
Bibliography: Select 5 high quality picture books (one from each identified genre identified in the bibliography table below). To determine if it is
high quality, either choose a book that has won an award (e.g., Caldecott, Coretta Scott King, etc.) or use the questions on the “Questions to
ask when selecting books for an Interactive Read Aloud” document as a guide. Make sure the books you select are about 2 grade levels above
the practicum placement you are in (refer to power point on IRA for selecting books). If you have not received your practicum placement yet,
please choose a book on a 2nd
-3rd
grade level. You will write a personal book review about each book. REMEMBER a book review is NOT a
summary of the book. A book review is when you make a claim about the book (positive or negative) and support the claim with evidence from
the book and possibly from other sources too. You might summarize part of the book as evidence to support your claim. You will also
determine how each book could be used in relation to a specific Common Core Standard. You must specify the grade level you choose the
standard from and include the standard in the table. You can find a link to the standards on Blackboard.
Lesson Plans: You will write ONE lesson plan using one of the books you included in your bibliography table. You will focus the lesson on a
specific comprehension strategy from the choices in italics below. For example, you might write a lesson plan about a fantasy book and focus
on asking questions OR a lesson plan on an informational text and focus on making connections. View the sample plans in a separate
document. Only complete the lesson plan for the comprehension strategy that you choose. You may delete the other template.
Comprehension Strategies: Asking Questions, Making Connections, and Making Inferences
Reflection: After completing the assignment, you will write a brief reflection on the assignment. Here you will address what you learned by
doing the assignment, how you might apply what you learned, and any issues with the assignment.
Assignment Submission: You will include the bibliography table, completed lesson plan template, reflection, and rubric used for grading all
saved into one document. Remember to save the Word document (Last Name_First Name_ Section Number_BIB and IRA Lesson Plan).

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BIBLIOGRAPHY TABLE
Category Insert a picture of the book cover Citation (use APA
format)*
Book Review YOU wrote about
book
Connection to Common
Core Standard (list
standard AND how it
relates to book)
Biography
(narrative)
Meltzer, B. (2014). I
am abrahamlincoln.
New York,NY:
Penguin Group.
I am Abraham Lincoln is a really
good biography for children. It is
the perfect balance between
history and narrative. It provides a
cartoon-like story to engage its
readers and includes commentary
between characters. Also, it is a
great touch to have the view from
Abraham Lincoln!
CCSS.ELA-
LITERACY.RL.K.7
With prompting and support,
describe the relationship
between illustrations and the
story in which they appear
(e.g., what moment in a
story an illustration depicts).
If prompted, students could
predict what each page
spread will be about. This is
important because it is
teaching students how to
use the clues in the book to
help them understand what
is happening in the story.
Fable
(narrative)
Scieszka, J. (1989).
Thetrue storyof the 3
little pigs.New York,
NY:Penguin Group.
The True Story of the 3 Little Pigs
is a great story. It teaches its
reader that not everything is
always as it seems. Also it grabs
the reader’s attention by appealing
to their knowledge of the original
version and saying that it was not
true. Lane Smith did a wonderful
job with the illustrations. The
illustrations keep the reader
engaged because of the
newspaper feel to the book. Of
course this book does not appeal
to the fable genre as much as the
CCSS.ELA-
LITERACY.RL.K.9
With prompting and support,
compare and contrast the
adventures and experiences
of characters in familiar
stories.
If the students were placed
in groups, they would be
able to talk about the
original version and the Mr.
Wolf’s version in terms of
comparing and contrasting
with help from the teacher.

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original version, but it does give a
moral of do not always believe
what you hear or read.
Fantasy
(narrative)
Karlin, B., & Marshall,
J. (1989). James
marshall'scinderella.
New York,NY:
Penguin Group.
James Marshall’s Cinderella is a
great children’s book because it
takes an elaborate children’s book
and makes it more on a K-2 level.
The story covers all of the main
details and does not leave out any
important details at all. The
illustrator, James Marshall, does a
great job with his illustrations. He
does not appeal to the typical
fairytale looks. His characters are
plump and more real that the
skinny characters usually found in
these stories. This was a really
good touch.
CCSS.ELA-
LITERACY.RL.K.9
With prompting and support,
compare and contrast the
adventures and experiences
of characters in familiar
stories.
If the students were placed
in groups, they would be
able to talk about the
original version and the
James Marshall’s version in
terms of comparing and
contrasting with help from
the teacher.
Informational
Text
(expository)
Hicks, C. (2014).
Playful puppy.Great
Britain: DK Readers.
Playful Puppy is a good
informational text for readers that
are beginning to read. It does not
have all of the characteristics of
an informational text, but it does
include a couple important ones to
introduce the beginning readers to
this concept of reading. This is an
effective way to not overwhelm the
students while teaching them the
basics of information text. The
only thing that was a little strange
was how the pictures and
illustrations were a mix of reality
and cartoon. The dog and the item
that the page was discussing were
reality, but the furniture and such
were outlines or cartoon-like.
CCSS.ELA-
LITERACY.RL.K.10
Actively engage in group
reading activities with
purpose and understanding.
After reading this book to
the class, there could be an
organized discussion on
informational texts (non-
fiction) and their
components in the book. For
example, the book
contained a glossary. So a
teacher could have a group
reading activity that revolves
around the understanding of
what a glossary’s purpose is

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to a book.
Realistic
Fiction
(narrative)
Hapka, C. (2013). The
newpony.New York,
NY:HarperCollins.
The New Pony is a great fiction
story that children can relate to in
the sense that it is something that
could happen in real life. This
allows students to read a book
and say, “Hey! That is something
that happened at my horseback
riding stable! I wish that I could
have trained the pony!” The author
did a great job portraying how
excited the girls were when they
saw the pony and began training
him. Also the illustrator did an
incredible job with the drawings.
There is so much color in the
drawings and they show every
detail. This is overall a great
children’s story to help them learn
to read.
CCSS.ELA-
LITERACY.RL.K.3
With prompting and support,
identify characters, settings,
and major events in a story.
After reading this realistic
fiction story, the teacher
could lead the class in a
discussion about the
characters, settings, and
major events. Even could
create a chart of some sort
to organize the information.

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Read-Aloud Lesson Plan Template
Name and Section: LeAnne Ray [READ.3301.001]
Title of the picture book: The New Pony
Author: Catharine Hapka
Genre: Realistic Fiction (narrative)
Chosen Comprehension Strategy: Asking Questions
Before Reading:
1. How will you prepare
children for reading by
building on background
knowledge?
2. Provide a brief overview
of the book.
3. Introduce the
comprehension strategy
(use the language
provided)
Background knowledge: KWL Chart
The teacher will have the students engage in the K part of the KWL Chart to help figure out what
the class already knows about ponies. For example, a student will probably say that a pony is a
short horse.
This book is about three girls, who love to ride ponies, and a pony that is new to their pony farm.
I’m going to read The New Pony. While I’m reading to you, I will model how I stop and ask
questions. By asking questions while I read, I can make sure I am paying attention and make
sure what I have read makes sense. I ask myself “how” and “why” questions based on what is
happening in the book and what I know already. As we read the story, I’ll share the questions
that I ask. And then you will have a chance to ask questions too.
During Reading:
Model using the strategy at
least 3 times.
Near the end, provide a
general prompt for the child
to try using the
comprehension strategy.
P.6—“Hmm… what is the pony scouts?”
P.6—“Oh, what does delayed mean?”
P.9—“Oh, my goodness! What is a palomino pony?”
P.10—“Uh oh…I see another big word. What is a paddock?”
P.10—“Uh… what does it mean for a horse to be green? The horse does not look green to me!”
P.14—Give the students the chance to try this skill!
P.16—give the students the chance to try this skill!
P.19—Give the students the chance to try this skill!

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As asking these questions, write them down on the W part of the KWL Chart.
After Reading:
1. Invite student to share
his/her reaction to the text.
2. Summarize what
comprehension strategy
was used, how, and when
to use it.
“Now that we have finished reading the story, what did you think of the book?”
Allow for student response…
“While reading this book, we learned about how to ask questions about things we did not
understand in the story. Asking questions allows us to see the things that we do not really
understand and need to learn more about. While reading stories, we should use this skill to help
us not be confused.
Vocabulary Lesson:
Introduce 2 Tier 2
vocabulary words by
saying the word, having
children say the word, tell
the definition, review how
the word was used in the
text, and provide a new
context for using the word.
Then ask the student to
use the word in other
contexts.
Fill in the blanks for your
lesson.
A word I found interesting in this book was green.
Try it, Say: green.
In this case, green means that the pony did not know a lot of tricks and had not been trained.
Do you remember when this word was used in the book? Let’s look at that page. In the book it
said, “green means that a pony isn’t fully trained yet.”
Another way to use this word is: The banana is very green because it is not ready to eat (your
example).
Think of a time when you ate a sour fruit that is not a lemon. What could you say about that
fruit? (Get student to use the word in a sentence).
Say the word again: green.
Another interesting word is snort.
Try it, Say: snort.

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Snort means to make a strange sound through your nose while breathing quickly.
Do you remember when this word was used in the book? Let’s look at that page. In the book it
said, “Taffy let out a snort of surprise.”
Another way to use this word is: I laughed so hard that I let out a snort! (Your example).
Think of a time when you, a family member, or a friend let out a snort.
(Get student to use the word in a sentence).
Say the word again: snort.
At the end of the interactive read aloud, fill in the L part of the KWL Chart.
Reflection: After completing the assignment, write a brief reflection. Address what you learned by doing the assignment,
how you might apply what you learned, and any issues with the assignment.
After completing this assignment, I have learned quite a bit. First, I learned that book publishers do not really have books
that are biography narratives. According to an article I read, publishers are not very lenient when it comes to facts and
story together. Also, I learned how to incorporate Common Core Standards with different types of books. This was not an
easy thing for me to figure out because I have not had the opportunity to work with the Reading Common Core standards
yet. Moreover, this gave me the opportunity to explore using those standards. Another thing that I have picked up on is
how to stop and make comments about questions I may have about the story, characters, or vocabulary. All of these
things are going to be taken with me when planning a future interactive read aloud. This was a fun lesson plan for me to
make because I love reading. This is going to allow me to share my love for reading with kindergarten students. I am so
very excited!

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INTERACTIVE READ ALOUD LESSON PLAN ASSIGNMENT (32 Points)
Completed
(check
here)
ITEMS RELATED TASKS possible
points
earned
points
Item 1 All 5 genres represented in book selection and all of the
following are included for all 5 books: correct citations, high
quality, and a connection between the book and a specific
Common Core Standard.
6
Item 2 The book reviews for all 5 books are convincing. They include
a strong claim and are supported with a variety of evidence.
4
Item 3 Plan for actively connecting children’s background knowledge
with the text and introducing children to comprehension tool
being used thoroughly described.
6
Item 4 Modeled how to use the strategy 3 times effectively and
invited student to try using the strategy too.
4
Item 4 Thorough and engaging plan for teaching 2 Tier 2 words using
all steps in the Text Talk protocol.
6
Item 5 Reflection addresses all questions, is insightful, and specific
interactions cited support claims made/reflection points
4
Item 6 Written expression contains 0-1 errors of English language
usage.
2
Total 32