Vignette 3.5. Interactive Read Alouds with Informational Texts
Integrated ELA, Literacy, and Science Instruction in Grade One (cont.)Lesson Excerpts
In today’s lesson, Mrs. Fabian will be modeling how to read a section of the informational
text closely. She will then guide students to discuss the content of the text using domain-
specific vocabulary from the text. Her goal is not for students to know every fact from the
passage but, rather, to focus their attention on what is most important and to think about how
the author presents ideas. Her learning target and the clusters of CA CCSS for ELA/Literacy and
CA ELD Standards in focus for the lesson are the following:Learning Target: Students will identify the main topic of an informational text they listen to,
using good reasons and evidence to support their ideas.Primary CA CCSS for ELA/Literacy: RI.1.2 – Identify the main topic and retell key details
of a text; RI.1.3 – Describe the connection between two individuals, events, ideas, or pieces
of information in a text; RI.1.7 – Use the illustrations and details in a text to describe its key
ideas; W.1.7 – Participate in shared research and writing projects... ; SL.1.1 – Participate
in collaborative conversations with diverse partners; SL.1.2 – Ask and answer questions
about key details in a text read aloud... ; L.1.6 – Use words and phrases acquired through
conversations, reading and being read to, and responding to texts...CA ELD Standards (Expanding): ELD.PI.1 – Contribute to class, group, and partner
discussions by listening attentively, following turn-taking rules, and asking and answering
questions; ELD.PI.5 – Demonstrate active listening to read-alouds and oral presentations by
asking and answering questions with oral sentence frames and occasional prompting and
support; ELD.PI.11 – Offer opinions and provide good reasons and some textual evidence
or relevant background knowledge (e.g., paraphrased examples from text or knowledge of
content); ELD.PI.12b – Use a growing number of general academic and domain-specific
words...Related CA Next Generation Science Standard:
1-LS1.A Structure and Function – All organisms have external parts. Different animals use
their body parts in different ways to see, hear, grasp objects, protect themselves, move
from place to place, and seek, find, and take in food, water and air. (http://www.nap.edu/
openbook.php?record_id=13165&page=143)Mrs. Fabian begins by briefly activating the children’s background knowledge about bees
and previewing the passage they will be reading closely.
Mrs. Fabian: Children, we’ve been learning a lot about bees lately. I’m going to give you
one minute to take turns sharing with your partner at least three observations
or facts about bees. If you both finish before the minute is up, you can share
even more observations and facts.
The children quickly turn to their partners and animatedly share ideas, using the “bee word
wall” as a reference. Mrs. Fabian listens to the conversations to determine which ideas students
are expressing and how they are expressing them.264 | Chapter 3 Grade 1