James Garrett

Kenya Vargas
Balanced Approach Teaching Protocol: Read-Aloud Third Grade
TEK:
3.8 Reading/Comprehension of Literary Text/Fiction. Students understand, make inferences and
draw conclusions about the structure and elements of fiction and provide evidence from text to
support their understanding. Students are expected to:
(B) describe the interaction of characters including their relationships and the changes they
undergo.
Theme: Fiction
Time Frame: 20 minutes
Content Objective: TSW be able to describe how the main characters relationships changed
throughout the story and why that is important in their notebooks.
Language Objective: Students will be able to complete the sentence stem after the read aloud
either orally or written on an exit ticket.
Academic Vocabulary: interactions, relationships, undergo
Vocabulary from the story: separate, determination, storage, exact, ruined, luckiest
Before Read Aloud:
Read with students the content objective and discuss the words interactions, relationships, and
undergo. Using large index cards, show each vocabulary word from the story one at a time and
have students repeat the word after it is pronounced by the teacher. Display all words.
Teacher: Which of the following words from the story are cognates?
(determination/determinacin, exact/exacto, ruined/arruinado).
Go over separate, storage, and luckiest using images and discussing meaning of words and then
having students turn and talk using the word in a sentence.
Teacher: This story is called My Very Own Room. Raise your hand if you have your own
room. Hands down. Now raise your hand if you do not have your own room and you have to
share it. Hands down. I would like for you to turn and talk to your partner and tell them if you
would like to have your very own room and why. (Teacher can model by sharing her/his personal
experiences of sharing a room before students share.)
Have students share their answers, the teacher can create a chart using feelings.

Read Aloud:

My Very Own Room by Amada Irma Perez

.
Beginning

Middle

End

Relationship
between the girl
and her brothers
(w/supporting
evidence)

Relationship
between the girl
and her
brothers
(w/supporting
evidence)

Relationship
between the
girl and her
brothers
(w/supporting
evidence)

What
What
Caused
Caused
Change?
Change?
(answer

What Caused
Change?
(answer and
give supporting
evidence)

What Caused
Change?
(answer and
give supporting
evidence)

(answer
and
and give
give
supporting
supporting
evidence)
evidence)

During reading in a whole group, create an anchor chart and write what the students see in the
characters mood in relation to each other.(Girl and Brothers) using the above Flow Map and
participating in Sentence Stems.

Stem: In the beginning of the story, the characters relationship was ___________________.
During the story the characters relationship _______________ because ________________.
In the end, their relationship was ____________.
Exit Ticket:
_____________caused this change. I know this because__________.

After Read-Aloud, in their reading notebooks, students will write a paragraph answering, How
would you compare yourself to the main character?