Read Aloud Plan

Story Title/Author: Substitute Creacher by Chris Gall

Read Aloud Method(s) Used:

Dialogic/ Text Talk

Audience: Grade 1 Students/ Small Group

Student Objectives

Teacher:

Christine Lauber

Given the book Substitute Creacher, the students will listen and
discuss story details and answer questions.

Given the book Substitute Creacher, the students will identify who
is telling the story.

Given the book Substitute Creacher, the students will identify

habits both from the story and in their own life.

ELA Common Core State

Standards

Common Core State Standards

CCSS Speaking and Listening

Comprehension and Collaboration - Prepare for and participate

NCTE/IRA Standards

effectively in a range of conversations and collaborations with

diverse partners, building on others ideas and expressing their
own clearly and persuasively.
CCSL1.1 - Participate in collaborative conversations with
diverse partners about grade 1 topics and texts with peers
and adults in small and larger groups.
a. Follow agreed-upon rules for discussions (e.g.,
listening to others with care, speaking one at a time about
the topics and texts under discussion).
b. Build on others talk in conversations by responding to
the comments of others through multiple exchanges.
CCSS Reading

Key Ideas and Details 1) Read closely to determine what the

text says explicitly and to make logical inferences from it; cite
specific textual evidence when writing or speaking to support
conclusions drawn from the text. 2) Determine central ideas or
themes of a text and analyze their development; summarize the
key supporting details and ideas.
CCRL1.1 - Ask and answer questions about key details in a text.
CCRL1.2 - Retell stories, including key details, and demonstrate
understanding of their central message or lesson.

Craft and Structure - Assess how point of view or purpose

shapes the content and style of a text.
CCRL1.6 -Identify who is telling the story at various points in a

text.
CCSS Writing
Production and Distribution - Develop and strengthen writing as
needed by planning, revising, editing, rewriting, or trying a new
approach.
CCW1.5 - With guidance and support from adults, focus on a
topic, respond to questions and suggestions from peers, and
add details to strengthen writing as needed.
NCTE Standards
1. Students read a wide range of print and non-print texts to build an
understanding of texts, of themselves, and of the cultures of the
United States and the world; to acquire new information; to respond
to the needs and demands of society and the workplace; and for
personal fulfillment. Among these texts are fiction and nonfiction,
classic and contemporary works.
3. Students apply a wide range of strategies to comprehend, interpret,
evaluate, and appreciate texts. They draw on their prior experience,
their interactions with other readers and writers, their knowledge
of word meaning and of other texts, their word identification
strategies, and their understanding of textual features (e.g., soundletter correspondence, sentence structure, context, graphics).
4. Students adjust their use of spoken, written, and visual language
(e.g., conventions, style, vocabulary) to communicate effectively
with a variety of audiences and for different purposes.
12. Students use spoken, written, and visual language to accomplish
their own purposes (e.g., for learning, enjoyment, persuasion, and
the exchange of information).
Before Reading

Today I have a book about a substitute teacher. This is not an

Set purpose for reading

ordinary substitute teacher. We will also find out about some of

Preview Print References

this substitute teachers past students. Who knows what a

(title, author, illustrator)

Predict

Activate/ Build Background

Introduce critical
vocabulary

substitute is?

This book is called Substitute Creacher. It was written by Chris

Gall. He was also the illustrator of this book. Does anyone know
what that means?

Lets look at the cover of this book. Again, the book is called

Substitute Creacher. Can you make any predictions about what

might happen in this book? Why do you think this book might be
called Substitute Creacher? Does this sound like something else

you have heard of? Remember your predictions.

Who knows what a habit is? A habit is something that you do over
and over again, usually without even thinking about it.

During Reading

Some words we should look out for during our reading are:

suspected, daydream, prank. See definitions below.

Do you think the students are behaving very nicely toward the

Ask questions

substitute teacher? How do you think the students act when the

Model/ point out print

regular teacher is there?

concepts, sophisticated
language

Provide feedback to
responses

Who knows what it means to cram things? Cram is another word for
stuff. So she stuffed things into her desk.

Why do you think Luke jumped? What might he have had in his
shirt? Why do you think that?

Why do you think that Chris could never go home? Why do you
think that?

After the students hear about the creachers past, how do you think
they felt? What does the picture tell us about their feelings?

Extended Reading

Who is telling most of this story?

People have both good and bad habits. Picking up your room and

Personal response

brushing your teeth are good habits. Not doing homework or playing

Review/apply target

tricks on others like some of the characters in the story are bad

vocabulary

Practice print concepts

habits. What habits do you have? Are they good habits or bad habits?

Have students complete a paper strip that says:

My habit is ______. This is a _______ habit.

Vocabulary

Select tier 2 words

Create child friendly

definitions

Suspect(ed) to doubt something; to think/believe that something

is either true or that someone is guilty of something

I suspect that you are looking forward to the holidays

I suspected that he took the pencil

daydream to think about happy things, usually when you are

supposed to be paying attention to someone/thing else

Instead of listening to the teacher, he was daydreaming about

baseball

prank to play a joke or a trick on someone

The class played a prank on the teacher when they hid her
coffee cup