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Interactive Read Aloud: Wonder

Grade: 5th
Common Core State Standards:

RL.5.1 Quote accurately from a text when explaining what the text
says explicitly and when drawing inferences from the text.
SL.5.1 Engage effectively in a range of collaborative discussions (oneone-one, in groups, and teacher-led) with diverse partners on grade 5
topics and texts, building on others ideas and expressing their own
clearly.
Sl.5.1c Pose and respond to specific questions by making comments
that contribute to the discussion and elaborate on the remarks of
others.

Objective: Students will listen as the teacher reads aloud, stopping to make
predictions, connections and wonderings.
Materials:

Wonder, by R.J. Palacio

Personalized readers notebooks for each student
Sticky notes

Lesson Sequence:

Before Reading:
o Readers, today I am going to begin reading one of my favorite
books aloud to you. The book is titled Wonder by R.J. Palacio.
Readers, I want you to look at the cover of the book and tell me
what you see. Based on your observations readers, can you
make a prediction? What do you think this book will be about?
o Give students some time to look at the cover and make
predictions in their notebooks and then ask a few students to
share the predictions they have recorded. Ask, Why do you
think that?
o These are very interesting predictions readers. I am now going
to begin reading aloud Wonder to you. While I read I want you to
listen closely to determine if your predictions were confirmed and
record new predictions, connections and wonderings in your

journal. While I am reading, I want you to record your predictions,

connections and wonderings in your journal so we can discuss
them when are done reading for the day.

During Reading
o Stop reading when words or meanings might need to be
explained and discussed further in detail.
o Stop occasionally allowing students to make, change, or confirm
predictions.
o Stop and model predictions, connections, and wonderings by
using prompts such as: I already think thatI wonder why
Maybe it is becauseI cant believe thatMaybe
o When you get to a post-it note stop and ask the following
questions:
Why do people react the way they do when they see
August?
Why has August never gone to school? Do you think he will
ever go to school? Do you think he should?
What does Septembers precept mean? When given the
choice between right or being kind, choose kind.
Why does August compare himself and Summer to Beauty
and the Beast?
Why does August love Halloween so much? Do you think
this holiday connects to why he loved wearing an astronaut
helmet when he was younger?
Why did what Jack said upset August so much?
After Reading:
o Boys and girls, please finish writing any predictions, connections
or wonderings you may still be writing. Make sure you are
making predictions about what you think will be happening in the
next chapters to come.
o After letting students finish writing in their journals, ask some
students to share their predictions, connections, and wonderings
with the class. Ask, Why do you think that?
o I look forward to reading the next chapter with you all tomorrow
and hope you are all looking forward to it as well and thinking of
new predictions in the meantime.
Assessment

o Students will be successful if they are able to make reasonable

predictions, connections, and wonderings in their journals and
share them with the class orally.

Differentiation
o Ask questions at a variety of levels to promote critical thinking in
all students.