Reflection: Developing a Conceptual Understanding Identifying Symbolism in Interactive Read Aloud - Section 3: Independent Work


To maximize my teaching, I  used the term point of view in the intro of the interactive read aloud.  It was a tuck in.  The lesson was mainly about literal recall and symbolism but point of view was discussed.  Recently, when I was testing a student using the Teacher College Leveled Reading Assessments,  I noticed she was  confused who the "I" was in a level T text.  Determining point of view is something she was unable to do in the text-  I will spend more time teaching point of view, but this "tuck-in"was included by telling the students the story is told from the boy's point of view and writing these words on paper under the doc camera to expose students to this academic term  Also, I think it is easier to think about the meaning of the bird in the story related to the boy's point of view.  Andrew must feel stuck and trapped and when he sees that bird he can related, then we the readers can related to these ideas too, and think of the bird as a symbol for the boy getting a home.




  "Tuck ins"
  Developing a Conceptual Understanding: "Tuck ins"
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Identifying Symbolism in Interactive Read Aloud

Unit 5: Using Mentor Texts
Lesson 2 of 9

Objective: SWBAT listen to a interactive read aloud, discuss, answer literal questions, and explore symbolism.

Big Idea: Identifying symbolism in Fly Away Home by Eve Bunting.

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