Series: First Five Early Childhood Education

Interactive Read Aloud
Lesson Objective: Understand and retell a story
Pre-K / ELA / Comprehension


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Thought starters

  1. How does each part of this lesson support students' reading comprehension?
  2. What are the benefits of making read alouds interactive?
  3. How does this lesson teach concepts of print?
  1.  Students were engaged in the story because they were able to help with the repetition words and the saw how they were supported in different ways through the story.
  2. The number one benefit of making read alouds interactive is the engagement of the story and it becomes a memory they have lived. Role playing helps them recall the story and they are more eager to become involved and showing their knowledge of the story by acting it out.
  3. The students were taught the concepts of print by seeing the words on the page and the repetitive words they were able to spot out easily and deepened their understanding.  They also learned how a book is read from left to right and the story continues onto the next page.
Recommended (0)

Interactive Reading brings the story to live because the students are actively engaged by using the illustration to activate their prior knowledge to share out the details taking place in the story just by using picture clues.

Indirectly, this helps students expand their vocabulary, as they chime in to describe what takes place in the story. It also helps them build on their understanding of the story, which will support them with practicing recalling the story and understanding the story for themselves.

Lastly, I really enjoyed the role-play because the students that struggled with comprehension will now be able to recall the details in sequential order. It was also a way to assess their understanding of the story by asking what comes next.


Recommended (0)

1. The teacher used illustrations from the book to actively engage the children in the lesson. The teacher also used clothes samples to connect the story.

2. The benefits of read aloud interactive are: provides a model of fluent reading, encourage and motivate students to want to read on their own, booast vocabulary knowledge and promote critical thinking skills.

3. The lesson teaches concept of print by showing the children that print is read from left to right and top to bottom and words consists of letters and spaces appear between words.

Recommended (0)

I really enjoyed watching this video and seeing how actively engaged the students are while the teacher is reading the story. I loved how the teacher was refering to the illustrations and text to model connecting the illustrations to the text. 

Recommended (0)

This video was great the children were excited and ready to participate in the activity. The teacher helped me revisit ways in which I can tie my lesson plans in with a reading in ways that the children will want to become more involed. The props were great.

Recommended (0)


  • Interactive Read Aloud
    Program Transcript

    Davis: Bippity boppity bumble bee, can you say your name for me?

    Student: Uh, Gaelo.

    Davis: Gaelo. Let's

    Interactive Read Aloud
    Program Transcript

    Davis: Bippity boppity bumble bee, can you say your name for me?

    Student: Uh, Gaelo.

    Davis: Gaelo. Let's clap it. Gaelo. Let's snap it. Gaelo. Let's stomp it. Gaelo.

    Davis (Interview): I teach at First Place to Start Childcare Center, and we have ages four and five year olds. In our read aloud today we the story Joseph had a little overcoat. We chose that book because it added to our clothing theme, but it also expanded their vocabulary on different kinds of clothing.

    Davis: Who is this? Remember? Who is that? Remember his name? Starts with a J. Jo…

    Students: Joseph.

    Davis: All right. And he has a bunch of friends on there. Who are his friends?

    Student: All of the animals.

    Davis: All the animals are on there.

    Student: That's a chicken.

    Davis: A chicken. What's that one?

    Students: A cow.

    Davis: A cow. And look, all of his friends here. What are they doing?

    Student: He's singing.

    Davis: Singing. Exactly. He's singing. So Joseph had a little overcoat. It was old and…

    Students: Worn.

    Davis: Worn. And what was worn? What did we say, talk about worn?

    Student: It means it's getting old.

    Davis: It's getting old…

    Davis (Interview): So we chose that book because they were able to repeat parts of the story over and over again, and they were able to use that repetition to expand their vocabulary.

    Davis: Joseph had a little necktie. It got..

    All: Old and worn.

    Davis: And then Joseph had a little button. One day…

    Student: He lost it.

    Davis: He lost it. Yes, Hellah.

    Student: Uh, and then he made a story of it.

    Davis: You remember so well. And what is he doing?

    Students: Looking for it.

    Davis: He's looking for it. And, wow. Is he looking very, very hard for that, 'cause he's done what?

    Student: And he's moving the stuff away. And there's a hole on his wall.

    Davis: A hole?

    Student: It's right there on his wall.

    Davis: Come show me.

    Davis (Interview): When we're reading stories to them they're able to be a bit more creative, so it's, it's something that comes from reading aloud, because he comprehended, he understood the story, but he was able to take it a step further.

    Davis: Okay. I like that story too. And you know what? I brought some coats, and so we can see what the vest look like and what the overcoat looks like. Who wants to try on the overcoat that Joseph had?

    Students: Me!

    Davis: Okay. How about Gracia?

    Davis (Interview): We gave them a chance to act out the story, so each child was able to put on one of those types of clothing, so they were able to gain a lot more comprehension.

    Davis: I need, uh, Jaden, you come and hold the book, and we'll go back to the pages and see. Thank you, Jaden.

    Davis (Interview): We did have one little boy that we had to sit and turn the pages, which is also very important to children in reading aloud.

    Davis: After he had the jacket, then it became a what?

    Students: A vest.

    Davis: A vest. So after it was a jacket, it became a vest. What's missing off of the vest that was on the jacket? What are these things here?

    Student: Sleeves.

    Davis: Sleeves. So, who knows what it's going to become next?

    Student: Me!

    Davis: What?

    Student: A scarf.

    Davis: A scarf. Let's turn the page and let's see. There it is. What is it?

    Students: A scarf.

    Davis: A scarf.

    Davis (Interview): Allowing the children to become a part of the story helps them to understand, and that's what reading aloud is all about.

    Davis: …jacket. And then it becomes a vest, and then a scarf, and then a tie, and then a handkerchief, and then a…

    Student: Button.

    Davis: Button. Yay!

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