The main Common Core standard that the Planning an Interactive Readaloud project should address is the Strand B standard. This standard requires the educator to create an environment where each student has a sense of belonging (MED, 2013). It is the responsibility of an educator to create an environment where these students feel like a part of the group. Based on this standard, the comprehension skill that will be taught during the read-aloud is inference. This skill allows the students to recognize and learn words they were previously unfamiliar with. Hence, with the development of this skill, the students can learn more about themselves and others.
One SEL competency that this lesson will address is the children’s self-awareness, from the viewpoint of their ability to feel comfortable in the environment that they are in. The related goal to address during the read-aloud is the following: “infants and toddlers experience environments where they know they belong and have a place” (MDE, 2013, p. 26). This SEL competency is important for children at this age because they begin to develop a sense of self and their surroundings. Hence, they begin to understand the distinctions between themselves and others and may be affected by unwelcoming environments. Moreover, such environments can adversely impact the children’s sense of self, if not supported by an educator. The three potential texts that can be used during the read-aloud are “The Book with no pictures,” “We don’t eat our classmates,” and “I Promise” (“Kindergarten read alouds,” n.d.). These books were written for the students at the kindergarten and therefore are suitable for this activity. Moreover, they will help the educator communicate with children better and create a better classroom environment.
Kindergarten read alouds. (n.d.).
Michigan Department of Education (MED). (2013). Early childhood standards of quality. Web.