Ra5- Davies

Title:

RA Planning for Purposeful Talk and the Construction of Meaning Bommer’s Big Surprise Author: Costance George

Cooperating Teacher/Grade:

Irvin, 1

Date:

Molly Davies February 12, 2019

Remember to do these things with the read aloud:  Read your book several times and practice! Read with expression and fluency. (Be sure you know how to pronounce all the words)!  Set an intent for your readers as a way of guiding their thinking.  Think aloud and/or reread when there are confusing parts of the text or when there are misunderstandings  Allow space for students to bring up their own questions and comments, but be sure the conversation is about the text. (See Nichols)  Give the students time to look at the illustrations  Build in some questions and attention to multiple perspectives and critical thinking  Be flexible. Deeper meaning in text: Big ideas, or critical understandings What will you do or say before you read the story? you think children should construct (either in this read, or over  Read the Title and Author several reads):  Preteach vocabulary or concepts (up to 3 words): Imagine Boomer’s surprise when he finds himself nose to nose with a new puppy! To Boomer’s dismay, Baby makes himself right at home. But just when Boomer thinks he’s no longer, top dog, he discovers there’s room for two and that Baby is more than a sibling-he is new friend.

Set an intention: How does Boomer welcome Baby Boomer into the house?

Standard(s): Key ideas and details.  Logical inferences  Draw conclusions  Determine central ideas  Summary

Differentiation Instructional Support (including language support, content support, extensions): (What are you going to DO for the kiddos in your class?)

Stopping Place (choose places that support students in thinking about the big ideas, themes, or critical understandings) Include page # or phrase, and prompt (turn and talk, share out, act it out, think aloud, stop and jot, draw it out)

Reason for stopping What are the kinds of things you hope students will be saying (if they are beginning to understand the big ideas)?

“And then, to his surprise….”

How do you think Boomer felt when he saw that his owner had gotten a new puppy?

“Baby made himself right at home.”

Have you ever had someone come to your house and visit? How did they act? How did it make you feel?

If talk doesn’t get beyond the surface, what scaffold will you use to get them talking

Synthesizing information

Prior knowledge Visualization

“Happy to have Baby next to him…”

General Reflection: (What went well? What did you learn? What would you do differently? Did your students get what you hoped (both Standards and big ideas)? How do you know? How was the talk (voices heard/unheard)?)

What happens throughout the book that changes Boomer?

Reflection on Language Learning: (Did students achieve the language objectives? How do you know?)

Synthesizing information

Reflections on Culturally Responsive “Teachable Moments:” (honoring and building on student voices, perspectives, experiences)