Planner for Interactive Read-Aloud-Day 1: Nurturing Close Reading Through Scaffolded Experiences

Text: Animals That Live in GroupsGenre: Ecosystems/ScienceDate/Day of Week:4/25/2017

1 / ❑Before Reading: Set Purpose for Listening Comprehension to Prepare and Motivate Students’ for Learning
Purpose for Listening Comprehension or Analysis: We have been reading and enjoyinglots of texts about ecosystems these last couple of weeks. (Connect to some of the books.) We’ve been learning about how plants and animals work together in order to survive in their habitats. Today I am going to read you the text, Animals That Live in Groups by Kelsi Tjernagel. Your job while I read is to listen and find out why some groups need to live in groups in order to survive.
2 / ❑During First Reading: Mark Strategic Stopping Places that will Scaffold Comprehension / Note: Consider Relevant Vocabulary (i.e., Only select vocabulary that must be understood in order for students' comprehension to be assembled during the reading; the vocabulary can be briefly addressed before reading and/or within context of read.
predators-(n.) animals that hunt other animals for food
colonies-(n.) groups of the same kind of animals
Pg.8 / Prompt: There are many reasons why animals live in groups. What reasons did we learn so far that show why animals live as part of a group? Turn and talk.
Pg. 15 / Prompt: Why is it so important that chimpanzees live together? What can we infer even beyond the text about why it’s important that young chimpanzees live with their mothers? Turn and talk about what you learned about chimpanzees.
Pg. 18 / Prompt:What do you think would happen if meerkats didn’t work together while they were hunting and gathering food? Turn and talk about that.
3 / ❑After Reading: Prompts/Extensions to Lift Comprehension
❑Scaffolded Discussion Prompts: / ❑Writing About Reading Prompt: / ❑Options for Scaffolded Lessons or Writing About Reading:
Prompt:How does being part of a group help animals? / Graphic Organizer (if applicable):
Thoughtful Log---
Prompt: Tomorrow, students will dig deeper during reading workshop and write about what they learned about how elephants live in groups. / ❑Draw or Complete a Text Map
❑Write about Inferences Drawn from Text and use Specific Textual Evidence to Support Conclusions
❑Note Messages or Central Ideas Assembled from Reading: summarize its development using key supporting details
❑Note how Characters, Text Ideas and Events develop and interact over the course of the text; Evaluate the development or interaction and support claim/s drawn using evidence from text
❑Describe the Character/s' Actions, Evaluate their Actions
❑Describe how Author's Purpose and Point of View Shapes Content and Style of Text
❑Evaluate Ideas, Arguments or Claims Presented in Informational Texts; Use Textual Evidence and other sources to Support or Oppose Claim or information presented
❑Compare and Synthesize Ideas developed within and across texts
❑Determine Meaning of Words and Phrases from Text Using Context Clues and provide evidence from text
❑Create an Innovation
❑Produce a piece of writing using an appropriate mode or blended modes
❑Conduct Research Stimulated from discussion or text information
❑Employ Technology to support presentation of information or to evaluate information presented
Prompt: Do you have any other thoughts, questions or connections about what we’ve read today?
Prompt:
4 / CCSS or Grade Specific Standards Addressed:
Reading: RI.3.3 (Key Ideas and Details) Describe the relationship between a series of scientific ideas in a text, using language that pertains to time, sequence and cause/effect. / Writing: W.3.7 Conduct short research projects that build knowledge about a topic. (Thoughtful Log activity for tomorrow) / Speaking/Listening: SL.3.3 Ask and answer questions about information from a speaker, offering appropriate elaboration and detail. / Language/Vocabulary: L.3.4 (Vocabulary Acquisition and Use) Determine or clarify the meaning of unknown and multiple-meaning word and phrases based on grade 3 reading and content.

Dorn, L. & C. Soffos: Reversing the Reading Failure of Adolescent Readers, Boston, MA Allyn & Bacon, 2013 (Updated)