4K Planner for Interactive Read-Aloud--Day 1: Nurturing Close Reading Through Scaffolded Experiences

Text: Kiss the Cow Genre: ______Date/Day of Week: 5/4 - Farm unit

1 / ❏Before Reading: Set Purpose for Listening Comprehension to Prepare and Motivate Students’ for Learning
Purpose for Listening Comprehension: Listen for what is special about the cow and why that’s important
2 / ❏During First Reading: Mark Strategic Stopping Places that will Scaffold Comprehension / Note: 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.) Introduce using Vocabulary Protocol.
curious - very interested in learning something new
stubborn - having an idea and not wanting to change your mind
Pg. kiss pg / Prompt: What were the 3 things mama did for the cow?
Pg. pasture / Prompt: T&T - Predict what will happened if Annalisa tries to milk the cow
Pg. last pg / Prompt: Why did Annalisa finally kiss the cow?
Pg. ____ / Prompt:
Pg. ____ / Prompt:
Pg. ____ / Prompt:
3 / ❏After Reading: Prompts/Extensions to Lift Comprehension
❏Scaffolded Discussion Prompts: / ❏Responding/Writing About Reading Prompt:
Prompt:When was Annalisa being stubborn and curious? / (possible activities)
Prompt: are you ever stubborn or curious?
4 / Closing~Recap: Bringing the read-aloud time to a close which includes a restating of the purpose for listening comprehension and/or some students sharing.
You listened for the special things about the cow and we talked about Annalisa being curious and stubborn
5 / Early Childhood Standards Addressed:

4K Planner for Interactive Read-Aloud--Day 2+: Nurturing Close Reading Through Scaffolded Experiences

Text: Kiss the Cow Genre: ______Date/Day of Week: 5/5 Farm unit

1 / ❏Before Revisiting Previous Read Text: Set Purpose for Analysis of Specific Characteristics of Text/s to Nurture Students’ Close Reading
Purpose for Analysis: While I’m reading - listen to the words mama says to the cow
2 / ❏During Revisiting Previous Read Text: Mark Strategic Stopping Places that will Scaffold Analysis of Specific Characteristics of Text/s. / Note: Relevant Vocabulary (i.e., may be a review from Day 1). Introduce using Vocabulary Protocol.
Curious & Stubborn
**chart with 2 poems from story
**can do rhyming, message, etc...
Pg. milking pg / Prompt: Reread poem - discuss comprehension
Pg. kiss pg. / Prompt: Reread poem - discuss comprehension
Pg. ____ / Prompt:
Pg. ____ / Prompt:
3 / ❏After Rereading: Prompts/Extensions to provide opportunity for students to demonstrate their understanding of what is read and analysis through oral storytelling, drawing, writing.
❏Scaffolded Discussion Prompts: / ❏Responding/Writing About Reading Prompt:
Prompt: / (possible activities)
Prompt:
4 / Closing~Recap: Bringing the read-aloud time to a close which includes a restating of the purpose for analysis of text and/or some students sharing.
5 / Early Childhood Standards Addressed:

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

Adapted for 4K.Belleville, 4K.TBoyd-2015.