Planner for Interactive Read-Aloud

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

Text: ______Genre: ______Date/Day of Week: ______Level: ______

 Before Reading: Set Purpose for Listening Comprehension to Prepare and Motivate Students’ for Learning 1 Purpose for Listening Comprehension or Analysis:

 During First Reading: Mark Strategic Stopping Places that will Scaffold Comprehension Note: Relevant Vocabulary (i.e., Only select vocabulary Pg. __ Prompt: that must be understood in order for students' comprehension to be assembled during the reading; the vocabulary can be briefly addressed before reading 2 and/or within context of read.)

Pg. ___ Prompt:

 After Reading: Prompts/Extensions to Lift Comprehension 3  Scaffolded Discussion Prompts:  Writing About Reading Prompt:  Options for Scaffolded Lessons or Writing About Reading: Prompt: Graphic Organizer (if applicable):  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 Prompt:  Describe the Character/s' Actions, Evaluate their Thoughtful Log--- Actions Prompt:  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

Dorn, L. & C. Soffos: Reversing the Reading Failure of Adolescent Readers, Boston, MA Allyn & Bacon, 2013 (Updated) Used in Belleville, 2014-2015. Share Recap:  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 CCSS or Grade Specific Standards Addressed: 4 Reading: Writing: Speaking/Listening: Language/Vocabulary:

Dorn, L. & C. Soffos: Reversing the Reading Failure of Adolescent Readers, Boston, MA Allyn & Bacon, 2013 (Updated) Used in Belleville, 2014-2015.