RA Planning for Purposeful Talk and the Construction of Meaning

Title: Bommer’s Big Surprise Author: Costance George Molly Davies

Cooperating Teacher/Grade: Irvin, 1 Date: 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 Set an intention:
that Baby is more than a sibling-he is new friend.
How does Boomer welcome Baby Boomer into the house?
Standard(s):
Key ideas and details.
 Logical inferences
 Draw conclusions
 Determine central ideas
 Summary
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)
“And then, to his surprise….”
“Baby made himself right at home.”
Differentiation Instructional Support (including language
support, content support, extensions): (What are you going to
DO for the kiddos in your class?)
Reason for stopping If talk doesn’t get beyond the surface, what
What are the kinds of things you hope scaffold will you use to get them talking
students will be saying (if they are
beginning to understand the big ideas)?
How do you think Boomer felt when he
saw that his owner had gotten a new
puppy? Synthesizing information
Have you ever had someone come to your Prior knowledge
house and visit? How did they act? How Visualization
did it make you feel?

“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)