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START: Read 1 Guide for Repeated Interactive Read-Alouds
Read 1: STATE STATE: Show cover illustration and identify title and author. The title of the book is Annie and The Wild Animals and the author, or the
person who wrote the story, is Jan Brett.
STATE: Purpose of Read 1
This little girl is Annie; it looks like Annie is surrounded by a lot of animals (point). I am thinking that Annie must be looking for a pet to keep her company. I wonder if Annie can come up with a plan to make one of these animals her pet. Let’s read and find out.
Read 1: TEACH
TEACH: Push-in story problem that’s connected to the story purpose. (page 17) Story Problem: Taffy is lost and Annie is determined to find a new pet for company. She’s discovering not all animals are a good fit.
TEACH: Push-in and connect key events that relate to the story problem.
Page # Think Aloud Page # Previous Event/Explanation
2-3 Annie is probably thinking, Wow Taffy sure has been acting differently. Taffy stopped playing, ate more than usual, slept more, and curled up in strange places.
2-3 Something was wrong with Annie’s Cat. Taffy had stopped playing.
4 I bet Annie is thinking, first Taffy started to act differently and now I can’t find her. She is gone. I notice the border
4 Annie could not find Taffy anywhere.
Push-In and Connect
Key Events
Title: Annie and The Wild Animals By: Jan Brett
Push-In Story Problem
Target Vocabulary
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
around the page. It looks like Taffy is going inside the tree (point).
6 Annie is probably thinking, now that Taffy is gone, I need to find another pet to keep me company. I bet another pet will come to me if I put these corn cakes out. Annie is also probably thinking the animals that come to her will be similar (like) Taffy (small and furry). Look, I notice that Taffy isn’t very far from home. It looks like she is going inside the tree (point).
6
Annie places corn cakes at the edge of the woods. She is trying to find another pet. (Point): The border of the page shows Taffy going inside the tree.
8-17 All the Animals come out for the corn cakes (moose, wild cat, bear, wildcat, stag, and wolf).
15 Annie must be determined to find a pet so she keeps making corn cakes.
15 Annie made as many corn cakes as she could.
17 Remember all the of the animals that came out the woods (moose, wildcat, bear, stag, and wolf). They were wild animals. Oh, now I know the problem, those animals would not make good pets because they were wild animals. They were not small and furry like Taffy. They were big. They were not the right animals for pets.
18-19 Notice the border of the page, shows Taffy inside the tree with 3 kittens.
6 (Flip Back to pg. 6) Remember when we saw Taffy inside the tree alone. It looks like she has company now. Oh now I understand, Taffy went away to have a safe and comfortable place for her 3 baby kittens.
19 Notice that Annie has her hand on top of her head (point). She is probably thinking, “Oh no, these animals are much too big, not one of them is small and furry like Taffy.” These animals are not the right animals for a pet.
19 Annie woke up to find a great nose stuck in her window.
22
Annie has realized that her plan didn’t work. The animals were too big and she could not continue to feed them. Look, “I notice that Taffy and her kittens have come out of the tree.” I bet they are headed back home.
22
Annie looked into the barrel of corn meal. It was empty. (point) The border on the page shows Taffy coming out of the tree along with her kittens.
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23 Annie is probably thinking, “My plan to find a pet is ruined.” I will never have a pet to keep me company.
23 Annie was sad. She would never find a pet now.
25 I am thinking, “The wild animals don’t need food from Annie anymore because the season has changed from winter to spring, and they can find their food in the woods now. They are not dependent on Annie anymore for food.
24 The wild animals went back to the woods.
26-27 Annie is probably thinking, “Taffy is back and she is the perfect pet for me.”
27 Taffy comes back.
TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell
1 Snow
2 Taffy
3 She Curled up Usual- she ate more than she normally eats
3 Strange-different
4 Annie Lonely-feeling sad because you are alone
5 Annie thought
6 Corn cake imagined Corn cake- corn bread muffin Edge-end Tame-to teach not to be wild or to teach how to live with people
8 Moose
10 Moose, wildcat
11 Annie, corn cakes
13 Bear, moose, wildcat
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14 Grumpy-mean or mad, not a happy feeling
15 Annie Corncakes
16 Wild animals Snarls, growls Dawn-early in the morning
17 Stag, gray wolf Stag-deer
18 Annie, corn cakes
19 Moose, nose
20 Wild animals Roared, shook Meal-food
22 Barrel Empty-nothing there
23 Annie
25 Breeze- blow of wind
26 Taffy Unexpected-not thinking it’s going to happen Proudly-happy about something you did
27 Taffy
28 Kittens
Target Tier 2 vocabulary related to story:
Company- to have a friend
Dependent-need something from someone else
Determined-when you decided you are going to keep doing something until you get it done
Continue- to keep doing something
Comfortable-feels good
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Read 1: ASK ASK: Why didn’t Annie’s plan to use the corn cakes work? Possible Answers: They were wild.
They were not small and furry.
They ate too much.
The animals were too big.
Read 1: RESPOND RESPOND:
Restate what child said in a more complex sentence.
Use correct syntax.
Model rich vocabulary.
Build on children’s statements by adding more information.
Read 1: TIE TIE:
Summarize main idea: Pets can be good company for people, but some animals make better pets than others.
Transition to next activity and push-in how it relates to the story.
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
START: Read 2 Guide for Repeated Interactive Read-Alouds
Read 2: STATE STATE: Show cover illustration and identify title and author. The title of the book is Annie and The Wild Animals and the author, the person
who wrote the story, is Jan Brett.
STATE: Story Problem: Remember the problem in this story was… Annie lost her Pet, Taffy.
STATE: Purpose of Read 2: Remember when we read this book the first time and Annie (point) could not find Taffy (page 4). She was gone. I
wonder how Annie felt when Taffy disappeared (went away)? Let’s read it again and find out how Annie felt went Taffy went away.
Page # Think Aloud Page # Previous Events/Explanations
3 Annie is probably thinking, wow Taffy sure has been acting different. Remember, Taffy had stopped playing, ate more than usual, slept more, and curled up in strange places. Annie is probably concerned about Taffy.
4 I bet Annie is thinking, first Taffy started to act differently and now I can’t find her. She is gone. Annie is probably disappointed that Taffy is gone. Oh now, I understand Annie probably feels disappointed.
15 Annie is determined to find a pet so she keeps making corn cakes.
17 Annie is probably feeling disappointed.
Push-In Story Problem
Target Vocabulary
Annie and The Wild Animals
By: Jan Brett
Push-In and Connect
Characters’ Feelings with
Key Events
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
18-19 (Flip Back to pg. 6) Remember when we saw Taffy inside the tree alone, it looks like she has company now. Remember, Taffy went away to have a comfortable place for her kittens.
19 Notice that Annie has her hand on top of her head. She is probably thinking, “Oh no, these animals are much too big, not one of them is small and furry like Taffy.” These animals are not the right animals. Annie is probably disappointed.
22 Annie has realized that her plan didn’t work. The animals were too big and she could not continue to feed them. Annie is probably feeling frustrated because she can’t continue to feed them, and she wasn’t able to find a pet
27 Annie is probably thinking, “Taffy is back and she is the perfect pet for me.” Annie is probably relieved that Taffy is back. Taffy is walking proudly because she is happy about her kittens. Annie was curious to know where Taffy had been.
27
28 Annie is probably surprised to see the kittens. Annie is probably thinking. “I won’t be lonely anymore because I have Taffy and her Kittens.”
28
TEACH: Push-in target vocabulary using PAT. Page # Point Act Tell
1 snow
2 taffy
3 she Curled up Usual- she ate more than she normally eats
3 Strange-different
4 Annie Lonely-feeling sad because you are alone
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
5 Annie Thought
6 Corn cake Imagined Corn cake- corn bread muffin Edge-end Tame-to teach not to be wild or to teach how to live with people
8 moose
10 Moose, wildcat
11 Annie, corn cakes
13 Bear, moose, wildcat
14 Grumpy-mean or mad, not a happy feeling
15 Annie corncakes
16 Wild animals Snarls, growls Dawn-early in the morning
17 Stag, gray wolf Stag-deer
18 Annie, corn cakes
19 Moose, nose
20 Wild animals Roared, shook Meal-food
22 barrel Empty-nothing there
23 Annie
25 Breeze- blow of wind
26 Taffy Unexpected-not thinking it’s going to happen Proudly-happy about something you did
27 Taffy
28 kittens
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Target Tier 2 vocabulary related to story: Determined-when you decide you are going to keep doing something until you get it done
Disappointed-sad because something happened
Lonely-sad to be alone or by yourself
Eager-wanting to do or have something very much
Relieved-stop feeling sad about something
Frustrated-sad because something keeps happening
Curious-you want to know something
Proudly-happy about something you have done
Surprised-happy about something you were not thinking would happen
Concerned-trying to figure out what is wrong
Read 2: ASK ASK: How did Annie feel when Taffy went away?
Possible Answers: She was sad. She was lonely. She was disappointed.
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Read 2: RESPOND RESPOND:
Restate what child said in a more complex sentence.
Use correct syntax.
Model rich vocabulary.
Build on children’s statements by adding more information.
Read 2: TIE
TIE: Summarize main idea: Remember, Pets can be good company for people, but some animals make better pets than others. Transition to next activity and push-in how it relates to the story.
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
START: Read 3 Guide for Repeated Interactive Read-Alouds
Read 3: STATE STATE: Show cover illustration and have the children recall the title and author. Remember, the title of the book is Annie and The Wild
Animals and the author, or the person who wrote the story, is Jan Brett.
STATE: Pull-out story problem: Remember, Annie’s cat, Taffy. What happened to Taffy? How did Annie feel when Taffy went away?
STATE: Purpose of Read 3: Now that you know this story so well, I would like for you to help tell the story. I wonder why none of the other
animals would make good pets. Let’s read to find out.
Read 3: TEACH
TEACH: Pull-out key events and characters’ thoughts and feelings.
Read a few passages that prompt children to respond.
Ask questions such as “What is happening here?” Then, connect character’s feelings to that event, “How do you think ______felt when that happened?”
Page # Possible Descriptions of Events Possible Descriptions of Characters’ Thoughts and Feelings
2 Something was wrong with Annie’s Cat. 2 “What is happening here?”
4 Annie realized that Taffy is gone.. 4 “How do you think Annie felt when Taffy left?”
Pull-Out Characters’ Feelings
Key Events
Annie and The Wild Animals
By: Jan Brett
Pull-Out Story Problem
Target Vocabulary
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
6 Annie places corn cakes at the edge of the woods. She is trying to find another pet
6 “What is happening here?”
8-17 All the Animals come out for the corn cakes (moose, bear, wildcat, stag, and wolf).
15 Annie made as many corn cakes as she could. 15 “What is happening here?”
17 Not one of them is soft and friendly like Taffy 17 Remember all of the animals that came out the woods. Flip Back and review all the animals. “Why wouldn’t these animals make good pets?” “How do you think Annie felt when she realized that not one of the animals was soft and friendly like Taffy?”
18-19 The border of the page, shows Taffy inside the tree with 3 kittens.
18 “What is happening here?”
19 Annie woke up to find a great nose stuck in her window. 19 “How do you think Annie felt when the animals kept coming for more corn cakes?”
23 Annie was sad. She would never find a pet now. 23 “How do you think Annie felt when she realized that there was no more corn meal ,and she started to think that she would never find a pet?”
25 The wild animals went back to the woods. 25 “What is happening here?”
26-27 Taffy comes back Taffy walks proudly into the year.
27 “How do you think Annie felt when Taffy came back?”
28 Kittens came out of the woods 28 “What is happening here?” “How do you think Annie felt when she saw the kittens?”
TEACH: Pull-out target vocabulary.
Provide opportunities for children to use target vocabulary.
This material is copyright protected by the Rollins Center for Language & Learning at the Atlanta Speech School. Please reproduce for use with teachers, leaders, and parents. For more information, contact the Rollins Center at [email protected].
Read 3: ASK
ASK: The final why question leads to the main idea. Why didn’t any of the forest animals make good pets?
Possible Answers: They were too big.
They were not tamed.
They were wild.
Read 3: RESPOND RESPOND:
Restate what child said in a more complex sentence.
Use correct syntax.
Model rich vocabulary.
Build on child’s statements by adding more information.
Read 3: TIE TIE:
Summarize main idea: Pets are good company for people. Some animals make better pets than others.
Transition to next activity and pull-out how it relates to the story.
