READ ALOUD: When Pigasso Met Mootisse

READ-ALOUD51iuazfm6kl-_sx258_bo1204203200_

When Pigasso Met Mootisse

By, Nina Laden

OVERVIEW:

Students will engage in a read-aloud exercise that will connect literature to arts objectives. The read-aloud methods will allow students to explore this topic in a structured setting, while practicing comprehension, fluency, inference and vocabulary.   This read-aloud will be conducted as a “Character Voices Read-Aloud,” as described by Laura Candler. Candler (2015) states, “Choose one student for each main character and tell them which pages you plan to read. Allow them a few minutes to review their parts, and then read the selection aloud to the class. You will read all the narration, but when it’s time for a character to speak, he or she will stand up and do so with expression” (pages not numbered). This read-aloud will be done with the use of the app “Explain Everything,” and each page will be projected onto the wall so that all students, not just the readers, can follow along. This will also give the students the opportunity to look closely at pictures and the differences in the illustrated characters.

OBJECTIVE:

Students will be able to dissect the text by

-listening and participating in class read-aloud methods.

-looking punctuation and important words to read emotively.

-comparing and contrasting information about the characters.

MATERIALS:

-When Pigasso Met Mootisse by Nina Laden

-Compare and Contrast Chart (included below)

-Picasso/Matisse Timeline (included below)

-Oak tag

– News papers

-Construction Paper

-Paint

-Brushes

INTRODUCTION:

            Before students enter the room, invite two students to play the characters of Pigasso and Mootisse. Provide each student with a copy of the book and time for a few independent read-throughs. One student will read the quotations of Pigasso and the other will read the quotations of Mootisse.   Ask the students to create a character ‘voice’ that they can maintain throughout the book. Students will also need to practice reading emotively, considering punctuation and context.

            For students to make text-to-world connections, it is important to provide scaffolding about the artists discussed in the book. At the students’ tables, will be a list of facts about Picasso and Matisse from the biographies in the back of the book. Students will take turns reading facts about Kandinsky and adding them to the timeline. Also share that the artists’ work had many similarities and differences. Pass out the compare and contrast sheet. This will be a great way for the rest of the class to follow along, while the characters provide their performance. Students can make observations from the text and the illustrations, which are painted in the style of the respective artists.

READ-ALOUD:

            The following is a list of quotations that the characters will read throughout the read-aloud:

“I’m tired of this noisy pig pen,” Pigasso (p. 6)

“I’m sick of this crowded cow town,” Mootisse (p.6)

“Art hog,” Mootisse (p. 11)

“Mad cow,” Pigasso (p.11)

“You paint like a two year old,” Mootisse (p.11)

“You paint like a wild beast,” Pigasso (p. 11)

“Your colors look like mud,” Mootisse (p. 11)

“Your colors look like color-by-numbers!” Pigasso (p. 11)

“That Mootisse doesn’t like my art. Well I’ll show him,” Pigasso (p. 16)

“I’ll give that Pigasso something that he can really criticize,” Mootisse (p. 16)

“That Mootisse isn’t such a bad artist. He has some interesting ideas,” Pigasso (p. 21)

“That Pigasso may not paint like me, but he sure knows what he’s doing,” Mootisse (p. 22)

“When Pigasso met Mootisse,” Pigasso (p. 27)

“When Mootisse met Pigasso,” Mootisse (p.27)

COMPARE AND CONTRAST:

After the read-aloud performance is over, students will meet with their tables to discuss the items that they wrote down on their compare and contrast sheets. Each group will make a list of top five items to share with the group, but each group will only share three of those items. If a group has already shared on of the top three, the group should then choose another item from the top five. Create a compare and contast anchor chart in the front of the room, and dictate the students’ answers.

 ACTIVITY:

  1. Students will randomly be chosen to be Picassos or Matisses. The work that they create must reflect the ideas and information collected on the anchor chart. The book as well as posters of original work by Picasso and Matisse can be used as references for the students’ work.
  2. Students will independently create a 12X18 portrait in the style of the their respective artist. The goal of this project is to create the portrait in such a way, that the other students will know who the inspiration for their work is.
  3. Students will work with the materials of their choosing to create their work.
  4. When the artwork is finished, students will choose a color of construction paper to mat their artwork onto, and they should be displayed around the room.

FOLLOW UP:

Allow students to reflect on the work that has been created through an art criticism activity. Students can practice the skill of art criticism through a short journal entry.

“The silence was broken as the two artists laughed at their amazing work of heart,” (Laden, 1998, p. 25).

 REFERENCES:

Chandler, L. (2015) Read aloud tips and strategies. Teaching Resources. Retrieved from:       http://www.lauracandler.com/strategies/readingaloud.php

Laden, N. (1998). When pigasso met mootisse. San Francisco, CA: Chronicle Books LLC

MatissetimelineComparecontrast

Advertisements

Read Aloud: The Noisy Paint Box By Barb Rosenstock

READ-ALOUD:noisy20paint20box

The Noisy Paint Box

By, Barb Rosenstock

OVERVIEW:

Students will engage in a read-aloud exercise that will connect literature to arts objectives. The read-aloud methods will allow students to explore this topic in a structured setting, while practicing comprehension, fluency, inference and vocabulary.   This read-aloud will be conducted as a inference exercise modified from lessons created by the Educational Development Center. The EDC (2015) states, “hen learners read inferentially, they are involved with the text at a higher level — reflecting on information, making judgments, and drawing conclusions in response to what they are reading. When readers infer meaning they become more personally engaged with and connected to the deeper meaning of the text, resulting in enhanced understanding and increased learning and retention” (p. 3). This read-aloud will engage students by using context clues to guess secret words and understand meaning.

OBJECTIVE:

Students will practice inference skills by

-listening and participating in class read-aloud methods.

-looking for evidence within the text to build conclusions.

-examining context clues from text, illustrations and self.

MATERIALS:

-The Noisy Paint Box by Barb Rosenstock

-Kandinsky (Basic Art Series 2.0) by Hajo Duchting

-Clues We Use to Infer Meaning Chart (included below)

-Kandinsky Timeline (included below)

-Watercolor Paper

– Permanent Markers

-Crayons

-Watercolor paint

-Classical Music

INTRODUCTION:

            Before students enter the room, use small paper tabs to cover important words throughout the book. Students will be using the infer meaning chart to discover contexts clues that will help them guess the word that is covered.         

           As students walk into the room, softly play classical music. If possible, play selections from composer Arnold Schonberg, who Kandinsky was primarily influenced by. At the students’ tables, will be a list of facts about Kandinsky from the book, Kandinsky, by Hajo Duchting. Students will take turns reading facts about Kandinsky and adding them to the timeline. Throughout this exercise, show students images from the book Kandinsky as well.

Once students have obtained a basic knowledge of Kandinsky and his work, introduce the book, “The Noisy Paint Box,” by showing the students the front and back cover, as well as illustrations throughout the book.

INFERENCE EXERCISE

            Students will be guessing the following words, based on text clues, clues in the illustrations, and clues from previous experiences. As the teacher approaches each covered word, allow students to make inferences about the covered words, using the visual and linguistic clues around it. The following words need to be covered:

Appreciate (p. 5), orchestra (p. 8), noisy (p. 9), sound (p. 11), music (p. 12), singing (p. 14), colors (p. 16), heard (p.17) saw (p. 17), paintings (p. 21), music (p. 25), and feel (p. 26).

ACTIVITY:

  1. Inform the students that they are all now Kandinskys, and while they may not have synesthesia, they can think about the feelings in the music and portray those feelings in their art.
  2. Play classical music aloud, or if possible, have students work in small groups with headphones. If your class has an iPad cart, allow students to choose a song from an album or list (by providing variety, the class should be able to guess the different feelings based on the “mood” created in the artwork.
  3. First, in pencil invite the students to draw what they hear, using geometric shapes and a variety of lines, just like Kandinsky. Ask the students to consider how different kinds of lines can effect the emotion they are trying to share. Having his work around the room will provide ideas for their own work.
  4. Students may then trace the work with permanent markers. If you have thick and thin permanent markers, this is best, as students can use a variety of line weights in their work.
  5. Then students may use crayons to color some of the shapes in.   Ask the students to consider how color can effect the emotions they are trying to share. The students enjoy using metallic crayons for this step!
  6. To finish the work, students must fill the rest of the page with watercolor paints.
  7. When the work is dry, invite the students to chose a color of construction paper to mount their work onto, and display around the room!

FOLLOW UP:

Students can post their work on kidsblog, and journal about their experiences as Kandinsky.

“It’s my art,” Vasya answered. “How does it make you feel?” (Rosenstock, 2014, p. 26).

 REFERENCES:

Duchting, H. (2015). Kandinksky (basic art series 2.0). Cologne, Germany: Taschen.

Educational Development Center (2015). Inference. Volo, Il: Don Johnston Incorporated. Retrieved from:  http://www.wccsonline.com/technology/knowledgebase/Software%20Hardware%20Manuals/R            eadOutLoud%20SOLO/Inference%20Lesson%20Instructions.pdf

Rosenstock, B. (2014). The Noisy Paint Box. New York, NY: Random House Books

timelineUntitled1

 

 

 

 

 

 

 

 

 

 

 

Read Aloud: Temple Cat By Andrew Clements

READ-ALOUD51tk2bwcuqql-_sy344_bo1204203200_

Temple Cat

By Andrew Clements

OVERVIEW:

            Students will engage in a 5 day read-aloud exercise designed to be co-taught by the classroom teacher and the art teacher. While there are many picture books available within the Egyptian theme, vocabulary, ideas and traditions are best understood with some guidance. The read-aloud methods will allow students to explore this topic in a structured setting, while practicing comprehension, fluency, inference and vocabulary. All read-aloud methods in this lesson are presented by Strickland (2010). Dickenson (2001) states, “Research has demonstrated that the most effective read-alouds are those in which children are actively involved asking and answering questions and making predictions rather than passively listening” (as cited by Strickland, 2010, p. 10). The interactive read aloud will connect fiction and nonfiction titles to a social studies unit on ancient Egypt.

 

OBJECTIVE:

Students will examine and identify the Egyptian culture by

-listening and participating in class read-aloud methods.

-looking for evidence within the text to answer questions thoughtfully.

-researching ideas, traditions, and beliefs through provided texts.

MATERIALS:

-Temple Cat by Andrew Clements

-In the Daily Life of the Ancient Egyptians by Henrietta McCall

– Seeker of Knowledge: The Man Who Deciphered Egyptian Hieroglyphics by James Rumford

-Suggested reading list (included below)

-Interactive word wall (included below)

-Index Cards

-Markers

-Seeker of Knowledge: The Man Who Deciphered Egyptian Hieroglyphics

-Hieroglyphic Decipher Sheet.

-Butcher Paper

 

MONDAY: Temple Cat Read Aloud Introduction

Vocabulary to Highlight: temple (cover), ancient (p. 5), sacred (p.7), crimson (p.13), prowl (p.   15), and wisp (p. 19)

Introduction: We will take some time to introduce the first book in our unit on Ancient Egypt to our second grade students. Strickland (2010) states, “because young children are not likely to focus on the story problem, we craft book introductions to make the problem explicit” (p. 12). We will start the read-aloud with the following script:

In this story, we are going to learn about a special cat from Ancient Egypt. The cat is a god to the people of Egypt, but the temple cat does not care about being a god. The cat wishes he could do regular cat things. The cat wishes he could live outside of the gates of the temple and have fun, but the temple guards and servants wont let her. The cat does not look happy on the cover, does he? Sometimes when we don’t have what we really want or need, we can be left unhappy like the cat. Although, when I look at the back cover of the book, the cat looks very happy; I wonder what happens in the book that makes temple cat so happy.

As we introduce the problem of the book, we will show the students the front cover and the back cover of the book, as well as the cover page, which depicts an ancient statue of an Egyptian cat.

Follow-up Questions:

            Why was the cat living in the temple?

Why did the cat want to leave the temple?

What did the temple cat enjoy about exploring beyond the temple walls?

 

 

TUESDAY: In the Daily Life of Ancient Egyptians

Introductions: On the wall have a special place designated for a Word Wall. Hanging on the word wall, have the vocabulary words from Temple Cat already written. Throughout this reading, we will be hearing new words, or words that are important to ancient Egyptian culture. When you hear a word that sounds new to you, or may seem important, raise your hand. We will add this word to the word wall using the index cards and the markers. When you are done, please return to the rug, as we will continue reading.

Interactive Word Wall: The purpose of this activity is to expand the vocabulary of the students guided by the social studies curriculum. This activity will be similar to a Text Talk, described by Strickland (2010) on page 24, “Text talk, developed by Beck and McKeown and their colleagues is a read-aloud strategy that focuses on vocabulary development.” Like a Text Talk, deep learning of the vocabulary words is the focus on the lesson, but the interactive word wall will address the new words throughout the book, instead of after the book is completed.

Desert- An ecosystem where it hardly ever rains. The Nile River was an important water source for the Egyptians.

Tunic- A very long shirt worn by both men and women.

Shendyt- A skirt worn by servants who worked in the field or on boats.

Kalasiris- A long simple dress worn by women.

Barter- Trading special items, instead of using money.

Hieroglyphics- Ancient writing used for religious writings.

Pharaoh- An Egyptian King

Pyramid- A special building made to honor a king after he dies.

Mummy- Bodies that were wrapped in long strips of cloth.

Sarcophagus- A special, beautiful case for the mummy to be stored in.

Ceremony- A fancy event for a special occasion

Follow-up: Students will gather in groups of 4, and create a skit based in ancient Egypt using 4 of the vocabulary words in context. The skits should be short. Students will perform the skits for each other.

Students can use the word wall as they work independently. If a student finds a new word that is specific to ancient Egypt, they can add the word and definition to the growing word wall.

 

 

WEDNESDAY: Temple Cat Second Interactive Read Aloud

Introduction: Remember, we read this book on Monday. This is about the cat who lives in the temple as a god with servants who do everything for it. Does anyone remember why the cat wants to leave the temple? What happened when the cat escaped?

Think-Aloud: A second read aloud of Temple Cat will take place. Strickland (2010) states that, “the purpose [of a second read aloud] is to enrich the children’s comprehension of the story and provide further opportunities for children to engage in analytic talk” (p. 14). This reading will be done as an interactive think-aloud. Throughout the book the reader will stop to analyze the text, ask questions, decode words and reference pictures.   Students can participate by adding new words to our ancient Egypt Word Wall and by searching for word wall words within our text and examples of the word wall words in the illustrations. The following are some examples of think-aloud statements used by the reader:

Page 5: What is a temple again? I wonder if the cat has a bedroom in the temple, or if he has to live in the big open rooms.

Page 6: The servants are wearing beautiful clothes and jewelry. They must be considered special servants. I wonder why these special servants would care for a cat.

Page 7: I don’t know what a sacred fire is. Can someone remember what sacred means? A sacred fire must be a special symbol for the cat they call a god.

Page 8: The temple paintings on the wall behind the cat tell story of the servants worshiping the cat, just like the story in the book is talking about!

Page 12: Wow, the servants are wearing tunics, just like we read about yesterday in In The Daily Life of Ancient Egyptians!

Page 13: What, again makes the pillow crimson?

Page 15: What is prowl again? Why would having a light and fan ruin the fun of a prowl?

Page 19: I wonder what it would actually look like to escape like a wisp of smoke.

Page 23: Decode the word cautiously. That word must mean carefully by the way it is used in the book, and by the way the cat is crouching in the picture.

Page 27: I wonder why the cat likes to roam free and beg for food more than living in the temple.

Page 31: The cat must want to have a simple life of roaming free, because he looks happy, and the it says right here that his wish came true. He must not want to be a god at all.

 

Follow-Up Questions:

Why don’t you think that the cat liked living in the temple?

Which life would you rather live, living in a temple with servants who wait on you hand and foot but no freedom, or being free to do what you want and having to take care of yourself?

 

THURSDAY: Seeker of Knowledge: The Man Who Deciphered Egyptian Hieroglyphics Dialogic Reading

Introduction: Take a look at the title of this book. Does anyone see a vocabulary word in the title? Who remembers what that word means? To decipher something means to unscramble a code or solve a problem. Knowing that, can anyone guess what this book might be about?

Dialogic Reading: Dialogic Reading is a research-based read-aloud method that engages the students in the book, by prompting the student with high-level thinking questions. De Temple and Snow (2003) state, “Dialogic reading is based on three principles: (a) encouraging the child to become an active learner during book reading, (b)providing feedback that models more sophisticated language and (c) challenging the child’s knowledge and skills by raising the complexity of the conversation to a level just above his current ability” (as cited in Strickland, 2010, p. 23). The following are questions to use throughout and after the book reading.

Completion:

When an Englishman discovered letters in the hieroglyphics, Jean-Francois thought…

We know that the people of France were proud of Jean-Francois’ discoveries because…

Recall:

What made Jean-Francois want to decipher hieroglyphics?

What helped Jean-Francois discover that symbols were used for sounds and syllables?

Open Ended:

Do you think it was a good idea for the scholars to turn Jean-Francois away? Why or why not?

Why did Jean-Francois work so hard to decipher hieroglyphics?

Do you think Jean-Francois deciphered the hieroglyphics correctly? How can we know?

Distancing: You find a new code or language. What steps might you take to decipher the new code?

Follow-up: As a follow-up activity, students will return to the book by using the document camera, and create a code based on the hieroglyphics explained in the book. Additional keys will be passed out. On butcher paper that has been taped to the wall, students will write their own name, as well as a word from the word wall in hieroglyphics. The paper will stay up throughout the unit, and students may add words or sentences from their readings in their free time.

 

FRIDAY: Temple Cat Third Interactive Read-Aloud

Introduction: We’ve read this book twice this week. Can someone tell me what the title of this book is? Why, do you think, the book has this title? Look at the illustrations on the cover. Can anyone share with us what the cat’s problem is in this story? How does he solve his problem?

 

Reconstruction: In this exercise, the reader will prompt the students to retell small parts of the story, while the story is being told. Strickland (2010) describes the activity, “we use two general prompts in guiding reconstruction of texts. Before reading some pages of the story, we point to the illustration and ask, ‘What’s happening here?’ We use this prompt as we show a double-spread illustration. Sometimes we use the second question, ‘Do you remember what will happen next?’ before turning to the next illustration” (p. 15).

Page 5: Before we begin, what do we see behind the cat? Hieroglyphics. How do we know? Can    someone describe what an ancient temple is?

Page 7: What’s happening here?

Page 15: What’s happening here?

Page 17: Do you remember what will happen next?

Page 19: What does it look like to slip out like a wisp of smoke again?

Page 23: What’s happening here?

Page 25: Do you remember what will happen next?

Page 26: How do we know that the servant on this page works very hard?

Page 29: Do you remember what will happen next?

Follow-up Questions:

Students will return to their seats and choose one of the following questions to journal about.

What do you think the temple cat will do next?

Will he return to the temple?

What do you think happened to the people in Neba if he does not return to the temple?

READING LIST         

Aliki. (1985). Mummies made in Egypt. New York, NY: Harper Collins (Original work published 1979).

Clements, A. (1996). Temple cat. New York, NY: Houghton Mifflin Company.

Cole, J. (2001). Ms. Frizzles adventures: ancient Egypt. New York, NY: Scholastic Press.dePaola, T. (1987). Bill and Pete go down the nile. New York, NY: PaperStar Books

Fisher, L.F. (1999). The gods and goddesses of ancient Egypt. New York, NY: Holiday House. (Original work published 1997).

Gibbons, G. (2004). Mummies, pyramids, and pharaohs: a book about ancient Egypt. Boston, MA: Little         Brown Books for Young Readers.

Hodge, S. (1998). Ancient Egyptian art. Des Plaines, IL: Heinemann Interactive Library.

Jovinelly, J. & Netelkos, J. (2002). The crafts and culture of the ancient Egyptians. New York, NY: Rosen Publishing Group, Inc.

McCall, H. (2002). In the daily life of the ancient Egyptians. Worthington, OH, Brighter Child Publishing    (Original work published 2001)

Morley, J. (1999). Egyptian myths. New York, NY: Peter Bedrick Books.

Osborne, M.P. (1993). Mummies in the morning: the magic treehouse #3. New York, NY: Random House     Publishing

Pennypacker, S. (2009). Flat Stanley, the great Egyptian grave robbery. New York, NY: Harper Colllins.

Rumford, J. (2000). Seeker of knowledge: the man who deciphered Egyptian hieroglyphs. Boston, MA: HMH   Books.

Schachner, J. B. (2006). Skippyjon jones in mummy trouble. New York, NY: Penguin Group.

Wallace-Jones. S. (2007). Miu and the pharaoh. Twickenham, UK: Athena Press.

REFERENCES

 Strickland, D. S. (2010). Essential readings on early literacy. Newark, DE: International Reading Association.

wordwall

Read Aloud: the Pigeon books by Mo Willems

READ-ALOUDpigeonneedsabath

The Pigeon Needs a Bath

The Pigeon Finds a Hot Dog

The Duckling Gets a Cookie

By Mo Willems

OVERVIEW:

Students will engage in a read-aloud exercise that will challenge them to make connections between the book, themselves and the world. The read-aloud methods will allow students to explore this topic in a structured setting, while practicing comprehension, fluency, inference and vocabulary. This read aloud will be conducted as a “Making Connections In First Grade” read aloud, as presented by Vanessa Morrison and Lisa Wheeler, writers for Reading Rockets. Anderson (1994) states, “When reading a text, proficient readers activate numerous interacting knowledge sources to construct meaning of the message. One of these knowledge sources is schema, which is the stored body of knowledge one already has in memory. Schema theory maintains that reading is an active process, whereby readers construct new ideas and concepts based on their prior knowledge” (as Cited in Morrison & Wheeler, 2015, pp. 8-10). The purpose of this activity is to link prior knowledge of other stories, self and the world to the events happening in the read aloud books.

OBJECTIVE:

Student will explore and review glue expectations by

-listening and participating in class read-aloud methods

-looking for evidence within the text to answer questions thoughtfully

-building conclusions from the text in their own lives.

MATERIALS:

-The Pigeon Needs a Bath by Mo Willems

The Pigeon Finds a Hot Dog by Mo Willems

The Duckling Gets a Cookie By Mo Willems

-Connections Grid (included below)

-Bristol Board

-Acrylic Paint

-Black Crayons

-Glue

-Scissors

INTRODUCTION: Introduce the three books, first by reading the titles and author and sharing the front and back covers of the books to the class. The pigeon gets himself into lots of trouble and he often gets very upset. Often times he wants to get his own way! While you listen to the book, think about how the pigeon reacts to each problem he gets into? Does he respond the same? Can you think about a time when you desperately wanted to get your own way? Can you think about a time when someone else needed to get their own way?

TEXT-TO-TEXT: After reading, place Post-it notes on students’ desks. Invite the students to think about how the three stories were similar. Can they think of any other stories they’ve read that might be similar in some way. On one post-it, ask the students to write one sentence about that experience.

TEXT-TO-SELF: Invite the students to reflect on their own experiences that may be similar to the experiences they read in the Pigeon books. On one post-it, ask the students to write one sentence about that experience.

TEXT-TO-WORLD: Although it may be difficult for students to think past their own personal experiences, invite the students to reflect on events that happen, or people who react like the pigeon in the book. An example to share might be: The pigeon in this book acts like a man I once saw, screaming at cars in traffic.   On a post-it, ask the students to write one sentence about that experience.

THINK/PAIR/SHARE: After the class has finished writing, pair the students up to share their answers with a partner. The pair can also brainstorm other text-to-text, text-to-self and text-to-world ideas. Provide additional post-it notes for the additional ideas.

In the front of the room, use the poster attached, or create a chart on the board, separating columns for text-to-text, text-to-self and text-to-world. Invite the pairs to the front of the room to place their post-it notes on the chart in the correct column. When all of the post-it notes are in the front of the room, take some time to read them aloud and discuss.

ACTIVITY

  1. Ask the students to reflect on their favorite post-it sentence.
  2. On a scrap piece of paper, allow the students to brainstorm what an illustration might look like in a Mo Willems’ book, if their scenario happened to the pigeon. For example, if I were to use the traffic example listed above, maybe I would draw the pigeon with his head out of the window of a car. He might be shaking his wing at another car, and shouting something in a lightning bolt speech bubble.
  3. Mo Willems draws simple characters in his books, as a way of inviting students to draw the characters themselves.   Look at the images illustrated by Mo Willems in the book. Discuss how the head and eye are made from circles. The neck is a rectangle, and the body is like a raindrop. The wings are made from two simple lines, and the legs are a long line with three short lines for talons.
  4. Pass out Bristol board or cardstock to the students. Invite them to recreate their brainstormed idea on a “final copy.” Remind the students to fill the paper, and to think about the shapes that are used by Mo Willems in the book to recreate the pigeon. As they draw, walk around and provide feedback on student writing by providing “Adult Underwriting,” modeling correct punctuation and spelling (Gentry, 2006, p. 58).
  5. Provide tempera or watercolor paint and allow the students to paint the pigeon’s they’ve created.
  6. Once the paint is dry, invite the students to outline their work with a black crayon and cut their work out.
  7. Paste the drawing and the speech bubble on a plain piece of colored paper.
  8. Display around the classroom.

-As an additional activity, students could journal or “Kid’s blog” about their illustration or the read aloud experience. Writing can be posted with the artwork.

 REFERENCES:

Gentry, J. R. (2006). Breaking the code: The new science of beginning reading and writing. Portsmouth, NH: Heinemann.

Morrison, V. & Wheeler, L. (2015). Revisiting read-aloud: instructional strategies that encourage students’ engagement with text. Retrieved from: http://www.readingrockets.org/article/revisiting-read-aloud-instructional-strategies-encourage-students-engagement-text

Willems, M. (2004). The pigeon finds a hot dog. New York, NY: Hyperion Books For Children.

Willems, M. (2012). The duckling gets a cookie. New York, NY: Hyperion Books For Children.

Willems, M (2014). The pigeon needs a bath. New York, NY: Hyperion Books For Children.

Untitled

Read Aloud: Too Much Glue by Jason Lefevre

Read Aloud: Too Much Gluek2-_eb67756c-44c4-4404-8287-19f8d748aed0-v1

By Jason Lefebvre

OVERVIEW:

Students will engage in a read-aloud exercise that addresses the practices we use in the classroom for using glue. The read-aloud methods will allow students to explore this topic in a structured setting, while practicing comprehension, fluency, inference and vocabulary. This read aloud will be conducted as an Engaged Interactive Read Aloud, as presented by Cathy Pruitt Miller.

OBJECTIVE:

Student will explore and review glue expectations by

-listening and participating in class read-aloud method

-looking for evidence within the text to answer questions thoughtfully

-building conclusions from the text in their own lives.

 

MATERIALS:

-Too Much Glue by Jason Lefebvre

-Word Wall (included below)

-Glue

-White cardstock

-Markers

-Buttons, sequins, paint, glitter, yarn, found objects

-Black construction paper.

INTRODUCTION: Introduce the book, first by reading the title and author and sharing the front and back covers of the book to the class. Ask students to review the steps to using glue properly in the classroom.

PREDICT: Do you think that the students in this book followed their teacher’s expectations for using glue properly in the classroom? How do you know? Tell me what else might have happened, just by looking at the cover illustration. Do you think that the student got himself in trouble? Flipping through a couple of pages in the book, ask the children to elaborate on their predictions.

ENGAGE:

Comment:I think that the teacher from this book and I share the same ideas on how to use glue, she says, “Glue raindrops, not glue puddles!,” and I say, “Hop like a bunny and leave little bunny   droppings. No Blob monsters!” Do you think that we mean the same thing when we say this to our      students? Is Matty using raindrops or bunny droppings, or is he making a blob monster?” (p. 1)

Question: Does anyone know why the teacher would be breathing into a paper bag? (p. 10)

Observation: Oh no, I think that Matty’s friends are only creating a bigger mess when their art    supplies get stuck in his blucky stucky mess! I would try to get him unstuck with a spatula. Do you     think that would work? (p. 15).

Vocabulary: Class, observe the onomatopoeia words in this text. An onomatopoeia is a word that            is also a sound. An example of onomatopoeia is pow, crash, bang, woosh, etc. Present the words         the students come up with, with a list of words found in the book onto a word wall. You might           hear words like, Plooooop (p.4), boing (p. 8) Snap (p. 11), Creak and Click (p. 13), Kaboom (p. 15),           Click (p. 17), and Huffing and Puffing (p. 19). When you hear me read an onomatopoeia, shout      “ONOMATOPOEIA!”

MODEL:

Punctuation: This book has a lot of great punctuation and can be read emotively. Throughout the book, look ahead for punctuation such as exclamation marks and question marks to guide the feeling in your voice. For example, “There are lots of exclamation marks on this page. I think that I’ll talk with excitement in my voice like this…

INTERACT: Art Activity

  1. Trace the profile of the student’s face on the white cardstock.
  2. Have students cut along the line provided.
  3. Have the students refer back to the word wall and review the onomatopoeia found there. After discussing the onomatopoeia, ask them to choose one and write the word on the cutout with permanent marker.
  4. Reviewing the steps to glue properly, ask the students to glue the profile onto colorful paper.
  5. Now, as a fun INTERACTION with the text, ask the students to retell the story. Allow the students to use glue like Matty over the top of their silhouette.
  6. Reviewing the details of the story, add various materials to the puddle of glue on the student’s silhouettes. For example, Matty’s classmates first try to get him out of the glue by pulling him out with yarn. After reviewing this detail, pass out the yarn for the students to spread into the puddle.

 

-When the work is done they will have their own version of a, “You-shaped work of art,” just like the book (p. 28).

REFERENCES:

Lefebvre, J. (2013). Too much glue. Brooklyn, NY. Flashlight Press.

Miller, C.P. (2010). Engaged interactive read aloud [PDF document]. Retrieved from Lecture Notes Online   Web site:             https://readingrecovery.org/images/pdfs/Conferences/NC11/Handouts/Miller_Cathy.pdf

wordwall

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

READING: Comprehension Comics

Screen Shot 2016-01-02 at 4.24.23 PM Engaging students in comprehension activities can be grueling for both the students and teacher alike.  These comic activities are a fun way to engage the student in critical thinking without using a question/answer format.  Like normal, model appropriate comprehension strategies with the student as he or she reads, and use the comic templates below to review the important information within the story! Like they say, a picture is worth a thousand words! 

PDF Comic Templates: SummaryComic3box SummaryComic4box SummaryComic5box

READING: Reverse Character Sketch

characterOften times authors will create a quick character sketch to help them organize their thoughts of what the characters look like.  In this Character sketch activity, students collect information about what the characters look like, and record it on the first side of the sheet.  On the other side, students can draw their own character sketch, based on the information they found.  By breaking classrooms up into groups, your classroom can tackle many characters at once!  Post the illustrations as you read through the novel together!

The PDF for this activity is found here:  Character Sketch

Below I’ve attached a quick example of a character sketch I had done while reading the amazingly beautiful book written by RJ Palacio called Wonder.  In the book, the main character, August Pullman is self-conscious about the way he looks.  He refuses to describe himself, but the author provides many clues that allows the reader to imagine what the character looks like. auggiepullmancharactersketch August has a genetic disorder as well as a cleft palate.  He keeps his hair in front of his face, and he is concerned that people will notice that one eye sits lower than the other.  If you have not read the book, please do.  It’s an incredible book to share with your students.

http://rjpalacio.com/book.html