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

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