Interactive Read Aloud



Interactive Read Aloud

Book: It Takes a Village by Jane Cowen-Fletcher

1st Nine Weeks - 3rd Row

1-3.2 Base words and their inflectional endings (-s, -es, -ing, -ed, -er, and -est).

1-3.10 Create words by orally adding, deleting, or changing sounds.

1-3.12 Use onsets and rimes to decode and generate words.

1-3.16 Classify words by categories (for example, beginning and ending sounds).

1-1.9 Classify a text as either fiction or non-fiction.

1-1.5 Generate a retelling that identifies the characters and the setting in a story and relates the important events in sequential order.

1-2.6 Use graphic features (illustrations, graphs, charts, and maps) as sources of information.

1-2.7 Use functional text features including table of contents.

SS

1-1.3 Illustrate personal and family history on a time line.

1-1.5 Illustrate different elements of community life, including the structure of schools; typical jobs, the interdependence of family, school, and the community; and the ways the families earn their living.

1-1.1 Summarize the characteristics that contribute to personal identity, including physical growth, the development of individual interest, and family changes overtime.

Book: It Takes a Village by Jane Cowen-Fletcher

Book Introduction: In our story today we are going on a long trip to Africa. We are going to go to market with a little girl named Yemi and her little brother Kokou. Momma is taking a special fruit, mango, to market to sell and Yemi is going to help out by taking care of Kokou.

Day 1 Questions:

|Interactive Read Aloud Questions |Correlation to Standard |

|Read “The sun was just beginning…” to the end of “Come Kokou…” |1-1.2 Use pictures and words to make and revise|

| |predictions about a given literary text. |

|Reread the first four lines on page two. | |

|Momma knew better? What does that mean? Discuss. | |

|Read “They joined a string of people…” to the end of “When the mangoes…” |1-1.2 Use pictures and words to make and revise|

| |predictions about a given literary text. |

|Do you think Yemi will be able to take care of Kokou? Turn and Talk – Discuss both sides. | |

|Read “Yemi had not walked very far…” to the first two lines of “Where could he have gone…” |1-1.2 Use pictures and words to make and revise|

| |predictions about a given literary text. |

|What might Yemi be worried about? Turn and Talk. | |

|Continue reading to the end of “Kokou must be tired. But he was not.” |1-1.10 Explain cause and effect relationships |

| |presented in literary text. |

|It seems Yemi was worried about nothing. Kokou has been gone almost all day. What has made this not a| |

|real problem? Turn and Talk. | |

|In what ways might it be problem? Discuss. | |

|Read “Finally, after searching…” to the end of “But she was not…” |1-1.8 Create responses to literary texts |

| |through a variety of methods (for example, |

|Sometimes changing the place where a story happens can change a whole story. Pretend you have a little|writing, creative dramatics, and the visual and|

|brother and you are in downtown Greenwood when he wonders away from you. |performing arts). |

|Turn and Talk about how that story might go. | |

Day 2 Questions:

|(Show students the “The Market” author note.) The writer of this fiction text has put accurate |1-2.7 Use functional text features including |

|information in the back to let us know what it would be like if we went to a real market in Africa. |table of contents. |

| | |

|Read “The Market” author note. | |

| | |

|As we reread our fictional story today we’ll look for pictures that let us know the illustrator based his| |

|drawings on real information. (Pause as needed during the reread.) | |

|Encourage students to join in on the refrain throughout the book – “But he was not.” | |

|Assist students as needed in completing a three finger retell – character, setting, and problem. |1-1.5 Generate a retelling that identifies |

| |the characters and the setting in a story and|

| |relates the important events in sequential |

| |order. |

|Our school community is a little like this village. |1-1.5 Illustrate different elements of |

|Who are some of the people that take care of you throughout the day while you are here at school? (Nurse|community life, including the structure of |

|when we are sick, cafeteria lady feeds us, teacher keeps us from getting hurt at recess, principal makes |schools; typical jobs, the interdependence of|

|sure people treat me fairly, etc.) |family, school, and the community; and the |

| |ways the families earn their living. |

|* Interactive Writing – 3 Days | |

| | |

|Select Three people / Three pages | |

| | |

|The teacher will lead a conversation on how our school is like a village. “Our school is similar to a | |

|village because many of the adults outside our classroom help take care of us while we're away from | |

|Momma….” | |

|For example, (show and read page where Momma worries her child might be sick). What happens if we feel | |

|sick at school? We go to the school nurse. | |

| | |

|1st page | |

|(Draw a picture of a momma thinking about a sick kid.) | |

| | |

|Momma worried. | |

|(The phrase “Momma worried.” will be at the top of the next 2 pages. The teacher can decide, based on | |

|his/her class, how he/she would like to go about adding the phrase to each page. Maybe the teacher | |

|writes 'worried' after day one or has someone add the -ed ending.) | |

| | |

|My child must be sick. | |

|(The phrase “My child must be __.” will be used on the next 2 pages.) | |

| | |

|Add a photograph of a student with the school nurse. | |

| | |

|But he was not. | |

|(The phrase “But he was not.” will be used on the next 2 pages.) | |

|___________________________________________ | |

| | |

|For the next two pages the teacher will follow the same pattern as seen on Day 1. The teacher will need | |

|to select stopping points in the book to use as examples. Remember, the stopping points need to connect | |

|to the adults we see in our school each day. | |

|____________________________________________ | |

| | |

|Last page – | |

| | |

|It takes a village. | |

| | |

|To raise a child. | |

| | |

|All students contribute a drawing for the border of the last page. | |

| | |

|*Wall Book – One chart after another will be hung on the wall so that all the pages can be seen for | |

|reading around the room. | |

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