Follow the GUIDED RESPONSE TO the two CLASSMATES

Guided Response: In addition to responding to your instructor’s comments and questions, respond to at least two of your peers. Comment on each other’s modeling. What is the value of think-alouds and read-alouds?  Are you comfortable doing them? Why or why not?

Write a precise script of how you will perform a think-aloud of a read-aloud. Make sure to write everything you would say, including any expected student responses.

CCSS.ELA-LITERACY.RL.K.10Actively engage in group reading activities with purpose and understanding.

Book- A Bad Case of Stripes By David Shannon

Grade-K

I will have the students sit on the carpet and I will sit in chair next to overhead projector.

First, I will hold book up to class we will predict what the story is about by walking through the book and make predictions by looking at the pictures.

 I will read the author and illustrator out loud to the class.

I will begin to read the book to the class

First question: Why did Camilla break into strips and patterns?

She was worried about what others thought of her

Question: When you look at the patterns she broke into do they have anything to do with her surroundings/things around her?

She was changing into whatever she was around like her room, outfits, and even the flag during the pledge of allegiance.

I will re-read the text “The next day was a disaster, everyone at school laughed at Camilla”

I will talk to the students about bullying and we will discuss why it is not nice to laugh or pick on each other because of our differences.

I will re-read the text “Camilla took her medicine it was awful”

I will ask the students if they recall a time they had to take medication or saw a doctor

Yes, when I was sick I remember the taste of the medicine or illness they had and we would have a discussion about doctors and how they help us feel better

How did Camilla finally turn back into herself?

She ate lima beans and was back to herself

Question: The students still thought she was weird but do they think Camilla cared as much as before? why?

No, she no longer cared what others thought because having all those stripes and patterns was worse than eating lima beans or worrying about what others think.

I would conclude the story by telling the students it is ok to be ourselves and never worry about the opinions of others as long as we are happy and not hurting others we should be ourselves.

This book contains many words we would review on the overhead projector I would go over the words

Specialists

Bacteria

Medicine

Nutritionist

Bizarre

I will place the words on the overhead projector for students to review and we will go over these more difficult words and I will describe the meanings. This will allow the students to become familiar with the words and context.

Write a precise script of how you will perform a think-aloud of a read-aloud. Make sure to write everything you would say, including any expected student responses.

                I would use this technique when reading the poem “Nobody” by Shel Silverstein to my class.

I feel that my classes expected responses would be

·         Was "Nobody" an imaginary friend?

·         Was he/she a real person?

·         Was "Nobody" a Ghost?

“Nobody loves me, nobody cares,

Nobody picks me peaches and pears.

Nobody offers me candy and Cokes,

Nobody listens and laughs at me jokes.

Nobody helps when I get into a fight,

Nobody does all my homework at night.

Nobody misses me,

Nobody cries,

Nobody thinks I'm a wonderful guy.”

                Here is where I would pause and ask the class “Who was 'Nobody'?” I would share that I feel sad for the narrator because he has “Nobody” as a friend.

“So, if you ask me who's my best friend, in a whiz,

I'll stand up and tell you NOBODY is!

But yesterday night I got quite a scare

I woke up and Nobody just WASN'T there!

I called out and reached for Nobody's hand,

In the darkness where Nobody usually stands,

Then I poked through the house, in each cranny and nook,

But I found SOMEBODY each place that I looked.”

                Here I would pause and ask “What do you think is being described the poem? Was "Nobody" an imaginary friend? Or, was he/she a real person, by any chance?” I would also ask them for their support in the story for their ideas of who “Nobody” is. I would then share what who I think “Nobody” could be.

“I searched till I'm tired, and now with the dawn,

There's no doubt about it-

NOBODY'S GONE!!”

                Now after it is over I would ask them again “Who really was 'Nobody'?” What makes you think that it could be some one? Then I would read it again, asking them to put whoever it is they think it could be in the story to “see” if it is possible. After the second reading, I would then ask “Was "Nobody" a Ghost? Or Was "Nobody" a representative of some kind? If ‘Nobody’ is something and not a person what could ‘Nobody’ be?” After this I would explain to the class my thinking from my first read to now.

                “When I read it for the first time I felt bad for the “child” because the narrator did not have a friend, later after reading it to the end I thought that “Nobody” was an imagery friend. But now as we read it, I feel that “Nobody” is not a person at all, perhaps “Nobody” is a representation of a child’s Imagination. The reason I feel this way is because it does feel like that one day we just wake up without out our “childlike” wonder to the world. This is how I feel, the narrator was relating the loss of their childhood fantasy.”

Scott

References:

Kindle, K. J. (2009, November). Vocabulary development during read-alouds: Primary practices. The Reading Teacher, 63(3), 202-211. Retrieved from http://www.readingrockets.org/article/39979/

Silverstein, S. (n.d.). Nobody. Retrieved from http://www.goodreads.com/quotes/27574-nobody-loves-me-nobody-cares-nobody-picks-me-peaches-and

Reading Rockets. (n.a). Think alouds. Retrieved from http://www.readingrockets.org/strategies/think_alouds/