Read Aloud Assignment

You Can Read

Come Back Amelia Bedelia by: Peggy Parrish

Title: Come Back, Amelia Bedelia

Author: Peggy Parrish; illustrated by Wallace Tripp

Lexile Level: 430L

Recommended for:

Ages: 6 to 8 years old

Grade Level:  1^st – 3^rd Grade

Summary

This text was originally published in 1971 by the author Peggy Parrish. This series focuses on the main character, Amelia Bedelia, who takes someone’s figures of speech literally, which causes her to perform duties incorrectly, which causes the reader to experience a laugh.

In this book, Amelia Bedelia is fired for putting coffee with Mrs. Rogers' cereal, which is depicted in the second image above. This book focuses on Amelia Bedelia exploring new jobs as a beautician, working in a dress shop, as a file clerk and a receptionist at a doctor’s office. Although, Amelia Bedelia takes figures of speech literally, her enthusiasm, her friendliness and delicious desserts endears her to Mr. and Mrs. Rogers, which they ask her to come back and appreciate her uniqueness.

This text is an Easy Reader, with label as a Level 2 book, allows students to practice their reading, while having fun. This book shows that individuals have different ways of thinking and processing information and teaches a lesson that we should understand about each other’s differences.

Learning Standards

“3. Describe characters in a story (e.g., their traits, motivations or feelings) and explain how their actions contribute to the sequence of events.

4. Determine the meaning of words and phrases as they are used in a text, distinguishing literal from non-literal language.”

(New York State P-12 CCLS-ELA; Reading Standards for Literature; Grade 3).

Learning Objectives

Students will participate in a vocabulary lesson and work in groups of three to complete a worksheet exercise. (Cognitive)

Students will understand how to identify the differences between figures of speech that are used in the text and the literal meaning of the words, which Amelia Bedelia interprets, as shown in the text and its illustrations. (Cognitive).

Learning Goal

Students will identify and understanding the meaning between the differences of figurative language and literal meaning of words through a vocabulary lesson.

Learning Activity

Students will participate in a vocabulary lesson in which they will successfully identify the meaning of the instructions that Amelia Bedelia is given by each person that hires her for a job during this adventure. For example, the lady in the beauty shop says to Amelia Bedelia, “Mrs. Hewes is waiting to have her hair pinned up.”(Parrish 15). Amelia Bedelia responds by looking for pins. She opens her purse to gather pins and begins pinning up Mrs. Hewes's hair.  

Students will be divided into groups of three. These groups will discuss the differences in the text, through examining the different scenes presented in the story, by completing a worksheet. Each group will be given a specific scene. Each group will be given time to discuss and complete this activity and discuss as a class, with they learned and their thoughts about each scene that Amelia Bedelia encounters throughout her adventure.

Learning Outcome

Students will learn a vocabulary lesson about being understanding the differences between figures of speech and literal statements, displayed throughout the text titled Come Back, Amelia Bedelia by: Peggy Parrish.

Selling Tool: Poster

References

Mid-Hudson Library System – Come Back, Amelia Bedelia / by Peggy Parrish; pictures by Wallace Tripp (n.d.). Retrieved November 21, 2017, from http://search.midhudsonlibraries.org/iii/encore/record/C__Rb1341051__Scome%20back%20amelia%20bedelia__P0%2C1__Orightresult__U__X7?lang=eng&suite=cobalt

New York State P-12 Common Core Learning Standards for English Language Arts and Literacy. (n.d.). Retrieved November 20, 2017, from https://www.engageny.org/resource/new-york-state-p-12-common-core-learning-standards-for-english-language-arts-and-literacy

Come Back, Amelia Bedelia - Book Study. (2017). Teachers Pay Teachers. Retrieved 20 November 2017, from https://www.teacherspayteachers.com/Product/Come-Back-Amelia-Bedelia-Book-Study-771499

Parrish, P., & Tripp, W. (1995). Come back, Amelia Bedelia (p. 64). New York: HarperCollins.

Iggy Peck, Architect by Andrea Beatty

Iggy Peck, Architect

Title: Iggy Peck, Architect

Author: Andrea Beaty

Illustrator: David Roberts

Lexile: AD (Adult Directed) 750L

Summary/Learning Activity:

In this fun book, young Iggy Peck loves to build. From diaper towers to mini churches made of fruit, Iggy has been tinkering since he was born. When he gets to second grade, however, his  architecture-hating teacher, Miss Greer, forbids him from building anything in class. When the class gets stranded during a fieldtrip, Iggy builds a bridge to get him and his peers to safety, winning Miss Greer over and saving the day! For this learning activity, I want to use the book’s focus on architecture to have students work on their engineering skills. They will be making towers out of marshmallows and toothpicks, aiming to make the largest standing tower in 15 minutes.

Standards:

K-2-ETS1-2 Engineering Design Develop a simple sketch, drawing, or physical model to illustrate how the shape of an object helps it function as needed to solve a given problem.

CCSS ELA: • 2 SL.1

Participate in collaborative conversations with diverse partners about grade 2 topics and texts with peers and adults in small and larger groups.

 Goal: Students will be able to relate references to engineering and architecture from the text to a hands-on project to create the highest tower.  

Objective: Students will be able to use the designated materials to create a standing structure within the allotted time.

Outcome: Students will understand how to build a structure with materials that can be made stronger through careful planning and construction.

https://docs.google.com/presentation/d/1bXmt_rxQJlKfz5Lfgc1UiYyFJZWD6JYnL8_9aNm-UJY/edit?usp=sharing

Beaty, A., & Roberts, D. (2015). Iggy Peck, Architect.

We’re All Wonders

By RJ Palacio

Palacio, R.J. (2017). We're All Wonders. New York, NY: Alfred Knoff.



Summary
This children’s picture book is based on the novel Wonder by RJ Polacio. We’re All Wonders explores the same theme as Wonder but it is presented in a way children can understand and relate to. Auggie looks different from the other children. Because of this, he is not accepted by his peer group. The book explores Auggie’s feelings of rejection and confusion because he doesn’t understand why it is a bad thing to be different. Using beautiful illustrations to enhance the story, the reader gets a sense that it is ok to be different.

Lexile Level: AD370L
Grades: k-2nd
Domain: Affective

Health Education Skills:

SM.E.2: Identifies the attributes (knowledge, skills, competencies) of a safe and healthy person
FLS.E.7: Individuals are unique and special and deserve to be treated with respect. 

New York State Health Education Standards:

1. Personal Health and Fitness
2. A Safe and Healthy Environment

Health Education has learning standards but is also a skills based discipline.

Goal:
Students identify differences and similarities within their own classmates. Students will develop a positive regard for others by discovering and appreciating the characteristics that are different and the same from person to person.

Objectives:
Students will identify the uniqueness of individuals in class, including physical characteristics, behaviors, talents, and feelings.
Students will discuss the importance of accepting others in a group setting.
Students will develop a positive regard for others by discovering and appreciating the characteristics that are different and the same from person to person.

Outcome: Students will create a Mr/Mrs Potato Head. Students will compare their creation to other students creations and identify two differences and two similarities.

Procedure:
Read the story, We’re all Wonders by RJ Palacio.

Ask the children to look around the room and observe how people are the same and different. Now we are going to play a game. As the teachers calls out different characteristics, (in first grade, goes to specific elementary school, has two eyes, has a belly button, likes certain activities), the student will stand up if it applies to them. We will count how many have each characteristic. Ask students if it is ok if they don’t all like the same things? Guide the students to understand it is ok if they are different or the same as each other – they are all special.

Explain that the students will be broken into small groups. Each group will get a potato head and various parts of the potato head. Each student in the group will have an opportunity to put on a part of the potato head. When each person in the group has had chance to put a piece on the potato head and all the parts have been put on, the potato heads will be collected.

The students will then have a chance to see each of the potato heads. Ask the class to pick out the ways the potatoes are similar and then ask ways that the potatoes are different.

Explain that we all have similarities and differences that can be seen; there can be similarities and differences that cannot be seen. A piece of paper with a special skill, health concern and/or challenge should have been placed inside each potato head. Examples: “I love to read”, “Math is a challenge for me”, “I have asthma and need extra time when I run”, “I am allergic to peanuts”. Open the backs of each potato head. Read the piece of paper that is found in each one. Explain how each potato head has differences that can’t be seen, you may not know that the potato head has this difference.

Explain how each group started with the same thing, a potato head, but each groups finished result is different. Explain how each one of them starts as a tiny baby but as they grew, each one of the look, feel, and act different from each other.

Conclusion: Even though we may be different from each other, we should always RESPECT each other and treat everyone with kindness.


Selling Tool






Zamudio, Monica. “View a plan.” Hotchalk Lesson Plans Page: Lesson plans by teachers for teachers, lessonplanspage.com/pemrandmrspotatoheadindividualdifferencesk1-htm/.

Malala’s Magic Pencil

By Malala Yousafzai

Yousafzai, Malala. Malala's Magic Pencil. Little, Brown Books for Young Readers, 2017. 

Summary:

This is a picture book based on the true story of Malala Yousafzai and her book I Am Malala. Growing up in Pakistan, Malala used to wish for a magic pencil. She wanted to use this pencil to draw a world where there was no conflict and injustice. As she get older, Malala realized the power of the written word and used her pencil to document her life and experiences of other girls and women in her country. The book is written for a younger audience and is able to convey Malala’s message at a level children can understand.

Lexile Level: 740L

Grades: 1st-3rd

Domain: Affective, Cognitive and Psychomotor


Standards:

CCSS.ELA-LITERACY.RI.3.1

Ask and answer questions to demonstrate understanding of a text, referring explicitly to the text as the basis for the answers.

CCSS.ELA-LITERACY.RI.3.2

Determine the main idea of a text; recount the key details and explain how they support the main idea.

Goal: 

Students will understand Malala’s story, the meaning of advocacy and how they can help other children go to school.

Objective:

Students will be able to define the term Advocacy. (Cognitive)

Students will be able to identify ways they may be able to assist other children in their community. (Psychomotor)

Students will understand the importance of helping others. (Affective)

Outcome:

Students will brainstorm ways to help children in poorer region go to school. Students will identify one specific way to help children in poorer region go to school. Student will create a plan of action of how they would carry out their ideas.

Video of Malala explaining the book:

https://www.youtube.com/watch?v=jWKYalbPLRY


My selling tool:

https://create.piktochart.com/output/26099091-magic-pencil

I Have To Go

“I Have to Go”by Robert Munsch

Munsch, Robert . I Have To Go. New York: Annick Press, 1987.

Lexile: 500  Recommended for: Grades k-3

Selling Tool: Storytelling Final One

Summary: This is a story about a child named Andrew who is going through toilet training. He never wants to go pee when his parents asks him but always has to go minutes later after they leave the house or after they take 30 minutes to bundle him up in his snowsuit, or after he is in bed every single night. With tons of repetition and repetitive language this book will add humor to any classroom or elementary library.


Can be used in Library Curriculum: This book would be great to use in the classroom for a First Grade ELA lesson on teaching Problem and Solution. Students will read this book and determine the major problem and solution based on details/examples from the text. They will then apply a real world problem in their own life they may have experienced, and describe how they were able to solve that problem. Students will be making text-to-self connections through this activity. They will complete a graphic organizer and then share and discuss their own real world examples with other peers.

Extension: Students will use the IPADS to create a class video of their created  real life problems and solutions to be apart of a “Work Hard, Get Smart” Growth Mindset video on Perseverance.

Learning Outcome: Students will read I Have to Go, and identify the story’s main problem and solution with examples from the story. Students will then respond with their own problem and solution scenario to apply real world context to the ELA strategy.

Objectives

Students will identify the main problem and solution of the story “I Have to Go” by Robert Munsch. (Cognitive).

Students will connect what they read in the text to create a real world problem and solution. They will discuss their own experiences with other peers (Cognitive, Psychomotor).

Assessments:

Problem/Solution Graphic Organizer

Turn and Talks- Teacher Observation

Standards:

NYS Common Core:

Integration of Knowledge and Ideas:CCSS.ELA-LITERACY.RL.1.7

Use illustrations and details in a story to describe its characters, setting, or events.

AASL:

2.3.1 Connect understanding to the real world.

4.3.1 Participate in the social exchange of ideas, both electronically and in person.

Information Literacy Continuum:

1.1 Share what is known about the general topic to elicit and make connections to prior knowledge.

Work Cited:

Problem and Solution Printable. Teachers Pay Teachers. Retrieved on November 19, 2017 from https://www.teacherspayteachers.com/Product/ProblemSolution-Writing-printable-215651