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Interactive Read-Alouds

Grade 3

Third Nine Weeks

2 Days 5 Days 4 Days 5 Days

3 Days 2 Days

Grandfather’s JourneyAllen SayLexile: AD650Grade Level Band: N/ADays: 2 (not including rereading)Grade: 3

Planning Notes Be prepared to refer to a globe or world map. Though this book is nonfiction, there are few technical terms, so the focus is on Tier 2

words.Day 1

Pages 1-15Develop or Activate Background Knowledge

Our book is called Grandfather’s Journey. It was written and illustrated by Allen Say. It sounds just like a made-up story, but it is all true. It is the story of Allen Say’s own grandfather and how he came to America from Japan. The story of a real person's life is called a biography. This biography has beautiful illustrations that won an award. On our globe [or wall map], we can locate the United States. On the other side of the Pacific Ocean is Japan. It is many thousands of miles away. A ship took weeks to travel that distance. That is how his grandfather came to this country.

Model a Comprehension Strategy and Ask Questions During ReadingMany people keep diaries and journals, especially when they go on long trips. As I read, be thinking of what the author’s grandfather might have written in his diary.

[End of page 5]You can see the difference between the clothes worn in Japan and Europe when his grandfather was a young man. Why do you think his grandfather decided to wear European clothes? After all, he was coming to America, not Europe. Talk to your partner.

[End of page 6]This is a good place to infer. I can see the land and the sun on the horizon. But is it a rising sun or a setting sun? I know that his grandfather has traveled eastward from Japan. [Trace the journey on globe or map] I know that he must be arriving at the west coast of America. That means he must be looking east. I also know that the sun rises in the east. Therefore, the sun must be rising, not setting.

[End of page 7]Why didn't he use a car?

[End of page 8]A sculpture is made by an artist. It is not something you find in nature. So why does the author use that word to describe these desert rocks?

[End of page 9]It looks like his grandfather is visiting the many different parts of America. So far, he has seen the desert and the plains. What else do you think he saw? Talk to your partner.

[End of page 11]So now he has also seen cities, mountains, and rivers. But we have not seen any other people. So far, it looks like America is empty! That will change on the next page.

[End of page 12]At the bottom of the picture, you can see someone's shadow. Who do you think it might be?

[End of page 14]Raise your hand if you would choose to live in California compared with [turn back] the plains. Why?

[End of page 15]So this woman was his … How did the two of them get back to America?

DiscussionNow it’s your turn to ask questions. Think of a really good question about what we’ve read today and ask your partner.

Teach Tier 2 WordsOne word from our book is astonished. What word? Astonished means very surprised. If I won a million dollars, I would be astonished. In our book it says that “the Pacific Ocean astonished” his grandfather. He was very surprised at how it looked and how big it was. Astonished means very surprised. What word?

Another word from our book is marveled. What word? To marvel is to look at something with wonder. I marvel at how much you are learning. Just like I marvel at how well my favorite singer can sing. In our book, the author says that his grandfather “marvels at the towering mountains and rivers as clear as the sky.” To marvel is to look at something with wonder. What word?

Sentence ComposingCombineThe cities had factories and tall buildings. The cities bewildered yet excited him.[Prompt use of the causal words and phrases, such as because or which is one reason.]

ExpandThe Pacific Ocean astonished him.The Pacific Ocean ______ him.The ______ astonished him.

Written ResponsePretend you are Allen Say’s grandfather and that you write in a diary every evening. In a diary, a person writes down thoughts about what happened that day. Write what you think Allen Say’s grandfather might have written on the day he arrived in America. Remember to write from the grandfather’s point of view. So, if you use the word I, it means the grandfather, not you.

Grandfather’s JourneyDay 2

Pages 16-endReview and Share Written Responses

[Review events of Day 1 and ask partners to share their diary entries.]Model a Comprehension Strategy and Ask Questions During Reading

When we finish our book today, I’ll ask you write a short letter to the author telling him what you think of it.

[End of page 16]In what state would you find San Francisco Bay? How do you know? [Point it out on map]

[End of page 17]Who is the little girl?

[End page 18]What do you think his grandfather is feeling? I can make a connection here. When I have been away from my home for a long time, I feel homesick. I want to return. So I think I know something about what this man is feeling. Why did he buy the songbirds?

[End of page 19]How do you think his daughter felt about going to Japan?

[End of page 22]Why was the village not a good place for their daughter?

[End of page 23]Who is the man in this picture? The clothes in this picture are interesting. One is wearing Japanese clothes and the other is wearing European clothes. I wonder why.

[End of page 24]Where was the author of born? In California or Japan? We can also easily research this question. We just need to turn to the back of the book. [Read 1st line of bio]

[End of page 27]This was World War II. American and Japan were fighting each other. There was great distraction in Japan. If there was nothing left of his house, does this mean his grandfather was killed? Talk to your partner.

[End of page 28]No, he lived through the war. But why did he never keep another songbird?

[End of page 29]Who is the boy in the picture? Why do you think his grandfather never returned to California?

[End of page 31]How is it possible to be homesick for two places? Talk to your partner.

DiscussionHow many of you would like to go in the other direction? Raise your hand if you would like to go to Japan and see what it is like. Would you be homesick for America?

Teach Tier 2 WordsOne word from our book is steamship. What word? A steamship is a ship powered by steam engines. Coal is used to heat water and create steam. The steam goes round and round to turn the propeller. Allen Say wrote that his grandfather “began his journey on a steamship.” A steamship is a ship powered by steam engines. What word?

Another word from our book is enormous. What word? Enormous means very large. I have a friend who raises tomatoes that grow to be enormous. In the book, Allen Say’s grandfather thought the rocks in the desert looked like enormous sculptures. Enormous means very large. What word?

Written ResponseWrite a short letter to Allen Say. Tell him how you liked the book, and also share something about one of your own grandfathers.

Sentence ComposingImitateOf all the places he visited, he liked California best.Of all the ______ he ______, he liked ______ best.

ExpandMy grandfather never kept another songbird.

When Marian SangPam Muñoz RyanLexile: 780LGrade Level Band: 4-5Days: 5 (not including rereading)Grade: 3

Planning Notes Number the pages, beginning with “No one was surprised.” There are many YouTube examples of Marian Anderson singing. This one could be

played while projecting the lyrics on pages 19-20:http://www.youtube.com/watch?v=QedPOq2gi7U

The three pages at the end of the book are not included in this plan, but they contain valuable information you may wish to share.

A map of Europe would be useful on Day 4 to point out the places mentioned.DAY 1

Cover through page 4Introduce Book and Teach Technical Vocabulary

(Review vocabulary prior to rereading)This book is about a famous singer from Philadelphia, PA. The story is really moving because this singer overcame lots of obstacles to reach her goals.

A blurb is a paragraph that tells about a book in a way that makes people want to buy it. We often find a blurb on the outside of the book. After I finish reading the book to you, I am going to ask you to write a short blurb about Marian Anderson’s life that would get someone else interested in this book. So pay close attention.

Marian often sang in operas. An opera is a play during which people do not say their lines – they sing them! The words they sing are called the libretto. Let’s start a list of musical words we’ll learn about in this book. We’ll start with these two.[Begin list with opera and libretto.]

Text Structure(Review text structure prior to rereading)

This book is a biography. It shares the facts as a story. Remember that what we will read is true. These events actually happened in the past. We can keep track of important events by thinking about three main periods in her life:

http://www.youtube.com/watch?v=QedPOq2gi7U

Ask Questions During Reading and Model Comprehension StrategiesAs we begin reading about Marian, think about some questions you would like to ask her if you had the chance. You can write those questions later.

[Inside front cover]Let’s imagine that we are going to an opera. Think about what we will see.Take a look at this illustration. The illustrator is really helping us to visualize an opera house even if we have never been there. If you look closely, you can see a harp and some chairs below the stage. That is where the orchestra sits. It’s called the pit because it’s down so low.

[Next page]Now take a look at this illustration of an opera stage – what do you see? [Prompt that the stage actually recreates a residential street.][Title page]Let’s look at the title page – it has an unusual format. There is a ton of information here if you look carefully. Season of two thousand and two – that is a year, and operas have seasons so that opera fans can go to more than one different opera in a year.

[After page opposite title page]Range means she could make her voice do lots of things, especially going from high notes to low notes. That’s unusual for a singer. Let’s try it ourselves. Sing the lowest you can go. Now the highest. [Add word.]

Now let’s get started with our book.

[End of page 1]Marian didn’t just sing in operas. What other kind of songs did she sing? Here’s a hint: We can make a connection from this example. [Prompt songs about religion. The word spiritual is introduced on Day 3.]

[Page 3]How many people in a duet? We have a hint in the text and in the illustration!A contralto is a woman who sings both low and high. That’s Marian! [Add words.]


Sentence ComposingImitateNo one was surprised that Marian loved to sing.No one was surprised that ______ loved to ______.

ExpandPeople came.

Written ResponseWrite three questions you might ask Marian if she were in third grade with you?

When Marian SangDAY 2

Pages 5-10Review and Share Written Responses

[Review Day 1 and ask partners to share their questions for Marian.]Let’s review our musical words so far.[Vary how you review. You might give quick definitions, ask questions (“Where does the orchestra sit?”), give a hint (“I’m thinking of a word that …”), etc.]

operalibrettoduetpitrangecontralto

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, I will ask you to pretend that you could send a note to Marion to make her feel better. Think about what you would say while I read.

[End of page 5]Whose tomb is this song about? Why would that song come into Marian’s mind?

[End of page 7]What do you think tuition is?

Let’s add the word part to our list of music terms. A part is what one singer sings. Each singer has a different part and they must all blend together at the same time.

[End of page 8]How do you think she felt at that moment? Tell your partner.

DiscussionMarian feels that the color of her skin should not matter. And speaking of color, has anyone noticed anything unusual about the illustrations in this book. [Flip back through.] Why do you think the illustrator chose brown and black as the only colors?

Remember the three parts of Marian’s life. Now she is a young adult. Let’s add the key events of her early years to our timeline.

Sentence ComposingCombineMarian wanted to help her family. Marian worked at odd jobs. Marian sang in concert programs.[Prompt use of the causal words and phrases, such as because or which is why.]

UnscrambleMother was – happy for – Marian’s success – but reminded – her that no – matter what she – studied to – take a little – extra time – to do – it well

Written ResponsePretend you could send a note to Marian on the day when the school would not accept her because she was black. What message would you send?



[Review Day 2 and ask partners to share their messages to Marian.]Let’s review our musical words so far. opera

librettoduetpitrangecontraltopart

Ask Questions During Reading and Model Comprehension StrategiesLater today I will give you the opportunity to write a diary entry. You’ll have a choice. You can pretend that you are Marian or you can pretend that you are Marian's teacher. It will be your choice.

[Middle of page 12]Remember that Marian hasn’t sung in an opera yet. Why does she compare it with the sun and the moon?And here’s another word for us: role. A role is the character you play in an opera or a play. [Add word.]

[End of page 12]This is the kind of song Marian is used to. It is called a spiritual. A spiritual is a religious song that African Americans sang when they were slaves long ago. [Add word.]

[Page 14, after accompanist]What do think the accompanist’s job was? Tell your partner what you think. [Afterward] Accompanist is from the word company. An accompanist plays the piano while a singer sings. [Add word.]

[Middle of page 14]How crazy is that! It’s a little confusing, isn’t it? Thank goodness it’s not like that anymore.

[End of page 14]We see that the author often puts the words to a spiritual at the end of a page. That was a great idea. There’s a message in the words that might have helped Marian.

[Middle of page 16, after “room for new students”]Oh, no. He won’t be able to teach her. What will she do? I think I would just say “thank you” and leave. But what do you predict she’ll do? Tell you partner.

[End of page 16]Why did Marian say nothing but just start singing?


Sentence ComposingImitateThe passionate music inspired her and she was determined to study.The ______ music inspired her and she was determined to ______.The ______ music ______ her and she was determined to ______.

CombineMarian took a deep breath. Slowly, with great emotion, she sang.[Prompt use of the temporal words such as before and after.]

Written ResponseToday you have a choice about what to write. You can either pretend you are Marian or pretend you are the great voice teacher. Write in your diary that night. Be sure to express your feelings. Marian might have felt fear and courage. The teacher might have felt surprise and joy. And remember to write from the other person’s point of view. Be sure to use the pronoun I.



[Review Day 3 and ask partners to share their diary entries.]Let’s review our musical words so far. opera

librettoduetpitrangecontraltopartrolespiritualaccompanist

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, you will have a chance to pretend that you are a newspaper reporter. You will write a short story about Marian's concert for the newspaper. Be thinking about your story as I read.

[Page 18, after “troubled her”]A recital is a concert with only one singer and an accompanist. [Add word.]

[Page 18, after second paragraph]What is a “mixed” audience?

[End of page 18]The author says, “Marian needed to grow.” What does the word grow mean here?[Stress the difference between the literal and figurative meanings, and be sure to use those two terms.]

Here’s the ship she went in. Why didn’t she just take a plane?

[Pages 19-20]The author has chosen African American spirituals that capture what Marian might be feeling. I will read the words to this one, and then we’ll listen to Marian sing it.

DiscussionWhy did Marian’s mother not ask for anything? Talk it over with your partner.

Sentence ComposingExpandMarian felt as if she had finally achieved some success.

Unscramblethere she would – be able to – sing to mixed – audiences and – travel without – the restrictions put – on her people – in America

Written ResponsePretend you are a newspaper reporter. You have just been given a free ticket to Marian’s concert, but you have to write a story about it for the next day’s paper. Write that story. Remember to answer the questions for any news story:Who? What? When? Where? and How?


Pages 23-32Planning Note

It would be helpful to bring some books that have blurbs. You can read them as examples as you provide the writing prompt.

Review and Share Written Responses[Review Day 4 and ask partners to share their news stories.]Let’s review our musical words so far.

operalibrettoduetpitrangecontraltopartrolespiritualaccompanistrecital

Ask Questions During Reading and Model Comprehension StrategiesAfter we finish our book today, you will have a chance to write a short summary of the whole book. I want you to write it so that other people will want to read the book.

When we left off, you didn’t know it, but I stopped in the middle of a sentence. I’ll read it again but this time I’ll turn the page and finish it.

[Page 23, after first paragraph]I wonder if Marian wished she were back in Europe!

[End of page 24]Put yourself in Marian’s place. How do you think she felt about stirring up all these emotions? Talk to your partner about it.

[End of 25]So they decided the concert would be outdoors. And the Lincoln Memorial might have had a special meaning. Lincoln was president when the slaves were freed, after all.[Consider making a connection with MLK and his speech there.]

[Before showing pages 27-28]Try to imagine what the scene was like that day. Make a picture in your mind’s eye. Then I’ll show you how the illustrator saw it.

[Page 30]This was in 1955. As you can see, this opera was pretty scary. Here’s a real picture of Marian with her costume on.

DiscussionToday we moved into the later part of Marian’s life. Let’s finish our timeline. Help me list the main events of her young adult life and her later life.

Sentence ComposingImitateWould she be able to utter one note?Would she be able to ______ one ______?

CombinePeople gave a roaring cheer after every song. People pleaded for more at the end of the program.[Prompt the use of then.]

Written ResponseDo you remember that when we began I said I would ask you to write a blurb for this book? Well, the time has come! A blurb is a paragraph that tells about a book in a way

that makes people want to buy it. So be creative – and persuasive.[Read the examples of blurbs to give them an idea of how to structure one.]

Harvesting HopeKathleen KrullLexile: AD800LGrade Level Band: NA (because adult directed)Days: 4 (not including rereading)Grade: 3

Planning Notes Although this book is a biography, it contains few content-specific words. For this

reason, a Tier 2 approach to vocabulary is used in these lessons. The timeline does not include dates but simply records the order of a few key

events. Add to it as you move through the book. A map of California would be useful for showing the route of the march.

DAY 1(Through page with Yellow Curtain)

Introduce BookThis book is a biography. It tells about the life of an important person. This biography is the story of Cesar Chavez, a man who fought against injustice. For years, he and others worked hard picking grapes in California. But they were mistreated and poorly paid. Cesar decided that something had to be done about it. He would find a way to fight back without using violence.

Text StructureThis book is organized chronologically. We will follow the work of Cesar Chavez through time. As I read, I’ll write some important events on the timeline.[Add the events from time to time when you come to them.]

Ask Questions During Reading and Model Comprehension StrategiesWhen we finish reading today, I will ask you to write in a diary as though you were a part of Cesar's family.

[Cesar’s mom talking to him]Why do you think Cesar was afraid to go to school?

[Packing for California]Why do you think Cesar’s mom could not stop crying?


Teach Tier 2 WordsOne word from our book today is shimmering. What word? Shimmering means gleaming and glistening with light. Water shimmers when the sun hits it just right. In our book, we

read that "the eighty acres of their ranch were an island in the shimmering Arizona desert." Shimmering means gleaming and glistening with light. What word?Another word today is migrant. What word? A migrant is a farmworker who moves from place to place, wherever there is work to be done. When one crop has been picked, the migrants move to a different place where the next crop is ready to be harvested. It’s a hard life. In the book we read that Cesar "and his family were migrants – working on other people's farms, crisscrossing California, picking whatever fruits and vegetables were in season." A migrant is a farmworker who moves from place to place. What word?

Sentence ComposingUnscramblewithout water / for the / crops / the Chavez / family couldn't / make money / to pay / its bills

ImitateCesar was so happy at home that he was a little afraid when school started.______ was so happy ______ that he was a little afraid when ______.[Try filling second blank with another prepositional phrase.]

Written ResponsePretend you were in Cesar's family. What would you write in your diary? Tell about what might happen one day.

Harvesting HopeDAY 2

(Through page with Living Room)Review and Share Written Responses

[Review events so far, referring to the timeline. Then ask partners to share their diary entries.]

Ask Questions During Reading and Model Comprehension StrategiesToday we will read about a meeting that Cesar is leading. Later I will ask you to imagine that you are there at the meeting. I will ask you to write some questions you might ask him.

[Thinning lettuce]Why did Cesar feel that doing chores on someone else’s farm instead of his own was like a form of slavery?

Do you agree that it was like slavery? Let’s vote. Why did you vote the way you did?

[Picking oranges]Outsiders show up and try to help. How do you think they can help the farm workers?


Teach Tier 2 WordsOne word from our book today is spasm. What word? A spasm is when one of your muscles moves when it is not supposed to. A spasm can be very painful. We read that "thinning lettuce all day with a short-handled hoe would make hot spasms shoot through his back." You can imagine what that must have felt like. A spasm is when one of your muscles moves when it is not supposed to. What word?

Another word today is compassionate. What word? Compassionate means showing concern for others. A compassionate person might adopt a lost dog, for example. In our book we read that "with workers he was endlessly patient and compassionate." In other words, he really cared about them. Compassionate means showing concern for others. What word?

Sentence ComposingExpandCesar thought he might die of embarrassment.

CombinePeople believe I am a clown. I speak Spanish.[Prompt use of the causal words and phrases, such as because or which is why.]

Written ResponsePretend you are at the meeting that Cesar is leading. Write three questions that you would ask him.


(Through page with Cesar with Blisters)Review and Share Written Responses

[Review events so far, referring to the timeline. Then ask partners to share their three questions.]

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, I will ask you to put yourself in the place of a newspaper reporter. Your job is to write a short article about the March that we will read about today.

[Cesar and others looking at a map]Do you think Cesar will have many supporters for his march to Sacramento? Why?

[Page after Cesar with blisters]Why does he keep walking with those painful blisters and blood seeping out of his shoes? Why do you think they keep marching on?

DiscussionImagine that the author of our book, Suzanne Tripp Jurmain, were visiting our class today. What questions would you like to ask her?

Teach Tier 2 WordsOne word from our book today is powerlessness. What word? This is an unusual word because it has two suffixes. I will underline them. Power means you can make decisions about your life. If we do not have power then we are powerless. If I want to use it as a noun, then I add -ness. We read that Cesar wanted to use his "imagination to find ways to overcome powerlessness." Let me give you another example. What if I said that the mailman likes my street because of its doglessness. [Write that word below powerlessness.] Can you tell me why he likes my street? Let's go back to powerlessness. Powerlessness means not having power. What word?

Another word today is rally. What word? Rally means to come together to support a person, a cause, or a belief. For example, people sometimes hold a rally to fight a disease. They get together to raise money and talk about how they can help. At Cesar's rally, they had a sentence they kept repeating. Do you remember it? Their rallying cry was “Sí, Se Puede,” which in English means, "Yes, It Can Be Done." To rally means to come together as a group to support a belief or a cause or a person. What word?

Sentence ComposingImitateThe company fought back with everything from punches to bullets.The company fought back with everything from ______ to ______.The ______ ______ back with everything from ______ to ______.

UnscrambleCesar / chose to / fight just / one of / the 40 landowners / hopeful that / others would / get the / message

Written ResponsePretend that you are a newspaper reporter. Your boss asks you to write a story about the 100-mile march. But your boss tells you, "We don't have very much space. You have to tell the story in one paragraph." Right that one paragraph for me. You have to include the most important ideas. These are who, what, why, where, when, and how?


(Through End of Book)Review and Share Written Responses

[Review events so far, referring to the timeline. Then ask partners to share their one-paragraph news stories. Remind them to check that their partner has answered the journalistic questions.]

Ask Questions During Reading and Model Comprehension StrategiesAfter we finish our book, I am going to ask you to pretend that you have found a letter written by Cesar. The letter has been lost for many years. Your task is to write what Cesar might have written to his followers.

[On the steps of the capitol]How do you think the marchers felt when they heard that Cesar had signed the first contract for farm workers?

Would this have happened without the march to Sacramento?

[Cesar looking at stars and smiling—show picture]How do you think Cesar feels right now?

Now that we’ve finished the book, help me think of some words that could describe Cesar. [Prompt a list.] These are called character traits. They are the qualities that make us who we are. Think about which character traits you and Cesar both have.

DiscussionImagine that the author of our book, Kathleen Krull, were visiting our class today. What questions would you like to ask her?

Teach Tier 2 WordsOne word from our book today is exhilarated. What word? Exhilarated means happy and full of energy. If you went on a ride at a carnival, you might feel exhilarated. In our book, we read that "on the fifteenth day, an exhilarated crowd celebrated Cesar's thirty-eighth birthday." They were excited and ready to keep moving. Exhilarated means happy and full of energy. What word?

Another word today is recognize. What word? Recognize can have more than one meaning. If I saw you on the street, I would recognize you as one of my students. But recognize can also mean something else. Recognize can mean to agree that a group or a person is official and legal and has certain rights. For example, if you raise your hand, I will recognize you. That means that I am giving you the official right to speak. In the book, we read that "officials from the grape company" ... "were ready to recognize the authority of the National Farm Workers Association." Recognize means to agree that a person or group is official and legal and has certain rights. What word?

Sentence ComposingExpandOn the vines, the grapes continued to rot.

ImitateSupporters held a rally every night.Supporters held a ______ every night.______ held a ______ every ______.

Written ResponseImagine that you found a letter that had been hidden for years. It is a letter from Cesar Chavez to the people who believed in him. What would it say? Use your imagination and write that letter.

RosaNikki GiovanniLexile: 900LGrade Level Band: 4-5Days: 5 (not including rereading)Grade 3

Day 1Through end of second page

Introduce Book and Preview Technical VocabularyThis book is called Rosa. It was written by Nikki Giovanni. It is a nonfiction book about Rosa Parks, who is a famous American because of her work for equal rights for all people. Rosa Parks was a very strong and courageous lady who stood up for her rights as well as the rights of others. This book tells Rosa’s story. It also describes other events that helped to win the fight for equal rights for all people.We’ll learn some important vocabulary words as we read this book. I’ll make a diagram to help us remember how they’re connected.

[Create the semantic map at the right and give an informal definition of each word as you write it.]


This book is nonfiction, yet it shares the facts as a story. Like a story, it goes in time order. But remember that these events actually happened in the past.

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, I will ask you to write your opinion about something. The question is whether you would skip lunch so that you could finish your job on time. You'll see why that is important later.

[Before reading][Discuss the title and cover of the book.]Who do you think the man and woman are on the cover?

[At the end of the 2nd page, ending with: Some days she would skip lunch to be finished on time]What types of jobs did Mr. and Mrs. Parks have?Were they wealthy people? How do you know?


Sentence ComposingCombine:Mother was getting over that touch of flu. Mother was up for breakfast this morning at the table. [Prompt the use of contrast words, such as but and although.]

ExpandMrs. Parks was having a good day.

Written ResponseWould you skip lunch so that you could finish your job on time? Write your opinion and give your reasons.

RosaDay 2

Page beginning this Thursday through page beginning give me those seatsReview and Share Written Responses

[Review Day 1 and ask partners to share their opinion pieces about skipping lunch.]Ask Questions During Reading and Model Comprehension Strategies

Later today, I will ask you to complete a chart comparing how your ride home from school is similar to Rosa’s bus ride.

[At the beginning of the page that begins “This Thursday they had gotten a bit ahead of their schedule.”]What do you think will happen when Rosa gets on the front of the bus? Why?

[After reading the page]Why did Rosa pay and then get off of the bus and enter it from the rear?

[After reading the page that begins “Rosa saw that the section reserved for blacks was full…”]If a white passenger enters the bus, what will happen now that all of the seats are full? Why?

[After reading the page that begins “I said give me those seats!”]Why is the bus driver yelling at the passengers?Why did Rosa sit back down?


Sentence ComposingCombine:She did not remember his name. She knew his face.[Prompt the use of contrast words, such as but and although.]

ExpandMrs. Parks looked up in surprise.

Written ResponseHow is Rosa’s bus ride home similar and different from your ride home from school? Complete this chart with complete sentences:

Similar to My Ride Home from School Different from My Ride Home from School

RosaDay 3

Page beginning “You better” through page beginning “She thought about”Review and Share Written Responses

[Review Day 2 and ask partners to share their charts.]Ask Questions During Reading and Model Comprehension Strategies

Later today, I will ask you to put yourself in Rosa’s place. I will ask how you would feel if people discriminated against you for some silly reason. Think about Rosa’s feelings as we read today.

[After reading the page that begins “You better make it easy on yourself!”]What do you think made Rosa have the courage to stay in her seat?If you were Rosa, would you have stayed in your seat, moved to another seat, or gotten off the bus? Let’s vote.

[After reading the page that begins “As Mrs. Parks sat waiting for the police to come…”]Why is Rosa tired?Have you ever felt ‘tired’ of something? Talk with your partner.

After reading the page that begins “She thought about her mother…”]Why do you think the policeman called Rosa “Auntie”?How do you think Rosa felt when she said no to the policeman.


Sentence ComposingCombine:She thought about her mother. She also thought about her grandmother. She knew they would want her to be strong.

ExpandRosa Parks said no.

Written ResponseThink about something that describes you. Maybe you have brown hair. Maybe you wear glasses. Write a rule or law that you don’t think is fair. It could be something like “All people with brown hair must stay after school” or “People who wear glasses are forbidden to talk in school.” But make up your own rule. After you write your rule, tell what you would do to protest. Think about Rosa as an example.

RosaDay 4

Page beginning “Jo Ann Robinson” through page beginning “The posters read”Review and Share Written Responses

[Review Day 3 and ask partners to share their rules and protest plans.]Ask Questions During Reading and Model Comprehension Strategies

After we read today, I will ask you to make a choice and tell me about it in writing. You’ll find out what the choice is soon.

[After reading the page that begins “Jo Ann Robinson was at the Piggly Wiggly…”]How are Jo Ann Robinson and Rosa Parks alike?

[After reading the page that begins “The twenty-five women first held hands in prayer…”]What are some of the problems that could occur because of what these ladies are doing?

[After reading the page that begins “The posters read…”]Why did the posters say, “Stay off the buses”?How will this help Rosa Parks and what she believes in?

Today we read about an “umbrella of courage.” This is an interesting phrase used by Nikki Giovanni. She’s not talking about a real umbrella, is she? This is an example of figurative language. It is a figure of speech. It’s not a literal umbrella. What does a literal umbrella do for us? How is an umbrella of courage like a literal umbrella?


Sentence ComposingImitateThe people were ready to stand with her.The ______ were ready to stand with her.The people were ready to ______ with ______.

Unscramblethey decided they / would stand / under the / umbrella of / courage Rosa Parks / had offered

Written ResponseWould you have stayed off of the buses or would you have continued to ride on the buses? Tell your opinion and give your reasons.

RosaDay 5

Page beginning “They came together” through end of bookReview and Share Written Responses

[Review Day 4 and ask partners to share their opinions about riding the buses.]Ask Questions During Reading and Model Comprehension Strategies

After we finish our block, I will ask you to think of three words that someone might use to describe you. You’ll find out the three words that the author, Nikki Giovanni, uses to describe Rosa today.

[Before reading the page that begins “They came together…”]Can you identify the man in the illustration on this page?What do you know about him?

[After reading the page]Why did they have a mass meeting?What did they decide to do at the meeting?What is a boycott and how will it help solve the bus problem?

[Consider adding that boycott is a word borrowed from Ireland. It was the last name of an Irish politician in the 1800s. The Irish boycotted him to protest the high rents he charged.]

[After reading the page that begins “On November 13, 1956…”]How do we know that the boycott was successful?

[After reading the quote on the last page of the book]What is meant by this statement?Do you agree with the statement? Talk with your partner.Let’s go back to the diagram we made on the first day. Explain how each of these words relates to what we have read – segregation, civil rights, nonviolent protest

DiscussionImagine that Rosa were visiting our class today. What questions would you like to ask her?

Sentence ComposingExpandThey needed someone to speak for them.

CombineThe people believed in Rosa. The people walked in the rain. The people walked in the hot sun.[Prompt use of the causal words and phrases, such as because or which is why.]

Written ResponseThe quote at the end of the book describes Rosa Parks as having integrity, dignity, and strength. What three words would you like someone to use to describe you? Why?

One HenKatie Smith MilwayLexile: 810LGrade Level Band: 4-5Days: 3 (not including rereading)Grade: 3

Planning Notes It would be helpful to have a map of Africa on display to indicate the places

mentioned. Consider, as a follow-up project, making some fufu. There are basically only two

ingredients, and recipes are on the web. Sounds bland, but it might reinforce the plainness of Kojo's life. You can also find recipes for peanut stew and palm oil soup!

Day 1Pages 4-11

Develop or Activate Background KnowledgeOur book today is called One Hen. That’s a very short title, isn’t it? Only six letters. But there is a subtitle. A subtitle comes after the main title and tells more about the book. Sometimes the print is smaller. The subtitle of One Hen is How One Small Loan Made a Big Difference. The book was written by Katie Smith Milway and illustrated by Eugenie Fernandes.

How many of you have ever borrowed some money and then paid it back? Most of us do that from time to time. People who own businesses borrow money if they have an idea about how they can make more money. They can pay back the money they borrowed and still have money left over. But what if you have a good idea and there’s no one you can borrow money from? What if there’s no bank? What if you live in a poor village in West Africa? That is where this story takes place. It’s about a young boy named Kojo who has a very good idea. And it is a true story.

Model a Comprehension Strategy and Ask Questions During ReadingAfter we read today, I’ll ask you to write a message to Kojo. You can tell him whatever you like. I’m sure you’ll get a few ideas as I read.

[Don't reveal the illustration on pages 4 and 5 right away.]

[Page 5, after first paragraph]Why do you think many people in Africa carry heavy loads on their heads? [Prompt that it actually distributes the weight and spares their arms.]

[After second paragraph]Before I show you the picture on this page, I want to see if you can make a mental picture in your mind from the details I will read to you. Think about what I read.

[End of page]Here are details: A young African boy is carrying a load of sticks on his head. Could you see him in your mind's eye? He and his mother live in a small village of houses made of dried mud. The sun is shining and it is hot. His mother has a bowl of food waiting for

Kojo. You should have added more and more things to your mental picture. Here is how the illustrator saw the scene.

Cassava and yams are a little like potatoes. They grow underground. To make fufu, Kojo's mother mashes them in this tub and then boils it. There is a glossary in the back of this book. I’ll read what it says about fufu.

[Page 7, after first line, point out Ghana on map and mention how close it is to the equator and how hot it must be all year.]

[End of page]Raise your hand if you think that Kojo will use the money to buy ice cream or something else to enjoy. [Prompt that the money is for ideas to make more money and that spending it on ice cream would be unacceptable.]

[Page 8, after third paragraph]Should Kojo have asked the farmer which hen to buy? Talk to your partner.

[End of page]Why does he need to keep it safe?

[Page 9]Notice that the author has written a simple little story to go along with the main story. It is right next to the pictures. [Review the three sentences from this and previous pages.]

[Page 11, after "egg money grows"]Let's make a prediction. What will Kojo do with his money first? Talk to your partner. [Instead of moving along immediately, prompt a consensus that he must first pay is mother back.]

[After next sentence]We were right! That was an easy prediction.

[End of page 11]Hmm, now where have I heard that last sentence before?


Teach Tier 2 WordsOne of the words from our book today was hoist. Hoist means to lift something heavy. Once I watched a veterinarian as he hoisted a large dog onto his examination table. The word hoist is in the very first sentence of this book: "Kojo tugs the knot tight and hoists a bundle of firewood onto his head." Hoist means to lift something heavy. What word?

Another word from our book today was region. What word? A region is a large area of land without a border. For example, the large middle part of the United States is called

the Midwest region [Point it out on a map if possible.] There is no line to tell you where the Midwest starts. In the story, "Kojo and his mother live in a village in the Ashanti region of Ghana." That means that the Ashanti region does not have a real beginning and ending so that we can’t see exactly where it is. A region is a large area of land without a real border. What word?

Sentence ComposingImitateAs he walks home, he thinks about the future.As he walks home, he ______ about the future.As he walks home, he thinks about the ______.

ExpandHe wonders how he will know which hen to choose.

Written Response after Each SessionWrite a message to Kojo. Tell him whatever you like. But remember that you first must introduce yourself. Tell him your name and who you are.

One HenDay 2


[Review the story so far by reading the “little story” on the right-hand pages. Ask partners to share their messages to Kojo.]

Model a Comprehension Strategy and Ask Questions During ReadingLater today, you’ll have a chance to help Kojo by writing a newspaper advertisement. You’ll get some ideas as I read.

[Page 12, after "back to school"]There are lots of things Kojo could do with his money. What do you think his mother will want him to do? Talk to your partner and make a prediction.

[End of page]I think that is what most mothers would choose for their children.

[End of page 15]A lot of time has passed on this page, hasn't it? Sometimes an author wants to skip ahead in telling story to get to important events. Kojo was a little boy on the last page, and now he's going to college.

[On page 16, it would be helpful to point out the cities on a map.]

[Page 16, after "poor family"]Why does the banker not want to lend money to a poor family?

[After "shake hands"]Why did the banker change his mind?

[Page 19, after second paragraph]It sounds like Kojo and Kwasi's daughter must be about the same age. And he likes her cooking. I think I can predict something here. How about you?

[End of third paragraph]It looks like we predicted correctly.


Teach Tier 2 WordsOne of the words from our book today was enclosure. What word? An enclosure is a place with walls or a fence but not a roof. A man might build a fence around his garden, hoping that the enclosure would keep out rabbits. In our book today, Kojo "thinks the sound of chickens clucking and skittering about their enclosure is better than the beating of festival drums." An enclosure is any place with walls or a fence but no roof. What word?

Another word from our book today was practical. What word? If something is practical it is useful and you can afford it. I could probably be a little healthier if I went to see the doctor every single day, but that would not be practical. In the story, Kojo learns how to filter drinking water, which is one of the "practical lessons for country life." Practical means that something is useful and that you can afford it. What word?

Sentence ComposingUnscrambleKojo / studies / even harder / and wins / a scholarship / to an / agricultural / college / to learn / more about / farming

ImitateHer name is Amma and she is a teacher.Her name is ______ and she is a teacher.Her name is ______ and she is a ______.

Written Response after Each SessionWrite a newspaper ad for Kojo. Remember that he needs workers to help gather eggs.[Consider reading some examples of want-ads.]

One HenDay 3

pp. 20-29Review and Share Written Responses

[Review the story so far by reading the “little story” on the right-hand pages. Ask partners to share the newspaper ads they wrote for Kojo.]

Model a Comprehension Strategy and Ask Questions During ReadingAfter we finish our book today, I want you imagine that you visit Kojo’s village with a very good business idea. But you need his help. You can write and explain what you would tell him.

[End page 20]Why does the author say that some of the people started with one brown hen?

[Page 23, after "another family"]It’s prediction time again! What do you think Kojo will tell her? Talk to your partner.

[End of page]If you predicted that he would give her the loan, you were right. But you probably did not predict what he made her promise to do. Why did he make her promise to someday loan money to other people?

[Page 24, after second sentence]Who remembers how many sons Kojo has? I wonder if one of his sons married Adika? Maybe we will find out.

[End of page]What does he mean by this?

[Before reading page 27]I am going to read this last page, which is very short, and I want you to notice that it is a very good summary of the book. It tells the most important things that happened.

[Top of page 28]Here is the real-life Kojo. On these two pages is the true story of what happened with a few more details. I will read part of it to you.

[End of page 29]We never did find out if one of his sons married Adika, did we? Sometimes the author doesn’t answer every question we have.

DiscussionImagine that Kojo were visiting our class today. What questions would you like to ask him?

Teach Tier 2 WordsOne of the words from our book today was flourish. What word? Flourish means to do well and make progress. If a new business catches on and becomes popular, we could say

that it flourishes. In the story of Kwabena, we find this sentence: "Kwabena's business began to flourish." That means it began to make money. Flourish means to do well and make progress. What word?

Another word from our book today was tally. What word? Tally means to add numbers. If I make a list of all the bills I have to pay, I would then tally them to see how much I owe. In the book, we read that "one day, as Kojo tallies the accounts, he hears a knock at the door." That means that he was adding up amounts of money. Tally means to add up. What word?

Sentence ComposingCombineSome families buy a goat. Some families buy a sheep. Some families start with one brown hen. [Prompt creating a series and using the word and before the last item.]

ImitateBefore long, many people are working on Kojo's farm.Before long, many ______ are ______ on Kojo's farm.

Written Response after Each SessionPretend you live in Kojo's village today. Also, pretend that you have a good idea for a business and that Kojo has agreed to meet with you about a loan. To get ready for your meeting, you decide to write down what you will say because you know you will be nervous when you meet him. Explain your idea and what you will tell him.

The Keeping QuiltPatricia PolaccoLexile: 920LGrade Level Band: 4-5Days: 2 (not including rereading)Grade: 3

Day 1Introduce Book and Preview Technical Vocabulary

This book is called The Keeping Quilt. It was written by Patricia Polacco, who tells the story and history of her immigrant Jewish family. She uses a homemade quilt that has been passed down from mother to daughter for almost a century to tell the important events and history of her family.

[Introduce the diagram at end of this plan.] This is a family tree. We use a family tree diagram to keep track of marriages, deaths and births within a family. We will use this family tree to track marriages and births in Patricia Pollaco’s family.

There are Jewish words throughout the book. [Write them as you talk.] Here are three:A huppa is the Jewish word for canopy. [Explain the idea of a canopy.]The sabbath is a weekly day of rest and a time of worship.Challah is a special Jewish braided bread that is eaten on the Sabbath and special holidays.


This story is an autobiography because the author is telling her own life story.[Write the word and underline the components.]Auto means self. Bio means life, and graph means writing. So autobiography means “self life writing” – a book about an author’s life that the author writes herself.

Something to notice is that the illustrations are all in black and white. However, the items that make up the Keeping Quilt and pictures of the quilt itself are in color. Using color in this way helps call our attention to the quilt. And that’s what’s important.

Ask Questions During Reading and Model Comprehension StrategiesAfter we read today, I’ll ask you to write a paragraph telling just what the keeping quilt is keeping. So listen for the answer.

[After the first paragraph, which ends with “…artificial flowers all day.”]Why do you think that Great-Gramma would have worn the same clothes that she wore for farm work? Talk with your partner.

[At the end of the second paragraph that ends with “…their neighbors were just like them.”]I told you that Patricia Pollaco’s family were Jewish immigrants. We just learned that her Great-Gramma Anna came to America from Russia. What do you think an immigrant is?

[End of the page where the little girls are whispering.]Why did English sound like “pebbles dropping into shallow water” when Anna went to school? That’s interesting language. The author has made a comparison.

[End of the page where there are three images of Anna dancing.]Using the illustrations, what is a babushka?

[End of the page where Anna’s dress is too small.]Why does Anna’s mother start the tradition of the Keeping Quilt?

[End of the page where the quilt is being used as a table cloth.]Do you think that Anna’s family is religious?How do you know?

[On the page where Anna is sitting on the quilt with Great-Grandpa Sasha, after “all tied into a linen handkerchief”]A symbol is something that stands for something else. The eagle is one symbol of America. And so is our flag. Each item that Great-Grandpa gave Anna in the handkerchief was a symbol of something else. Make a prediction. What do you think each thing meant?

[End of the page where Anna is sitting on the quilt with Great-Grandpa Sasha]Is this custom different from how most people in the United States get engaged today? How?

[End of the page of the wedding between Anna and Sasha]Looking at the picture, the Keeping Quilt was used as a huppa. Remember what a huppa is?

[On the family tree, add Sasha]

[End of the page where the baby, Carle, is wrapped up in the Keeping Quilt]When Anna and Sasha were engaged, Sasha gave Anna gold to represent wealth. When their daughter Carle was born, the family gave her gold so she would never know poverty. So I can infer that poverty means to be poor.

[On the family tree, add Carle.]Discussion

Now it’s your turn to ask questions. Think of a really good question about what we’ve read today and ask your partner.

Sentence ComposingCombineThe family ate challah and chicken soup. The family used the quilt for a tablecloth.[Prompt use of the temporal words when, while, and as.]

ImitateThe border of the quilt was made of Anna’s babushka.The ______ of the quilt was made of Anna’s ______.The ______ of the ______ was made of Anna’s ______.

Written ResponseWrite a paragraph that explains what the “Keeping Quilt” is “keeping.”

The Keeping QuiltDay 2

Page where Carle marries George to end of bookReview and Share Written Responses

[Ask partners to share explanations of what the quilt is “keeping.” Review events to this point.]

Ask Questions During Reading and Model Comprehension StrategiesAfter we finish our book today, I’ll ask you to write about some of the things your own family’s keeping quilt might have on it.

[End of page where Carle married George.]In the days when Anna and Sasha were married, men and women did not celebrate together. At Carle and George’s wedding, men and women did celebrate together, but they did not dance together. What changed? Why were the men and women able to celebrate together at this wedding, but not Sasha and Anna’s?

[At end of the page where Mary Ellen is wrapped in the quilt, add Mary Ellen to the Family Tree.]

[End of the page of Anna’s birthday]On this page what is the Keeping Quilt “keeping”? Discuss with you partner.

[End of the page where Mary Ellen was married]I read that, “For the first time, friends who were not Jews came to the wedding.” Why do you think this happened?

Whose mother got married?

We do not learn Patricia’s father’s name but we need to add him to the Family tree. How do you think we should do that? [Add him.]

[End of the page where Patricia is in her bed]If this quilt could talk, the quilt would be able to tell many, many stories, traditions and memories of Patricia Polacco’s family. What do you think is the most important thing that it might say? Talk to your partner.

[End of the Patricia and Enzo-Mario’s wedding]This is the last wedding of the book. Help me compare. How are traditions different from the first wedding we read about? How are traditions the same? Why do you think things have changed or stayed the same?

[Add Enzo-Mario to the family tree.][End of the book, add Traci-Denise to the family tree.]

DiscussionThroughout the book, the pictures are done in black and white. The only color we see on each page is the Keeping Quilt. Why do you think Patricia Polacco chose to do this? What was she trying to tell her readers?[You have suggested the reason on Day 1. See if they recall.]

Sentence ComposingCombineShe told me whose sleeve had made the horse. She told me whose apron had made the chicken. She told me whose dress had made the flowers.[Prompt creating a series and using the word and before the last item.]

ExpandThe quilt was a pretend cape.

Written ResponseThe “Keeping Quilt” held many stories and memories for Patricia Polacco’s family. If your family had a keeping quilt, what are some things that your family’s quilt might have on it? Write a paragraph that tells one thing that your quilt would have and why. Illustrate it if you like.

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