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10 Respectful Read-Alouds
Transcript of 10 Respectful Read-Alouds
Do Unto Otters
Willow Finds A Way
Marisol's teacher asks her to help paint a mural for the school library, but there is no blue paint - how can she paint a sky with no blue paint? After riding the bus home and watching the sky from her porch she notices the changes in the sky's colours as the day goes on. When she goes to bed at night, she dreams of the colours a sky can be - looking beyond the expected and into a world of imagination. She comes back to school the next day ready to paint a beautiful sky full of colours and brilliant designs. This book has beautiful illustrations that represent the sky so well!
- Students will relate types of skies to feelings through the use of colour and line
- After discussion, students will choose a feeling that they would like to represent and paint that type of sky with the appropriate water colour paints
- Students must include some type of silhouetted vegetation (trees), buildings (houses, school, etc.) and people/animals all painted in black
Giraffes Can't Dance
The Day the Crayons Quit
The True Story of the Three Little Pigs
The Giving Tree
A Good Trade
Before: Have you ever heard the saying "Do unto others as you would have done unto you?" What does it mean?
During: If you were Mr. Rabbit, how would you like the Otters to treat you?
After: Do you think Mr. Rabbit's ideas will work? What are some ways that you would like your friends to treat you? Let's make a list!
Curriculum Expectations: R - 1.6; W - 1.2, 1.4
by Laurie Keller
Before: What do you think Willow is going to find a way to do? What evidence do you have?
During: How do you think Willow is feeling? What would you do if you were Willow?
After: Has there ever been a time where you saw someone get bullied, what did you do? How does Willow show respect towards her peers? Discuss what a bystanders is.
Before: This is Marisol - she likes to paint. What kinds of things do you think she likes to paint? What makes you think that?
During: What colours do you think Marisol could use instead of blue? Which colours would you use?
After: When does the sky look angry, calm, happy, sad, tired? What colours would represent those feelings in the sky?
Before: What does the word "odd" mean? Does this little girl look odd to you?
During: What are some of the things that the others think are different about Oddrey? How do you think she may feel? What do you think Oddrey will do next (when her classmate freezes during the play)?
After: Oddrey seemed to not worry too much about what others thought of her, why not? What are some things we learned about Oddrey?
Before: What do you know about Giraffes? Can Giraffes dance?
During: How would you feel if someone told you to never dance again? How does it make you feel to dance?
After: How did Gerald realize that his difference was okay? Do we all dance the same? Were the other animals repsectful towards Gerald? Why or why not? What could they have done differently?
Before: What do the crayons look like they are doing? What are some reasons some people would protest (save animals, save forests, rights)?
During: Talk about what you see in a letter (opening salutatio, nthe writer gives an opening statement, gives a few sentences of extra information, closes with a request or kind words, closing salutation)
After: What were the crayons upset about? How did Duncan get his crayons back? What are some ways that the crayons say their opening and closing salutations?
Before: Who remembers what happens in the Three Little Pigs? Let's retell it.
During: What was different from A. Wolf's story to the original story from the pigs (ask after each house)? Why do you think the pigs keep saying no?
After: Whose story do you believe? Why? Turn and talk with a partner to explain your opinion. Has there been a time when you felt that you were treated unfairly, did anyone listen to your side of the story? Why is it always a good thing to listen to both sides of a story?
Before: What are some places around us that are natural, not man-made? Why are these places important to us and to Earth?
During: What are the differences between the world when the Truffula trees existed, and when they were gone (colour, animals, feel, etc.)? What does greedy mean? What are some of the Once-ler's characteristics? Where do you think the animals have gone? How can they turn things around again? What do you think "Unless" means when the Lorax writes it on the stone? Why does Dr. Suess use capitals and exclamation marks for some words?
After: What was the Lorax's big message "Unless" about? What are some reasons you would want to keep the parks, lakes ponds, rivers, forests, etc. alive and healthy? How can you do this?
Before: What do we know about trees? What do trees give? Let's look at the picture, what does the tree look like? What is it giving to the little boy?
During: What different forms does the tree take? What has the tree given each time to the little boy who grows old? Does the little boy give anything back to the tree? How does the author show the tree's feelings?
After: Did the little boy/man respect the tree? Why or why not? What did the giving tree give to the boy? What do we use or need trees for?
Before: Looking at the cover, what do you think this story is about? Where does it look like he lives? What does it mean by "A Good Trade?" What do you know about Africa?
During: What does his home look like compared to yours? What is a village? Why are there cattle and soldiers around his village? Why does he have to walk so far to get his water? What is a worker's aid truck and why might they be coming to his village? What is so special about the gift the worker gives Kato?
After: What are some differences between your life and Kato's? What do you think it would be like to live in Uganda, Africa? Are there any connections you can make to Kato and his life? How was Kato able to show respect to the Aid Worker?
by Alma Fullerton
by Shel Silverstein
by Dr. Suess
by Jon Scieszka
by Drew Daywalt
by Giles Andreae
by Dave Whamond
by Peter H. Reynolds
by Lana Button
Curriculum Expectations: R - 1.6, 1.8; Drama - B1.3
Curriculum Expectations: R - 1.6, 1.8; Art: D1.1, 1.3, 2.1
Curriculum Expectations: R - 1.5, 1.7
Curriculum Expectations: R - 1.4, 1.7
Curriculum Expectations: R - 1.3; W - 1.2, 1.4; Science (N&C) - 2.2, 2.4
Curriculum Expectations: O - 1.6; R - 1.9
Curriculum Expectations: R - 1.6; W - 1.4; Science (N&C) - 1.1
Curriculum Expectations: O - 1.5; R - 1.5
Thank you :)
Curriculum Expectations: W - 1.1, 1.4, 2.1
Mr. Rabbit doesn't know how to treat his new neighbors the Otters who have moved next door. He has never met an otter before and is worried that they will not be good neighbours. With the narrator, he comes up with a list of expectations to be a good neighbor and friend (be kind, apologize, forgive, be polite etc.) He learns about and finally follows the the golden rule - Do unto others as you would have done unto you!
Let's Make a List
- as a class, compose a list of ways to show Respect towards one another by creating a list of Class Expectations for the year on chart paper
- post the list in the classroom for all to see and refer to throughout the year
Willow and her entire class have been invited to their fellow classmate, Kristabelle's, birthday party. Kristabelle uses her birthday party as a way to act bossy towards the other students, asking them to do things such as sit at her table, or climb on a different climber. When the other students don't want to do these things, she crosses them off of her birthday list! Willow watches from the sidelines and feels very uncomfortable, not being able to find the words to say what she thinks is right. One day she decides that she doesn't need to go to the birthday party to have friends, and stands up to Kristabelle, resulting in Kristabelle seeing the error to her ways and inviting everyone to her party!
- As a class, come up with 4-6 different bullying situations
- Put students in groups of 3-4 and give each group a situation
- Students are to create a skit about bullying and what to do when they see a bully treating someone else poorly - how do they intervene
Oddrey is a little bit different from everybody else - she marches to the beat of her own drum. She creates, draws and goes on adventures that are all her own - often eliciting teasing from peers and stern looks from her teacher, but she won't let anything get her down. In the school play, Oddrey is given the role of a tree, to which she decides to be the most unique tree ever. When disaster strikes, she steps in and helps her classmates to save the show without stealing it. At the end, her peers realize that her differences are unique, and that being the same isn't as fun as it had seemed. Oddrey inspires her peers and her teachers to find their uniqueness and they end up dancing and playing at their park which has gone through a transformation of its own from dull and boring to fantastic and fun!
- As a class, discuss and create a web for what we know about Oddrey - what are her character traits and evidence from the text to prove what we know (different, imaginative, creative, kind, forgiving, etc.)
- Students will each receive a handout on which they will draw Oddrey and copy 3 of her character traits with evidence
Gerald is a giraffe who loves to dance, but simply can't - he is awkward and can never find the right groove with his body. Whenever he tries to dance, his long, spindly legs give way causing the jungle animals to tease him and his confidence to break. Every year there is a Great Jungle Dance, but Gerald is terrified of attending because of the constant ridicule he is under. One night, while watching the Great Jungle Dance, he meets a new friend who helps him to find his own special music that helps him to find his groove. He ends up participating in the Great Jungle Dance much to everyone's surprise and he is as happy as ever! A great story about overcoming obstacles and finding your own groove where you feel right.
- As a class discuss what happened at the beginning, middle and end of the book - pointing out the beginning introduces characters/setting, the middle is story climax or the problem occurs, and the end solves the problem and wraps up the story
- Students will complete a handout describing the beginning, middle and end of the book using pictures and a brief description
One day, Duncan opens his box of crayons and only finds letters, all saying the same thing: His crayons have quit! They all have their own reasons, but Duncan doesn't know what to do to get them back. They have each written and expressed their concerns and will not come back until he has changed his ways. Why should they have to do the same thing day-in and day-out? It's just not fair! He promises to use them in a different way as his imagination goes wild with ideas! In the end, the crayons come back and Duncan draws a spectacular picture with purple animals and green clouds just to show his crayons that he loves them and they don't have to be used for their stereotypical drawings. A great book to show letter writing as well as to discuss stereotypes in a fun and different way.
Writing a Letter
- Students will compose a letter to a crayon that quit and left their crayon box
- Students will first come up with ways to convince their crayons to come back by making a web of reasons they need or could use the crayon, they will choose an opening and closing salutation, and put together the 3 best convincing ideas into sentences
A. Wolf is sticking to the story that he was framed by the three little pigs! His intention was never to blow their houses down or eat the pigs by huffing and puffing - he simply meant to borrow a cup of sugar for his poor old granny's birthday cake. A. Wolf tells us his side of the story, trying to convince us of the truth as told by him. He takes us through the story, making the pigs out to be mean and ruthless rather than innocent and scared. He uses humor to help get us through his story and sympathy by talking about his Granny. The illustrations also show the difference in type of illustrations and how they can also make a difference to how a story is told. A great book to show point of view and the importance of listening to both sides of a story when issues arises between friends or family.
Point of View
- Students will compare the similarities and differences in the stories and points of view between the Pigs and Mr. A. Wolf using a Venn Diagram
- As a class we will have a discussion, students will pair up with a friend to create the Venn Diagram and make comparisons of their own using pictures and words
The Lorax speaks for the trees, and warns the Once-ler, who came across a valley of Truffula Trees, that he should respect the environment and those that live in it. The Once-ler refuses to listen and harvests the trees, forever changing the forest and the animals lives. After meeting the Lorax, and realizing the error of his ways once all of the trees are gone, the Once-ler finds a new friend to take care of the last Truffula seed by planting it to restore the forest to it's former glory. Students know the movie, but are just as engaged when hearing the Dr. Suess language and rhyming. The Lorax is a character to love, and his love for his environment is infectious, showing us that being passionate about something so important can help you to save it or make it better. Someone has to care for the trees, or we will end up just like the Once-ler.
- As a class discuss some ways that the people around us may be hurting the Earth and how this is similar to the Lorax
- TOP SECRET: the Lorax has asked us to help him save the Earth, we need to come up with some ideas and make a plan for our class to help our environment stay healthy and clean
- As a class, create a web of our ideas, and write a list and pledge ways we will help to keep our space healthy
*Depending on age group, this book should be read in 2-3 sessions (it's LONG)
- As a class we will create a KWL (What We Know, Want to Know, and Learn) about trees and their needs
- Discuss why a tree might need love, because without love, it would not be cared for and wouldn't get what it needed
- As a class, plant a seed, plant or garden and help it to grow by giving it what it needs along with a little bit of love
Each day the boy comes to the tree to eat an apple or play in her branches, which made the tree happy. As the boy grew older he began to want more from the tree, taking her leaves, branches and eventually her entire trunk until only a stump was left for him to sit on. Of course, the tree was happy to give and give without any expectations because she loved the boy, but never received anything in return. The boy came back to the tree less and less, but continues to take more and more - showing his disrespect and lack of love or understanding of the tree. This book is touching and deep in a way that students can connect to, personifying the tree and having it act like a motherly figure. Students can learn that we should give back, because the Earth gives us so much, it is our job to help keep it healthy.
In a small Ugandan village, Kato wakes early to start the long, barefoot trek beyond his village dotted with cattle and guarded by soldiers. He is headed for the village well, where he will collect a day's supply of water which splashes over his feet on his way home. Today a worker's aid truck has come with a gift so special, Kato rushes home to look for something to repay the aid worker. What will he find?
This book is beautifully illustrated, and represents diversity that most students don't see or understand. It is a great book to develop inferencing as they may have limited prior knowledge about Uganda and the difference in lifestyle. It is also a great teaching tool or segue into talking about cultural differences and what we find important in our culture, what do we value? What do we undervalue or place less emphasis on? I found that most of my students valued their electronics or toys and only 1 or 2 appreciated their family or homes. A great life lesson for me as well.
- Before, during and after reading the book make inferences about what the pictures represent, where the boy is from, what we might infer about him by looking at his clothes, the water jugs, the village, his home, etc.
- Have students form opinions based on evidence and discuss what they have collected or understand from the book and if there is anything that they would like to know more about Kato's life
RESPECT – Aretha spelled it out for us, but this collection of read-alouds is full of books that can be read year-round to demonstrate an over-arching theme of respect - for ourselves, others and our environment. In order to be able to attain a respectful environment in your classroom, you must first be able to set up a safe place where students feel comfortable sharing their thoughts and ideas, and learning alongside their peers. These read-alouds discuss themes that students can relate to, learn from and develop deep connections that relate to their every day lives.
Students (Grade 1) will participate in these read-alouds together and will work through the comprehension and meaning aspect of reading and writing through the connections they make to their own lives and previous learning. Once a safe place has been fostered in the classroom, and respect developed among peers, discussion should come easy and delving deeper should come from the natural curiosity of your students. Teachers may also be able to work on comprehension strategies through discussion, recognition of text types and in activities that follow.
The following are texts I have used in my own classroom, and that I have found to be great to encourage respect in all areas of my students' lives while teaching them a little bit about the world around them.