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T: Today we will read a story by a great author, Jack Ezra Keats.  There is only one name on the title page.  Turn and talk about what that might mean.  He is the author and the illustrator.

As I read, look at the picture and see If it helps you understand what the words mean.

Read the first page.  What do the pictures show?  I think they show Peter looking out the window and seeing snow all over the rooves outside.  Continue reading until the foot print page.  How does the picture show how he walked in the snow?  Say, “The picture shows…”  Lets’ think about character and setting.  I think the character is Peter and the setting is outside Peter’s house in the snow in the winter.

Read the next page.  How can you tell where he started dragging the stick?  (Turn and talk)Say, “He started dragging the stick….”

Keep reading until the snowman and angel page.  If you didn’t know what a snow angel was, does the picture help you?  Continue the book and ask what happened to the snowball.  Do you know what happened?  It doesn’t tell us what happened but we can figure it out.

S: Name one way the illustrations helped us.

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familiar text:
Focus is on a new reading strategy: Zooming in to look closely

* Focus on bold sounds, punctuation marks.

1. author and illustrator
2. Ask them what is making the creak sound, have them model the movement of the sound with their arm to create a connection.
3. Look at Evies face and discuss what emotion she is feeling. Ask students how they know
4. How can you tell she is freezing? What is that bubble for *speech bubble
5. discuss the unknown word spooky. What do we think it means?
6. Show the zoom in strategy by zooming in to look closely at the bed. What do we notice ?
7. make a prediction about what will happen to the bed.
8. See if our prediction was accurate

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Before Read-a-loud:
Introduce book by showing Cover.  Have a class discussion about who the author is and who the illustrator is.
1.  What does the author do?
2.  What is the job of the illustrator?
Allow students to predict what the story may be about.
1.  Why did you make that prediction?

During Read-a-Loud:
page 1 - What do you notice about the picture here on page 1?
page 3 - Cover the word all of the word lunch except for the l and have students guess by looking at the picture (Eagle Eye Strategy) what meal the student is eating.
page 5 -  What does the punctuation on this page tell you to do? What about the word in bold?
page 7 - Why do you think the author included the illustrations on this page?  Did you make a connection?
page 11 - What does "moped" mean?
After reading is complete, have students turn to partner and ask what they learned from the story

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The Napping House by Audrey Wood Illustrated by Don Wood.                        Begin by displaying the cover, prompt students to notice the illustrations on the cover. Have students use sentence stem – “ I notice”. Question “look at the illustrations on the cover, what do you predict the story is about” .Remind students good readers predict what is going to happen to help them read and understand a book better.Use think aloud-“ well I know it’s probably not going to be about dragons, or a soccer game” because I don’t see those things . I see an old lady and animals sleeping on a bed so it must be about the characters sleeping. If no one notices the rain in the window, call attention to the rain, say “oh so this story must take place on a rainy day because I see rain”.Read the title-have one student point to title. Call attention to the word Napping, I notice, an “ ap” family word in the title. Ask who can give me another /ap/ family word. Notice / ing ask what does “ ing say”?. Have students count the number of words in the title. Name author and illustrator. Ask what does the author do? What does the illustrator do?Ask what is a nap?Open book, review Title page. Read PP.2-3, notice rain. Question, when it rains during the day is it dark or light out?Read 3-4 . review the word cozy, what else can be cozy? Have students notice illustrations, review “Eagle Eye”- using the picture to help you read”. Who might be the characters in the story? If students don’t see mouse on mirror call attention to it Read Pp5-6 . Review snoring- notice Granny has her mouth open to show she is snoring. Review the word granny. What do you notice? Can you predict what is going to happen?Read pp7-8. Have students repeat- “ where everyone is sleeping”. Recall it says” a dreaming child.” Ask is the boy having a happy dream? How can you tell? Notice dog is yawning and stretching, can you predict what might happen next?Pp9-10 show what happened, the dog did get on the bed. Read, have students chant “where everyone is sleeping”. Review word” dozing”. Use your “ Eagle Eye” to predict what is going to happen next- students should notice cat stretching, and maybe noticed the mouse has moved..Pp 11-12 Notice the cat is on the bed. Read, having students chant “where everyone is sleeping”. Review word “snoozing”. Have students use their “ Eagle Eye” and sentence stem, “I notice” to predict what might happen next.Pp12-13 Notice the mouse is on the bed. Read, having students chant “where everyone is sleeping”. Review word “slumbering”. Have students use their “ Eagle Eye” and sentence stem, “I notice” to predict what might happen next. If none notices dot on water pitcher, call attention to it.Pp14-15 Read, having students chant “where everyone is sleeping”. Notice flea on mouse, review “ wakeful”. Ask if anyone knows what a flea is, discuss. Ask for predictions.Pp16-17 Read, notice the mouse jumping, why?Pp18-19  Read, ask who can find the flea? How can you tell the cat is scared? I noticed that it looks like the rain might be stopping? How can I tell refer to previous page, it getting lighter out. Hmm, I Pp19-20 Read- show me how you claw? Notice the window( it is getting lighter outside) compare to the previous page .Pp21-22 explain what thumps means.  What do you think might happen next.? Notice the window, there is yellow around it. What do you think that means?Pp23-24. Why did the bed break? Why is everyone smiling?Pp24-25 Read with emphasis, where no one now is…….?. Review how we our “Eagle Eye” to help us read and predict what might happen next, and how it helped us read the story. 

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The Napping House by Audrey Wood Illustrated by Don Wood.                        Begin by displaying the cover, prompt students to notice the illustrations on the cover. Have students use sentence stem – “ I notice”. Question “look at the illustrations on the cover, what do you predict the story is about” .Remind students good readers predict what is going to happen to help them read and understand a book better.Use think aloud-“ well I know it’s probably not going to be about dragons, or a soccer game” because I don’t see those things . I see an old lady and animals sleeping on a bed so it must be about the characters sleeping. If no one notices the rain in the window, call attention to the rain, say “oh so this story must take place on a rainy day because I see rain”.Read the title-have one student point to title. Call attention to the word Napping, I notice, an “ ap” family word in the title. Ask who can give me another /ap/ family word. Notice / ing ask what does “ ing say”?. Have students count the number of words in the title. Name author and illustrator. Ask what does the author do? What does the illustrator do?Ask what is a nap?Open book, review Title page. Read PP.2-3, notice rain. Question, when it rains during the day is it dark or light out?Read 3-4 . review the word cozy, what else can be cozy? Have students notice illustrations, review “Eagle Eye”- using the picture to help you read”. Who might be the characters in the story? If students don’t see mouse on mirror call attention to it Read Pp5-6 . Review snoring- notice Granny has her mouth open to show she is snoring. Review the word granny. What do you notice? Can you predict what is going to happen?Read pp7-8. Have students repeat- “ where everyone is sleeping”. Recall it says” a dreaming child.” Ask is the boy having a happy dream? How can you tell? Notice dog is yawning and stretching, can you predict what might happen next?Pp9-10 show what happened, the dog did get on the bed. Read, have students chant “where everyone is sleeping”. Review word” dozing”. Use your “ Eagle Eye” to predict what is going to happen next- students should notice cat stretching, and maybe noticed the mouse has moved..Pp 11-12 Notice the cat is on the bed. Read, having students chant “where everyone is sleeping”. Review word “snoozing”. Have students use their “ Eagle Eye” and sentence stem, “I notice” to predict what might happen next.Pp12-13 Notice the mouse is on the bed. Read, having students chant “where everyone is sleeping”. Review word “slumbering”. Have students use their “ Eagle Eye” and sentence stem, “I notice” to predict what might happen next. If none notices dot on water pitcher, call attention to it.Pp14-15 Read, having students chant “where everyone is sleeping”. Notice flea on mouse, review “ wakeful”. Ask if anyone knows what a flea is, discuss. Ask for predictions.Pp16-17 Read, notice the mouse jumping, why?Pp18-19  Read, ask who can find the flea? How can you tell the cat is scared? I noticed that it looks like the rain might be stopping? How can I tell refer to previous page, it getting lighter out. Hmm, I Pp19-20 Read- show me how you claw? Notice the window( it is getting lighter outside) compare to the previous page .Pp21-22 explain what thumps means.  What do you think might happen next.? Notice the window, there is yellow around it. What do you think that means?Pp23-24. Why did the bed break? Why is everyone smiling?Pp24-25 Read with emphasis, where no one now is…….?. Review how we our “Eagle Eye” to help us read and predict what might happen next, and how it helped us read the story. 

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Before you read:
Cover - Show the cover. Read the title and author. Discuss the job of an author and illustrator. Review fiction and non-fiction and remind the book is non-fiction. Ask students what do you think the book is about and make predictions.

During reading - Reading prompts:
p. 2 Describe what a tree looks like during winter.
p. 3 What can we infer about the animals?
p. 6 Describe what happens to a tree during Spring.
p. 9 How can we make a connection to the veins in a leaf to our veins in our body.
p.12 Compare and contrast a tree in the summer and autumn.

After the reading:
What is one fact you learned from the book about seasons.
What is your favorite season and why?

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Before you read:
Cover: Show the cover, discuss author and illustrator. Discuss what a scarecrow is.

p. 1: what do you think they are making?

p.7: Why are the birds there? They look like they like the scarecrow-why would they want to be around the scarecrow?

p.9: What does it mean that he isn't real? Where did his parts get borrowed from?

p. 12 How are there ten foot tall sunflowers inside a sees?

p.12 How is the scarecrow feeling?

p.15 What is making the scarecrow feel so content?

p.19 What might the scarecrow be thinking long slow thoughts about?

After reading: discuss with a partner-would you like to be a scarecrow? Why, why not?

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Cover: Ask what students predict the book will be about? Who will be the character? What do you notice/wonder about the girl on the cover?

p. 4 Why do you think Ramon brings his pencil and paper to all of these places?

p. 10 Why would Ramon say, "I'm done."? How is he feeling? How do you know?

p.14 The text says Ramon "fell silent" when he walked into his sister's room. Why would he be silent? What might he be thinking?

p. 22 What does the word "ish" mean and why did Ramon feel better about his art work?

Conclusion: What was the lesson in this story? What can we learn from Ramon and his sister?

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Cover:Show the cover of the book and ask the class what they think the book will be about. Take a picture walk scanning a few pages.

p. 3-How might the bees help the apple blossoms?
p. 7-How will the apples get to the stores, markets or stands?
p.10-Why did the colonists bring pips from England to American? What would have happened if they did not?

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Session 1: Before You Read: Introduce the cover and ask children, What do you think the book will be about?
Take a picture walk. What do you notice about the character on this page? (pg 2) How do you think he is feeling?
Page 8. Ask whose hand do you think he is holding?
Page 15 & 16. Ask, Now how do you think he is feeling?
Page 19. Ask, What do you think is happening?
Session 2: During Reading

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The Little Engine That Could by Watty Piper
Session 1: Before you read:
Cover: Introduce the book and take a book walk scanning a few key pages.   Recruit children to say what they see to construct the main idea of the story.
The author also called the writer is Watty Piper and the illustrators  or picture makers are George and Doris Hauman.
Ask : what do you notice on the front cover?  We see_________-What do you think this story is gonna be about? __________ Engage the children to describe the picture
Right it's probably about a train.  Turn to the first page .  What do we see?  Describe the train, animals, setting of the story.  Do you think this story is non fiction  ( true) or fiction  ( meaning make believe?) What kicks off the beginning of the story?  _____
Middle:  What is the train trying to do? _____ What is the problem in the story?____How does the train feel?_____ How do you know that? _______What may  happen next?____
Ending:  How do the characters feel at the end of the story? _____How did they solve the problem?________

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Show cover, tell author/illustrator
talk about the cover, what is Corduroy looking at/doing?

show page 1, where is he? someone's toy shelf, store, etc.
p.8  how are the girl and Corduroy feeling?
p. 17  what is he pulling off the mattress?
Read the story, but stop at page 25 and have the students turn and talk: will Corduroy see Lisa again? Why do you think that?

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Session 1: Before you read:
COVER: Introduce the book, and take a book walk scanning a few key pages.
Based on the title of the book and front cover, what do you think that this story will be about?
Turn to the very first page where the owl babies are shown in the illustration and the mother is behind them. Ask students what they notice about the picture. (ex: babies are different sizes, mom is a different color, larger, and looking over from behind her babies).
Turn to the 3rd page with illustrations. Notice the owl babies are looking at each other as they wonder....  So, where do you think that their owl mother has gone? Then read what the siblings say!
Question on page7 with illustrations:  Ask: How do you think they feel? "All owls think a lot!" We hear that throughout the story. What do you think they are thinking right now?
Page 8 with illustrations. The owls babies are sound asleep. What do you predict will happen next...?
Page 9 with illustrations: Ask students: "Who do you see?" Were your predictions right? Where in the world do you think that she had gone?
In the end: How do the baby owls feel now? (feeling words). Summarize with how mommies have to buy groceries or get food sometimes, but will return back home, just like you will return home from school today. (Great beginning of the year book).

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: Cover: Introduce the book and take a book walk, scanning a few key pages. Recruit children to say what they see to construct the gist of the story. “The title of this story is _______. The author, the writer, is _______, and the illustrator, the picture maker, is _______. This story is about _______.”
Page 4-5 - "What characters are we meeting on this page?" Who do you think they are and what do you notice about them?"

Page 6-8 " What is the illustrator showing us? What you you notice? Why?"

Page 10 - "What new character did the author introduce?"

Page 13 - '"What do you think this character is thinking?"

Page 15 - How is she feeling? How do you know?

Page 17 - How is she feeling? How do you know?

Page 18 - How is she feeling? How do you know?

Page 19 - We see the bears again. What do you think is going to happen next?

Page 20 - 22 - how are the bears feeling in these pages?

Page 28-29 - what do you think the bears are thinking?
What do you think the little girl is feeling?

Page 30 - Why did she jump out of the window?

Page 31 - Where do you think the little girl is going?

Where would you go if it was you?

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Session 1: Before you read:
Cover: Introduce the book, and take a book walk scanning a few key pages. Recruit children to say what they see to construct the gist of the story.
"The Title of the story is Caps For Sale, a Tale of a Peddler, Some Monkeys and Their Monkey Business.
The author, the writer is Esphyr Slobodkina. Slobodkina is also the illustrator,the picture maker. This story is about a man who has many caps on his head and meets some interesting animals.
p. 7 (under tree with caps on head) : Chanel children to engage with the text by asking and discussing questions about it. "What is the character doing? What is happening here?" Now look at p. 13. What may have happened to his hats?
pp. 21-22 Recruit children to figure out what the character might be thinking. Why do you think he speaks to the monkeys? What is he saying?
Make a prediction: What do you think the monkeys will do when the man speaks to them? Stomps his feet? Throws down his cap?

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The Three Billy Goats Gruff by Paul Galdone

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The Three Billy Goats Gruff by Paul Galdone

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Session 1: Before you read COVER: Introduce the book, and take a book walk scanning a few key pages. Recruit children to say what they see to construct he gist of the story.
'The title of the story is ____"
The author, the write is _____ and the illustrator or picture maker is _____. The story is about _____"
p. 5: Channel children to engage with the text by asking and discussing questions about it.
"Who are these animals? What do you think is happening here?"
p.8-9 Recruit children to figure out who this new character will be and what they might be doing?
"Who might this be? How do you know? What do you think he might look like?"
p. 18-19 Recruit the children to figure out what might happen next in the story.
"What gives you clues that something important will happen next"
p. 28-29 Recruit the children to predict what might happen to the Troll.
"After the Troll is tossed into the river, what might the Troll do next?"

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Cover: Introduce the book and take a book walk, scanning a few key pages. Recruit children to say what they see to construct the gist of the story. “The title of this story is Are You My Mother? The author, the writer, is P.D. Eastman, and the illustrator, the picture maker, is P.D. Eastman. This story is about a baby bird who searches for his mother.”

While You Read:
Inside: Pg 3. What is the character doing? Why is she sitting on the egg?

Pg. 7 Why is the mother leaving?  Will she come back?

Pg. 17 What happened in the picture? Why did the baby bird go straight down to the ground?

Pg. 22-33 Who are the different characters that he meets and thinks could be his mother?

Pg. 38 Why couldn't the car be his mother?

Prompt a prediction to the ending:
What will happen next?
Will he EVER find his mother?

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Before you read the book: COVER: Introduce the book, and take a picture walk. The author and the illustrator are ___________
What do you think the story is about?
Why do you think the dog is dirty?

p.1 Engage the students in a conversation about the picture.
Where do you think he's going?
Why does he have a brush?

p.10 Recruit children to predict if his family is going to recognize Harry.
If this is, _____, what will his family think
What is he doing?

p.16 Prompt a prediction
Why is he rolling around?
Do you think the grass will clean him?
What will happen next?

Last page:
How does Harry feel?
How would you feel if your family didn't recognize you?

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by:  Peggy Rathmann
Teacher Participant:  Millie Morris

Introduce the book by reading the title and the author.

Before reading:

What is a copycat?

What do you think this book might be about?

Have you ever had anyone copy you before?  How did you feel?

During Reading:

Open to the first page (where Ruby is just barely opening the door)  Ask:  How does Ruby feel about coming into the classroom?

Why did Ruby smile at Angela’s bow and then tip toe to her seat?

Discuss the word coincidence in the text.   What does it mean?  How is the word used in this text?

At lunchtime Ruby hops home.  What does Ruby do when she gets home?  How does Angela respond?

Why did Ruby answer, “Wet paint” when Angela asked her why she was sitting like that?

How does Angela and Miss Hart feel about Angela copying them?

How does Miss Hart help Ruby?

After Reading:

Why did Ruby copy Angela so much in the text?

Have you ever been new and tried to fit in?

What would you do if you were Ruby?

What would you do if you were Angela and someone was copying you?

This lesson went great.  The kids were very engaged and truly understood the author’s message.

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The Title of this story is The Snowy Day. The author, the writer is Ezra Jack Keats and the same person is the illustrator, the picture maker. This story is about all the things a boy does on a snowy day.
Turn to the first page. What is the character doing in this picture?  What do you think he is thinking about as he looks out the window?
Turn to pages 13 and 14. Who might these boys be? What are the boys doing ? Do you think they are saying anything? Why or why not?
Turn to pages 17. What do you think will probably happen next? Where do you think he is going?

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Show the front cover
"What is happening on the front cover?"

Do a picture walk of the book
"What do you think this book will be about?"

Turn to p. 12
"How is Trixie feeling?  Why do you think that?"

Turn to p. 23 Prompt a prediction
"Where could they be running to?"

Turn to p. 28
"Do you think they will find Knuffle Bunny?  What do you think will happen if they do not find Knuffle Bunny"

Wrap up
"Do you have something you would be sad about if you lost?"

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Session 1:  Before you read
COVER: Introduce the book, and take a book walk scanning a few key pages. Recruit children to say what they see to construct the gist of the story.
"The Title of this story is ______.
The author, the writer is _______, and the illustrator, the picture maker, is ________.  this story is about_________."
p. 2: Channel children to engage with the text by asking and discussing questions about it.
"What is the character doing? What is happening here?"
pp. 4-9: Recruit children to figure out who the new character might be and what he/she might be saying and doing.
"Who might this be? How do you know? So, if this is ______, might this be _______? What is he/she doing?  What do you think he/she is saying?"
p. 9:  Prompt a prediction.
"What do you think will probably happen next?  Will _______ happen, or will ________ happen?"