For skills based competencies, I would use this book as a shared reading on the second read targeting fluency in my classroom. I would sit in a reading circle with my class, and we would participate in an echo reading. As I read, I’d make sure to model good reading such as reading at an appropriate speed (rate), with accuracy, and with expression (prosody). I would also model think alouds and insert strategic questions when appropriate. I really want my students to think about the process our food goes through. For knowledge based, we would look at the vocabulary in the book. Before reading, we would review words such as “sows”, “gratitude”, “grazied”. I’d show them a chart with the word, a colored picture, the definition, a sentence, and a sentence from the book. Then we’d beginning reading and stop at these words. After, we'd take words from the book that we feel is important to know for understanding the text and complete a Frayer model chart.

For knowledge-based competencies, I will do an interactive read aloud with this book. I will pause and ask strategic questions. While we read, we will fill out an anchor chart as a class outlining the different things the main character does to save money for Tia Isa. After reading and discussing, students will compromise a paragraph outlining three things the main character does to save money for Tia Isa with the teacher there to guide them. For skill-based competencies, we will play the homophones game. I will use the Tier 2 words in the text along with similar words. They will define each word then put the word in a sentence. 

For knowledge-based competencies, we will work on comprehension and chronological order. After doing an IRA, we will discuss how the story flows and goes in order. We will talk about how the outcomes if events would be different if the story was in a different order. I will give groups a strip of paper that includes an event from the story. Each group will come up to the board and we will place the event on there. As a class, we will have to determine where that event goes on the timeline of the story and how we know that. For skills-based competencies, we will do a shared writing. After reading, asking strategic questions, and doing the chronological order activity, we will point our attention to an anchor chart. On this chart will be some phrases such “Rosa’s choices”, “Rosa’s feelings” and “Rosa’s final choice and why”. We will explain each of these and then put a sentence explaining each. Students will then go back and independently write explaining if they think Rosa made the right choice or not, using text evidence to support their thoughts.

For knowledge-based competencies, we will do a K-W-L chart and an interactive read aloud. This will be the first read. Before doing an IRA, we will discuss things we know about identity and where we come from. Then we discuss things we wonder. After reading, we will add things we learned and some more things we wonder about. Students will then use the K-W-L to aid us in a shared writing explaining where the little girl comes from. For skills-based competencies, we will do an interactive writing to work on writing fluently and with structure. I want my students to think about where they come from. After reading for a second time the next day, we will write a proper paragraph explaining where we come from based on where we live. I will have students come up and place things like punctuation, capital letters, and other grammatical things we need to include in our writing. 

 

For knowledge-based competencies, we would work on comprehending the information from the text. As we read certain pages of the text in an IRA, students will participate in a shared writing. I will have a chart with different columns labeled things like “diet”, “home life”, and “supplies”. As we read and these things come up in the text, we will add them to out anchor chart, so we know how to care for our pet and what we learned. For skills-based competencies, my students would work on integrating ideas from the text to form strong opinion pieces. After reading select pages of this book in an IRA, we will discuss on an anchor chart what we need to do as we prepare to get our new hermit crab class pet. Based on the knowledge from the text, students will do an opinion piece of writing to the question “Do you think you will be a good owner of our class pet? What are some ways you can care for him/her?”. Students will check for finger spaces, capital letters, punctuation, commas when needed, and other things they know first graders need in their writing. 

For skills based, I will focus mainly on phonological awareness and suffixes. Many words in this book have the suffix -er and -s (buyers, sellers, consumers, producers, buys, sells, services, etc.). After reviewing suffixes previously and reading this story once, I would explain to the students how we are going to read again and be “word detectives”. We are going to look for any word with a suffix. Once we find a word, I will write it down. After reading, we will discuss each word and what the suffix does to the word. For knowledge based, we will do a shared writing. After reading the text, we will have a group discussion on producers and consumers. I will ask some things that the children recently bought, and I will write them on an anchor chart. I will then ask if this makes them a producer or a consumer and why. I will have them do a turn and talk for this question, and then we will come back together to share out answers and finish our anchor chart. We will make sure to use text vocabulary in our shared writing.

For skills-based competencies, we will do a partner read of this text in small groups to work on fluency. While two partners are reading out loud, the other two will practice whisper reading to one another. Each group should practice the speed at which they read, decoding words correctly, and reading with expression. For knowledge-based competencies, we will orally discuss and do a shared writing of the book in small groups. On an anchor chart, I will list smart saving techniques based on the student’s answers and the text. I will ask why these are smart and how the text says they can help us save money. We will then take these phrases and form correctly structured sentences. 

For knowledge-based competencies, we will work on orally communicating what we think. During the IRA, I will pause and ask questions such as “Why do you think the author really stressed the fact that Johnny didn’t want anyone to go hungry?” Students will then do a turn and talk communicating their thoughts. They will use accountable talk such as “I agree”, “I disagree”, “I believe”, “The text says...”  and so on. I will then call on some groups to share. For skills-based competencies, I want to work on fluency with my students. On the second read of this book, I want to participate in a shared reading. I will ask the students to read with me (choral reading) and repeat my reading (echo reading) in certain, strategically chosen places. My goal with this is to work on prosody and model reading with expression with and without the teacher reading with you.

For knowledge-based competencies, we will work on vocabulary in this book. I will discuss adjectives and synonyms. There are so many different adjectives used in this book to describe things. I will explain what these two terms mean and how they relate. Then, in groups, we will play the semantic gradient game. Each group will get a different set a words and once finished, they will rotate. This is such a great opportunity for students to think about the importance of using describing words and how words correlate/have similar meaning.For skills-based competencies, we will work on syllables. There are many two-syllable words in this book. As a class, we will pick some out and decode them together. Then, in groups, students must find two other ones. After they find them, each group will share their words, help us decode it by using a method (tap, clap, etc.), then explain how they knew it was two- syllables. 

For knowledge-based competencies we will be discussing vocabulary. Before reading certain pages of this text, I will ask my students important vocabulary words in this book with a whole group discussion.  Some of these words include fibers, machine, mill, producer, seller, and market. By asking questions in a whole group discussion, I will be able to see what the students already know about the vocabulary. We will come up with class definitions based on what we know and discuss how we think they will relate to the text. Afterwards, I will provide the correct definitions and see if the class’s predictions were correct. We will further discuss these words and how they relate to the text. For skills-based competencies, I want children to think about the clothes they are wearing and where they came from. I will pose the question, “How would you explain to someone where your clothes came from? Where did your clothes come
from?” I would give them some time to do a free write to this question. After this, we would give students the opportunity to share their writing on the projector. As a class, we will check for capital letters, punctuation, finger spaces, and other things we have learned that must be in out writing. The goal is to create structured writing that correlates to the topic at hand.