Kindergarten Lessons for Unit 1: I m In School! The Kissing Hand By Audrey Penn

Transcription

1 Kindergarten Lessons for Unit 1: I m In School! The Kissing Hand By Audrey Penn Aligned with the Common Core State Standards in Reading, Speaking & Listening, and Language Written & Prepared for: Baltimore City Public Schools September 2013

2 Overview Introduction to the Lessons: In these lessons, kindergarten students will strengthen their comprehension by working with teacher support on texts within the kindergarten band of complexity as defined by the authors of the Common Core State Standards (CCSS). The lessons align with the City Schools Model of Effective Literacy Instruction and should be implemented during the reading portion of the literacy block. Students will be grappling with complex texts through interactive read-alouds and small group instruction. In these contexts, students will participate in text-based conversations and discussions with partners, in small groups, and in whole class settings. Text-dependent questions will be considered throughout the lessons. Reading Goals: In the Lessons for Unit 1, students will be supported as they learn to: Pay close attention to what a text says Apply prior knowledge to overarching themes Use and expand vocabulary Common Core State Standards (CCSS): The lessons are closely aligned with the CCSS College and Career Readiness Anchor Standards for Reading, Speaking and Listening. Specifically, the following standards will be addressed: Reading Standards for Literature (RL): 1, 2, 7 and 10 RL.K.1 With prompting and support, ask and answer questions about key details in a text. RL.K.2 With prompting and support, retell familiar stories, including key details. RL.K.7 With prompting and support, describe the relationship between illustrations and the story in which they appear (e.g., what moment in a story an illustration depicts). RL.K.10 Actively engage in group reading activities with purpose and understanding. Speaking and Listening Standards (SL): 1 SL.K.1 Participate in collaborative conversations with diverse partners about kindergarten topics and texts with peers and adults in small and larger groups. a. Follow agreed-upon rules for discussions (e.g., listening to others and taking turns speaking about the topics and texts under discussion). b. Continue a conversation through multiple exchanges. Language Standards (L) 5 and 6 L.K.5 With guidance and support from adults, explore word relationships and nuances in word meanings. L.K.6 Use words and phrases acquired through conversations, reading and being read to, and responding to texts.

3 Comprehension Strategies 1 for the Lessons in Unit 1: Saying what the text means: recast meaning of a sentence, paragraph, or series of paragraphs in their own words Focused reading questioning during and after reading: use questioning to scaffold student understanding of a text and to think critically about it Making ideas cohere: link ideas and infer relationships; understanding connecting words and phrases; keeping track of substitute words; understanding pronoun references Instructional Approach: The following teaching routines are used in the lessons: Interactive read-aloud is a teaching context in which students are actively listening and responding to an oral reading of a text. The teacher selects and reads the text aloud; the students listen. In an interactive read-aloud, the teacher pauses at significant points to ask students for comments and invite brief discussion. Student talk is encouraged as a method for deepening comprehension. Small group instruction typically takes place during the independent practice portion of the reading block. Teachers may teach small groups of students who have similar needs or abilities. Two forms of small-group reading instruction are used frequently in kindergarten settings: strategy groups and skill-based reading groups. These different groupings vary slightly in structure but both include explicit instruction to allow teachers to shape instruction to match different needs. Partner work is used throughout the lessons. When matching students, teachers should consider the academic and social needs of their students. In some instances, it is ideal for students to be matched with a peer of similar academic level. At other times, it is best for students to be matched with a more skillful peer. It is most important for teachers to match students so that optimum learning can occur. Turn and talk is a frequent partner activity used in the lessons. Turn and talks are brief moments during the lesson when students are given an idea or question to ponder. The teacher will ask students to first think about the question or idea in silence. Then students are asked to turn and talk to their partner to discuss their thinking. This technique fosters comprehension as students talk through their ideas and questions. 1 Instructional strategies for reading selected from Literacy Navigator, America s Choice, Pearson Education, 2011

4 The Kissing Hand by Audrey Penn Overview Four Lessons Two Whole Group (WG) lessons (15-20 minutes each) Two differentiated Small Group lessons (SGs) for students who are below, on, or above the instructional level of this text (15-20 minutes each) Lesson 1 Lesson 2 Lesson 3 Lesson 4 Lesson Sequence & Teaching Structure WG Interactive Read-aloud Text introduction WG Interactive Read Aloud Ask questions SGs Skill-based/Shared Reading Say what the text means SGs Skill-based/Shared Reading Say what the text means Text Analysis Genre Fiction Level Grade Level Equivalent = 3.3 Lexile = 520 F & P = I Text Structure Narrative prose Content Chester raccoon is nervous about starting school and being away from his mother. She is able to comfort him and build his confidence by introducing him to the kissing hand. Theme and Ideas Separation from home Facing new situations with courage and confidence Loving parental bonds Language and Lots of dialogue drives the story Literary Features Vocabulary (see list below) Illustrations Vivid, colorful illustrations that support the text and reveal Chester s various emotions Book and Print Features Clear print, several lines of text or a full paragraph on most pages. Many words that convey loving emotion: nuzzled, warm and cozy, special warmth

5 Vocabulary *Important Note: The vocabulary highlighted below is only for teacher purposes in understanding the level of complexity of the specific text. It is not intended that teachers teach every word or phrase noted in this section. Vocabulary to reinforce (Tier II words) Phrases worth studying Forest, nuzzled, gently, palm, tingled, lonely, familiar, scamper, tree limb, The kissing hand, warm and cozy, silky black mask, special warmth, toasty warm thoughts, rang in, filled her heart Lesson 1: Interactive Read Aloud The Kissing Hand by Audrey Penn CCSS Addressed RL.K.1, RL.K.7, SL.K.1, L.K.5 Ongoing Assessment Observation of partner discussions Contributions to conversation norms Possible Big Ideas How can you connect with a story? Sometimes it is hard to try new things. There are people and things that can help us when something is difficult. Agenda 1. Text Introduction 2. First Read 1 st stopping point 2 nd stopping point 3 rd stopping point 4 th stopping point 3. Wrap up 4. Next Move in City Schools Instructional Model Recommended Vocabulary Words/phrases for teachers to highlight and reinforce for students in order to make them useful in speaking (may also be used in Morning Message and Conversation Station ): Nuzzled, gently, tingled, lonely, familiar, warm and cozy During this initial read, highlight and quickly define these words so that students get the gist of the concept. In subsequent readings there will be time to redefine key vocabulary and go deeper with phrases/expressions. Teaching Notes During this lesson the teacher has the text. Students will have opportunities for turning and talking, so norms for conversations should be established prior to this lesson. Materials Text (teacher only)

6 2 nd stopping point 1 st stopping point Text Introduction Today we re going to read a story that is about a little raccoon who is nervous about starting school. It is called The Kissing Hand and is written and illustrated by Audrey Penn. How many of you know how it feels to start school for the first time? I wonder if Chester the raccoon feels the same way some of you felt when you started school? Let s read and find out! First Read Read pages 3-8. Then say: What is happening on these pages? What do you understand about how Chester Raccoon is feeling? Turn and talk to a partner about it. Give students a few moments to discuss their thinking. Check for understanding by listening in as partners share their ideas. Have 2 or 3 students share out their thoughts. Possible Student Responses Teacher Responses Chester is afraid to start school. He wants to stay home. His mom is encouraging (helping) him. What makes you think Chester is afraid? What words make you think he wants to stay home? What do you mean? Can you explain how she is helping (encouraging) him? Read through page 14. Then ask: What do you understand about the Kissing Hand? How does it work? Turn and talk to a partner about it. Give students a few moments to discuss their ideas. Check for understanding by listening in as partners share their ideas. Have 2 or 3 students share out their thoughts so far. Possible Student Responses Teacher Responses

7 4 th stopping point 3 rd stopping point When Chester s mom kisses his hand it will remind him how much she loves him. When he touches his face with the kissing hand he will be reminded of his mom and he ll feel better. If he is sad the kissing hand will help Chester feel better. Read through page 21. Then say: Can you show us where in the book you understood that? Why do you think being reminded of his mom will make him feel better? Can you explain how the kissing hand helps Chester feel better? How do you know? What is happening here? Why do you think Chester kissed his mother s hand? Turn and talk with your partner about this. Give students a few moments to discuss their ideas. Check for understanding by listening in as partners share their ideas. Have students share out their thoughts so far. Possible Student Responses Teacher Responses Chester wants to help his mom not miss him while he is at school. Chester loves his mom. Read through the end. Then say: Why do you think Chester wants to help his mom? How do you know Chester loves his mom? What in the pictures or words helps you know? So what are the ideas in this story? Take a moment and talk with your partner about what you think the ideas are in The Kissing Hand. Give students a few moments to discuss their ideas. Check for understanding by listening in as partners share their ideas. Have students share out their thinking. Possible Student Responses Teacher Responses Chester is afraid to start school and his mom helps him with the kissing hand. Chester and his mom love each other. Your mom can help you if you re afraid. guidance. What parts in the story make you think that? How do you know they love each other? What in the pictures or words helps you know? Can you explain what you mean? Where in the story do you get this idea? Wrap Up Let students know that they will continue to work with this story over the next several days. Next Move in City Schools Instructional Model At the completion of this whole group lesson, you will signal for the Small Group, Skill-based & Independent Reading Practices time to begin. See the Weekly Planning Sequence for more

8 Modifications/Accommodations (Teacher inserts student specific modifications/accommodations as written in any IEPs.)

9 Lesson 2: Interactive Read Aloud The Kissing Hand by Audrey Penn CCSS Addressed RL.K.1, RL.K.7, SL.K.1, L.K.5, L.K.6 Ongoing Assessment Observation of partner discussions Contributions to conversation norms Possible Big Ideas How can you connect with a story? Sometimes it is hard to try new things. There are people and things that can help us when something is difficult. Agenda 1. Text Introduction 2. First Read 1 st stopping point 2 nd stopping point 3 rd stopping point 4 th stopping point 3. Wrap up 4. Next Move in City Schools Instructional Model Recommended Vocabulary Words/phrases for teachers to highlight and reinforce for students in order to make them useful in speaking (may also be used in Morning Message and Conversation Station ): Nuzzled, gently, tingled, lonely, familiar, warm and cozy During this second read, repeat definitions and reinforce these words so that students are reminded of the concepts. Teaching Notes During this lesson the teacher has the text. Students will have opportunities for turning and talking, so norms for conversations should be established prior to this lesson. Materials Text (teacher only) Chart paper/marker or interactive white board Text Introduction When we first read The Kissing Hand by Audrey Penn, we began to talk about the ideas in the story and we started understanding what the character Chester Raccoon was experiencing. Today we will read the story again and try to understand it further. We will continue to think and talk and share our thinking as we go. Often readers think about what the author is saying and what she wants us to understand. Today as I read, let s continue to think and talk as a way to try to understand what Audrey Penn is saying in the story about Chester Raccoon.

10 2 nd stopping point 1 st stopping point Second Read Read pages 3-6. Then say: We talked before about how Chester Raccoon is feeling here. Do you remember some of the feelings you and your partner described? What were some of your ideas? Take a few ideas from the children about how Chester is feeling. Record these words on chart paper/whiteboard (Possible ideas: scared, sad, worried, nervous). Why do you think Chester might be feeling this way? Turn and talk to a partner about WHY you think Chester is feeling (read from chart). Give students a few moments to discuss their thinking. Check for understanding by listening in as partners share their ideas. Have 2 or 3 students share out their thoughts. Possible Student Responses Teacher Responses Chester doesn t want to leave his mom. He s never been to school before. He wants to stay home where it s familiar. How do you know Chester doesn t want to leave his mom? What does he say or do to make you think that? Can you explain why it is important that he has never been to school before? Can you explain what you mean? Why does he want to stay home what do you mean by familiar? Read through page 12. Then say: So how does the Kissing Hand work again? Explain to your partner in your own words what the Kissing Hand is and how it works. Give students a few moments to discuss their ideas. Check for understanding by listening in as partners share their ideas. Have 2 or 3 students share out their thoughts so far. Possible Student Responses Teacher Responses

11 4 th stopping point 3 rd stopping point When Chester s mom kisses his hand it will remind him how much she loves him. When he touches his face with the kissing hand he will be reminded of his mom and he ll feel better. If he is sad the kissing hand will help Chester feel better. Read through page 18. Then say: Can you show us in the book where you understood this idea? Why do you think being reminded of his mom will help Chester feel better? How will the kissing hand help him feel better? How do you know? What is happening here? Why do you think Chester loves his Kissing Hand? Turn and talk with your partner about this. Give students a few moments to discuss their ideas. Check for understanding by listening in as partners share their ideas. Have students share out their thoughts so far. Possible Student Responses Teacher Responses The Kissing Hand reminds Chester of his mom so he won t feel sad. Chester knows even when he is at school his mom loves him. Read through the end. Then say: Why is not feeling sad important for Chester? How does knowing his mom loves him help Chester? How do you know? So how is Chester feeling now by the end? How do you know? Take a moment and talk with your partner about how Chester feels at the end and how you know. Give students a few moments to discuss their ideas. Check for understanding by listening in as partners share their ideas. Have students share out their thinking. Possible Student Responses Teacher Responses The Kissing Hand helps Chester feel good about going to school. Chester is happy now that he has the Kissing Hand. Chester and his mom love each other. small groups. Explain how you know the Kissing Hand helps Chester feel good about going to school? What part in the book helps you understand this? How do you know Chester is happy? What pictures or words make you think that? Can you explain what you mean? How do you know they love each other? Wrap Up Let students know that they will continue to work with this story and read it more closely in

12 Next Move in City Schools Instructional Model At the completion of this whole group lesson, you will signal for the Small Group, Skill-based & Independent Reading Practices time to begin. See the Weekly Planning Sequence for more guidance. Modifications/Accommodations (Teacher inserts student specific modifications/accommodations as written in any IEPs.) Lesson 3: Small Group Reading Instruction (Focus Lesson) The Kissing Hand by Audrey Penn CCSS Addressed RL.K.1, RL.K.2, RL.K.7, RL.K.10, SL.K.1, L.K.5, and L.K.6 Ongoing Assessment Observation of partner discussions Contributions to conversation norms Quotes from The Kissing Hand Materials Copy of the text for teacher Chart paper/markers OR interactive white board/markers -- for teachers to construct an Anchor Chart for this lesson Agenda (Lesson Sequence) 1. Establish Purpose/Connect with Prior Learning 2. Name It! Tell them what you will teach today. 3. Explicit Instruction/Direct Explanation SHOW them exactly how to do it. Read and think aloud while they watch OR demonstrate exactly what you want them to do. 4. Guided Practice Ask them to try it with you, or with a partner. 5. Send off Remind students to use the strategy in their independent reading. Teaching Notes *This small group lesson includes elements of both interactive read-aloud and a focus lesson. Because teachers will be in the process of getting to know their students and gathering formal assessment data, in this unit only, the core lesson plan is the same for each group. The teacher scaffolds will look different for each set of students based on students language development, processing, expressive vocabulary, and ease with working with peers. Subsequent units will have small group lessons that are differentiated for students operating on, above, or below kindergarten levels based on formal BCPS data. BELOW LEVEL Students: Teacher frequently models thinking aloud, asks questions and elicits oral language/understanding through student-teacher interaction and conversation, teacher paraphrases text and defines key words to support basic comprehension. Students pose questions to make

13 sense of key ideas. ON LEVEL Students: Teacher models thinking aloud, asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases text and defines key words to support basic comprehension. Students pose questions to deepen meaning. ABOVE LEVEL Students: Teacher asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases texts to support comprehension, extend thinking and support elaboration of ideas and inferences. Students pose questions to make meaning and deepen understanding/critical thinking. In this lesson, students will be introduced to the strategy of saying what a text means in order to ensure comprehension. *Teachers may opt to record their thinking by making a T-chart which shows 1) what text is read (page, paragraph) and 2) what the text means (in our own words) Reading Skill or Strategy 1) Saying what the text means BELOW LEVEL Group ON LEVEL Group ABOVE LEVEL Group PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE

14 Lesson 3 BELOW LEVEL ON LEVEL ABOVE LEVEL Establish Purpose/Connect with Prior Learning Together we have read the entire story The Kissing Hand by Audrey Penn. We began to think and talk about some of the important ideas we were thinking about in the story. We ve asked questions about this story and we ve shared some of our ideas about it. Now we have the time to read the story more closely. Name It! Today as we read The Kissing Hand more closely we will pay close attention to both the words and the illustrations. We are going to return to parts of the story and look carefully at the words and illustrations Audrey Penn uses to help us describe the characters Chester Raccoon and Mother Raccoon in our own words. We ll work on this together. Let s start by going back to the first few pages of the book. Explicit Instruction/Direct Explanation First I will show you how I think carefully about the words and look closely at the illustrations to understand how the characters feel and what they are like. Read the first page as students follow along. Say: As I read these words and then look closely at the illustration of Chester, I see there are tears in his eyes. He s crying. He really must not want to go to school. I can see by looking at this illustration and reading the words Chester is very sad. Read the next page as students follow along. Say: I m thinking especially about what the words mean. It seems like Chester s mother is trying to help him feel better. It says she takes her hand and nuzzles his ear. That means she is giving him a cuddle. And she is talking to him gently. And when I look at the illustration, I can see she is leaning down to him and looking at him with kind eyes. She seems like a loving mother. Do you see how the words and illustrations are helping me understand how Chester is feeling and what his mother is like? Now we will try thinking and talking together.

15 Guided Practice Let s go to the part where Mother teaches Chester about the Kissing Hand. Read pp as students follow along. Say: What illustrations or words on these pages help you to describe Chester and his mother? Turn and talk to the person next you about Chester and his mother on these pages. What is the mother like? How does she feel about Chester? How does he feel about her? Listen in to student conversations. Bring students back together and briefly have them share ideas from their conversations. Make sure to encourage students to look back into the text for specific examples that support their ideas. Possible Student Responses They love each other. She is very kind and gentle. She is loving. Chester loves his mom. Teacher Responses Can you show us parts of the book that help you understand this? What makes you think she is kind and gentle? Can you show us a part that is an example of this? Can you explain what you mean? How do you know? How do you know Chester loves his mom? Show us a part that helps you know. Then say: Now let s go to another part of the story and think more about the character Chester Raccoon. Turn to the page where it says, Chester loved his kissing hand. Teacher reads pages as students follow along. Ask:

16 What does it mean where it says, Chester turned and danced away? What do you think those words mean? Take one or two ideas from students, affirming their thinking or clearing up any misunderstandings. Then say: As you think about these words and look at the illustrations in this part of the story, how might we describe Chester and how he feels? What illustrations or words on these pages help you to describe him? Turn and talk to the person next you about Chester on these pages. What is he like? How does he feel? Listen in to student conversations. Bring students back together and briefly have them share ideas from their conversations. Make sure to encourage students to look back into the text for specific examples that support their ideas. Then say: Based on your conversations and ideas, what are some words we might use to describe Chester in this part of the story? Elicit descriptive words from students and list them on chart paper or the interactive whiteboard. Make sure to introduce words like confident and reassured if students do not come up with them. Remind students that good readers think carefully about the words and illustrations in a story to describe and understand a character more deeply. Then say: We now have a list of words we can use to describe Chester Raccoon. Let s read these words. Refer to list and read through with students (shared reading). Send Off Good readers look carefully at the illustrations and think about the words in a text. By looking at the illustrations and thinking about the words we are able to understand more about the characters and how they feel. When you read on your own, make sure to look carefully at the illustrations, think about how the characters are feeling and describe them in your own words. We will return to the Kissing Hand one more time in our small group to think about what the author wants us to understand.

17 Lesson 4: Small Group Reading Instruction (Focus Lesson) The Kissing Hand by Audrey Penn CCSS Addressed RL.K.1, RL.K.2, RL.K.7, RL.K.10, SL.K.1, L.K.5, and L.K.6 Ongoing Assessment Observation of partner discussions Contributions to conversation norms Quotes from The Kissing Hand Materials Copy of the text for teacher Anchor chart created in previous lesson Chart paper/markers OR interactive white board/markers, Agenda (Lesson Sequence) 1. Establish Purpose/Connect with Prior Learning 2. Name It! Tell them what you will teach today. 3. Explicit Instruction/Direct Explanation SHOW them exactly how to do it. Read and think aloud while they watch OR demonstrate exactly what you want them to do. 4. Guided Practice Ask them to try it with you, or with a partner. 5. Send off Remind students to use the strategy in their independent reading. Teaching Notes *This small group lesson includes elements of both interactive read-aloud and a focus lesson. Because teachers will be in the process of getting to know their students and gathering formal assessment data, in this unit only, the core lesson plan is the same for each group. The teacher scaffolds will look different for each set of students based on students language development, processing, expressive vocabulary, and ease with working with peers. Subsequent units will have small group lessons that are differentiated for students operating on, above, or below kindergarten levels based on formal BCPS data. BELOW LEVEL Students: Teacher frequently models thinking aloud, asks questions and elicits oral language/understanding through student-teacher interaction and conversation, teacher paraphrases text and defines key words to support basic comprehension. Students pose questions to make sense of key ideas. ON LEVEL Students: Teacher models thinking aloud, asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases text and defines key words to support basic comprehension. Students pose questions to deepen meaning. ABOVE LEVEL Students: Teacher asks questions, supports student-student interaction, listens in for comprehension and clarifies misunderstandings, paraphrases texts to support comprehension, extend thinking and support elaboration of ideas and inferences. Students pose questions to make meaning and deepen understanding/critical thinking.

18 In this lesson, students will be introduced to the strategy of saying what a text means in order to ensure comprehension. *Teachers may opt to record their thinking by making a T-chart which shows 1) what text is read (page, paragraph) and 2) what the text means (in our own words) Reading Skill or Strategy 2) Saying what the text means BELOW LEVEL Group ON LEVEL Group ABOVE LEVEL Group. PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE PLACE POST-IT NOTE WITH STUDENT NAMES FOR THIS GROUP IN THIS SPACE

19 Lesson 4 BELOW LEVEL ON LEVEL ABOVE LEVEL Establish Purpose/Connect with Prior Learning We have spent a lot of time closely reading The Kissing Hand by Audrey Penn. We have talked and thought a lot about the character Chester Raccoon. There are a lot of ideas in this book. What are some of the ideas from the story that you feel are important for us to remember? Take a moment to have a few students share their ideas. Last time In our small group we talked about Chester Raccoon and how we would describe him. We created this chart. Let s read it. Read chart of descriptive words from previous lesson together (shared reading). Name It! Just as readers think about characters, they also think about what the writer is telling us and what she wants us to understand about the characters and the story. We have worked hard at putting ideas in our own words to help us understand. When we think about these ideas we are thinking about themes. Themes are the bigger, important ideas in the story that often make us feel something as readers. When we think about themes, we understand a story more deeply. Today we are going to think about the themes in The Kissing Hand the bigger ideas that Audrey Penn wants us to understand. First I will show you how I think about themes and record my ideas on a new chart we will call Themes in The Kissing Hand. Then you will have a chance to think and talk about the themes in the story. Explicit Instruction/Direct Explanation One of the ideas that we talked about as we read The Kissing Hand in was that Chester Raccoon did not want to go to school he was afraid of this new experience. Remember this part at the beginning? Read pp. 3-6 as students follow along. Say: So as I think about this idea of Chester being afraid of trying something new not wanting to go to school, and his mother s words that Audrey Penn wrote in the text, I think I have come up with one theme a bigger idea that the author wants me to understand. I think one theme is about courage trying something new even if it is hard, even if we don t want to. I think Mother Raccoon s words are about having courage when she says, Sometimes we all have to do things we don t want to do, even if they seems strange and scary at first. I m going to put that theme on our chart. Write: Courage trying something new even if it is hard.

20 Guided Practice Now let s think together of some more themes. I want you to think about the ideas you felt were important in the story and what you think the author wants us to know. Look through the story again, and turn and talk to a partner about some of your ideas about what another theme might be. Remember to use examples from the illustrations and words in the text. Listen in closely to the brief conversations. If students are having difficulty, you may want to provide more scaffolding. You might prompt them by saying things like, Look at the chart that describes Chester to help you. What kind of a character is Chester? What about his mother? What does Audrey Penn want us to understand about them? Affirm the thinking you hear when you bring students back together. Ask several students to repeat their ideas. Make sure to follow each idea with the question: What part in the book makes you think that? Can you show us the pictures or words that got you thinking that idea? Record possible themes on the chart. Possible themes might be: The importance of loving relationships family and or friends. There are things we can do that can help us cope with difficulty. We become more independent as we grow older. Once there are a few themes on the chart read through them with the group. You might say, There are certainly some big ideas themes in this story. Look at how deeply you understand what the author Audrey Penn has written! Send Off Today we talked about how readers think about what messages the author wants us to understand. Readers think deeply about stories and identify themes big ideas from the text they put into their own words. When you are reading on your own, think about what messages the author wants you to understand. You might even make a list of possible themes when you read on your own by writing, drawing or talking with a friend. When we identify themes, we understand the text deeply.

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