Hayley Hilgenberg March 6, 13 Curr 511-Interactive Read Aloud The book I chose to read for the Interactive Read

Aloud is called, This is Not My Hat by Jon Klassen. This book is an elementary level book about a fish that stole another fishs hat. The little fish that stole the hat makes a lot of assumptions in the book. The pictures however, tell us that the little fishs assumptions are wrong. In order to fully understand the story the students must be aware of what the pictures are telling them. For example, the little fish states that he stole the hat but the big fish wont wake up. If we look at the clues from the picture, we see that the big fish wakes up. This continues on with the little fish stating that he cannot be found. The pictures show us, however, that the big fish finds him. This is a first edition published in 2012 and is cited as:

Klassen, J. (2012). This is Not My Hat. Somerville, Massachusetts: Candlewick Press.

My rationale for this choice relates to the CAF Book strategy dealing with comprehension and accuracy called cross checking. The CAF Book states, One of the first strategies we teach beginning readers is to use the pictures to support reading (Boushey, Mosher, 2011, location 1174). Another strategy dealing with comprehension that could be used is using clues from text features, which include pictures. I decided on Jon Klassens book because it is essential for the students to pay attention to pictures in the story, in order to comprehend the plot. Another strategy I will use is under the goal of comprehension and it is inferring and supporting with evidence. The CAF Book states

that, Inference is a tricky strategy for students of any age to understand (Boushey, Moser, 2011, location 1483). However, during the lesson we will use the pictures to infer what happens or what will happen in the story. I also decided on this book because I am also a Special Education major. One aspect of curriculum with Special Education is reading body language. While the little fish is saying one thing in the book the facial expression on the big fish is telling a different story. The emotions and expressions are being shown in his eyes. While reading this book for the interactive read aloud not only will I draw attention to the pictures in order to comprehend the plot but I will also point out how we can read the emotions by looking at the big fishs eyes and use that to comprehend the story. My method for activating students prior knowledge and previewing text will start with a brief discussion at the beginning. The front cover of the book shows the little fish with the hat and the Title of This is Not My Hat. I will then model my thinking that I looked at the title and could then infer that the hat the little fish is wearing is not his hat. I will then ask the students if they ever took something that didnt belong with them. Example Dialogue: By looking at the title I can infer that the hat the little fish is wearing is not his hat. I am going to predict that the little fish took the hat from someone or somewhere. Did you ever take something from someone that didnt belong to you? Maybe you took something from a brother or a sister? Maybe even a friend? If you have ever taken anything did you think you would get away with it? Do you remember what your thinking was?

Think back to maybe how you were feeling or what you were thinking and we will see if it is the same as this little fish.

I would read the first page to the students that reads, This hat is not mine. I just stole it (Klessen, 2012, p. 1). I would point out the picture of the little fish and say, Look at his face. How do you think he is feeling? How do you feel when you do something wrong? I would continue on with the book where the message from the text is conflicting with the message from the pictures. To preview the text I would ask what the students think will happen after the little fish steals the hat. We will then take a quick picture walk through some of the pictures to see if they are right and to help them predict further. Throughout the book I will model my thinking that the pictures are telling us what is really happening more than the words. For example on page three is says, And he probably wont wake up for a long time (Klessen, 2012). However, when I look at the picture I can see that the big fish is wide-awake. Throughout the story I will read the text and have the students look at the pictures and then give me a thumbs up or a thumbs down if we think the text matches the picture. On page four I will point out the big fishs expression. We can see that his eyes are narrowed and that he looks mad. I will then ask the students if they have seen this face on someone before. What happened to make that person use this face? How do you think they are feeling? Have you ever felt that way? How would you feel if you were the big fish? I will continue on to each page and after I read the text the students will look at the picture and give me a thumbs up or thumbs down if they think the text is true.

I will position myself in front of all students so that they can see the book. I will be modeling how to appropriately read a book. Therefore, I will be positioned slightly off to the side and will hold the book still. Depending on certain students needs I would have them closer to the book for visual concerns. I will have intentional pauses to allow talk in strategic places. I also included questioning to engage readers. This is the dialogue I prepared including questioning and pauses:

Cover: Title: This is Not My Hat Jon Klassen Picture: Small fish swimming with small hat on his head. I am going to model my thinking for this book. Lets start by looking at the cover. I can read the title, This is Not My Hat. Now I am going to look at the picture, and I see a little fish wearing a hat. By the title I can infer that the fish stole the hat and that it is not his or hers. I am going to predict that the little fish took the hat from someone or somewhere. Did you ever take something from someone that didnt belong to you? Maybe you took something from a brother or a sister? Maybe even a friend? If you have ever taken anything did you think you would get away with it? Do you remember what your thinking was? Think back to maybe how you were feeling or what you were thinking and we will see if it is the same as this little fish. Lets predictwho do you think the little fish stole the hat from? -Pause to let them thinkLets look at a few pictures from our book.

Were our predictions correct? Whom did the little fish steal the hat from? Think back to when you took something, do you think the fish will get away with it? Thumbs up or down This is something we will continue throughout the book. We are going to read the words but also look at the pictures. I want you to put your thumbs up or down if you think the writing is true. I want you to put a thumbs down if you think something else will happen than what the little fish says.

Page One: Text: This hat is not mine. I just stole it. Picture: Little fish with hat looking back kind of afraid. I would point out the picture of the little fish and say, Look at his face. How do you think he is feeling? How do you feel when you do something wrong?

Page Two: Text: I stole it from a big fish. He was asleep when I did it. Picture: Big fish is sleeping Thumbs up or downdoes the writing match the picture? Page Three: Text: And he probably wont wake up for a long time. Picture: Big fish wakes up. Now I am going to stop for a minute and model my thinking for you. As I read it says that the big fish probably wont wake up for a long time. But wait I am looking at the fish and I can see that he is awake. How can I tell that the fish is awake? If you look at his eyes they look wide awake. So I would put a thumbs downI dont think the text matches the picture.

Do you think it is important then to look at the picture to understand what is happening? Page Four: Text: And even if he does wake up, he probably wont notice that its gone. Picture: Fish is looking up to where his hat is missing. Look at the fishs face and eyes. Give me the thumbs up or thumbs downdo you think he wont notice that its gone? Now I want you to model your thinking. How did you come up with that answer? Page Five: Text: And even if he does notice that its gone, he probably wont know it was me who took it. Picture: Fishs eyes narrow can infer he knows who took it. Lets look at the fishs face and eyes. What do you think? Do you think he wont know who took it? Thumbs up or down. Have you ever seen someone make this face? Have you ever made this face? Let me see it. What happened to make that person use this face? How do you think they are feeling? -Pause to let them thinkHave you ever felt that way? -Pause to let them thinkHow would you feel if you were the big fish? Page Six: Text: And even if he does guess it was me, he wont know where I am going. Picture: Big fish is leaving can infer that he is following the small fish.

Thumbs up or down. Lets cross check with the picture. Do we think the big fish wont know where he is going? When I look at this picture I can see that the big fish is swimming away. What can I infer from this picture? Do you think if the big fish didnt know where to go that he would be swimming? I am going to infer that he knows where to go to follow the fish or else he would probably just stay where he was.

Page Seven: Text: But I will tell you where I am going. I am going where the plants grow big and tall and close together. It is very hard to see in there. Nobody will ever find me. Picture: Small fish swimming looking straight ahead, could say he looks confident. Lets look at the picture. Can we tell by the picture if that is true or not? The picture doesnt really tell us a lot this time. Now we have to rely on the pattern of the book. Has the little fish been right on the other pages? Do you think he will be right this time? -Pause and allow them time to thinkThumbs up or down. Page Eight: Text: There is someone who saw me already. But he said he wouldnt tell anyone which way I went. Picture: See Crab standing there.

Uh oh. Someone say him. The little fish says that the crab wont tell the big fish where he went. What do you think? Thumbs up or down? Why? What would you do? -Pause allow them time to thinkTalk to your neighbor. -Allow time for talking with your neighbor

Page Nine: Text: So I am not worried about that. Picture: Crab pointing which way the small fish went to the big fish. Where you right? Now lets look at the text, thumbs up or thumbs down. Do we need to look at the picture to know what is going on? Page Ten: Text: I know its wrong to steal a hat. I know it does not belong to me. But I am going to keep it. It was too small for him anyway. It fits me just right. Picture: Small fish The little fish says that the hat fits him just right. Do you think that is an excuse for stealing a hat? Thumbs up or down. Lets look at the picture. Do you think the little fish will get caught? Does he look like he is afraid of getting caught?

Page Eleven: Text: And look! I made it! Where the plants are big and tall and close together. Picture: Fish looking straight ahead entering weeds. Look at the picture. Thumbs up or down. Did he make it?

Page Twelve: Text: I knew I was going to make it. Picture: Big fish makes it to weeds looking angry. Uh ohdid he make it? Thumbs up or thumbs down. Page Thirteen: Text: Nobody will ever find me. Picture: Big fish entering weeds. Thumbs up or thumbs down. The text says no one will ever find him. What really happened? What do you think will happen next? -Pause, allow them time to think-

Page Fourteen: Picture: All tall weeds. Can we tell anything by this picture? What do you think is happening?

Page Fifteen: Picture: Big fish swimming away There is no text on this page.

Lets look at the picture. What do you think happened? Can we infer anything from the picture? -Pause, allow them time to think-

Page Sixteen: Big fish is sleeping with his hat again. What can we infer about the story by just looking at the picture? We will be using the picture as a clue to come up with what we think happened at the end of the story.

The follow up activities that I chose are worksheets that would be completed by the students. The first worksheet deals with the skill of inferring. The last few pages of the book do not have any text and the readers therefore, have to rely solely on the pictures to infer what happened at the end of the book. This stresses the importance of focusing on pictures as well as text because the only way the readers can figure out the ending of the story is to infer what happened according to the pictures. The follow up activity is attached and asks the readers to write about what they think happened at the end of the story. They can write the ending to the story or what they think happened based on the pictures. The other follow up activity is called, A Picture is Worth a Thousand Words. After discussing the facial expressions and how to read the eyes on the face of the fish to gain context clues about the story, the students will be asked to draw their own fish with a facial expression. After they draw the fish with a facial expression they have to label their facial expression.

Work Cited Boushey, Gail; Moser, Joan (2011-05-08). The Caf Book (Kindle Locations 11751176). . Kindle Edition.

Klassen, J. (2012). This is Not My Hat. Somerville, Massachusetts: Candlewick Press. Klassen, J (2012). Candle Wick Publications. Retrieved from http://www.candlewick.com/book_files/0763649902.kit.1.pdf

This Is Not My Hat

What Happened Next

Heres what I think happened at the end of the story:

The End

Klassen, J (2012). Candle Wick Publications. Retrieved from http://www.candlewick.com/book_files/0763649902.kit.1.pdf

A Picture Is Worth a Thousand Words

My face is
Klassen, J (2012). Candle Wick Publications. Retrieved from http://www.candlewick.com/book_files/0763649902.kit.1.pdf